Same-Sex Marriage free essay sample

Peggy McKever Short Essay Comp III South University Online Dr. A. Reynolds May 17, 2013 Same-sex marriage is it lawful? Is it moral? These inquiries are still in high discussion in a significant number of the states in the U. S. A. This subject has become so easy to refute that it has become the consideration of everybody from the high courts down to gay lobbyist gatherings. In my paper I will endeavor to discuss the upsides and downsides of the two sides. ProQuest Staff. At Issue: Same-Sex Marriage. ProQuest LLC. 2013: n. pag. SIRS Issues Researcher. Web. 11 May 2013. This writer is Proquest Staff, this article is dependable for my paper in light of the fact that the Proquest staff exploration and pick the best articles for research. ProQuest Staff. At Issue: Same-Sex Marriage Timeline. ProQuest LLC. 2013: n. pag. SIRS Issues Researcher. Web. 11 May 2013. This creator Proquest staff are a dependable examination group. I feel this is an extraordinary article for my exploration due to the unwavering quality of Proquest. We will compose a custom paper test on Same-Sex Marriage or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Loth, Renee, (2013). The right to speak freely of Speech for Whom? Boston Globe, May 04, 2013, Web recovered May 17, 2013. I feel this article is a precise examination article, in light of the fact that the writer states about the Constitution the right to speak freely of discourse rights. This article talks about business and entrepreneurs reserving the privilege to not serve the gay network. The principal source I discovered was, Shes our Thurgood Marshall ‘Iin battle for marriage rights, (Stolberg, 2013) New York Times. Recovered from SIRS Researcher. This article subtleties the support for gay rights. The backers name is Mary Bonauto a legal counselor and mother of twins. This article subtleties how she has battled and won numerous equivalent sex marriage cases in the court. Swartz, J. , Liptak, A. (2013, March 01). U. S. requests that judges dismiss a restriction on gay relationships. New York Times. Recovered from SIRS Researcher, May 15, 2013. Swartz and Liptak talk about reasons why same-sex relationships can't be legitimate, anyway these creators talk about the increased investigation of the courts being referred to with respect to why the equivalent sex relationships should be surrendered over to the states separately. This articles talks about the ongoing contentions of why the equivalent sex relationships can’t be lawful. This article additionally shows that Obama’s reasons regarding this matter Loller, T. (2013, February 03). Evangicals taking some concentration off homosexuality. Los Angeles Times. Recovered from SIRS Researcher May 11, 2013. I feel this article will be of giving incredible data on how the houses of worship feel about same-sex relationships. The constitution and same-sex marriage. (2013, March 22). Money Street Journal. Recovered from SIRS specialist Retrieved May 11, 2013. This article shares information on ongoing cases that are about marriage, yet how we arrive at choices with respect to issues of profound good significances. Fisher, M. (2012, February 24). For dark pastorate, issue is certifiably not a social equality one. Washington Post. Recovered from SIRS Issues Researcher. Web. 19 May 2013. This articles expresses that the dark pastorate have started to remark on the scriptural standards ought not be utilized to oversee any rules that everyone must follow. I feel this is a decent article due to nobody would figure the pastorate would utilize this sort of thought in this issue. References Fisher, M. (2012, February 24). For dark church, issue is definitely not a social equality one. Washington Post. Recovered from SIRS Issues Researcher. Web. 19 May 2013 Freedom of discourse for whom? (2013, May 04). Boston Globe. Recovered from SIRS Researcher. Web. 18 May 2013 In battle for marriage rights, She’s our Thurgood Marshall. (2013, March 28). New York Times. Recovered from SIRS Researcher Web. 17 May 2013 Loller, T. (2013, February 03). Evangicals taking some concentration off homosexuality. Los Angeles Times. Recovered from SIRS Researcher May 11, 2013). At issue: Same-sex marriage. Proquest LLC, N. A. Recovered from SIRS Researcher: Retrieved May 08, (2013). At issue: Same-sex Timeline. Proquest LLC, N. A. Recovered from SIRS Researcher: Retrieved May 08, 2013 Swartz, J. , Liptak, A. (2013, March 01). U. S. requests that judges dismiss a restriction on gay relationships. New York Times. Recovered from SIRS Researcher, May 15, 2013 The constitution and same-sex marriage. (2013, March 22). Money Street Journal. Recovered from SIRS analyst Retrieved May 11, 2013

18 vs. 21 Essay

18 versus 21 Essay 18 versus 21 Essay Position Details Page 1 of 2 IT Technician I Type:Part Time Non Benefited Salary:$18.95-$25.10 Status:Recruiting Shutting Date:03/21/13 Occupation Summary Give help and backing to in-house PC clients; introducing, keeping up, and overhauling individual PC’s; and exhorting and supporting the in-house preparing programs. If it's not too much trouble note that the present opportunity is for a venture position; nonetheless, this enrollment may prompt a qualification rundown to fill any future opening for a similar order for as long as a half year. EOE The Perfect Candidate Play out an assortment of expert and actually gifted undertakings in the establishment, support, activity, and coordination of the City's PC data frameworks. Powerful Public Relations abilities. Set up and keep up compelling working connections. Basic Functions Help and arrange a City-wide preventive support program. Create and execute approaches, methods, and guidelines identifying with data innovation exercises. Manage classified data and create security techniques for the support of the PC arrange framework. Safeguard that new City offices are fittingly outfitted with all vital PC gear. Deliver and disperse measurable information, reports and PC printouts as fundamental. Decipher and follow specialized manuals and create, keep up, and update preparing guides and procedural manuals. Direct data innovation capacities, for example, electronic mail and printer sharing. Give help to divisions to meet current and plan for future information handling/PC/robotized data innovation needs. Keep up frameworks and gauges for information base structure, reinforcement and recovery.Coordinate exercises to determine program and framework issues. Lead item explore. Help with determination of new equipment and programming. Work, keep up, and fix equipment. Introduce PC gear and programming, and alter introduced programming to the particular prerequisites of the client office. Screen back-up frameworks and record servers. Interface with merchants and clients in an expert and gracious way. Screen PC support and fix contracts. Give help, suggest, and assess programming instructional classes. Supervise, prompt and bolster the City’s PC User Group.Provide help to people in general, City staff, and other Governmental agencies.Provide data at the open counter, recorded as a hard copy, and on the phone. Information on: Standards and procedures of PC framework programming, systems administration and programming techniques. Strategies and methods relating to establishment and support of

Grow Your Influencer Outreach with a Simple PR Funnel

Grow Your Influencer Outreach with a Simple PR Funnel Influencer outreach is all about building positive, long-term relationships with bloggers and journalists. Long gone are the days of sending out a ‘Dear nameless’ email to the world and beyond, expecting your press release to lead to something. Building up contacts and working on outreach takes time. But once you’ve gone to all that effort to gather direct email addresses, topic interests and submission instructions, you need to make sure that your contact details are secure and well-organized. So here’s where an influencer outreach funnel comes in. Using a MeisterTask project board you can visually display all of your contacts in one place, then organize, filter and tag contacts depending on their interests, accessibility and relationship with your company. So without further ado, heres some insight into how we organize our contacts and influencer outreach at MeisterLabs. Setting Up The Funnel Once we’ve created a new project on MeisterTask and named it (creatively) PR Funnel, we start setting up the different sections, categorizing our contacts by our existing relationship with them. The sections in our PR Funnel include: Potential lead = someone who’s written about topics related to our tools previously In contact = we’re currently communicating with them about an article Due to write = they already have an article about us in progress Wrote about us = unsurprisingly, theyve written about us previously   Ambassador / friend = theyre an advocate for the tool and write about us without us asking them to General news / tips / submissions = details for submissions to columns, blogs, OpEds etc. Turning Your Contacts Into Tasks The next step is  to start filling out your funnel so we can use it for influencer outreach. We begin by adding new contacts to the ‘potential lead’ section  unless we’ve already gotten in touch with them. We then add all of the relevant details to each contact, as a reminder to ourselves and to make sure that the rest of our team are on the same page. These details include: Task Title = contact name and publication if appropriate Notes = email address, short author bio including details of what they like to write about, information on how to pitch and relevant links e.g. where they’ve previously mentioned us Tag = tags can be used to filter contacts by topic (e.g. education, productivity, startups), language spoken (EN, DE) and product which they are or could be interested in (if you have multiple products) Assignee = potential leads can be unassigned but if a specific team member is already in touch, make sure to assign the task to them so that other members of your team won’t cross wires Checklist = use a predefined checklist to ensure you follow the necessary steps to build a relationship with the person (more on this checklist later) or pitch an article. You can easily move contacts between the sections as your relationship with them changes. For example, if a potential lead  writes an article about you, you would move them into the have written section. Or if the lead mentions you a few more times in their articles, praising your product and stating that they use it regularly, perhaps its time to move them into the Ambassador section.   Grow Your Influencer Outreach It goes without saying that it’s always great to reach out to new contacts and build new relationships with journalists and bloggers. In order to reach out to new contacts, we use our  potential lead and general submission sections. There are many ways to find potential leads. One way is by reading articles about other companies in the same sector, or posts on similar topics to our product area and/or content focus. We then have a look at who wrote the article to see if the author could be interested in writing a piece about our company or product as well. At MeisterLabs we have five steps that we follow when doing influencer outreach, so we include these as a predefined checklist within each contact task. You can set this up in your project settings. Our checklist includes: Following on Twitter Favoriting and retweeting 3 of their tweets Commenting on 2 of their articles Reaching out via email Following up via email if we don’t receive a response. We also tag our contacts by which of our products, if either, they’ve previously written about, so we’re able to reach out about our second product too, asking if they’d like to try it. Offer exclusives! We’ve created a Top 10 tag in our funnel to categorize the contacts we gain best coverage with. This means that when we have a large story to pitch, we’re able to filter by the Top 10 tag and target these contacts, or perhaps just one contact in order to offer an exclusive. In our experience, this sort of targeted influencer outreach works a lot better than sending out blind emails and potentially ending up in someones junk folder. So there’s a bit of insight into how we conduct infuencer outreach here at MeisterLabs with a  PR funnel to organize our contacts and plan our future outreach, using MeisterTask. As always, feel free to ask questions and let us know how you get on in the comments below. Get started on your own outreach funnel Sign-up for MeisterTask Try it free! Sign-up for MeisterTask

The Theory Was Introduced By Stella Ting Toomey - 914 Words

ïÆ'Ëœ The theory was introduced by Stella Ting Toomey in 1985, a professor of human communication at California State University. ïÆ'Ëœ It states about the careful and imaginative administration of passionate dissatisfactions because of social or ethnic gathering enrollment character contrasts. ïÆ'Ëœ Negotiating is the to convince people around them to the point they need. ïÆ'Ëœ Negotiation doesn’t mean arguing or creating the point we like. It’s a discussion between people creating an agreement between them which is acceptable by both parties. NEGOTIATION The Art of Negotiation ïÆ'Ëœ Negotiation -â€Å"the art of making them take our method.† ïÆ'Ëœ Our Task -To recognize and mould your opponent’s perceived decisions, so that the opponent choose in their own concern something that you also need. Conflict: ïÆ'Ëœ The term conflict is termed to be a dispute that arise between two individuals that create a differences making them break their relation. ïÆ'Ëœ In any dispute, we just have to make negotiation to sort out the problem. Anyway, maintaining a good relation and getting a mutual benefit is the major criteria. ïÆ'Ëœ There are two kinds of people- collectivist and individualist. ïÆ'Ëœ Collectivist people try to solve conflicts in a compromising and accommodating way. ïÆ'Ëœ Individualistic people try to solve conflicts in a competing and aggressive way. NEGOTIATION STYLES Compete (I win - You lose) Competitive style Negotiators seek after their ownShow MoreRelatedAn Analysis of American – Chinese Movie ‘Saving Face† by Using Face Negotiation Theory1939 Words   |  8 PagesNegotiation Theory Table of contents Face Negotiation Theory 2 An application of face-negotiation theory in the movie â€Å"Saving face† (2004) 3 Advantages and disadvantages of face theory 6 Conclusion 7 References 8 The term â€Å"face-negotiation theory† was first introduced by Stella Ting-Toomey, a Professor of Human Communication Studies at California State University, in 1988 based on amazing works of Goffman in 1955 and Levinson and Brown in 1987 (Oetzel amp; Ting-Toomey 2003). AccordingRead MoreIntercultural vs. Cross-Cultural Communication2999 Words   |  12 Pages1). Intercultural communication focuses on â€Å"sharing of meanings† across cultures, whereas cross-cultural communication focuses on comparisons of communication styles. Using a variety of academic sources, evaluate both of these theories to determine which is the most useful for developing effective communication with people from other cultures. You may also draw on personal experience in the development of your argument. Everyone in this world is in one way or another influenced or affected by culture

Analysis Of William Shakespeare s The Of Hamlet

There is an enormous diversity of speculation on the cause(s) of Hamlet’s delay. The majority of those advancing their disparate theories should nonetheless be able to agree on one common conclusion: whatever the cause or causes may be for delaying the justice that is Denmark’s due, the results of that delay lead to a disastrous failure by Hamlet. He finds himself banished and bewildered on the cold sea shore. (THESIS) This essay will support a proposal by Harley Granville Barker in his â€Å"Preface To Hamlet,† that suggests this moment in Act IV, iv is where Hamlet reconstructs his own philosophy based on his contemplation of Fortinbras’ war. The quote contends that Hamlet’s self comparison with Fortinbras is a new experience, that Hamlet has lost all hope of success and that this combination of the unexpected and Hamlet’s very defeat make possible a transcendent growth in Hamlet. This essay will employ Formalist Criticism. Each of Barkerâ €™s assertions will be explored by a close reading of an example of his theses from the play. These examples will be thoroughly explicated. Where appropriate the discussion will include stylistic analysis and comments on prosody. Hamlet questions Fortinbras’ Captain and learns of a young prince who is his own peer in age, if not aspiration. Fortinbras is one of the three vengeful sons whose fathers’ murders require a response. Laertes’ will become the cause of Hamlet’s death. Fortinbras will be the cause of Hamlet’s rebirth. Hamlet is stunned toShow MoreRelatedWilliam Shakespeare s Hamlet : A Critical Analysis1511 Words   |  7 Pages William Shakespeare s Hamlet: A Critical Analysis of Act V Regarded widely as an immutable element of classical literature, Shakespeare s Hamlet broke the proverbial bindings of dramatic convention in its time and hitherto continues to provoke careful consideration of the dramatic issues explored therein. As varied as they are extreme, the themes that Shakespeare s Hamlet explore continue to spur intense debate due to the ambiguity of dramatic elements present in-throughoutRead MoreAnalysis Of Shakespeare s Hamlet By William Shakespeare1259 Words   |  6 Pages In Hamlet by William Shakespeare, human agency is demonstrated by the actions of Polonius and Claudius throughout the play. Human agency is defined as the extent of power to act freely in taking responsibility for one’s actions, and the degree which intervention is possible by one to assert a will. In Hamlet, Claudius exerts his agency on the characters Laertes, and Rosencrantz and Guildenstern. Similarly, Polonius restricts the freedom of his daughter, Ophelia, and constrains her agency as wellRead MoreAnalysis Of William Shakespeare s Hamlet1385 Words   |  6 PagesOne of the three major themes of William Shakespeare’s Hamlet is that of the gulf between what appears to be and what something is in reality: in other words, to distinguish between what is fake interpretation from what they truly are. There is a degree of deceit, lies, deception cloaked by a perception of honesty within the play; we will refer to this concept as â€Å"the mask.† The theme of pe rception vs reality is so woodenly interlaced into the play due to the idea that most of the central charactersRead MoreAnalysis Of William Shakespeare s Hamlet 903 Words   |  4 Pagesdriven to when being wrong for something that he or she didn’t commit. It is based on the old saying ‘an eye for an eye principle’ and isn’t the best way to deal with conflicts, especially when it involves family members. In William Shakespeare’s play â€Å"Hamlet†, Laertes, Hamlet, and the younger Fortinbras all had thoughts of vengeance for the deaths of their fathers. Although they acted on their emotions, but their methods of doing so was entirely different. Because of this, only one out of theRead MoreAnalysis Of William Shakespeare s Hamlet 952 Words   |  4 PagesTitle Here Madness is a central theme in Hamlet by William Shakespeare. Hamlet’s â€Å"antique disposition† (1.5) is used as a tool of manipulation. He acts mad in order to gain the upper hand over his enemies; he makes them believe his mind is elsewhere to distract them from his long-term goal of avenging his father with Claudius’s death. Hamlet’s portrayal of madness varies depending on which character he interacts with; with Polonius, he focuses on wordplay to make him seem outside of the situationRead MoreAnalysis Of William Shakespeare s Hamlet 1174 Words   |  5 Pagesown child. 2. Hamlet s behavior is likely part of his plan to put an antic character on. He knows that by acting crazy around someone who knows him well, he will be able to establish his act. In her report of his behavior she explains that everything about Hamlet s behavior was completely different from his normal self. First of all, he never actually spoke a word, but instead just looked at her in a kind odd, intense way. He holds her hard and shakes her a little bit. Hamlet was disorderedRead MoreAnalysis Of Hamlet s Sanity By William Shakespeare1154 Words   |  5 PagesAnalysis of Hamlet’s Sanity Throughout Shakespeare’s play Hamlet, we questioned Hamlet’s sanity. Did Hamlet have a mental illness or was it all an act? Was he really that great of an actor or was he really losing his mind slowly? Did Hamlet father’s death caused his insanity or was it his motivation? One part of the play, you would think he is not insane, and has out smarted everyone. Then in others scenes, you would think he had completely lost it. He often toyed with the idea of killing himselfRead MoreAnalysis Of William Shakespeare s Hamlet And Macbeth 1854 Words   |  8 PagesThe work of William Shakespeare is, to many, the purest representation of theatricality there is. He is the most instantly and internationally recognizable playwright, and so works like Hamlet and Macbeth have come to be seen as staples of the dramatic genre, expected to be studied and performed, with critical acclaim, on a massive scale. However, as with so many forms of art, Shakespeare s work was not neces sarily appreciated as such in his own time, specifically by certain critics of the theatreRead MoreWilliam Shakespeare s Hamlet s Revenge1725 Words   |  7 Pages Thesis: Shakespeare s portrayal of Hamlet s revenge is not a worthy journey because he never finds his self worth, distracted between what will exemplify his purpose, and what will make him a failure in the memory of Denmark. Three quotes with analysis explaining thesis: Act 1 Scene 5 Ghost: â€Å" But know, thou noble youth, Hamlet: â€Å"Oh My Prophetic Soul! My uncle?† The serpent that did sting thy father’s life Now wears his crown.† The beginning of the â€Å"call to adventure -JRead MoreAnalysis Of Shakespeare s Hamlet 959 Words   |  4 Pagesnot to â€Å"x† (An analysis of Hamlet s Soliloquy To Be or Not to Be) There are many outstanding stories that have been written by the one and only William Shakespeare, in which a soliloquy of a character is very compelling. The play Hamlet by William Shakespeare is a story in which a man kills his own brother and then marries the wife of his brother and takes the throne while he is at it. There are many secrets and no one knows that the original king was killed by his brother. Hamlet is then told by

Agriculture Education Free Essays

string(249) " for propagation and to provide proper shade for seedlings and ornamental shade plants; \(ii\) a greenhouse for tropical foliage plants\? \(iii\) a growth chamber for research on environmental impact on the growth and yield of horticultural plants\." IDA/700-PAK-10 Assignment Report Agricultural Education FOR INTERNAL USE ONLY: NOT FOR GENERAL DISTRIBUTION PAKISTAN Horticulture and Vegetable Production at the Sind Agricultural University, Tandojam by Mohamed A. S. Sakr UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (Unesco) Paris, 1982 Serial No. We will write a custom essay sample on Agriculture Education or any similar topic only for you Order Now FMR/ED/OPS/82/23KIDA) IDA/700-PAK-10 Assignment Report (Sakr) FMR/ED/OPS/82/231 (IDA) Paris, 22 June 1982 CONTENTS PARAGRAPHS INTRODUCTION ( 1 – 2) AGRICULTURAL EDUCATION: UNIVERSITY PROVISION AND NEEDS ( 3 – 14) Faculties 3- Central Facilities: 5- 8 (1) (2) (3) Central Library Laboratories Water and Electricity (4) 5 6 7 S University Farm 9 Faculty of Agriculture 9 Staffing 10 – 14 Department of Horticulture 10 (1) (2) (3) Staffing Buildings Equipment 11 – 13 14 (15 – 36) ACTIVITIES OF HORTICULTURAL DEPARTMENT AND ADVISER 16 – 20 Undergraduate Curricula 21 Postgraduate Curricula 22 – 29 Vegetable Crops (1) (2) (3) objectives and Methods Growing methods Seed production (4) Results 22 – 23 24 – 27 28 29 30 – 32 Student Training:- practical work and lectures 3 – 34 Staff Training Research 35 – I. INTRODUCTION 1. This report covers the activities of the Adviser in Horticulture and Vega,table Production from 14 March 1981 to 13 March 1982, within the framework of Credit Agreement No. 678, signed on 18 February 1977 between the Government of the Islamic Republic of Pakistan and the International Development Association as provided by the Food and Agriculture Organization (FAO) under sub-contract to Unesco. 2. His functions were defined as follows:Under the direction of the Vice-chancellor of the University and the Director of the Third Education Project in Pakistan, the Adviser, besides performing such other duties within his competence as might be assigned him, would assist the University’s Faculty of Agriculture to: a) b) Develop curricula and teaching methods for courses in horticulture ; c) Prepare courses on physiological features affecting the growth of horticultural crops, including day-length, water-stress, soil and air temperatures, fertiliser use and uptake, etc. ; d) Encourage the development and use of innovative methods for teaching horticulture; e) Identify plant species which could be used locally for seed production; f) I I. Initiate and improve research methods in vegetable production; Prepare, within the Adviser’s field of competence, technical documents (manuals, guidelines, brochures, etc. ) to be put at the disposal of the Faculty of Agriculture. AGRICULTURAL EDUCATION: UNIVERSITY PROVISION AND NEEDS Faculties 3. The Sind Agricultural University, which developed from the Agricultural College first established at Sakrand in 1939, had in 1982, an enrolment of 1,700 students and some 200 teaching staff (not including Research Institute s taff). It has a Division of Basic Sciences, three Faculties – Agriculture, Animal Husbandry and Veterinary Science, and Agricultural Engineering — and a Directorate of Advanced Studies. 4. The largest faculty is that of Agriculture, with 1,252 undergraduates and 174 postgraduate students and 88 teaching staff in 1982. It has eleven departments: agronomy, botany and plant breeding, agricultural extension and short courses, agricultural chemistry, agricultural economics, entomology, horticulture, plant protection, plant pathology, statistics and English. -2- Central Facilities (1) Central Library; 5. The Adviser considered that the Central Library, which serves the whole University, had inadequate stocks of recent reference books and periodicals, that its use could be increased if its hours of operation were extended from 7. 30 a. m. to 7. 30 p. m. , and that indexing and shelf-storage of books and other materials should be improved. (2) Laboratories : 6. A Central Laboratory, the Adviser recommended, should be established for advanced studies, suitably equipped and staffed with trained technicians. There was a need for a central service to maintain and repair laboratory equipment and apparatus. He found numerous items to be out of service which could easily have been repaired. Laboratory assistants were needed for proper laboratory maintenance and operation, and every department should have access to laboratories suitable for practical work by students, for demonstrations and for research and experimentation by teaching staff and postgraduate students. (3) Water and Electricity: 7. The water pressure was inadequate in most laboratories, to the detriment of practical work and experimental projects. Intermittent electrical breakdowns interfered with the conduct of laboratory experiments which required maintenance of a certain temperature, humidity and lighting. Wiring in some laboratories was inadequate. Voltage fluctuations should be stabilized by voltage regulators where sensitive apparatus was used. An emergency power, supply should be available. (4) university Farm: 8. The importance of practical training should be reflected by the development of a university farm large enough to serve all three faculties. A committee, headed by the Vice-chancellor, should be responsible for the planning and control of the farm, with a farm manager in charge of its activities. The farm would be used primarily for training students and for experimental studies, while production of field crops, fruit and vegetables, together with apiculture and fish-farming, could support research activities. Faculty of Agriculture Staffing: 9. With 88 teaching staff for 1,426 students, the student-teacher ratio in the Faculty of Agriculture is 1:16. This makes it difficult for teachers to teach, supervise practical training and research tasks and deal individually with students. The Adviser considered that the teacher:student ratio should be 1:10. -3- Department of Horticulture (1) Staffing 10. The Horticultural Department of the Faculty of Agriculture provides undergraduate and graduate courses in three main fields: pomology, olericulture and ornamental horticulture. The teaching staff of eight (a professor, one associate professor, four assistant professors and two lecturers) should be doubled by the addition of two associates, two assistant professors and four lecturers. A laboratory technician and three assistants, a field assistant for the vegetable garden and a tractor driver (should the Department receive a garden tractor) should also b e provided. For the moment, the University should provide at least a laboratory technician and a field assistant. (2) Buildings (a) Laboratories : 11. The Department has two laboratories, one about 30* x 15†² and the other 60†² x 3 0†², the latter having two store rooms. Considering that this space was not enough for undergraduate practical work, the Adviser-recommended the provision of two more laboratories of 4 0†² x 25 ‘ . b) 12. Horticultural Structures: The Adviser recommended provision of: (i) a lath house of 4 0 x 8 0 ‘ for propagation and to provide proper shade for seedlings and ornamental shade plants; (ii) a greenhouse for tropical foliage plants? (iii) a growth chamber for research on environmental impact on the growth and yield of horticultural plants. You read "Agricu lture Education" in category "Papers" If an imported growth chamber cannot b e obtained, an alternative would b e a greenhouse with humidity, light and temperature controls. (c) Post-harvest Structures: 1 3. A building is needed for preparing fruit and vegetables for marketing and torage, de-greening and fruit-curing chambers, cold storage, and preservation of fruit and vegetables. (3) Equipment 1 4. The laboratory equipment is adequate, though some items were in need of repair. Field machinery, for both garden and farm, is provided by the Faculty of Agricultural Engineering. However, the Adviser considered it would be advantageous for the Department to have a 60 hp garden tractor, with trolly and -4- other accessories, plough, cultivator, rotivator, leveller, pit-digger, driller, power sprayer, etc. This would save time now being lost in borrowing tractors in emergencies, such as one which might arise in connection with disease and pest control. It would ease problems occurring from the shortage of labour. I II. ACTIVITIES OF HORTICULTURAL DEPARTMENT AND ADVISER 1 5. Besides advising on staffing and facilities, the Adviser co-operated with Department of Horticulture staff in a number of activities, including the revision of curricula, growing of vegetable crops, practical work, training students and staff, and research. Undergraduate Curricula 16.. Undergraduate studies in horticulture cover a period of five years, the courses being: Years 1 and 2 : Basic science (Intermediate l evel); Year 3 : General horticulture; Year 4 : Fruit and vegetable growing and ornamental horticulture ; Year 5 : Fruit and vegetable production, landscape gardening and general food technology. 1 7. The curricula in the following areas were revised. (a) Intermediate level basic science; (b) Various major field horticultural courses; (c) Agro-ecology of Sind and Baluchistan; (d) Major horticultural crops in Sind and Baluchistan; e) Problems of fruit and vegetable production in these two provinces. 18. An interim development plan was prepared for undergraduate and postgraduate studies. It was agreed that the three existing courses in plant-breeding and genetics provided an adequate scientific background in this field and that priority should now go to fruit and vegetable production. To this end, two new courses should be added so that the overall course would include: vegetable growing, vegetable production (two courses) and seed production. – 5- 19. In vegetable growing, in addition to the existing areas of definition, classification, soil and climatic requirements, the Faculty should add rotation, green manuring and kitchen garden cultivation. The two courses in vegetable production would give time for major crops to be dealt with in greater detail and for more practical training. The area in Sind under vegetable cultivation is increasing steadily as farmers realise its value for cash crops, but the yield is still very low. This is due mainly to lack of knowledge and experience (which the agricultural extension services could provide) and a lack of good seed. 0. A course in vegetables, fruit and ornamental plant seed production should be offered. Students would learn how to collect, harvest, clean, dry, pack and store seeds and they would study seed dormancy, germination and treatment, together with methods of breeding self and cross-pollinated crops. Postgraduate Curricula 21. The present postgraduate curricula cover horticult ural plant nutrition, plant propagation and fruit production (two p arts). This last should be replaced by two new courses : (a) the soil and water relations of horticultural plants; (b) temperature and water relations of horticultural plants. Optional courses should be introduced for M. Sc. students to supply them with additional information needed in their fields of study. Options could include courses on major horticultural crops and general courses on the improvement of horticultural plants, on growth† regulators and on protected cultivation. As most research experiments on vegetables must be conducted at the Agricultural Research Institute at Mirpurkhas, 30 miles away, it was decided that priority should be given to raising vegetable crops at Malir, the university Farm,to provide the Horticultural Department with the facilities needed for research. Vegetable Crops (1) Objectives and Methods 22. The main objectives of the Horticultural Department in growing vegetable crops were to provide practical training for staff, students and labourers; to become familiar with problems of vegetable production in Sind; to evaluate crops and varieties, and seed production. It was planned to start by using two acres in the horticultural garden for growing most of the vegetable crops for practical training, and four acres at Malir Farm for a four-year crop rotation. 2 3. Winter vegetables, carrots, radishes, turnips, cauliflowers, spinach and beet, were grown in the garden. The local varieties were identified, evaluated, weighed and measured. Promising varieties of radish, carrot and onion could be improved by breeding. All peas and spinach were of poor quality, most of the peas being dwarf types, with an average plant height of only ten – twelve inches. – 6- The spinach varieties were prickly-seeded and, during the shortest winter days, started flowering early. The seed stalks had an extreme male-type of inflorescence. Seed of selected suitable varieties of peas and spinach should be imported. (2) Growing Methods (a) Trailed Tomatoes; 2 4. Trailing tomatoes were tried in the open; local and imported varieties were planted and supported by iron stakes, galvanised wire and plastic string. Students and labourers were trained to tie the vines to strings, to pinch and remove auxiliary shoots and to apply fertilisers. The trial was successful, the plants standing well throughout the season and bearing -heavily. Later, owing to virus diseases on some vines, all plants were removed and burnt. A second trial was begun in the summer, the tomato vines being shaded by luffa plants – ridge gourd (luffa acutangula) and sponge gourd (luffa aegyptica) – the small luffa fruit being edible. (b) Soil-level mulches: 2 5. Cucurbits – bitter gourd (mermodica charanta), tinda or Indian squash (citrullos vulgaris, var fistulosa), tori (luffa s p. ), cucumber and cantalope were grown- early. Seeds were planted on December 21st in hillocks on raised beds covered with clear polyethylene film to form soil-level mulches. Two weeks later, seed emergence was observed, with a minimum temperature o f 6 C. Minimum and maximum temperatures and germination percentages were recorded. (c) Plastic tunnels: 2 6. Plastic walk-in and mini-tunnels were† made of local materials. The mini-tunnels were used for raising nursery plants and for getting tomato, pepper and egg-plant seedlings†¢ They gave high germination percentages and well-established seedlings. The walk-in tunnels were used for trailed tomatoes and for cucumbers, temperature and humidity data being recorded. d) Crop rotation: 2 7. A site on Malir Farm was selected for growing vegetables as an intercrop on the new mango plantation and an area of four acres was prepared for a fouryear rotation. Vegetables were grown on the farm to provide training in managing a vegetable farm for profitable production, and the rotation was designed to cover the main summer and winter crops. The main factors taken into account when planning the cropping sequenc e were distribution of the root systems and differences in the uptake of nutrients. All needs for seeds, fertilisers, fungicides and pesticides were estimated, and supply arrangements made, from the beginning. . 7- (3) Seed Production 2 8. Onions, cauliflowers-and spinach were grown on the farm for seed production. Good onion bulbs of two to three inches in diameter were selected, the Phulkara variety being chosen as being an early sort commercially grown on a large scale in Sind’s three main districts – Hyderabad, Tharparker and Sanghar. Snow white, an imported variety of cauliflower, was also planted for seed production. Spinach seed was sown in two batches, that for seed production being sown early and a fortnight later another small area being sown to ensure adequate pollination. (4) Results 29. This vegetable growing gave ample scope for training staff, students and labourers. Mini-tunnels and plastic soil mulches showed possibilities of improving yields and reducing costs. The former, as noted, gave high germination percentages and well-established seedlings, while the latter produced good quality summer crops, advanced by some three to four weeks and with a 25% to 50% increase in yield, with consequent savings in water and labour. Visitors were interested in getting information on plastic film tunnels and mulches for growing early tomatoes, egg-plants, chillies, okra, melons and gourds, which all gave high market prices. Student Training – practical work and lectures 30. The horticultural garden of about forty acres and the new fifty-acre mango plantation provided ample space for giving students practical training in fruit, vegetables and ornamental horticulture during the academic year 1981/82. Four groups, of 45 third-year general horticulture students, were split into sub-groups, each having its own assignment r e. . in the orchard or vegetable garden, weeding or thinning out, etc. Fourth-year students likewise participated in practical work in ornamental horticulture, trimming hedges and creepers, tending lawns and preparing cuttings. Fifth-year students also took part in practical work on vegetable production. 31. In the winter season, when more land is usually available for practical training and demonstration in vegetable growing, work done by third and fifth year students included: (a) different ways, of sowing seed: by scattering; in hillocks, by drilling, (b) aising and tending nursery plants, both in the open and in mini-tunnels ; (c) weeding, thinning, manuring, applying fertilisers; (d) trailing tomatoes and preparing paper p ots, plastic tunnels and mulches. -8 3 2. included: In addition, practical garden and farm work for fifth-year students (a) identification of spinach and chard seeds, learning by observation that spinach is single-seeded while chard and beet are multiple-seeded; practice in thinning; (b) recognition of spinach sex: extreme male, vegetative male, female, and identification of types of inflorescence; (c) emonstration of sexual propagation of the potato, sweet potato, dasheen and garlic;. (d) practice in cutting seed tubers into two, three or four pieces according to size and number of eyes; cutting of sweet potato vines. Staff Training 33. In-servi ce training of the’Department’s teaching staff was carried o ut, directly or indirectly, by visits, practical work and discussions. Most staff members participated, in groups of two to four at a time, in visits to noted farms, progressive vegetable growers, agricultural research institutes, fruit and flower shows, and to seed markets, merchants and growers. The Adviser recommended that more such visits should be made and that the University should have more transportation for this purpose. 3 4. Practical work included vegetable growing and testing, plant and seed studies, laying out crop rotations and managing day-to-day operations. Discussion topics included undergraduate and postgraduate curricula, teaching methods, laboratory and equipment needs and use, and the draft university development plan. Three topics were prepared for seminars – plastic film tunnels and mulches, rotation and inter-cropping, and vegetable crop nutrition. A seminar was held on the first of these, attended by university staff, growers and guests. Research 35. The Adviser considered the span of one academic year inadequate for the work that the M. Sc. course should comprise – attending courses and seminars, laying out the research experiment, collecting data and information, and preparing the thesis. Chemical analysis, he noted. , had not been included in any of the eight M . Sc. experiments on vegetables carried out in the previous seven years, although four were on the use of manure and fertilisers and two on variety tests. 9- 36. Eight M. Sc. experiments were due to be conducted at Malir Farm: two on methods of carrot seed production, three on onions (two on fertiliser use and the other on spacing), two on okra (on spacing and on testing varieties) and one on manure-testing for chillies. Other experiments proposed included evaluation and improvement of the keeping qualities of local varieties of vegetables, studies on the opti mum sowing dates for the main vegetable crops, and the effects on vegetable crops’ growth and yields of selected environmental factors and of manure and fertilisers. How to cite Agriculture Education, Papers

Global Business for International Relations- myassignmenthelp.com

Question: Discuss about theGlobal Business Environmentfor International Relations. Answer: Introduction Global business is increasingly growing. This is because of increase in international relations, technology advancement among other factors that brings about the urge to establish a global business (Guy,2010).There is a wider market when business is done globally than when is done within a country. Different nations have different demands hence the business opportunities increases. Globalized businesses have enjoyed a big market of their products because there are no limited (Global Economy 2Globalization of Labor, 2013). Technology has also accelerated global businesses. Good communication, advancement of transport systems among many other technological trends has created confidence in the investors (International Conference on Management of Technology, Hosni, Khalil, 2004). This paper will cover the globalization, internationalization and the global business environment. Relationship Between Globalization and Internationalization Although the two words are used to bring about different meanings, they have relationships in what they define. For instance, globalization is a term used to refer to a situation where the economies that were initially at the national level has been integrated to form one global or worldwide economy whereas internationalization is the increase of importance of alliance, trade, economy or treaties to a level of serving more than one countries. From the definitions, there is a relationship between the two terms coming out clearly that, the terms are used to describe an affair done by more than one nation. Using institutional relationship the two terms carry a bit of similarity. The meaning of internationalization, in this case, is that an institution is trying to have an international face by having members from all over the world or having members from other nation other than the home nation. Globalization in this bit ensures that the standards and systems of an institution fit any me mber from any place in the world. Therefore, in most cases, one of the above consideration cannot work on its own instead there is a mutual benefit in the two. For internationalization to succeed in an institution, there must be globalization measure in the same institution, and for globalization to be effective, internationalization bust is implemented. To solve any issue that is global, then internalization must be used. For instance, when there is a crisis that is seen to cut across many nations in the world, the best way of solving it is by setting an international organization where diverse ideas alongside solutions are tabled hence a global decision is reached. Organization bodies such United Nations, World Bank, International Monetary Funds, World Trade Organization and other have been established to facilitate the internationalization of the activities in order to make them global. For example, the United Nation main objective is to uplift the developing nations in order to suit the in the global arena as the other developed nations. To achieve this, United Nation initiate activities and programs that aids the development of the third world countries. Alternatively, International Monetary Fund and World Bank help the emerging economies through provision of loans, grants and consultancy advice. All this aimed to ensure that there is uniformity in the world economy. Similarly, World Trade Organization regulates global trade activities. It negotiates for free trade with nations to ensure that disadvantaged nations are not left out of the world trade. The above discussion clearly show the activities of internalization leads into globalization. Therefore, internalization and globalization are two interdependent aspects. Differences Between Globalization and Internationalization Despite that globalization and internationalization differ in some given ways, they are used interchangeably when referring to any advancement across the world. Among the differences is that globalization is best used to mean the emerging issues that strengthen technology which eventually takes the economy, trade, and relations to an international level while internationalization mainly refers to the specific advancement of, trade or unions made internationally. When the two terms are used in firms and businesses, a difference is realized. In this context globalization in this perspective is used to refer to the dependence of factors that are recognized internationally to run the business while internationalization is used to refer to a situation when a business or firms set its operations internationally (Vaghjiani, Teoh, 2011). Also when cultural practices among the many nations are discussed, the two terms are mentioned bringing out a slight difference in their meaning. For instance, when a certain culture is adopted and used in many nations, it is then said to be internationalized while when there is a factor that makes people lean to a certain way of living, then globalization is used to describe the situation. Global Business Environment Institutions Based Formal To keep the global market in manageable operations, institutions that play different essential parts in moderating the entry and operation of the business and also to reduce the uncertainties which cause high operation cost has been put in place. Some of these institutions include; judiciary systems, investment laws, business regulations and property rights (Morrison, 2011). Before any entry to the global business, the institutions ensure that you meet their minimum requirements and eventually with proper regulations, the environment will be workable. The main functions of the institutions are business regulation. Through this function, the institution ensures that any person or company entering the global business is licensed according to the specifications of their business, for instance, based on the size. Another function is setting trade barriers. The trade barriers ensure that there is no exploitation of any member in the global business. Some barriers include high minimum entry requirements to the market, tariffs by the government, taxation among others. Another function is property rights. These are the rights that are given to the owners of the business to protect their private properties. Informal Informal institutions such as cultures, ethics and norms can influence the global business environment. The institutions support the formal institutions in performing well. The institutions set their laws, but the law does not clash with the one by formal institutions (Morrison, 2011). Resource Based Tangible and Intangible Resources. Resources are very important in a global business environment; the tangible resources are those that are physically present when a business is started or run. Examples of tangible resources are land, capital and machinery. There other resources that cannot be present physically but they form the essential part of business resources. These are the intellectual resources, trademarks. All these resources should be there because the business depends on the to be established and to be operated (Ghemawat,2017) Challenges Faced by Managers The management of the global business has its challenges. The people making up the business come from various places in the world hence they come with diversities that makes it challenging while offering leadership. Among the challenges include the language barrier. There is no globally accepted language; some nations learn their native language only hence making it difficult to pass any information successfully (Adekola, Sergi, 2016). Another challenge is the cultural differences. Although it has no major effect because people learn and change, other cultures might not be harmonized hence the business will face a rebellion in places that face the culture clash with. Currency control is another major challenge that faces the leadership of the global business. Ideally, the currency differs across the world, and therefore when the transaction is done, there must have a good understanding of conversion rates which is a hard task (Kern, 2012). Also, the laws and regulations that can be affected by the laws of a nation that you operate in is another challenge faced by global business managers. The laws of the nations in which the business operate are same neither are they all favorable when there is a disagreement in the laws, business becomes challenging (Jennings,2017). Conclusion In conclusion, globalization and internationalization are terms that can be used interchangeably in some instances because they have some relationships in their shallow meaning, but in most cases, the two terms might be used to bring two different meanings. The global business environment can be discussed in institution-based view and resource-based view. The two views can bring out the whole profile of a global business from the entry to its operations. The top managements of global business are faced with challenges because of diversity among the people involved in the business. Unless everything is globalized, the businesses will still be passing through problems of disharmony. References Adekola,A., Sergi,B.S. (2016). Global business management: A cross-cultural perspective. London: Routledge. Ghemawat,P. (2017.). The Globalization of Business. The Laws of Globalization and Business Applications, 82-116. doi:10.1017/9781316678503.005 Global Economy 2Globalization of Labor. (2013.). Introduction to Globalization and Business: Relationships and Responsibilities, 255-283. doi:10.4135/9781446215869.n9 Guy,F. (2010). The global environment of business. Oxford [etc.: Oxford University Press. International Conference on Management of Technology, Hosni,Y.A., Khalil,T.M. (2004). Management of technology: Internet economy - opportunities and challenges for developed and developing regions of the world: selected papers from the Eleventh International Conference on Management of Technology. Amsterdam: Elsevier. Jennings,M.M. (2017). Business: Its Legal, ethical, and global environment: Cengage Learning. Kern,T. (2012.). Organizational Structure without Hierarchy in a Dynamic Global Business Environment. Global Information Society. doi:10.4018/9781591403067.ch002 Morrison,J. (2011). Globalization and the Business Environment. The Global Business Environment, 39-74. doi: 10.1007/978-0-230-34437-2_2 Morrison,J. (2017). Globalization and the Business Environment. The Global Business Environment, 36-72. doi: 10.1057/978-1-137-48377-5_2 Vaghjiani,K., Teoh,J. (2011.). Comprehensive Impact of Mobile Technology on Business. Global Information Society. doi:10.4018/9781591403067.ch011