Marketing Plan Assignment Example | Topics and Well Written Essays - 2000 words

Marketing Plan - Assignment Example This paper is bringing a report on how marketing solutions assist a brand for its productive and sustainable growth in the market. The report will imply marketing models of analysis and the frameworks that could help launch a selected product in a feasibly selected market. The product selected is â€Å"solar energy systems† which are proposed to be launched in the demanding UAE. The aim here is to apply marketing concepts in order to enable the successful launch of the selected product. The first section of the report will bring the constructive UAE market analysis and the second will imply marketing strategies for enabling successful establishment of the product. The objective is to build the prospect for the brand and its product, by applying all possible successful marketing schemes. With the 2020 scenario, UAE is looking out to revive its business industry. There is a multiple level of governmental plans to make the place a hub for business establishers. The trend of industrial and business growth is massive and at the great numbers as quoted by modern day researchers in UAE. This is showing a rise of demand in the power sector where there are thoughts circulating to bring alternate energy solutions, which are efficient, economic and to the most environmental safety. The need of the market is extensive as the bulk number of offices, production facilities, and factory warehouses are currently operational in UAE. They are requiring efficient power generating systems, systems that could cut the cost, meet the demand and ensure environmental safety. Initiatives are already there to find the most workable alternate energy systems. This to cut dependency on natural gas power generation, that is expensive and much effort taking. Apart from all, it has been assessed that electricity consumption in UAE is far much at the greater rates than in Europe, North America or Asia. In this alarming state, the most workable

Strategic delivery of change Essay Example | Topics and Well Written Essays - 1000 words

Strategic delivery of change - Essay Example He later became the director of the company in 1986 where he renamed the company WPP. WPP became the largest marketing and Communication Company worldwide by 1998. Organic growth and strategic combination enabled the company to achieve this position. The company is of good importance to the public in terms of environmental conditions. The raw materials and other resources used by the company are wastes, which could have polluted the environment. The studies indicated that the problem in many companies is how the company is recruiting the employees. Employees are not recruited as per their qualifications. This is because after the interview the recruited employees have lower grades than those who are left out. I worked in the company as part time employee and I have experienced how the employees are recruited. There are employees who have served in the company for a long time without being confirmed. This is because new employees are admitted to larger positions in the company leaving the other employees unconfirmed though they are qualified. For one to be employed in the company, it depends on what you have and whom you know in the company. Employees in the management positions are recruiting their friends and relative even if they are not qualified for the positions. This will lead to poor performances in the company, which might even lead to collapse of the company. This problem in the organization is brought by long serving employees in the management positions. This makes them ignore the rules and regulations of the company and exercise their duties as they wish. When it comes to recruitment, employees in the management position will consider their friends and relatives are first making all process unfair. The managers employ their own people, but they conduct the interviews only for formality in the organization. This makes the employees in the organization to be incompetent. This is because they cannot perform their duties as

Wales Hunt For An Elite Overseer Essay Example for Free

Wales Hunt For An Elite Overseer Essay Wales place are rather popular nowadays because the number of players who are willing to achieve potential competition there is swiftly increasing. The application process for an elite hunt ends in May and the World Cup will take place in September. Instead of applying, Gareth Jenkins, however, decided to continue his career as a national coach. Kevin Bowring, ex-coach of elite hunt, is the head of coach development in Wales and he is satisfied with his new post. Therefore, WRU suggests that Wales team members should come from rugby and other kinds of sport, commercial and business environment. Roger Lewis, group executive of WRU, admits that the goal of coach department is to develop talent of the team, as well as to identify proper players and to nurture them. Elite performance and the national squad are also believed to succeed. The idea is to choose the best players in Wales in order to make them able to deliver the game that will be remembered in sport environment. RFU claims that their aim is to show that elite coaches are able to create highly talented performance of the game. The EPD supports positions taken by RFU noting that EPD will be present on the WRU’s executive board in order to reassure that everything is done to achieve the desired success. Special attention will be paid to whether facilities and resources are available. EPD is expected to on board, though the crucial point is to find the right person, as Roger Lewis mentions. Tete-a-tete conversation will take place between WRU and high-profile individuals in order to realize better the demands and requirements. Background works have been already done and the positive moment is that WRU managed to create detailed job descriptions.

Reflective Practice And The Effect Education Essay

Reflective Practice And The Effect Education Essay This essay aims to examine the extent that secondary school teachers understand and involve themselves in reflective practice and the effect of this for their professional development. I will discuss the term Professional Development in order to demonstrate that a change in practice is an important part of development. In the Literature Review I propose to explore a) teachers understanding of professional development, b) how they partake of reflective practice, c) the changes that can be brought about in their reflective practice and d) the issues that are associated with these changes. I believe that the knowledge that secondary teachers acquire is not sufficient in itself and that they should continually strive for professional development so that they can also encourage effective learning by their pupils. I then propose to look at the methods and questions that teachers should ask themselves so that they can identify any discrepancies between espoused theories and theories in use. This ensures that change and development can be addressed, as this identification plays an important element for professional development in which teachers can monitor any changes in practice. Espoused theories have restrictions in not being able to assess the thinking processes that teachers use to revise and change practice. This is due to the processes which are reinforced in the unconscious (theories in use). A teacher may not be aware of these processes (theories in use), and what we espouse when investigating practice, may not be similar with any actions. Espoused theories provide a structure to engage in professional exchange in order to identify discrepancies between espoused beliefs and theories in use. This applies to a large extent on the expertise in which the teacher can reflect on his or her own abilities and also helps another to reflect, question, understand and analyse classroom behaviour which concerns teaching. Beauchamp and Thomas (2009:178) have found the following statement a useful starting point in the overall perception of teacher development: Developing an identity as a teacher is an important part of securing teachers commitment to their work and adherence to professional normsà ¢Ã¢â€š ¬Ã‚ ¦ the identities teachers develop shape their dispositions, where they place their effort, whether and how they seek out professional development opportunities, and what obligations they see as intrinsic to their role. (Hammerness, Darling-Hammond, Bransford, 2005, pp. 383-384) Professional Development has been defined by Evans (2002:132) as the process whereby teachers professionality and/or professionalism may be considered to be enhanced. She defines professionality as an ideological based stance on the part of an individual in relation to the practice to which she/he belongs, and which influences her/his professional practice(2002:131). Professional Development is about becoming more expert. Stenberg(2010:331) refers to the process as extending self- knowledge. It is about questioning and changing habits that were developed in order to cope in certain situations. Mason (2002:1)notes it is a form of personal enquiry in order to broaden and deepen professional sensitivities to notice and to act. We need to understand, therefore, what constitutes the developmental process what must happen in order for teachers to develop. Evans (2002) further identifies within the term professionality, two elements which can be identified, namely Attitudinal Development and Functional Development. Attitudinal Development is the process where teachers attitudes to their work are modified ( p.132). This features an ability for the professional teacher to be reflective/analytical , and also to show elements of motivation e.g. towards a variety of aspects of their work. Clearly, reflection is at the heart of what it means to be a professional(Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Functional Development is where teachers professional performance may be improved (p132). This combines changes in the methods that teachers apply to their teaching and also the changes that teachers make in the process of improving their professional performance and as a result a change in their practice. I would argue that these two developmental features are interconnected with teachers not being able to develop one component in relation to one and not the other. Evans'(2002)definition, nonetheless, refers to both of the processes outlined above for promoting professional development( intellectual features) and to the outcomes which come out of this development (changes in processes and productivity). Days (1999)definition of professional development has considerable breadth and depth and: is the process by which, alone and others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking planning and practice with children young people and colleagues through each phase of their teaching lives.(p.4). All learning experiences, according to Day (1999), contribute to educational quality in the classroom and are part of the professional development of teachers. They are critically reflective professionals in their on-going development throughout their teaching careers. According to Bolam (2002), former Professor of Education at Cardiff Universitys School of Social Sciences, professional development is an on-going process in education, training and support activities which is aimed mainly at promoting learning and development of teachers professional knowledge, skills and values and also to help decide and implement valued changes in their teaching and learning behaviour so that they can educate their students more effectively (p.4). For Bolam, professional development is a process that is on-going whose aim is to encourage professional knowledge, values and skills. Professional development will, therefore, result in valued changes in teaching and pupils being educated more effectively. Clearly, reflection is at the heart of what it means to be a professional, (Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Reflective practice is fundamental to teacher professional development as it is a core activity within the profession. Teachers who engage in reflective practice need not only to have competencies but also attitudes. When Dewey defined reflective action as behaviour which involves active, persistent and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads (1910:9), he believed that the attitudes of a) open-mindedness, b) responsibility and c) wholeheartedness were necessary for suitable reflective action (1910:29,34). These then were adapted by Pollard (2003:17), and accepted as a major component of professional commitment. Wholeheartedness. Aspiring to develop professional development thereby enabling engaging in reflection and aspiration towards reflection in order to progress in our professional capacity. Open-mindedness. This attitude makes us consider different ways of reflective teaching by investigating other practices rather than relying on their own. I would suggest that, however open-minded we are, we should examine critically whether another practice would suit our own educational goal in our teaching. Responsibility. Professionals who accept responsibility of their action also accept accountability for their enhanced performance which produces better outcomes. Together, these three attitudes need to be demonstrated by teachers whose objectives are to be reflective teachers. In the work of Zeichner and Liston(1996:6)this responsibility for professional commitment is clearly linked to reflective practice: When embracing the concepts of reflective teaching, there is often a commitment by teachersà ¢Ã¢â€š ¬Ã‚ ¦.to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of the reflective teacher. Day (1999) constitutes change as part of planning and professional thinking which contribute to changes in practice because teachers planning and thinking will certainly lead to reflection in what they will do in their classrooms. For Calderhead(2012:11) , planning is not a rational or linear process but a much more creative, interactive, problem finding and problem solving process where a teacher might start with an idea and through various multi-faceted strategies of reflexivity, eventually come to form a classroom activity or activities. Consequently, the major outcome of professional developmental planning is change in practice and, I believe, is a direct function of the adeptness of teachers. Any change is founded upon personal ethical values. We are what we do rather than what we say we are (Bolton 2005.) It is difficult to gain clarification regarding ethical issues expressed in practice, its much easier to say what we believe. Argyris and Schà ¶n(1974:6-7) developed theories of action which demonstrate how changes in behaviour could be achieved. They note that there are two types of theories of action, namely espoused theories and theories in use. Espoused theories represent what we say we believe, we mean to do or actually do. In contrast, theories in use describe what we actually do and the beliefs and theories which have determined what we do. Another contribution by Argyris and Schà ¶n(1974:19) is the difference between single loop learning and double loop learning. Single-loop learning involves enabling people to develop knowledge and skills appropriate to and defined by present circumstances while, in contrast double- loop learning involves redefining the nature of problems faced by an individual and learning how to cope with the new understanding. In single loop learning, the teacher will strive to learn more skills to further increase class control but will not address the fundamental problem that his theory in use is not working. He may consider that maintaining such strict control is disadvantageous to his own effectiveness as a teacher. If he does so, he may now strive to acquire skills that allow for the development for more inclusive teaching styles, greater pupil involvement and a deepening of the learning experience. Such a response can be seen as double loop learning learning that the original theory in use was ineffective and then acquiring skills to modify the theory in use to bring it more in line with the espoused theory with a focus that is deeper and broader than they had previously attempted. Tomlinson(1995:72), nonetheless, recommends us to be alert to the possibility of deskilling ourselves when we try to perform consciously and deliberately actions and skill that are intuitive through experience. For Er aut(2004: 51)its reflecting critically upon that evidence, without necessarily having to explain tacit knowledge that is functioning well. However, if that knowledge is ineffective, the situation has to be reviewed and tacit knowledge subjected to scrutiny. Differentiating between the two theories is central to the work of Argyris and Schà ¶n. One of the main factors which moves the individual from single-loop to double-loop is feedback. The teacher who continues to increase classroom control is unlikely to seek feedback but the teacher who changes his theory-in-use is far more likely to seek feedback from colleagues and pupils when he runs into problems. Tomlinson (1995:26) notes that Schà ¶n and Dreyfus and Dreyfus assume that the acquisition of systematic capabilities like teaching must be seen as requiring assistance from others. One outcome of theory in use is that practitioners are not aware of what their experience has taught them about their practice. They may perform their practice with great expertise but not be able to explicitly describe their actions. The reason being is that actions are supported by theories which are in-built in the unconscious and that cannot be expressed. Teachers may not be aware of all that has taken place while in action or the knowledge about how to perform their practice. According to Osterman and Kottkamp(1993:7) a professional colleague can identify behavioural regularities and also the assumptions that lie beneath them. These behavioural regularities refer to our patterns of behaviour which become second nature to us despite perhaps being ineffective. This, I would argue, are the inconsitencies between espoused theories and theories-in-use that we, as reflective educators, are unaware of. Schà ¶n(1987) uses the term knowing in action in order to show that people know what to do while in action and stresses that knowing in action is implicit. The knowing is in the action (1987:25). However, what this model neglects, according to Thompson and Pascal (2012), is what they refer to as reflection-for-action. This is an aspect of reflective practice that Schà ¶n did not discuss. It refers to the process of planning, thinking ahead about what is to come, so that one can draw on experience (and the professional knowledge base implicit within it) in order to make the best use of the time resources available. While discussing reflective practice in Higher Education, Brockbank and McGill (1998:72) have also noted that even if they are clear as regards the process they follow in order to enable students to learn, there may be an entire range of unintended actions on their part as well as their students. Its only when this application of their practice is brought to their attention, that they are aware of it. One outcome of the unconscious existence of theories in use is inconsistencies between theories in use and espoused theories or between actions and outcomes. Many educators have theories in their head (espoused theories) and yet they behave in ways which are quite dissimilar (theories in use). Is this because they are unaware of the theories- in- use in our unconscious? Teachers may have an idea in their conscious about their actions which may differ from their theories-in-use and even though the outcomes of their actions are inadequate, they may keep applying the same approach with the hope that this approach will, at some time in the future, produce desirable outcomes. These theories-in-use are so deep-rooted within peoples unconscious, that they take them for granted and therefore cannot measure them and cannot see the relationship between their actions and the unacceptable outcomes. Awareness of theories-in-use can be realized when people describe their own actions. Osterman and Kottkamp (1993) define reflective practice as a means by which practitioners can develop à ¢Ã¢â€š ¬Ã‚ ¦a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (1993:19). Personal reflection may not lead to any significant change and as a result theories-in-use run the risk of remaining implicit. Dadds(1993:287) perceives that we are more likely to remain open to further learning and professional development if we have the support of acquaintances that can help us through the potentially dangerous processes of self-evaluation. However, Eraut(2004:49) notes that the purpose of a reflection episode is not always clear, and may differ among the participants. Sometimes an individual can reflect rather vaguely or if other members of the group have very different agendas. Any positive outcome will depend on having sufficient time, the quality of the relationships within the group and the expertise of any facilitators. Educators can also espouse a broad range of beliefs. Teachers beliefs or conceptions about teaching and learning influence strongly how they teach and what pupils achieve. Belief must be inferred and because it can be problematic to uncover teachers beliefs, most of the research in this area has been case studies as quantitative methods would not be able to compare without difficulty. Pajares ( 1992) proposed that beliefs can be defined as : An individuals judgement of the truth or falsity of a proposition, a judgement that can only be inferred from a collective understanding of what human beings, say, intend and do (1992: 316) According to Calderhead (1996:719) there are five main areas in which teachers have significant beliefs. These are : i) Learners and learning. This belief looks at how pupils learn and how likely they are to influence how teachers approach teaching tasks and their interaction with their pupils. ii) Teaching. This belief refers to the learning environment and the purpose of teaching. iii) Subjects or curriculum. This belief refers at the content of the curriculum, the effect of knowledge within these subjects and the aptitude by teachers in carrying out tasks within their subject. iv) Learning to teach. This belief refers to professional development and how educators learn to teach. v) About the self and the nature of teaching. These are the beliefs that teachers have about themselves and their roles in teaching. Calderhead implied,also, that : à ¢Ã¢â€š ¬Ã‚ ¦such areas, however, could well be interconnected, so that beliefs about teaching, for instance, may be closely related to beliefs about learning and the subject(1996:719). There seems to be a recurring theme that what teachers believe in one area of instruction impacts on practices and conceptions in the other domains. My belief of assessment, for example, is shaped by my conceptualisation of learning and teaching and therefore, affect the way that I teach and assess. In order to produce as many espoused beliefs as possible, questions must be asked about beliefs in all of Calderheads five domains. As educators we need to ask questions of a more extensive nature which refer to our beliefs, goals and values. By reflecting on these questions, espoused theories can be elicited. Our responsibilities, therefore, as teachers, is to make the tacit explicit. Shulman (1988:22) also points out that teachers will become better educators when they begin to have explicit answers to certain questions. Osterman and Kottkamp (2004) suggest: Why did events take place as they did? What ideas and feelings prompted my actions? Did my actions correspond with my intentions? Did my actions lead to the outcomes I intended? (2004:49) Shulman(1993:34) says that answering such questions not only makes a teacher become skilled but it also requires a combination of reflection on practical experience as well as theoretical understanding. Ghaye (2011) suggest the use of value statements where information is collected about espoused beliefs and which can begin with the words I believeà ¢Ã¢â€š ¬Ã‚ ¦ followed by the word becauseà ¢Ã¢â€š ¬Ã‚ ¦ The first half of the statement is concerned with the what, while the second half focuses on why, or the rationale for the what . (2011:102) Convery (2001:139) maintains that reflection can only be developed in social and emotional circumstances. This is in contrast with Schà ¶ns lack of attention to the role of dialogue in teachers learning as reflection is also a social process requiring, what I would emphasise as collaborative discussion, to allow the development of a critical perspective and also that cognitive skills are developed as a means of improving practice. Cognitive skills refer to espoused theories and beliefs, values, actions and attitudes. Emotional aspects denote feelings. Osterman and Kottkamp (1993:20) note that feelings are essential because actions are influenced by feelings as well as actions. Teachers could be asked to describe feelings that encouraged certain action, in order to further explore the theories-in-use where people can become aware of how unconsciously expectations reinforce their actions when they are forced to reflect on their feelings and deliberate how certain feelings make them think and behave. Osterman and Kottkamp (1993) note that only by understanding the personal reaction of ourselves and others can we come to a full understanding of the problem and develop appropriate solutions. (1993:24). This is also endorsed by Brockbank and McGill (1998:85) who maintain that part of the skill in facilitating reflective learning though reflective dialogue is to grapple with that tendency for inter-personal collusion. Any self-reflection needs to be supported and supplemented by dialogue by a professional colleague which will add to the potentiality for reflecting over and above that which one would undertake on his own. Brockbank and McGill suggest that this form of questioning can encourage teachers to look at traits of behaviour that they might be oblivious to. Indeed, asking professionals to explore aspects of their teaching processes, which could have been easily overlooked, can be helpful in their professional development. This is because teachers would be required to express areas of their practice which they would never have reflected on without inspiration from their co-workers or critical friendships'(Day, 1995:123), which increases the possibilities of moving though stages of reflection to confrontation of thinking and practice within professional development to reinforce a sense of responsibility by affirming confidence in teachers professionalism ( Day, 1995: 124) As a result, discrepancies are easily identified between actions and outcomes. Another way of noticing discrepancies between espoused theories and theories-in-use is to question or compare expectations and perceptions held by the person who is describing the practice and those who listen. Loughran (2006:57) notes that working with colleaguesà ¢Ã¢â€š ¬Ã‚ ¦provides the opportunity of gaining advice and feedbackà ¢Ã¢â€š ¬Ã‚ ¦and of continuing to push to make the tacit explicit. Livingston and Schiach (2010:85-86) note that a collaborative approach will result in better outcomes by bringing together different perspectives and having the opportunity to develop mutual understanding to create new knowledge and meaning. Listening to assumptions of other teachers about what strengthens a particular teachers practice can improve the identification of discrepancies of behaviour. As a result, the teacher can reflect whether what he espouses about practice is similar with others thinking of what is happening in action. As a result of this, any discrepancies between actions and outcomes are revealed and one can ask whether these assumptions are appropriate for what we aim to achieve in our practice or whether we should discuss other alternative interpretations for a different outcome and improvements. Once these improvements in our practice are put in place , once can reflect further on the nature of these improvements(Ghaye and Ghaye, 1998). One can examine whether the method to achieve these improvements has taken place as espoused where there is a discrepancy between beliefs and action, or whether the level of these improvements is the expected where there is a discrepancy between actions and outcome s. Consequently, personal growth and development is possible when an awareness of the nature and influence of an action is developed. As a result, does a teachers action lead to preferred outcomes, or are those actions associated with espoused theories? These discrepancies can be identified either between espoused theories and theories-in use or between actions and outcomes. Academics agree that engaging in reflective practice is neither a direct process nor a process with a predetermined conclusion. It is a process that is recurring (Argyris and Shà ¶n, 1974; Day, 1999; Osterman and Kottkamp, 1993; Pollard, 2002). When educators involve themselves in reflective practice they aim to bring about substantial changes in practice in which they will achieve their long-term goals and their aim of developing professionally. This can only be achieved if they become aware of their underlying theories-in-use and being able to recognize the discrepancies between espoused theories and theories-in-use. This process gives them the opportunity to move between different stages of reflection. They may have taken on board a colleagues recommendations, for example and begun to identify discrepancies of behaviour. This would make them aware of other aspects of their practice before reflection on new ways of action. As a result, the cycle of reflection begins again. To conclude, this essay has attempted to take an overview of professional development through reflective practice in terms of the literature, what is meant by reflection, the key Theorists associated with Reflection, and its practical use in professional practice. Change in practice plays an important part in professional development and, while I believe that self-reflection is important, it can only be achieved by reflecting with other colleagues where espoused theories and theories in use can be identified and developed to further professional development where the objective is to identify discrepancies between espoused theories and theories in use.

The Milky Way and Andromeda Galaxies

The Milky Way and Andromeda Galaxies The optical morphology of galaxies varies according to environment. In a rich cluster, galaxies will usually be elliptical, S0 and cD galaxies. In lower density regions irregular and spiral galaxies are more commonly found. Such low density regions include near the edges of galaxy clusters, in groups, on the outer edges of rich clusters, or as a relatively isolated galaxy. Examples of irregular galaxies that follow this pattern include those in the Local Group (e.g. NGC3109, Sextans A and B) and the irregular galaxies that can be found on the outskirts of the Virgo Cluster. In high density regions there is the likelihood of more interactions that could lead to alterations in morphology, for example galaxy-galaxy and galaxy-cluster interactions. These types of interactions could explain why there are fewer spiral galaxies in high density regions. The merging of two spiral galaxies of similar size is thought to result in the formation of an elliptical galaxy. Spiral galaxies that fall into the intracluster medium are thought to lose a significant proportion of their interstellar medium due to the effects of ram pressure stripping, resulting in a S0 or dwarf spheroidal galaxy. In the centre of a rich galaxy cluster it is common to find a luminous elliptical galaxy (such as M87 in the Virgo cluster), these are likely to have formed from the merger of several smaller galaxies and in some cases can result in the formation of a cD galaxy. An example of the morphological distribution of galaxies in a rich cluster can be seen in the Virgo cluster which has the c D galaxy M87 at its centre and a high proportion of elliptical and S0 galaxies surrounding M87. The impact that environment has on dwarf galaxies is not so well known since these galaxies are fainter and thus more difficult to observe. 1b) The luminosity of galaxies also varies with optical morphology. On average spiral and irregular galaxies are brighter than ellipticals or S0 galaxies of a similar mass. Spiral and irregular galaxies have a higher content of very young stars whereas S0 and elliptical galaxies contain older, less bright stars. However, since galaxies can vary significantly in size then the luminosity needs to be looked at over a range of galaxy types and sizes. Elliptical galaxies exhibit the widest variation in size and luminosity. The luminosity of ellipticals can be in the range 3 x 105 to 1011Lsun and this is due to them ranging in size from extreme dwarfs to cD galaxies. A dwarf elliptical such as M32 has a luminosity of 1.995 x 109Lsun (source: Grebel, 2003) and a cD galaxy such as NGC 6166 has a luminosity of 3.7 x1011Lsun (source: Bender, 2015). There is less variation in size for spiral galaxies and they can only be found as large or giant systems, consequently spiral galaxies have luminos ities over the range 108 to 2 x 1010Lsun. A typical spiral galaxy such as the Milky Way has a luminosity of 2.5 x 1010Lsun (source: Grebel, 2003). Irregular galaxies have luminosities in the range 107 to 109Lsun and therefore are not as bright as some of the giant spirals. In the Local Group there are dwarf irregular galaxies such as NGC 6822 which has a luminosity of 9.4 x 107Lsun and larger irregular galaxies such as the Large Magellanic Cloud which has a luminosity of 2.5 x 1010Lsun (source: Grebel, 2003). . The Milky Way and Andromeda are due to merge with each other in approximately 2 billion years. As the two galaxies get closer the biggest changes will be caused by the gravitational effects of the two galaxies and the friction caused between the gas and dust. These early effects will result in the shape of the galaxies being altered when stars are forced out of their orbits. Ultimately, how both galaxies are affected by the merger process will be dependent on the collision angle, speed of the galaxies, their size and composition. Material from the outer disks of both galaxies will be stripped off and form tidal tails. During the merger process the orbits of the stars will become random and have little order. It is unlikely that any stars will collide with each other as they are so far apart. However, some stars will be ejected from the final galaxy. As the galaxies collide clouds of hydrogen gas will accumulate and be compressed enough to trigger gravitational collapse and thus begin the star formation process. During the merger process the dark matter is unlikely to interact and will remain unchanged. The Sun will be moved from its present orbit and is likely to end up in the outer halo of the newly formed galaxy at a radius >30kpc as part of an extended tidal tail. There is also the small possibility that the Sun could be ejected from the galaxy altogether. As the two black holes at the centre of each galaxy approach within 1 light year of each other they will begin to emit gravitational waves. This energy will radiate out, affecting the orbits of stars. It is possible that the gas accumulated by the black hole merger could create a luminous quasar or an active galactic nucleus in the centre of the newly formed galaxy. Since the Milky Way and Andromeda galaxies are similar in size, then their spiral structures will be destroyed during the collision and the new single larger system will result in a giant elliptical galaxy.

Greece :: essays research papers

Art & Culture There are few places in the world with so rich and diverse an artistic and cultural history as Greece. In terms of archeology there are artifacts that are 200,000 years old, while architecturally Greece boasts Minoan and Dorian ruins dating back almost four millennia. Greece is also where drama originated, so there are plenty of ancient theatres to pick your way through Museums Greece is bursting at the seams with museums. Almost every single city, town, village, historical site, settlement and hole in the hedge has an archeological museum which details the archeological and historical significance of its surroundings Historical Sites There is certainly no shortage of these in Greece. Every city has their own specialties, like the Acropolis and the Ancient Agora in Athens, the Oracle at Delphi, the Palace of the Grand Masters in Rhodes Town, and so on. There are far too many to list here. It is suggested you get hold of a tourist map from the Greek Tourist Organization (EOT) which sets out all the ancient, Byzantine and medieval sites throughout the country. But some of the major historical sites you should make a special effort to see are listed below: The Acropolis, Athens The Ancient Agora, Athens The Byzantine monument of Nea Msni on Chios The Polycrates Wall and Eupalinos Tunnel at Pithagorio, Samos The Oracle at Delphi The Minoan palace city of Knossos, Crete The ruins of Gsrtyn, Crete Minoan ruined city at Phestss, Crete Arch of Galerius, Thessalon?ki The White Tower, Thessalon?ki The Sanctuary of Isis, at D?on. Dafn? Monastery, Greece’s largest Byzantine monastery Met?ora Monasteries, perched on mountain outcrops, in Kalabaka Climate Greece is perfect for those who enjoy the sun, as for over two thirds of the year the country basks under clear, sunny skies. Temperatures do vary, however. Winters are mild and rainy, with temperatures sometimes dropping to freezing point, especially in the north. Summers are long and dry, with extremes of 37Â °C (99Â °F), making the yearly mean temperature about 17Â °C (63Â °F). For those not overly fond of the heat, the mountainous areas offer some respite as they receive more rain in summer, and even snow in winter. Rainfall figures vary, depending on the region. Thessaly is very dry, receiving around 38mm (1.5in). Portions of the western coast paint a different picture, however, receiving about 1,270mm (50in) of rain. Greece can be divided into the northern and southern climatic regions: Greece :: essays research papers Art & Culture There are few places in the world with so rich and diverse an artistic and cultural history as Greece. In terms of archeology there are artifacts that are 200,000 years old, while architecturally Greece boasts Minoan and Dorian ruins dating back almost four millennia. Greece is also where drama originated, so there are plenty of ancient theatres to pick your way through Museums Greece is bursting at the seams with museums. Almost every single city, town, village, historical site, settlement and hole in the hedge has an archeological museum which details the archeological and historical significance of its surroundings Historical Sites There is certainly no shortage of these in Greece. Every city has their own specialties, like the Acropolis and the Ancient Agora in Athens, the Oracle at Delphi, the Palace of the Grand Masters in Rhodes Town, and so on. There are far too many to list here. It is suggested you get hold of a tourist map from the Greek Tourist Organization (EOT) which sets out all the ancient, Byzantine and medieval sites throughout the country. But some of the major historical sites you should make a special effort to see are listed below: The Acropolis, Athens The Ancient Agora, Athens The Byzantine monument of Nea Msni on Chios The Polycrates Wall and Eupalinos Tunnel at Pithagorio, Samos The Oracle at Delphi The Minoan palace city of Knossos, Crete The ruins of Gsrtyn, Crete Minoan ruined city at Phestss, Crete Arch of Galerius, Thessalon?ki The White Tower, Thessalon?ki The Sanctuary of Isis, at D?on. Dafn? Monastery, Greece’s largest Byzantine monastery Met?ora Monasteries, perched on mountain outcrops, in Kalabaka Climate Greece is perfect for those who enjoy the sun, as for over two thirds of the year the country basks under clear, sunny skies. Temperatures do vary, however. Winters are mild and rainy, with temperatures sometimes dropping to freezing point, especially in the north. Summers are long and dry, with extremes of 37Â °C (99Â °F), making the yearly mean temperature about 17Â °C (63Â °F). For those not overly fond of the heat, the mountainous areas offer some respite as they receive more rain in summer, and even snow in winter. Rainfall figures vary, depending on the region. Thessaly is very dry, receiving around 38mm (1.5in). Portions of the western coast paint a different picture, however, receiving about 1,270mm (50in) of rain. Greece can be divided into the northern and southern climatic regions:

Bankruptcy Essay -- essays research papers fc

Over the years, the process of declaring bankruptcy has become incredibly simple. Because of this change, the number of people declaring bankruptcy is at an all time high. Today, bankruptcy is a common thing among companies and individuals alike. The American bankruptcy law allows people to avoid paying their debts by offering the debtors a discharge without a harsh consequence. By not having repercussions for their actions, bankruptcy filers often plan future bankruptcies, allowing them to steal even more money from creditors with no punishment. There are 13 different chapters in the bankruptcy system with the principal chapters being 7,11, and 13. You can only file for bankruptcy under these three chapters, the others are there to explain how the system works. Under Chapter 7, a person’s debts are wiped away while under chapters 11 and 13, debts are frozen while the debtor figures out a way to repay them. The people filing Chapter 7 are stealing money from creditors who are trying to help them. It is one’s moral duty to pay back his debts and one should be disgraced and embarrassed if they borrowed money they cannot pay back. Over 1,400,000 people filed for bankruptcy in 1998 under Chapter 7, Chapter 11, and Chapter 13. 75% of them were under Chapter 7, leaving â€Å"retailers, bankers, and credit-card companies† with $40 billion in unpaid debts (Kopecki 5) (Pomykala 16). The use of different reforms could cut down on the number of Chapter 7 filings and put responsibility back on the debtor. Declaring Chapter 7 bankruptcy is ethically and morally wrong and through different reforms this current â€Å"right† would be considered a crime. Bankruptcy was slowly transformed through history from being a crime committed by debtors into a social welfare program. In the past, bankruptcy offenders were severely punished. â€Å"Before the mid-19th century, bankruptcy was a crime† (Pomykala 16). There were many ways to punish those who committed this heinous act. The Pennsylvania Bankruptcy Act of 1785 allowed the flogging of these offenders while their ear was nailed to a post and afterwards the ear was cut off. Similar to Hester Prynne’s punishment of wearing a scarlet â€Å"A† on her chest for â€Å"adulteryâ€Å", people who committed the act of bankruptcy were â€Å"branded on the thumb with a â€Å"T† for â€Å"thief† (Pomykala 17). Various punishments like these served as a warning to future violators. B... ...uer, and Robin Leonard. How to File for CHAPTER 7 BANKRUPTCY. Berkeley: Nolo 1999. Feltman, Peter. â€Å"Bankruptcy Bill Closer to Enactment.† Bankruptcy Debate Continues 12 Dec. 2001. . Hanson, Randall K., â€Å"A new chapter in bankruptcy reform.† Journal of Accountancy Feb. 1999. Irons, John S., â€Å"Private Debt: Two Views on Debt.† About.com 12 Dec 2001 Jasper, Margaret C., Bankruptcy Law for the Individual Debtor. New York: Oceana 1997. Kopecki, Dawn, †More American Debtors Turn to Chapters 7 & 13. (bankruptcy law makes discharging debt easy).† Insight on the News 22 Mar. 1999. Pearce, John A. II, Samuel A. DiLullo, â€Å"When a strategic plan includes bankruptcy.† Business Horizons Sept.-Oct. 1998. Pomykala, Joseph S., â€Å"BANKRUPTCY LAWS: The Need for Reform.† USA Today Nov. 1999 Pomykala, Joseph. BANKRUPTCY REFORM: Principals and Guidelines (Revised Edition) Regulation Vol. 20, No. 4, 1997. Warner, David, † Bills seek to slow bankruptcy filings. (Congress introduces legislation to make bankruptcy laws more strict).† Nation's Business Mar. 1999