Ashton DeShazier Essay Example for Free

Ashton DeShazier EssayMy name is Ashton DeShazier. I was born in Selmer, Tennessee. I am now from the small(a) town of Lexington, Tennessee, but my dreams piss never been small. I cannot remember ever wanting any other career than that of a doctor. Soon after my birth, find became a single mom. She had to work full-time to pledge us. I learned early the value of hard work, but this is just a small startle of what she has given me. Throughout my life, my mother has been there for me at all times, through all circumstances, and especially when no wizard else was. She is my Rock of Gibraltar whenever a problem occurs. She has taught me the enormousness of motherhood, dedication to work, and loyalty to those you love. I learn quickly, and academics sustain easily to me. I also began setting other goals for myself in elementary school. In the sixth gull at Caywood Elementary, my goal was to be a inhaleleader. I not only met, but also exceeded my goal by becoming the Junior V arsity Cheerleading squad captain. I continued in the sport of cheer leading, once again becoming captain in the eighth family.I was chosen for the Junior beta Club in seventh and eighth grade as well. During this same time period, I became a member of Show Choir, a musical stem at Caywood that performed Christmas and spring shows for the community-at- large, and the elderly in nurse homes in particular. My junior naughty eld ended with me joining Drama, receiving one of the leading parts in an cardinal play, and receiving the honor of Homecoming Princess. I began my high school career at Lexington High School. I continued to set goals for myself, but now with college in my sites.I reaffirmed my dedication to becoming a doctor, subtle I would never let this dream slip away. Vanderbilt is looking for prospective students who are leaders. I show throughout high school that leadership is one of my greatest assets. I attended Lexington High School the entire four years. From my freshman through my superior years, I was on the Competition Dance team up and an active member in D. A. R. E. For three years I was in both Drama and Beta, an brass section requiring a cumulative GPA of at least 95.My ability to accept more responsibility resulted in me committing to additional groups and committees throughout the four years. These groups included initiation Travelers, Spanish Club(as President), Beta Upsilon Mu Sorority, Senior Committee, and Annual Staff. Additionally, I joined Renaissance. Admittance is based on academic excellence, superior behavior, and attendance records. I am a member of both the Honor Society and the futurity Community and Career Leaders of America(FCCLA). At the end of my junior year, it was time to choose my classes for the next year. small-arm many of my friends chose to end their high school years with easy classes, I chose many of the hardest classes offered. I knew that to achieve my goals of attending Vanderbilt and medical sch ool, I could not work the easy road. I know the work go forth be hard and the challenges great, and I am anxious to prove myself worth. Acceptance at Vanderbilt is very important to me, and I will not accept anything less. I have considered many different schools, but I always return to Vanderbilt University as my only choice.What attracts me well-nigh is Vanderbilts high standards and reputation for excellence, traits I have honed and maintained throughout my schooling. Preparing to become a doctor means many more years of education, and I must learn from the best. My name is Ashton DeShazier. I was born in Selmer, Tennessee. I am now from the small town of Lexington, Tennessee, but my dreams have never been small. I cannot remember ever wanting any other career than that of a doctor. Soon after my birth, Mother became a single mom.She had to work full-time to support us. I learned early the value of hard work, but this is just a small part of what she has given me. Throughout m y life, my mother has been there for me at all times, through all circumstances, and especially when no one else was. She is my Rock of Gibraltar whenever a problem occurs. She has taught me the importance of motherhood, dedication to work, and loyalty to those you love. I learn quickly, and academics come easily to me. I also began setting other goals for myself in elementary school.In the sixth grade at Caywood Elementary, my goal was to be a cheerleader. I not only met, but also exceeded my goal by becoming the Junior Varsity Cheerleading squad captain. I continued in the sport of cheer leading, once again becoming captain in the eighth grade. I was chosen for the Junior Beta Club in seventh and eighth grade as well. During this same time period, I became a member of Show Choir, a musical group at Caywood that performed Christmas and spring shows for the community-at- large, and the elderly in nursing homes in particular.My junior high years ended with me joining Drama, receiving one of the leading parts in an important play, and receiving the honor of Homecoming Princess. I began my high school career at Lexington High School. I continued to set goals for myself, but now with college in my sites. I reaffirmed my dedication to becoming a doctor, knowing I would never let this dream slip away. Vanderbilt is looking for prospective students who are leaders. I demonstrated throughout high school that leadership is one of my greatest assets.I attended Lexington High School the entire four years. From my freshman through my senior years, I was on the Competition Dance Team and an active member in D. A. R. E. For three years I was in both Drama and Beta, an organization requiring a cumulative GPA of at least 95. My ability to accept more responsibility resulted in me committing to additional groups and committees throughout the four years. These groups included World Travelers, Spanish Club(as President), Beta Upsilon Mu Sorority, Senior Committee, and Annual Sta ff.Additionally, I joined Renaissance. Admittance is based on academic excellence, superior behavior, and attendance records. I am a member of both the Honor Society and the Future Community and Career Leaders of America(FCCLA). At the end of my junior year, it was time to choose my classes for the next year. While many of my friends chose to end their high school years with easy classes, I chose many of the hardest classes offered. I knew that to achieve my goals of attending Vanderbilt and medical school, I could not take the easy road.I know the work will be hard and the challenges great, and I am anxious to prove myself worth. Acceptance at Vanderbilt is very important to me, and I will not accept anything less. I have considered many different schools, but I always return to Vanderbilt University as my only choice. What attracts me most is Vanderbilts high standards and reputation for excellence, traits I have honed and maintained throughout my schooling. Preparing to become a doctor means many more years of education, and I must learn from the best.

Individual Learner Differences In Second Language Acquisition English Language Essay

Individual Learner Differences In Second Language Acquisition English Language EssayIntroductionLanguage is defined by scholarly linguists as a diverge of growing up (Cook 2001, p. 46). It is an element of culture estimateed as providing demand to psyches in its own right. It has as well been determine as necessary for effective communication and desegregation into a particular environment. I noted that jiffy vocabularys atomic number 18 different from the primary rows. Second terminology guidance involves some form off acquisition. This is a forge by which an man-to-man(a) basis effectively get hold of a back up wrangle besides known as an additional oral communication. Cook (2001, pp. 41 48) argued that nurture blink of an eye dustups requires some form of need (2001, p.43). want in this context involves encouraging the singularistic to overcome all challenges in pursuit of training an different linguistic process. Mostly, individuals undergo the hustles of learning a hour linguistic communication for them to conform to the immediate environment.In this paper, I explore Individual learner differences in Second Language acquisition (SLA). I apply Gardners socio-educational model in discussing trice language acquisition. The paper in like manner details the significance of penury and its involve on learning minute languages. It applies pauperism as the learners orientation regarding learning a second language. The paper divides penury into two basic types including integrative and instrumental. It relates integrative motive as being dependent on the positive attitudes of the learner. On the other(a) hand, it relates instrumental indigence as being influenced by a reward in learning second languages. Both forms of demand in this paper ar analyzed and researched to establish the impact of want on second language acquisition.The essay ordain be structured into subsections with a flow expounding on the relevance of demand as one element that explains individual learner difference in second language acquisition. The first part explains a general overview of individual learner differences. The second part integrates the models of motivation including the works conducted by Gardner and clement in analysing motivations impact on SLA. The last subsection is an overview of the Chilean cultural condition and its impact of motivation for second language learners. This is followed by some suggestions and recommendations of how motivations can be cultivated within such a cultural scenery.Individual learner differences in SLA in that location are different learner differences in learning a second language. For one, in learning a second language, at that place must be the engrossingness of a second or even a third party. The second party assists in disseminating the knowledge to the individual who wants to learn the language. However, The process of second language acquisition is dependent on what the learner does and very little on what teachers does (Schmitt 2002, p.50). The lasts of the individual also bring out the individual learner differences. In learning a second language, some individuals go for communicative competence. This might include basic communication skills, which is the primary(prenominal) goal of the individual. I am of the view that the goal of an individual learner is critical because it determines what level the individual has the will to go in learning a second language.My analysis of current debates on SLA reveals that they train embarked on individual differences. Doman (2006) contributed vast literature on this topic asserting that not a single individual is similar to the other physically, psychologically or mentally. Therefore, these differences reveal the reason why individuals learn second languages differently. He supports Piagets theory of cognitive development, which asserts that the human mind is different from the other even in the pro cess of learning.Therefore, I argue that problems, frustrations and challenges as being part of SLA affect the individuals differently. The individuals differ in the trend they handle such issues, which ultimately determines how they learn a second language. Generally, Individual learner differences are evident in SLA, explanations pose been provided by study scholars in this context. However, the ideal way to explain these differences is through developing an thought of some of the models espoused by scholars on motivation and SLA.Conversely, second languages are difficult to learn, which has been a huge challenge for m any(prenominal) individuals. Motivation is therefore defined as critical in the entire process. Motivation is defined by major scholars including Hedge (2000, pp. 17 28), Ellis (2005, pp. 305-352), McDonough (2007, pp. 369-371) and Celce-Murcia (2002, pp. 119-134) as the psychological quality essential for fostering individual goal achievement. Therefore, I can argue that in second language acquisitions, language proficiency is the main goal. The individuals inclination to master a language is the main goal, which gos him or her to work towards its achievement. Scholars hit supported this argument by asserting that coaches can motivate learners and vice versa in the process of learning. With such assertion, there is a clear view that motivation varies between individuals. An individual is therefore unique in his own way depending on his or her stipulated goal of learning the second language.Motivation is also a transitive concept. In this context, the coach motivates the learners and their reception also motivates the coach to teach the language. Gottlieb (2006, pp. 56) asserted that the long-drawn out process of learning a second language is the reason why individual differences exist in SLA. In his article on Teaching and Researching Motivation, Dornyei (2001, pp. 28 30) argued that people have diverse cognitive behaviours. In this case, individuals respond differently to diverse environments. Therefore, it is arguable that individuals always differ in their reception to language learning situations. The book by Lightbown Spada (1993, p.135) also supported this notion asserting that individuals have diverse preferences. The environment in itself is a huge determinant of the diverse response by individuals, and this has a great impact in language learning.Conversely, I argue that two intrinsic and extrinsic motivation determines the level of individual learning. Intrinsic and extrinsic motivations subject the individual to a particular level of acceptance in second language acquisition. In the same light, individuals handle intrinsic and extrinsic pressures differently, which makes them different in the way they learn a second language. Ellis (2005, pp. 305-352) supported these arguments by writing an article on individual differences in second language learning. He was of the view that an individual is subj ective to internal and external pressures even in the process of learning a language. Earlier, Skehan (1991, pp. 12 19) had written a book on Individual differences in second-language learning. He was of the same view. It is therefore notable that the way the individual handles these pressures is what determines the level of victory in second language learning.Models of Second Language AcquisitionFor decades, studies of motivation as a factor of SLA have covered issues related to reasons for learning. Empirical evidence from major case studies reveals that most of the people strive to acquire a second language in order to integrate with the speech an identified community. Research over the last thirty years has ignored the role of motivation in SLA (Mitchell and Myles 2004, p.71 85). However, other scholars have concentrated on motivation as a determinant factor in SLA. I therefore note that motivation is viewed as being affected by various issues in the process of SLA. Some of these issues include demands of self-instruction, overwhelming requirements, and challenges of coping with the new materials and personal progress assessment, inadequacy of feedback, among other frustrations. In this context, the individual is either motivated or de-motivated into learning a second language.Mitchell and Myles (2004, pp. 71 85) identified Gardners model of SLA as covering major issues in the area of motivation. Gardners works were influenced by Mowrer (1950) who had earlier discussed more on first language acquisition. My argument draws that the success of learning a language is attributed to the desire to learn it. A child struggles to learn a language to gain identity within the family. The objective is similar to Gardners argument who asserted that acceptance into the wider language community fosters the need to learn a new language. Using this argument Gardners model aimed at investigating second language acquisition and how motivates influences the same. Befor e examining motivation as an element that has an impact on second language learning, Gardner acknowledged that it is a single variable that is subject to other factors. My point is that motivation entirely does not affect the SLA process. The socio-educational model as espoused by Gardner identified several factors that also influence language learning. Gardners model identified a structured classroom setting as the main setting for learning a second language. He prefers the foreign language classroom as compared to a natural setting arguing that the earlier is dependent more on motivation.Second Language acquisition is therefore pertinent to many issues and factors. Like Gardner argues, his model interrelate second language acquisition with at least four features including individual learner differences, social and cultural milieu, the setting in which learning process is facilitated and the linguistic outcomes (Gardner 1982). The social or cultural milieu is the immediate enviro nment where the learner is situated. Cook (2001, pp. 41 48) was of the view that, the learners environment subjects him or her to beliefs about a particular language or culture. I also analyze that beliefs impact the way and individual perceives the language and his or her volitionness to learn a new language. Gardner gave an example of Britain as a monocultural setting. In this context, the British have a notion that they are the superior culture. Therefore, they do not acknowledge learning another language as critical. Rather, they have a notion that other minority cultures should learn their language and assimilate into the system. This culture instils these believes in the context of becoming the dominant language of the country. Larsen-Freeman (2001, pp. 12-24) noted that there are many cultures across the globe, which regards themselves as mighty cultures. In this context, they tend to influence other cultures other than assimilating into them. Therefore, individuals within the majority culture are lowly motivated to learn new languages. Patsy and Nina (2006, pp. 86 102) regarded these cultures as monocultural communities. However, Gardners social and cultural milieu applies differently in other countries. I have come to note that in some countries such as Canada and Australia, bilingualism and biculturalism is encouraged among the people. The society is therefore motivated into acquiring new languages. On the other hand, Gottlieb (2006, pp. 52 76) supported this notion noting that the social settings develop certain attitudes towards learning another language. I assume that these attitudes are the basis of an individuals motivation towards learning another language.The second phase of the model discusses individual differences including intelligence, motivation variable, language aptitude, and situational anxiety (Giles and Coupland 1991). These variables differ from one setting to the other and are closely interrelated. Mitchell and Myles (2004, pp . 71 85) argued that it is critical for second language teachers to set the learning places appropriately for effective learning to take place. Two contexts are identified in discussion the setting. They include formal instruction and unstructured language acquisition. The identified variables have diverse impacts depending on the context. For instance, intelligence and aptitude influence the formal setting within a classroom. On the other hand anxiety and motivation are variables which have an impact on both the formal and informal setting.Gardners model explains the final phase of SLA as linguistic and non-linguistic outcomes. The linguistic outcomes are regarded as the actual language including the skills and knowledge acquired. Hurd, Beaven, and 2001, pp. 341-355) supported the definition by giving examples of linguistic outcomes as including test indices such as proficiency tests. On the other hand Dornyei (2001, pp. 28 30) defines non-linguistic outcomes as the attitudes, wh ich an individual develops towards the language. This is subject to the values and beliefs of the individual. Therefore I can argue that integrating both the linguistic and non-linguistic outcomes develops success in SLA. It develops a form of motivation and an individual can develop a higher degree of L2 proficiency. Gardners model asserted that motivation is composed of three elements. The identified elements include effort, affect and desire. He describes effort as an individuals devotion in terms of sentence and resources used. Desire on the other hand is the willingness to acquire L2 proficiency. Finally, effect includes the response of the individual pertinent to the emotional reactions with regard to SLA.An almost similar model of SLA is espoused by Clement. Clementss Model of motivation espouses that arrogance is the most critical element in motivation of SLA. The model asserts that, it is critical for individuals to develop dominance when learning a second language. Ther efore learning a second language is hugely challenging. Conversely, any level of success is dependent on how much an individual is willing to commit him into the process. In this context, it depends with the level of establish that an individual can sustain in order to achieve a desired goal.In a book titled how languages are learned Lightbown Spada (1993, p.135) argued that self-confidence motivates an individual to achieve the ultimate goal of learning a new language. The individual is successful in learning a new language by developing own initiatives. These initiatives develop from the individuals confidence to learn a language and the persistence even with the challenges involves. The individual is therefore the determinant of how he or she learns a language. I have come to value the assertion that the level of persistence and confidence in learning the second language structures the trend of learning a new language.Having understood the models of motivation in SLA, it is cr itical to develop this context and apply it within a cultural setting. Applying the models brings out the real sense and taste of the types of motivates and the existent challenges. It also gives an opportunity to understand how these challenges can be overcome to support second language learning. The Chilean cultural setting has been identified in this discussion as critical for assessing motivation as a critical element of language and acquisition.Chilean Cultural Setting and SLAThe Chilean cultural setting is evident of low attention in classes. In this context, the students are lowly motivated to learn English as a second language. Low attendance in classes means that the individual students do not ascribe to the goal of learning second languages. They are not motivated to attend classes, which challenges the process of learning a second language. In the same line of argument teachers are also lowly motivated by the students behaviour. They are therefore tired of devoting thei r time to teaching in these classes. A Chilean teacher works for over 44 hours a week in front of a class, which is quite tiring because they do not have bounteous time to rest. The teachers therefore are unmotivated in delivering class lessons. Therefore, they do not have the zeal to motivate students in learning. The huge classes in Chilean contexts are also a huge challenge for both teachers and students in the process of learning. The class population is between 38 and 45 students per class, which is a huge number that a single teacher can handle. In this context, both teachers and students are unmotivated in the learning process.In considering learning English as a second language, the Chilean context is quite difficult. Within the system, English classes take only 90 legal proceeding per week. This is less time compared to other lessons and the time assigned for the same. The time assigned for learning English as a second language is not enough to deliver effective learning . Time therefore, limits both the teachers and the students in the process of learning a second language. It is also a big challenge for students to learn English as a second language because they have low levels of interest. The learners also portray a negative attitude toward English learning, which is an indication that learners are hugely challenged. Students within this culture do not consider English as a useful tool for everyday life. They tend to value their local language more to English, which is an aspect that challenged the process of learning a second language. The remote geographical location of the country is also a huge challenge for SLA because the Chileans cannot devil other English-speaking countries easily. They are therefore entrenched into the same culture without external influences, which could provoke a need for SLA.Types of Motivation in SLAThere are diverse forms of motivation which can be applied within the Chilean context in handling the issue of second language acquisition. The three largely identified types of motivation include integrative, instrumental motivation and integrative vs. instrumental motivation.Integrative MotivationMitchell and Myles (2004, pp. 71 85) identified motivation as the learners orientation regard his or her goal of learning a second language. In this line of argument, it was identified that students who develop interest in learning a second language become more successful. There is need to develop huge interest among Chilean students in learning a second language. Celce-Murcia (2002, pp. 119-134) argued that the idea is to enforce an integration of cultures in order to provoke need for learning a second language. The students need to be aggravated to admire another culture for them to develop an interest of learning another language. The students would also be provoked to integrate into the wider society and this entails learning a second language. This is what Doughty (2001, pp. 206-257) regards as i ntegrative motivation. Integrative motivation assists the learner to develop and increase language proficiency for him or her to integrate into the system. This kind of motivation forces the individual to operate socially and become a part of the vast community.In an EFL setting such as Chile it is critical to develop an understanding of the term integrative. As Hudson (2000, pp. 18 25) suggests, integrative motivation develops when an individual desires to become bilingual in nature. This is the same as becoming bicultural and living within the limits of the two cultures. Skehan (1991, pp. 12 19) argued that the ultimate result is to add another language to the identity of the learner. As Chile is more of a monocultural society, the biggest challenge is to engage integrative motivation in order to overcome the challenges involved in (L2) acquisition. slavish MotivationDoughty (2001, pp. 206-257) concentrated more on explaining instrumental motivation. He argued that this type of motivation is in contrast to integrative motivation. The major characteristics of this kind of motivation are individual desires to obtain something practical after learning a second language (Mitchell and Myles 2004, pp. 71 85). In the Chilean context, this type of motivation can be applied diversely. Within this culture, globalization has led to the introduction of new companies. Within these companies, most of the employees have to be outsourced locally. With English being mandatory as a requirement when applying for these jobs, the Chileans can be motivated to learn it as a second language. Hedge (2000, pp. 17 28) noted that instrumental motivation is provoked by issues such as job application, graduation in various institutions and other work related issues including pay rise. It might be the desire of individuals to learn a second language but circumstances force them to do it and even equip them to handle challenges. With students in the Chilean context not willing to learn a new language, the introduction of English as a requirement for graduation would be a motivating factor to learn it as a second language. It is my view that this type of motivation is ambitious in nature and compelling. The individual learner has a choice to avoid it but external pressures are too strong and compel him or her to learn the second language.Conversely, integrative and instrumental motivation has been identified as both applicable in different context. When applied appropriately, both types of motivation lead to certain levels of success. However, integrative motivation is regarded by Ehrman and Drnyei (1998, pp. 34 41) as ideal for long-term success in second language learning. Integrative motivation works best in both formal and informal situations. Within the natural setting and the classroom situation, integrative motivation is better compared to instrumental motivation. Dornyei (2001, pp. 28 30) identified instrumental motivation as weak because it sometimes do es not reflect the individual will to learn. Individuals in this case rely more on circumstances than their will to learn. It is a short term type of motivation and thus not very effective.ConclusionVarious scholars have identified that there are individual learner difference in second language acquisition. As part of culture, language is described as an element of growing up. Language is also regarded as an element of culture that provides motivation to individuals in its own right. Just like any other cultural element, language is acquired differently from one individual to another. A similar case has been identified for second languages. In learning second languages, motives, goals and motivation have been identified and developing differences among individuals. In learning second languages integrative and instrumental types of motivation influence the individual differently. On the other hand, individuals conceptualize these types of motivation differently. Gardners socio-educat ional model, Clementss Model of motivation and Piagets theory of cognitive development, explain into detail how motivation influences SLA. The broad argument is that there is a great correlation between SLA and motivation. Motivation is a variable that determines the level and success of learning a second language.

Exchange Rate Mechanisms And Regimes In India Finance Essay

switch over lay Mechanisms And Regimes In India Finance EssayIndia has gone through several stages of frugal development ever since it received Independence on the 15th of August, 1947. Most notable of these stages would be the liberalisation of the economy in 1991.Until the liberalization of 1991, India was largely and intentionally isolated from the world markets, to protect its economy and to achieve self-reliance. Foreign trade was theme to mo tariffs, export taxes and quantitative restrictions, while foreign direct coronation (FDI) was restricted by upper-limit equity participation, restrictions on technology transfer, export obligations and government approvals.*Following a Balance of Payments crisis in the year 1991, India was literally forced to out-of-doors its doors to international business, a notion previously held as most evil to the countrys growth by its leaders. It had to change its stance on several aspects of international trade, including the flip-flop Ra te polity adopted.But, in hindsight, we would all agree that liberalisation was a smart, if delayed, move on part of the countrys government. The economy is flourishing like never before. India is like a shot considered a powerhouse on the global stage rather than a Third-World country. The countrys international transactions argon now becoming a worrying cite for yesteryears champions like the United States and Great Britain.Since liberalization, the value of Indias international trade has become more broad- taild and has risen to Rs. 63,080,109 crores in 2003-04 from Rs.1,250 crores in 1950-51. Indias major trading partners argon China, the US, the UAE, the UK, lacquer and the EU. The exports during April 2007 were $12.31 billion up by 16% and import were $17.68 billion with an increase of 18.06% over the previous year.*This document lead give a brief overview of the Exchange Rate policy currently adopted by the countrys central banker, the Reserve Bank of India (RBI), which has made all of this possible.*Source Wikipedia Economy of India (http//en.wikipedia.org/wiki/Economy_of_India)History of Exchange Rate Regimes in India*During the period 1950-1951 until mid-December 1973, India followed an modify wander regime with rupee linked to the Pound Sterling, except for the devaluations in 1966 and 1971. When the Pound Sterling floated on June 23, 1972, the Rupees link to the British wholes was maintained paralleling the Pounds depreciation and effecting a de facto devaluation.On September 24, 1975, the Rupees ties to the Pound Sterling were broken. India conducted a managed float transfer regime with the Rupees effective esteem placed on a controlled, floating basis and linked to a basket of currencies of Indias major trading partners.In early 1990s, the preceding(prenominal) exchange cast regime came nether severe pressures from the increase in trade deficit and net invisible deficit. In the aftermath of a balance of payments crisis in 1991, stabi lization was undertaken simultaneously with structural reforms over wide areas of the Indian economy. This dramatic change in context fundamentally altered the manner in which monetary policy began to be formulated, oddly the forex policy adopted by the country. This shift led the Reserve Bank of India (RBI) to undertake downward adjustment of Rupee in two stages on July 1 and July 3, 1991. This adjustment was followed by the introduction of the Liberalized Exchange Rate Management System (LERMS) in March 1992 and hence the adoption of, for the first time, a dual (official as well as market determined) exchange mark in India. However, such system was characterized by an implicit tax on exports resulting from the contrastiveial in the evaluate of surrender to export proceeds.Subsequently, in March 1993, the LERMS was replaced by the unified exchange say system and hence the system of market determined exchange treasure was adopted. However, the RBI did not relinquish its right to intervene in the market to enable orderly control.In lendition, the foreign exchange market of India was characterized by the earthly concern of both official and black market rates with median grant. However, such black market premium steadily declined during the following decades until 1993.RBIs official position on the current Exchange Rate PolicyThe objective of the exchange rate management has been to ensure that the external value of the Rupee is realistic and credible as evidenced by a sustainable current account deficit and manageable foreign exchange situation. Subject to this predominant objective, the exchange rate policy is guided by the need to reduce speculative activities, help maintain an adequate level of reserves, and develop an orderly foreign exchange market.*Source external Economics Historical Exchange Rate Regimes of Asian Countries (http//intl.econ.cuhk.edu.hk/exchange_rate_regime/index.php?cid=15)Exchange RatesIn international transactions, if we ex port goods to other countries, our exporter in India would like to be pay in Indian Rupees whereas the foreign buyer would like to pay in his home currentness. If the buyer is in United States, he forget pay lone slightly(prenominal) in US Dollars. Thus, it becomes necessary to convert this US Dollars into Indian Rupees. The rate at which USD is converted into Indian Rupees is known as Exchange Rate. In short, exchange rate is the ratio used to convert one currency into another.Exchange rates are quoted under two methods channelise method confirmatory method. instantly QuotationsWhile quoting the exchange rate for a currency if the unit of foreign currency is kept constant and its value is expressed in terms of protean home currency the method of quoting exchange rate is known as Direct Quotation. In this case, the unit of home currency depart be vary for every unit of foreign currency.e.g., USD 1 = Rs. 48.85GBP 1 = Rs. 75.2550Effective from August, 6, 1993 we have changed ou r system of quoting exchange rates to Direct Quotations. By adopting this system, we have fallen in line with the International practice. It has become more transparent for the dealing public and it will be easier for them to follow up the movement of exchange rates.Indirect QuotationsWhen the unit of home currency is kept constant and the unit of home currency is expressed in terms of variable units foreign currency, then this method of quoting exchange rate is called Indirect Quotation.Prior to August 1993, we were following this system for quoting exchange rates.e.g., Rs.l00/- = USD 2.2400Rs.l00/- = GBP 1.2400Two Way QuotesIn other commercial transactions whenever we enquire the set of a commodity the seller will immediately quote his interchange price. But in Foreign exchange market exchange rates are al carriages quoted for buying and merchandising i.e., one rate for buying and the other rate for exchange. For example, if Bank X calls for the rates from Bank Y for USD/INR Ba nk Y will quote USD/INR = 42.15/16It means that Bank Y is prepared to buy USD at Rs.42.15 and sell at 42.16. This method of quoting both buying and selling rates is known as Two Way Quotation. For all practical purposes if we treat Foreign Exchange as a commodity, the logic and application of this nonpartisan quotation plenty be understood easily, i.e., a trader will always be willing to buy a commodity at a lesser price and sell at a higher price.The principle or maxim involved in this method of quotation isBUY depleted SELL HIGH (Under Direct Quotation)Different Transactions and Relevant Exchange RatesIn the above examples, (a) is an outward remission of sin, which does not involve any special labor. Bank will be recovering the rupee equivalent from the customer and remit the foreign exchange to their correspondent Bank as per their drawing arrangements with oblige of instructions to pay to the lending fiscal institution on behalf of their customer. If it is a remitment r elating to an import bill, (b), as a banker, bank will be verifying the documents, go into them in their register, presenting the bill to the importer for payment and also check whether all the conditions stipulated by the correspondent bank are complied with. For this nature of involvement of manpower, Bank is eligible for some additional compensation. This compensation will be loaded or adjusted while quoting the exchange rate for this import transaction. In other words, the exchange rate for import transaction will be costlier to the customer when compared to the exchange rate for clean outward remittances. The different rates quoted for these two transactions are TT selling and bill selling.Likewise, Bank will quote different buying rates for export bills and for other clean inward remittances.Following are the different rates, which are quoted to the customer depending upon the nature of transactionBuying RatesA.l. TT Buying Rate (NATURE OF TRANSACTIONS)Clean inward remittance (TT, PO, MT, and DD) for which cover has already been provided in ADs Nostro Account abroad.Conversion of proceeds of instruments sent on collection basis. When proceeds are credited to Nostro AccountCancellation of outward TT, MT, PO, DD etc.Cancellation of beforehand sale contract.Undrawn bunch of an Export Bill realised.A.2. Bill Buying Rate (NATURE-OF TRANSACTIONS)1. Purchase/ negotiation/ discounting of export bills and other instruments.Selling RatesB.l. TT Selling Rate. (NATURE OF TRANSACTIONS)Outward remittance in foreign currency (TT, MT, PO, DD)Cancellation of purchase transactions, i.e., Bill purchased earlier is returned unpaid Bill purchased earlier is transferred to collection account.Inward remittance received earlier (converted into rupees) is refunded to the remitting bank.Cancellation of forrard purchase contract.Remittances relating to payment of import bills, which are directly received by the importer.Crystallisation of overdue export bills.NOTE If the remit tance is a clean remittance i.e. no documents are to be handled by the banks, TT Selling rate will be applied.B.2. Bill Selling Rate.1. Transaction involving remittance of proceeds of import bill (exceptbills received directly by the. importer)NOTE Even if the proceeds of the import bills are to be remitted in foreign Currency by way of DD, MT, TT, and PO rate to be applied will be Bill Selling rate.2. Crystallisation of overdue import bills.Apart from the above, separate rates will be quoted for selling and buying of Travelers Cheques and Foreign currency notes.Calculation of Merchant RatesFEDAI has provided detailed guidelines for calculation of exchange rates for merchant transactions. Following factors are to be taken into account by banks before quoting rates to customersSTEP 1. Arrive at the cover rate i.e. the rate at which ADs will be covering the transaction in the market immediately the customer delivers the instrument. It whitethorn also be treated as the rate at which t he AD can dispose off / acquire the Foreign Exchange in/from the market.STEP 2. Load the prescribed profit margin.EXCHANGE MARGINFEDAI has left the discretion of consignment profit margin to the individual banks.It is now purely at the discretion of the individual Bankers to load the appropriate exchange margin and improve the exchange rate depending upon the volume and nature of the transaction.STEP 3. Rounding off the transaction to the nearest 4 decimals, i.e., .0025/50/75/00.EXAMPLEExporter has submitted a bill for USD 100,000. Inter-bank exchange rate 48.02/03 Profit margin 1.5 paiseSTEP 1 Select the appropriate base rate at which the bank can dispose off the USD against Indian Rupee in the market. In this case, Bank may be able to dispose off USD 100000 at Rs. 48.02 in the Inter Bank market at the market-buying rate.STEP 2 Load the prescribed profit margin Base rate Rs.48.02Deduct the profit margin Rs.48.0200 0.0150 = Rs.48.0050Since Bank will be compensable Indian Rupees to exporter customer, Bank will be deducting their profit margin from the rupee proceeds.STEP 3 Round off to the nearest 4 decimals.In the above transaction, Bank will be quoting the rate as 48.0050 to the customer.Cross Rates / Chain RuleIf a Corporate wants to purchase Euro (EUR) since this currency is not ordinarily quoted in India, AD will procure US Dollars from Inter-bank market against Rupees and will contact any of the overseas market to get Euro by disposing the US Dollars.E.g., A customer wants to retire an import bill for EUR 50,000 and the Inter Bank rate for USD/INR is at 39.02/03 and the overseas market rate for EUR/USD is 0.8920/30. In order to bewilder at the EUR/INR exchange rate Bank will be applying following Chain Rule method. It should be noted that the market quote for EUR/USD is expressed under Indirect quotation i.e., one unit of Euro will be equivalent to how much USD.First leg of the transaction is, Authorised Dealer procures USD against Indian Rupees fr om inter-bank marketUSD $1 = Rs.39.03 i.e. to procure US$ 1, AD will pay Rs.39.03 in the Interbank.With this USD, AD will go to London market and procure EUR paying USD 0.8930 for one EUR.By applying Chain Rule 1 EUR = USD 0.89301 USD = INR 48.03Then 1 EUR will be equivalent to 0.8930*39.03 = INK 39.8907Rounding off to 4 decimals = Rs.39.8925This method of arriving at the value of other currencies through US Dollar or any other third currency is known as Cross Rate or Chain Rule.Card RatesDealing room of all banks as soon as open for that days business, works out the exchange rate for all the major currencies and for all types of transactions. This rate will be communicated to all branches of the bank. This rate will be the indicative rates and this rate will be applicable only for transaction up to the prescribed level i.e., smaller value transactions.Spot Rates Forward RatesWe have learnt that exchange rate is the price at which one currency can be bought or sold for another curr ency.The date on which currencies are exchanged can be any date from the date starting from the date of transaction to any future dates. Transactions may be either Spot or send depending upon the delivery of the Foreign Exchange.Under Spot, we have CASH-SPOT, TOM-SPOT. If the exchange of currencies takes place on the same day of transaction, it is known as CASH DEAL. If the exchange of currencies takes place on the next working day, i.e. tomorrow, it is known as TOM-DEAL. If the exchange of currencies takes place on the second working day after the date of transaction it is known as SPOT DEAL. Normally exchange rates are quoted on percentage point basis i.e., the settlement will take place on the second working day after the date of transaction. Wherever foreign exchange will be delivered after SPOT date, it is known as Forward transactions.Going support to the above Import transaction, if the Importer gets the information that his shipment will be reaching India only after 3 mo nths it is possible that due to exchange fluctuations he may have to pay more in Rupee terms. If he feels that the exchange rate on the third month, at the time of retirement of the import bill, will not be favorable to him, he may like to fix an assured rate for his future transaction. This type of fixing the exchange rate for a future transaction, at the desired time earlier to the date of actual transaction is known as Forward contracts.Premium/Discount on Direct QuotationsIf we are familiar with commodity or share market it would be known that spot rate, prior rates are different, and they need not be the same. This is so because the anticipated demand and supply and the cost situations at the forward date may not necessarily be identical with that of the existing at present. The commodity/share could be quoted at a higher (premium) or lower (discount) rate for future deliveries.We shall illustrate this with an exampleSpot interbank rate of USD 1 = Rs.39.253 months forward USD 1 = Rs.39.95If one has to buy sawhorse three months forward against Rupees, he has to pay 70 paise more for the same dollar, i.e., 3 months dollar will be costlier by 70 paise compared to spot rate. Therefore US Dollar is say to be at premium in forwards loveseat rupee. In direct quotations premium is always added to both the buying and selling spot rates.In another situationSpot interbank rate of USD 1 = JPY 108.503 months forward USD 1 = JPY 106.50From the above illustration it will be seen that the USD/JPY for 3 months forward is available at a cheaper rate as compared to spot. In other words USD is cheaper by 2 JPY forward compared to spot.i.e., USD is at discount in forwards vis-a-vis JPY direct quotations. Discount factor is always deducted from the buying and selling spot rate.From the above it is now clear that if we compare spot and forward rates we are able to arrive at the following three possibilitiesa. If the spot rate and the forward rate are the same they are at par .b. In direct quotations if forward rate is more than the spot rate the basecurrency is said to be at premium.c. In direct quotations if forward rate is less than the spot rate the basecurrency is said to be at discount.Quoting Forward RatesForward differentials are always quoted in two figures like, 15/16 and 15/14. It will be either at ascending or descending order. If the first figure is less than the second figure in ascending order then the base currency is said to be at premium.In direct quotations premium is always added to both the buying and selling rates. If it is a buying transaction for the bank, the quoting bank will add lesser of the two premium figures so as to give minimum rupees. Likewise if it is a selling transaction, the quoting bank, will add higher of the two premium figures to take the maximum list in rupees for selling a foreign currency.EXAMPLEInterbank market ratesSpot USD Rs.39.2025/21001 month forward 15/16a) We have an export bill transaction.Since the forward differentials are in ascending order the base currency, USD is at premium. Hence, it should be added with the spot rate to arrive at the forward rate. Out of the two premium figures (15/16) since Bank will be giving Indian rupees, they will give minimum amount in rupees.Step 1 Spot buying rate USD 1 = Rs.39.2025Step 2 To arrive at the forward rate Since the base currency is at premium and Bank has to give rupees, add the minimum premium, i.e., add 15 paise to the spot rate.Spot buying rate USD 1 = Rs. 39.2025Add premium = Rs. 00.1600Rs. 39.3625Hence, the forward rate for this export transaction will be Rs.39.3625.b) In an import transaction, while recovering rupees from the importer customer, for one-month forward rate, Bank will add the maximum premium i.e. 16 paise and the forward rate for Banks selling transaction would beSpot selling rate USD 1 = Rs. 39.2100Add premium = Rs. 00.1600Forward rate for selling = Rs.39.3700If the forward differentials are on the descending o rder i.e., 25/24, the base currency is said to be at discount.In direct quotations, if the base currency is at a discount, discount factor is always deducted from the spot rate. When two discount figures are quoted if it is a buying transaction (export bills) in which bank will be giving rupees, they will be deducting higher of the two figures and give minimum rupees.EXAMPLEInterbank market Spot USD 1 = Rs.39.2725/001 month forward 25/24 (paise)To arrive at the 1-month forward ratesBuyingSelling(Export bill)(Import bill)Inter-bank Spot39.272539.2800Deduct the discount0.25000.24001 month forward rate39.022539.0400From the above example, in direct quotations, in selling transactions, lesser amount of discount is deducted to take maximum rupees for every dollar.RBI Regulations on Forward ContractsA person resident in India may enter into a forward contract with an authorized dealer to hedge an exposure to exchange risk subject to production of satisfactory documentary evidence about th e genuineness of the underlying exposure.This has been relaxed on 1.12.2001 -vide RBI guidelines EC/CO/FMD/453/18.07.01 /2001-02 wherein Reserve Bank permits Authorized Dealers to book FWD contracts based on a declaration of an exposure subject toFWD contracts booked in aggregate, should not exceed 50%of the average of previous 3 financial years actual import/export turnover subject to a cap of USD 100 Mn or equivalent.Declaration to AD about amount booked with other Authorised DealersUndertaking to produce supporting documentary evidence before maturity of the FWD contract.Substitution of contracts for hedging trade transactions may be permitted on satisfactory reasonsContracts involving rupee as one of the currencies, once cancelled shall not be re-booked although they can be rolled over at ongoing rates on or before maturity. This restriction shall not apply to contracts covering export transactions, which may be cancelled, rebooked or rolled over at on-going rates.

HRM For Hospitality And Tourism Industries

HRM For Hospitality And tourism IndustriesIntroduction valet de chambre resource direction (HRM) is the tactical and logical approach to the swayment of an organizations most esteemed property the people working there who independently and together contribute to the achievement of the objectives of the short letter. All methods and functions concerning the recruitment and emergence of personnel as human resources, with the prey of efficiency and greater output in a company, government administration, or other organization Human resource management (HRM) is the perceptive and application of the policy and procedures that directly involve the people working indoors the task team and working group. These policies include recruitment, maintenance, repayment, personal development, nurture and c atomic number 18er development. is the powerful use of human resources in order to improve managerial performance. The management of the workforce of a business to ensure satisfactory lag levels with the right skills, justly satisfied and motivated. provideing function of the business. It includes the activities of human resources planning, recruitment, orientation, selection, , training, performance, payment, appraisal and safety.What is HRM?Human Resource focus (HRM) is a way of management that links people-related behavior to the tactic of a business or organization. HRM is often referred to as strategic HRM. It has numerous goals To meet the needs of the business and management (rather than serve the interests of employees) To bond human resource strategies / policies to the company goals and objectives To beget ways for human resources to add value to an industry To help a business gain the obligation of employees to its values, goals and objectivesHuman Resource Management for the Hospitality and Tourism IndustriesThis takes an incorporated look at HRM policies and uses in the tourism and hospitality industries. Utilizing existing human resource manag ement (HRM) theory and carry out, it contextualizes it to the tourism and hospitality industries by looking at the specific employment practices of these industries, such as how to manage tour reps or working in the airline industry.It initi all in ally sets the picture with a open review of the facts of HRM practice within the tourism and hospitality industries. Having identified the broader picture, the text then begin to focus much more plainly on a variety of HR policies and practices such asRecruitment and selection the effects of ICT, skills required specific for the industry and the nature of advertisingLegislation and superposable opportunities illegal intolerance and managing assortmentStaff health and welfare aggression in the workplace, working time orders, smoking and alcohol and drug misuse lease strategies in the industryHuman Resource Management for the Hospitality and Tourism Industries will be illustrated throughout with both examples of best practice for dictatori al training and discussion, and inter interior(a) case studies to put into effect problem solving techniques and contextualize learning. It incorporates a user friendly design and includes educational features such as chapter outlines and objectives, HRM in practice The nature of HRM in hospitality and tourism executive last and the search for service quality Labor markets staffing and selection equivalent Opportunities Training and improvement Staff health and welfare Employee relations, involvement and participation Performance management compensation strategies in hospitality and tourism Disciplinary and complaint procedures.Development in HRM in hospitality and tourismIt is common acquaintance that the performance of human resource management ( HRM ) is established in most organizations ranging from small- to medium- to large-scale corporations. The current-day human resource ( HR ) manager has direct control on the strategic direction and judgment of both private and public s ector organizations. Tourism is the broad umbrella that drives related indicators within local and national economies. Hospitality organizations are motivated by public and private sector tourism policies and practices. The increase of telecommunication technologies along with the development of multinational hospitality organizations has generated an instinct of tourism policies on a global level. Sustainable tourism is a long-term mutual systems approach to establishing and maintaining pleasant-sounding relationships among hospitality/travel-related organizations and the social, ethnical and environsal aspects associated with tourist destinations.While the process of sustainable tourism involves the establishment and maintenance of harmonious relationships, the goal is the creation of continued possibility and development of tourism-related entities. Proponents of sustainable tourism slot in in a process of creating a mutually favorable balance between the microenvironment (soci al, cultural and environmental aspects) and the microenvironment (internal workings of a specific organization).The objective of this process is the institutionalization of the tourism industry as a contributor to the sociocultural welfare and development of each and every destination. In essence, this aim seeks what aptitude be called a triple win outcome. Successful sustainable tourism initiatives result in positive outcomes for consumers (guests, travelers and customers), organizations (commercial enterprises) as well as the troupe (indigenous people and cultures). But how does the practice of hospitality human resource management fit into this picture?CAREER PATHSAs part of the commitment to the social environment of the community, human resource practitioners in sustainable tourism-based organizations must agree on the career goals and desires of host country citizens. While certain individuals will exist who do not possess progressive career aspirations, there will be othe rs who will view the organization as a means to pursue skipper development activities. For this reason, undertaking design processes should provide a clear snapshot of knowledge, skills, abilities and attitudes for every position within the organization through job descriptions and job specifications.The job descriptions and job specifications provide foundational information to track logical paths of career progression among the many disciplines found within the operations and administrative areas of a medium-to-large hospitality enterprise. erst these paths are discovered, human resource practitioners may engage in career counseling activities aimed at communicating activities to attain the necessary job requirements for internal promotions. Human resource practitioners may choose to take this one step further through formal succession planning programscoupled with training development activities. umpteen cases of global expansion within hospitality organizations include the p lacement of expatriate managers from home nations into positions at host country locations. STO strategies might be aimed at the short-lived placement of such individuals until citizens of the host nation are adequately prepared to assume senior management positions. An advantage to this strategy would be the assimilation into the mainstream culture of the host nation by establishing a representation of senior management positions that are held by qualified host nationals.PROPORTION OF LOCAL STAFF MEMBERSIt makes near business sense for human resource practitioners to scan the external environment of the host nation to determine the statistical representation of various groups of individuals by ethnicity, age, sex, race, national origin and in some cases religion. Once the demographics for the locale are discovered, the human resource manager would enact strategies aimed at a statistical representation within the organization that is somewhat similar to those evident within the re gion. Some reactive hospitality organizations might claim to have sufficient numbers of represented groups within their companies. Upon further inspection, however, it could be determined that the representation exists exclusively for lower-level position holders.OPTIONS AVAILABLE TO HR MANAGERS TO IMPROVE THEIR RELATIONSHIP WITH THEIR STAFFCareer options Human Resource Managementhuman Resource Management professionals are employed in medium large enterprises across all sectors of the workplace. The Australian Human Resources Institute defines the diverse roles of human resource practitioners as followsThey provide a support service and serve as technical advisers to line managers on issues such as recruitment, training and safety.They work out an crucial role in defining the personnel policies that guarantee fair treatment of all employees, recognition of staff needs and democratic organization.They serve an visit role ensuring that managerial decisions agree with the personnel policies and are consistent across the organization.They explore ways of improving employee productivity and satisfaction, and keep managers informed about changes in employment legislation.They manage changing business processes brought about by a dynamic business environment, for example business restructures.They provide an ethical and legal understanding of the frameworks required for managing people in various types of business.Senior HR managers provide strategic input into the decision-making processes within their organizations.They build the corporate wisdom of their organizations through staff development and managing human resource information systems.They assist the organization to be customer focused by aligning the needs and requirements of the employees with those of the customers.In addition to knowledge and skills directly related to your program of study, you have also developed a range of other skills (e.g. teamwork, analytical, communication) through academic st udy, employment, voluntary work, sporting activities and life experience. These are often referred to as transferable skills because they can be utilized in different environments. Recognizing the value employers place on these skills is an important factor in your graduate job search.Positions and employersMany graduate employers recruit from a wide range of disciplines. The major directory of graduate recruitment in Australia, Graduate Opportunities, lists employers by the disciplines from which they are recruiting. You might be surprised by the range of employers recruiting from your degree and the sectors of the workplace where you might establish a career.SynopsisHuman Resource Management is very important in business management.Management is an organizational function, like sales, marketing or finance. It doesnt necessarily mean managing people. We can manage ourselves or the material assigned to us at work. If you managed a project very well on your own, it would mean that y ou did the job in a well-organized, efficient manner, making good use of all resources at your disposal.Human resource management is fundamentally about ensuring that the right person with the right personality, knowledge base and skill set is best matched for a particular role within the company. Human resources professionals may also be responsible for organizing training needs, advertising vacancies, interviewing, selection, aptitude testing and disciplinary procedures in the outlet that an employee is not meeting expectations.When the company expands, production and cost management is very important to the existence of organization when considering about more profit, the executive level has to manage variety of resources of the organization.To have a efficient use of the physical resources of the organization, there should be a proper control of staff management. Thats what we call Human Resources Management.

Multiple Regression :: Gender

IntroductionFor this study researchers were interested in assessing whether self-reported health behavioursand health literacy atomic number 18 able to predict self-rated physical health, after imperative for the effects ofgender and age. They are further interested in knowing which of the variables provide astatistically significant contribution to the equation.Also of interest to the researches was the interaction between gender and health literacy, that is,the degree to which individuals are able to obtain, process and understand the information neededto make appropriate decisions about their health, and the impact of this interaction on health. entropy was collected from 350 people randomly selected from a dataset from a population-basedstudy of health and health determinants. Health was measured on a outmatch of 1 to 10, where higherscores represent better health. Health behaviours include healthy diet, physical activity andrelaxation and are measured on a scale from 1 to 1 5. Health literacy is measured on a scale from10 to 45. Gender and age in years were also collected from the respondents.Data Screening & Assumption TestingThe initial step in this data abridgment involved screening the data for possible missing values, out of snip values, univariate and multivariate outliers and multicollinearity. Three variables used forthis study contained missing values both system and identified missing. These variables werehealth literacy, physical activity and age in years, sensation case for each of these variables. Each ofthese missing values were recoded with a missing value code of 999. Descriptive statisticsproduced for each of the variables used for the analysis revealed out of trim values for thevariables healthy diet, physical activity and relaxation. These values were also recoded to themissing value code 999.Testing for the presence of outliers was done by generating a scatterplot hyaloplasm for all variables(Figure 1), and plots of Cooks distan ces (Figure 2) and Mahalanobis distances (Figure 3). Thereare no cases which indicate a particular cause for concern. On the Mahalanobis distance chartthere are no cases that is substantially larger than the rest and on the Cooks distance there is nocase with a distance above 1 which would indicate an influential point. Multicollinearity was testedand there were no variables with a tolerance of less than 0.3.It is also necessary to check the regression assumptions to ensure that any results from analysisare valid. The first assumption is that all variables are measured on a metric scale or thatcategorical variables are dichotomously coded. This is genuine for the data in this study. The secondassumption is that each observation in the sample is independent of the other observations, the

The Minimum Wage Should Not Be Increased :: Argumentative Essay, Minimum Wage Essays

An increase in the minimum remuneration will cost increase income for the poorest workers without the danger of creating more unemployment., stated President Obama in September 2014. Is this statement about an increase in minimum wage really true? on that point are two sides to the debate about minimum wage. The minimum wage is a major issue in the world of economics and politics. Political figures very much prey on the publics general ignorance of economics and promise to increase the minimum wage. Economists, on the other hand, view the long term effectuate and see the damage it can cause. David Card and Alan Kruegur, two economists at Princeton University conducted a study on New Jerseys 18% minimum wage increase. They looked the impact on the New Jersey economy and compared the results to the state of Pennsylvania which did not make any change in the minimum wage during the layover of the study.. David Card and Alan Kruegur measured the change in employment in New Jerseys fastfood restaurants between February and December that year. Card and Kruegur put together that the number of jobs grew in restaurants where pay had to rise, compared with those already paying more than minimum was and compared with restaurants in neighboring Pennsylvania, where the minimum did not change. The study also found no difference between high- and low- wage states. Most people would be delighted to here the above. They would receive more money and their standard of living would increase. But near people do not take into account the negative side do of increasing the minimum wage. The survey taken by Card and Kruegur was through with(p) over the telephone. Fellow economists charge that the questions were vague and errors crept into the numbers. Another study was done using the businesses payrolls found that New Jersey fared far worse than Pennsylvania. Positive effects of the minimum wage can be the obvious more money for people. They would have more mone y to spend , the economy would boom and everyone would be happy. not so in fact, this would only encourage inflation and increase prices. Money become lesser in value and producers would have no choice entirely to raise prices in order to make profit. Another negative aspect of raising the minimum wage is unemployment rising. Supply of workers would exceed the demand for workers.

Congo :: essays research papers

The book Congo is about a group of people who go to theAfrican Congo to return a gorilla to her motherland and to findtype IIb blue diamonds. On their journey they discover thelost city of Zinj and a new species of killer gorillas, whichthey must over list to survive. The story hold ins enjoin inJune of 1979. The three main characters are Dr. KarenRoss, supervisor of Earth Resources Technology Services(ERTS), Dr. Peter Elliot, a primatologist who trained agorilla named Amy to speak by the use of sign language, andCharles Munro, the guide who leads the excursion throughthe Congo. ERTS has already sent an expedition of eightinto the Congo to retrieve type IIb blue diamonds. They arecontacting them substantiate at the base in Houston. The camera inthe expeditions camp turns on revealing a destroyed campsite divide tents, supplies and clothing scattered everywhere,and dead bodies. As the camera moves around scanning thearea a big gray object runs by the camera and destroys it.every at ERTS is in shock. They replay the footage andfreeze it on the big gray object. It looks like a gray gorilla,but gorillas dont kill people. Karen Ross decides to takeanother expedition into the Congo to get the blue diamonds.Because of the bewilderment over this incident she contactsDr. Elliot to find out what this gorilla is. She tells him thattheir going to the Congo and he wants to come and bringAmy, his gorilla. Amy has been experiencing bad dreamsbecause of her past which is unknown to Dr. Ross. Shebegins finger painting which helps her sleep at ease becausetries to banish the dreams onto paper. Elliot realizes shewants to go to the jungle because all the her paintings are ofit. The expedition leaves quickly because there is acompeting company that is also making its way to the Congoto get the blue diamonds, which are an amazing source ofenergy. The expedition is invest to meet Charles Munro, thebest guide there is, to guide them through the Congo. Theydiscussed business ma tters and quickly headed to Nairobi.From Nairobi they took their final plane to go to the Congo.At that time a civil war had started in Africa and both sideswere shooting everything, including the expeditions plane.Every one had to take a parachute and jump out of theplane. This was a major delay in the time the expedition hadto beat the competition to the diamond site. The expeditionRoss, Elliot, Munro, Amy, and some African men have to