How effective have The European institutions been in dealing with the Dissertation

How effective have The European institutions been in dealing with the economic crisis - Dissertation Example It goes without saying that the game has evolved a fair bit over the past couple of centuries. While profits and returns will of course remain as the deciding factor when it comes to success, there are other factors that will also make a difference when it comes to the final result. Indeed, to succeed in today's economy requires one to have comprehensive understanding and mastery of business systems, marketing strategies, resource management and goal setting. And from there, both macro- and micromanagement skills are required in order to achieve the best possible results. Such may seem simple and easy enough at first. However, when considers how all these concepts are influenced by the various factors that affect the economy and the market itself, the truth of its complexity can easily be seen. Given how either economy or market conditions can change at the drop of a hat, the burden falls on the organization itself, as well as those running it, to make the necessary adjustments in re sponse. First and foremost, one needs to know the rules of the game in order to understand what his objectives ought to be, so that he might then strive toward them. Of course, it should also be noted that some ways of doing so are smarter and more effective than others, which explains the need to have effective marketing strategies. Different strategies have varying viability in various situations, and so one needs to consider this and then plan accordingly. One also needs to be able to be aware of his limitations with respect to resources, and thus keep those in mind as he does what he needs to do to succeed. And finally, just as one's strategies need to be viable and practical, so too must goals be set in a manner that is practical and realistic. Aiming high is always a good thing, but aiming far too high is not - in fact, it may even end up backfiring. At a glance, one can already guess at the complex and many-layered nature of the economy, but understanding the underlying struc tures reveal that even the word 'complex' hardly begins to describe it. The global economy in this day and age is such that neither capital nor technical knowledge alone will guarantee one's survival, especially in an increasingly competitive corporate environment. Most companies choose to deal with this by making sure to hire only the most competent and skilled employees. This is actually a valid strategy, and a rather effective one at that, considering that it is the company's employees who happen to be its single greatest untapped resource, and its biggest weapon in the fight to attain competitive advantage. Managerial staff also qualify to a lesser extent, if only because even their most brilliant strategies, schemes and plans will hardly bear any fruit without a competent workforce to put them into action. Conversely, even the most skilled employees will be limited in terms of their capabilities if their managers and supervisors leave much to be desired by way of competence. Ne edless to say, a company that has a competent workforce in addition to competent managerial staff stands the greatest chance of attaining competitive advantage. As has been stated, it is a perfectly legitimate and effective strategy for a company to keep an eye out for the most talented individuals to be recruited into their ranks to

The role of emotion in racial prejudice Essay Example for Free

The role of emotion in racial prejudice Essay Racial prejudice was defined by Allport , one of the first researchers in psychology to investigate the issue, as an aversive or hostile attitude towards a person who belongs to a group, simply because he or she belongs to that group, and is therefore presumed to have the objectionable qualities ascribed to that group. It is an antipathy based on a faulty and inflexible generalization (Allport, 1954). Racial prejudice exists on 3 levels: behavioral, cognitive and affective. The actual discrimination or unequal treatment towards a particular group based on their race is the behavioral component of racial prejudice. The cognitive component is made up of stereotypes. Stereotypes are categories of cognitions concerning the members of a particular group. These cognitions are usually simple, often over generalized, and frequently inaccurate. Stereotypes are not simply abstractions about group categories. They can act as cognitive filters through which we select what information to use, what to ignore, and how to interpret it. Stereotypes do not exist in isolation. They are accompanied by emotions, which are usually expressed in terms that can be distributed along a continuum ranging from the intensely negative to the very positive. (Simpson and Yinger, 1972) The emotional level is a major element of racism, because it serves as the motivation for stereotyping. Stereotypes would not be so powerful without affective links. After the cognitive level has been challenged and undermined, one continues to maintain stereotypes at the emotional or affective level. As the intensity of emotion increases, so does the level of prejudice. This paper will explore the influence of emotions on ones unconscious and conscious inclinations towards stereotyping and racism. Fear, anxiety, disgust and anger are all emotions that exist at the root of racism. According to an evolutionary perspective, fear is one of the most motivational emotions humans have in their bodies to keep them alive. It protects humans from danger, by motivating them to fight back when they are being threatened. This fight manifests itself in many different ways, but in the context of racism it is in the form of discrimination towards an out-group. This explains racism as a means of fighting back when an individuals fear has been aroused due to perceived threat to an ones fundamental needs by the out-group. Fear exists in the reptilian brain, the very basic area of the brain and it can sometimes be aroused unconsciously. Fear can cause neurotransmitters to fill the brain, bringing an individual to such a heightened state of arousal that the cause of fear becomes internalized. (Le Doux, 2002) In the context of racism, if an individual or group is identified with that arousal, an association is made that is not easily removed. This evolutionary logic leads to many thoughts about factors in modern day society leading to the acquisition of new stereotypes and prejudices, as well as the endurance existing stereotypes and prejudices. For example, a recent study conducted by Schaller, Park and Mueller investigated the effect of ambient darkness and thoughts about danger on stereotypes about Blacks. The participants were placed in either a well lit or dark room, then they were presented photographs of black males and asked to rate how much they represented the cultural stereotype. The study also included a separate questionnaire to assess each participants thoughts of living in a dangerous world. The results showed that when the participants were in the well lit room, their level of perceived danger in the world did not have an effect on the intensity of their stereotypes of blacks. However, when the participants were in the dark room, stereotypes of blacks were more intense in association with their level of perceived danger in the world. To people everywhere darkness is a threat, it presents danger due to vulnerability and has evil connotations. This study clearly illustrates the relationship between racism and fear. (Schaller, Park Mueller, 2002). Inter-group anxiety has been proven to be another motivator for racial prejudice. High levels of intergroup anxiety may amplify normative behavioral patterns, cause cognitive and motivational information processing biases, intensify self-awareness, and augment emotional reactions (Stephan Stephan, 1985). Stephan and Stephan proposed that intergroup anxiety stems mainly from the anticipation of negative consequences for oneself during contact. Much of the intergroup anxiety may be caused by minimal previous contact with the outgroup, the existence of large status differentials, and a high ratio of outgroup to ingroup members. Stephan and Stephans own study of Hispanic Americans perceptions of Anglos showed that high voluntary contact was negatively associated, and that high believed dissimilarity and stereotyping were positively associated, with intergroup anxiety. It was predicted that increased contact (under appropriate conditions) would be associated with decreased intergroup anxiety and that, in the context of our field study of minority and majority religious groups, intergroup anxiety would be higher for minority group members. (Stephan Stephan, 1985) The Social-identity theory is widely used as an explanation for prejudice. According to Social-Identity theory, an individual attains self-concept and self-esteem through membership to a particular group. A high need for esteem and belonging are often associated with racism because of the psychological need it fulfill it to feel superior, (which in actuality is a state of inferiority). In order for individuals to feel as though their group is meaningful and has status, it is unconsciously necessary for them to place others below them. In applying emotion to this model of prejudice, it is evident that fear of rejection acts as a motivator for out-group discrimination in order to protect ones own ego. A newer model of prejudice; Intergroup Emotions Theory, combines this social identity perspective with the assumptions of appraisal theories of emotion. Intergroup Emotions Theory claims that emotions are caused by the collective aspect of the self. For example, when an outgroup is appraised as threatening an ingroup, negative intergroup emotions such as fear or anger may result, and become part of a general prejudice against the outgroup that may motivate discriminatory behavior. Thus, Intergroup Emotions Theory holds that emotions experienced by individuals with respect to their group memberships make a unique contribution to prejudice and intergroup relations. In association with the Intergroup Emotion Theory which recognizes the appraisals and attribution process in racial motives. Esses, Haddock and Zanna point out that there is more to prejudice than merely the attribution of stereotypes to groups. Their research suggests that the emotions elicited by a particular group are important in determining ones level of prejudice. When one is in a good mood, he or she is likely to evaluate members of out-groups more favorably than when he or she is in a bad mood. (Esses, Haddock Zanna, 1993) Another example of the role emotion plays in predicting racial prejudice is illustrated in a study by Esses and Dovidio. They found that when white students were shown a videotape of a black man experiencing discrimination in several situations and asked to focus on their feelings about each situation, they felt more positive toward blacks and were more willing to interact with blacks in the future than students who were told to pay attention to their thoughts in this regard. Aversive racism is yet another way in which emotion is seen as a factor in racism. Aversive racism is accompanied by feelings of anxiety, which are caused by intergroup expectancies and by the contribution of ignorance that often coexists with fear. Gaertner and Dovidio state that aversive racism is excluded from conscious awareness and amplifies positive behaviours toward a minority group. Negative feelings follow these overly positive behaviours. Gaertner and Dovidio indicate that there are several possible negative emotions involved such as discomfort, anxiety, uneasiness, disgust and even fear. These emotions occur because of the extreme cognitive exercise necessary to avoid expressing unacceptable racist comments. Once again it is being suggested that negative emotions mediate the relationship between stereotypes, which are unavoidable, and prejudice that includes affect. (Gaertner and Dovidio, 1986) The studies mentioned throughout this paper prove that emotions play a significant role in human tendencies towards racial prejudices. It is also evident that these tendencies can be in many ways unconscious. However, much of this research has also shown that if humans are made more aware of the role that their emotions play in these prejudice thoughts and actions, they can learn to monitor them consciously. Also other research has noted that by increasing intergroup contact racism between groups will decrease. Racial prejudice is a major social problem that must be alleviated and more research in this area will always be beneficial in helping society become more unified. Works Cited Allport, The Nature of Prejudice, Doubleday, 1958 Esses, V. Dovidio, J. (2002). The role of emotions in determining willingness to engage in intergroup contact. Personality and Social Psychology Bulletin, 29, 637-649. Esses, V. M. , Haddock, G. , Zanna, M. P. (1993). Values, stereotypes, and emotions as determinants of intergroup attitudes. In D. M. Mackie D. L. Hamilton (Eds. ), Affect, cognition and stereotyping: Interactive processes in group perception (pp. 137-166). San Diego: Academic Press. Gaertner, S. L. , Dovidio, J. F. (1986). The aversive form of racism. In J. F. Dovidio S. L. Gaertner (Eds. ), Prejudice, Discrimination, and Racism. Orlando, FL: Academic Press. LeDoux, Joseph. The Synaptic Self: How Our Brains Become Who We Are. Viking, 2002. Schaller, M. , Park, J. , Mueller, A. (2002). Fear of the dark: Interactive effects of beliefs about dander and ambient darkness on ethnic stereotypes. Personality and Social Bulletin, 28, 1242-1254. Simpson G. E. Yinger J. M, Racial and Cultural Minorities. An Analysis of Prejudice and Discrimination, New York 1972, p. 24. Stephan, W. G. , Stephan, C. W. (1985). Intergroup anxiety. Journal of Social Issues, 41(3), 157-175.

Males, Females, and Science Careers Essay -- Career Issues

Through various appropriate and contemporary literatures, this assignment will discuss a universal issue in science. It will evaluate the contributing factors and consequences of the issue and propose suitable resolutions to overcome it. This issue is the differentiation in males and females pursuing science linked careers. Attention should be drawn to the detail that the majority of existing literature on the issue originates from female sources. This is undoubtedly because it is females that are essentially affected by the issue, thus more interest being directed to addressing the issue by females. Although it cannot be proven, this leaves room for potentially bias statements and for this reason all the sources within the assignment are from published sources and organisational bodies to make attempts for a fair, critical look at the issue. Nationally and internationally, the proportion of females entering science careers, although increasing through the years, remains lesser to their male counterparts (Sikora and Proporek, 2012). It is imperative that an attempt for equilibrium in the numbers of males and females electing science as a career is reached; â€Å"men and women may bring different perspectives and interests to scientific research† (Sikora and Proporek, 2012, p. 235), resulting in a wide range of angles and dedication being placed into all areas of science. Investigations and statistics reveal that this is not currently the case and that males are predominantly interested in the Chemical and Physical elements of science compared to women who take more interest in the Biological sciences (Poulson, 2009; UCAS, 2011). Further reasons for the need to eradicate inequalities include a demand for an increase in female ro... ...e/article/gender-bias-in-teaching/ (Accessed 25: March 2012). Sevo, R. (2008) The case for Title IX compliance in science and engineering [Online]. Available at: http://momox.org/TitleIXCase.pdf (Accessed: 23 March 2012). Sikora, J. and Pokropek, A. (2012) ‘Gender Segregation of Adolescent Science Career Plans in 50 Countries’, Science Education, 96 (2), pp. 234-264. Soard, L. (2012) Textbooks vs Computer Teaching. Available at: http://home-school.lovetoknow.com/Textbooks_Versus_Computer_Teaching (Accessed: 25 April 2012). UCAS (2010) UCAS statistics [Online]. Available at: http://search1.ucas.co.uk/fandf00/index6.html. (Accessed: 20 March 2012). Zittleman, K. (2010) Gender Bias is Alive and Well and is Affecting Our Children [Online]. Available at: http://www.pta.org/Gender_Bias_Is_Alive_and_Well_and_Affecting_Our_Children.pdf (Accessed: 25 March 2012).

The Experiment Research Study: Craik and Tulving (1975)

Aim: To investigate depth processing by giving participants s number of tasks requiring different levels of processing and measuring recognition.Participants: Controlled condition (3 males and 3 females) Experimental condition (3 males and 3 females) Independent group designMethod: This was a repeated measures design experiment with three conditions. Participants were given a list of 60 words, one at a time and were required to process each word at one of thee levels (the independent variable). At deep level they might be asked a question, such as ‘Does this word fit into the sentence†¦?' At an intermediate level, they might be asked ‘ Does this word rhyme with†¦?' At shallow level, they might be asked, ‘Is this word in capital letters?'Following the task, participants were (unexpectedly) given a list of 180 words, which contained the original 60 words processed and 120 ‘filler' words, and were asked to identify the ones they recognised from the orig inal 60 (the dependent variable).Measurement: The two conditions create room for accurate comparison and results. Participants are referred to with numbers.Results: Significantly more words were recognised if they had been processed at deep level (approximately 65 per cent) than either phonetic (37 per cent) or shallow (17 per cent) levels.Conclusion: As deeper processing resulted in better recognition, then the level at which material is processed must be related to memory.Evaluation: This study relies on incidental learning (the participants did  not know they would be asked to recall the words), rather than intentional learning, which is the advantage of being more true to real life. This means participants are unlikely to engage in extra processing which could invalidate the results. However, there is a necessary level of deception required in suck a design which raised ethical issues.

Hudson River: a Detailed and Comprehensive Geological History

Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Hudson River Formation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Hudson Canyon†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦12 Glacial History†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 Maps & Diagrams†¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 Hudson Canyon†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 Geological Processes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 1|Page Introduction In 1872, a naturalist and surveyor by the name of Verplanck Colvin found the source of the Hudson River. It is a small pond on the south western slope of Mt. Marcy, the highest peak in the Adirondacks, called Lake Tear of the Clouds. So little is Lake Tear of the Clouds that if no water was to feed it for seven days it would be reduced to just an empty basin. Nevertheless, the Hudson starts right in its waters. One could say the Hudson River is divided into two distinct sections differentiated by geology and appearance.The first section winds its way through the Adirondack Mountains spanning 166 miles from Lake Tear of the Clouds to the Federal Dam in Troy. This section is un-navigable by boat and in some places somewhat rapid. The second section, which is quite different from the first, starts at the Federal Dam and runs for 149 miles through the â€Å"rolling hills† all the way to the Narrows between Brooklyn and Staten Island. Back up north at Lak e Tear of the Clouds is fed by natural springs and runoff from the sheer steepness of Mt. Marcy and other streams winding down from the high peaks of the Adirondacks.Throughout the whole Adirondack mountain range, the watershed drains and dumps runoff from 3,400 foot peaks into the lowlands less than 410 feet above sea level. From Lake Tear of the Clouds [in the space of a mile] the river drops 1,000 feet down a deep trench to join the Opalescent River1. A bit more southward, the Mohawk River drains much of the runoff from central New York into the Hudson. In fact, over half of the Hudson Rivers water volume comes from the Mohawk, and without it, the Hudson would be practically non-existent.Further south of Albany tributaries flow westward to the Hudson from the Taconic Mountains and eastward from the Catskills. Still further south the tributaries for the Hudson begin to appear rectangular, almost following the trend of the faults and 1 The Opalescent River is not a separate river f rom the Hudson but merely a section named by old Native American tribes. 2|Page ridges that run northeast to southwest of the river while other tributaries join at right angles to the faults along the joint planes.At this point in its path, the river begins to occupy its original bedrock gorge formed millions of years ago, flowing over rock ledge rapids and the coarse cobble point bars2 that are very common from Mt. Marcy to Glens Falls, until it is partially blocked by mountains. It is here that the river makes a sharp turn to the east and flows through the Luzerne Mountain gorge in western New York and then emerges quickly onto glacial lake sediments deposited in the Pliocene Glaciation and forms a very broad, almost meandering path on the lowlands (supported by shale) for the nearly 130 miles to Newburgh.South of Newburgh the river cuts laterally through the hard crystalline rocks of the Hudson Highlands, shifting back and forth in its valley (almost like a cradle) until it emerg es from the highlands and starts to exhibit fjord like characteristics within the towering rock walls around it. The river’s course then slightly curves in front of the Palisades escarpment3, which towers more than 328 feet above the water’s surface. At the Narrows the Hudson breaches its final barrier, the terminal moraine4 of the last glaciation (more on this in the Glacial History section) before it reaches the Atlantic Ocean.At the Atlantic (although tidal) the Hudson behaves as any other river would and deposits its bed load (sediments carried by the river) and some of the fine-grained suspended load (basically fine grained sand and dirt floating in the water) into the form of sandbars. Over millions of years, these have contributed to building up many islands including Staten Island, Hoffman Island, Swinburne Island and many others. The very low slope of the Hudson plays a great role in the amount of discharge and island buildup, too, as it only rises about 0. 4 inches per mile for the last 150 miles of the rivers path. To give some perspective, the Mississippi river rises approximately 6 inches per mile during its course, and discharges about 700 million tons of sediment per year into the Gulf of Mexico 2 Coarse cobble point bars are essentially pointed cobble that has been piled into bar like formations. These formations are generally formed when sediments carrying cobble leave it behind. 3 Ground formed into a steep slope as part of fortification. â€Å"Moraine† is a word used to describe the earth, stones and debris a glacier deposits. â€Å"Terminal† describes that these items were deposited where the glaciers maximum extent was, in this case Long Island. 3|Page and its mouth is approximately a ? -mile wide. The Hudson River discharges about 175 million tons of sediment per year and its mouth is about the same width at a ? mile. With a 2 inch increase in slope geologists predict the discharge rate of the Hudson would spik e up to about 450 million tons per year and the mouth of it would close up to about 250’ wide.This would place Manhattan underwater and greatly limit boat traffic as well as make Long Island more of a true island separated from land by at least 3 miles or so of water5. And so, the geography of the Hudson River today ends here in Manhattan, but the geology of what lies underneath is much more important. Continue reading if you must, and dwell into a mystery of time and a lot of pushing and pulling. 5 Do not worry about this happening now though because the rivers overall slope has not changed more than a centimeter in the last couple thousand years and shows no signs of speeding up. 4|Page Hudson River FormationThe Geology of the Hudson River is complex. Billions of years of folding, pushing, pulling, separating, and moving have formed, deformed and reformed the Hudson River valley into what it is today, a â€Å"giant palimpsest6, a great parchment on which the hand of nature has written and rewritten her bold signature for more than a billion years†7. In the next section, I am going to attempt to condense over a billion years worth of Geologic History into less than ten pages. Despite complex knowledge and strange words it is a simple story of time and rocks, moving and changing: the formation of the Hudson River and its valley.The Hudson’s geological â€Å"personality† very much reflects its structure and the changes made on it, underneath it and all around it from the Pleistocene glaciations8 . The bedrock foundation of the Hudson was established in the space of three oregany’s (mountain building periods) beginning over a billion years ago. These mountain-building episodes re-triggered long intervals of underground erosion and periodic submersion by the epicontinental seas (or oceans) to help start forming the Hudson River Valley. At a point much later in this story, glacial erosion reshaped the landscape of the HRV into wh at it appears as today.The first major mountain building episode, the Grenville Orogeny began about 1. 2 billion years ago. It was one of the biggest Oregany’s and affected a broad region along the coast of what was Ancient North America, from the northeast waters of Canada to northwestern Mexico. The mountains created by the Grenville Orogeny were most likely as tall as or taller than the Himalayas and were driven to these heights by a collision of Laurentia (Ancient N. America) and Gondwana (Africa) in which Gondwana overrode Laurentia. The deep burial of Laurentia resulted in the first 7 Written upon, or engraved on more than once. The Hudson: A History, Chapter 1: The River and the Land, pg. 10 8 A period of ice buildup to form glaciers, or the act of glaciation. 5|Page metamorphism, partial melting of rock and the separation of the light and dark minerals found in the Adirondack gneisses9. Many hundred thousand of years later in the Proterozoic period as the continents p eriodically moved, basaltic volcanic rocks merged into the mountains cutting the anorthosites10 and gneisses laterally across.These gneisses are around one billion years old, while the Highland gneisses may be a bit older. The Fordham gneisses are the youngest and can be dated to just under a billion years old. Over the millions of years, long episodes of erosion on the Grenville Mountains and constant lifting of the crust have brought it to the surface. Later in the Proterozoic period, erosion of this crust formed and provided a thick source of sedimentary deposits that partially submerged the upland area of coastal Laurentia (presently this is the area south of and parallel to the Appalachian Mountains).These deposits are now found mostly in the Appalachians, with almost all of them have been removed from the Hudson valley, leaving hard rock and clay for the Hudson River to rest on. In the early Paleozoic, the sand and gravel that was eroded from the mountains during the Proterozo ic period became basal sandstone and conglomerate11, which is more commonly known as the Potsdam Sandstone in northern NY and the Lower Quartzite that is prized throughout the Hudson Highlands.As the Epicontinental sea inundated this (once) mountainous region the sandstone and Lower Quartzite were buried under a thick cover of marine limestone and shale, which was laid down in an elongated trough that formed on the continental shelf where mountains had once been. The limestone was mostly deposited on the shallow edges of the trough while the shale solidified from the mud carried into the deeper seaward part of the trough. The solidified shale then created the bedrock between Glens Falls and the Highlands. 9Coarse, grained metamorphic rock composed of quartz, feldspar and mica. An igneous rock made up largely of soda-lime feldspar. 11 Rock composed of rounded fragments of various rocks cemented together in a mass of hardened clay and sand, like a composite. 10 6|Page In the Late Camb rian period,12 Laurentia once again collided, but this time with the ancestral core of Europe, Baltica and a large fragment of what is thought to be the continental crust known as Avalonia. This started the mountain building period known as the Taconic Orogeny, which lasted throughout the Ordovician Period.The Taconic Orogeny also resulted in the new supercontinent Laurasia. While much of the activity involving this collision took place well to the east it also affected the HRV. Island arc volcanic structures such as the Cortlandt Complex have been found in the Hudson Highlands. To the North and West in the mid-Hudson Valley, the sedimentary rocks that were deposited in the early Paleozoic Period were folded (with the trend of the folds and faults already in place) parallel to the southwest to northeast facing the Appalachians.These folds and faults eventually became some of the paths of the HRV tributaries. Closer to the coast than these faults, thin sheets of rock were pushed seve ral dozen miles west. This event is known as the Taconic Thrust and took place in the area where today exists the Taconic parkway. Because of this event, the fine-grained shale that was there was crumpled (as if we crumple paper) and pushed into the narrow channel of water west of the mountains near present day Croton. Over many years thereafter blocks of limestone into the channel and were merged into a jumble of shale clumps.Today millions of years later the river flows past the western edge of the channel and then cuts into the disorganized deposits of shale as it continues south. As we travel through time, sandstone, limestone, shale and Proterozoic bedrock from the Hudson Highlands became buried as Laurentia’s coastal margin was subducted13 close to where it and Europe’s plates met. The rocks that met each other from each plate partially melted and transformed into more gneiss, marble and schist14, which was then folded and moved once more to be in alignment 12 00 million years ago Subduction can be described as the action or process in plate tectonics of the edge of one crustal plate descending below the edge of another, almost like a controlled earthquake. 14 Schist is a metamorphic crystalline rock that has a closely foliated structure and can be split along approximately parallel planes. 13 7|Page with the Appalachians. This set the stage for the modern day continental shelf to form, although it would take millions of more years for it to happen. After the two plates of Europe and Laurentia collided, there was a sort of lull in activity around this area.This allowed streams in the lowlands to follow the valleys formed along the fault lines, or on the softer marble layers around Manhattan. The oceanic crust borders and the rocks around NYC and to the east more or less contained the streams around Manhattan, while the streams in the lowlands and around our area were free to roam and spread out. After the Taconic Orogeny ended, a long inter val of erosion began stripping away the excess crust as the â€Å"new† continent (modern North America, or Laurasia) was very slowly lifted by the compression of the plates.As the upland area was eroded away the epicontinental sea gradually filled the Hudson Valley region from the low lying land of the coastal margin all the way west nearly three-quarters of the way to Pittsburgh. Later during the Silurian and into the early Devonian period shallow seas covered the area and left behind calcium carbonate sediments making the soil very rich. At around the same time rivers formed and flowed from the uplands carrying major amounts of sediment west to the sea to form marine sandstone.While the marine sandstone was being formed, at the shoreline a large delta15 formed over the junk that the marine sandstone left behind. By the midDevonian period, an alluvial plain16 had reached across much the western Catskill region and the shoreline had shifted slightly west about 15 miles or so. At this time, thousands and thousands of feet of sediment from mid-Paleozoic times were piled up over the Hudson Valley and continental red sandstone (one reason why there is so much sandstone around here) from farther east inland were incorporated with the gray marine sandstone from the west closer to the coast.The force of all this happening at once overturned the folds that were in place to the northwest (near present day Schunemunk Mountain along the NYS thruway near Highland Mills) exposing the limestone that 15 A Delta is a triangular alluvial plain, usually where a rivers mouth is. A level or gently sloping flat or a slightly undulating land surface resulting from extensive deposition of alluvial materials by running water 16 8|Page was buried slightly underneath the sediment that had accumulated over the years. This marked the end of the Devonian Period, and the start of the Acadian Orogeny.The Acadian Orogeny began as the North American plates started to compress again and lift up the eastern mountain ranges around New England and western Pennsylvania. This Orogeny was also partially caused and linked to the collision that happened between Laurentia and Gondwana that created Laurasia, and most likely, if this Orogeny had not happened the Hudson River would be a completely different river, and possibly would be connected to the Mississippi River. As the plates began to compress each other again they created volcanic arcs and granite intrusions somewhat east of the Hudson Valley near the coast.Around this time in our little history story the seas started to retreat from the east to west and started to expose the incredibly thick layer of sediment and rocks from the Acadian Mountains all the way to the Catskills. The final compressions dating back to the Paleozoic era continents and the Alleghenian Orogeny now ended and the earth came together to form Pangaea. Because of all this land being pushed up, the Epicontinental Sea retreated from the Catskills to the Poconos in Pennsylvania leaving much of New York and New England dry once again.Now above sea level the strata from the Devonian period became subject to erosion for 250 million years. At some point during this time, the drainage patterns shifted and aligned the ancient Hudson River along a NorthSouth line much like it is today. This was the biggest directional change the Hudson ever underwent. As the strata and sediment were worn away from this new path of drainage, it revealed the granite, marble and schist underneath which became the building materials for our modern world.With the Taconic Mountains now more to the east and the Catskill Mountains to the west the Hudson worked its way down deep into the sediment it was on top of leaving behind a hard bedrock base nearly 5,000 feet deep in places17. This created a solid foundation and left the Hudson with a relatively stable path 17 Over the last several million years, and an Ice age this has all been filled in and now the H udson has an average depth of 32’. 9|Page that has not changed tremendously since. The breakup of Pangaea followed soon thereafter and the coastline of North America began to resemble what it is now.At the same time, the Hudson was filling its banks; basaltic magmas were merged along the fault lines and into the bedrock forming the Palisades Sill18. After that, compression and buildup of sediment and rock slowly built the Palisades up. Today the part of the Palisades that stands is almost like a canyon above the Newark Basin. The â€Å"tabular†19 Palisades still slope to the west, and the eastern edge forms the escarpment, or â€Å"palisade†20 21 of rock joined vertically that we recognize today from miles around New York and from the air as we fly to new places and heights.But to learn how, we must travel to another time in this story, the Mesozoic Period. Some time in the late Mesozoic period, igneous rock deposits were moved yet again and placed along a line going Northwest to southwest from Canada to New England lifting the mountains in its path by several hundred feet and in some cases over 1,000 feet. Because, as you might infer, rock takes up space, and as it lifted up the mountains and separated them, it started to separate North America’s continental plate away from the mid-ocean ridge22 and over a very hot area above the earth’s layer of magma near where the present day Appalachians exist.This caused what geologists think was a shot of magma that melted through that particular part of the plate (which was quite thinner than today) and uplifted the Northern part of the Appalachians. This, in turn reactivated erosion and brought the domed like anorthosites to the surface which is most likely the reason that the Appalachian Mountains are not scraggly and sharp like the Alps, but more rolling with large boulders and open expanses of rock. The Catskills and Adirondacks also experienced lifting, but in a much smaller amou nt. Almost at the same time as all this uplifting was happening, a 18 19Think of this as the palisades foundation. L. Sirkin & H. Bokuniewics – The Hudson River Valley: Geological History, Landforms, and Resources pg. 17. 20 L. Sirkin & H. Bokuniewics – The Hudson River Valley: Geological History, Landforms, and Resources page 17 21 Palisade literally means â€Å"a fence of stakes for defense† The Palisades are called the Palisades by Native American Tribes because they helped as defense for them from other tribes. 22 The mid-ocean ridge is a undersea mountain ridge that is where the North American and European plate meet. While this ridge has hardly ever changed, the plates do move.In this case it is the biggest moves it has ever made. 10 | P a g e hole began to form from sinkholes on the western slope of Mt. Marcy and soon filled with water. This was Lake Tear of the Clouds. After Lake Tear of the Clouds formed and filled with water, the Newark basin reached i ts fullest capacity of water and the Hudson began to â€Å"drive† into its flood plain and carve out its gorge in the gneisses of the Highlands of southern New York. This area is now mostly between West Point and Hastings on Hudson, but it continues as a much smaller â€Å"weaker† gorge almost down to Fort Lee.The Hudson was now a true river, but would still undergo massive changes over the next several million years. At this time in the Hudson River’s history, Long Island did not exist as what it does today. It was a tiny, almost alcove piece of land that was in no way an island. In addition to that, there was no opening to the Atlantic for the Hudson. At the place where the Hudson empties into the Atlantic at the Narrows was a big solid mass of land. The Hudson by definition was a lake. So, as the Hudson filled up and he water put immense pressure on the piece of landmass blocking it from the Atlantic it began to carve out and widen an outlet. It took only a f ew hundred years23 for the Hudson to make it to the Atlantic, bringing with it thousands upon thousands of tons of sediment that had piled up in the Newark Basin. This created the new continental shelf to form the coastal â€Å"plain† we see today that stretches for about a hundred miles out to sea from New York, only in that time and age it stretched for nearly 425 miles, nearly halfway to Bermuda.The Hudson now had an outlet, and the waters started moving south digging, and bringing sediment to the mouth building up Long Island a little bit24, as well as separating it from the mainland with what is now the East River. The sea levels around North America also dropped a few centimeters as the waters made their way up the Hudson forming the Hudson River estuary. This raised the Hudson’s waters by a few centimeters and created its almost permanent banks that have 23This is an extremely short time in geologic history and greatly shows how much the pressure was on the land mass blocking the Hudson from the Atlantic. 24 Although Long Island did get built up at this time, the majority of it was built up during the last ice age nearly 20,000 years ago. 11 | P a g e not changed very much since. Because the sea levels were much lower in that time period the Hudson also began its excavation of the Hudson Canyon with the help of the naturally occurring currents (more on this in the Hudson Canyon section) and more than doubled its length to nearly 895 miles (about 1,440km) long.After nearly 500 million years the Hudson rivers formation had ended and all that was left to change it was its own water wearing away at its bottom and a glaciation that would come in a few million years. Hudson Canyon The Hudson Canyon is possibly the biggest mystery of the Hudson River. How did it form? When exactly did it form? Why did it form? These are all questions geologists and hydrologists ask when looking at it. Most people in fact have never heard of it. To them the Hudson is a river that starts in the Adirondacks and ends at the narrows.To the few that know of the Hudson Canyon, the Hudson River starts in the Adirondacks and ends nearly 925 miles south halfway to Bermuda right after falling over a half mile down a [now] underwater canyon and then fanning out and spreading to the Atlantic Ocean. There, even though underwater it still carries small amounts of the Hudson’s freshwater (out to sea), and most geologists still consider it a part of the Hudson. This makes the true length of the river from Lake Tear of the Clouds to the end of the Hudson Canyon 922 miles, more than double of what we consider the â€Å"Hudson†.As explained in the last section (Hudson River Formation) in the late Mesozoic Period the Hudson River broke the land barrier that held it from emptying into the Atlantic. When it broke the barrier it began to carve a new path out to sea towards Bermuda. At some point, it reached the Continental Shelf and dug into it creati ng a canyon that eventually connected the shelf to the ocean basin, which is about 1. 5-2. 5 miles deep. Technically the canyon begins as a natural channel many miles wide at the mouth of the Hudson in a depression about 12 feet deep in the rivers bed. It 12 | P a g e ontinues then through the Hudson channel and under the Ambrose light25. Soon after the Ambrose light, it reaches the shelf and goes through the real canyon part of it that is called the Hudson Canyon proper. The Hudson Canyon proper is located about 100 miles east of Battery Park City and has walls almost ? mile in height, which can be compared to the Grand Canyon whose cliffs are about 1-1/8 mile deep. The Hudson Canyon is the largest â€Å"submarine† canyon in the United States, partially due to the currents that pass over, and carrying away sediment and rock, thus carving it deeper and deeper.Over the past 30 years since it was discovered, tracking equipment has logged a nearly 12-inch change in its depth and width making the Hudson Canyon also the fastest growing canyon in the Atlantic Ocean. At the same time it is growing wider and deeper, it is also getting closer to the magma underneath and behind the continental shelf. In simple terms, one day in the next couple hundred or thousand years it will break through and magma will come out creating a new island, possibly connecting the East Coast of the United States with a land bridge that extends more than halfway to Bermuda.Many tributaries around the canyon would be raised by the magma, creating a new network of rivers and streams on the land bridge that could host many kinds of wildlife as well as marsh like environments. In addition to this, the Hudson Canyon has large stores of methane hydrates which according to scientists is a very promising clean burning natural energy source, and could help reduce oil consumption. It is a Canyon of great importance to the Hudson River, and also a big clue into the Glacial history surrounding th e HRV. 25The Ambrose light is the site of a Light House that ships going into the New York Harbor and other harbors in the area use for navigation purposes. 13 | P a g e Glacial History The Glacial History of the Hudson River is probably the one of the most important geological event that happened in the Hudson Valley in the last 50,000 years. Evidence points mostly to the Pleistocene Glaciation, which was the last and only Glaciation to reach this far south into the United States for the change that happened on the Hudson River since it was originally formed.The topography of the Hudson Valley enabled the ice from the Pleistocene Glaciation to form a Lobate Ice margin26 about 50 miles north what is now Manhattan long island. Around 22,000 years ago the Ice over the Catskills and Taconic uplands thinned, while it thickened in the Hudson Valley and expanded southward closer to the mouth of the Hudson. Scientists today doing Pollen analysis and radiocarbon dating have found that the c limate back then right before, and as the last Ice age started was much warmer than today. As one can expect, warmer conditions meant more plants, and the sea level was much higher than today27.When the climate cooled and the Glaciers expanded south all these trees, plants and debris were ground down and immense pressure pushed them into the ground, almost dissolving them into dirt. This not 26 Lobate means resembling of a lobe. In this context it is used to describe the shape of the edge of the Glacier, or its maximum extent which was a short of lobe shape. 27 Evidence shows that the waters might have been as far north Albany. 14 | P a g e only made the area much more barren, but also flattened the Adirondacks, and Hudson Highlands down many thousands of feet.The glacier continued to expand 26,000 years ago and merged with smaller glaciers up north to form one big glacier known as the â€Å"Laurentide Glacier†28. This Glacier covered all of Ontario, the St. Lawrence River, M anitoba, Nunavut, and parts of Quebec, as well as the Great lakes down to Chicago where it almost ran parallel to the US/Canada border before dipping slightly down towards present day Manhattan and following the coast of the US up north. At the height of this glaciers advance the ice most likely was more than 1,000 feet thick over the tops of the Appalachians (if you do the math this means that it was over 1. miles deep) meaning immense pressure was being placed on everything flattening the landscape. This also meant that because there was so much pressure, and the water of the Hudson never froze 100%29 the Hudson’s waters literally pushed the earth and carved the floor of the Hudson to a depth similar that of what it was before it broke its barrier at the Narrows. 30 The dirt being compressed turned back into soft metamorphic rock, and created marble where none existed near Warrensburg.A few miles south at Glens Falls the Ice naturally deepened because of the drop in elevati on and gained momentum31 carving out the fjord previously made even bigger, which created Storm King, Beacon and Bear Mountain. All this rock carved out of the Fjord eventually made its way south where it was dumped over Manhattan and Long Island, somewhat accounting for all the Limestone and shale and schist around that area. At this time, the Hudson Canyon was also carved out by the glacial ice melt flowing through it with rocks and debris and became much deeper and wider.When the Laurentide glacier made it to the Narrows its front stopped moving forward, but its back kept on moving forward compressing everything together (Like an accordion) and melting a lot of the ice. Why this happened is not really known by Scientists because glaciers can float. This area became the Glaciers â€Å"dumpster† and the Terminal Moraine was officially formed. Long Island was 28 29 Yes, it was named after Laurentia, ancient North America. Meaning the whole time there was a glacier over this a rea, the Hudson was still flowing but now mostly with ice melt from the glacier itself. 0 Of course this all filled back in as the glacier melted. 31 A glacier is always moving, whether it is 1 foot a year or 1 inch a year. 15 | P a g e built up and out to its current state and the Moraine extended west into New Jersey and Pennsylvania, carrying with it glacial melt creating many of the glacial lakes in that area such as Lake Hackensack, Glacial Lake Hudson and many others. Clay also being carried was dumped all over the region (mostly on the current Rockland County side) and created a nice thick, slippery layer on which the glacier to slide on.This process of dumping and melting continued for many thousand years and started the recession of Laurentide. In a 2,000 year period from 26,000 years ago to 24,000 years ago Laurentide melted and receded so that all of Long Island, Staten Island, New Jersey, Pennsylvania and pretty much everything south of present day Hartford Connecticut w as ice free. The Ice continued to melt over the next 4,000 years until everything south of Glens Falls was free of ice. The ground, sort of like a sponge when you fill it with water, rose a few meters and went nearly back to its state before the glacier.At Glens falls The glacier stopped for a thousand or so years and slowly melted providing the Hudson valley with a constant stream of fresh glacial water. Around 19,000 years ago the glacier started to recede from Glens Falls and the melt water created Glacial Lake Albany which continued to grow throughout the next several thousand years as Laurentide receded. At 15,500 years the Climate suddenly got cold and the glacier advanced back south to near Poughkeepsie and created the Wallkill, Poughkeepsie, Red hook, Hyde Park ad Pine Plains moraine.As suddenly as the Climate got cold, it got warm again and by 13,000 years the glacier was receded north of present day Quebec City. When the climate got warmer again the sea levels rose, this t ime to near Albany, and caused Glacial Lake Albany to drain. For the next couple thousand years as the climate cooled, the Hudson was tidal up to Poughkeepsie and as the Sea retreated. This brought the tides down with it to near Peekskill where it stayed for many thousands of years until around 6,000 years ago it began to go north to nearly 20 miles past Troy32 by 2,000 years ago the sea was at its present place, and the Hudson was in its present 2 The exception to this is the Troy Dam; if it wasn’t built the Hudson would still be tidal nearly 20 miles north of it. 16 | P a g e state. Long Island was as it is now, and the coast was pretty much the same besides what natural erosion as taken away since then. This was the final Glaciation, and the final change to the Hudson River. After nearly 1. 2 billion years, several different Oregany’s, Hundreds of changes, 4 different climate changes and a whole lot of pushing and pulling and moving the Hudson River was finished bei ng formed and all it needed was for Henry Hudson to come sailing to name it†¦. ConclusionIf you have gotten this far along into this history story then you will know that the Hudson River didn’t just appear, it doesn’t formally end at the Narrows between Brooklyn and Staten island and it isn’t just a river. It is the culmination of 1. 2 billion years (and counting) of the earth doing its shtick33 on the world we live on. It took 7 different continents to pull this off, and it worked out beautifully creating a river of outmost importance to our lives, lives before us, and lives to come. I like most of you out there reading this paper did not know a thing about the Geology of the Hudson River when I started this project.It probably took me a proportionate amount of time to learn this as it did to create the whole Hudson. Now, after early 3 months of reading words I don’t know, looking at diagrams I can’t even understand and writing technical ter ms that I can’t pronounce I have learned what it took, and takes to create the Hudson. Like they say, it takes a village to raise a child; it took a whole world and 1. 2 billion years to create this river, a river of small nature compared to others around us such as the Nile, or Amazon which are nearly 5 times the length of the Hudson and took a very disproportionate amount of time to create. 3 â€Å"Piece†, or â€Å"thing† in Yiddish 17 | P a g e So, as I leave you with this 20 page Essay, think about the next time you go to the Hudson and pick up a handful of sand, and know, just know that that handful of sand has been moved around for 1. 2 billion years to end up at your feet. Bibliography L. Sirkin & H. Bokuniewics (2006) – The Hudson River Valley: Geological History, Landforms and Resources Wikipedia (http://en. wikipedia. org/w/index. php? title=Hudson_Canyon&oldid=453958227) – Hudson Canyon Data SIO, NOAA, U. S.Navy NGA, GEBCO (2010)  œ Google Earthâ„ ¢ United States Geological Survey (USGS) (2004) – Sea Floor Topography & Backscatter Intensity of the Hudson Canyon Region Offshore of New York & New Jersey (http://pubs. usgs. gov/of/2004/1441/html/interp. html) Phil Stoffer & Paula Messina (2008) – Introduction to the Geologic History of the New York Bight (http://www. geo. hunter. cuny. edu/bight/Geology. html) Phil Stoffer & Paula Messina (2008) – The Highlands Region (http://www. geo. hunter. cuny. edu/bight/highland. html) R. G.Wilkins Booth (1970) – The Ontario Water resources commission Geology of the upper part of the Severn River basin and the Severn River basin lying within the Hudson River Lowlands. Steven H. Sehimmrich – Geology of the Hudson Highlands Region (www. environmentalconsortium. org) Access Genealogy – Geology of the Hudson (http://www. accessgenealogy. com/newyork/hudson/geology_hudson. html) Charles Merguerian (2010) – Geology 133 Field Tr ip 18 | P a g e Dick Goodman (2013) – Geologist in California, gave much information and advice on this project United States Navy Geological Services (2013) – Maps, Graphs Bradford B.Van Diver (1985) – Roadside Geology of New York John F. Shupe (1996) – National Geographic Atlas of the World Revised sixth edition Kevin Hile (2009) – The Big Book of Answers Tom Lewis (2005) – The Hudson: A History Maps 19 | P a g e The maps presented here on the next couple of pages are all ones used in this essay as reference. They are from many different sources and show many of the things I talked about, visually. Hudson Canyon 20 | P a g e 21 | P a g e 22 | P a g e Geographical Diagrams 23 | P a g e 24 | P a g e 25 | P a g e

Interview gone wrong It might be the interviewer. Here’s how to judge.

Interview gone wrong It might be the interviewer. Here’s how to judge. When you stroll out of a good interview, it can feel like you’re walking on air. When you walk out of a bad one, it can feel like you have the weight of the world on your shoulders. Usually, where you land on this spectrum can tell you how good your chances of getting the job are. But sometimes, you can have a â€Å"bad† interview without botching your chances at getting hired. The fault for a bad interview can lie not with the interviewee, but with the interviewer. Bad Interviewers versus tough interviewersWhat you need to understand is that not all businesses are pros when it comes to screening potential employees. Some have had their interview and background check policies in place for years. Others have only recently implemented processes for vetting new people and are working to refine those processes. As a result, it’s more than likely that you will run into at least one or two inexperienced or downright bad interviewers while you are on the job search.The tricky thing is knowing how to distinguish truly incompetent hiring managers from interviewers who are tough but fair. You might be inclined to dislike a tough interviewer if the interview doesn’t go the way you want it to- especially if you have been searching for a job for a while and are running low on patience. Still, knowing how to tell the bad interviewers from the tough interviewers is essential. It can tell you how you should feel about your interview, which steps you need to take to improve your interview technique, and whether you are still interested in the job. After all, a truly bad interviewer might indicate bad management or sloppy administrative organization.The symptoms of an incompetent interviewerSo how can you tell when a hiring manager is really dropping the ball? Below, we’ve listed some of the most common symptoms of bad interviewers and what they might mean for you.Unbalanced conversationsA job interview is a chance for employers to learn more a bout you and for you to learn more about the job opportunity. While interviews are often thought of as glorified QA sessions (with the interviewee giving most of the answers), there should be more back and forth than that. Some interviewers deliberately shift this balance one way or the other. Some talk a lot, rambling about their business, going off on tangents, or putting words in the mouth of the interviewee. Others are borderline silent, relying on the interviewee to drive the conversation.Both techniques can sometimes be employed to test the assertiveness of the interviewee. However, in most cases, they create awkward or combative interview situations. No applicant should be put in the position of having to interrupt their interviewer to get a word in edgewise. Similarly, no candidate should have to meander through a one-sided conversation hoping they say what their passive interviewer wants to hear.Either way, you’re probably dealing with a rude person who doesn’ t respect your time or your right to ask questions of your own. If you still want the job, you need to take control of the conversation. In a situation in which an interviewer talks too much, keep your answers to questions rolling with no pauses or openings for an interruption. In a situation in which your interviewer doesn’t talk, accept the challenge. Answer questions pointedly and concisely, retain eye contact at all times, and don’t ramble. If you finish a response and the interviewer doesn’t engage with you, take the opportunity to ask a question of your own. Even an interviewer with a good poker face won’t outright ignore a direct question.MultitaskingThe business world is busy, but not so busy that interviewers can’t give you their full attention for 20 or 30 minutes at a pre-scheduled time. If your interviewer is multitasking during your interview (e.g. checking their phone, responding to emails, taking calls, flagging down passing coworker s or subordinates, or eating lunch), that’s a huge red flag. These distractions can kill your focus, derail your answers, and keep you from getting in the groove. They also make it seem like the interviewer doesn’t care about what you’re saying.Bottom line, interviewers who multitask could be self-absorbed shmucks who think their time is more valuable than yours. If your interviewer won’t give you his or her full attention, gently ask if there is some sort of emergency going on and whether it would be better to reschedule. This query gives the interviewer the benefit of the doubt, shows your flexibility, and gives you a chance of getting a better interview later if there truly is a fire to put out.Keeping you waitingInterviewers often refuse to see candidates who arrive even five minutes late. They expect interviewees to respect their time. Every so often, though, you’ll run into an interviewer who can’t practice what they preach. Again, eme rgencies do happen, and there might be a good reason for your interview starting 10 or 15 minutes late. However, your time is valuable, too, and if an interviewer makes you wait for 20 or more minutes with no explanation or apology, then that’s probably an indicator of a bad boss.Lack of preparationPreparation is another area in which interviewers and interviewees are often judged based on different standards. As an interviewee, you are expected to know a bit about the company you are applying for and to have good questions prepared about the job. Interviewers can sometimes get away with being unprepared just because they are holding all the cards.If it seems like the interviewer hasn’t ever looked at your resume, that’s a red flag, but not a deal breaker. Interviews in which the hiring manager asks you specific questions about past work history are certainly the easiest and most welcoming. However, they aren’t necessarily standard. Interviewers often mee t with several candidates a day during the hiring process, so it makes sense than resumes could start running together.The key is not to let the interviewer’s obvious lack of preparation throw you off your game. Assume the interviewer knows nothing about you and affirm key details about skills, qualifications, past jobs, and former employers in your responses. Bring a copy of your resume to the interview. Most hiring managers print off their own copies, but it’s never a bad idea to have one you can give to the interviewer if necessary. This act shows your preparedness while also subtly jogging the interviewer’s memory.ConclusionBad interviews are going to happen from time to time. Sometimes, the blame may fall on your lap. Other times, a bad interviewer is to blame. By familiarizing yourself with the symptoms of bad interviewers, you should be able to figure out the truth of the matter. While that bit of knowledge might not change the outcome of the interview, i t can change elements of how you perform, how you feel about the experience, and how you learn from your interviews to improve in the future.About the author:Michael Klazema has been developing products for criminal background check and improving online customer experiences in the background screening industry since 2009. He is the lead author and editor for Backgroundchecks.com. He lives in Dallas, TX with his family and enjoys the rich culinary histories of various old and new world countries.

Free Essays on Reading In The 21st Century

Reading in the twenty-first century has taken a backseat to the many distractions in life. There are many distractions in modern life including work, friends, responsibilities, school, worries, technology, children, parents, boyfriends and girlfriends, cell phones, computers, and cell phones. With this long list of distractions, it is amazing that reading is still a viable source of information and entertainment. Americans, on the average, do not have time for reading in part because of work. If a person works forty hours a week, trying to pay the bills, they are not going to be able to spare the time to read a book. That is a sad fact, considering that reading could help them escape the grind of a routine that consists of eating, sleeping, and working. In addition, friends get in the way of a potential readers’ reading. If a friend asks them to go do something with them, they feel an obligation to their friend causing them to lose the opportunity to read. On the other hand, I do not condone trading friends for books. Friends are a valuable resource, and they help you gain an understanding of life just as books do. Another factor in the decline of reading is the rising number of responsibilities to which the American people commit themselves. The sheer number of activities they attend makes it nearly impossible to make time for reading even if they had the desire to read. Unfortunately, that desire is not commonplace in American society. In fact, their peers beat it out of them. Their peers label readers with names like dork and bookworm. The American public views it as a social anathema. With pressure like this, it is very hard for a person to enjoy reading. School also adds to readings reputation as an abnormal occupation. The schools require reading from a young age and this forced reading sparks the natural rebellion within all people. Therefore, the people form an association with reading that is negative in natu... Free Essays on Reading In The 21st Century Free Essays on Reading In The 21st Century Reading in the twenty-first century has taken a backseat to the many distractions in life. There are many distractions in modern life including work, friends, responsibilities, school, worries, technology, children, parents, boyfriends and girlfriends, cell phones, computers, and cell phones. With this long list of distractions, it is amazing that reading is still a viable source of information and entertainment. Americans, on the average, do not have time for reading in part because of work. If a person works forty hours a week, trying to pay the bills, they are not going to be able to spare the time to read a book. That is a sad fact, considering that reading could help them escape the grind of a routine that consists of eating, sleeping, and working. In addition, friends get in the way of a potential readers’ reading. If a friend asks them to go do something with them, they feel an obligation to their friend causing them to lose the opportunity to read. On the other hand, I do not condone trading friends for books. Friends are a valuable resource, and they help you gain an understanding of life just as books do. Another factor in the decline of reading is the rising number of responsibilities to which the American people commit themselves. The sheer number of activities they attend makes it nearly impossible to make time for reading even if they had the desire to read. Unfortunately, that desire is not commonplace in American society. In fact, their peers beat it out of them. Their peers label readers with names like dork and bookworm. The American public views it as a social anathema. With pressure like this, it is very hard for a person to enjoy reading. School also adds to readings reputation as an abnormal occupation. The schools require reading from a young age and this forced reading sparks the natural rebellion within all people. Therefore, the people form an association with reading that is negative in natu...

Using El Over La for Spanish Feminine Words

Using El Over La for Spanish Feminine Words El is the singular, masculine definite article, meaning the, in Spanish and is used to define masculine nouns, while la is the feminine version. But there are a few instances where el is used with feminine nouns. Gender in Words An interesting thing about Spanish is the fact that words have gender. A word is considered male or female, depending on what the word refers to and how it ends. A general rule of thumb is if a word ends in -o, it is most likely masculine, and if a word ends in -a, it is most likely feminine. If the word is describing a female person, then the word is feminine and vice versa. Definite Articles for Nouns In most cases, el is used for masculine nouns and la is used for feminine nouns. Another rule supersedes this, and that is when the feminine noun is singular and starts with a stressed a- or ha- sound, like the words agua, meaning water, or hambre, meaning hunger. The reason the definite article becomes el is mostly a matter of how it sounds to say la agua and la hambre and the clunkiness of the double-a sounds repeating. It sounds more definitive to say el agua and el hambre. There is a similar grammar rule in English about the use of the an versus a. An English speaker would say, an apple instead of a apple. The two repeating double-a sounds are too close to each other and sound too repetitive. The English rule  states that an, which is an indefinite article modifying the noun, comes before nouns that have a vowel sound at the beginning of the word and a comes before consonant-starting nouns. Feminine Words that Use the Masculine Article Notice the substitution of el for la takes place when it comes immediately before words starting with an a sound. Feminine Nouns English Translation el agua the water el ama de casa the housewife el asma asthma el arca the ark el hambre hunger el hampa the underworld el arpa the harp el guila the eagle If the feminine noun is modified by  adjectives  that follow the noun in the sentence, the feminine noun retains the masculine article. Feminine Nouns English Translation el agua purificada purified water el arpa paraguaya the Paraguayan harp el hambre excesiva excessive hunger Reverting Back to the Feminine Article The thing to remember is that words that are feminine remain feminine. The reason why this matters is if the word becomes plural, the word goes back to using the feminine definite article. In this case, the definite article becomes las. It sounds fine to say las arcas  since the s in las breaks up the double-a sound. Another example is las amas de casa. If a word intervenes between the definite article and the noun,  la  is used. Feminine Nouns English Translation la pura agua pure water la insoportable hambre the unbearable hunger la feliz ama de casa the happy housewife la gran guila the great eagle If the accent of the noun is not on the first syllable, the definite article la is used with singular feminine nouns when they begin with a- or ha-. Feminine Nouns English Translation la habilidad the skill la audiencia the audience la asamblea the meeting The substitution of el for la does not occur before adjectives that begin with a stressed a- or ha-, the rule only applies to nouns, despite the double-a sound.   Feminine Nouns English Translation la alta muchacha the tall girl la agria experiencia the bitter experience Exceptions to the Rule There a few exceptions to the rule that el substitutes for la immediately before a noun that begins with a stressed a- or ha-. Note, the letters of the alphabet, called  letras  in Spanish, which is a feminine noun, are all feminine. Feminine Nouns English Translation la rabe the Arabic woman La Haya The Hague la a the letter A la hache the letter H la haz uncommon word for face, not to be confused with el haz,meaning shaft or beam Feminine Words Can Use the Masculine Indefinite Article Most grammarians consider it correct for feminine words to take the masculine indefinite article un instead of una under the same conditions where la is changed to el. It is for the same reason  la is changed to el, to eliminate the double-a sound of the two words together.   Feminine Nouns English Translation un guila an eagle un ama de casa a housewife Although this is widely considered correct grammar, this usage is not universal. In everyday spoken language, this rule is irrelevant, due to elision, which is the omission of sounds, especially as words flow together. In pronunciation, there is no difference between un guila and una guila.

Why does ADHD impact on academic perfomance and what can be done to Essay

Why does ADHD impact on academic perfomance and what can be done to support ADHD children in the classroom - Essay Example th proper identification of factors comprising academic disadvantages, classroom based interventions could be designed to assist and support children diagnosed for ADHD. The strengths of the article come in terms of the authors’ ability to present the discourse in a clear, understandable and well-structured format that could be comprehended by the general audience. By defining terms, citing authoritative sources, and arriving at concise findings, readers from various academic backgrounds could appreciate the contents. The authors used clear language and words, where appropriate examples are provided for clarity and expounded explanations, as needed. On the other hand, the only weakness observed from the article was its lack of tables or illustrations that could summarize findings in a more concise and detailed manner. With the article being presented in literary form all throughout, readers would have tendencies lose focus and interest. Otherwise, the general evaluation is exemplary as the authors were able to achieve their identified objective of reviewing the relationship between ADHD and academic performance. More importantly, by providing â€Å"strategies that are directed towards remediating the academic impairment of individuals with ADHD† (Daley & Birchwood, 2010, p. 455), various practitioners are made aware of the interventions available to address concerns on children with ADHD. on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development , Volume 36, Issue 4, 455-464. Retrieved 29 August 2011, from

The effect of Emotional Intelligence in Nursing performance and stress Essay

The effect of Emotional Intelligence in Nursing performance and stress levels - Essay Example During the last decade, researches have flourished to define, measure, and differentiate emotional intelligence from other types of intelligence, and examined its value and its relation with other variables, such as behaviors, characteristic, processes, and outcome. Emotional intelligence was also used in the field of psychology, education, business, leadership, and recently health care and nursing. In nursing, the emotional intelligence is a topic of keen interest in these few years (Quoidbach and Hansenne, 2009). Several claims are reported noting that emotional intelligence does not only play a significant role in nursing but also in other areas, such as, managing emotions, regulating relationships, facilitating decision making and communication, empowering leadership, and as a guide to success and perfection. In contrast, there are some critiques that condemn emotional intelligence for being vague, poorly defined, immeasurable, and over magnified (Smith et al., 2009). Aim of the Paper The aim of this paper is to critically review the literature of emotional intelligence and its effect on improving nursing performance at individual and team levels in addition to reducing stress, burnout and health complains. The possibility and the degree of enhancing emotional intelligence, and its applicability in real life will be discussed in this paper. The Emotional Intelligence concept has been born in literature by Salovey and Mayer in 1990, who defined it as an ability to inspect, perceive, manage and employ emotions of self and others in order to achieve success. As a result of this concept, Salovey and Mayer (1990) created a model known as The Ability Model. Although emotional intelligence became scientifically noticed within the academic field, it had only bore limited publicity during that time. Not until the publication of an emotional intelligence book by Goleman in 1995 when it gained its popularity. Goleman's emotional intelligence model called Mixed or Perf ormance Model, is the most popular model, which merges personality traits and emotional domains, and pay attention to performance outcomes. Several emotional intelligence models and tools have emerged thereafter; however, even though these models have used different wordings, the four common domains were still shared by most of these models. These domains include self-awareness, social awareness, self-management, and relationship management. The emotional intelligence tools from the aforementioned models varied according to its way of defining, understanding emotional intelligence and the model it’s derived from, but at the end, most of these tools have common purpose which is to measure emotional intelligence with different validity and reliability (Beauvais et al., 2010, Landa et al., 2007, Kooker et al., 2007, and Smith et al., 2009). Search Strategy To begin with, broad scope search was done via several databases and search engine, such as the Emerald, Wiley, Ovid, and Go ogle scholar, but most of the papers were found on Science direct. At first, the results were as many as 33,318 using emotional intelligence as the key word; nevertheless, the result starts to drop gradually from 10,678 to 79 papers after using more specific key words such as emotional intelligence and performance, emotional intelligence and team, emotional intelli

The State and Perspectives of Restaurant Business in London Essay

The State and Perspectives of Restaurant Business in London - Essay Example This shows that the customers are interested in enjoying nice meal even with lower budget (Warle, 2011). The restaurant business has contributed a lot for development of the economy. Every year it is creating a number of employment opportunities for the people of London. In London, traditional British food is more accepted, as it is one of the favourite foods of the citizens. Generally, the menu of the London Restaurant contains traditional British food items. The demand for food quality is increasing because of the changing culture as well as eating habits of the Londoners (Akbar, 2007). Economic Development and London Business Environment The hospitality sector is the fifth major industry which as per the data of the year 2010 provides employment to over 2.4 million populations in the UK. It also contributes more than ?34 billion in gross tax revenue. Creation of jobs are one of the most important aspects for development of the economy, thus it has created employment opportunities for people from Highlands of Scotland to the South West of England along with other main cities such as London or Edinburg (British Hospitality Association, 2010). The hospitality industry is the fifth leading industry in Britain which contributes 8% of total employment. The hospitality industry is leading in creating jobs in comparison to transport, financial services and communication sector. It requires support from the government in area such as taxation, infrastructure and planning of education and health policy to maximise the economic and social contribution. As observed by Oxford Economic study, the hospitality industry has opportunity to... This paper presents modern in-depth analysis of the restaurant industry in London and its role in promoting the economic growth of the UK. London restaurant industry is part of the hospitality industry. Thus, keeping in view the primary function of the hospitality industry which is to establish a new relationship as well as to promote a previously established relationship, this industry plays a significant role in making London one the most preferred destinations for people across the world. The London restaurant business is experiencing a significant amount of growth in recent years. According to the study conducted in March 2011, the hotel and restaurant sector in the UK is growing at the rate of 6.2 per cent. In spite of problems in the economy, companies such as â€Å"First Restaurant Group† in London have been still growing as compared to other companies. This shows that the customers are interested in enjoying nice meal even with lower budget. The restaurants in London are increasing their focus and interest towards the crucial aspect of sustainability. The several popular restaurants in London are purchasing food from the local suppliers. The interest of restaurant business is shifting to organic food. The marketing strategy is required to communicate with the customers. It is not only about entertainment but also involves innovation along with creativity to influence the buying habit of the customers. Advertising approach comes under marketing strategy which is used as a medium to convey message to the target customers

Project Evaluation Math Problem Example | Topics and Well Written Essays - 1250 words

Project Evaluation - Math Problem Example The other option that Salsbury has is to open a health and fitness complex and it has a NPV of ?700,000. Furthermore, the report justifies the technique that has been used in order to evaluate the project by comparing it with other project evaluation techniques such as Accounting Rate of Return and Profitability Index. Moreover, the report then discusses other factors that the organization needs to consider while making the investment decision. ANALYSING THE FEASIBILITY OF THE PROJECT Net present value (NPV) is the technique that has been used to analyze the feasibility of the project. NPV shows the net future cash flows of the project after being discounted with the discount rate so that the present value or present worth of the cash flows can be calculated (McLaney, 2009). In the appendix 1 of the report, the forecasted cash flows for the 10 years are calculated and net present value of these cash flows are calculated with the discount rate of 14%. ... is higher than health and fitness complex, therefore the management should invest in opening a retail store than the health and fitness complex as it has higher NPV and projects with higher NPV should be accepted (Jensen, 2001). JUSTIFICATION ABOUT THE METHOD USED TO EVALUATE THE PROJECT The management has used Net Present Value method to evaluate whether the project is feasible or not. Although there are different project appraisal techniques such as Accenting Rate of Return (ARR), Payback Period, Profitability Index, Benefit to Cost Ratio (BCR), Internal Rate of Return and discounted payback period etc. However, the report discusses two of these techniques; ARR ad Profitability Index and compares these two techniques with NPV and justifies why NPV is a good method used to evaluate the feasibility of the project. NPV and Accounting Rate of Return Accounting Rate of Return (ARR) is the average return that the project would yield throughout its time period (Gitman, 2003). It can be ca lculated using the formula below: By using the above formula, ARR of the project is 27.24% It is better to use NPV than Accounting Rate of Return (ARR) as the NPV discounts the future cash flows whereas the ARR does not consider the time value of money. Therefore it is better for the management to use NPV as it will show the real value or worth of the project by considering the discount rate and even inflation rate but these rates are not considered by using the ARR. NPV and Profitability Index The other method that has been used to evaluate the feasibility of the project is the profitability index. Profitability index is calculated by following formula: The formula shows that profitability index considers the time value of money which accounting rate of return does not. Therefore it

Climate Change Research Paper Example | Topics and Well Written Essays - 1250 words

Climate Change - Research Paper Example Extreme temperature is not suitable for sustaining life forms on earth. If the temperature rises beyond certain limits, survival of humans and animals on this earth would be difficult. It should be noted that there is equilibrium, with respect to the quantity of oxygen and carbon dioxide in the atmosphere. Trees and plants absorb carbon dioxide from atmosphere for photosynthesis and they liberate oxygen when the process is over. On the other hand, human and animals breathe oxygen and liberates carbon dioxide. Thus, the atmospheric content of oxygen and carbon dioxide follows a ratio all the time. However, when atmospheric temperature increases, survival of trees and plants would be difficult and thereby the ratio of oxygen with carbon dioxide in the atmosphere will be spoiled. In other words, the content of carbon dioxide increases whereas that of oxygen decreases in the atmosphere because of atmospheric temperature rise. Such a situation is not suitable either for humans or all othe r living things. â€Å"Deforestation is an important factor in global climate change. It is estimated that more than 1.5 billion tons of carbon dioxide are released to the atmosphere due to deforestation, mainly the cutting and burning of forests, every year† (Deforestation). ... In many villages women are hit the hardest by natural disasters. They often cannot swim, have fewer assets to turn to for alternative livelihoods when crops are destroyed, and have fewer employment opportunities away from the home. The perception of many villagers and local leaders is that the climate is already changing. The main problems were typhoons, unpredictable weather, and the threat of salt water intrusion from sea level rise and other factors (A report for Oxfam, 2008, p. 3-4). Floods, tsunamis, earthquake, hurricanes etc are some of the weather calamities caused by climate change problems. All these natural disasters can cause immense damage to human life and properties. The frequency of occurrence of these kinds of natural disasters has been increased a lot in the recent past. Many people believe that climate change problems are the major reasons behind it. The occurrence of unexpected weather calamities is causing huge damage to the life environment and agriculture. Huma n activities are causing huge damages to the environment. Heavy industrialization and increased automobile use result in increased use of fossil fuels. Increased use of fossil fuels causes big problems to the environment since fossil fuels have the ability to release toxic greenhouse gases to the atmosphere at the time of its burning. Land, water and air are getting polluted as time goes on because of unregulated industrialization and automobile use. Moreover, greenhouse gases have the ability to destroy the ozone layer at the top of the earth which is shielding us from the intrusion of harmful radiations from sun and outer universe. â€Å"Scientists believe that Global Warming will lead to a weaker Ozone

Project Evaluation Math Problem Example | Topics and Well Written Essays - 1250 words

Project Evaluation - Math Problem Example The other option that Salsbury has is to open a health and fitness complex and it has a NPV of ?700,000. Furthermore, the report justifies the technique that has been used in order to evaluate the project by comparing it with other project evaluation techniques such as Accounting Rate of Return and Profitability Index. Moreover, the report then discusses other factors that the organization needs to consider while making the investment decision. ANALYSING THE FEASIBILITY OF THE PROJECT Net present value (NPV) is the technique that has been used to analyze the feasibility of the project. NPV shows the net future cash flows of the project after being discounted with the discount rate so that the present value or present worth of the cash flows can be calculated (McLaney, 2009). In the appendix 1 of the report, the forecasted cash flows for the 10 years are calculated and net present value of these cash flows are calculated with the discount rate of 14%. ... is higher than health and fitness complex, therefore the management should invest in opening a retail store than the health and fitness complex as it has higher NPV and projects with higher NPV should be accepted (Jensen, 2001). JUSTIFICATION ABOUT THE METHOD USED TO EVALUATE THE PROJECT The management has used Net Present Value method to evaluate whether the project is feasible or not. Although there are different project appraisal techniques such as Accenting Rate of Return (ARR), Payback Period, Profitability Index, Benefit to Cost Ratio (BCR), Internal Rate of Return and discounted payback period etc. However, the report discusses two of these techniques; ARR ad Profitability Index and compares these two techniques with NPV and justifies why NPV is a good method used to evaluate the feasibility of the project. NPV and Accounting Rate of Return Accounting Rate of Return (ARR) is the average return that the project would yield throughout its time period (Gitman, 2003). It can be ca lculated using the formula below: By using the above formula, ARR of the project is 27.24% It is better to use NPV than Accounting Rate of Return (ARR) as the NPV discounts the future cash flows whereas the ARR does not consider the time value of money. Therefore it is better for the management to use NPV as it will show the real value or worth of the project by considering the discount rate and even inflation rate but these rates are not considered by using the ARR. NPV and Profitability Index The other method that has been used to evaluate the feasibility of the project is the profitability index. Profitability index is calculated by following formula: The formula shows that profitability index considers the time value of money which accounting rate of return does not. Therefore it

Changes in american family during world war 2 Research Proposal

Changes in american family during world war 2 - Research Proposal Example During this period, President Roosevelt of America advocated that for the greatest level of loyalty from the citizens, both men and women. While joining the army was a career dominated by men, World War 2 saw women join in war to reinforce the army and this became a new change in the family structure; a family where both a husband and wife would be in war and children would be left under the care of their grandparents or under a foster parent. In response to the call of the president, many women were enrolled in the army and they set out to take part in the world war. The entry of women in the war was one of the causes of family instability. Witwoski seems to refer to the massive killing that was witnessed during the war that has been regarded as source of family breakdown by many authors of history. In the event of the war, a good number of army members lost their life and the consequence of this is that many children were orphaned. Coupled with the massive killing that was evidence during this period, many parents lost their lives and children were left homeless and unattended. Resultantly, orphaned children became victims of circumstances and most of them became part of the poverty-stricken population in America. Secondly, one of the most significant implications of the war was that most men went to war leaving behind their wives. In this case, many women had to step in and take the role of men in the family. This saw many women change from home care takers to breadwinners of the family.... Secondly, one of the most significant implications of the war was that most men went to war leaving behind their wives. In this case, many women had to step in and take the role of men in the family. This saw many women change from home care takers to breadwinners of the family. More notably, most of the men killed in the war had to leave their families in disarray. This meant that the women left behind had to become single mothers perhaps for the rest of their lifetime. However, others may have opted to get married again, causing the children to have multiple fathers. While it was a temporary solution to family crisis, this is an issue that brought about a change in the family structure, and America had to appreciate family structures that had not previously been witnessed in this state. Thirdly, this was a period in which the highest order of racism was manifested in the history of America. The Black Americans and the Japanese were among the races that were greatly affected by the sudden surge of racism in this period of war. On the West coast, Americans who had a Japanese descent were discriminate and as the tension of the war heightened they were forced into isolation camps. This was a sensitive matter to the family structure at a period when intermarriage had already penetrated in America. American wives who had married Japanese men were subjected to permanent widowhood and they became a vulnerable part of the society. In addition, Black American experienced a high level of seclusion especially in the job market, and getting a job was not easy in America. If they could get any employment, it would be manual labor and the wage would well below 64 cents (Wheeler 19). Therefore, the Black American families continued to wale in poor health and feeding habits, with

Shakespeares baptismal Essay Example for Free

Shakespeares baptismal Essay William Shakespeare was born in April of 1564. There is no specific date of birth because at that time the only date of importance was the date of baptism, though infants often were baptized when they were three days old. Shakespeares baptismal date was April 26, 1564. Shakespeare was born in the village of Stratford-upon-Avon in Warwickshire. At the time of his birth, the village had a population of 1500 people, and only 200 houses. Shakespeares father came from a family of yeomen, and he gained many prestigious positions in the community. Shakespeares mother came from an ancient family of landed gentry. The whole family was Anglican. The familys financial situation was well off. Not much information is known about Shakespeares youth, although undoubtedly he was educated in the local school, where he studied Latin and Greek, among other subjects, during a school day that often lasted from dawn to dusk. Shakespeares first exposure to the theatre probably occurred when he was young. As a child his father probably took him to see plays when travelling troupes of actors came to town, although that was not often. Shakespeare was married to Anne Hathaway in 1582, when he was 18; she was 26, eight years his senior. The exact wedding date is uncertain, but the marriage certificate was issued on November 27, 1582. William and Anne had their first child, Susanna, in May of 1583. This was followed by the birth of twins, Hamnet and Judith, in January of 1585. Most historians believe that Shakespeare was not often around his family in Stratford after that because historical records show him in London during the following years. The first written reference to Shakespeares existence in London occurred in 1592, when Shakespeare was in his late twenties. He seems to have been fairly well established in the theatre by that point, since the reference, written by another playwright, hints of jealousy at Shakespeares success. With his two patrons, the Earls of South Hampton and Pembrooke, Shakespeare rose quickly in the theatre as both an actor and an author. He joined the Lord Chamberlains Men, an acting company which was protected by the Queen, becoming a shareholder and senior member in 1595. Because of his success in London, he was able to purchase New Place, the largest and most elegant house in his home town of Stratford, when he was in his early thirties (1597). In addition to his popularity as both an actor and playwright, Shakespeare became joint owner of the famous Globe theatre when it opened in 1599. His share of the companys management added heavily to his wealth. Shakespeares financial success in the London theatre enabled him to retire and return to his home in Stratford around 1610. He lived there comfortably until his death on April 23, 1616 (it is popularly believed that he died on his birthday). He is buried in Holy Trinity Church in Stratford-upon-Avon. Though Shakespeare is most closely associated with the Elizabethan period, his career can be categorized as both Elizabethan and Jacobean, as several works were completed after James I became king in 1603.

The Drop Out Rate in Education in Cambodia

The Drop Out Rate in Education in Cambodia Introduction The number of students who drop out school in the basic education level is still very high although the government and the other stakeholders have been striving to cut down on number. It is very clear that there are number of things which cause those children to abandon their studies. It is, however, still a skeptical whether the demand side or the supply side which has the most influence on this phenomena. The government of Cambodia has considered the capacity building and human resource development as priority. In the Rectangular Strategy of the Royal Government of Cambodia has emphasized several points related to the education quality improvement at all levels. Like stated in the policies and strategies in ESP (Education Strategic Plan) 2006-10, there are a lot of reforms have been made in order to reach the Millennium Development Goals. The six EFA Dakar goals: 1- Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. 2- Ensuring that by 2015 all children, particularly girl, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality. 3- Ensuring that learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes. 4- Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults. 5- Elimination gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls full and access to and achievement in basic education of good quality. 6- Improving all aspects of the quality of education and ensuri ng excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. Source: UNESCO (2000 b), as cited in FE of IFL, pp 66-67 In those reforms, there have also been the strengthening tasks with other partnerships between the public and private sectors. These important tasks are really applicable for implementing the development goals for the betterment of the quality of education. Without doing the reforms, it is not effective form for the implementation because the concept or the social context does not respond to the strategic plan. The strategic plan and the resource of mobilization and utilization can not be cut off from the the understanding from the context or it will be failed to implement. (MoEYS, (2006) Education strategic plan 2006-2010). The objectives of the Ministry of Education, the implementers received the commands from the Royal Government of Cambodia, are to conduct the holistic development within the Cambodian youths. Young people are considered as bamboo shoots which can replace the old and dying bamboo, so building up the capacity among them is compulsory. The development of understanding among young people needs to be done for all sectors. In addition, the Ministry of Education attempts to contribute and engender a sense of nationalism and civic pride because it is really essential for them to determine their own identities. It also strives to upgrade the concept of high standards of morality and ethics in order to build up a good country that people can live in harmony. According to this stance, three main purposes have been set. The first purpose is the equitable access to education that indicates that all Cambodian children have right to receive education at least 9 years (finished grade 9). They receiv e education for free of charge in which the Ministry of Education calls for to promote this prestigious opportunity for all young Cambodians. Secondly, promote the service quality and efficiency of education; so for the Ministry strives to promote the quality of education in all levels especially the low level of education. It has created more supporting programs. In that the establishment of teaching materials is also paid the utmost care. Third, the Ministry intends to introduce the the idea of capacity building for decentralization in which new curricular has been put to manipulate this concept within young Cambodians through lesson of decentralization. The curriculum has been set by focusing much on the expansion of decentralization (Education strategic plan 2006-2010). According to the strategies and policies that the Ministry has set and determined above, it is not uncertain to fully understand what can be the things that have come as constraints to make students at basic level stop study. A long with the stimulants that the government have distributed, the families have to have some involvements to keep students remain in school. The government has continuously conducted reforms to find and to determine the weak points. Thus, this paper is to seek for the deep understanding on the hardships on the demand side and the capacity of distribution of the supply side. We also study to find out how the government of Cambodia manipulates with these challenges. Challenges That Lead to Dropping Out There are several significant challenges which lead to the dropping out among children. Some challenges are ignited by the supply sides while the other is caused by the demand sides. There have been several researches revealed the challenges that lead to the dropping out. The world Bank, in 2004, did stress the problems that lead to the drop out. Each year there is high rate of enrollment at basic level, but they eventually abandoned the school. These phenomena were caused by some factors. First, there is the increase of child labor at the very young age; children were exploited by several means without getting any care from the society or it is lack to be care by the related individuals. Second, there was late enrollment of the children and after a few years in school they felt embarrassed because they saw themselves as big; eventually, they quit. Third, there was lack of readiness for the enrollment; at the beginning of the enrollment the families seemed to have ability to send the m to school and later on it was impossible to do, so they stop. Fourth, there is the significant number of incomplete the low level school. Fifth, the lack of qualified teacher was identified as the ignition of the school abandon among the young children. Finally, the identification of the cause was the lack of health-environmental facilities such as playground and libraries (WB 2004). In fact the number of enrolment at primary level is quite big. The process of their studies can proceed only for a few years and after that the big number become smaller and smaller. There are numbers of complicated obstacles for these drops out. According to the data conducted by EMIS, only 45 per cent of children who start primary school can eventually finish grade sixth and among them, there are only thirty-eight per cent can go to lower secondary school; some of them didnt finish grade 9; in lower secondary school; there are three years which most students can only reach grade 8. It is such a big number of drop out which will be foreseen as number that will be much downgraded to reach grade 9. With this high percentage of drop out, it takes 10.8 years for a child to complete his or her education in primary school (EBEP 2006-2010). Recently, the Royal Government of Cambodia announced its practical way in improving the education system. Also it proclaimed the great achievements. In the contradict to this, there are still some big problems remain behind the achievement. The drop out rates is still high among primary school children and only small number that can accomplish grade 9. This phenomenon is a constraint for the Ministry in reaching its goal in stimulating the young people to receive basic education from grade 1 to grade 9 by the year 2015. Along with this, some constraints are identified by the Ministry of Education. In order to identify such problem, the Ministry created another department called Education Sector Support Program (ESSP) to detect and identify the problem. The challenges are found as follows: i) low access to basic education, particularly lower secondary schooling, among children from poor families, girls, ethnic minorities, children with disabilities, and children who are living in rem ote areas. ii) high dropout rates in basic education, with this most dropouts occurring in upper primary school before children have completed the full cycle. iii) uneven quality and standards in basic education (Benveniste 2008, p 15). In 2005 the World Band wrote that the transition period is another main cause of the drop out. The drop out occurs when they finished grade 6, and they are awaiting to pursue to grade 7. The number of children about 75 percent were able to go through from primary school and among that only 52 percent went on their studies to the secondary school and finished their basic education (from grade 1 to grade 9). During this interval, the decisions of the children as well as their parents are abruptly changed for some reasons (World Bank 2005). Supply-Side Factors So far the Royal Government of Cambodia that has the Ministry of Education, Youth and Sports as an acting figure in implementing the educational policies has been working really hard to reduce the dropout rate among the basic education. The Ministry itself is looking for the the causes and it invests a lot of money in building facilities and instructional materials in recent years. Moreover, the government also set up policies to reduce the house whole financial burdens by letting children to enroll school for free. A long with this the necessity for the children to study is also supported. However, this support is still not enough for the children. The significant barrier for disadvantaged children is the direct cost. In recent year, the government commanded the removal of formal entry to enable them to enroll. Moreover, the Ministry strives to disseminate the information of free of charge enrollment for children. Some educational billboards about the importance of enrollment have been displayed in public to draw the understanding among parents. Unexpectedly, when students have already enrolled, some problems still occurred associated with the informal fees through providing the extra class to students or the like. This phenomenon should be combated for it functions as great constraint that lead to the drop out (Benveniste 2008). Another strategy to combat the dropout rate is to build up relationship with the community so that they can understand; they will support the enrolment and keep their children in school. In the citation of Education Strategic Plan 2006- 2010, there is the promotion of the relationship between homes and communities. The reasons of this expansion are to promote a shadow education which is considered as the important stimulant to achieve the objectives that have been launched. The campaign aims to disseminate the community- based information of holistic intervention at the early ages. The investments in early age among children has been increased from USD 0.19 million in 2006 to USD 0.3 million by 2010. The promoting program was supported by PAP (Priority Action Program) (Benveniste et al 2008). To ensure the stimulant package to upgrade within the children enrolment, the Ministry has also launched some other practical projects. In that, child friendly schools are seen significant to push the enrollment and to persuade children to remain in school. However, the campaign to spread the information about this project is not widely done so that parents do not fully understand the significance of it. If the parents know that they will value and help to encourage their children to remain in school. World Bank (2005) addressed other kind of constraints that lead to the dropout is the quality among teachers. The word quality in here does not really focus on the knowledge of the responsible subjects, but also the art or talent of teacher to harmonize with the students. Teachers need to have psychological knowledge to call for the interest among students. Qualified teachers can help students to stay in school more. In order to reform this, the project of quality improvement interventions program is also launched and a lot of money has been used to conduct this ability upgrading project. A long with student retention, promotion, and especially in student learning is done accompanying with teacher improvement. In the program of upgrading the quality of education, one dollar per pupil has been increased. The program also focuses on teacher training and this prestige implementation lead to the increase in points the students get between 0.70 and 1.05. After the implementation, there is the observation of increase in literacy as well; one dollar was invested in the upgrading policy, one percent was also excelled in student literacy. Another important task that the Ministry of Education pays its concentration in order to reduce the dropout is the investments in health care and skills training. Besides that, it goes to the the modernization of infrastructure.(World Bank: Quality Basic Education for All 2005) The followings are the components that can be used to stimulate the aspect of pushing the students to remain in school. The practical ways of encouraging students to remain are to enlarge the services to be available such as building up more school houses so that students are easy to get to school. This should be done in both primary and secondary school. Next, there should be the expanding of operating budget for these two levels. To do this can also lead to the elimination of gathering the illegal money. Thirdly, the development of remedial classes must be done. Fourth, the instructional material must be available to improve the quality of teaching and make the learning enjoyable for students. Sometimes it is hard for students to understand the abstract concept, so the use of teaching material can help students to form pictures in mind; they can understand better (World Bank 2008). Demand-Side Factors Elimination of unofficial fees. Unofficial fees are the significant constraint that make students families cant afford education for their children. In fact, under the support of the government, students do not pay for registration at the beginning of the new academic year. Surprisingly, students need to pay like bicycle parking fees; it is not a compulsory pay but students need to do unavoidable because they dont know where to park. The parking fees are thought to be too high sometime. Other unofficial fees are the fees students pay for the extra class. Students are not put pressure directly, instead they are put pressure indirectly through, for instance, giving low mark. Extra classes are reported in only 6-7 percent of small rural schools, but in more than 40 percent of large urban schools. Fees also vary considerably from less than R300 per class in small rural school to more than R500 in big urban schools (Araujo 2008. p. 58). Some other problems are identified for the demand side. These problems are the obstacle to miss persuading the students to remain in school. The primary education, especially the repetition of grade 1, 2 and 3 and the drop out of grade 5 and 6 still has some issues which have to be solved timely such as: a/Documents related to Child Friendly School program are not widely available. b/ PB budgets cannot be accessed at the start of the financial year, this impacts negatively on conducting activities and the achievement of targets. c/ The teaching hours and school calendar are often curtailed. d/ Insufficient access to textbooks reduces the quality of education and coverage of the curriculum. e/ Insufficient infrastructure, including: latrines, sources of water and sanitation, libraries in many schools in remote and disadvantaged areas impacts on students attendance and performance. f/ There are insufficient teachers in rural and remote areas undermining the quality of education and learning in these areas. g/ The capacity of District Training and Management Teams (DTMT) in all provinces and capital city is not strong enough to help the teachers and school directors improve school performance (National Education Congress Summary Report-Academic Year 2008-09 p.4) Work force The number of dropouts in the rural areas is higher than in the urban. In rural areas, children are subject to do works such as looking after cattle in the fields; besides that, those children need to do more chores like carrying water from ponds, wells nearby, and firewood to supply home. That is a great burden for them to manage time to study. When they are so busy with this kind of work, they seem to have no feeling to read books (Dy 2004). What the Government Should Do to Reduce the Dropout Rate In order to reduce the number of dropouts, the government should do several jobs such as staff training, financing, evaluating, facility providing, setting clear policies, and other program monitoring. As stated in the Congress Report (2009), staff training is important in reducing the dropout rate for it helps students to gain their knowledge quite well. It also relates to the quality of education. When students get good academic achievement, their families as well as themselves feel really proud so that they have strong commitment towards education. Sometimes, the academic achievement can insult students and their families and in the end student can quit their studies. Another important thing for the government to do is to finance especially on building more school building quite near to their home. The government has to ensure that one village there is one primary school. Besides the school buildings, financing on teaching materials is also important to achieve the effective academic result. Moreover, the government should provide more money for teachers. If teachers have high salary, it is clear that they spiritually have committed to their teaching and their teaching will have good result. Setting up clear indicators as well as other policies related education is extremely significant. Dy (2001) stressed the importance of clear policies making. Prioritizing the policies making is to pave the way clearly that the Ministry could access their goals. The Ministry of Education that has administrators to implement the policies should particularly focus on primary education by conducting special training for all teachers as well as the school principals. Conclusion It has been observed that the dropout rate is still remaining high even though the government has been striving its works to eliminate or to reduce. The areas that are considerably indicated as high are in rural. The problem is that in those remote areas really face many difficulties for children while the urban areas students seem to use most of their time in learning. In contrast to the city children, rural children use most of their time to do house work and other non-academic affairs. Although these problems occur, the government is the one which has significant function to stimulate the reducing process of the dropout among children in lower education.