Use of online courses and tools in On-campus University Courses Essay Sample free essay sample

Executive Summary The current research examines the attitude of pupils and teachers to the usage of the cyberspace and other cyberspace tools in on-campus classs. assessed student’s attitudes and rating of online classs and determined their consciousness of WebCT. 60 pupils from 3 major schools at the Winthrop University were surveyed utilizing a quantitative questionnaire. The cyberspace is widely used by the pupil population to help in class work but there is merely limited usage of this medium by teachers to ease direction in the schoolroom. Email is. nevertheless. more often used than any other medium for student-instructor communicating. Barely half of the pupils would be interested in an on-line class. Students rated the absence of a schoolroom. flexibleness. riddance of going demands and clip efficiency as grounds for involvement in on-line classs. They rated no specific ground. penchant for in the flesh classs and belief that onsite classs are better as hinderances to their desire to ta ke online classs. We will write a custom essay sample on Use of online courses and tools in On-campus University Courses Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They do non believe that online classs offer much existent benefit to them. Universities need to analyze the nature of email interactions between teachers and pupils and more effectual usage of the cyberspace as learning AIDSs is needed among teachers. Introduction It appears that teachers in traditional face-to-face university classs do non do equal and effectual usage of the cyberspace and internet resources as instruction and larning AIDSs in the schoolroom. Compared to online classs. which are inherently internet-based acquisition sites. the traditional university schoolroom has non benefited from or taken much advantage of the internet resources offered by new and underdeveloped cyberspace engineerings. This research examines the usage of the cyberspace and other interne tools at Winthrop University. The research is guided by the undermentioned research inquiries: Additional the undermentioned hypotheses arae tested: Literature Review Information and communicating engineering particularly the computing machine and the Internet. has influenced many Fieldss and facets of the society including the field of instruction. The acceptance of engineering into instruction has resulted in distance acquisition which is defined as a ‘planned teaching/learning experience that uses a broad spectrum of engineerings to make scholars at a distance and is designed to promote learner interaction and certification of learning’ ( Greenberg. 1998. p. 36 on Akkoyunlu A ; Soylu. 2006 p. 44 ) . A popular type of distance acquisition is on-line larning which is ‘the usage of cyberspace to entree larning stuffs ; to interact with the content. teacher and other scholars. and to obtain support during the learning procedure. in order to get cognition ; to build personal significance ; and to turn from the larning experience’ ( Khan. 1997 on Akkoyunlu A ; Soylu. 2006 p. 44 ) . Online acquisition has become popular par ticularly for working pupils. for those who have household and kids and for those who want to be enrolled in peculiar school but geographical distance restricts them. Online acquisition has become more prevailing for busy grownups as it non merely eliminates barriers of distance and clip but besides the autocratic function of the teacher. The primary advantage of online acquisition is that it offers an chance to larn without the restrictions of clip or location. supplying flexibleness to larn at any given clip and topographic point ( Cincinnati. 2007 ) . This means that online acquisition plans are accessible 24/7 for anyone enrolled in the plan therefore it is really suiting even with busy individuals ; pupils can analyze whenever they have free clip. This type of acquisition is really advantageous to career oriented persons who wish to foster their instruction but do non hold adequate clip for traditional acquisition. Online acquisition besides offers uninterrupted perusal ; that is analyzing is non affected when pupils wanted to travel another topographic point or to alter a occupation. unlike in traditional acquisition where pupils have to reassign to the nearest school from place or work. Furthermore. online larning eliminates unproductive clip. stuffs and resources ( Cicognani. 2000 ) that is common with traditional acquisition. Online larning eliminates travel clip from work or place to school. Learning stuffs and resources are available online ; the cyberspace is utilized to present quality talks that use picture. sound and multimedia as acquisition tools ( Harvard University. 2007 ) . Such learning AIDSs help do talks easier to be understood. Online acquisition is normally preferred by older pupils and professionals because it eliminates the autocratic function of and force per unit areas from the teachers. Students can make their ain acquisition manners ; they become more autonomous and responsible for their ain acquisition ( Cincinnati. 2007 ) . Students do non hold to cover personally with their teachers every bit good as with the regulations and policy of the physical school therefore going more comfy with analyzing. Students can besides pass on with their teachers and even with fellow pupils via electronic mail or forum provided by on-line acquisition plans. Internet acquisition allows grownup scholars the flexibleness to find their ain procedure of larning without being imposed on by an teacher. Theories of grownup instruction have continuously emphasized the usage of appropriate schemes to run into the single demands of scholars. Some of the trademarks of grownup instruction. as highlighted by Lin. Cranton A ; Bridglall ( 2005 ) are independency. autonomy and ownership of ain acquisition. While cyberspace larning plans normally facilitate interaction between scholars and instructor. the grownup scholars fundamentally have full control over their ain instruction. finishing assignments and take parting in on-line treatments on their ain enterprise. Internet larning shifts the focal point from the teacher and places the scholar at the centre of larning experiences. In this manner grownup scholars benefit well from cyberspace acquisition. In recent old ages a figure of universities have been offering online and distance instruction chances. To ease students’ entree to university-specific information such as class stuff. teachers and other pupils. these universities have created practical campuses. which are highly reliant on the cyberspace and internet resources for functionality. Blackboard and WebCT are a few package companies that design. deliver. and maintain on-line classs. They specialize in capablenesss such as bulletin boards. confabs. electronic mail. and listservs which are indispensable to online classs. However. like the online schoolroom. the cyberspace can be a utile tool in the traditional schoolroom to heighten pupil acquisition. Harmonizing to Pettijohn ( 2000 ) . the cyberspace can lend significantly to bettering the schoolroom experience. The cyberspace contains a wealth of information resources which are non restricted by clip or infinite ( Salend. Duhaney. Anderson A ; Gottschalk. 2004 ) and. in any instance. it has been reported that university pupils depend rather to a great extent on the cyberspace. utilizing it rather often. therefore teachers should happen ways of integrating the cyberspace into their classs ( Hiemstra A ; Poley. 2007 ) . Since the coming and rapid proliferation of the cyberspace and cyberspace tools. research workers have been trying to analyse the comparative effectivity of the traditional internet-absent or internet-limited university schoolroom against a practical schoolroom which embraces the capablenesss offered by the cyberspace. Many establishments. such as Troy University and Winthrop University. hold provided the option of online/distance instruction options to interested pupils. in response to pupil scheduling adjustments. the altering nature of the Fieldss in instruction. and increase usage of cyberspace engineering. These universities have realized that. in order to take advantage of the new practical market-place for university instruction. their classs and plans must reflect and conform to the newest tendencies and the desires of the new consumer base. This research assesses how good traditional university classs are aligned and maintaining up with altering engineering. Assessment of universities and the quality of the plans that they offer needs to be an on-going procedure which will take to and inform alterations and betterments. Thus the findings of this survey will be rather relevant to university decision makers. teachers. pupils and other stakeholders in instruction in assisting to supply a platform for bettering pupil convenience. public presentation. enlisting and answerability at universities. Previous research has contemplated similar issues. analyzing instructors’ usage of one or other internet resources in specified classs. Duran. Kelly and Keaten ( 2005 ) reported on a survey analyzing the usage of electronic mail between teachers and their pupils. The researchers’ end was to happen out the overall frequence of student/instructor e-mail interactions. the frequence of teacher initiated e-mail interactions. the grounds for pupil originating interaction with teachers. the grounds for teachers originating interaction with pupils and the perceptual experiences of teachers with respects to the usage of this medium for pass oning with pupils. 259 teachers from two universities completed questionnaires which. on analysis. revealed that pupils communicated rather often with teachers via electronic mail but teachers were less frequent in their communicating and induction of e-mail contact. The bulk of interactions nevertheless. teachers reported. were for the intent of bespeaking deadline extensions on assignments and therefore the true potency of these interactions has non yet been realized. The teachers believed that electronic mail was replacing face-to-face interaction with pupils and perceived e-mail contact with pupils negatively as they had really small separation between place and work because electronic mails were non clip or quantity-restricted. A similar survey obtained the position of the pupils with respects to how they perceive that teachers are using the cyberspace. In this survey. Wang ( 2007 ) sought to find the extent to which teachers utilized five specific cyberspace tools: electronic mail. bulletin boards. confabs. listservs. and the World Wide Web. A sum of 624 pupils from a public university in the Pacific Rim of the United States were involved in the study. The questionnaire involved pupils evaluation the usage of each cyberspace tool in classs within the instruction. concern. and humanistic disciplines and scientific disciplines colleges of the university. The research workers found a really limited usage of the cyberspace by teachers in their schoolrooms. Additionally teachers were more willing to direct pupils to these internet resources for independent usage instead than try to ease students’ use of the cyberspace or integrate it into the schoolroom. Given these old findings it was hypothesized that teachers are non doing extended usage of internet resources in their schoolrooms and therefore that both teachers and pupils may comprehend that cyberspace usage as a teaching-learning assistance is merely relevant to online and distance instruction classs. Research Design The research was conducted at Winthrop University. a mid-sized public university. I am professionally connected to the establishment and I live in Rock Hill. SC. where the University is located therefore the handiness and convenience makes it the most appropriate survey site. Besides. Winthrop is ideal because it has used WebCT since 1999 and on February 28. 2006 it merged with Blackboard ( hypertext transfer protocol: //www. chalkboard. com/webct ) to offer over three 100 classs. including wholly on-line classs. addendums to traditional classs. and classs that are presently being developed. This study took the signifier of a questionnaire. The points on the questionnaire ( See Appendix A ) attempted to find. first of all. pupil consciousness of online classs and tools ( cognition ) ; the different cyberspace tools that are being used by teachers and pupils ( action ) and assesses the effectivity of their usage ( evaluate ) . Therefore. I administered anAttitudetype of questionnaire. Because of the entree I have at the university. ( electronic mail. database. etc ) . fixing and administrating the questionnaire had minimum costs to me. The questionnaires were administered entirely to pupils and excluded teachers. While it would hold been ideal to obtain the input of teachers. I was cognizant of the restrictions that would originate in enrolling equal Numberss of module to finish the questionnaires. I recruited a sum of 60 respondents drawn about every bit from the three major modules of the university. Students who were prosecuting surveies in classs that are IT based were excluded from the survey because such classs presuppose the incorporation of information engineering including the cyberspace and therefore went travel counter to the intents of the research. The respondents were indiscriminately selected based on their willingness to finish the questionnaires. This size is equal based on the population of the three Fieldss. Consequences A sum of 60 respondents were obtained from across three major modules of the university – Arts/Science represented 23. 33 % of the sample ( n=14 ) . Business was 33. 33 % ( n=20 ) and Education was 43. 33 % ( n=26 ) . The original purpose was to enroll an equal proportion of pupils from each module. nevertheless the distribution of respondents within the three modules is representative of the population distribution of the university where the module of Education has the largest contingent of pupils. A larger proportion of females ( 61. 66 % ; n=37 ) than males ( 38. 33 % ; n = 23 ) completed the study. These figures were farther broken down into 21. 66 % Graduates ( n = 13 ) . 31. 66 % Seniors ( n = 19 ) . 18. 33 % Juniors ( n = 11 ) . 13. 33 % Sophomores ( n = 8 ) and 15 % Freshmen ( n = 9 ) . To measure the attitude of pupils and teachers towards the usage of the cyberspace and other online tools in on-campus university classs pupils were asked to rank the frequence of their personal usage of the cyberspace. the frequence of the usage of the cyberspace to help with coursework. the frequence with which teachers utilized the cyberspace as an extra assistance and the proportion of instructor-student communicating that is conducted utilizing cyberspace tools. 58. 33 % ( n = 35 ) of pupils utilize the cyberspace everyday. 20 % ( n=12 ) utilize the cyberspace at least twice per hebdomad. 16. 66 % ( n = 10 ) use it one time per hebdomad and the staying 5 % ( n = 3 ) use the cyberspace merely one time every two hebdomads. 53. 33 % ( n = 32 ) of pupils reported that they ever used the cyberspace to help with their class work. 40 % ( n = 24 ) use the cyberspace frequently for this intent. 3. 33 % each ( n = 2 ) used the cyberspace seldom or merely sometimes for helping with class work. With regard to instructor’s incorporation of the cyberspace into on-line classs 33. 33 % ( n = 20 ) of pupils reported that teachers merely used the cyberspace sometimes. 18. 33 % ( n = 11 ) . say that teachers use the cyberspace frequently. 16. 66 % ( n = 10 ) study that teachers use the cyberspace ever. this same figure say that this is done merely seldom and 15 % ( n = 9 ) province that teachers neer use the cyberspace as a instruction or extra assistance. ( Please see Appendix 1 – Table 1 for Chi-square analyses for these classs of responses ) . Students were asked to rate the proportion of clip they communicated with their teachers utilizing face-to-face. electronic mail. telephone or other media. Both e-mail and face-to-face were used the most often. at least half of the clip in student-instructor communicating. Table 1 indicates comparative responses of pupils based on the type of communicating and the frequence of these communications. 70 % and 21. 66 % of pupils reported utilizing electronic mail to pass on with teachers all or most of the clip severally. Similarly 60 % and 6. 66 % reported utilizing face-to-face communicating most or all of the clip severally. Table 1- Proportionate usage of communicative signifiers in student-instructor interactions In order to find the attitude towards online classs pupils were asked whether or non they had of all time taken an on-line class and if they would of all time be interested in taking one. 78. 33 % ( n=47 ) of pupils had neer taken an on-line class before but about half stated they would be interested in such a class ( 48. 33 % ; n=29 ) . In saying their grounds for wanting to take an on-line class pupils ranked that direction occurs outside a schoolroom ( n=28 ) and flexibleness ( n=27 ) as the top incentives. Ranked closely behind were no demand to go ( n=25 ) . efficient usage of clip ( n=21 ) and that they can pass whatever clip they wanted to larn ( n=19 ) . In ranking the concerns that prevented them from being interested in on-line classs pupils gave no specific ground ( i. e. I’m merely non interested ) ( n=29 ) and the chief issue against on-line classs. Their penchant for in the flesh classs ( n=27 ) . belief that onsite classs are better in quality and content ( n=26 ) and their penchant for a schoolroom scene ( n=25 ) ranked following. Students were asked to rate two statements on a graduated table strongly agree. agree. impersonal. disagree and strongly differ – ( I ) Exposure to online resources and engineerings provides knowledge that I see as being of value in my future calling and ( two ) Incorporating on-line stuff to complement category stuff is good. 50 % of the pupils strongly agreed with the first statement and 41. 66 % ( n=25 ) agreed. 36. 66 % ( n=22 ) and 30 % ( n=18 ) severally strongly agreed or agreed with the 2nd statement. Merely 18. 33 % ( n=11 ) of pupils were non familiar with WebCt classs and tools. The others were at least slightly familiar ( 40 % ; n=24 ) or really familiar ( 41. 66 % ; n=25 ) . 43. 33 % ( n=26 ) believe that Winthrop does merely a just occupation of integrating internet use. Merely 20 % ( n=12 ) felt that the university was making a really good occupation. Decision The attitude of pupils towards cyberspace usage in on-campus classs is really positive with the huge bulk doing at least some usage of the cyberspace on a regular footing. non merely for personal terminals but to help with coursework. Contrary to the hypothesis cyberspace tools. specifically e-mail. are being used more often than traditional face-to-face or telephone communications. However. since the information was merely quantitative there is no suggestion as to the intents of these email communications. Research has suggested that e-mailing is normally used to bespeak deadline extensions on assignments instead than to ease meaningful instructor-student treatments on class stuff ( Duran. Kelly A ; Keaten. 2005 ) . Furthermore research workers are non utilizing the cyberspace and cyberspace tools every bit often as learning AIDSs or to ease direction. Students do non hold a really positive attitude towards online classs. Most pupils give no specific ground for non being interested in online classs and merely a little per centum have had exposure to these alternate acquisition media. They are. nevertheless. really cognizant of WebCT and believe that the university of Winthrop is making a applaudable occupation of integrating engineering into teacher. This positive reappraisal may be as a consequence of their deficiency of involvement in on-line classs. Recommendations Further research is needed to find the nature of the electronic mail interactions between teachers and pupils. Even though the research suggests that teachers are non integrating the cyberspace often pupils study that the bulk of their communications is via an cyberspace excessively – e-mailing. It would be utile to find the exact nature of the instructor-student treatments carried on at Winthrop university. Since pupils rate the university good in footings of its incorporation of the cyberspace in on-campus classs. and since they are non really interested in on-line classs. the university could try to farther better the bing online tools it uses to do these more attractive and user-friendly. It is believed that career-oriented persons would hold a different position on cyberspace usage. It would be good if farther research is conducted among persons who are presently set abouting online classs to understand the grounds for their involvement and how they evaluate their experience. Depending on the feedback from such a research this determination could either be used to promote more pupils to take advantage of these chances or to modify and better bing plans to do them more accessible to those who desire them the most. Mentions Akkoyunlu. B. A ; Soylu. M. ( 2006 ) . A survey on student’s positions on blended acquisition. Turkish diary of distance instruction.7( 3 ) . 43-56. Retrieved on February 6. 2007. from hypertext transfer protocol: //tojde. anadolu. edu. tr/tojde23/pdf/article_3. pdf Blackboard. com ( 2008 ) . Blackboard and WebCT complete amalgamation. Retrieved on January 17. 2008 from hypertext transfer protocol: //www. chalkboard. com/webct. Cicognani. A. ( 2000 ) Concept Mapping as a Collaborative Tool to Enhance Online Learning. Educational Technology A ; Society 3 ( 3 ) Retrieved on February 6. 2007. from hypertext transfer protocol: //ifets. ieee. org/periodical/vol_3_2000/b01. hypertext markup language Cincinnati State. Retrieved on February 6. 2007. from hypertext transfer protocol: //www. cincinnatistate. edu/CurrentStudent/Academics/AcademicDivisions/About_DL. htm Duran. R. L. . Kelly. L. A ; Keaten. J. A. ( 2005. May ) . College module usage and perceptual experiences of electronic mail to pass on with pupils.Communication Quarterly. 53( 2 ) . 159-176. Harvard University. Retrieved on February 6. 2007. from hypertext transfer protocol: //www. Harvard University. edu/siteguide/faqs/faq33. hypertext markup language Hiemstra. R. A ; Poley. J. ( 2007. Jan/Feb ) . Lessons pertinent for learning with computing machines.Clearing House. 80( 3 ) . 144-148. Lin. L. . Cranton. P. A ; Bridglall. B. ( 2005 ) . Psychological type and asynchronous written duologue in grownup acquisition.Teachers College Record. 107( 8 ) . 1788-1813. Pettijohn. J. B. ( 2000. May/Jun ) . AddedVirtual Tourss – A tool for heightening and inspiring the international concern category.Journal of Education for Business. 75( 5 ) . 291-296. Salend. S. J. . Duhaney. D. . Anderson. D. J. . Gottschalk. C. ( 2004. Jan/Feb ) . Using thecyberspaceto better prep communicating and completion.Teaching Exceeding Children. 36( 3 ) . 64-73. White. M. ( 2006 ) . The Advantages of Online Learning. Retrieved on February 6. 2007. from hypertext transfer protocol: //www. associatedcontent. com/article/50695/the_advantages_of_online_learning. hypertext markup language Wang. Y. ( 2007. April ) . Internet uses in University classs.International Journal of E-Learning. 6( 2 ) . 279-292.

Chinese economy essays

Chinese economy essays If China's economy grows as fast for the next 20 years as it has for the past 14, it will be the biggest economy on earth: I feel that China's drastic improvements over the last 14 years are overwhelming, with their Real GNP growing at a rate of 9% a year, which means by, 1994, China's economy will match the performance of countries like Japan and Taiwan. China's standard of living has also increased, and the number of people who were considered absolutely poor decreased approximately 63%. I feel with the vast amount of people living in China, and the economic activity booming like it is, China's exports will continue to grow, as well as the standard of living. This will create more revenue, and more capital for them to produce even more goods and become even larger, prospering as one of the biggest economies on the earth. I also feel that China should try to overcome its corrupt system and steadily move Competition has been the key to China's success: I believe that competition has been the key to China's success. When Mr. Deng opened the free market, it brought the first signs of the farmers becoming more rich since the 1950s. His political genius allowed the farmers to become rich. He also introduced the "open-door policy" which is proving to be very beneficial, as they follow in the footsteps of their strong rich neighbours. Mr. Perkins believed four conditions must be met for a market system to work well in reforming centrally planned economy. I believe if China continues to improve its productivity, and the number of monopolies decrease as studies show, China will move into a capitalist front only to prosper. An Inflationary crisis within two years will test The 14th Communist Party Congress, set the official seal on the fourth wave of economic reform. Market Splinteri ...

Avocado History, Domestication, and Spread

Avocado History, Domestication, and Spread Avocado (Persea americana) is one of the earliest fruits consumed in Mesoamerica and one of the first trees domesticated in the Neotropics. The word avocado derives from the language spoken by the Aztecs (Nahuatl)  who called the tree ahoacaquahuitl  and its fruit ahuacatl; the Spanish called it aguacate. The oldest evidence for avocado consumption dates back almost 10,000 years in Puebla state of central Mexico, at the site of Coxcatlan. There, and in other cave environments in the Tehuacan and Oaxaca valleys, archaeologists found that over time, avocado seeds grew larger. Based on that, the avocado is considered to have been domesticated in the region by between 4000-2800 BC. Avocado Biology The Persea genus has twelve species, most of which produce inedible fruits: P. americana is the best known of the edible species. In its natural habitat, P. americana grows to between 10-12 meters (33-40 feet) high, and it has lateral roots; smooth leathery, deep green leaves; and symmetrical yellow-green flowers. The fruits are variously shaped, from pear-shaped through oval to globular or elliptic-oblong. The peel color of the ripe fruit varies from green to dark purple to black. The wild progenitor of all three varieties was a polymorphic tree species that spanned a broad geographical area from the eastern and central highlands of Mexico through Guatemala to the Pacific coast of Central America. The avocado should really be considered as semi-domesticated: Mesoamericans didnt construct orchards but rather brought a few wild trees into residential garden plots and tended them there. Ancient Varieties Three varieties of avocado were created separately in three different locations in Central America. They were recognized and reported in surviving Mesoamerican codexes, with the most detail appearing in the Aztec Florentine Codex. Some scholars believe these varieties of avocados were all created in the 16th century: but the evidence is inconclusive at best. Mexican avocados (P. americana var. drymifolia, called the ​aoacatl in the Aztec language), originated in central Mexico and are adapted to the tropical highlands, with relatively good tolerance to cold and small fruits that are covered by a thin, purple-black skin.Guatemalan avocados, (P. americana var. guatemalensis, quilaoacatl) are from southern Mexico or Guatemala. They are similar in shape and size to the Mexican but have a more ovoid and lighter-colored seed. Guatemalan avocados are adapted to medium elevations in the tropics, are somewhat cold-tolerant, and have a thick, tough skin.West Indian avocados (P. americana var. americana, tlacacolaocatl), despite their name, are not from the West Indies at all, but rather were developed in the Maya lowlands of central America. They are the largest of the avocado varieties and are adapted to lowland humid tropics and tolerant of high levels of salt and chlorosis (plant nutrient deficiencies). The West Indian avocado fruit is r ound to pear shape, has a smooth easy-to-peel light green skin and abundant flesh with a slightly sweet taste. Modern Varieties There are about 30 main cultivars (and many others) of avocados in our modern markets, of which the best known include the Anaheim and Bacon (which are derived almost entirely from Guatemalan avocados); Fuerte (from Mexican avocados); and Hass and Zutano (which are hybrids of Mexican and Guatemalan). Hass has the highest volume of production and Mexico is the major producer of exported avocados, nearly 34% of the entire global market. The major importer is the United States. Modern health measures suggest that eaten fresh, avocados are a rich source of soluble B vitamins, and of about 20 other essential vitamins and minerals. The Florentine codex reported avocados are good for a variety of ailments including dandruff, scabies, and headaches. Cultural Significance The few surviving books (codices) of the Maya and Aztec cultures, as well as oral histories from their descendants, indicate that avocados held a spiritual significance in some Mesoamerican cultures. The fourteenth month in the classic Mayan calendar is represented by the avocado glyph, pronounced Kankin. Avocados are part of the name glyph of the classic Maya city of Pusilh in Belize, known as the Kingdom of the Avocado. Avocado trees are illustrated on the Maya ruler Pacals sarcophagus at Palenque. According to Aztec myth, since avocados are shaped like testicles (the word ahuacatl also means testicle), they can transfer strength to its consumers. Ahuacatlan is an Aztec city whose name means place where the avocado abounds. Sources This glossary entry is a part of the About.com guide to Plant Domestication, and the Dictionary of Archaeology. Chen H, Morrell PL, Ashworth VETM, de la Cruz M, and Clegg MT. 2009. Tracing the Geographic Origins of Major Avocado Cultivars. Journal of Heredity 100(1):56-65. Galindo-Tovar, Marà ­a Elena. Some aspects of avocado (Persea americana Mill.) diversity and domestication in Mesoamerica. Genetic Resources and Crop Evolution, Volume 55, Issue 3, SpringerLink, May 2008. Galindo-Tovar ME, and Arzate-Fernndez A. 2010. West Indian avocado: where did it originate? Phyton: Revista Internacional de Botnica Experimental 79:203-207. Galindo-Tovar ME, Arzate-Fernndez AM, Ogata-Aguilar N, and Landero-Torres I. 2007. The Avocado (Persea Americana, Lauraceae) Crop in Mesoamerica: 10,000 Years of History. Harvard Papers in Botany 12(2):325-334. Landon AJ. 2009. Domestication and Significance of Persea americana, the Avocado, in Mesoamerica. Nebraska Anthropologist 24:62-79. Martinez Pacheco MM, Lopez Gomez R, Salgado Garciglia R, Raya Calderon M, and Martinez Muà ±oz RE. 2011. Folates and Persea americana Mill. (Avocado). Emirates Journal of Food and Agriculture 23(3):204-213.

Introduction to the Internet and E Business- H1 Essay

Introduction to the Internet and E Business- H1 - Essay Example E-Business means running an online business in order to improve productivity of the business. In today’s world, almost every business needs to have an online presence to attract customers. Website is the most popular platform for internet marketing. Our company, Home Delights will also make use of a website for marketing purposes. Holub (2005) asserts, â€Å"One of the easiest ways to help your business gain more exposure and potential customers is to have a professionally developed website†. E-Business model is a set of planned activities used by a company to generate profitable growth of the revenue using internet technology. Home Delights can make use of Business-to-Customer (B2C) model to increase its profits. Advertising, referral fee, and subscription charges will be the main sources of revenue generation. The first model, which will be used by our company, is Comparison-Pricing model. Comparison-Pricing model will help the customers find the most suitable catering company from a variety of companies through polling. Demand-Sensitive model will enable a group of customers to get a group discount on using the services of Home Delights. There are many methods through which Home Delights can make use of internet technology to sell its services to the customers. Some of the most popular ways include web marketing, classified ads, selling through company’s website, and selling through email marketing. Some other uses of the internet which can benefit our company include online chat and email system to improve the customer service, advertising through internet to enable the business reach international market, and providing complete information about the company on the internet to increase credibility of the business. The first company, Eatable Delights Catering, provides a variety of catering services to the customers. The services include party arrangements, wedding

Defining the Role of the President of the United States as Outlined in Research Paper

Defining the Role of the President of the United States as Outlined in the US Constitution - Research Paper Example The President can appoint people to high-level positions of public administration. This role and power are enshrined and provided for in Section II of Article II of the Constitution where the Chief Executive can select top employees, subject to the approval of the Senate. Still, as the Chief Administrator, Section III of Article II bestows the power to make recommendations on fiscal policies on the President of the United States. The consideration of this article is always done in light of Article I of the US constitution which accords Congress the power to review taxes and spending. Nevertheless, the power to control the budget-making process is chief among the crucial administrative prerogatives of the President of the US. In this light, it is often the President who makes the decision on how and where the money is spent. At the end of the 1990s, the Office of the President took over a more significant function in determining federal spending. Section III of Article also extends the Office of the President of the United States the powers of a Chief Magistrate. Particularly, Section III of Article states that the President of the United States â€Å"†¦ shall take care that the laws be faithfully executed†¦Ã¢â‚¬  In a closely related wavelength, Section VII of Article I accords the President of the United States the powers of the Chief Legislator. This section of the US Constitution states that every bill which the Senate and the House of Representative shall pass shall be presented to the President of the United States prior to its becoming law. If the President approves the Bill, he shall append his signature to it. Otherwise, the President shall return the Bill to the House with his objections to it.  

Polluter Pays Principle Case Study

Polluter Pays Principle Case Study I. Introduction The Polluter pays principle (PPP) basically means that the producer of goods should be responsible for the cost of preventing any pollution caused as well as remedy any damage so caused. It will include full environmental costs i.e. cost of pollution or any other harm caused to the ecology and not just those which are immediately tangible costs.[1] The polluter pays principle is preventive and compensatory in nature. It may entail fixing criminal responsibility on polluter, to make him make good the harm or pay eco-tax or carbon tax or at least participate in preserving environment in some way. The principle of polluters pay has been interpreted differently in different countries and there seems to be no common definition. For instance, some countries impose retrospective liability on the polluter and different countries have different definitions for who is a polluter and what constitutes pollution[2]; range of costs to be borne by the polluter differs. It should also be noted that the above principle is more of a regional custom than part of international environmental law. The name of this rule is unnecessarily restrictive if taken literally. Pollution (harm associated with emission of wastes into environment) is only one of many forms of environmental degradation to which the rule has been applied. Initially, PPP was interpreted only as government not doing the clean up job for the polluters or the industries, but today the scenario has changed. The most popular interpretation of PPP is that apart from the government even the specific polluters should incur the responsibility for abating their contribution to a particular pollution problem. This is called equitable internalization. As polluters bear all the cost the distortions in international trade and investment arising from differential pollution abatement financing methods could be eliminated through the adoption of the PPP.[3] The polluter pays principle has been used as the beneficiary-pays principle which favours the costs of providing conservation goods (i.e. prevention or repair of environmental degradation) being allocated to those who benefit from those goods. The strict version requires costs be fully distributed among beneficiaries pro-rata to their shares of total benefits (User pays principle) while the weaker version requires that all beneficiaries cover full costs. (Beneficiary compensates principle)[4] This research paper aims as briefly discussing the development of the PPP, its implementation while referring to its ever expanding definitions as well as its advantages and limitation in the Indian and the International scenario. II. The economic aspect The PPP was initially conceived as an economic theory to maximize resource allocation. Pollution in economic terms simply means improper cost allocation.[5] That is, the cost of one resource, i.e., water or air, is not properly reflected in the product price. Initially, people had the common belief that neither air nor water was a scarce resource and so its use was free to all and producers could discharge waste into the air or water without accounting for the use of that resource as part of production costs. They simply passed the cost of using the air or water for waste disposal on to the future users of those resources. This failure to properly allocate costs stimulates over-production leading ultimately to a market failure. Such failure, if not corrected, will result in pollution which needs to be adequately paid for. This is commonly known as the theory of internalization of external costs. Thus, polluter pays strives to internalize environmental externalities, thereby mandating that environmental harms be factored into market price. This informs consumers of the true costs of industrial activity and discourages environmentally harmful behavior. It could also be used to oblige nations to reflect in market terms the environmental externalities of their industrial development. This would diminish the incentive to pursue comparative advantage through a willingness to impose greater externalities on the environment.[6] PPP favours corrective justice and is concerned very less with idea of fault. When reduced to its most basic logic and applied to the interstate level, the polluter pays principle serves a reparative function: one who causes harm must remedy it. This logic is particularly compelling given that these harms impinge upon common concerns of humanity. Furthermore, under this principle it is not the responsibility of government to meet the costs involved in either prevention of environmental damage, or in carrying out remedial action, because the effect of this would be to shift the financial burden of the pollution incident to the taxpayer.[7] III. International Background The recognition of the vice of pollution and its impact on future resources was realised during the early part of 1970. The United Nations Economic Commission for Europe, during a panel discussion in 1971, concluded that the total environmental expenditure required for improvement of the environment was overestimated but could be reduced by increased environmental awareness and control. In 1972, the Organisation for Economic Cooperation and Development adopted the polluter pays principle as a method for pollution cost allocation, including for accidental pollution. This principle was also discussed during the 1972 Paris Summit.[8] It was the EU which took the lead in promoting the PPP when in 1974, it made it mandatory that this principle be uniformly applied to all its member states. The current Fourth Action Programme makes it clear that the cost of preventing and eliminating nuisance must in principle be borne by the polluter, and the PPP has now been incorporated into the European Community Treaty as part of the new Articles on the environment which were introduced by the Single European Act of 1986. Article 130(2) of the Treaty states that environmental considerations are to play a part in all the policies of the Community, and that action is to be based on three principles: the need for preventative action; the need for environmental damage to be rectified at source; and that the polluter should pay.[9] PPP is included in Article 174 of the EU Treaty (1997) and since 1990, when the International Convention on Oil Pollution Preparedness, Response and Co-operation was agreed upon by the International Maritime Organization (IMO), the PPP has been acknowledged as a general principle of international environmental law. In US, the principle was adopted by the enactment of Comprehensive Environment response Compensation and liability Act, 1980. World Commission on Environment and Development (1986) also legally supported PPP through sustainable development principle 10.[10] Later international documents like the 1992 Rio declaration: principle 16[11], Agenda 21 and the World Summit on Sustainable Development (WSSD) i.e. Johannesburg Plan of Implementation reiterated the same principle. Some of the salient principles of Sustainable Development, as culled-out from Brundtland Report include PPP. IV. India and the polluter pays principle Policy: National conservation strategy and policy statement on environment and development, 1992 recommends   â€Å"operationalisation of polluter pays principle by introducing effluent tax, resource cess for industry and implementation of standards based on resource consumption and production capacity so that environmental considerations could be integrated while encouraging industrial growth.† National environment policy, 2006 is more specific in recognizing the polluter pays principle in order to achieve economic efficiency in environmental conservation. This Principle requires that the services of environmental resources be given economic value, and such value to count equally with the economic values of other goods and services, in analysis of alternative courses of action. Judiciary: The judiciary in India first recognised the polluter pays principle as a sound principle in Indian Council for Enviro-Legal Action v. Union of India Ors[12](Bichhri Village case) which interpreted PPP to mean that â€Å"absolute liability of harm to the environment extends not only to compensate the victims of pollution, but also to the cost of restoring environmental degradation. This principle forms an important part of sustainable development†[13]. Explaining the principle, the Court held that it is not the role of the government to meet the cost either in the prevention of such damage or in carrying out remedial action, because the effect of this would be shifting the financial burden of the pollution incident to the tax payers and why should the tax payers share this burden? It should be the polluter who should be made responsible for their wrong doings.[14] Thus, according to this principle, the responsibility for repairing the damage is that of the offending industry. Sections 3 and 5 of the Environment (Protection) Act 1986 empower the Central Government to give directions and take measures for giving effect to this principle. The social action litigation initiated in August, 1989 relating to production of ‘H acid in chemical industries near Bichhri village. Since the toxic untreated waste waters were allowed to flow out freely and because the untreated toxic sludge was thrown in the open in and around the complex, the toxic substances percolated deep into the earth polluting the underground water. The water in the wells and the streams has become dirty and unfit, and is no longer potable. Even the land has become barren and can no longer be cultivated. Further it was also observed that even trees like eucalyptus planted in contaminated fields show leaf burning and stunted growth. Many old trees which were badly affected due to contamination are still growing under stress conditions as a result of soil contamination. The resulting misery to the villagers needs no emphasis. It spread disease, death and disaster in the village and the surrounding areas. Most of these industries were never even granted a no objection certificate. Keeping this in mind, NEERI report suggestedthat the principle of Polluter Pays should be applied in this case. The cost of damage to be disbursed to the affected villagers is estimated at Rs. 342.8 lakhs. This cost needs to be borne by the management of the industry in keeping with the PPP and the doctrine of Strict/Absolute liability, as applied to Sriram Food and Fertilizers Industry in the case of Oleum leak in 1985. It was finally directed that the Central Government shall determine the amount required for carrying out the remedial measures over the damage caused to ecology of the region. It was kept open for the villagers to institute suits for suitable relief. The court said that no distinction is to be made in this behalf as between a large-scale industry and a small-scale industry or for that matter between a large-scale industry and a medium-scale industry. All chemical industries, whether big or small, should be allowed to be established only after taking into considerations all the environmental aspects, appropriate directions in that behalf may be issued under Section 3 and 5 of the Environment Act, the Central Government shall ensure that the directions given by it are implemented forthwith. The Central Government and the R.P.C.B. shall file quarterly Reports before this Court with respect to the progress in the implementation of Directions. In S. Janannath v Union of India[15], applying the said principle, the Court held the aquaculture (shrimp culture) industry that had been functioning within the Coastal Regulatory Zone (CRZ) Notification as liable to pay the affected persons on the basis of the polluter pays principle. In Vellore Citizens Welfare Forum v Union of India[16], a three judge bench went a step further and regarded both the precautionary principle and the polluter pays principle as part of environmental law.[17] Kuldip Singh, J. after referring to the principles evolved in various international Conferences and to the concept of Sustainable Development, stated that the PPP now governs the law in our country too, as is clear from Articles 47, 48-A and 51-A(g) of our Constitution and that, in fact, in the various environmental statutes, such as the Water Act, 1974 and other statutes, including the Environment (Protection) Act, 1986, these concepts are already implied. The learned Judge declared that these pri nciples have now become part of our law. In fact on the facts of the case before this Court, it was directed that the authority to be appointed under Section 3(3) of the Environment (Protection) Act, 1986 shall implement the PPP.[18] Next, reference may also be made to the decision in the case of A.P. Pollution Control Board v. Prof. M.V. Nayudu (Retd.) and Ors[19]and Karnataka[20] where, after referring to the principles noticed in Vellore Citizens Welfare Forums Case, the same have been explained in more detail with a view to enable the Courts and the Tribunals or environmental authorities to properly apply the said principles in the matters which come before them. It was in this case that the onus of proof was fixed to be on the polluter. In MC Mehta v. Union of India[21] it was held that even if PPP is not interpreted as a principle of environment law in India as stated in Vellore case, it still remains a principle of international law which has acquired the status of customary international law. It is a well-settled law under the Indian Constitution that rules of customary international law not contrary to municipal law be deemed to be incorporated into the domestic law. And, therefore, once declared as customary international law, precautionary principle naturally became part of Indian municipal law. Relying on the above judgment, in M.C.Mehta v. UOI[22], the SC ordered the Calcutta Tanneries to relocate and pay compensation for the loss of ecology/environment of the affected areas and the suffering of the residents. Similarly, in the Kamalnaths case[23], the court by considering the PPP as the law of the land, ordered that one who pollutes the environment must pay to reverse the damage caused by his acts. Thus, Span Motels who were illegally and callously interfering with the natural flow of Beas were directed to pay compensation by way of costs for restitution of environment and ecology of the area. In the matter of enforcement of Fundamental Rights under Article 21, under Public Law domain, the Court, in exercise of its powers under Article 32 of the Constitution, has awarded damages against those who have been responsible for disturbing the ecological balance either by running the industries or any other activity which has the effect of causing pollution in the environment. The Court while awarding damages also enforces the PPP which is widely accepted as a means of paying for the cost of pollution and control. To put in other words, the wrongdoer, the polluter, is under an obligation to make good the damage caused to the environment.[24]Again in MC Mehta v. UOI[25] a question arose as to the fate of mining activities in the Aravalli range in Gurgaon and if any, payments have to be made by the mine operators and/or by State Government towards environmental fund applying PPP. Also, in Research foundation case[26], PPP was applied to the case where a high power committee on hazardous wastes noticed 133 containers being illegally imported under the garb of lubricating oil. Recommendation of Monitoring Committee that only appropriate course to protect environment was to direct destruction of consignments by incineration was followed and the Importers held liable to pay amounts to be spent for destroying hazardous waste on basis of precautionary principle and PPP. The decision in Deepak Nitrite Ltd. v. State of Gujarat and others[27] laid down a proposition that in absence of actual degradation of environment by the offending activities, the payment for repair on application of the PPP cannot be ordered. In this case a Public Interest litigation was filed   before High Court alleging large scale pollution caused by industries located in Gujarat Industrial Development industrial corporation estate at Nandesari. In Tirupur Dyeing[28] case, public interest litigation was filed against the discharge of effluents into river. A large number of farmers have suffered because of the pollution caused by them. They could not cultivate any crop in the said land. The Pollution Control Board is directed to ensure that no pollution is caused, giving strict adherence, to the statutory provisions. polluter-pays are the integral part and parcel of national environmental law. The appellant is bound to compensate the persons who have suffered the loss because of the activity of its members, as water of the river is neither worth for irrigation purpose nor potable. It was also reiterated that principles of polluters-pay and precautionary principle have to be read with the doctrine of sustainable development. V. Conclusions Even with all its success in Indian scenario, the polluter pays principle is not a cure for all of the worlds environmental problems. It has a potential only for problems that stem from identifiable polluters who have sufficient economic resources to pay their way and even under the broadest definitions of pollution, the PPP cannot assist with serious environmental issues such as declining biological diversity or destruction of ecologically critical habitats. Other problems, though pollution related, are the aggregated consequence of the disparate actions of millions of individuals who are just trying to maintain a subsistence livelihood in overcrowded cities or desertified rural areas. The PPP would be inappropriate in such situations; these impoverished polluters are in no position to pay for their contribution to the worlds environmental burden. Most developing countries are yet to completely subscribe to the polluter pays principle as a major environmental policy guideline due to difficulty in implementing the same and due to its vague nature. The poor households, informal sector firms, and subsistence farmers cannot bear any additional charges for waste disposal while the small and medium-size firms from the formal sector, which mainly serve the home market, find it difficult to pass on higher costs to the domestic end-users of their products. Also, the exporters in developing countries usually cannot shift the burden of cost internalisation to foreign customers due to elastic demand. Lastly, many environmental problems in developing countries are caused by an overexploitation of common pool resources. Yet the Indian Judiciary and the recent national environment policy have enthusiastically applied the policy successfully on case to case basis. Its development into a well rounded principle can   only be judged with time but its present usefulness is very apparent. Bibliography Ashford Nicholas A. and Charles C. Caldert, Environmental law, policy and economics: Reclaiming the environmental agenda, MIT press, London, 2008 Candice Stevens, Interpreting the Polluter Pays Principle in the Trade and Environment Context 27 Cornell Intl L. J. 577 (1994) Cardwell Michael, The polluter pays principle in European Community law and its impact on United Kingdom farmers Okla. L. Rev. 89 Choudhary Himanshu, A short note on the Polluter Pays Principle available at http://www.indlaw.com/display.aspx?2601 last visited on 27 January 2010 Dam Shubhankar and Vivek Tewary, Polluting environment, polluting constitution worse than a polluted environment? 17 J.Envtl. L. 383 Divan Shyam, Demin Rsencraz, Environment law and policy in India, second ed., Oxford University press, London, 2002 De Lucia, Vito, Polluter pays principle at http://www.eoearth.org/article/Polluter_pays_principle last visited on 9 February 2010 Drumbl Mark A., Poverty, wealth and obligation in international environment law 76 Tut.L.Rev.843 Dube Indrajit, Environment Jurisprudence: polluter liability, Lexis-Nexis Butterworths, Delhi, 2007 Fitzmaniaca Malgosia, Contemporary issues in International environment law, Edward elgar publishing inc, USA, 2009 Havenga Peter, A Few Steps Closer Towards Establishing the Polluter Pays Principle (1997) 9 SA Merc LJ Interpretation of Polluter Pays Principle (PPP) In India available at http://www.legalserviceindia.com/article/l54-Interpretation-of-Polluter-Pays-Principle.html last visited on 27 January 2010 Nash Jonathan R., Too Much Market? Conflict between Tradable Pollution Allowances and the Polluter Pays Principle, 24 Harv. Envtl. L. Rev. 465, 466 (2000) Sands Philip, Principles of International law: Frameworks, standards and implementation: Volume-1, CSERGE, New York, 1995 Sanford E. Gaines, Polluter-Pays Principle: From Economic Equity to Environmental Ethos, 26 Tex. Intl L. J. 463 (1991) Senagar Dharmendra, Environment law, Prentice Hall of India ltd, New Delhi, 2007 Shiraz Rustomjee, Global environmental law and India, 36 Intl J.Legal Info.342 Sohn, The Stockholm Declaration on the Human Environment, 14 HARV. INTL L.J. 423(1973) Stuart Bell and Donald Mcgillivray, Environmental law, seventh ed., Oxford University Press, London, 2008 Ursula Kettlewell, The answer to global pollution? A critical examination of problems and potential of polluter-pays principle, 3 Colo. J. Intl Envtl. L. Poly 429 (1992) [1] Research Foundation for Science and Technology and Natural Resources Policy v. UOI and Another (2005)13SCC186 [2] According to Pearce, a polluter is a party emitting damaging wastes to the environment. This has often being broadened to any party who degrades the natural environment. Bromley argues, however, that emissions only constitute pollution when a victim is within the realm of emission. In some circumstances the victim may be seen as causing pollution by oming to nuisance and should therefore, by Bromleys reasoning be regarded as the polluter. [3] (Bell and Mcgillivray, 344) [4] (Havenga, 19) [5] (Kettlewell, 429) [6] ( Nash, 455) [7] (Dam and Tewary, 383) [8] ( Cardwell, 94) [9] M.C.Mehta v. Kamalnath (2000)6SCC213 [10] States shall prevent or abate any trans-boundary environmental interference which could cause or causes significant harm. [11] Principle 16 of the Rio Declaration provides that national authorities should endeavour to promote the internalization of environmental costs and the use of economic instruments, taking into account the approach that the polluter should, in principle, bear the cost of pollution, with due regard to the public interest and without distorting international rade and investment. [12] (1996) 3 SCC 212 [13] N.D Jayal v. Union of India 2004(9)SCC362 [14] M.C.Mehta v. Union of India (Taj Trapezium Case) 1996(8)SCC 462 [15] (1997) 2 SCC 87 [16] (1996) 5 SCC 647 [17] The same was reiterated in Narmada Bachao Andolan v. Union of India 2000(10)SCC664 [18] This obiter was later applied in the case of A.P. Pollution Control Board v. Prof. M.V. Nayadu (Retd.) Others AIR1999SC812 [19] [(1996) 5 SCC 718] [20] (2006)6SCC371 [21] 1997(3)SCC715 [22] 1997(2)SCC411 [23]M.C.Mehta v. Kamal Nath and Ors (1997) 1 SCC 388 [24] M.C Mehta v. Kamalnath (2000)6SCC213 [25] (2004)12SCC118 [26] Supra to 1 [27] (2004)6SCC402 [28] (2009)9SCC737

Life Span Perspective Paper

Life Span Perspective Paper Life span is the time of conception till the day a person takes their last breathe. So many situations take place in a person’s life like reaching other developmental periods within life. A child grows from an infant and becomes of age to go to school for the first time or simply graduating from high school and entering the next phase of life when responsibility becomes everything. Each phase of life means that a person is developing whether they are transitioning from a young adult to being a middle aged adult there are developmental stages that take place until the final transition which is death.In order to better understand human development the process of studying takes place which in turn means moving from one stage to the next within a lifespan. Through the years observation, predictions and evolving technologies have opened up doors to the way individuals develop and reach stages by pinpointing differences and predictions that prove to be in accurate or simply that have not risen to the occasion over the years of change. There are considered to be five characteristics of development; multidirectional, multicontextual, multicultural, multidisciplinary and plasticity.Multidirectional is the study of change within human development. Multicontextual is dealing with contexts such as an individual’s surroundings or environment that can affect development. Multicultural is when individuals do not notice cultural differences because they have become so used to their own surroundings. Multidisciplinary which pertains to multiple academic fields which all deliver the same insight as to how data and insight are contributed. Plasticity is when change occurs sometime during the lifespan of an individual. A person could be fine and then experience the lost of a parent and become altered forever.These five characteristics all intertwine with one another in order to explain in detail how people transition and develop through mul ti stages within life. There are also three domains of human development; biosocial development, cognitive development and psychosocial development. (Boyd and Bee, 2006). Two theories of lifespan development are grand theories and emergent theories. Grand theories are a combination of behaviorism, cognitive theory and psychoanalytic theory which refer to child development through comprehensive theories of psychology in a detailed manner.Emergent theories are not as detailed but it does incorporate the interpretations of development but touches on preconceived comprehensive and systematic instances. Behaviorism studies observable behavior and is sometimes referred to as the learning theory because behavior is learned in a number of ways. Cognitive theory focuses on how the thought process develops and is ultimately configured. Psychoanalytic theory is when a child has inner drives and motives such as obtaining the cookie from the cookie jar after their parent has told them not until after dinner. Boyd and Bee, 2006). Heredity is when your skin tone or height is passed down through the generations within a family. Your genes and DNA that make you who you are as far as features and sometimes personality and reactions to a situation. Environment is where a person lives, is raised or chooses to reside. A person can come from a family that has never been to college but allows a positive environment to flourish newer ways of learning to achieve a major goal within their life.No one can change their DNA or even their genes but allowing positive versus negative environments to influence their future thought process can really provide a lot of good. On the other hand a person can have the makeup of having an addictive personality that can ultimately be very negative outcome as a person that has two alcoholic parents and paternal and maternal grandparents that have issues with drugs and alcohol. If the individual takes a drink of alcohol and the addictive traits get wake n up then the individual could really cause harm to themselves by subduing to alcohol and drugs.An environment can truly have an effect on the development of an individual. A person can be raised in a tense environment and exude a negative temperament as a result of being in non nurturing situation. In conclusion everyone in the world has reached some stage within the lifespan developmental stage and in order for these stages to have been identified research, observation and scientific experiments have taken place. There is such a wide array of characteristics of development that pinpoint the differences that are faced within the entire life of an individual.Grand theories are three incorporated theories that are detailed and well observed in order to showcase development of the years as everyone is very different. Emergent theories are theories that are not detailed and can change at any given moment because they are predicted theories that might not be proven to be true. Heredity and environment play such pivotal roles in development because people mimic behaviors and influences that are around them whether negative or positive. ? Reference Boyd, D. , & Bee, H. (2006). Lifespan Development (4th ed. ). Upper Saddle River, NJ: Pearson. Life Span Perspective Paper Life Span Perspective Paper Life span is the time of conception till the day a person takes their last breathe. So many situations take place in a person’s life like reaching other developmental periods within life. A child grows from an infant and becomes of age to go to school for the first time or simply graduating from high school and entering the next phase of life when responsibility becomes everything. Each phase of life means that a person is developing whether they are transitioning from a young adult to being a middle aged adult there are developmental stages that take place until the final transition which is death.In order to better understand human development the process of studying takes place which in turn means moving from one stage to the next within a lifespan. Through the years observation, predictions and evolving technologies have opened up doors to the way individuals develop and reach stages by pinpointing differences and predictions that prove to be in accurate or simply that have not risen to the occasion over the years of change. There are considered to be five characteristics of development; multidirectional, multicontextual, multicultural, multidisciplinary and plasticity.Multidirectional is the study of change within human development. Multicontextual is dealing with contexts such as an individual’s surroundings or environment that can affect development. Multicultural is when individuals do not notice cultural differences because they have become so used to their own surroundings. Multidisciplinary which pertains to multiple academic fields which all deliver the same insight as to how data and insight are contributed. Plasticity is when change occurs sometime during the lifespan of an individual. A person could be fine and then experience the lost of a parent and become altered forever.These five characteristics all intertwine with one another in order to explain in detail how people transition and develop through mul ti stages within life. There are also three domains of human development; biosocial development, cognitive development and psychosocial development. (Boyd and Bee, 2006). Two theories of lifespan development are grand theories and emergent theories. Grand theories are a combination of behaviorism, cognitive theory and psychoanalytic theory which refer to child development through comprehensive theories of psychology in a detailed manner.Emergent theories are not as detailed but it does incorporate the interpretations of development but touches on preconceived comprehensive and systematic instances. Behaviorism studies observable behavior and is sometimes referred to as the learning theory because behavior is learned in a number of ways. Cognitive theory focuses on how the thought process develops and is ultimately configured. Psychoanalytic theory is when a child has inner drives and motives such as obtaining the cookie from the cookie jar after their parent has told them not until after dinner. Boyd and Bee, 2006). Heredity is when your skin tone or height is passed down through the generations within a family. Your genes and DNA that make you who you are as far as features and sometimes personality and reactions to a situation. Environment is where a person lives, is raised or chooses to reside. A person can come from a family that has never been to college but allows a positive environment to flourish newer ways of learning to achieve a major goal within their life.No one can change their DNA or even their genes but allowing positive versus negative environments to influence their future thought process can really provide a lot of good. On the other hand a person can have the makeup of having an addictive personality that can ultimately be very negative outcome as a person that has two alcoholic parents and paternal and maternal grandparents that have issues with drugs and alcohol. If the individual takes a drink of alcohol and the addictive traits get wake n up then the individual could really cause harm to themselves by subduing to alcohol and drugs.An environment can truly have an effect on the development of an individual. A person can be raised in a tense environment and exude a negative temperament as a result of being in non nurturing situation. In conclusion everyone in the world has reached some stage within the lifespan developmental stage and in order for these stages to have been identified research, observation and scientific experiments have taken place. There is such a wide array of characteristics of development that pinpoint the differences that are faced within the entire life of an individual.Grand theories are three incorporated theories that are detailed and well observed in order to showcase development of the years as everyone is very different. Emergent theories are theories that are not detailed and can change at any given moment because they are predicted theories that might not be proven to be true. Heredity and environment play such pivotal roles in development because people mimic behaviors and influences that are around them whether negative or positive. ? Reference Boyd, D. , & Bee, H. (2006). Lifespan Development (4th ed. ). Upper Saddle River, NJ: Pearson.