There Were Several Reasons For Conducting This Needs...

There were several reasons for conducting this needs assessment. The first reason was to address the multi-sensory needs of preschool children. It is important to address this because during their early years, children learn by exploring their surroundings. Thus, preschoolers need a structured sensory environment that not only stimulate their senses but also teaches them new development skills such as cause and effect (Messauber, 2012). The second reason for this needs assessment was to learn more about the benefits of sensory rich environment for preschoolers. There is limited evidence based research about the effectiveness of MSE on preschoolers. Thus, the implementation of a sensory basket would provide us with information about how†¦show more content†¦However, there are clinics in farther developed areas such as Syracuse, NY that provide MSE rooms (â€Å"Pediatric Multisensory Environment,† n.d.). Nevertheless, it is important to take into consideration that pare nts do not have access to MSE environments in local towns such as Potsdam and Canton, NY. This need could be addressed by educating professionals in the North Country about the use and benefits of MSEs for children. The American Association of Multi-Sensory Environments also provides training and information for professionals who are interested in building a MSE (Messbauer, 2013). The overall purpose of the needs assessment was to learn about the multi-sensory needs of preschool children and whether a sensory rich environment would be beneficial for them. The current feel of the Smart Cookies daycare is that they have a limited amount of multi-sensory equipment (A. Cutler, personal communication, October 12, 2016). The problem identified with the needs assessment is that a MSE is not present for these preschoolers, therefore, they cannot explore and grow in their classroom environment (A. Cutler, personal communication, October 12, 2016). The preschool teacher indicated that during transition time, there is a decrease in appropriate behavior and participation skills in some of the students (A. Cutler, personal communication, October 12, 2016). The results of the needs assessment indicated that preschoolers would benefit from a MSE. The actionShow MoreRelatedMayor Schells Zero Homeless Family Pledge1240 Words   |  5 PagesContents Abstract: 2 Introduction: 2 Policy Choices: 2 Pre Implementation and Design Strategies 4 Steps Taken to Reengineer the Program 4 Importance of Conducting Assessments Prior to Implementation 5 References: 6 Abstract: The paper discusses Mayors Schells zero homeless family pledge. Mayor Schell was determined to eliminate the homelessness in Seattle when he became the mayor in 1998, to achieve his mission he and his team came up with some strategies and restructuring whichRead MorePad 500 Assignment 31608 Words   |  7 Pagesthe Program†¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....†¦.†¦.6 Conducting Assessments.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦10 Abstract This assignment is about Mayor Paul Schell’s pledge for homeless families in Seattle, Washington. Mayor Schell on June 2, 1998 spoke to the press and pledge that there will be no homeless families with children and homeless single women on the streets of Seattle by Christmas 1998. This assignment will analyze the policies, strategiesRead MoreCase Study : Albany Law School1330 Words   |  6 PagesThe organization I have used throughout this project is Albany Law School (ALS). I’ve been employed by ALS for the last four years. Presently, I am the Assistant Dean for Admissions. I was recruited to this position to spearhead the admissions office and the overall enrollment initiatives for the law school. I am a direct report to the Dean of the law school and also serve of the Administrative Leadership Team. During my time at ALS, I have noticed that there is high turnover in leadership. OverRead MoreDisproportionate Minority Confinement ( Dmc ) Of Youth1422 Words   |  6 PagesAmerican and Hispanic decent. 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The Hunters Moonsong Chapter Forty Free Essays

Damon was moving fast, and Elena and the others had to almost race to keep up with him as they headed for the library. â€Å"Typical Stefan, sacrificing himself,† he muttered angrily. â€Å"He could have asked for help when he realized something was going on. We will write a custom essay sample on The Hunters: Moonsong Chapter Forty or any similar topic only for you Order Now † He stopped for a second to let the others catch up and glared at them al . â€Å"If Stefan can’t handle a few newly made vampires by himself, I’m ashamed of him,† he said. â€Å"Maybe we should just leave him after al . Survival of the fittest.† Elena touched his hand lightly, and, after a moment, Damon hurried on toward the library. She didn’t for an instant believe he would leave Stefan a captive. None of them did. The taut, strained lines of his face showed that Damon was entirely focused on the danger his brother was in, their rivalry temporarily forgotten. â€Å"It’s not just a few vampires,† Matt said. â€Å"There are about twenty-five of them. I’m sorry, you guys, I’ve been a moron.† He swung the stave Meredith had given him – Samantha’s stave – determinedly in one hand. â€Å"It’s not your fault,† Bonnie said. â€Å"You couldn’t have known your frat – or whatever – was evil, could you?† If anyone had spotted them as they crossed the campus, Elena was sure they would have been an alarming sight: she and Bonnie were clutching the large, sharp hunting knives Meredith had given them only half concealed under their jackets. Matt was holding the stave, and Meredith had her own stave in one hand. But it was past midnight, and the path they were fol owing was deserted. Only Damon wasn’t carrying a weapon, and he clearly was a weapon. His human fa?ade seemed to have lifted, and his angry expression could have been carved out of stone, except for the glimpse of sharp white teeth between his lips and the seemingly bottomless darkness of his eyes. When they reached the closed library, Damon didn’t pause, forcing its metal doors open with the grinding sound of splitting metal. Elena glanced around nervously. The last thing they needed was campus security showing up. But the paths near the library were dark and empty. They al fol owed Damon down to the basement and into the hal ways of administrative offices. Final y, he stopped outside the door marked Research Office where he and Elena had once met Matt. â€Å"This is the entrance?† he asked Matt and, at his nod, efficiently broke the lock on the door. â€Å"You’re al staying up here. Just Meredith and I are going down.† He looked at Meredith. â€Å"Want to kil some vampires, hunter? Let’s fulfil your destiny, shal we?† Meredith slashed her stave in the air, and a slow smile tugged at the corners of her mouth. â€Å"I’m ready,† she said at last. â€Å"I’m coming, too,† Elena said, keeping her voice steady. â€Å"I’m not waiting up here while Stefan’s in danger.† Damon drew a breath, and she thought he was going to argue with her, but instead he sighed. â€Å"Al right, princess,† he said, his voice gentler than it had been since Matt told them what had happened to Stefan. â€Å"But you do what I – or Meredith – tel you.† â€Å"I’m not waiting up here,† Matt said stubbornly. â€Å"This is my fault.† Damon turned on him, his mouth twisting into a sneer. â€Å"Yes, it is your fault. And you told us Ethan can control you. I don’t want to get your knife in my back while we’re fighting your enemies.† Matt dropped his head, defeated. â€Å"Okay,† he said. â€Å"Go down two flights of stairs, and you’l see the doors to the room they’re in.† Damon nodded sharply and pul ed up the trapdoor. Meredith fol owed him down the stairs, but Matt caught Elena’s arm as she headed after them. â€Å"Please,† he said quickly. â€Å"If any of the pledges stil seem rational, even if they’re vampires, try to get them out. Maybe we can help them. My friend Chloe†¦Ã¢â‚¬  In the grim lines of his face, his pale blue eyes were frightened. â€Å"I’l try,† Elena said, and squeezed his hand. She exchanged a glance with Bonnie, then fol owed Meredith through the trapdoor. When they reached the entrance to the Vitale Society’s chamber, Meredith and Damon pressed their backs against the elaborately carved wooden doors. Watching, Elena could see a similarity for the first time between them. Now that they were facing a battle, Meredith and Damon were both wearing eager smiles. One †¦ two †¦ came Damon’s silent count †¦ three. They pushed together. The double doors flew inward, and the chains that had held them closed went flying. Damon stalked in, stil smiling a vicious gleaming smile, Meredith erect and alert behind him, her stave poised. Dark figures rushed at them, but Elena was looking past them, searching for Stefan. Then her eyes found him, and al the breath rushed out of her. He was hurt. Tied firmly to a chair, he raised a pale face to greet her, his leaf-green eyes agonized. From his arm, dark red blood dripped steadily, pooling on the floor beneath his chair. Elena went a little mad. Charging across the room toward Stefan, she was only half aware of one of the hooded figures leaping at her, and of Damon catching it in midstride, casual y snapping its neck and letting the body fal to the floor. Absently, she registered the smack of wood against flesh as Meredith caught another attacker with her stave so that it fel in convulsions as the concentrated essence of vervain from the stave’s spikes hit its bloodstream. And then she was crouching next to Stefan, and, for a moment at least, nothing else mattered. He was shaking slightly, just the faintest tremors, and she stroked his hand, careful of the wound on his forearm. Raised red ridges ran around his wrists below the rope, spots of blood on their surface. â€Å"Vervain on the ropes,† he muttered. â€Å"I’m okay, just hurry.† And then, â€Å"Elena?† Below the pain in his voice, a dawning note of joy. She hoped he could read al the love she felt in her eyes as she met his gaze. â€Å"I’m here, Stefan. I’m so sorry.† She took out the knife Meredith had given her and began to saw at the ropes that held him, careful not to cut him, trying not to pul the ropes any tighter. He winced in pain, and then the ropes around his wrists snapped. â€Å"Your poor arm,† she said, and felt in her pockets for something to staunch the blood, final y just pul ing off her jacket and holding it against the cut. Stefan took the jacket from her. â€Å"You’l have to cut through the rest of the ropes, too,† he said, his voice strained. â€Å"I can’t touch them because of the vervain.† She nodded and went to work on the ropes holding his legs. â€Å"I love you,† she told him, concentrating on her work, not looking up. â€Å"I love you so much. I hurt you, and I never wanted to. Never, Stefan. Please believe me.† She finished cutting throu gh the ropes around his knees and ankles and chanced a glance up at Stefan’s face. Tears, she realized, were running down her own face, and she wiped them away. The thud of another body hitting the floor and a screech of rage came from behind them. But Stefan’s eyes held hers unwaveringly. â€Å"Elena, I†¦Ã¢â‚¬  he sighed. â€Å"I love you more than anything in the world,† he said simply. â€Å"You know that. No conditions.† She took a long, shuddering breath and wiped the tears away again. She had to be able to see, had to keep her hands from shaking. The ropes around his torso were looped and twisted together. She pul ed at them, finding where there was enough give to start cutting, and Stefan hissed in pain. â€Å"Sorry, sorry,† she said hurriedly, and began to slice through the rope as rapidly as she dared. â€Å"Stefan,† she began again, â€Å"the kiss with Damon – Well, I can’t lie and say I don’t feel anything for him – but the kiss wasn’t anything I’d planned on. I didn’t even mean to be with him that night, it just happened. And when you saw us, that kiss, he’d just saved my life†¦Ã¢â‚¬  She was stumbling over her words now, and she let them trail off. â€Å"I don’t have any real excuses, Stefan,† she said flatly. â€Å"I just want you to forgive me. I don’t think I can live without you.† The last of the ropes parted, and she eased them from around him before she looked up, frightened and hopeful. Stefan was gazing at her, his sculpted lips turning up in a half smile. â€Å"Elena,† he said and pul ed her to him in a brief, tender kiss. Then he pushed her to the wal . â€Å"Stay out of this, please,† he said, and limped toward the fight, stil weak from the vervain, but reaching to pul a vampire away from Meredith and sinking his own fangs into its neck. Not that she needed his help. Meredith was amazing. When had she gotten so good? Elena had seen her fight before, of course, and she’d been strong and quick, but now the tal girl was as graceful as a dancer and as deadly as an assassin. She was fighting three vampires, who circled her angrily. Spinning and kicking, moving almost as fast as the monsters she was fighting, despite the fact that their speed was supernatural, she knocked one off his feet, sending him flying, and, in a smooth fol ow-up blow, bashed another in the face, leaving the vampire staggering backward with his hands up, half blinded. There were bodies littered across the floor, evidence of Meredith’s skil and Damon’s vicious rage. As Elena watched, Stefan tossed down the drained body of the vampire he had been fighting and looked around. Only Ethan and the three vampires surrounding Meredith remained on their feet. Damon had Ethan on the run, backing nervously away as Damon stalked toward him, peppering him with sharp open-handed blows. â€Å"†¦ my brother,† she heard Damon muttering. â€Å"Insolent pup. You think you know anything, child, you think you want power?† With a sudden, violent movement, he grabbed Ethan’s arm and jerked. Elena could hear the bone snap. Stefan passed Elena, heading toward Meredith again, and paused for a moment. â€Å"Ethan was laying a trap for Damon,† he told her dryly. â€Å"I don’t know why I was worried. Clearly, he didn’t know what he was trying to catch.† Elena nodded again, suppressing a grin. The idea of any brand-new vampire getting the better of Damon, with al his experience and cunning, seemed ridiculous. Then the tide of the battle suddenly turned. One of the vampires Meredith was fighting dodged her blow and, half bent over, flung itself at her, knocking the slender girl into the air. There was an endless moment where Meredith looked like she was flying, arms akimbo, and then she slammed headfirst into the heavy altarlike table at the front of the room. The table wobbled and fel over with a heavy thud. Meredith lay stil , her eyes closed, unconscious. Elena ran to her and knelt down, cradling her head in her lap. The three vampires Meredith had been fighting were worse for the wear. One had blood steadily streaming down his face, another was limping, and the last was doubled over as if something had been injured inside her, but they could stil move fast. In an instant, they had surrounded Stefan. As Damon growled and turned, shifting his stance to help his brother, Ethan saw his chance and launched himself at Damon. Faster than Elena’s eye could fol ow, his teeth were gouging at Damon’s throat, bright spurts of blood flying up. He had a knife in one hand and was trying to cut at Damon at the same time as he bit. With a cry of pain and shock, Damon clawed at Ethan, trying to fling him away. Elena picked up her knife again and rushed toward them. But two of the remaining vampires were on Damon in a split second, pul ing his arms back. One caught Damon’s midnight dark hair in his hand, yanking the older vampire’s head back to expose his throat more ful y to Ethan’s teeth. Off balance, Damon staggered backward and for a moment caught Elena’s eye, his face soft with dismay. Terrified, Elena grabbed at the back of one of the vampires, and it threw her to the floor without even looking at her. Stefan, meanwhile, was caught in a struggle with another vampire, desperate to get to his brother. Damon was a better and a more experienced warrior than any of the vampires attacking him. But if they pushed their momentary advantage, used their superior numbers, they might bring him down before he could recover. She clutched her knife tighter and jumped to her feet again, knowing in her heart that she’d be too late to save him but that she needed to try. A snarling blur shot past her, and Stefan, free of his adversary, slammed into Ethan, throwing him across the room, sending his knife flying. Without pausing, he ripped one of the other vampires from Damon’s arm and snapped his neck. By the time the body hit the floor, Damon had neatly dispatched the other one. The brothers, both panting, exchanged a long look that seemed to carry a lot of unspoken communication. Damon wiped a smear of crimson blood from his mouth with the back of his hand. Suddenly an arm was around Elena’s throat, and the knife was wrenched out of her hand. She was being dragged upward. Something sharp was poking her in the tender hol ow at the bottom of her neck. â€Å"I can kil her before you could even get over here,† Ethan’s voice said, too loud by her ear. Elena flailed an arm backward, trying to grab at his hair or face, and he kicked viciously at her legs, knocking her off-balance, and pul ed her closer. â€Å"I could snap her neck with one arm. I could stab her with her own knife and let her bleed out. It would be fun.† He was holding her knife, Elena realized, pressed against her throat. His other arm hung loose, and curiously bent. Damon had broken it, Elena remembered. Stefan and Damon froze and then very slowly turned toward Elena and Ethan, both their faces shuttered and wary. Then Damon’s broke into a rictus of rage. â€Å"Let her go,† he snarled. â€Å"We’d kil you the second she hit the ground.† Ethan laughed, a remarkably genuine laugh for someone in a life-or-death standoff. â€Å"She’l stil be dead, though, so I think it might be worth it. You’re not planning to let me leave here anyway, are you?† He turned to Stefan, his voice mocking. â€Å"You know, I heard all about the Salvatore brothers from some of Klaus’s other descendants. They said you were aristocratic and beautiful and terribly hot tempered. That Stefan was moral, and that Damon was remorseless. But they also said that you were both fools for love, always for love. It’s your fatal flaw. So, yeah, I think my chances are a lot better when I’ve got your girlfriend in my power. Whose girlfriend is she, actual y? I can’t tel .† Elena flinched. â€Å"Wait a second, Ethan.† Stefan held out his hands placatingly. â€Å"Hold on. If you agree not to bring back Klaus and let Elena go safely, we’l give you whatever you want. Get out of town, and we won’t come after you. You’l be safe. If you know about us, you know we’l keep our word.† Behind him, Damon nodded reluctantly, his eyes on Elena’s face. Ethan laughed again. â€Å"I don’t think you have anything I want anymore, Stefan,† he said. â€Å"The rest of the Vitale Society, including our newest initiates, wil be coming back soon, and I think they’l tip the scales back in my favor.† He tightened his arm around Elena’s throat. â€Å"We’ve kil ed so many students on this campus. Surely one more won’t be missed.† Damon hissed in rage and started forward, but Ethan cal ed out, â€Å"Stop right there, or – â€Å" Suddenly, he jerked, and Elena felt a sharp, stinging pain in her throat. She squeaked in horror and grabbed at her own neck. But it was only a scratch from the knife. As Stefan and Damon stood helpless and furious, Ethan’s arm loosened from around her throat. He made a hideous gurgling noise. Elena yanked away as soon as his grip weakened. Blood was running in long thick rivulets from Ethan’s torso, and his mouth opened in shock as he clutched at himself and slowly fel forward, a round hole in his chest fil ing with blood. Behind him, Meredith stood, hair flying, her usual y cool gray eyes burning like dark coals in her face. Her stave was coated in Ethan’s blood. â€Å"I got him in the heart,† she said, her voice fierce. â€Å"Thank you,† Elena murmured politely. She was feeling†¦ real y †¦ very peculiar, and it wasn’t until she was actual y starting to fal that she thought, Oh no, I think I’m going to faint. Blurrily, she saw both Damon and Stefan rushing forward to catch her, and when she came to a moment later, she was held tightly in two pairs of arms. â€Å"I’m okay,† she said. â€Å"It was just †¦ for a second, I was†¦Ã¢â‚¬  She felt one pair of arms pul her closer for a moment, and then they released her, shifting her weight over to the other set. When she looked up, Stefan was clutching her tightly to him. Damon stood a few feet away, his face unreadable. â€Å"I knew you’d come to save me,† Stefan said, holding Elena but looking at Damon. Damon’s lips twitched into a tiny, reluctant smile. â€Å"Of course I did, you idiot,† he said gruffly. â€Å"I’m your brother.† They looked at each other for a long moment, and then Damon’s eyes flicked to Elena, stil in Stefan’s arms, and away. â€Å"Let’s put out the torches and go,† he said briskly. â€Å"We’ve stil got about fourteen vampires to find.† How to cite The Hunters: Moonsong Chapter Forty, Essay examples

Case Study of Smith and Jones Samples for Students Myassignment

Question: Discuss the Case Study of Smith and Jones. Answer: Introduction Tax system of the country plays important role in rising government fund. The fun is utilized for the development of the country as well as for the essential expenditure of the country. The essential expenditure such as the infrastructure development, defence budget, and expense for maintaining the law and order within the country, helping the deprived and old people the government fund is used. The money collecting from the tax help in this matter and for this reason the government use to bring amendment in the taxation policy according to the need of the country. Main study The assessable income includes income as per the ordinary concepts is called as ordinary income. Section of ITAA 1997 includes in the assessable income of the taxpayer where the taxpayer is the resident of Australia. All the ordinary income earned by the taxpayer in and out of the Australia would be included in the assessable income during that period of time[1]. The capital gain tax is identified in the case of the Pre CGT land where, the asset is depicted to be considered as the pre CGT tax and is also not assessable to the nature of the tax. The enhancement of the tax can be easily determined by showing that the Pre-CGT tax is not applicable by showing the enhancement of the nature. The consideration can be easily identified as the enhancement of the motion which is being used for showing the structure of the work and also the cost of the base income for the Smith and Jones are depicted to be increasing in nature. This the figure simply depicts the implementation of the paragraph 104-10(5)(a) of the ITAA 1997 which is applicable to the case as per the undertakings are made[2]. Therefore the enhancement of the structure can be depicted by implementing the capital gain taxes on the income made from the grazing of the sheep on the land and on the improvement of the properties that are made on the land. As per the Assessable Income Tax Law, th e relevant income tax will be made on the capital gains as it is being seen in the activities continued by the Smith and the Jones. Therefore the structure clearly describes the appropriate format of the study and also the enhancement of the study can be made by showing the appropriate explanations to the case study as it is undertaken in this case[3]. Apart from this, the threshold of the result can be made by showing the development costs and the involvement of the income through out six years made by the Smith and the Jones. The aforementioned case study it is observed that Smith and Jones are property developer. They have purchased a property eight years ago, which has huge potential. The property is used for grazing purpose for the last six years and thenSmith and Jones have subdivided the land into 5 hectors blocks and sold the land to one purchase[4]. In this scenario as Smith and Jones are involving in the property development profession and they use the property for grazing for the last six years and then they trade the property; thus, as per the taxation rule in Australian taxation Office (ATO) they have to pay tax on the income they earned from the grazing and the enhanced value of the property to the government[5]. According to the law it must be considered as the ordinary income and the income tax rule should be applied for this case. The capital gain tax is also relevant for this case as the property during this year developed a lot and thus, the rate of the property has been increased a lot. In this situation Smith and Jones have to pay capital gain tax for the profit they make from the capital gain of the property. Conclusion The taxation system supports the essential government expenditure. According to the tax consequences the various types of taxes use to be imposed on the tax payers [6]. According to the undertaken case study both ordinary income tax and capital gain tax will be applied. References Cooper, Graeme S,Executing Income Tax(Australian Tax Research Foundation, 2008) Hurley, Annette,Tax Laws Amendment (Personal Income Tax Reduction) Bill 2008(Standing Committee on Economics, 2008) Krishna, Vern,Income Tax Law(Irwin Law, 2015) Mason, Tom,Income Tax Law(Taxation Concepts, 2012) Whittenburg, Gerald E, Martha Altus-Buller and Steven L Gill,Income Tax Fundamentals(1st ed, 2013) Woellner, R. H,Australian Taxation Law 2012(CCH Australia, 2013) Graeme S Cooper,Executing Income Tax(Australian Tax Research Foundation, 2008). Annette Hurley,Tax Laws Amendment (Personal Income Tax Reduction) Bill 2008(Standing Committee on Economics, 2008). Vern Krishna, Income Tax Law (Irwin Law, 2015). Gerald E Whittenburg, Martha Altus-Buller and Steven L Gill,Income Tax Fundamentals(1st ed, 2013). Mason, Tom, Income Tax Law (Taxation Concepts, 2012) Woellner, R. H, Australian Taxation Law 2012 (CCH Australia, 2013)

Factors affecting student academic perfomance Essay Example

Factors affecting student academic perfomance Essay Essay Introduction In most Universities the universe over today. the academic public presentation of pupils has late come under examination for a figure of grounds. For case. a figure of surveies have been carried out to place causal factors of hapless academic public presentation in a figure of establishments worldwide. Interestingly. most of these surveies focused on the three elements that intervene. Such included. parents ( household causal factors ) . instructors ( academic causal factors ) . and pupils ( personal causal factors ) ( Diaz. 2003 ) . However. this survey investigated the chief factors that affect students’ academic public presentation at The University of Zambia chief campus. Broadly talking. factors act uponing academic public presentation of pupils vary from one academic environment to another. from one set of pupils to the following. and so from one cultural puting to another. It nevertheless appears that pupils have worked hard but their input has non been positively correlated to their end product. Indeed. this has been revealed in a study from UWI’s Office of Planning and Development ( 2011 ) . where 20 % of all undergraduate classs offered at UWI. St. Augustine recorded high failure rates. This increases the cost of developing alumnuss every bit good as cut downing admittance chances for high school pupils seeking a University instruction. Furthermore. the low base on balls rates impose a immense cost to the communities in footings of the low figure of pupils graduating and the decreased consumption of possible pupils due to shortage of infinites caused by low throughput. Therefore. in order to guarantee that a larger proportion of the labour force is extremely trained. most Universities including The University of Zambia must set in topographic point steps that will guarantee high completion rates. In the instance of The University of Zambia chief campus. the failure and dropout rates are higher in such schools like School of Law. School of Engineering and School of Veterinary Medicine. among others. We will write a custom essay sample on Factors affecting student academic perfomance specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Factors affecting student academic perfomance specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Factors affecting student academic perfomance specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However. in instances where there are low dropout or exclude rates. at least there should be hapless public presentation doing pupils to simply clear in order to continue as opposed to acquiring first-class consequences. Much of the scratch that reduces completion rates has been attributed to low academic public presentation in early pre-requisite undergraduate classs ( Scott and Graal. 2007 ) . This job although may be lightly taken has a profound influence on the communities. Not merely that. it besides contravenes the slogan of the University. Service and Excellency’ in that there is no excellence when people are ill executing and neglecting. In position of the above. the survey investigated the chief factors that affect students’ academic public presentation at The University of Zambia chief Campus so that appropriate administrative steps can be put in topographic point in order to assist the community at big. 2. 0 LITERATURE REVIEW The literature reappraisal of this survey is divided into two constituents viz. . theoretical reappraisal which simply reviews theories that relate to the subject under probe and empirical reappraisal which will be composed of surveies conducted by other research workers on the same subject. Theoretical Review There are a figure of theories that have been assumed to explicate the factors that affect students’ academic public presentation but for the intents of this survey. merely two will be discussed. These include. The Triarchic Theory of Intellectual Abilities’ and the Theory of Mental Self-Government’ . 2. 2 The Triarchic Theory of Intellectual Abilities Harmonizing to the Theory of Intellectual Abilities ( Sternberg. 1985 ; 1986:23 ) . three sorts of rational abilities exist. viz. analytical. originative and practical abilities. Measures of abilities tend to concentrate chiefly on analytical abilities. whereas all three types of abilities need to be regarded as every bit of import. Research done by Sternberg ( 1997b:24 ) showed that: The more we teach and assess pupils based on a broader set of abilities. the more racially. ethnically. and socioeconomically diverse our winners will be. 2. 3 The Theory of Mental Self-Government Furthermore. research by Sternberg accents that students’ larning and believing manners 1 / 34 ( Sternberg. 1997a ) ( which are normally ignored ) . together with their ability degrees. play an of import function in pupil public presentation ( Sternberg. 1992:134 ; 1994:36-40 ; Sternberg and Grigorenko. 1997:295 ) . The Theory of Mental Self-Government refers to an stock list of different thought manners that gives an indicant of people’s penchant of believing forms. Where the Triarchic Theory focuses on the ability itself. the theory of Mental Self-Government refers to different thought manners which constitutes penchant in the usage of abilities ( Sternberg. 1990:366-371 ) . As articulated in the above theories. this survey adopt the theory of mental self-Government as the most appropriate one in heightening pupils academic public presentation at The University of Zambia chief campus. The ground is that. the acquisition and thought manners of pupils at campus can either be reinforced taking to first-class academic public presentation or hindered taking to hapless academic public presentation. This is to a great extent contingent upon the handiness and proviso of a figure of indispensable installations such as good survey stuffs. adjustment. contributing acquisition environment ( lecture theaters ) . good H2O and sanitation installations among others. These being available and in proviso. students’ possible abilities of being analytical. originative and practical as described in triarchic theory will besides go strengthened. 2. 4 Empirical Review A batch of surveies have been engaged in to place and analyse the legion factors impacting academic public presentation of pupils in assorted centres of larning. Their findings place students’ attempts. old schooling ( Siegfried and Fels. 1979 ; Anderson and Benjamin. 1994 ) . parents’ instruction. household income ( Devadoss and Foltz. 1996 ) . self-motivation. age of pupil. larning penchants ( Aripin. Mahmood. Rohaizad. Yeop and Anuar. 2008 ) . category attending ( Romer. 1993 ) . and entry making as factors that have a important consequence on the students’ academic public presentation in assorted scenes. However. the public-service corporation of these surveies lies on the demand to set about disciplinary steps that improve the academic public presentation of pupils. particularly in public funded establishments. Despite the considerable argument about the determiners of academic public presentation among pedagogues. policymakers. faculty members. and other stakeholders. it is by and large agreed that the impact of these determiners vary ( in footings of extent and way ) with context. for illustration. civilization. establishment. class of survey among others. Therefore. since non all factors are relevant for a peculiar context. it is imperative that formal surveies be carried out to place the context-specific determiners for sound determination devising. Another survey that reviewed some of the factors that influence students’ academic public presentation stressed out that. students’ larning penchants has a deeper influence on their academic public presentation. Harb and El-Shaarawi ( 2006 ) further stated that. a good lucifer between students’ acquisition penchants and instructor’s instruction manner has been demonstrated to hold positive consequence on student’s public presentation. Reid ( 1995 ) defines larning penchant as a person’s natural. accustomed and preferable way of absorbing new information. This implies that persons differ in respect to what manner of direction or survey is most effectual for them. Scholars. who promote the acquisition penchants approach to larning. hold that effectual direction can merely be undertaken if the learner’s acquisition penchants are diagnosed and the direction is tailored consequently ( Pashler. McDaniel. Rohrer and Bjork. 2008 ) . I hear and I forget. I see and I remember. I do and I understand. ( Confucius 551-479 BC ) – a quotation mark that provides grounds that. even in early times. there was a acknowledgment of the being of different learning penchants among people. Indeed. Omrod ( 2008 ) studies that some pupils seem to larn better when information is presented through words ( verbal scholars ) . whereas others seem to larn better when it is presented in the signifier of images ( ocular scholars ) . However. it is obvious that in a category where merely one instructional method is employed. there is a strong possibility that a figure of pupils will happen the acquisition environment less optimum and this could impact their academic public presentation. Felder ( 1993 ) established that alliance between students’ acquisition penchants and an instructor’s instruction manner leads to break callback and 2 / 34 apprehension. The acquisition penchants attack has gained important milage despite the deficiency of experimental grounds to back up the public-service corporation of this attack. To back up the above statement. other surveies have established a figure of methods used to measure the acquisition penchant or manners of pupils but they all typically ask pupils to measure the sort of information presentation they are most at easiness with. One of these attacks being used widely is the Visual/Aural/Read and Write/Kinesthetic ( VARKR ) questionnaire. pioneered by Neil Fleming in 1987. which categorizes scholars into at least four major larning penchant categories. Neil Fleming ( 2001- 2011 ) described these four major larning penchants as follows: To get down with is a category of ocular scholars: This consists of pupils who prefer information to be presented on the whiteboard. somersault charts. walls. artworks. images. colour. Probably originative and may utilize different colourss and diagrams in their notebooks. Failure to make this. their academic public presentation would be ill affected. A category of Aural ( or unwritten ) or audile scholars comes as a 2nd 1: these pupils prefer to sit back and listen. They do non do a batch of notes. More frequently than non. they find it utile to enter talks for subsequently playbacks and mention. This helps them better their academic public presentation. The 3rd penchant is a category of Read/write scholars: these pupils prefer to read the information for them and take a batch of notes. However. these scholars benefit from given entree to extra relevant information through press releases and guided readings from their instructors or lectors. Failure to avail to them such installations may retrograde their school public presentation. Last. but non the least is the category of Kinesthetic ( or tactile ) scholars: these scholars can non sit still for long and like to shirk with things. Prefer to be actively involved in their acquisition and therefore would profit from active larning schemes in category. Therefore. we can see that. all the different penchants may non be to the full met by pupils and as such they may hold a profound influence on their academic public presentation. Undeniably. Romer ( 1993 ) is one of the first few writers to research the relationship between pupil attending and scrutiny public presentation. In his widely cited paper. a figure of factors have contributed to worsening category attendings around the universe in the last 15 old ages. The major grounds given by pupils for non-attendance include assessment force per unit areas. hapless bringing of talks by lectors. timing of talks. and work committednesss ( Newman-Ford. Lloyd and Thomas. 2009 ) . Furthermore. in recent times. pupils have found a demand to seek employment while analyzing on a part- clip footing due to fiscal restraints. The Numberss of parttime and mature pupils has besides risen aggressively. The usage of information engineering besides means that information that used to be obtained from sitting through talks can be obtained from the cyberspace. However. given all these developments that either makes it impossible or unneeded for pupils to go to categories. the inquiry that needs to be asked is whether absenteeism affects students’ academic public presentation or non. Interestingly. a figure of old researches on this capable affair seem to supply a consensus that pupils who miss categories perform ill compared to those who attend categories ( Devadoss and Foltz 1996. Durden and Ellis 1995. Romer 1993. Park and Kerr 1990. Schmidt 1993 ) . Based on these findings a figure of stakeholders have called for compulsory category attending. Although the bing grounds points to a strong correlativity between attending and academic public presentation. none of the surveies cited attending from a myriad of confusing pupils features. ( for case. degrees of motive. intelligence. anterior acquisition. and time-management accomplishment ) is a major restricting factor to the public-service corporation of these findings and this has been proven besides by Rodgers and Rodgers ( 2003 ) hence demoing a failing in these surveies which this survey will take into history. Durden and Ellis ( 1995 ) further controlled for pupil differences in background. ability and motive and reported a nonlinear consequence of attending on larning. that is. a few absences do non take to hapless classs but inordinate absenteeism does. Further. other surveies conducted by Pashler and Bjork ( 2008 ) have shown that. anterior cognition. class requirements and class combinations determine students’ academic public presentation in 3 / 34 Universities and Colleges. Surveies conducted from a figure of establishments indicate that. students’ anterior cognition. class requirements and class combinations had a profound influence on their academic public presentation. For case. 70 % of those with suited pre-requisite classs performed better than those with classs that were non fiting. This was justified by the fact that. acquisition is a cumulative procedure. therefore a pupil admitted with fiting classs to the calling of their pick will be good prepared for the class stuff compared to a pupil with a mismatch of class combinations. It is of import for calling pedagogues to hold an thought of how good the classs correspond to each pupil in order to complement acquisition. Therefore. this survey seeks to research whether the plan of survey has possible inauspicious effects on students’ academic public presentation. Such an analysis would be helpful in the guidance and counsel procedure of pupils. Henceforth. the influence of age and gender on academic public presentation has been investigated in a figure of surveies with widely differing decisions. Most of the differences in reported findings are due to changing contexts such as topic of survey. age and gender interactions. Previous research has shown that work forces perform better than adult females in certain puting while adult females outperform work forces in other scenes ( Haist. Wilson. Elam. Blue and Fosson. 2000 ) . Harmonizing to Borde ( 1998 ) there is no grounds of academic public presentation being influenced by gender. However. based on an analysis of near to two million graduating pupils. Woodfied and Earl-Novell ( 2006 ) found that female pupils outperformed male pupils and attributed this partially to female pupils being more painstaking and therefore less likely to lose talks. With respect to the issue of students’ age. surveies have shown that. recent alterations in educational policies around the universe have led to an addition in the figure of mature-age admittances in educational establishments. But a big proportion of undergraduate pupils were still 19-year olds. the ages of pupils in categories were so more variable than 10 to 15 old ages ago. Therefore. the definition of a mature pupil varies by state with 21. 22 and 25 twelvemonth old pupils being classified as mature pupils in the United Kingdom. United States of America and Australia. severally ( Trueman A ; amp ; Hartley. 1996 ) . In this survey reappraisal. mature pupils are defined as those pupils whose age was greater than 21 old ages on their first twenty-four hours at the University. Students who are 21 old ages of age and younger are classified as young’ pupils. Mature pupils thought to miss basic accomplishments required for effectual survey or to be impaired by age-related rational shortages. Mature pupils tend to be admitted into their programmes with clearly lower educational attainment than the immature pupils ( Newman-Ford. Lloyd A ; amp ; Thomas. 2009 ) . However. when compared to the immature pupils. the academic public presentation of mature pupils was as good. if non better ( Richardson. 1994 ) . It should. nevertheless be pointed out that this comparing depends on the capable affair and types of appraisal used. Richardson ( 1994:5 ) concludes his survey by doing the observation that Mature pupils are instead more likely than younger pupils to follow a deep attack or a pregnant orientation towards their academic work. and were conversely less likely than younger pupils to follow a surface attack or a reproducing orientation. Furthermore. other surveies found that self-motivation. household income. and parents’ degree of instruction contribute to hapless public presentation of some pupils. While a positive relationship between self- motive and academic public presentation has been established ( Zimmerman. Bandura. and Martinez-Pons. 1992 ) . the consequence of household income and parents’ degree of instruction on academic public presentation is far from being unraveled without evasion. Socioeconomic position of pupils and their households show moderate to strong relationship with academic public presentation but these relationships are contingent upon a figure of factors such that it is about impossible to foretell academic public presentation utilizing socioeconomic position ( Sirin. 2005 ) . The survey conducted by Wooten. ( 1998 ) whose major aim was to happen out the chief factors that affect students’ academic public presentation discovered two cardinal factors that had a profound influence on students’ public presentation viz. ; ( I ) the student’s aptitude and ( two ) . The sum of attempt the pupil put away in the class. He farther discovered that. the sum of attempt put by a pupil depends on the student’s grade history. motive. extracurricular activities. work duties and household 4 / 34 duties. In his findings. aptitude and attempt were both important variables in act uponing public presentation of the traditional pupils. For the traditional pupils. grade history. motive and household duties all influenced the sum of attempts the pupils put Forth. However. neither extracurricular activities nor work duties influenced students’ attempts. Furthermore. motive was significantly influenced by the students’ self-expectations and their perceptual experiences of the acquisition environment. Hence. motive was the lone variable that significantly influenced effects. He farther discovered that for both traditional and non-traditional pupils. it was hard to explicate why extra-curricular activities and the work activities variables did non hold a important consequence on the attempt. Therefore. this survey has a failing in that. it does non reflect the sample size used in the survey for traditional and non-traditional pupils and there is no cogent evidence whether or non other indispensable variables were controlled in the survey. Hence. this survey took into history such failings so that accurate consequences could be obtained. Conversely. a survey conducted by Mohamedbhai ( 2008 ) at the University of Nairobi. the chief JomoKenyetta memorial library. whose chief aim was to happen out the impact of over registrations of pupils on academic public presentation discovered that. the big figure of pupils than the University could suit had a profound influence on students’ academic public presentation. The capacity for the University library could non prolong the big pupil population such that. the University which was designed to suit 1. 500 pupils had to get by with 8. 000 pupils a twenty-four hours. A similar survey conducted by Bloom ( 2005 ) at the University of Eduardo Mondlane showed that. due to over registration of pupils. their academic public presentation was to a great extent affected such that. the dropout rate of pupil in 2006 for the whole University was estimated to be within the scope of 15-28 % . the larger per centum being for the earlier old ages. In 2006. merely approximately 6 % of the pupils completed their grades in the normal class continuance compared to 17 % in 2001. Besides. in 2006. 41 % of the pupil took one or more extra old ages to finish their programmes. whereas the corresponding figure in 2001 was 28 % . However. from this. there has been impairment in the students’ academic public presentation over the past five old ages at the University of EdourdoMondlane. However. although the surveies needed alteration in the sample frame and survey design used to garner such findings. they were really helpful in supplying us with a dais in which the job of over registration of pupils at The University of Zambia and the effects it has on their academic public presentation can be clearly understood. The survey conducted by Principle ( 2005 ) at the Puerto Rico University was to happen out the factors impacting students’ academic public presentation in the first accounting class between public and private Universities in Puerto Rico and besides to analyse the students’ perceptual experiences on internal and external schoolroom factors that might act upon their academic public presentation in their first accounting class. A descriptive co-relational research design was used in this probe. The population was the pupils in the first accounting class at public and private Universities in Puerto Rico. The sample size used was 1. 721 topics which included 13 campuses from 3 different Universities out of a sum of 65 campuses in Puerto Rico. The campuses were non indiscriminately selected. The research worker selected campuses stand foring different demographic countries in Puerto Rico. A Chi-square analysis reflected that. public Universities had a higher figure of pupil failures compared to private Universities. In this instance. the grade distribution studies from private Universities demonstrated that. 40-50 % of pupils did non complete or failed in the first accounting class. The findings of the survey besides demonstrated that. internal schoolroom factors positively influenced students’ academic public presentation in the first accounting class in Puerto Rican public and private Universities. However. the effects of combined external schoolroom factors were non statistically important for Puerto Rican Universities. Therefore. although other of import variables in the survey have non been highlighted. this survey is rather clear and is assumed to hold achieved its intent. Therefore. this survey sought to construct on such already bing finds to associate to the University of Zambia. but at the same clip taking into history the rectification of errors made by old research workers in the same country of survey. 5 / 34 Hence. this survey been conducted at UNZA chief campus such failings will be taken into consideration to heighten truth of consequences. On the other manus. the School of Humanities Booklet ( 2008 ) states that. the University of Zambia has a long term statutory authorization of it being the highest learning establishment in Zambia. For this ground. this survey seeks to look into how good the establishment has been fairing in run intoing its long term aims as follows: Promoting Excellence in Teaching. Research and Community Service. Our Vision: To be a Provider of World Class Services in Higher Education and Knowledge Generation. Our Mission: To Supply Relevant Higher Education through Teaching. Research and Community Service. Our Core Valuess: Academic freedom. Green Environment. Equity. Integrity. Accountability. Innovativeness and Excellency. Our Management Doctrine: The University will encompass a participatory Management Style that will actuate employees. supply a work environment that is contributing to high productiveness. teamwork in which leading is by illustration. Provide effectual communicating and counsel. which will be accessible to all. and promote single growing. All these aims will be closely looked at in order to guarantee that the purpose of this survey is achieved which is to look into why there has been hapless academic public presentation at the University of Zambia among pupils despite its nucleus aims as stated above. 3. 0 STATEMENT OF THE PROBLEM A figure of excludes and high failure rates at the University of Zambia chief campus twelvemonth in twelvemonth out has been so rampant. The academic public presentation of a figure of pupils has non been to their outlooks. They have been ill executing. What else has non yet been done to work out the job? Emphasis on tutorial engagement. clinics. and survey groups has been stressed by some lectors to better the public presentation of pupils but to no help. Furthermore. others have conducted talk attending axial rotation calls as an option for battling the dismaying hapless academic public presentation of pupils but less positive returns have been achieved. However. the APA systems like in the instance of the school of instruction and humanistic disciplines have been introduced together with the usage of projectors in the bringing of talks to assist the intolerant and decelerate acquisition pupils catch up easy but the expected returns have non helped much to better the general academic public presentation of pupils. Furthermore. an cyberspace coffeehouse in the University chief Library has being in operation to assist pupils make their research efficaciously but as if their attempts were in vain. the public presentation keeps deteriorating. Further. new sections ( section of population surveies among others ) have been created where possible. More extraordinary. extra-curricular activities have been encouraged and the door to the guidance Centre has been broad unfastened but still the job of hapless academic public presentation at the University of Zambia still persists. It is for these grounds henceforth that this survey seeks to look into the chief factors that affect students’ academic public presentation at the University of Zambia so that a permanent solution can be provided to better the quality of instruction in our state Zambia as a whole. Chapter TWO 4. RESEARCH OBJECTIVES General Objectives To look into the factors that affect academic public presentation of pupils at The University of Zambia. Specific Aims To happen out the chief factors that affects the academic public presentation of pupils at The University Zambia. To happen out which sex is extremely vulnerable to the factors that affect academic public presentation of pupil at the University Zambia. To happen out what the University direction has done to turn to the factors that affect the 6 / 34 academic public presentation of pupils at the University Zambia. RESEARCH RATIONALE A batch of states that have developed today placed more accent on the importance of the educational system in spearheading technological invention that resulted in productiveness. A good illustration in inquiry is the United States of America. Japan and China who formulated sound trajectory policies that increased registrations rates in Universities and Colleges with an apprehension that. promotion in engineering is dependent on holding good trained pupils in Universities and Colleges. Equivalently. Singapore which besides took the measure to put in scientific discipline and engineering in colleges and Universities has become one of the industrialised economic systems in the universe. Therefore. promotion in scientific discipline and engineering is dependent on how good a peculiar state trains its pupils. However. to hold good nurtured pupils that can believe and contrive new things to develop the state. at that place has to be good informed policies at institutional degree that creates a good conducive environment for larning. Apparently. such sound policies can non be created if students’ challenges that may impede good public presentation have non been identified and addressed. Therefore. in order for Zambia to develop. it has to emulate states like Singapore which paid attending to the educational system by making a good acquisition ambiance for University pupils. However. the survey investigated the factors that affect students’ academic public presentation at the University of Zambia and it sought to lend to the organic structure of cognition on the factors that affect students’ academic Excellency at UNZA in peculiar and other such authorities establishments in general. It has been observed that. literature on the factors that influence academic public presentation of pupils is rather scarce and when it is available. people have to seek it through the cyberspace. Therefore the findings of this survey would be put at the disposal of every pupil in the library so that information is readily accessed. It is besides hoped that the consequences of this research would lend to the preparation of sound administrative policies that would control the factors that contribute to the hapless academic public presentation of pupils at the University of Zambia so that failure and dropouts rates can be minimized to keep the slogan of the University Service and Excellency’ . As articulated above nevertheless. the principle behind the transporting out of this survey was premised on four basic rules viz. ; the survey aimed to lend to knowledge. policy. theory. pattern and as a partial fulfilment for the award of a Bachelor of Arts Degree in Development Studies. Therefore. sing its part to knowledge. the findings of this survey will convey to the general consciousness of the factors that affect students’ academic public presentation. Second. it will further pass on the attempts by the University direction to turn to factors impacting students’ academic public presentation and what direction has done to heighten students’analytical. originative and practical abilities harmonizing to the Triarchic Theory of Intellectual Abilities ( Sternberg 1985 ; 1986:23 ) . Likewise. higher acquisition establishments are besides donees of the cognition this survey will bring forth in that the findings will assist them to plan schemes to increase students’ academic public presentation and alleviate abrasion rates. At policy degree nevertheless. this survey will foremost place the chief causes of the factors that affect students’ academic public presentation runing from parents- household causal factors ; teachers- academic causal factors and pupils -personal causal factors. ( Diaz. 2003 ) . After placing these. it will assist the authorities policy shapers to redesign their strategic direction for the establishment towards explicating policies that address factors impacting pupils and in bend cut down their abrasion rates. This will besides put a platform for the attainment of the University of Zambia’s long term strategic ends. ( School of Humanities Handbook. 2008 ) . Refering to theory and pattern nevertheless. the findings of this survey will assist in proving the practicableness of the adoptive theory of mental self-Government as the most appropriate one in heightening pupils academic public presentation at the University of Zambia. The principle behind this theory is that. acquisition and thought manners of pupils at campus can either be reinforced taking to first-class academic public presentation or hindered taking to hapless academic public presentation and this is to a great extent contingent upon the handiness and proviso of indispensable installations such as good survey 7 / 34 stuffs. adjustment. contributing acquisition environment ( lecture theaters ) . good H2O and sanitation installations among others and hence this is hoped to take to offering p

Convert Your Gasoline-Burning Car to Run on Propane

Convert Your Gasoline-Burning Car to Run on Propane With the price of fuel, propane car conversions (also called LPG conversions) are attracting more attention. Propane is certainly one viable alternative fuel option: it has been used as a commercial motor fuel for more than 80 years and millions of miles. Its also less expensive to use than gasoline, even though the cost per liter is higher. Why It Can Be Tough to Convert to Propane The Environmental Protection Agency requires all vehicles to meet the same emission standards. While propane burns cleaner than gasoline, increased regulations from the EPA, means that there are very few propane conversion kits for U.S. street passenger vehicles available today. It has actually been a much more popular choice in Europe and other countries due to less stringent regulations and higher petrol prices. Even though propane powered engines offer cleaner emissions along with 10 to 15 percent less carbon dioxide, 20 percent less carbon monoxide and 50 to 60 percent fewer hydrocarbons and nitric oxide, tighter emissions regulations have changed the way conversion companies can do business. While generic propane conversions used to be common fare for a trained mechanic (generally not for the DIY-er, though), most four-stroke engines (carbureted and fuel-injected) can still be converted to operate on propane when a certified technician installs the correct kit. And propane’s minimal sooting, owing to its low carbon content, means increased engine life, fewer oil changes, and longer spark plug life. Why Conversion May Still Be a Good Idea Although it may take some legwork on your part, it can be worth converting to propane if you have a propane filling station in your area that makes fueling up easily accessible and less expensive. Unfortunately, there are relatively few U.S. propane conversion companies with an online presence that sell street-ready passenger car kits or do conversions (some have websites, many don’t). Prices for a full conversion by a qualified technician can range from $3,000 to $4,000. Hopefully, you’ll be close to one of the shops that are on RASO Enterprises’ extensive shop list (below), and they can help you go from there. Where to Find Conversion Kits Because of the scarcity of conversion companies, its unlikely that youll find one in your backyard. That said, however, these two companies may be able to provide you with what you need at a reasonable cost. Got Propane?  Based in Tempe, AZ, the eye-catching off-roading photos on this company’s website showcase propane’s ability to operate at any angle with no loss of power or fuel spillage. *Note: These kits are only for off-road vehicles, and this company does not sell kits for late model cars and trucks (1987 and newer).RASO Enterprises  In addition to selling kits, this company provides a wealth of information to help you find a certified conversion shop in the United States or Canadian conversion center. Most of these shops specialize in heavy duty/commercial vehicles with minimal offerings for passenger cars. There are links to find kits for your personal car fleet vehicles, (options are limited) or off-road  and agricultural equipment. This site also refers to TECHNOCARB, the manufacturer of many different conversion kits.

Influence of Third Party Candidates on the Outcome of the 2008 Essay

Influence of Third Party Candidates on the Outcome of the 2008 Presidential Election - Essay Example In fact, the third party was likely to get on a ticket to winning, since numerous citizens were seeking a change in ways that the government is run; thus the third party was becoming more attractive to the current "two party" system (Abramowitz, 594). Moreover, the current stagnant political atmosphere was objecting progress due to two leading parties, which spend time bickering and seeking ways to oppose each other within their own party as evidenced in the primary campaigns. Therefore, the "two party" system has differences with substantial consequences on Precedential elections. Moreover, the control maintained by the Republicans and Democrats has established an environment, where voters have little choices to select. Nevertheless, the paper will discuss the influence of third party candidate on the outcome of 2008 presidential elections. There has been frustrations expressed Americans in relations to the US political systems, which is protecting two main parties and eliminating t he chance at the third way. Therefore, if 2008 presidential race were severely disrupted by the third party candidate, then Barrack Obama would not have won the presidential elections (Scotto, Clarke, Kornberg, Reifler, Sanders, Stewart and Whiteley, 545). On the other hand, there were campaigns of Cecilia Garza, which was an independent from Texas; Bob Barr, who was a Libertarian impeaching former president Bill Clinton, Ruth Bryant, who is a Christian minister from Nevada, Steven Hoefflin, who was a celebrity plastic surgeon humanitarian and inventor, and Ralph Nader were third party candidates in the 2008 presidential elections. However, in 2008, there were a lot of media coverage of Democrats and Republicans, thus making it difficult to remember alternative candidate from third party exists. Therefore, the third parties gave the voters a chance to think beyond the boundaries imposed by the media and the "two-party" system. Therefore, the third party had an influence of the race, since it made the content high competitive in a way that the candidate with the ability to change 800,000 voters was not able to determine the outcome of the election. Nevertheless, there were challenges related to running as a presidential candidate as a third party candidate, since there is no support by the political system or the mainstream media. A candidate like Dr. Hoefflin with brilliant ideas for altering politics and rectifying embedded problems in the U.S was not given a chance by media (Clem, Dodson and Nikole, 518). The media refused to pay attention at Dr. Hoefflin’s ideas concerning the changes on U.S politics, thus the frustrated voices of Americans who were supporting the third party made the media pay attention to their issues through the internet. However, the American economy was deteriorating; the dollar was losing value against other main currencies, while China’s shadow is weakening the leadership in U.S, in the world. Approvals made by Presiden t Bush are considered the worst in the history, since two thirds of the American populations believed that the Iraq war was a mistake. Therefore, the third party candidates were focused on changing the course, but the Americans and media could not pay attention to their ideas. The political situation has always been dominated by the Republicans and Democrats; thus, they have left diminutive room for change, but the third party offered norms, whereby each party was able to choose against opposition. It also facilitated disillusions that focused on independent learning for Americans who were fed up with the "two party" systems. In this way, the Republicans and Democrats seemed not to be taking their stand in their issues; instead, they made declarations in

Design of Stormwater Drainage System Term Paper Example | Topics and Well Written Essays - 500 words

Design of Stormwater Drainage System - Term Paper Example In line with this, the engineers performing such work are expected ethically to perform the work through high standards of honesty and integrity given that the profession has the necessary impact on the quality of life of the people. Secondly, the services provided in the design of the stormwater drainage/storage system require the highest degrees of honesty, impartiality, fairness and equity. Above all, the project must be dedicated towards the protection of the health of the public, as well as their safety and welfare. Hence, under the standards of professional behavior, the design engineers must exhibit the highest principles of ethical conduct (Dym & Little, 2000). Morality on the other hand requires adherence towards the laws that governs the design and construction of the stormwater storage systems. This requires that all the stakeholders of the project right from the engineers, the workers and the community abide by the law guiding the same (Whitbeck, 1998). This law in most cases is guided by the natural flow rule, which requires acceptance for the benefit of all by the parties affected incase of this project. Ethics in the handling of the design of the stormwater storage system requires that a high degree of ethics be upheld. This is due to the sensitivity of water as a resource and the ethics is concerning creation of safety most so to the users of this resource. One of the interests comes with the interests of the interested parties like the political class who shelve individual interests. This may compromise the quality of the storage systems since the engineers may be compromised if not for anything then due to intimidation (Schrier & Gibson, 2011). The fact that the storage system designed is likely to serve a wider region also presents a dilemma. The planners may be overwhelmed about the control of the resource in terms of who is bestowed the control. Is it the government or