Fan, Ying Branding the Nation What Is Being Branded Free Essays

Fan, Ying : Branding the country: What is being marked? Diary of Vacation Marketing Volume 12 Number 1. 2005 p. 4-13 Abstract: The paper by Fan clarifies what country marking is. We will compose a custom exposition test on Fan, Ying : Branding the Nation: What Is Being Branded? or then again any comparable theme just for you Request Now So first the contrast between Nation marking and Nation brand is clarified. Each Nation has a specific picture with or without Nation marking. It looks at the idea of country marking, concentrating particularly on the subject of what is being marked. The paper attempts to clarify what country marking is and attempts to clarify the contrasts between from one perspective country marking and item marking and then again country marking and item nation picture. Besides it examines dumbfounding issues of country marking and attempts to give a more extensive setting in which country marking can be applied. In any case, to discover how country marking could help monetary improvement in a nation , more examination is required. It is difficult to state how significant the job of country marking truly is. Catchphrases: ation marking, nation marking, nation of-starting point impact, item nation picture, place promoting The writer: The paper is composed by Ying Fan a senior teacher at Brunel Business School, Brunel University in London. Dr Fan has held workforce positions at the colleges of Lincoln, Hertfordshire and Durham. His examination advantages encompass marking and showcasing interchanges, and culturally diverse administration issues. Subject: Branding the country: What is being marked? The significant subject of the paper is the thing that country marking is and what the reason for country marking is. Examination question : What is being marked? Is a country brand a different element, or a component in the item brand? What is the bearing of the connection between's nations that have delivered solid brands and those that are solid brands themselves ? Strategy : The exploration technique is an artistic examination Material and Structure of the paper: On the main page of his paper contact informations, informations on the creator including a photograph of Fan are given. An Abstract summarizes the Keywords and gives an outline over the article. With everything taken into account the paper of Fan is 9 pages in length and is organized in the parts: Introduction What is Nation Branding? What is being marked? Country marking and item marking Nation brand picture and item nation picture Paradoxes The more extensive setting For a further understanding Fan gives 3 Tables: Terms utilized in the writing ; Examples of country marking where he gives 5 models and clarifies what is being marked and a table on Comparison between country marking and item marking . In his paper Fan makes backhanded references which are recorded in the references. Here the references are requested by appearance in the content not one after another in order. The paper is anything but difficult to peruse and comprehend, it gives a decent review of the point country marking. The structure is anything but difficult to follow. The paper is namelessly refereed. Finding of the article : The writer calls attention to that there is no single definition on country marking however gives a working definition for the paper: ‘Nation marking concerns applying marking and showcasing interchanges methods to advance a nation’s picture. Country marking can be utilized in various manners: utilizing the nation’s picture to advance deals and fares ; place marking which is a piece of the travel industry advertising ; political promoting for instance the articulation â€Å"axis of evil†; Nation marking in it’s genuine sense like Cool Britannia. The creator brings up that a country isn't an item in the regular sense . The Nation itsel f can scarcely be changed, the advantages are absolutely enthusiastic, the Image is entangled and the proprietorship is muddled. A country brand isn't focused on a particular item, administration or cause that can be elevated straightforwardly to the client. Be that as it may, Nation marking concerns a nations entire picture, covering political, financial, recorded and social measurements. A Nation has not one but rather various pictures. What picture is recovered relies upon the crowd , the specific circumstance and the time. The creator discovers that negative national picture doesn't really influence the acquisition of items made by that nation, by giving the case of Japan and China. The creator attempts to discover the course of the connection between's nations that have delivered solid brands and those that are solid brands themselves . Country marking must be particular and help the nation to situate itself against contenders . A trouble is that a worldwide crowd have an alternate level of information on a country and every nation has diverse social qualities, in this way interprets the message in an unexpected way. Country marking regularly attempt to impart a solitary picture or message to various crowds in various nations . This renders for the creator the message useless, however to attempt to be everything to all individuals will in the assessment of the creator definitely fizzle . What is the message a country needs to send, surrender an old however one of a kind picture for the new picture. This can bomb like for instance â€Å"Cool Britannia† did. Another trouble in country marking is that a national personality is hard to characterize. Besides in country marking, a comprehension of the customers’ existing impression of the country is significant. A specific picture is made after some time. Another significant part of country marking is the interior crowd. The creator calls attention to that Nation marking is only one piece of a promoting methodology which is a piece of the business system and that frequently country marking is overestimated regardless of whether it is a useful asset. It is for instance not adequate for the nation to elevate its picture eagerly to different countries if the monetary reason for the country brand isn't there or the political circumstance is precarious. The picture issue of an area or country frequently results from political and financial difficulties which must be unraveled, country marking won't take care of a country’s issues however just fills in as the last touch . Step by step instructions to refer to Fan, Ying : Branding the Nation: What Is Being Branded?, Papers

Limitations of Captive Breeding Free Essays

Science 320 Dr. Nissen 08 November 2012 Limitations of Captive Breeding While the utilization of hostage rearing has developed colossally in the later years there has been a finished absence of consideration paid to the constraints put on that imperiled species by the hostage reproducing programs. Constraints, for example, building up independent hostage populaces, poor accomplishment in reintroductions, significant expenses, regulations, acquisition of other recoup procedures, illness flare-ups and keeping up managerial progression have all been huge ( Snyder et al. We will compose a custom exposition test on Restrictions of Captive Breeding or then again any comparable point just for you Request Now 996). We will audit the independent hostage populaces, reintroductions, and trainings, these are among the most significant constraint factors for the survey. Building up independent hostage populaces acquiring predictable propagation and survivorship under hostage conditions has demonstrated very troublesome with numerous species. There are an assortment of reasons with regards to why there has been inability to raise well in bondage, and recognizing these elements can be troublesome are as yet obscure much after numerous long stretches of experimentation. In view of poor propagation oneself continuing hostage populaces may never be accomplished for a portion of the imperiled species (Snyder et al. 1996). In an ongoing audit of 145 reintroduction projects of hostage reproduced creatures, to a great extent vertebrates, just 11% of the cases were effectively reintroduced into the wild populaces (Beck et al. 1994). The reasons for the reintroduction disappointment of the hostage reproduced creatures fluctuate from an inability to address the variables initially prompting noteworthy conduct inadequacies in the discharged creatures, to social conduct. The conduct issues are commonly found in the creatures that come up short on the chance to connect with wild people in a characteristic setting during the basic learning time frames. A considerable lot of the issues influencing hostage conservation and reintroduction of jeopardized species are aftereffects of hereditary and phenotypic changes that happen in imprisonment also (Snyder et al. 996) and this straightforwardly influences the taming of the hostage reproduced creature. The ramifications of the dynamic hereditary and phenotypic changes are more genuine than perceived for the species in long haul hostage reproducing. Due to dynamic training the general desire that one can â€Å"preserve† imperiled animal categories in imprisonment without noteworthy change over a significant stretch of time ought to be deserted (Snyder et al. 1996). The most effective method to refer to Limitations of Captive Breeding, Essay models

Essay on French Revolution

Essay on French Revolution French Revolution Jan 11, 2019 in History Introduction The French Revolution as a remarkable event in the contemporary history started in the year of 1789 and finished in the late 1790s with the ascension of the military and political leader Napoleon Bonaparte. During the revolution, French citizens demolished and rebuilt the political scene of their country, eradicating the feudal system and absolute monarchy. The French Revolution was impacted by the ideals of Enlightenment, in particular the conceptions of inherent rights and national sovereignty. Though it failed to reach all of its purposes and sometimes caused a cruel and severe bloodbath, the movement has played a crucial role in forming the contemporary nations by demonstrating to the whole world the inalienable power in the human will. The French Revolution produced significant changes in the government and society and represented democratic ideals to France, but did not contributed towards the democracy in terms of the French nation. Nonetheless, it had widely influenced the re st of the European countries. However, French kings completed the basic rule and consolidated the middle class. After the revolution started, no nobles, kings or other favored individuals could ever again take up their position as an authority or disregard the ideals of equality and liberty (Woloch, n.d.). Body The ideals of brotherhood, equality and liberty were considered as the driving forces of the French Revolution, and the collapse of the era of power and aristocratic privileges led to the new age with the rise of the bourgeoisie to authority. In this context, it was assumed that everyone should become free and equal individuals as sisters and brothers in the whole nation. The ideal of equality was demonstrated on August 4, when the feudal rights were eliminated. With the removal of their ancestral liberties, the aristocracy was supposed to follow the same laws as all the French citizens, generating legal equality. This equality was further specified in the Declaration of the Rights of the Man and Citizen along with the ideal of liberty. This declaration mentioned that all the humans were born to remain free. They have natural and essential rights to safety, property, liberty, and resistance to pressure.

Essay on French Revolution

Essay on French Revolution French Revolution Jan 11, 2019 in History Introduction The French Revolution as a remarkable event in the contemporary history started in the year of 1789 and finished in the late 1790s with the ascension of the military and political leader Napoleon Bonaparte. During the revolution, French citizens demolished and rebuilt the political scene of their country, eradicating the feudal system and absolute monarchy. The French Revolution was impacted by the ideals of Enlightenment, in particular the conceptions of inherent rights and national sovereignty. Though it failed to reach all of its purposes and sometimes caused a cruel and severe bloodbath, the movement has played a crucial role in forming the contemporary nations by demonstrating to the whole world the inalienable power in the human will. The French Revolution produced significant changes in the government and society and represented democratic ideals to France, but did not contributed towards the democracy in terms of the French nation. Nonetheless, it had widely influenced the re st of the European countries. However, French kings completed the basic rule and consolidated the middle class. After the revolution started, no nobles, kings or other favored individuals could ever again take up their position as an authority or disregard the ideals of equality and liberty (Woloch, n.d.). Body The ideals of brotherhood, equality and liberty were considered as the driving forces of the French Revolution, and the collapse of the era of power and aristocratic privileges led to the new age with the rise of the bourgeoisie to authority. In this context, it was assumed that everyone should become free and equal individuals as sisters and brothers in the whole nation. The ideal of equality was demonstrated on August 4, when the feudal rights were eliminated. With the removal of their ancestral liberties, the aristocracy was supposed to follow the same laws as all the French citizens, generating legal equality. This equality was further specified in the Declaration of the Rights of the Man and Citizen along with the ideal of liberty. This declaration mentioned that all the humans were born to remain free. They have natural and essential rights to safety, property, liberty, and resistance to pressure.

Essay on Psychology Personality Theories - 1715 Words

Introduction: What is Personality? Allport defines personality as ‘the dynamic organisation within the individual of those psychological systems that determine his unique adjustment to his environment’ (Allport, 1937). An individual’s unique personality traits and attributes are a powerful indicator of how he/she will interact with the work environment. The difference between average and outstanding employees can often be solely personality related. As the employee is the most valuable asset to the company, ‘selecting the right employee during the process is critical’ (Carbery and Cross, 2013, pp. 41-53) Traditional Theory Vs Cognitive Theory When we speak about personality, we must consider the two prominent schools of thought:†¦show more content†¦Differences in Personality Both nature and nurture interplay to determine personality characteristics. Nature is heredity and passed on at conception. Nurture is that which is environmentally developed. It is innate that a baby will crawl, but he needs the support of his environment (diet, etc.) if he is to ultimately survive. Our behaviour is the result of a combination of inborn traits and the situations in which we find ourselves. There are five categorise which help influence personality differences. Genetically, offspring tend to take on some of the characteristics of their parents. However, this could be due to long term exposure to the personalities of their parents rather than their genetic coding. Whether a person is male or female determines what gender role they take on. ‘Women are expected to be nurturing, attractive, emotional, weak, and subordinate to men; whereas, men are the strong, rational, objective, and financial providers’ (Loue and Sajatovic, 2007). Ones family experiences c an also influence a person’s behaviour. Family experiences like: ‘family size, birth order, differential parental orientations towards children’ etc. will impact on the emergence of personality as well as a person’s suitability to leadership roles (Morley and Moore et al., 2004, pp. 28-52). Culture plays a very strong role in determining what is believed to be acceptable and unacceptableShow MoreRelatedThe Theory Of Personality Psychology1292 Words   |  6 Pages Personality psychology is a branch of psychology that focuses on the differences between people’s behaviors in terms of patterns, cognitions, and emotion. Personality psychology has been around for centuries, since Hippocrates’ Four Humors. Personality psychology has taken on many forms and has continued to develop throughout the centuries. Personality psychology is also developed with and from other fields of psychology like child development, behavioral, cognitive, and few oth ers. PersonalityRead MoreThe Theory Of Personality Psychology922 Words   |  4 Pagesquite understand â€Å"(Freidman, 2012, p. 17). This is the struggle that personality psychology tries to understand, how and to what extent the unconscious forces plays a role in human behavior. It is believed that people are responsible for their own actions. There is a continuous struggle with personality psychology and the comprehension of and to what extent unconscious forces play in human behavior. â€Å"Meeting of two personalities is like the contact of two chemical substances; if there is any reactionRead MoreTheories Of Personality And Social Psychology3265 Words   |  14 PagesCLIFFORD THEORIES OF PERSONALITY Signature assignment: Explore future directions for personality theory and research in social psychology Apologies it is slightly late. I’ve been trying to upload this and even attach as an email. I’ve had to use an entirely different computer to do this. 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The goal is subjective toRead MoreDefensive Personality Studied through Personality Psychology Trait Theories755 Words   |  4 PagesA person with a defensive personality may feel as though they are being attacked and to cope with it they need to defend their choice of words and actions when they are dealing with other individuals. My younger sister, Carlee, has a defensive personality. We have the same mother, but different fathers. This caused us to be raised in different situations. She has moved around a lot, going from m y dad’s house, to our mom’s house, and to her dad’s house. She did not have a set place where sheRead MorePsychology, Trait Theory And The Study Of Human Personality Essay1614 Words   |  7 PagesIn psychology, trait theory (also called dispositional theory) is an approach to the study of human personality. 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In this paper i’m going to use my knowledge of learning, development, stress and health, and personality theories and integrateRead MoreThe Theory Of Personality Psychology1019 Words   |  5 Pagesnot like you at all? It’s ironic how a person personality is shaped. Personality is included in basically everyday life. Personality defines a person. Personality is like a big stew mixed with emotions, behaviors, and patterns of thought that truly define a person. Personality Psychology is the study of these different patterns among a group of people or culture. The studies of psychology started from Hippocrates’ theory that argues that personality traits are based on four different sections. ThisRead MoreTheories Of Personality A nd Psychology1382 Words   |  6 PagesStudent: Nisaa Kirtman PSY8100 CLIFFORD THEORIES OF PERSONALITY 3 (DEBATE EXISTENCE OF THE UNCONSCIOUS) Faculty Use Only Debate on Psychoanalysis vs. Behaviorism: Freud and Skinner Moderator: Good evening, and welcome to the Northcentral University?s debate on psychanalysis versus behaviorism. My name is Nisaa Kirtman and I am from the Department of Psychology. It?s an honor to be the moderator of tonight?s debate. 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Is This Truly The Case If So, What Are The Reasons For

Is this truly the case? If so, what are the reasons for this broad range of inequality in our education system? The answer is; yes, this is the case, and it can be proven statistically. There are two definitive reasons why. First is the inflated cost of education in America. Secondly is the inability of poor families to acquire the substantial financial capital that is required to pay for a quality education for their children. Both of these conclusions can be supported with a cost analysis of education in America, as well as, the differences per family income that are provided by the U. S. Census Bureau. Annual tuition rates at state supported colleges and universities in the U. S. run on average about $8,660. In the U. S. about 6.6†¦show more content†¦The prominent reason why expenditures per student and the allocation of revenue varies so greatly between these wealthier school districts and the more impoverished school districts in America, is the fact that their budgets are based on revenue generated by property taxes. The higher the taxes in a district, the greater the revenue and the resulting increase in financial capital that a school district has at its disposal. The result is much smaller class sizes, state of the art technology and facilities, better qualified teachers and faculty, and a significantly more amount of personal attention for the privileged students that attend these private schools. Where does this leave our society when we consider the right to an equal opportunity education in America? â€Å"Across the United States, about 90% of the 55.1 million primary and secondary school children attend state-funded public schools.† (Macionis 472) Those students that re fortunate enough to be enrolled in the remaining 10% of private schools in the more affluent districts gain the advantage of resources that are allocated through higher tax revenues. Therefore, they receive a better funded education than those children that are lef t behind in the community schools that are unable to generate the same wealth of revenue. Research shows that children who benefit from this financial advantage in the better funded and more prestigious schools test better andShow MoreRelatedThere Are A Few Different Types Of Insanity Pleas In The1264 Words   |  6 Pageson the 1843 British case of Daniel M Naughten, a deranged woodcutter who attempted to assassinate the prime minister. He was acquitted, and the resulting standard is still used in 26 states in the U.S.: A defendant may be found not guilty by reason of insanity if at the time of committing the act, he was laboring under such a defect of reason from disease of the mind as not to know the nature and quality of the act he was doing, or if he did know it, that he did not know what he was doing was wrongRead MoreAnalysis Of The Article On Being An Atheist 1634 Words   |  7 Pages however, in this essay I will be responding to some of his atheistic views and will be attempting to respond to them from a theistic worldview approach. In the article McCloskey, chooses to use the word â€Å"proof† instead of the word â€Å"theory†. By doing this he is making his argument sound more fact driven and reasonable. He is also in turn making Christianity and the belief that God exists sound more fictitious. 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The death penalty may be expensive, but it should standRead MoreWhat Is Enlightenment1028 Words   |  5 Page sA More Enlightened Contemporary Society What is Enlightenment?, an explication that was written in 1784 in Prussia by the philosopher Immanuel Kant, discusses the principles that he deems to be truths surrounding significant topics such as freedom, reason, and an individual’s and/or societal necessity to be fully mature, in terms that he described as being scholar. Here, what is most evident is the reality that while he perceived the society as being unprepared to be fully mature, he neverthelessRead MorePersuasive Essay On Euthanasia1498 Words   |  6 Pagesthe differences, if there are any, between killing and letting die in order to develop an understanding of people’s qualms with euthanasia. For our example of what is wrong with killing, let us say that we slam a rock against a friends head and then they unconsciously fall into a puddle, just tall enough to drown them. 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Although the three have different writing styles, Augustine’s The Confessions, Aquinas’ Summa Contra Gentiles, and Dante Alighieri’s The Divine Comedy, all share the common theme of faith and reason. These pieces of writing are extremely influential, which are why they continue to be studied today. Faith and reason will always be a popular topicRead MoreCan An Equal Society Truly Exist?1082 Words   |  5 PagesCan an equal society truly exist? The story, â€Å"Harrison Bergeron† gives one perspective answer to this question throughout the story. The story portrays one main conflict between Harrison Bergeron, a genius boy who is very talented, against a â€Å"government† that makes the entire society equal by handicapping the more gifted, down to the level of the less fortunate or incapable. 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Deforestation and Climate Change Free Essays

Now days, deforestation had become one of serious issue that happen in our country. Illegal deforestation that been done by irresponsible people can cause many damage to our earth and can cause natural disaster for example landslide. Deforestation will cause loss of biodiversity, unstable ground that is liable to landslide, soil erosion and agrochemical pollution of streams. We will write a custom essay sample on Deforestation and Climate Change or any similar topic only for you Order Now This thing usually happened at high ground places where there are many trees that can be cut and places that have potential to have development. In our project we will discuss this case at Cameron Highland where it was one of popular place that deforestation and landslide had been reported. The purpose of our project is to study how landslide happen that caused by deforestation. We will do some research on how this disaster happen. Furthermore we will talk about the effect that will happen after the landslide which is dangerous to people who leaves nearby. With this we can discuss how to overcome this problem so that this problem can be reduced from time to time. If deforestation still continued and landslide keeps happen in Cameron Highland, our environment will be destroyed by our own mankind. Introduction The term landslide means the usually rapid downward movement of a mass of rock, earth or artificial fill on a slope. Although the action of gravity is the primary driving force for a landslide to occur, there are other contributing factors affecting slope stability. Typically, pre-conditional factors build up specific surface or sub-surface conditions that make a slope prone to failure, whereas the actual landslide often requires a trigger before being released. Landslide was one of serious disaster that happened in Malaysia since 1919. The first landslide tragedy recorded in Malaysia was in Bukit Tunggal, Perak which claimed 12 lives and damaged a lot of property. There are many landslide disaster being reported since then and causes many damages, life and economic losses. This tragedy are becoming more frequent lately especially in Cameron Highland that been reported for about one case a year. In Cameron Highland, besides causing loss of lives, it also damaged the highway which was usually the main road there. This will disturbed the economic activity where it can delay the delivery of agriculture products since Cameron Highland was one of the main sources of agriculture in Malaysia. Besides, landslide will also disturb tourism in Cameron Highland because roads will be closed, transportation will be delayed and tourist will afraid to come there. From 1973–2007, the total economic loss due to landslides was estimated about US $1 billion. Most of landslide events in this country occurred during rainy seasons or after prolonged heavy rainfall. This can be understood since this country, due to its geographical position, experiences two maritime monsoons namely northeast and southwest monsoons. Soil erosion that occurred due to natural process is usually does not cause much problem. It becomes a problem when human activity causes it to occur at much faster rate than under natural conditions. The main cause of landslide in Cameron Highland is illegal deforestation. The term deforestation can be defined as the action of clearing wide area of trees. About 30% of Earth’s surface is covered by forest. Deforestation occurs for multiple reasons such as trees are cut down to be used for building or sold as charcoal. The cleared areas after the deforestation will be used as a development area. It will result in habitat damage, biodiversity loss and aridity. Deforestation also been used for war purposes. But now days, there are no wars happened so it was not a reason for people can cut down trees illegally. Between 2000 and 2012, 2.3 million square kilometres of forest around the world were cut down. As a result, only 6.2 million square kilometres remain of the original 16 million square kilometres of forest that formerly covered the Earth. Deforestation can cause a lot of damages other than landslides. Deforestation can also increase greenhouse gas emission. We all know that forest help to process carbon dioxide that we produce and changed it to oxygen by doing photosynthesis. It will contribute to rising temperatures if a lot of trees cut down. Changes in climate can affect forest dwelling creatures by altering their habitats and decreasing availability of food and water and species losses may occur if this thing keep go on. Examples of impacted species around the world because of deforestation are leopards, elephants, tigers and Orang Utan. The results of the study suggest how to overcome this deforestation problem from time to time. Cameron Highlands in one of places that landslide happened because of deforestation. Cameron Highland was one of the best places to visit in our country. A place with many agriculture and good places for sight-seeing. Unfortunately, Cameron Highlands had been reported with many cases about landslides. The latest landslide reported happened in Sungai Koyan road on February 2018. This incident luckily not cause any loss of life and injury and no vehicles were involved in the incident but there are roads that closed for caution purposes. It shows that land slide really can cause economic losses since many road will be closed when land slide happens. It was normal landslide happened natural because of rain and structure of soil is not strong. The big problem was landslide that happen because of illegal deforestation ran by irresponsible person. Deforestation will cut down many trees that been used to strengthen the ground grip. Since Cameron Highlands mostly were high ground, trees were needed to make sure that slope will not slip and cause landslide. Low strength of ground grip and heavy rain can cause a huge disaster other than landslide. It may cause mud flood, huge casualties or even death since there are many population lives there. When we examined landslides in Cameron Highlands, we discovered that we can reduce this incident from happen again and again. This paper is structured as follows, causes of deforestation and causes of landslide, effects of landslides, the way to overcome landslides and deforestation and discuss the cases that happened in past few years. Soil Erosion Causes Landslide Soil erosion can cause a lot of devastating impact in our ecosystem and surrounding. One of the glaring effect of soil erosion is landslide. Soil erosion causes landslide in certain places like Cameron Highlands because it is situated at steep geographical location. Furthermore, human activities like deforestation for agricultural practices in steep area and construction purposes contribute in negative ways to extradite the cause of landslide. Firstly, it is common in this day and age that people are exploiting the ecosystem for variety of purposes. Most obvious activity is deforestation such as Cameron Highlands. Deforestation in a place like Cameron Highlands is very liable to landslide because as the site being clear-up, it is usually believed that landslide is very imminent. Since there is lacking of canopy from natural vegetation that can blockade rainwater from reaching the ground over long periods. Thus, this phenomenon will surge the tendency of erosion on the steep ground which subsequently lead to landslide. Next, devoid of plants cause by deforestation in steep areas can cause landslide in view of the fact that there is no natural vegetation that can absorb rainwater from flowing into the ground de facto this unnatural occurrence will weaken the foundation of ground and landslide will ensue. Secondly, Cameron Highlands is a major agriculture producer in Malaysia such as vegetables, fruits, flower and so on. Thus, numbers of area have been developed to fulfil the needs of plantation areas. This activities are relating to deforestation especially in steep grounds to optimise the area of plantation. Nevertheless, this action will expose vast area to erosion and eventually lead to landslide. Moreover, many people believed this activities can be reduce or mitigate soil erosion by planting small trees, little grass, shrubs and cover the surface of the ground with canvas but nothing compare to natural vegetation that can minimise soil erosion in more efficient ways. Whereby, authorities should take action by restricting certain areas that can be cleared-up for agriculture practices. Thirdly, nowadays construction is growing in fast pace and areas like Cameron Highlands are developing building to attract tourists afterward increase the economy. As the areas develop, it forces major areas have to be cleared-up for construction. Deforestation has to be taken placed to attain the deed of construction areas. Thus, the ecosystem and environment is disrupted which is more prone to landslide if the activities of deforestation is conducted in steep areas. Afterward, as the construction taking place it might causing further problem if there is no proper drainage system that can flow rainwater to the suitable areas. Construction authorities should be aware and conscious about how to manage rainwater so that it will not affecting the surrounding predominantly in steep areas to avoid landslide. Finally, soil erosion causes by deforestation have a damaging effect on ecosystem and nature. Landslide is one of the most common effect in steep areas and should not be taken lightly. This to ensure landslide will not happen often and cause casualty. Effect of Soil Erosion Soil erosion is a serious problem that keeps occurring because of heavy rains towards the soil that is not strong anymore. As we all know, soil erosion causes many types of problem such as loss of topsoil and this can cause harm to farmers while they are working with their crops. This happens because the top soil cannot hold together and when heavy rain pours, it will drag the topsoil along with the rain. Soil erosion can also cause soil compaction this means that the soil below the topsoil become to compact and it will decrease the water to flow at deeper level and this will cause a more serious soil erosion. Next, soil erosion can also cause poor drainage and this occurs when the soil is to compact with the sand and it seals the surface layer. Poor drainage is very dangerous because it makes it harder for water to flow through the grown. Thus, it can help cause a really bad soil erosion and this will probably hurt innocent bystanders. Furthermore, increase in soil acidity level is also one of the causes of soil erosion. The increase in soil acidity is very bad to the people who works with the field because this will impact negatively towards the growth of plants and crops. Soil acidity increase because when the soil’s structure is changed and the organic matters are decrease. Up next, water pollution also one of the major problems that is cause by soil erosion. The water pollution is very dangerous because it can badly effect our water supply and our food source and this will absolutely harm our lives. The water pollution is cause when the soil that is drag down is mix with sendiment and contamination such as fertilizer and pesticide. Lastly one of the most dangerous problems that is cause by soil erosion is landslide. When soil start to collapse it will be easily brought down by heavy rains and this will be very problematic. This is because when landslide occur it can cause many other issues such as accident, traffic congestion and many more. We hope that this article can help people to understand and knows the causes of soil erosion and try to help prevent soil erosion from ever happening. Thus, making the world free of the dangers of soil erosion. Help save the environment and may it help us in living a better and a brighter life. How to overcome soil erosion In this day and age, soil erosion is one of the major problem that keep rising every year. Soil erosion is very dangerous because it harms many people through landslide and many other. Soil erosion is caused by the lack of awareness and the responsibility of the people that keeps doing logging without paying attention that the soil can keep breaking apart and causing many problems to other innocent people. Fortunately, there are many ways to overcome this catastrophe. One of the ways are by planting many grass and shrubs and add mulch or rocks so it helps in holding the soil together. We can also plant trees because the tree root are a very powerful tool to reduce soil erosion. Furthermore, building retaining wall can also help overcome soil erosion. The retaining wall are built at the base of the slope it can slow down the soil from collapsing and the retaining wall can help grass or other plant to grow and help to keep the soil together thus preventing soil erosion. Other than that, we can also improve our drainage by building gutters and pipes that can flow the water effectively. This is because without an effective drainage, heavy rain can wash away a hold layer of the soil and it is very dangerous. It is also important to keep the soil covered at least a year round because a bare soil is easier to get erosion than the soil with cover. Next, we can also overcome soil erosion by turning hillside into terraces. Turning the hillside into terraces can restraint the soil from collapsing easily. For example, in Cameron Highland there are a few hillside that has been terraced and farmers can easily farm strawberries and many more without worrying any soil erosion from ever happening. There are many ways to overcome soil erosion it just whether we chose to do it or not to. It is really important that the people knows how to prevent soil erosion so that there will be no fatal accident that may happen because our lack in understanding the dangers of soil collapsing. This few ways of overcoming soil erosion can help save many lives and keep the surrounding nature beautiful in the future. Cases which happened in Cameron Highlands Kampung Raja, Ringlet town and Bertam Valley (2014) Many landslide tragedies in Cameron Highlands happened because of human greed for profit. They willing to do many illegal exploitation of land and corruption without thinking the effects to the nature and the residents. Due to a lot of illegal deforestation activities for plantation of vegetables, the disaster such as landslides and mudslides struck Kampung Raja, Ringlet and Bertam Valley on 5 November 2014. This incidents causing the evacuation of many families and the loss of five lives. Kampung Raja (2017) A gardener who is a Bangladeshi man died after he was buried in a landslide. The landslide happened at Batu 49, Kampung Raja. When the incident occurred in 3 o’clock in the morning. The victim and his friend was taking a rest at a hut at the foot of a hill however his friend manage to run from the landslide. The victim was taken for post mortem to the Sultanah Hajjah Kalsom Hospital [2]. Jalan Brinchang-Tringkap (2014) A man lost his beloved wife and son in a landslide tragedy. M. Nitiahwaty, 24, and R. Rubeniswaran, her one year old son were buried alive in the landslide. The most heartbreaking is the woman was eight months pregnant. The husband, V. Raja, 41, was rescued by fire and rescue. Mr. Raja had fractured his left leg and was buried up to the chest when he was being rescued. They tried to escape from being hit by the debris from the landslide but they cannot running through the workshop which Mr. Raja work at. Conclusion This study demonstrates that the contributing of deforestation can cause the landslide happen in the Cameron Highland. This soil erosion can cause a lot of bad impact in our ecosystem and surrounding as the Cameron Highland is situated at steep geographical location. Deforestation in the Cameron Highland is very liable to lanslide as the site being clear up. Since there is lacking of canopy from natural flora that can blockade rainwater from reaching the ground over long periods. When the unfilled plants cause by deforestation, this unnatural occurance will make the foundation of ground become weak. There are one cases which happened in the Cameron Highland when a lot of illegal deforestation activities are done. This disaster such as lanslide causing the evacuation of many families and the loss of five lives. So, one of the ways to overcome this serious matter are by planting many grass and vegitation and add much rocks so it helps in holding the soil together. The disaster of soil erosion may affect many things in many ways. One of the effect of soil erosion is can cause poor drainage and this occurs when the soil is too compact with the sand and it seals the surface layer. Poor drainage is very dangerous as it makes it harder for water to flow through the grown. Thus it can cause a really bad soil erosion and will probably hurt bystanders. So, there are a way to improve the drainage by building gutter and pipe that can flow the water effectively. This is because without an effective drainage, heavy rain can wash away a hold layer of the soil. Nowadays, attraction is growing in fast pace especially in the Cameron Highland to increase the economy. As the areas develop, deforestation has to be taken placed to attain the deed the construction areas. Thus, the ecosystem and environment is disrupted which more pone to landslide. From the research of deforestation that causes soil erosion, it can be concluded that the planting of plants and trees is a major protection to ensure the soil erosion is not occured as the root of trees and plants can make the soil become firmed and the soil will not slide anymore. References Barrow C.J.† Issues and challanges of sustanaible Agriculture in the Cameron Highlands†. Malaysia Journal of Environmental Manajorent, Vol 10, 89-114, 2009. Zaini Hamzah.† Quantifing soil erosion and,deposition rates in tea plantation area, Cameron Highland, Malaysia Using Cs†. The Malaysian of Journal of Analytical Secemes, Vol 18, 94-106, 2014. Danish Kazmi.† A study on the contributing factors of Major landslides in Malaysia†. Civil Engineering Journal, Vol 2, 669-78, December 2016. Haliza Abdul Rahman.†Landslide Disaster in Malaysia an Overview†. Health and the Environmental Journal, Vol 8, 58-71.2017. Zainuddin Md Yusoff.†Engineering Geological of an active slope in KM46 Simpang Pulai Perak†. Malaysian Journal of Civil Engineering, Vol 28, 35-41, 2016. Mohamad Aiman Fitri Abd Aziz,† Landslide at Cameron Highlands-Sungai Koyan road. Internet: www.nst.com.my/news/nation/2018/02/351703/landslide-cameron-highland-sungai-koyan-road, Feb,3,2018( August,29,2018). Bernama. â€Å"Cameron Highlands tragedy caused by greed, illegal land clearing.† Internet: http://www.thesundaily.my/news/1268720, Dec. 16, 2014[Aug. 20, 2018]. Zahratulhayat Mat Arif. â€Å"Bangladeshi gardener killed in Cameron Highlands landslide.† Internet: https://www.nst.com.my/news/2017/01/207180/bangladeshi-gardener-killed-cameron-highlands-landslide, Jan. 25, 2017[Aug. 20, 2018]. Bernama. â€Å"Pregnant woman, child killed in Camerons landslide.† Internet: https://www.thestar.com.my/news/nation/2014/12/30/camerons-landslide/, Dec. 30, 2014[Aug. 20, 2018] How to cite Deforestation and Climate Change, Papers

Local Government and Planning Law

Question: Discuss about theLocal Government and Planning Law. Answer: Introduction: This essay shows the arguments about the fact that the proposed large scale development plam for the historic Ingis stable yards in Randwick or Newmarket Green development shows the power of the state government. It ensured the controversial developments which were in spite of the concerns of the local opposition party and the clear community. Randwick Council proposed for some changes for developments for the planned redevelopment of the Newmarket Green site to the planning control.The arguments involved in this essay will help to understand this fact more clearly with the facts for and against this statement. Decision Making Process: The decision making process for the development of the Newmarket Green (Ingis site) which is located in Barket St. in Randwick is involved the Randwick Council and the Department of Planning and Environment. The rezoning proposal for this particular site was approved by this Department of Planning and Environment. Particular Development Control Plan (DCP) and amendments to Randwick Councils Local Environment Plan (LEP) were introduced. Proposed changes for the DCP include Open public place and Affordable housing. For the open public place, the proposal involved 5,000m2 of public open space. Though, the configuration, shape and rights for the public access of that place were totally uncertain. Proposed changes included more certainty with the proper specification of the minimum dimensions of 66mX76m and it must have frontages of two streets and it must be a single area and should not be used for any other use. As per the State Government of Randwick, these changes will promise an usea ble and accessible open public space. DCP was not included the affordable housing in the proposed site.this proposed changes included more certainty with 5% of the total housing that should be affordable for the key worker groups including the essential service personnel or the workers of the hospital[1]. The draft of this proposed development plan for the Newmarket Green (Inglis site) area was on public exhibition from 19th September, 2015 to 27th October, 2015 for any comment from the public. The hard copies of the proposed plan was available online, in Councils Administration Building, 30 Frances Street Randwick, Margaret Martin Library, Level 1, Royal Randwick Shopping Centre Randwick, Bowen Library, 669-673 Anzac Pde Maroubra and Malabar Community Library 1203 Anzac Pde Matraville for the general people. Randwick City Council considered the planning proposal in 2011. Then, the Council refused for further processing because of the extreme height and density and they were concern about amenity impacts and negative traffic. The Joint Regional Planning Panel approved the proposed plan in April, 2015. The planning control was performed by the Local Environment Plan (LEP). The guidance for the future development was provided by DCP and this guidance was adopted by the Department of Planning and Environment in March, 2015. The council then encouraged the members from the general public to provide their views and to submit their views online through the interactive form or through email at council@randwick.nsw.gov.au or through writing in the address to The General Manager Newmarket Green (Inglis site) Development Control Plan Amendments Ref: F2013/00156. 30 Frances Street Randwick NSW 2031 or by Fax 02 93191183. The Council staffs then received all the reviews from the general people and based on that prepared a report. This report represented in the meeting of the council. The councillors considered that report and determined the way to proceed[2]. Opportunity for Community: The development plan for the historic Newmarket Green (Ingis site) in Randwick was underestimating the future traffic and the roads located in this area. It is assumed that the proposal for the development of 750 homes, a park and various shops in the Newmarket Green area will increase the traffic flow by approximately 17% by the year 2021. It is seen that the Barker Street where the Newmarket is located is already a congested area. It is seen that the traffic figure that was shown in the proposed plan was not included the increase in the cars after the development will take place in the High Street for the construction of the CBD terminus and South East Rail Line. The residents were concerned that the ambulances will face traffic issues and will not be able to reach on time in the emergency situation within the Prince of Wales Hospital because of the increased traffic in the Barker Street. The development plan did not show this issue at all. In addition, Barker Street is one of the main entry ways to the University of New South Wales. The development plan did not include a plan to create a border for the Randwick Girls High School, Randwick Boys High School and Rainbow Street Public School. The Inglis family used the 5 hectare site since the year 1917 which was bought by Super fund Cbus Property in exchange of approximately $260 million. Super fund Cbus Property wanted to build 19 buildings with the height ranging from 2 to 8 storied including 750 homes, various shops, a park and the urban plaza. The analysis of Super fund Cbus Property says that this development should create approximately 385 vehicle trips in the morning and 346 vehicle trips in the afternoon peak time. Local politicians, parents and the residents were not agreed with this as they said that this figure was not included the parts of the High Street[3]. The proposed model made by Cbus was based on the survey in the year 2010 and 2015 which was before the placement of the environment impact statement of the light rail terminus. As per that statement the traffic in the area would change with the increase in the traffic flows on the nearby routes mainly in the Barker Street. The parents of the school students thought that the construction of the 8 storey building will make people to overlook the children in the school premises and it will not be for the welfare for the school children. The Category of Development, the Consent Authority and the Specific Legislative Requirements: The state government, the common people and the opposition were involved in the rezoning plan for the Newmarket Green Inglis area. As per the development plan, there are hundreds of new apartments were in line to be developed at the stable yards in Inglis area. The Inglis family purchased 4.45 hectre Newmarket site at Randwick in the year 1917. After that, they rezoned the area for the mixed uses with approximately 5000 square metres of open space for the public uses. This area attracted the eyes of the international buyers and the price expectations were approximately $250 million. As per the opinion of the Liberal mayor of Randwick named Ted Seng that the rezoning includes 700 units across 25 metre apartment towers in the area which was already populated with high density. The mayor wanted a better solution and because of that he wanted to meet the Planning Minister Rob Stokes. The mayor was also concerned about the public open space which in his opinion may not be in the size and shape as per the plan. The decision was steady as per the recommendations of the joint regional planning panel. The Department of Planning and Environment spokeswoman said that as per the rezoning plan, there was maximum reduction in the building height so that it fulfils the community concerns. This spokeswoman also informed that the size and shape of the public open space was the part of the application of the future development. William Inglis Son rezone the site with 900 apartments and then moved their operation to Warwick Farm[4]. The Legislative Requirements: The mayor of Randwick was Ted Send who wanted to have an urgent meeting with the new planning Minister Rob Stokes before getting the approval from the Department of Planning on the long weekend of Easter. This approval was about rezoning the Inglis site of stableyards which was located in Baker Street. This rezoning was for the residential development and for the open public place. The approval included 600-700 dwellings with 25metre high buildings. But, the proposed rezoning site was already populated area. Mayor lighted up in the matter that when the proposal came in December 2011, then they decided not to proceed with the plan because there was no support from the community and the planning proposal had also some negative impacts. The Department of Planning took the matter from the hand of the local government that time. But after 4 years, they decided to give approval for the rezoning plan with minor compromises. As per the opinion of the mayor, those compromises were not even concerned about the higher density or had any impacts on traffic or had any impact on the open public place. So that the Mayor wanted to meet the Planning Minister in an urgent basis and make him aware about these concerns and also try to work for a better solution. Though, the council was still concerned about the development and the impacts of these developments on the parking and traffic in the area near by the residential streets. The mayor of Randwick was also concerned about the fact that the area which was proposed for 5000 square metre of open public space was water down area. So, there was no guarantee that this area will be in the proposed size and shape and will be really benefitted for the general people. So, the Department decided not to zone the open public space as RE1 Public Recreation Zone as per the legal advice. But, the Department included a clause in the LEP. Mayor was afraid that this new clause may destabilize the previously located issues and also may create the pointless difficulty[5]. The exhibition organised for the common people to be aware about the proposed plan for the rezoning in the Newmarket Green (Inglis site) area in the Randwick City. The exhibition was organised by the Randwick City Council. The exhibition was about to start on 3rd March 2016 and it was about to end on 5th April 2016 for the interest of public. But, the Randwick City Council has extended the public exhibition for 7 more days till 12th April 2016. This application was for the stage 1 proposal. 9 development lots, 4 public roads, 1 open public space, 19 buildings with 2 to 8 storeys with approximately 750 residential dwellings, an urban plaza, 2163 square metres space for the commercial or retail uses, 5000 square metres area of public park, Big Stable Building for the commercial or residential uses and adaptive reuse of Newmarket House for the use of residents or commerce were included in this stage 1 proposal. The value of the application was estimated by approximately $160 million. Th is value was not determined by the Randwick City Council but, was determined by the Joint Regional Planning Panel. The starting cost for the proposal of rezoning of the Newmarket Green area was including 17% low cost housing surrender. Then this cost was reduced by 10%, after that it again reduced by 5% and then nothing. There were thousands of objections made by the local residents and the opposition party against the rezoning of this Newmarket Green site in the year 2011-12. That time, the objections were ignored by the NSW Government Joint Regional Planning Panel[6]. Conclusion: It is understood from the essay that Randwick City Council proposed the rezoning plan for the Newmarket Green site in the Barker Street in Randwick. This proposal was approved by the Department of Planning and Environment. The rezoning plan was included the extension in the residential area including affordable housing and open public space worth 5000 square meters. General residents were against this rezoning plan. They gave objections against this plan. But their objection was ignored by NSW Government Joint Regional Planning Panel. In this case, the state government of Randwick shown their power maintaining the planning laws. It ensured this controversial development without the consent if the opposition party and the local residents. Reference List: Inglis Development Application Exhibition Period Extended - Randwick City Council(2017) Randwick.nsw.gov.au https://www.randwick.nsw.gov.au/about-council/news/news-items/2016/april/inglis-development-application-exhibition-period-extended McKenny, Leesha,Inglis Development Rezoning: Randwick Mayor Seeks Urgent Meeting With Planning Minister(2017) The Sydney Morning Herald https://www.smh.com.au/nsw/inglis-development-rezoning-randwick-mayor-seeks-urgent-meeting-with-planning-minister-20150410-1mikwl.html Newmarket Green (Inglis Site) Development Control Plan Amendments | Your Say Randwick(2017) Yoursayrandwick.com.au https://www.yoursayrandwick.com.au/inglis Randwick Mayor Concerned At Inglis Rezoning - Randwick City Council(2017) Randwick.nsw.gov.au https://www.randwick.nsw.gov.au/about-council/news/news-items/2015/april/randwick-mayor-concerned-at-inglis-rezoning User, Super,Inglis/Newmarket Site(2017) Saverandwick.com https://www.saverandwick.com/index.php/developmentapplicationsproposals/inglisnewmarket-site

In-focus-remembering-your-audience-and-message - The Writers For Hire

STAY IN FOCUS: REMEMBERING YOUR AUDIENCE AND MESSAGE When you’re in the middle of a copywriting job, there’s an age-old marketing maxim that can be hard to remember – and it can sometimes be hard to convey to clients: You can’t be all things to all people. Good copy does two things: It speaks to a specific, targeted audience AND it has a specific, focused message. The two go hand in hand. If you try to talk to several target audiences at once, or if your message is too broad, you’ll end up with copy that’s the equivalent of lukewarm, watery coffee. No one wants that. How to Find Your Target Audience: A target audience can still be fairly broad, but it needs to be identified. Sometimes it’s just a matter of asking your client. Sometimes, they might not know. A few ways to sort and identify target audiences is by: 1. Gender 2. Age 3. Profession 4. Interest/Hobby 5. Income You may find that, more often than not, your target audience falls in between several of those categories. For instance, I would guess that video game companies traditionally target young men under 30 with time and cash to spare. Another way to identify your target audience is to ask questions such as Who is buying your product or service? and Who do you want to pay attention to you? When you don’t have a defined audience, you can’t have defined copy. You can’t, for instance, write a marketing piece that’s aimed at national advertisers, local businesses, customers, and teenagers. That’s because these group have no common links – they each have their own needs, their own perspective. You’d be better off creating marketing materials for each group, because trying to write a single piece directed to all of them is going to be a jumbled, generic disaster. How to Choose a Specific Message: Your message always comes AFTER you identify your target audience. That’s because you can’t start crafting a message until you know who you’re talking to, who’s going to be interested in this product or service, or why they need it. Now, all copy needs to be persuasive, well-written, and focused on identifying differentiators and benefits. Once again, you can’t be all things to all people. Your message should do two things: 1. It should identify a problem that your target market faces. 2. It should offer a solution to that problem. Once you’ve identified both the problem and the solution, start crafting single sentence theses. This won’t necessarily be your company’s slogan or new campaign, but it will help keep your thoughts organized as you develop your marketing materials. And it will help you identify different angles and avenues for your marketing campaign. For example, a new energy drink could take many different routes with an email advertising campaign. Here are some examples of marketing messages (not slogans) that the company could take: DrinkX gives you the energy you need without the jitters you get from caffeine or the crash you get from sugary drinks. Five great flavors means you won’t only get the energy you need from DrinkX – you’ll actually enjoy drinking it. The first message focuses on the fact that DrinkX doesn’t contain caffeine or sugar. The second message is all about taste (literally). Either message may work, as long as it correctly addresses a problem that the target audience perceives concerning energy drinks (either, a problem with energy drinks causing jitters, or a problem with energy drinks tasting terrible). Now, if the message you use is the wrong one, you may end up wasting a lot of cash. But, if you can’t decide between the messages, you’ll have the same problem: spending a lot of money going back and forth, trying to target different audiences. Applying the Message: Where do you go from there? Well, there are a couple of options. For small campaigns, keep things simple: try two targeted landing pages on your website. Draw traffic with pay-per-click ads and measure the results. Which one does better? That’s the correct message; stick with it. If you’re launching a massive marketing campaign with print, radio, web, and TV ads, you have a few options. You can run complete campaigns in different regions and see which one does better (lots of cash required for this option). A more affordable route is to do some basic surveys on your own – via email or phone – to find out what your target audience really cares about. In Review: There’s a process to it all, a method to the copywriting madness. And it goes like this: 1. Identify your target audience 2. Identify your message 3. THEN start writing †¦

The Big Secret of ACT Science Its More Reading Than Science

The Big Secret of ACT Science It's More Reading Than Science SAT / ACT Prep Online Guides and Tips Why is the ACT Science section so scary?When I took it the first time, it was fast paced, had a lot of difficult science terms, and seemed challenging. I think manystudents have a similar experience because the ACT Science section is unlike any other test you've taken, and is so different from the PSAT and SAT. But there's a critical secret to ACT Science - you actually don't need to know much about science to do well. Instead, you need to be able to practice critical reasoning well - this is the fundamental basis for ACT Science! In this article, I'll try to make the ACT Science section less mysterious. Hopefully, by the end of this article, you'll understand that any student can get a 36 on the ACT Science section - no matter what grades you got in your science classes. Do You Need High-Level Science Knowledge to Succeed on ACT Science? While you would think the section would test high-level science knowledge, there is very little actual science knowledge necessary, only around 4 questions out of 40 rely on outside science knowledge. Instead, you need to have reading skills to succeed on the ACT Science section. Huh? But I can't read. Counterintuitive, I know, but the ACT Science section purposely focuses on basic skills. Think about the logic. The ACT is a nationwide test, administered to over a million students every year.Every student takes different levels of science. Some take AP/IB level tests. Others don't even fulfill the high school requirements for basic science courses. Thus, it wouldn’t be fair for the ACTto test AP or IB level Physics, Biology, Chemistry, or Environmental Science knowledge because few peoplein high school cantake all of that science at the advanced level. Thus, ACT Science needs to be a level playing field, nationwide. So what does it actually test? What Reading Skills Does the ACT Science Section Test? I'll discuss the major critical reading skills needed for ACT Science. Once you understand these, you'll see why you'll be able to excel on ACT Science, no matter what your grades were in your science classes. Reading Skill Type #1: Reading Visuals for Scientific Data Mostquestions test your ability to understand scientific data by reading graphs, charts, and other visuals (such as diagrams and scatterplots). To make the test challenging, ACT, Inc.,tests these basic skills of reading visuals in unique ways, using strange graphs that you've never seen before, such as this one below: Yes, this is a real ACT Science section graph. Most of the questions on the ACT Science section can be answered by just reading the visuals.Using only the graph above, solve this problem: Although the graph gives many different pieces ofinformation, ignore all of the extrainformationand just focus on what the question is asking.Does S depend on frequency? Labels are very important.I can find the graphs of S by looking at the top of the graph and seeing where S is labeled. At all of the different values of S, S is graphed as a vertical line. As frequency increases (which happens along the y-axis), the S is unchanged (remains constant). Therefore, the answer is J. Learn aboutthe 3 types of ACT Science Passages for more information about this strategy. Reading Skill Type #2: Skimming For the questions you can’t answer using the visuals, you'll be able to answer them by reading the passage. The only questions you will not be able to answer with visuals or the passage are the 4 previous knowledge questions that I mentionedearlier. The ACT Science section tries to make the passage more difficult by throwing in large scientific terms.Don't be afraid of them. The ACTtypically either explainswhat the words mean, orit is not necessary to know what the words mean to answer the question. The passage below has big terms like acid-base titration and nitrazine, yet we will easily solve a question from the passage. With only 35 minutes to answer 40 questions (52.5 seconds per question), you cannot afford to waste time reading the entire passage. I recommend going directly tothe questions. Try to answer the questions first by reading visuals. Then, if you're really stuck, try to skim the passage to answer the question. If you don't like this strategy, you can start by skimming the passage and then answering questions, but you do not have the luxury of leisurely reading the entire passage. Check out the passage and question below: To the answer this question, you need to start by looking at Figure 2 for Experiment 2. Be sure to look at the right data, make sure you are looking at Experiment 2 Figure 2, not Experiment 1 Figure 1. Otherwise, you could end up with the wrong answer. At 0.2 mL of titrant added, the color was yellow. At 1.8 mL of titrant added, the color was blue, so you can eliminate B and D. However, you don’t know what the difference between yellow and blue means in terms of pH, so you need to skim.You only need this sentence from the very end of the introduction to find the final answer. So, according to the passage, blue means greater pH than yellow, so the answer is A. You can now see how skimming can quickly lead you to the correct answer, but is skimming always the best approach to answering ACT Science questions? Exception to Skimming Rule The only exception to the skimming rule is on the Conflicting Viewpoints Passage. (See our article on the 3 types of ACT Science Passages for an in-depth summary of Conflicting Viewpoints Passages).There is only 1 Conflicting Viewpoint Passage per test (out of a total of 7 Science passages).This passage has no visuals, only words. You need to read the entire passage. You need to figure out how the two scientists, students, or theories differ in opinion. After reading this passage, you should be able to discern that Scientist 1 thinks the object was a comet while Scientist 2 thinks the object was an asteroid. To answer question 12, you must have read the entire passage, includingthe introduction.If you read the introduction, you know it says the object was between 10 and 100 m in diameter. If comets are much larger than 100 m in diameter, then the object could not have been a comet. That would definitely weaken Scientist 1’s argument that the object was a comet.So, the answer is G. But the main point, again, is this - you don't need to know anything about the science underlying this passage. You need to read effectively and employ critical reasoning. Side note: the introductions in ACT Science passages often hold nuggets of gold because the ACT Science test makers realize most students are likely to skip it. Don't miss out! Conflicting Viewpoints Passages test your reading comprehension ability, very similar to the passages in the Reading section.Be sure to pay close attention when reading Conflicting Viewpoints passages.So, if you were freaking out about ACT Science, take a breather. You can get a C in Biology and still do well on ACT Science. But that doesn't mean you don't have to work hard and practice. How Do You Improve These Reading Skills To Do Well on ACT Science? Suggestion #1: Reading Science Journals and Articles Since the ACT Science Passages are similar, it'll give you a leg up since you'll already be familiar with reading this type of passage.You'll be more familiar with the scientific method and looking at scientific data. I recommend Science Daily. Itis a free science news source, and the articles are very easy to understand. Check out this article abouta study onpeanut allergies. I recommend reading their articles as well as the original journal article (which they link to at the bottom of their articles). While Science Daily does not use many visuals on their site, the journal articles typically have unique graphs and visuals. Such as this one from the peanut allergy study: When reading the Science Daily articles, you should ask yourself questions as a test. In particular, run through these questions: What is the main point of the experiment? What was the hypothesis? How were the experiments supposed to validate the hypothesis? When looking at the visuals in the related journal articles, what is being depicted? This is how scientific research works, and this is what ACT Science expects you to be able to decipher. Suggestion #2: Do Well in Your Science Classes While your classes will likely be more challenging than the actual ACT science section, they'll also help you become more familiar with the scientific method and looking at scientific data. Review ACT Science while you take science classes. The more basic science terms you know, the easier the ACT Science section will be and the faster you will be able to answer questions. Suggestion #3: Practice As I said before, the Science section is more about reading graphs and tables,so you need to drill this skill.Also, the Science is one of the most time sensitive sections of the test.With only 5 minutes per passage and less than 1 minute per question, no matter how well you understand the material, you need practice.Find good study material. Check out these recommended books.Check out PrepScholar’s program.PrepScholar breaks down each section into the skills you need to master, then gives you focused practice on each skill. This way you work on your weaknesses, whether that's interpreting data or understanding the basis for experiments. What's Next? I hope understanding this brings you a big sigh of relief. You DON'T have to be a science expert to do well on ACT Science. But you DO need to know exactly how ACT Science tests you, and you need to know how to practice to excel at it. Learnthe 3 types of ACT Science passages, the only actual science you need to know for the ACT Science section, what's tested on ACT Science, andthe best way to read ACT Science passages. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Critical Approaches to the Online Learning Assignment

Critical Approaches to the Online Learning - Assignment Example Professor Michael Porter, supported the idea of creating the online courses with the condition that it should be run in a manner that doesn’t ruin the class-room concept of study. Professor Porter puts it simple and clear: â€Å"A company must stay the course, even in times of upheaval, while constantly improving and extending its distinctive positioning† (Useem). The theory of Porter holds that the programs that exists need not be disrupted in any form on the other hand the online learning should be introduced as an additional program (Useem). This theory holds that an introduction of the new program should be a way of reinforcing the strategy that is already in place.Leading University departments like the Harvard Business School have opted on the Porter’s theory in the expense of Christensen’s. Instead of disrupting the traditional Masters in Business Administration and the programs that relate to executive education; online education is introduced as a n option in the business education sector (Porter).Professor Clayton Christensen believed that for universities to be more competitive and lead in the market, they are to disrupt the ‘old model’ of teaching and embrace the online method (Porter). This is seen as a method that will embrace technological changes and the same time increase the number increases the number of students that are reached per lecture. Professor Christensen believes that through the disruptive approach the process will be less costly and simple.

Comparison between Urdu and English Essay Example | Topics and Well Written Essays - 2000 words

Comparison between Urdu and English - Essay Example The writers, poets, scholars and philosophers of that era created literature in this newly-advent language, and added thousands of Arabic, Persian, Turkish, Hindi, Sanskrit, Punjabi and Bengali words in Urdu language. It is therefore it was aptly viewed to be the lashkari or military language, which had sought support and inspiration from divergent armies and militia. Consequently, Urdu won the status of an independent language by 16th century onward carrying distinguished literature, grammar, vocabulary, phonetics and syntax. History: Urdu language remained a matter of great controversy and conflict between the Hindus and Muslims in the aftermath of the fall of Muslim rule in India in 1857. The British particularly aggravated the conflict by declaring it the language of the Muslim community only because of its writing style that takes after Arabic and Persian. During 1860s, the prejudiced Hindus raised demonstrations and demanded for the replacement of Urdu with Hindi alphabetic sty le. The Hindus declared Urdu as an alien language, which had no roots in Indian sub-continent. Similarly, the British looked for the implementation of their own language i.e. English after dismissing the last Mughal emperor Bahadur Shah Zafar (1837-1857) from the helm of the government. However, the Muslims turned out to be successful in protecting Urdu as one of the most prominent and powerful sources of communication among the Indian subjects, as Rashid Banarsi views: â€Å"Agar Urdu pe bhi ilzaam hai baahar se aane ka, To phir Hindustan kis ka vatan hai ham nahi samjhey.† (Translation: â€Å"If there are charges against Urdu, that it too is an outsider, Then whose homeland is India? We don’t understand†). (Lee, 1999, p. 337-38) Prominent Urdu Writers: Thus, Urdu remained as one of the most dominant Indian languages till the partition of India in August 1947. The Founder of Pakistan, Muhammad Ali Jinnah, declared Urdu as the only official language of the then recently established state of Pakistan; however, it was also included as one of the twenty two official languages of the liberated India. Wali Daccani is regarded as the first poet of Urdu language, though Mirza Asad Ullah Ghalib (1797-1869) is unanimously and undisputedly revered as the greatest and the most influential poet of the Urdu language. Somehow, Mir Anees, Sir Syed Ahmad Khan, Mir Taqi Mir, Daagh Delhvi, Deputy Nazir Ahmad, Haider Ali Aatish, Iqbal, Faiz, Sahir, Perveen Shakir, Saghir Siddiqui and others are also great names in the long list of Urdu poets and writers. Relationship between Urdu and English: English language won unabated applause during 17th and 18th centuries onward, the time when the Europeans started their adventures in the strategically weak countries of Asia and Africa. Being the most powerful naval and military might, England overthrew the monarchies and governments in several Asian and African continents, and captured their wealth and resources by oc cupying their political and economic systems. Consequently, they imposed their own language in all the occupied lands, and it became inevitable for the indigenous population to learn English language in order to survive in their own motherland. Gradually, the language turned out to be the secondary language of a large number of countries; the same was the case

Incredible Years Series theoretical based intervention programme

Incredible Years Series theoretical based intervention programme A promising intervention programme should be theoretical and evidence-based. The Incredible Years programme, a well-designed and comprehensive intervention package, has strong theoretical grounds (Webster-Stratton et al., 2001). It was originally invented to treat early onset conduct problems among young children (Webster-Stratton, 2000), then was revised to prevent conduct problems by promoting social competence universally (Webster-Stratton, Reid Stoolmiller, 2008). Children who display high rates of anti-social behavior or aggression are at risk of developing conduct problems (Webster-Stratton Reid, 2009b). It is found that these children experience more peer rejection and non-supportive comments from teachers (Carr, Taylor Robinson, 1991; Webster-Stratton Reid, 2002), and as a result, they dislike going to school and may display more negative emotions and behaviors (Birch Ladd, 1997). This is a vicious cycle which The Incredible Years Series are aiming to bring it to an end. The Incredible Years programme is not only targeting on children, but also the factors that contribute to the cause of such conduct problems. Webster-Stratton (2005) suggested that a disorganized home environment, ineffective parenting and teachers lack of instrumental classroom management skills were all provocative. Although it is believed that parental influence on childrens social development is the most prominent (Webster-Stratton et al., 2001), past research showed that parent training might not be effective enough, as the children only made short-term improvement at home, but not at school (Gresham, 1998; Taylor Biglan, 1998). Therefore, a multi-faceted intervention project that includes trainings for parents, teachers and children is designed (Webster-Stratton, Reid Hammond, 2004). The Incredible Years Series was compared and evaluated against single or paired training programmes; longitudinal results indicated that the childrens improvement in the integrated training serie s were longer-lasting and could sustain beyond the training setting (Webster-Stratton Hammond, 1997; Webster-Stratton, Reid Hammond, 2001; Webster-Stratton, Reid Stoolmiller, 2008). The Incredible Years Series that address multi-levelled risk factors are strongly supported by a number of theories. In the following, I shall briefly introduce the underlying theories, following by an extensive discussion on how these theoretical underpinnings are applied to the training programmes and the method of delivery. Theoretical underpinnings Behaviorism According to the theory of operant conditioning, human beings behavior is contingent upon the consequences (Butterworth Harris, 1994). Behavior is likely to be reproduced if reinforcement follows (Baer, Wolf Risely, 1968). The presentation of reinforcement not only serves the informative function to indicate the appropriateness of certain actions (Bandura, 1977), but also serves the motivational functioning that increases the probability of future production (Bolles, 1979). Childrens development is closely linked to their experiences of reinforcement. It was found that children whose parents who did not reinforce their social skills were weaker in establishing friendly relationships (Patterson Dishion, 1985). In classroom setting, appropriate use of praise and reward improves childrens classroom behavior (Pfiffner, Rosen, OLeary, 1985) and a consistent punishment system is also effective in reducing undesirable behaviors (Pfiffner OLeary, 1987). The behavioral approach explains aggression as a result of external reinforcement. Bandura (1973) proposes that by acting aggressively, some children may gain approval, power, or enhancement in self-image that reinforces them to continue. Social learning theory In agreement with the behaviorists, social learning theorists also believe in the importance of environmental stimuli (e.g. reinforcement), but it is proposed that personal determinants cannot be ignored (Bandura, 1977). Human behaviors are seen as an outcome of the reciprocal interactions between the persons and their surroundings (Webster-Stratton Reid, 2009b). Bandura (1977) believes that learning can occur without personally experiencing the action and its consequences. He suggests that most children learn to use aggression through modeling. The sources can be very diverse, ranging from the mass media, peers in schools, to parents aggressive punishment. It was discovered that children with parents who had bad marital relationship had higher probability of developing conduct disorders (Webster-Stratton, 1996). The social learning theory provides a justified reason: when parents are openly criticizing each other, displaying hostility, or producing aggressive behaviors, children observe and learn to use these coercive tactics to solve conflicts (Patterson, Reid, Jones Conger, 1975). Bandura (1989) also proposed the idea of self-efficacy. It is defined as the personal evaluation of ones ability to accomplish a certain task (Harter, 1993, Kanfer Zeiss, 1983). It is believed that human beings have an innate tendency to strive for social self-efficacy with the parents, and would be discouraged if not successful (Heydenberk Heydenberk, 2007). Perceived self-efficacy influences peoples actions and beliefs, and also ones persistence in difficult times (Bandura Adams, 1977). For people who have high self-efficacy in social aspects, they expect success in forming and maintaining positive relationship with the others. For people who have low social self-efficacy, they might have experienced failures in interpersonal aspects before (Webster-Stratton Lindsay, 1999). They judge themselves as socially incompetent and put less effort in forming social relationships. Self-efficacy stems from successful experiences, vicarious learning and verbal persuasion (Bandura Adams, 1977). Ones own expectation of the probability to get contingent reinforcement (Kanfer Zeiss, 1983) and also the significant others expectations is crucial for the development of self-efficacy (Cooley, 1902). Children understand what their parents or teachers are expecting from them through verbal or non-verbal means (Webster-Stratton, 2006). If they then act according to what others expect from them, they will be contingent to the others expectations, it is called the self-filling prophecy (e.g. (Lee Bishop, 2008; Strassberg, 1995). The lower the teachers expectations on their students, the less motivation the students have (e.g. Chung Westwood, 2001; Jussim, 1989; Wigfield Harold, 1992). But it is hopeful that children can benefit a lot too when the teachers increase their support and expectations on them (Webster-Stratton, Reid Hammond, 2004). Theory of the coercive process The coercive hypothesis generated by Patterson (1982) can be regarded as an extension and integration of behaviorism and social learning theory. It starts with a social interactional perspective and considers childrens aggressive behavior as a product of repeated coercive interactions between a dyad that are created and maintained by the positive and negative reinforcement (Mesman, et al., 2008). Both members of the dyad should be responsible for the undesirable outcome (Webster-Stratton, 2000). The coercive model sees the importance of parents and teachers interactions with the children. Continuous negative reinforcement and modeling escalates both the childrens and the parents/ teachers coercive attitudes and behaviors (Patterson, Reid, Jones Conger, 1975). A reinforcement trap occurs when one member of the conflicting pair gives up during the coercive interaction (Webster-Stratton, 2005). From the viewpoint of the member who insists, this can be seen as a negative reinforcement and would encourage him/her to use such coercive tactics again (Webster-Stratton Hancock, 1998). The other member also learns by observation and modelling to escalate their aversive behaviors to avoid further failures. So, the intensity of aggression increases and accumulates after every conflict (Patterson Dishion, 1985). And children may generalize such pattern of conflict managements to other contexts. Parents fall into the reinforcement trap because of their non-contingent parenting skills and ineffective disciplinary strategies to deal with coercive behaviors (Patterson Dishion, 1985). To decrease aggression, one must change the coercive process by stopping the negative reinforcement. Parents and teachers can be taught using more effective and positive discipline methods and no longer triggers childrens aggressive behaviors, and change theirs by modeling. Attachment theory Bowlbys (1997) attachment theory emphasizes the importance of a positive parent-child relationship. It is found that children who have a loving and trusting relationship with a major caregiver are more socially competent (Lee, 1990), while children who experience hostile contacts from parents lack emotional regulatory and conflict-management strategies (Webster-Stratton, 2005). By using the strange situation, four types of attachment styles can be identified, namely secure, insecure-avoidant, insecure-ambivalent and insecure-disorganized (Van Ijzendoorn, Bakermans-Kranenburg Sagi-Schwartz, 2006). The attachment pattern highly affects how one thinks and feels (Cummings-Robeau, Lopez Rice, 2009) and has enormous influence on interpersonal functioning (Collins, 1996). Insecure attachment may develop when the parents are being inconsistent, rejecting and insensitive to childrens needs (Webster-Stratton Reid, 2009b). Children with this type of attachment may have higher level of aggression and greater difficulty expressing their feelings and trusting the others (Fagot, 1997). In contrast, securely attached children possess greater social skills (e.g. Schneider, Atkinson Tardif, 2001; Weinfield, Scoufe, Egeland Carlson, 1999) and feel safe to explore the world as they trust their parents (Juffer, Bakermans-Kranenburg van IJzendoorn, 2008b). better social co mpetence (e.g. Schneider, Atkinson Tardif, 2001; Weinfield, Scoufe, Egeland Carlson, 1999). As the kind of attachment formed is closely linked to the parenting skills and parental sensitivity (Bakermans-Kranenburg et al., 2008), Incredible Years aims to improve those elements so as to alter the attachment pattern. Moreover, the attachment theory can also be applied to the teacher-child relationship, as children also have a lot of contact with teachers (Birch Ladd, 1997). The Incredible Years Programme Based on the above theories, Webster-Stratton (1981) developed three interlocking programmes, targeting at the parents, teachers and children to promote social competence. Parent training The parent series is the most important one (Webster-Stratton et al., 2001), with four sub-sections designed for promoting different skills and accommodating children of different age groups. One of the heaviest elements in this series is the training of parenting skills. In line with the underlying behavioral theory, parents are taught the effective use of reinforcement and punishment. In order to encourage childrens exhibition of prosocial behaviors, parents make good use of reinforcers. They are guided to create a hierarchy of reinforcement that is tailor-made for their own children. Examples of powerful reinforcers are social rewards like attention, smiles and hug and social activities like going to beach together (Neville, Beak King, 1995). The way parents administer the reinforcements is very crucial they have to make sure that the reward is immediate and contingent to specific favorable behaviors; and also, children should receive the rewards together with labeled praise. Moreover, parents are reminded that materialistic rewards like money and toys may apparently seem to be incredible reinforcers, but their effectiveness may not be very long-lasting. This kind of tangible rewards is better used at times when children achieve a particular goal that is clearly defined beforehand (Webster-Stratton Herbert, 1994). Conversely, to reduce childrens aversive behaviors, parents are trained to use a wide range of methods depending on the intensity and type of misbehaviors. Examples are removing existing reinforcements like ignoring and timeout, and rewarding alternative positive behaviors (Neville, Beak King, 1995). Parents are taught not to argue and shout with the children during conflicts, as those naggings are also reinforcing, as they are parental attention. Yet, using ignoring is not easy, as parents have to be consistent and determined to neglect the child until the unwanted behavior vanishes (Webster-Stratton, 2006). Or else, parents would have been fallen into the reinforcement trap, as suggested by Pattersons (1982) coercive model. Timeout is another good strategy if used probably as it gives both the parents and the children a cooling period. Children are kept isolated for a while, and are deprived of any possible reinforcement, including parents attention (Webster-Stratton Herbert, 199 4). Using these methods can reduce childrens coerciveness, model children the peaceful way of managing conflicts and still to remain a trusting parent-child relationship. No matter it is the administration of rewards or punishments, one rule that parents must follow is to be consistent. Previous research studies show that unpredictable parenting style seriously affects the parent-child bonding and makes children feel insecure and frustrated (Lee, 1990). To manage discipline, both reinforcements and punishments may be needed (Pfiffner OLeary, 1987). The latter one should be used as last resort (Neville, Beak King, 1995), as punishments may trigger childrens anger, create tension and model unwanted, aggressive behaviors to them. Moreover, punishing for a bad behavior does not give children ideas what an appropriate behavior is. To prevent using punishments, one of the best ways is to set limits. Parents can set clear, realistic and positive goals with the children (Webster-Stratton, 2005). With limit setting, coercive process of aggression can be prevented, and childrens experience of reaching goals or keeping within the limits reinforces them, and enhances their social self-efficacy (Webser-Stratton Reid, 2007). According to the expectancy theory, when children recognize that parents have high but reasonable expectations on them, their self-confidence is enhanced and self-fulfilling prophecy predicts that they will try hard to act accordingly. To enhance childrens self-esteem, the support from parents is essential (Harter, 1993). According to Bandura (1977), ones self-efficacy can be improved by verbal persuasion. Parents should view their children in a positive way, accept their weakness and encourage them to think positively about themselves (Webster-Stratton, 2006). For elder kids, parents can try to involve them more in family meetings, limit settings, or any other activities can require collaborative decisions (Coopersmith, 1967), so that children have more opportunities to express themselves and they might feel confident as becoming a contributor in the family (Webster-Stratton, 2000). The ADVANCE parent training programme focuses on the parents interpersonal skills. It is found that parents who have poor communicate skills and anger management strategies are more likely to have children who suffer from conduct problem (Webster-Stratton Reid, 2009b). This is due to the fact children can observe and may have modeled their parents behaviors (Webster-Stratton, 1996). In this training series, parents are empowered to act as a good role-model of their children. And by modeling, parents can foster social skills and desirable learning habits to them (Webster-Stratton, 2005). Teacher training The teacher training series focuses on skills and tactics to manage a large of children (Webster-Stratton et al., 2001), mainly by using reinforcement, managing misbehavior, fostering a warm and safe environment, building positive relationships, teaching social and problem-solving skills (Webster-Stratton, 2004). Although the target is different, the major concepts used in the teacher training are similar to that of the parent one (Webser-Stratton Reid, 2007). To promote positive behaviors, reward again is very important. Besides praising children specifically and enthusiastically, teachers, persons that are familiar with childrens learning progress, should praise children for their improvement instead of the scores they achieve. A consistent rewarding system can enhance childrens self-efficacy and social competence (Webser-Stratton Reid, 2007). Another special component of the teacher training series is the effort of teachers to collaborate with the childrens family (Webster-Stratton, 1999). It is desirable for teachers to visit their students family, so that they can better understand the students home environment and background, and thus to be more sensitive in catering the students special needs. It is equally valuable for parents to visit their childrens schools. Teachers in the Incredible Years programme are equipped with techniques to communicate and cooperate effectively with the parents (Webser-Stratton Reid, 2007). Children Training The children training series emphasizes enhancing childrens emotional literacy, social skills, conflict management and problem-solving skills (Webster-Stratton, 2004). Emotional literacy is the ability to recognize, understand, handle and appropriately express emotions (Sharp, 2001: 1). This is one of the most fundamental communication skills that children acquire in the Incredible Years student series. Children with conduct problems usually have worse emotional literacy and ability to identity and understand facial cues (Webster-Stratton Reid, 2003). The ability to convey emotional messages are closely linked to ones emotional and social health (Morrison and Matthews, 2006; Nyland, 1999). It was found that enriching emotional literacy can lead to a reduction and delinquency and aggression (Carnwell Baker, 2007); and children with higher emotional literacy have comparatively better social outcomes like having more friends (Hubbard Coie, 1994; Miller et al., 2005). Olson (1992) explained that for children who were not equipped with enough vocabularies to communicate their emotions, it was likely for them to use their bodies to express themselves. This is often quite undesirable, as for example, if the child was angry at the moment, and because he did not know how to verbalize it, he transformed his anger to physical responses and hit his classmates. Research evidence did show that the lack of emotional vocabulary and emotion understanding were correlated with aggressive behaviors (Bohnert, Crnic Lim, 2003) and ineffective conflict management (Heydenberk Heydenberk, 2005). After building up a list of emotional vocabularies and learning the usage of strategic communications skills like I messages (e.g. I want toà ¢Ã¢â€š ¬Ã‚ ¦, I feelà ¢Ã¢â€š ¬Ã‚ ¦, I hopeà ¢Ã¢â€š ¬Ã‚ ¦, etc.), children displays significantly less anti-social behaviors (Heydenberk Heydenberk, 2007). It is easier for them to regulate their emotions (Webster-Stratton Reid, 2 009) Methods of Delivery In the Incredible Years Programme, most of the sessions involve group discussion and practice, while one-fourth of them are administered through videotape modelling (Webster-Stratton and Herbert, 1994). Group Discussion One of the goals of the Incredible Years is to provide a cost-effective intervention program. This is achieved through the use of group-based delivery (Webster-Stratton, 2000). There are around 12 to 14 participants per group, with one group leader to assist in administrative issues and encourage discussions. Besides the economical value, the group setting allows parents or teachers to share and normalizes their experiences (Webster-Stratton, 1981), to provide support for each other, and to facilitate modeling (Webster-Stratton, 2004). When parents or teachers know that there are so many other people that are encountering the same difficulties as they do, they feel more relieved and confident with their parenting or teaching skills. Video Modelling and live modeling Video Modelling is a cost-effective training method that has been extensively used in the programme (Brestan Eyberg, 1998). This method is based on Banduras (1989) theory of observational learning. It was proposed that participants would model the positive behaviors by observing the interactions shown in the videotapes (Webster-Stratton, 2005). The study done by Singer and Singer (1983) showed that children who watched a television programs that promote prosocial behaviors really exhibited significantly greater desirable behaviors upon watching. Parents are mainly shown about parent-child interactions at home during dinner, play, etc.; teachers are shown the teacher-child interactions in classroom during circle, work time and play, etc. (Webser-Stratton Reid, 2007). Some of scenes are positive, while some are negative, so the adults understand there is no perfect teaching or parenting (Juffer, Bakermans-Kranenburg van IJzendoorn, 2008a), and this may raise their self-efficacy. Seeing the adult-child relationships give them an idea how to increases childrens prosocial behaviors and reduces aggressive or aversive behaviors (Webster-Stratton, 2004). Previous research, in line with the hypothesis, indicated that children video which showed some positive peer interactions were effective in enhancing childrens politeness and friendliness and in decreasing childrens noncompliant and negative behaviors (Webster-Stratton, 1982). Unlike, one-to-one interventions, video modeling makes it possible to show different kinds of people interacting in different contexts, which creates greater generalization and participants may find it easier to apply the skills learnt in daily lives (Webster-Stratton, 2000). There are some important points to note when using modeling. First, video-makers have to ensure that the participants have affirmative feelings about the model, and they can identify with the model to some extent. One way to achieve this is to explicitly tell the participants that those models are not actors, but real parents like them. Secondly, the video must have scenes showing the model getting reward upon doing some favorable (Webster-Stratton, 1981). For example, the childrens cooperation is a kind of intangible reinforcement for the adults. Thirdly, group leaders should ensure that participants are paying attention, and not being disturbed by some external distracters. Lastly, there should be chance for the participants to practice the new skills and gain the reward as shown. In the Children Training Series, the leader and a puppet named Wally act as a live model (Webster-Stratton, 2000). The group leader uses the puppet to role-play and model a positive interpersonal interaction, so that children can learn the appropriate behaviors through vicarious experience (Webster-Stratton Reid, 2009). Behavioral research (Homework and practice) Homework and exercises are given to participants to try out the newly learnt skills and to apply the knowledge to real life context (Webster-Stratton Reid, 2007; Webster-Stratton Reid, 2009). The role-playing exercises allow participants to understand the concepts and skill more thoroughly and clearly (Webster-Stratton, 2000). And through this, they know how it feels to use appropriate strategies in interactions. Experiences of success is very important for participants to be motivated in using such skills and real achievements can boost their self-esteem (Emler, 2001). Child-directed play Child-directed play is a useful tool in enhancing attachment and positive relationship between adults and children (Axline, 1969; Webster-Stratton Reid, 2009). This kind of play can also enhance childrens social competence and self-efficacy (Lee, 1990). There are a number of techniques that aid child-directed play. First, the adults should give minimal comments, not to judge or question during the play. Adults reinforce and encourage the childrens effort, concentration, creativity and all the other positive behaviors. This can help promoting the childrens perceived competence and self-worth (Webster-Stratton Reid, 2009). Second, adults try to follow the childrens thoughts and allow children to have independent thinking (Webster-Stratton, 2006). There are six different child-directed play skills that can help teaching children academic and social skills, and building a positive adult-child relationship (Webster-Stratton Reid, 2009). First, the adults use descriptive commenting to show that they are paying attention to the children, and at the same time, to teach children important vocabularies. The joint attention reinforces children to continue playing. Second, adults can use academic coaching to teach children academic skills like counting and names of objects. Third, when children are encountered with challenges in the play, adults try to promote persistence in playing (Schunk, 1981). As suggested by Bandura (1989), the longer one stays in the difficult problems, the stronger confidence one has about his abilities. Adults use persistence coaching to encourage children by commenting on their cognitive condition. Being praised and knowing oneself as persisting, children feel reinforced and contented. Fourth, emotion coachi ng can be used to teach children feeling words. The last two are one-on-one and peer social coaching that allow children to practice playing with children, so that they can model the interaction techniques and experience real success (Webster-Stratton Reid, 2009). Conclusion The Incredible Years Series is a theoretical-based intervention programme that is found to be effective in treating or preventing childrens conduct problems in many previous research studies (e.g. Webster-Stratton, 1994; Webster-Stratton et al., 2001; Webster-Stratton Reid, 2009; Webster-Stratton, Reid Stoolmiller, 2008). A lot of developmental or educational psychologists from different countries have been trying to revise and adopt the programme to their culture, reflecting the effectiveness and popularity of the programme. All the three training modules (parents, teachers and children) place great emphasis in promoting childrens positive behaviors by reinforcement, reducing misbehaviors using sensible skills and learning effective social skills through observational learning. Overall, this is a well-planned intervention programme and it is hopeful that Incredible Years can really helping creating incredible lives for the next generation.