Organic Food Market in Hong Kong - Environmental Scan Essay Example for Free

Organic Food Market in Hong Kong Environmental Scan Essay ?Global trend of organic food In 1950s, consumers are starting to aware of organic product and in 1970s to 1980s, organic sector start to develop, e. g. set up regulation and certification around the world. In 1990s, the organic food market has a sharp growing, expanding at 20% a year. In 2006, the sales of organic baby food were increased 21. 6%. There are also has dramatically increase in variety, availability and decreasing the cost of organic food. ?Local trend of organic food. At the end of 1980s, there were many cases happened in Hong Kong that poisonous crops which are contaminated with pesticide, people in Hong Kong raise their awareness of health. Until 1990s, Organic foods have been selling in Hong Kong, most of them are imported from North America, Australia, New Zealand, Europe and Japan. In the few years ahead, consumption of organic food is increasing. In 2000s, the local market has a strong demand on fresh organic foods. International Trade Centre (ITC ) done a set of survey and observed some trends of Hong Kong. For example, there are more convenience organic food such as pre-packed organic salads; some public canteens and catering buy more organic food; provision of organic products with biodegradable packaging. Major competitor In Hong Kong, there are three major type of retail shops is selling organic food. First type is supermarket, e. g. Park n’ shop and Welcome are two major chains. Second type is department stores, e. g. Citysuper, Seibu, Jusco, Sogo. Third type is specialty healthy food shops, around 50 to health food shops selling organic, health and diet-supplement foods. Consumer ?General type of consumer Hong Kong Organic Resource Centre (HKORC) release the result of a survey on 7 Jan 2005, it shows that 30% of the respondents had purchased organic foods. It also shows us the people who are interested in buying organic food are high education qualification, executives, managers or professionals, and they are usually with a higher total household income, married and/or with children. The meaning of organic food in consumer view In Hong Kong people’s mind, â€Å"organic food† has the similar meaning as â€Å"healthy food†, they also care about the nutritional value and image of the product. The best selling of organic foods in Hong Kong are baby food, rice cake, grains, fruit juice and breakfast cereals, so we can see Hong Kong people are more health-conscious now.

History of Educational Planning

History of Educational Planning Everyone plans. Ranging from individual to the government, each produces its own form of plans. The only difference however is the mode of planning, which could be different from government to government and individual to individual. The centralized form of government plans and executes most of its activities through top-down approach while the decentralized form of government does it the opposite way. Similarly, an individual plans its activities either mentally or writing manually on a piece of paper. All these statements state that plan exists everywhere. Educational planning, and I shall concentrate on this form of planning alone, is all about planning various forms of quantitative and qualitative educational reforms. It is into this context; Philip H. Coombs (1970) in his report What is Educational Planning? states that educational planning is concerned not only with where to go but with how to get there and by what best routes. In doing so, educational planning should be able to help see more clearly the specific objectives in question, the various options that are available for pursuing these objectives, and the likely implications of each (Ibid). Further adding to this statement, the Working Party Report of the UNESCO (1963) mentions that education planning should not be an isolated activity; in fact it must be undertaken in the framework of comprehensive development planning and must be viewed in the target context of all the steps required for effective educational development (UNESCO, 1963 as cited in Prakash, 2008 p.2). This statement from UNESCO also underpins the importance of educational planning in the overall development of a nation. The history of educational planning is not new; in fact it was more than 2,500 years ago the Spartans planned their education to fit their well-defined military, social and economic objectives (Coombs, 1970). Not only until 1923 AD, some 87 years ago, that the former Soviet Union structured a five-year education plan, which aimed at eradicating two-thirds illiterates during the plan period. However, in those periods the educational plans were used to be non-integrative; in the sense that educational activities were planned autonomously and that there was little or no linkages between education and other sectors. Since then, the pattern of integrative educational plans have been designed and developed in various nations. The comprehensive investment planning for education that incorporated nationwide capital planning for education is an effective example of the integrative plan that France developed in 1946 AD. However, it was not until the 1960s when educational planning became very popular in most of the countries, especially in the developing countries (UNESCO, 2003). These convictions strengthen the notion that planning in education has been seen as an extra step in eradicating various forms of deficiencies of a country, notwithstanding rich or the poor, democrats or the socialists. It is into this context I would look at the educational planning process from Communist countries like China and Democratic country like the United Kingdom and Republic of Korea and would reflect educational planning process of our nation, and in the end would suggest our position in regards to our educational planning. While talking about the United Kingdom I would only be exploring on England, not Scotland, Ireland and Wales. In England, it is the Department for Children, Schools and Families and the Department for Business, Innovation and skills that look at the education sector from the central level. At a local level, the local authorities take responsibility for implementing policy for public education and state schools. The local authorities meanwhile, comprise of three layers: each layer having its own sets of responsibilities. The first one is the parish level, the second one is the district level and the third one is the county level. Besides some governmental rules and regulations, these local authorities can plan various forms of educational activities in its jurisdictions. However, in the past it was not as easy as the education planning and financing in England were done on the basis of equity. Every school, wherever it is located, got the equal educational conditions in terms of facilities, qualifications of teachers, student activities and so on. The central level used to calculate Standard Spending Assessment (SSA) using the complex formula that determined the needs of the schools in terms of numbers. They then used to determine the amount of Revenue Support Grants for each local authority by taking account of the difference between SSA and the sum of non-domestic rates and Council Tax of a given local authority. It is only after mid-1990s that the Government of England reformed the structure of educational planning in the country. In doing so, the central level authorities set many norms and standards to the schools, and at the same time provided numerous devolutionary opportunities for the local authorities to improve its educational status. In England, there are certain areas where the central level plays a vital role in the educational planning of the country. The compulsory age of schooling is one of those areas. At present, the full-time education is compulsory for all children aged 5 to 16, which is decided by the central level in coordination with other departments. Free schooling up to certain years is another segments where the central decision matters the most but at the same time the central level provides autonomy to the local authorities to levy certain charges if it provides extra facilities like swimming, theatre visits and school trips to the students. In this regard, the local authorities have the option of planning various forms of activities in the schools without having to depend on the state for all finances. During time if schools develop it into specialist schools they get various forms of funds from the central level, which has extra motivated the schools. The number of students that schools enroll has now been directly linked to the amount of money schools receive. To counter balance the situation where schools would fraud the enrollment number, the central level authorities have given a unique ID to each student, which would be different for each student. Thus, it could be said that educational planning in England comprises of boundaries and beyond boundary is within the boundaries of central level norms and standards and sometimes even beyond the boundary that the local authorities can plan various level of educational activities. The development of schools into specialist schools is something that I have kept under the category of beyond boundary. The National Curriculum System is another area where the central level has set a standard for schools to reach and maintain. Under this system, there are 12 compulsory subjects that schools must teach; for others schools can decide on its own. Another area is the compulsion of attendance records of teachers and students in schools. The teacher recruitment process whereby each teacher needs to agree on nationally set School Teachers Pay and Condition Document is another area where central level authorities play a major role. Within this boundary, it is up to the local authorities to decide on its own. The Office for Standards in Education (Ofsted) publishes reports of the quality of education at each school. Failing to maintain standard results to schools being placed in special measures, which may include replacing the governing body and senior staff. All these state that planning in education in England, a mixture of both devolutionary and centralized approach, after mid 1990s was t he result of those reforms in education. The reforms in educational planning in the Republic of Korea happened recently. It is into the March of 2001 AD only that the Republic of Korea allowed schools to decide how to use the money allocated by provincial authorities. Earlier, schools had little or no voice in matter related to educational financing. Schools were seen and viewed as the places where students learn and teachers teach. The responsibility for financing was borne by the provinces of education under the belief that schools dont have adequate manpower and skills to do on its own. Those provinces also set up the school budget and administered the complete process of those budgets. They never trusted the morality of school administrators too. In this regard, those old plans could not reflect the specific requirements of each school. The reforms in education after 2001 AD has seen the Republic of Korea getting into the act of decentralization in every sector including education. Parents and teachers are getting more involved in the overall management of schools. The formation of School Council, a decision-making body of a school comprising of parents, teachers, and community leaders and a head teacher, is an example of those involvements. Similarly, the government of Republic of Korea introduced the new school-based financing system in order to increase the efficiency of school financing and guarantee the autonomy of each school in the process of planning and managing the school budget. The end result has seen provincial office of education allocate a kind of block grant except teacher salary to each school, considering the number of students, the location of school, and specific requirement of school. It has provided each school certain level of freedom in planning and managing school curriculum and budget, whic h could then be deliberated and monitored by School Council. All these efforts were made in order to better equip schools through decentralization and participatory planning approach. In China, education is a state-run system. It was in 1985 AD that the national government parted its responsibilities for basic education to the local governments. In doing so, it also created a nine-year compulsory schooling for all. However, in 2001 AD the Chinese government convened a working meeting on basic education, on which various forms of decision were made on the reform and development of Basic Education. The decision pointed out clearly that a management system under the leadership of the State Council, implemented by the local governments, managed at different levels and with stress on counties would be conducted for compulsory education in the rural areas. The meeting also felt the need for making governments at the county level responsible for planning the local education, and the allocation and use of the funds and the overall management of teachers. All these activities were realized to make county dominated management as accountable as possible for the development o f education. It also suggests that the Chinese Government, despite having state-run education system is trying to maximize the participation of local level actors in the development of education. Apart from the above-mentioned reforms, the Chinese government also reformed the management system of basic education. It was done to ensure that the most needy schools get the most priority. In doing so, the Chinese government divided schools into various categories; like rich and the poor, rural and urban based schools and so on. Both the central and the local governments increased the financial transfer payment towards the poor and most needy areas, and respective local governments also paid attention to strengthen their functions in increasing investment in rural education. This type of planning was intended to deepen the internal reform of schools and at the same time enhance the capability of schools in actively adapting to the changing needs of the society. Asides, the Chinese government took an extra step in educational planning when it introduced the non-standard education system in the country. By non-standard, it referred to network education, night school, university for workers, correspondence college, broadcasting and television school, self-study examination and training schools. This type of educational planning helped build a lifelong learning system in the country. Nepal started the structured planning process in 1956 AD. In doing so, Nepal already formulated numerous medium-term national plans ranging a period of 3 to 5 years. The currently running Ten-Year Implementation Plan (TYIP) is an example of those medium term national plans. In addition to those medium term plans, Nepal also started to develop periodic plans that were intended to incorporate education component for the development of national level education plan. As a result, the educational issues were looked into two forms: one in the macro level and the next into the micro level. In the macro level national plan like TYIP or the Poverty Reduction Strategy Paper (PRSP), the respective ministries develop drafts of the sectoral plans and submit it to the Nepal Planning Commission (NPC), which then incorporate it into the national plan as specific chapters. In the case of education, it is the Ministry of Education that follows this procedure. As for micro level plan, the District Deve lopment Committee (DDC) under the guidance of NPC is responsible for preparing periodic plans for their respective districts. In doing so, DDCs are required to prepare district periodic plans on a participatory basis by covering all the development sectors including education. The District Education Offices (DEOs) meanwhile provide information and technical services to the DDCs while preparing the plan. These exercises show that, on one hand we are following the time-bound planning designs and at the same time, we are also trying to embed every development sector into each other to prepare a comprehensive macro and micro level plan. In reality, the preparation of District Education Plan (DEP) is a process through which the DEOs provide education related information and technical services to the DDCs when in time of preparing District Periodic Plans. In doing so, the DEOs follow certain procedural guidelines to identify the education related issues in the district, followed by prioritizing processes, budget allocation and monitoring mechanisms. Here, the DEO also take into account the local needs expressed in Village/Municipal Educational Plans (VEP/MEP) and also the School Improvement Plans (SIPs) and other local demands. Practically, it has been felt that there exist little or no relation at all in regards to the SIP, VEP/MEP and the DEPs. The unpublished report Best Practices of DEP (2007) from Dr. Pramod Bhatta also states this statement. http://en.wikipedia.org/wiki/Education_in_England#Primary_and_Secondary_education http://en.wikipedia.org/wiki/Education_in_the_Peoples_Republic_of_China

My Study Plan Exploration Of Strengths And Weaknesses Education Essay

My Study Plan Exploration Of Strengths And Weaknesses Education Essay My study plan aims to help me to explore my strength and weakness and show me the pathways that will develop my skills and knowledge during this academic year. The study plan is divided into four parts. In the first part, I am going to talk about my personal strength and weaknesses by relying on the feedbacks I got from my teachers and peers. In the second part, I will be mentioning the details of appropriate assignments to develop my skills and knowledge. Then, in the third part, I will talk about what I hope to achieve from my assignments by the end of the year. Finally, in the last part, I will give details about the activities and planned dates for completion of my assignments and the written coursework. Personal Strengths and Weakness Throughout this course, I have experienced a lot of things; I had to work with people to tight deadlines, I had to produce, direct, film, edit, write script, research, write essays, make news stories and programmes etc. While doing all these, sometimes everything went perfect but sometimes I came across with difficulties. All of the tasks I was given helped me to explore my own strength and weaknesses. In this part, I will be explaining my strength and weakness by supporting them with examples. Weakness: One of my most significant weaknesses is procrastinating. I tend to take things easy. When I work alone, the reason why I procrastinate is my self-esteem. I always think that I can do my work successfully anytime I want and I have no problem delaying it. On the other hand, when I work with others, this mostly happens when I feel that things do not work out well in the group. Doing this does not create so many problems when I work alone, however, when I work with others, it can be so problematic and annoying for them. I believe I would get better marks, if I did not delay my essays in these two years. Equally, avoiding procrastinate could make me work more cohesively with my friends in the group. This year, I will try to avoid doing this. Being quiet in the class is my other weakness. This gives people the impression of me not being confident or shy. However, the reason why I do not talk so much in the class is I am in a foreign country and I do not feel comfortable talking since I am not a native English speaker. The difference of language, culture and the people always holds me back in the class. Even though, I was always aware of my weakness since my first year in university, I could not get over it. When I am in Cyprus, I am the opposite; I am really talkative and outgoing. For this reason, I do not make this a big deal because; after finishing my studies, I will go back to Cyprus and work there. Writing script is my other weakness. During the course, I always had difficulty writing script for news stories. It always took me a lot of time to do it. Although, I tried to develop this skill, I could not make it to reach the stage I wanted. When I look at my future goal, I know that writing script is not going to be my job. Therefore, instead of focusing on my script writing weakness, I will try to develop my other skills during this year. Strengths: Self-confidence and being perfectionist are the most significant strengths I have. I believe that I can do anything I want to do. Since primary school, I always tried to achieve my goals without getting help from anyone. Whenever I had an important exam or homework, I always did them by myself without getting help from my family members or my friends. Similarly, when I had problems with my school, friends or my coursework, I always tried to solve them alone. By doing all the things alone, I felt happier, because at the end, I mostly always succeeded. I also heard so many compliments from my teachers, family and friends about my confidence and success. I grew up as a confident person and I believe in me a lot. However, sometimes, the self-confidence and perfectionism I have can make me really stressed. In group work, many times I find myself complaining about others in terms of the work they do. Mostly, I do not feel appreciated with their work, because I believe that they do not do i t as good as I can do. To exemplify, last year, I had to do a community research portfolio and a ten minute documentary within the community. My partner wrote half of the research portfolio and sent it to me. I got really disappointed and stressed after seeing what work she did. The reason was I was expecting a better work from her, but she did everything in a perfunctory way and it was not as good as it should be. Similarly, while we were doing the documentary, I had to redo everything she did, because I felt that they were not properly done. Although, I can make myself really stressed and tired because of my confidence and perfectionism, I believe that being confident and perfectionist are really important strengths. Being ambitious is my other important strength. I am always quite ambitious about what I do. Since I was a child, I always wanted to be the best at everything and I never gave up on something. While I was in high school, my goal was to learn really good English, go to university in London, finish my bachelor, masters and PHD and become a lecturer in one of the universities in Cyprus. My ambition made me leave my family back in Cyprus and came to London to study this course when I was sixteen. In the beginning of this course, I had difficulty speaking and writing in English. I read books, watched English TV programmes, studied some books for academic writing. In one year, I realized how much I improved my speaking and writing and now I do not have problem doing these. Similarly, in my first year, I wanted to learn how to edit and be really good at it. I watched editing videos, practiced a lot and achieved what I wanted in really short time. I believe I will be where I want to be in so me years, because my ambition will help me a lot. Being a good researcher is my other strength. A good researcher is the one who has the interest, curiosity and the persistence to find answers to unanswered questions. S/he gets knowledge of the subject and s/he is also patient and ambitious. I believe I have these characteristics. Last year, I had to do a community research portfolio and a documentary within the community. The interviewees and the information I needed was really difficult to get, but I did not made myself stressed at all. I visited so many locations, I called so many people, I read a lot of books, I searched so many websites, I watched several documentaries, etc. In the end, I got what I wanted. There were times that I had so much difficulty in finding the characters of the film as well, but I never gave up on researching. I wanted to make my documentary as perfect as I can. As a result of all the hard work I did, I got a really good feedback from my tutor. This year, I will try to build up my research skills more. My other important strength is editing. Before starting my studies, I did not have any editing experience and it was one of the most important things that I wanted to learn. Throughout the course, I practiced a lot and I learnt a lot of aspects of editing. I used my skill to help my classmates as well. I believe that my editing skill will be really useful for me in the future because; I will be making videos in my entry time as a hobby. Details of appropriate assignments to develop skills and knowledge. During the two years of my course, the assignments I did were given by my tutors. These assignments made me gain an invaluable knowledge about every part of the production and the media. I started with a blank knowledge and now I am able to make news programme, make documentaries and short films in many styles; I learnt the stages of production, roles of director, producer, researcher and production assistant, editing, using camera, lighting, writing script, etc. I am good at many of the things I learnt, while I am also bad at some of them. This year, I have an opportunity to choose what assignments I want to do and I will use this opportunity to develop some of my strengths. Â   As I mentioned before, one of my most significant strengths is research. I am planning to do a research assignment into Turkish Cypriot Community in London to build up my research skills more. The assignment will include interview transcriptions and all relevant research that I will do. The interviews will be about Cypriots immigration reasons to London, their work, family, cultural life, courtship, London, the troubles, going back to Cyprus and reflections. The reason why I chose to do a research about Turkish Cypriot community is, since I was born, the Cypriot media and TV channels have been making programmes only about the political situation of Cyprus; before and after war, division of the island, peace between the Greek and the Turkish Cypriot communities, Turkish Cypriot immigrants in London, economy of North and South Cyprus, etc. are the main themes of these programmes. The programmes contain a lot of research and interviews with local people. Last summer, I had a work e xperience in a Cypriot local TV channel; I was doing research and going to interviews for a TV programme called Agenda. While I was doing this, I realized that I really enjoyed doing it. After finishing my studies, I will go back and work in the same TV channel as a researcher until I finish my Ph.D. Doing this assignment will be a really good experience for me. The other assignment I would like to do this year is researching MA Film courses in London and completing my entry forms. I will be searching online and visiting universities to find out which university and course is most suitable for me. By the end of this semester, I will start doing my contacts and visits for information and interviews. When I finish my research, I will make my application. I plan to finish all these by the start of May. The last assignment I want to do this year is researching how social media is being used by film makers for marketing and promotion and writing an essay about this topic. This essay will help me to analyse and evaluate the different ways in which social media as platform is being used as an alternative way to promote and market films by filmmakers in the media industry. The research I will do will be commenced in order to explore the future potential of social media as an industry in the world of film making, as well as to understand the different approaches and steps taken by film makers in order to reach as wide an audience as possible. The reason why I want to do this assignment is to understand the true power and potential that social media and to discuss the issue with the filmmakers themselves. What I hope to achieve from my assignments by the end of the year. The first thing I want to achieve from my assignments is to having my MA course research done and my entry forms completed. I am quite confused about what course, which university I should apply and how I will do it. Doing this assignment is the greatest chance to find out what MA course is most suitable for me. Deciding on what course I will apply and completing my entry forms will remove a great burden from me. The second thing I want to achieve is to do a research into Turkish Cypriot community, get as many interviews as I can and improve my skills. I am really ambitious about this assignment because of the topic and the interviewees. The interviewees are the only generation of Cyprus who experienced a lot of difficulties in their life and who will extinct soon; they experienced war, hunger, poverty, separation, sadness, horror and anxiety. This makes the interviews I will get really valuable for me. Last year, I started to keep an archive of interviews I did with elderly Turkish Cypriots both in Cyprus and London. I will be able to use these when I start to work in the TV channel I worked last summer. Apart from that I have the idea of turning the entire interviews I have into a book in the future. My future plans make this assignment really important and necessary for me. I have already started to visit the Turkish Cypriot Community Association which is in Haringey. The organization has quite a lot elderly Turkish Cypriot members. I will visit the place every Thursdays and Fridays which are the days that old generation Turkish Cypriot immigrants gather. I will be able to achieve my goal and finish my assignment by the end of the year. Activities and planned dates for completion of my assignments and the written coursework I have decided to divide my assignments into three pieces this year. Overview of MA Courses in UK containing research and completed entry forms with references: 25% Research into Turkish Cypriot community in London containing a 8000-10.000 word interview transcription and all relevant research and a 2000 word (minimum) Reflective Analysis: 25% A 5000 Essay on The effects of Social Media as a tool used for film making and promotion; an investigation of both dependent independent filmmakers around the world, 25% The deadline for all three pieces is 1st May 2011. In this study plan, I analyzed my personal strength and weakness and what I seek to achieve from my assignments by the end of the year. I believe I have chosen the most appropriate tasks for me. Doing these tasks will make me gain responsibility of planning and completing my assignments independently and make me use my own communication, research and skills to complete them. I will work hard to complete all my tasks and achieve all my goals which will make me ready for my future studies and goals.

crusades Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Crusading, much like Imperialism in the 20th century, was all about expansion. During the middle ages however, it was more about the expansion of religion rather then power, or at least that’s the way it was preached. Crusading by definition is; â€Å" a holy war authorized by the pope, who proclaimed it in the name of god of Christ. It was believed to be Christ’s own enterprise, legitimized by his personal mandate† (1). This essay examines the background of the crusades to offer a better understanding as to why they occurred. It also examines the effects that the crusades had on the world. It is easy to look at the crusades as a violent meaningless act, but one must understand the type of setting this movement occurred during. This was a time when if you took part in the crusades, you were seen as a warrior of god, recruited by the pope. Any man who fought in the name of god would be rewarded in heaven. Popular belief in the 10th and 11th cen turies was that the more you did for god, the less accountable you were for you’re past sins. The more deeds you did, the better your credit in the ‘Treasury of God’ (2). The Treasury of God is a summarization of the good deed outweighing the bad deed principle of the time. Acts of violence in the name of god are far less common in the world today. But, as seen with September 11th, jihad or holy war is still occurring. This essay gives a basic timeline and underlying principles behind the crusading missions. Justification for these acts remains unclear and is simply opinion based.   Ã‚  Ã‚  Ã‚  Ã‚  To understand the effects of crusading one must be familiar with the background in which it took place. The major conflict that initiated the crusading endeavors occurred when the Seljuk Turks aggressively took Syria and Palestine. Turkish Muslims also invaded the Byzantine Empire and subjected all classes of people to their rule, even Christians. At the same time, Popes of the 11th century were trying to extend their religious power beyond its original borders. They did this by forcing religion upon certain groups such as: heretics, pagans, and most all non-Christians. When Pope Urban seen the action of the Muslims he then thought it was his duty to Christianize those people. These facts combined started the First crusade in 1095 (3). At a personal level however, crusading could be unde... ...land; Toronto: Longman 2002), 175.   Ã‚  Ã‚  Ã‚  Ã‚  9. Nicholson, 134.   Ã‚  Ã‚  Ã‚  Ã‚  10.Phillips, 347.   Ã‚  Ã‚  Ã‚  Ã‚  11. Jonathan Phillips, The Fourth Crusade and the Sack of Constantinople (London: Jonathan Cape, 2004), 202.   Ã‚  Ã‚  Ã‚  Ã‚  12. Nicholson, 120.   Ã‚  Ã‚  Ã‚  Ã‚  13. Nicholson, 147.   Ã‚  Ã‚  Ã‚  Ã‚  14. Yvonne, Friedman, Encounter Between Enemies: captivity and Ransom in the Latin Kingdom of Jerusalem (Leiden; Boston: Brill, 2002), 340.   Ã‚  Ã‚  Ã‚  Ã‚  15. Nicholson, 166. Bibliography Asbridge, Thomas. The First Crusade: A New History New York; Toronto: Oxford University Press, 2004. Friedman, Yvonne. Encounter Between Enemies: captivity and Ransom in the Latin Kingdom of Jerusalem. Leiden; Boston: Brill, 2002. Nicholson, Helen. The Crusades. Westport, Conn: Greenwood Press, 2004. Phillips, Jonathan. The Crusades: 1095-1197. Harlow, England; Toronto: Longman 2002. Phillips, Jonathan. The Fourth Crusade and the Sack of Constantinople. London: Jonathan Cape, 2004. Slack, Corliss. A Historical dictionary of the Crusades. Lanham, Md: Scarecrow Press, 2003.

The Creek Indians :: American America History

The Creek Indians Location and Background The early English traders gave the Creek native Americans their name because they usually built their villages on or near creeks or rivers. If they were to still have their villages it would include areas of Northern Florida and Eastern Louisiana and Southern Tennessee. The majority of the villages were located along the banks of the Coosa, Tallaposa, Flint, Ocmulgee, and Chattachoochee rivers. The native word for the most powerful band of Creeks was the "Muskogees". The Creek native Americans were the most powerful and widespread tribe of the Southeast culture area. It was also thought that the Creeks were long lost ancestors of the Mound Builders. Villages "The Chief of The Creek village or tribe was called an amirco, but he was not the absolute ruler." His job in the village included making important decisions.Once he made a decision many town criers would go out to announce the it to other tribes within the Creek. The Creeks were agricultural, but war like. The number of Creeks at one time was 30,000. The villages were separated into two red and white. Red towns had warriors who launched raids far and wide for purposes of honor and revenge. Red Creeks usually held war dances often to protect them selves in battle. Within the white towns lived most of the peace makers who kept track of alliances and gave sanctuary to refugees or poor people. White Creeks held ceremonies such as the signing of treaties or alliances. Each village had a town square at its center with seats where spectators could sit.The town square was used for ceremonies and games. Each village had a circular town house with clay walls and a cone shaped bark roof about 25 feet high. This was a ceremonial lodge and was also used for shelter for the homeless. Some town houses were smaller with a slanted bark roof only about 10 feet high. The most common house had a slanted bark roof with the roof about 7 feet high these were used for individual families, it held about, four to five people in it.. Each family had a summer and winter house both were packed with mud. The summer house was often used as a guest house for when visitors came to visit. They also owned their own granary which was half open and they also had a warehouse which was open on all four sides similar to a chickee.

My sop to nyu review

I am confident that combination of business and legal studies would enable me to show best of my intellectual capacity and prosper in competitive commercial market. I have stayed among top student in class during my five years of law study from an institution where mode of academic instruction was only in English. My active participation In debate, mock trials and community service had earned me numerous ward to which a honor given by international court of Justice Judge hold an exceptional value as I was not only chosen among 120 best legal scholars In world but only Indian to receive that as of now.My association with Mr. Wang during internship made me learn role of international arbitration in rsolving disputes where parties belonging to different legal system are involved with common interest. I was fortunate to submit my inputs to combat problem like smuggling across international border. currently I am in final ear of competing my masters in international in past . relation alt hough I have completed my diploma in business management.The professional experience which I gained while working in an international law firm had developed my base toward application of law In regard to international business among two natlon. The more I experience, the more I felt that my tralnlng In India falls short of what I needed to effectively deal with my International counterpart In course of my practice . My vision lies to gain Insight Into legal structure of U S A. hich us biggest foreign investor of my country. Which is world fastest developing economy.A exposure to study LLM at NYU in international business regulation, arbitration and litigation will help me to analyze procedural law on international business and likely influence policymakers in its direct indirect benefit to my country in term of business opportunity and competitiveness by issuing measures to bring more foreign investment, cautious approach toward intellectual properly right,peacefull ettlement of int ernational dispute through arbitration on faster node as I want to serve as foreign legal consultant for my country after doing LLM from USA.

Strategy To Achieve New Target Environmental Sciences Essay

The UK authorities late announced its ambitious renewable energy program which includes supplying 75 of the entire UK electricity supply through renewable energy beginnings. In line with its new mark on the renewable energy development, I strongly believe as the main executive of ‘Edinburgh Renewables ‘ ( ER ) that our legion experiences on air current farm undertakings will lend to accomplishing the given mark successfully. As such, this study will demo the authorities ‘s new renewable development program in 2025 and sketch an action program for ER to present 30 % of the new mark capacity. In add-on the study will analyze whether authorities part can assist ER towards accomplishing the given mark. Finally, steps to work out the intermittence of the air current resource will be recommended. 2. Renewable Energy Development Target Based on the authorities ‘s new renewable energy policy, ER has set up a new mark that aims to bring forth 30 % of the authorities ‘s new renewable mark capacity in 2025 ( 75 % of the entire electricity supply ) . This will be attained through using new coevals of offshore air current farms under our direction. The inside informations of the new marks on renewable energy development are outlined as follows: i Government Target in 2025 i Total Electricity Demand in 2025: 450TWh i Electricity Supply From Renewable Energy: 338TWh ( 75 % of entire demand ) i ER Target in 2025 i 30 % of Renewable Energy Development Target i 102TWh ( Energy Production ) / 33GW ( Installed Capacity ) i Offshore air current farms ( Capacity Factor = 35 % ) Demand Forecast & A ; Total Installed Capacity The entire electricity demand to put up the mark is forecasted to make 450TWh in 2025 by utilizing the same premise used for the Public Interest Research Centre prognosis by 2050. [ 1 ] Based on the new authorities policy, 75 % of electricity energy demand at 338TWH would be provided by renewable energy beginnings. ER will supply 30 % of the mark through the offshore air current farms development which would hold entire installed capacity of 33GW by 2025. The inside informations are described in Annex-1. Why Offshore Wind Farms? ER chose to intensively concentrate on offshore air current farms development, given higher prospective potency, higher capacity and higher cost decrease outlook of offshore air current engineering. In add-on, higher mean air current velocity, lower turbulency every bit good as less restraint on turn uping the site finally increases the deployment of offshore air current farms in the long footings when compared to onshore air current farms options. [ 1 ] Despite higher capital costs of the offshore air current farms undertaking, higher capacity factors can countervail this to some extent. [ 4 ] Additionally, the analysis in Renewable Energy Roadmap 2020, shows that cost of offshore wind engineering can be significantly reduced compared with other renewable engineerings by developing supply ironss and advanced engineerings. [ 2 ] Capacity Factor The capacity factor varies depending on the mean average air current velocity of geographical location and air current turbine features [ 4, 5 ] but sing future engineering development and operational experience accretion, the capacity factor of 35 % which was assumed in Renewables Advisory Board ‘s 2020 Vision was applied. [ 1 ] 3. Action Plan by 2025 The action program for 2025 was divided into two stages. This action was chosen in order to ease the accomplishment of the new mark in 2025. During the first stage ( 2013 to 2020 ) ER plans to take part and put in developing some of the offshore air current farm undertakings under Round 2 Extension, Round 3 Program and Scottish Territorial Waters Program of The Crown Estate. [ 6 ] This attack non merely leads to finishing the assorted undertakings on clip as planned, but it is besides expected to excite other seaward undertakings in the long term through continuously developing the advanced engineerings needed to cut down undertaking costs. Furthermore, based on undertaking experiences of the first stage, during the 2nd stage ( 2015 to 2020 ) ER will rush up developing new undertakings with larger capacity that can enable us to accomplish the concluding end in 2025. i 1st Phase ( 2013 ~ 2020 ) i Action Plan: Accelerate the planned offshore air current farms undertakings and develop advanced engineering to cut down the undertaking cost i Total Target Capacity: 14GW i Site: Entire 13 sites i Total Seabed Area: 3,986km2 [ 6 ] i 2nd Phase ( 2015 ~ 2025 ) i Action Plan: Develop the big graduated table offshore air current farms to accomplish the mark in 2025 i Total Target Capacity: 19GW i Site: Feasible sites among the Crown Estate Round 3 Zones ( determined by site study ) i Total Estimated Seabed Area: 1,691 ~ 3,193km2 Entire Seabed Area The entire seabed country required for both the 1st stage and 2nd stage of the program is estimated at 7,179 km2 which is about a ten percent of the size of Scotland. Harmonizing to the Crown Estate, entire seabed country of the 1st stage of the program is about 3,986km2. [ 6 ] On the other manus, entire undertaking country of the 2nd stage of the program varies depending on different air current turbine array. Given 5D by 10D turbine array [ 8 ] with a turbine rotor diameter of 164m [ 14 ] , the estimated site country for the 2nd stage is 3,193km2. However, based on the optimum air current turbine array examined by Christie [ 9 ] , the entire country for 2nd stage can be reduced to 1,691km2. The elaborate execution agenda and appraisal of the needed seabed country are described in the Annex-2. 4. Necessary Financial Support and Investment of Public Money [ 2 ] Due to the higher capacity factor and high prospective potency in UK, offshore wind engineering is expected to be the individual biggest part to renewable energy coevals for energy security and decarbonisation in the hereafter. [ 1, 3 ] However, sing that offshore air current engineerings are at the beginning of the commercial deployment phase, the current capital cost remains about twice expensive than cost of onshore air current engineerings. [ 4 ] Therefore, the uninterrupted authorities fiscal support and investing are important for the successful execution of our action program. The necessary supports chiefly include fiscal support to cut down undertaking cost and to minimise investing hazard. Furthermore, the authorities investing in seaward air current farm undertakings and grid betterment undertakings is necessary to accomplish the ER mark in 2025. i Financial support to cut down cost of offshore air current engineerings i Supporting R & A ; D and Testing Facilities to develop cost effectual engineerings ( i.e. EMEC ) i Developing supply concatenation of the equipment and building ( i.e. National Renewables Infrastructure Fund ) i Financial support to minimise investing hazard i Supplying a stable and long term fiscal support mechanism to procure fundss for the offshore air current development ( i.e. ROCs, New Electricity Market Support Mechanism ) [ 18 ] i Direct investing from public fund i Taking an active function of the authorities in direct funding sing the ample needed loaning ( i.e. Green Investment Bank Fund ) i Supplying advanced funding mechanisms to fit the long term hazard and wages profile of renewable energy investings ( i.e. Green Energy Bonds/Green Energy ISAs ) i Investment on onshore grid betterment i Ensuring timely investing on the onshore transmittal web to present power generated from offshore air current farms 5. Grid Interconnection as Measures for Energy Supply Reliability As the intermittent nature of air current resources consequences in undependable energy supply, in general back up coevals installations and energy storage systems are required to utilize air current energy as the base burden electricity coevals system. [ 10 ] In add-on to the conventional steps ER will procure the dependable electricity supply by developing grid interconnectedness undertakings in North Sea. The supergrid such as grid interconnectedness with European Continent can be one of the solutions to equilibrate a variable and unpredictable coevals end product from offshore air current. [ 16 ] Harmonizing to NorthConnect [ 11 ] the planned grid connexion between Scotland and Norway is expected to heighten the electricity supply as the high incursion of air current coevals in the UK and Hydro coevals in Norway complements each other. The proposed supergrid in the North Sea will enable to associate the UK grid to renewable coevals dominant states such as Norway, Denmark and Germany with a entire transmittal capacity of 26GW. [ 2, 12, 15 ] Therefore, the electricity trading through the supergrid will assist non merely to better the electricity supply dependability but besides to accomplish the authorities renewable development mark in 2025. 6. Decision A assortment of researches province that the UK has the abundant seaward resources along with its coastline and in peculiar offshore air current resources with the entire practical potency capacity of 116GW. [ 1 ] Despite huge potency, it seems clear that there presently exist several drawbacks of offshore wind engineerings such as high capital cost, proficient restraint and intermittence nature. However, ER is convinced that our strong vision and believable action program on offshore air current farms will lend to accomplishing the authorities ‘s renewable energy development mark in 2025. Furthermore, the uninterrupted coaction with authorities, makers and developers will excite offshore wind farm development and contribute to maximising the value of the abundant offshore air current resource in the UK. aˆ?