Discussion Questions Essay Example | Topics and Well Written Essays - 500 words - 10

Discussion Questions - Essay Example ncludes, but is not limited to, knowledge of the activities of competitors such as their sales and marketing strategies, price points, research and development, patents, mergers and acquisitions, hirings and firings, and so on. Besides this knowledge of what other competing companies are doing, it also includes knowing for example, relevant regulatory legislation such as deregulation and pollution standards, and awareness of new markets, emerging technologies, new competitors and public opinion etc. Knowledge of all the above-mentioned factors that impinge on the competitive environment contributes to a more complete understanding of multinational and global market research by providing the company already present or wishing to engage in this environment a profound insight into everything that can directly affect it. For example, legislation on safety standards would make it necessary for the company to conform to them; taking advantage of new technologies could help to improve the manufacture and assembly processes, communication systems, marketing and distribution networks etc. And, scarcity in the availability of raw materials could mean that the company would have to make alternative arrangements or seek new supply channels. Marketing fundamentals dictate that market knowledge should be used to increase sales but existing or returning customers help to perpetuate sales. So, in a highly competitive and especially shrinking market, customer satisfaction becomes all the more important. It is usually easier to try and keep current customers by keeping them satisfied that it is to seek out potential new customers. â€Å"Competitors that are prospering in the new global economy recognize that measuring customer satisfaction is key.† (Cacioppo, 2000) This way they can not only hold on to existing customers but also learn better to attract new ones. In the mobile phone industry for example, customers are normally subscribed to one cellular network. However, it is a

Recruiting plan for human resource Research Paper - 1

Recruiting plan for human resource - Research Paper Example ABC Ltd. is in expansion mode. The company has very recently set up a new zonal office in California. In order to backup the expansion strategy of the company additional manpower is required. Such circumstances have generated demand for manpower. Initially the company had the provision for one sales administrative assistant. But now the company has provision for one more sales administrative assistant. The office in CA has been opened very recently. Hence it would take round about one month or so make the plans and procedures operational. Therefore the recruitment is planned to be conducted for 20 days. The ten days have been kept as provision for certain contingencies that may occur. As far as training is concerned the company looking to recruit experienced candidates and hence on job training will be provided. The initial phase of the recruitment and selection procedure would be initiated by inviting application from the prospective applicants to create an applicant pool. This process would continue for one week. The sources of the applications are internal database, newspapers (print media), job portals, professional social networking sites and references. References made by the employees if gets converted successfully in the form of selection the employees making the references would be rewarded. Once the application bank is ready the HR department would conduct a screening. The screening would be conducted for three days. Based on the screening the shortlisted candidates would be interviewed telephonically. Candidates selected through the telephonic interview would be appearing for a face to face interview and excel test. The scores of the test and the face to face to face interview would be provided cumulatively. Recruitment is the process of drawing, screening and screening applicants. The stages of an ideal recruitment process involve analyzing the job, sourcing. The beginning point of the recruitment process is the job

Woodspurge Analysis Essay Example for Free

Woodspurge Analysis Essay â€Å"The Woodspurge† is a sixteen-line poem divided into four-line stanzas that describe a grief-stricken narrator in an outdoor setting. In his depressed state, the narrator emotionally observes the details of the woodspurge, a species of weed that has a three-part blossom. The poem’s first stanza presents a countryside and begins to suggest the narrators’s state of mind. The narrator is not walking toward a specific destination; he moves in the direction the wind is blowing and once the wind ceases, he stops and sits in the grass. The fact that his walking and stopping are guided merely by the wind indicates aimlessness and passivity The narrator’s posture in the second stanza indicates that he feels exceedingly depressed. Sitting on the grass he is hunched over with his head between his knees. This shows that he is insecure. His depression is so severe that he cannot even groan aloud or speak a word of grief. His head is cast down, as is his soul – so much that his hair is touching the grass. He remains in this position for an unknown length of time but long enough that he â€Å"heard the day pass†. In the third stanza, â€Å"My eyes, wide open, had the run† let the readers know about the sudden changes in his attitude. He finally accepts what had happened and knows that he has to move on. From his seated position, he says there are â€Å"ten weeds† that his eyes can â€Å"fix upon†. This reflect that he sees his problem and becomes aware of it. He realises that the â€Å"weeds† (his problem) are in his way and the hardiness of the â€Å"weeds† tells that the problem that he faced are hard to be rid of. Out of that group, a flowering woodspurge captures his complete attention and he is dramatically impressed by the detail that it flowers as â€Å"three cups in one†. The narrator attributes his depressed state to â€Å"perfect grief† in the final stanza. He then comments that grief may not function to bring wisdom and may not even be remembered. He implies that he himself learned nothing from his grief that day and can no longer remember its cause. However, â€Å"One thing then learnt remains to me†: He had been visually overwhelmed by the shape of the woodspurge and consequently, its image and the fact that â€Å"The woodspurge has a cup of three† have been vividly burned into his memory forever. Themes and Meanings Although the cause of the narrator’s sorrow is never specified, the poem was written in the spring of 1856 when Rossetti was in an anguished state. He was experiencing intense strife with Elizabeth Siddal over the issue of her desire for marriage. Rossetti was also tormented at that time about relationships with other women and what he perceived as lost of artistic opportunities. However, nothing in the poem points to these specific issues. By leaving the cause of the narrator’s depression unspecified, Rossetti gives universal expression to the psychological phenomenon of acute mental awareness and heightened sensation simultaneously with mental and emotional distress. Although â€Å"The Woodspurge† has a plant’s name as its title, the poem does not have nature, or even the woodspurge itself, as its subject. Nature does play an indirect role in the poem, but it is not the focus here or in other works by Rossetti. Both in his painting and poetry, the function of nature is to act as a background for the presentation of human action and emotion. The depiction of details from nature is not meant to draw attention to nature itself but to mirror an inner experience. In conclusion, â€Å"The Woodspurge† is about the narrator’s grief and that an insignificant detail or image can remain vivid after emotional pain is forgotten. It concentrates on creating emotional effect, accuracy of detail and the use of nature as a framework for the expression of the mental and emotional state of the narrator.

The Resource Curse in Africa

The Resource Curse in Africa Chapter 1: Introduction The resource curse is the theory that countries with an abundance of natural resources, such as oil and minerals, achieve less economic growth than countries that are not endowed with natural resources. There are authors that argue this point (Auty 1990, Gelb 1988, Sachs and Warner 1995, 1997, 1999) and there are those that believe the resource curse is less to do with resources and more to do with political management (Brunschweiler 2008a, 2008b, Ross 1999, 2001). This theory appears to be contrary to the immediate instinct felt by many that natural resources will provide an opportunity for countries to develop by using increased revenues associated with a discovery of resources or an increase in world prices of such resources. The first section of this paper discusses a few of the most important mechanisms in which the resource curse can manifest itself. These are through institutions, corruption, conflict, Dutch disease and human capital. The second section studies the case of Botswana by providing an understanding of Botswanas economic and development path I will investigate how Botswana avoided some of the traps resource abundant countries usually fall into and how Botswana managed diamond mining in order to benefit the country. I will also perform a small comparison between Botswana and Sierra Leone to highlight the different channels in which resource abundance can affect economies. In my final chapter I will analyse whether Botswana has been successful in fully escaping the resource curse symptoms by discussing any problems the diamond mining may have caused. This paper, whilst small, highlights the importance of investigating phenomena such as the resource curse. Many countries have fallen into poverty since the emergence of extractable resources in their economies, yet Botswana has managed to avoid such problems. It is important to analyse how Botswana did this, so that lesson may be learned and used to help other countries avoid such problems in the future. The Resource Curse Literature Review Explanation of resource curse There are examples of resource poor countries outperforming resource rich countries throughout history. In recent times the Asian Tigers have achieved fast industrialization and economic growth despite having few natural resources, where as diamond rich countries such as Sierra Leone still remain low on world economic and social indicators (World Bank Development Indicators 2009). But do natural resources always lead to poor economic development? Or are there other variables in the context of which the natural resources are placed that determine economic development? There has been much discussion on the resource curse topic. Prominent among them are studies by Sachs and Warner (1995, 1997, 1999). Although in the conclusion to the paper Sachs et al admit their findings are far from definitive the general findings are that there is evidence for a negative relation between natural resource intensity and subsequent growth (Sachs and Warner 1995:p27). They analysed data from 95 developing countries by looking at annual growth rate between 1970-1990 and resource based exports in 1970. Sachs and Warner classified high abundance of natural resources as exports of agriculture, mineral and fuel as a percentage of GDP. From this simple analysis they discovered the existence of the so-called resource curse and they then tested the theory by controlling a number of other variables that could explain the relationship between resources and slow economic growth. The following discussion will provide a summary of the key mechanisms identified in the literature. Critique However it is important to note that not all academics support the literature on the existence of the resource curse, Brunnschweiler (2008a) is the most prominent. The main critiques of work by Sachs and Warner are the variables used to measure resource wealth. Brunschweiler for example believes per capita mineral wealth is more appropriate. The question is also raised as to whether Sachs and Warner were right to include agriculture in their regressions. Although agriculture is indeed a primary natural product, as it is the outcome of utilising the resource of land, it can be said that agriculture takes a different path in the economy than minerals or fuel. It may be better to classify agriculture separately when considering the resource curse, especially in the context of the third world where many economies are agricultural based. Further in this paper I will analyse whether agricultural resources cause the same effects on the economy as mineral resources. Arguments against the Resource Curse Big push theory Whilst there is no denial that the resource curse has effected countries like Venezuela, Nigeria and the Congo (Wenar 2008) there have been cases such as Botswana and Norway that have given strength to the opposing big push theory. In the big push model, developing economies are stuck in a trap. In order to develop their economies they need to industrialize so they are able to create wealth of their own. However there are large fixed costs associated with industrialization that developing economies cannot afford. Thus, the name big push comes from the idea that developing economies require a large injection of capital in order to develop. This injection of capital can be used to invest in economic infrastructure and will allow a more rapid accumulation of human capital which further allows social and economic development. (Murphy, Shleifer and Vishny 1989, Birdsall et al 2000) Ironically, this injection of capital could arise from large resource revenues, which suggests that the resource curse may be avoided if the capital is handled in a productive manner, for example a long-term and sustainable plan. An important point made by Walker and Jourdan (2003) is that as access to resources and minerals is becoming easier due to decreased transportation costs, countries are able to sustain industry without having a large natural resource base. This is could mean that countries who are not resource abundant might be better off, as they experience less adverse side-effects that I will discuss in this paper than resource rich economies. Dutch Disease The first effect, cited by Sachs (1995) and many others (Norberg 1993, Gelb 1988) is the Dutch Disease. Although it is often linked to the discovery of a natural resource, Dutch disease can occur when there is any positive income shock. For example a significant rise in primary product world prices can create sudden increased revenues for primary product exporters. The earliest Dutch Disease model I can trace was first created by Corden (1984) and the model has been constantly remodelled and analysed by other academics since. There are two strands of the Dutch disease model, the resource movement effect and the currency appreciation effect. Currency Appreciation Effect Dutch disease is often known as de-industrialisation because as one sector of the economy booms, (in the case of this paper we are talking about the tradable natural resource sector) other tradable sectors of the economy become less competitive. This is because a sudden increase in exportation of a natural resource of any kind can cause currency appreciation (Dutch disease). Whilst this is good for the country as it makes imports cheaper, it makes all the exports from the country (apart from the natural resource) less competitive in the world market as it costs other countries more money to from that particular country. The same path is also true for investment in this sector. This is why the manufacturing sector of resource abundant countries often shrinks. Resource Movement Effect The resource movement effect is the relocation of production factors away from the manufacturing sectors towards to booming (natural resource) sector. Davis and Tilton (2005:238) believe the Dutch disease actually allows a country to benefit from its new found mineral wealth by encouraging resources to flow from other sectors of the economy to the booming sector: However, this resource movement is also a cause of the shrinking of the manufacturing sector noted above. An important point argued in Sachs and Warner (1997) is that the shrinkage of a manufacturing sector itself is not a problem. The problem arises when the shrinkage causes slow economic growth, such a case may occur when an economy becomes more dependent on their natural resources. The advisability of this is not good (Jefferis 1998) as the economy becomes more vulnerable to world price changes in the natural resource. In turn, these often volatile price changes make it hard for governments to make mid or long term economic plans and policies. This is often said to be what happened in the oil rich Middle East in the 1970s (Auty 1990) governments were over optimistic about the earning power of their resources and then the oil prices fell dramatically. However the shrinkage of the manufacturing sector can have a negative impact on the economy because productivity grows faster in the manufacturing sector than in the resource sector (REF) and a decline in this sector means the economy is losing out on this productivity. A similar argument is made by Gylfason (2001) about learning-by-doing and technological advances. The shrinking of a tradable manufacturing sector also creates job losses; usually this could be compensated for as the primary product resource sector expands. But most minerals and oil sectors are capital intensive and not labour intensive (Sarraf 2001), so they are not able to absorb the unemployment. Institutions Another strand of the resource curse theory is the analysis of the relationship between resource abundance and institutions. Defining institutions is a difficult job as it can involve many different aspects of a countries history, culture and government. The main reason why institution analysis is vital to discovering the relationship between resource abundance and economic growth is that institutions affect policy structure and policy structure sets the arena in which an economy and resources are managed. Colonisation Firstly, the history of a nation can go a long way to explaining the current situation a nation faces today. Acemoglu et al (2001) notes the importance of colonisation is the determination of institutions. In his view there are two types of colonisation. There is settlement colonisation whereby the colonisers decided to settle in the region, perhaps due to a low incidence of deadly infectious diseases, as occurred by the British in North America. The settlement colonies are mostly made up of the new world, such as North America and Australasia. The second type of colony are extractive colonies, whereby the colonisers extracted resources that they found valuable, be it people as slaves or minerals. Naturally, these two different paths have caused quite different outcomes in institutions. Intuitive thinking would lead us to believe that traits of a colonisers such as property rights and rules of law would be embedded in there colonies. Indeed, Murshed (2001) and Acemoglu et al (2001) publish papers along the same lines. This theory leads to the thinking that colonies with exploitative colonisers tended to not establish foreign good institutions to the same strength as settled areas. It could be argued, as by Murshed, that patterns of exploitative behaviour with regard to resources were learned and inevitably repeated by colonies. On the other hand, settled colonies tended to retain institutions of law and property rights that European colonisers may have brought over. Acemoglu has raised the point that different colonising nations have left very different institutions behind. For example, he argues that the British colonies inherited better institutions with regard to respect for the rule of law and democracy (Acemoglu et al 2001:p12). In either case it is evident that institutions brought in from Europe have remained in some form. However, we must not forget that the colonies of Africa, Asia and Latin America existed long before they were discovered by the Europeans. Prior to colonisation these countries had their own functioning political and social institutions and it could be that European invaders only adapted these institutions to fit their needs and left many existing ways intact. A small but important point to note is that colonisation could also have had an impact on the ethno linguistic and ethno fractionalisation of a country because artificial country borders were placed upon areas of land with no regards to considering the existing, and it could be argued natural, borders. These artificial borders were emplaced for the ease of the colonisers and very little consideration was given to existing social borders, for example between tribes or geographical boundaries. This enforced ethno fractionalisation can be the cause of conflict within a country, even if natural resources are not in the equation, a prime example of this is in Rwanda. Leite and Weidmann (2002) are of the opinion that resource wealth does not directly affect economic growth, but that it resources affect the likelihood of corruption, which therefore influences economic growth. Bulte, Damania and Deacon (2005) further this argument by pointing out it may not be the existence of institutions that matter but the quality. In Bulte et al (2005) analysis they differentiate between two types of resources. Point resources which are geographically based and therefore an abundance of these resources are typically associated with inequality in terms of power and the division of the surplus, and often are accompanied by vertical relationships between agents (shareholders, managers, labourers). (Bulte et al 2005:p1031). Whereas diffuse resources, such as agricultural land, are more geographically spread and are therefore more equally distributed and less able to be protected by an elite. It is the belief of Bulte et al (p1034) that point resources attract worse quality institutions than diffuse resources with regard to corruption and government performance. Corruption An abundance of natural resources provides substantial revenue for an economy but unfortunately in many developing countries where there are weak infrastructures and poor people, the temptation of this revenue can cause corruption especially in the political sphere. When a government experiences large flows of finance, especially if these flows are relatively sudden, for example a discovery of minerals or oil, or new technology that helps extract resources, it can be hard for a government to manage such flows (Dietz 2005). They may not have had experience in dealing with large sums of money. These sudden windfalls increase the opportunity for corruption as it is hard to keep track of the money and therefore it is easier and to steal and waste. Corruption also comes in the form of laziness. The political elite may chose to ensure they remain in power by buying political favour using the resource revenues. This undermines democracy, but as politicians are able to obtain large sums of money from resources it is easier to buy political favour than to develop good policies and there is little incentive to build infrastructure in other areas of the economy, as resources are the main source of income. One would assume that if areas of the economy were to start failing or not being developed and maintained to a satisfactory standard of the citizens then the citizens would demand action from the government. However, in circumstances where an abundance of resources are in the country, the government often tries to buy favour from the people by not taxing the citizens, instead they use the resource revenues to provide basic infrastructure, such circumstances could be classed as the rentier effect cited by Mehlum (2006) and Brunschweiler (2008a). On the other hand, the government could decide to use the resource revenues to aid them in an effort to block the formation of social groups. The government might try to do this because they fear groups independent of the government may demand more from a government that is unwilling to give more. As Ross (2001: p335) argues Scholars examining the cases of Algeria, Libya, Tunisia, and Iran have all observed oil-rich states blocking the formation of independent social groups; all argue that the state is thereby blocking a necessary precondition of democracy. This is one of the many ways resources appear to affect politics. Whilst the basics are still provided and the people have more money in their hands, the situation can cause problems as the government is not longer held accountable as it is not using the peoples money. Therefore the relationship between government and citizens breaks down. This leads to a less democratic society and one that Karl (1997) believes would be one more vulnerable to civil war. Conflict As previously discussed weak institutions and corruption can both lead to conditions that breed conflict as they diminish the governments ability to function properly. Although a lot of studies are unable to show a strong link between resource extraction and civil conflict (Ross 2004), in recent history there have been many examples of the internal conflict within countries that are abundant in diamonds, such examples are Sierra Leone and Angola. Collier and Hoeffler (2001) cite that war emerges as either a product of grievance or greed. In the case of natural resources it appears that greed is most likely due to the enormity of the revenues compared to other forms of government revenue. The conflict often takes the form of civil war within a country as fractions of society jockey for control over the resource wealth (although the conflict can also take the form of hidden conflict within governments). Collier (2004) suggests that high social and economic inequality, lack of political rights and religious or ethnic divisions in society cause civil wars. The presence of natural resources can act as a catalyst by highlighting these faults and at the same time creating a financial incentive for war. If conflict does occur then (Brunschweiler 2008b) believes it could be the case the conflict makes countries dependent on resource extraction which is the default response when other economic sectors are not performing well. This indicates that once a country enters into conflict due to resources, they may have entered a vicious cycle that will be hard to stop. Fractionalisation within resource abundance societies has been greatly studied (Easterly and Levine 1997, Brunschweiler and Erwin 2009) as it is believed that societies that are fractioned by class struggles, ethnicity or religion have weaker institutions (Hoedler 2006). In turn weaker institutions lead to a diminished ability of the government to control situations and therefore fighting is more likely to erupt (Arezki et al 2007). Whilst the fragmentation in society is the basis for the fighting, the presence of resources can be seen as the trigger or catalyst for conflict. Fighting is bad for economic growth as it decreases productive activities, which lowers productions and lowers incomes (Hoedler 2006). Therefore in general the consensus is that the more homogeneous the society, the less likely the risk of conflict. Having high revenues from resources can also lead to rentier state symptoms as discussed previously. In this case it may be that those in control of resource revenues are constantly on the lookout for opposing groups trying wrest control from them. Unfortunately as they are the ones controlling the revenues, they have money to repress citizens by not only repressing social groups but by employing armed conflict if they require. This is why (Brunschweiler 2008b) believes that as governments are able to fund themselves they are more likely to be authoritarian. Although Rosss (2001) paper primarily discusses the Middle Eastern oil states, he admits that his findings can relate to other mineral economies outside the Middle East. This repression can also distort the economy by squashing entrepreneurial talent (Alayli 2005) However there are some scholars who believe that resource abundance can actually help avoid conflict, for example, Brunnschweiler and Bulte (2008b) say resource wealth raises income, and higher incomes, in turn, reduce the risk of conflict. However, they admit it is a small reduction in risk and it could be that the large prize (resource revenue) that people are able to fight over is a stronger incentive than higher incomes. The link between ethnic fragmentation and the resource curse has been investigated in a paper by Roland Hodler (2006). The aim of his paper is to explain why resources can be a blessing for some countries and a curse for other. For him, there are two effects of natural resources. Firstly, income of a country rises if the country chooses to use the resource for its own industrial benefit or exports them to other countries; this is a direct positive effect. Secondly, an indirect negative effect is natural resource wealth increases conflict, but only (according to Hodler) if there are multiple groups opposing each other. Hodler focuses on rivalling ethnic groups, but other groups that could affect the equilibrium are class groups and political groups. In Hodlers model the resource abundance is a blessing to a country if the direct positive effect is greater than the indirect negative effect, but a curse if the negative outweighs the positive and thus a relatively homogenous society is l ess likely to experience a resource curse as there are less opposing groups challenging the equilibrium. Linked with this argument is that of Bannon and Collier (2003:3) that ethnic dominance alongside resource richness breeds conflict. Ethnic dominance especially in government or institutions has an important advantage because that race then have the power in moderating and equalising ethnic relations, or neglecting and perhaps exacerbating them (Good 2005:p31) The magnitude of the negative effect in Hodlers paper is determined by the number of opposing groups. The higher the number of groups the weaker property rights. I take my definition of property rights from Acemoglu et al (2001) whereby people have secure property rights (rights against expropriation and that those with productive opportunities expect to receive returns on their investment and that a broad cross-section of society have the opportunity to invest. Furthermore Acemoglu et al (2001) make the point that relative political stability is needed in order to maintain these property rights. Human Capital As we can see that the resource curse is interlinked with many aspects of economics. It is also linked with human capital: education and health. Education is important in economic development as it raises labour efficiency, provides a more participative society and a better quality of life (Barro 1997), but is educational development being affected by the resource curse? Evidence by Gylfason (et al 2001: p850) shows that school enrolment at all levels tends to be inversely related to natural resource abundance, as measured by the share of the labour force engaged in primary production, across countries. Questions could be raised about the validity behind using such measures and whether other measures are more appropriate but there is plenty of evidence from other authors such as (Birdsall et al 1997) which come to the same conclusion. There are two prominent arguments about the effect the resource curse has on education and vice versa. Firstly, the vast revenues created by an abundant resource can be used by forward thinking governments to fund education (Sachs and Warner 1997). On the other hand, it has been argued by Gylfason that some resource dependent economies choose not to invest in education infrastructure as they see little immediate need for it because high skill labour and high quality capital are less common in primary production then elsewhere (Gylfason 2001: p10). However focusing on resources (and neglecting education) hinders the learning-by-doing process. This process is more likely to develop, along with gains in technological advances, in the manufacturing sector (Sachs and Warner 1995). Thereby depending on resources and neglecting education can slow economic growth as a whole as there is no incentive to increase the earning power (both at individual and national level) that can be achieved thr ough education. It is also worthy to note that education is strongly linked with a higher rate of absorbing new technologies from other countries (Birdsall 1997). The Case of Botswana Although in the previous section I discussed ways in which an abundance of natural resources could lead to slow economic growth, there have been countries that are resource rich and have had good economic development: for example Norway and Botswana. Norway became one of the top scoring countries on both economic and social indicators in the world (Larson 2003) since the extraction of oil in the early 1970s. Graphs showing growth of Botswana compared to other African nations here In this section I aim to discuss the experience of Botswana through the same key mechanisms I used in the previous chapter. These mechanisms are Dutch disease, institutions, conflict and human capital. By using the same key mechanisms I hope to show how Botswana has avoided the problems that cause the resource curse. Botswana has developed relatively rapidly considering that Botswana was the third poorest country in the world before independence (Beaulier 2003:p233) As Acemoglu et al (2001) points out there were only 22 graduate Batswana, who studied outside the country and only 12km of paved road. It seems that Botswana was in the same position as the majority of Sub-Saharan Africa. But since the average growth in Africa has been negative since 1965 (Acemoglu et al 2001) how has Botswana managed to achieve the highest rate of per capita growth of any country in the world in the last 35 years (Acemoglu et al 2001)? Especially considering that as a resource rich country it could be expected that Botswana would have slower growth than those without resources. Dutch Disease There are contradicting views as to whether Botswana experienced Dutch disease and whether this was due to the presence of diamonds. Mogotsi (2002:129) thinks that a mild Dutch disease occurred in Botswana as there was no large pre-existing manufacturing sector, so when mining occurred, the skilled labour from the small manufacturing sector moved to mining. Less skilled agricultural workers filled the place of the old manufacturing workers. As they are less skilled there is some loss of productivity and efficiency in the manufacturing sector. However Pegg (2009:p2) believes that there is little evidence that agriculture or manufacturing in Botswana has suffered from Dutch disease effects like the Dutch Disease model predicts when there is a large tradable mining sector. This is because there is very little resource movement as the diamond industry in Botswana as diamond mining is capital intensive and site specific (Jefferis 1998). This lack of movement means that few positive externalities are present in Botswanas mining industry. This is evident in the employment rates. Whilst Botswana has many good economic and social indicators, unfortunately a high unemployment rate is not one of them. While mining production contributed 40% to GDP, it absorbed only 4% total employment (Iimi 2006a:p7). This has large implications for income distribution and inequality in Botswana. As wages are higher in the diamond industry (REF) it distorts wealth in the economy. It has been said that only around half of the population have benefitted from the increased revenues, outside of gains in education, healthcare and infrastructure. This is reflected in around 50% of the population still living below the poverty line despite GDP per capita being around $1000 as there is a small workforce for diamonds and a high unemployment rate in general. (http://www.thuto.org/ubh/bw/bhp5.htm) However, in the resource curse theorem if Dutch disease were to occur then imports would be cheaper. As Botswana is 80% Kalahari Desert (Beaulier 2003) agriculture is not a major industry and as such Botswana imports most of its needs. 75% of imports come from neighbouring South Africa (Iimi 2006b:p18) there are very little visible effects of the negative sides of Dutch disease. Currency appreciation is the most obvious side-effect of resource related Dutch disease. But large diamond revenues have not caused Botswanas currency, the Pula, to be consistently overvalued. (Pegg 2009:p4) Although Botswana faces a difficult situation with regards to exchange rates. Botswana must managed the exchange rates carefully as it imports 75% of its goods from South Africa (REF) but Botswanas exports are valued in US dollars. Therefore Botswana must try to keep the Pula stable against both the South African rand and US dollar at the same time to avoid increased prices of food or decreased earnings due to falling dollar prices. So far Botswana has managed this well. Botswana has also been forward thinking by accumulating large foreign exchange reserves (Jefferis 1998) which are important and useful to have because it gives them the ability to manipulate exchange rates to aid the domestic currency should it need it. The government also created the Public Debt Service Fund (PDSF) in 1972. It recognises that the diamond revenues may be beyond the governments absorptive capacity and so the PDSF allows the government to save money rather than overheat the economy by spending it. (Pegg 2009:p3).The Revenue Stabilization Fund (RSF) is especially useful in times of economic downturn like the current financial crisis, as they government are able to finance normal spending by using the savings rather than borrowing. Of course, although good governance has caused what is seen to be a success with regards to revenue management (Samatar 1999; Leith 2005), it has also been said (Pegg 2009:p2) that stability of rent streams also helped Botswana control the massive flows and not fall into resource related Dutch disease. This has also led Botswana to move upper middle income status in the World Bank classification. This is impressive as before independence Botswana was classified as a low income country. (World Bank Income Classification). Institutions Several authors have put forward the argument that inclusive pre-colonial institutions are responsible for Botswanas economic development as institutions are a reason why food policies are chosen and also enable good policy choices to stick. Beaulier 2003) Before colonisation it seems that Botswana society was generally inclusive. An important institution of traditional Botswana society is the role of kgotlas which are an assembly of adult males in which issues of public interest were discussed (Acemoglu et al 2001) Botswana society allowed open dissent of the King and chiefs in kgotlas which provided a fair and accountable society. A further point argued by Acemoglu et al (2001) and also by Englebert (2000) and Iimi (2006a) is that the relatively unintrusive nature of British colonialism left a lot of traditional and functional institutions intact. During the scramble for Africa in the 1800s Britain agreed to granted Botswana protectorate status requested by Batswana chiefs in 1885 (Beaulier 2003). The chiefs wanted protection from the South African Boers who were moving towards Botswana. However, Britain apart from protecting fr

Gawain :: Essays Papers

Gawain Passage Analysis An anonymous author around the fourteenth century wrote Sir Gawain and the Green Knight. The story is set in the time of King Arthur and deals with two major plot devices that are common in such tales: the beheading contest between Gawain and the green knight and the attempted seduction of Gawain by the lady. The passage contained in lines 928-993 occurs shortly after the lord of the castle invites Gawain into his home and offers him a meal. The section focuses on the introduction of the lady who will later try to tempt Sir Gawain to sin. The author describes her in such ravishing splendor that the reader can imagine how hard it would be to resist her advances. The hag by her side is also introduced here as a direct contrast to the lady. In this way, the lady's and the hag's respective physical characteristics are further enhanced by the presence of each other. Similar to other stories written in this period, the hag in this story has magical elements that are not revealed until much later. The lady of the castle comes to Gawain only after dinner and prayers are attended to by herself and her lord for she "Longed to look on the knight"(Norton, 222). Prior to her appearance, the lady has been secluded away in the church closet with her maids. From the very first words written about her, she is described as a very attractive person. The author goes on to describe her hair, face, and manner of dress, all of which only lend more brilliance to this vision. The passage is a testament to her comeliness and will later be important in the story since it sets the foundation for the obvious attraction Gawain feels towards this woman from whom "He claims a comely kiss, and courteously he speaks; / They welcome him warmly, and straightaway he asks / To be received as their servant, if they so desire"(222). The lady later admonishes Gawain the next morning when he fails to kiss her as a chivalrous knight should. The lady's appearance is only enhanced by the presence of the hag at her side. The magical element of the hag has also been introduced in such other literary works as "The Wedding of Sir Gawain and Dame Ragnell" and in "The Wife of Bath's Tale" in Chaucer's The Canterbury Tales. In each of these stories, the hag turns out to be something other than what she seems. Gawain :: Essays Papers Gawain Passage Analysis An anonymous author around the fourteenth century wrote Sir Gawain and the Green Knight. The story is set in the time of King Arthur and deals with two major plot devices that are common in such tales: the beheading contest between Gawain and the green knight and the attempted seduction of Gawain by the lady. The passage contained in lines 928-993 occurs shortly after the lord of the castle invites Gawain into his home and offers him a meal. The section focuses on the introduction of the lady who will later try to tempt Sir Gawain to sin. The author describes her in such ravishing splendor that the reader can imagine how hard it would be to resist her advances. The hag by her side is also introduced here as a direct contrast to the lady. In this way, the lady's and the hag's respective physical characteristics are further enhanced by the presence of each other. Similar to other stories written in this period, the hag in this story has magical elements that are not revealed until much later. The lady of the castle comes to Gawain only after dinner and prayers are attended to by herself and her lord for she "Longed to look on the knight"(Norton, 222). Prior to her appearance, the lady has been secluded away in the church closet with her maids. From the very first words written about her, she is described as a very attractive person. The author goes on to describe her hair, face, and manner of dress, all of which only lend more brilliance to this vision. The passage is a testament to her comeliness and will later be important in the story since it sets the foundation for the obvious attraction Gawain feels towards this woman from whom "He claims a comely kiss, and courteously he speaks; / They welcome him warmly, and straightaway he asks / To be received as their servant, if they so desire"(222). The lady later admonishes Gawain the next morning when he fails to kiss her as a chivalrous knight should. The lady's appearance is only enhanced by the presence of the hag at her side. The magical element of the hag has also been introduced in such other literary works as "The Wedding of Sir Gawain and Dame Ragnell" and in "The Wife of Bath's Tale" in Chaucer's The Canterbury Tales. In each of these stories, the hag turns out to be something other than what she seems.

Microsoft Office and Figure

Table of Contents Introduction This session is targeted at those who wish to learn the new key features of MS Word 2007. It will cover use of the ribbon, adding tools to the Quick Access Toolbar and using live preview before making selections. By the time you have completed this session you should be able to: 1. Work with the new ribbon in Word 2007 2. Add tools to the Quick Access Toolbar 3. Use the Office Button 4. Use Live Preview and make selection 5. Create, save and format a document 6. Indent paragraphs and change line spacing 7. Create bullet and number list 8.Change format of bullets and number list 9. Apply borders and shading to paragraphs 10. Add a header or footer and page numbers to documents 11. Select tools from the Mini Toolbar 12. Work with Super tool tips 13. Use Launchers to display dialog boxes 14. Create and modify tables 15. Add and remove items from the Status Bar 16. Select Word Options 17. Understand the new file formats 18. Use the Compatibility Checker 19. Understand and apply the different security features Documents needed for practical are contained within the EssentialsInWord folder on the desktop or download from http://www. qub. ac. k/student Click on the Training Materials link (under Useful Information), scroll down to Microsoft Office 2007. Click on the Zip files for Word Essential. zip and download either to desktop or H drive. Right click on the zip file and select Extract All (or unzip to here) This practical should take you approximately 2 hours to complete Microsoft Word’s 2007 Ribbon When Word 2007 is first opened, a new blank document is automatically created. The ribbon displayed across the top of the screen replaces the old toolbars and menus. The ribbon is divided into eight tabs (if Developer tab is shown), plus an additional tab if add-ins are being used.The number of items shown in the ribbon will vary depending on the size and resolution of the monitor. For example, figure 1 below shows four heading styl es on the ribbon, whereas a larger monitor with a higher screen resolution would display six or more heading styles. By clicking on the downward arrow to the right of the styles, the full range of styles will be displayed. By selecting the tabs across the top of the ribbon, i. e. Insert, Page Layout, References, Mailings, Review and View, a different section of the ribbon will be displayed.Notice that the Home ribbon/tab contains many of the tools previously displayed on the Standard and Formatting toolbars. Figure [ 1 ]: The Ribbon (Home Position) To hide the ribbon, (which will allow more room on the screen) double click one of the tabs across the top. To access a tool from the collapsed ribbon, click once on the tab to expand the ribbon and select the tool. To bring the ribbon back, double click on a tab or use the keyboard option Ctrl+F1. Note that when the ribbon is collapsed it is possible to use the Alt key on the keyboard to show the shortcut keys.For example Alt+N will acce ss the Insert tab. See . Figure [ 2 ]: Short Cut Keys for Ribbon ————————————————- Across the top of the ribbon (or just below it), at the left hand side of the Title Bar, you will notice the Quick Access Toolbar (see figure 3). To add tools from the ribbon to the toolbar, right click on the tool and select Add to Quick Access Toolbar. Note: tools on the Quick Access Toolbar are saved to the computer, therefore if you use a different computer, you will not be able to access tools saved earlier. Figure [ 3 ]: Quick Access ToolbarMany of the tools contained in the earlier Edit menu, can now be accessed from the Office Button See figure 4 for list. Note that if the current document is saved on a SharePoint server, there will also be a Server Tasks button, between Publish and close. 1. ———————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on the Office Button 2. ————————————————- Right click on the Save icon 3. ————————————————- Select Add to Quick Access Toolbar Note: If the tool is already on the Quick Access Toolbar, the option will be unavailable.If this is the case, select another tool of your choice to add to the toolbar. Office Button Click on the arrows to see an extended menu in each case Live Preview Live Preview shows formatting results on text such as heading styles, font colour, background colour, etc, without actually clicking on the choice. For example by highlighting text and moving the mouse over the styles, on the Home tab, a preview of the effect of each style will be displayed without actually selecting the style. Note that not all fo rmatting options use live preview.Click on the Office Button and select Open Browse to where you have saved the Word Essentials folder and open the document ECDL Leaflet Select the first heading ECDL and ECDL Advanced Ensure the Home tab is selected and move the cursor over the heading styles Notice how the heading changes to allow a preview (without clicking on a style). Click the downward arrow to the right of the styles to access the full range. Select Heading1 style by clicking on it. (Note: the name of the style will appear as you move the cursor over each style). Bullets and Numbering 1. ———————————————— Under the heading Why Study for an IT Qualification, select the five lines of text after By studying for the ECDL at Queen’s†¦Ã¢â‚¬ ¦ 2. ——————————————â€⠀Ã¢â‚¬â€- Select the Bullets tool from the Paragraph group on the Home tab. 3. ————————————————- Scroll down to the heading What will you learn and select the seven lines of text beginning Basic Concepts of IT and select the Numbering tool from the Paragraph group. 4. ————————————————-Under the heading Moving forward with ECDL Advanced, select the text Word processing, down to Presentations and select the bullets tool. 5. ————————————————- To change the style of numbering or bullets, select the last list you created and click on the downward arrow to the right of the bullet or number tool 6. ———————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose a style or select Define New Bullet to choose a picture/symbol. See figure 5. (Note Live Preview of bullets before selection) : Change Bullet types * Note: within the Paragraph group there is also a Multilevel list.See figure 6, which is a useful feature for creating sub level lists. Also under the font group there is a tool to remove all formatting from a document. See figure 7. : Multilevel List : Clear Formatting Borders and Shading 1. ————————————————- Ensure the Home tab is selected. 2. ————————————————- Select the last paragraph in the document beginning ECDL and ECDL Advanced and click on the downward arrow beside the Border tool (on the Paragraph group). See figure 8. 3. — ———————————————-Select Outside Borders, see figure 8. Figure [ 7 ]: Border 4. ————————————————- With the paragraph still selected click on the downward arrow beside the Shading tool (next to the border tool) on the Paragraph group. 5. ————————————————- Select a shade of grey, i. e. 25% * The MiniBar/Mini Toolbar Select any line of text in the ECDL leaflet document. Notice that the mini toolbar appears. See Figure 9. At first the toolbar will be quite faint but as the cursor is moved closer to the toolbar it becomes more solid.Moving the cursor off the mini toolbar and back may cause it to disappear. Right click on the selected text and it will reappear. Note t hat the mini toolbar does not produce live preview results. Figure [ 8 ]: Mini Toolbar By right clicking on text such as bullets or numbering, extended shortcut options will appear (see figure 10). Figure [ 9 ]: Extended Short Cut Menu * Super Tooltips Move the cursor over the tools on the ribbon. Notice that an extended tool tip appears. For example in Figure 11 below, the mouse was hovered over the Format Painter tool. In most cases the keyboard short cut keys also appear.Figure [ 10 ]: Super Tooltip for Format Painter * Dialog Boxes and Launchers Dialog boxes can be displayed in several ways. One example is to use the launchers. These are indicated by the small arrow in the lower right hand corner of ribbon groups, see figure 12. Click on the launcher to open the dialog box. Note that not a lot of changes have been made to dialog boxes in Word 2007 see figures 13a and 13b for one example. Figure [ 11 ]: Launcher Launcher Figure [ 12 ]a: Paragraph in 2007 Figure 13b: Paragraph in 2003 The Insert RibbonClick on the Office Button and create a new blank document. Click on the Insert tab to display the insert section of the ribbon, see figure 14. Figure [ 13 ]: Insert Ribbon From the Pages group there is the option to insert a cover page, a blank page or page break. Section breaks can now be accessed from the Page Layout tab (covered later). Note that page breaks can also be accessed from the Page Layout tab. Tables Click on the downward arrow under tables and select a three column by three row table. See figure 15. Alternatively select Insert Table to make your selection. See figure 15. Figure [ 14 ]: Insert TableThree columns by three rows Note the table tools in the ribbon with Design and Layout tabs. See figure 16 with Design tab selected and Figure 17 with Layout tab selected. Design tab Layout Table Tools Border Launcher Figure [ 15 ]: Table Tools (Design) 1. ————————————â €”———- Click into the first cell of the table and ensure the Layout tab is selected (see figure 17) 2. ————————————————- Select the top row of the table and click on the Merge Cells button within the Merge group 3. ————————————————-Select the Design tab and from the table styles (use the arrow key to the right of the styles), select Light List Accent 2 style, i. e. move the cursor over the styles and a name box will appear. Figure [ 16 ]: Table Tools (Layout) 1. ————————————————- Select the table and with the Design tab still selected, click on the Draw Borders launcher (see figure 16) to access the full range of borders and sha ding options. Alternatively click the downward arrows next to the borders and shading buttons to see the full range of options (within table styles of the Design tab). 2. ———————————————— Select All borders 3. ————————————————- Select 1 point width for the border and the colour blue. 4. ————————————————- Right click within a table cell to bring up additional options such as insert row/column, delete row/column, etc. See figure 18. 5. ————————————————- Alternatively, select the Layout tab, see figure 17 to insert rows, columns, delete table, et c. 6. ————————————————- Using figure 19 as a guide, complete the remaining cells within the table. . ————————————————- Save the document as Table Example within the WordEssentials folder and close the document. Figure [ 17 ]: Table options Courses Microsoft Office 2007 Training Courses| October| Word| Essentials| October| Excel| Essentials| October| PowerPoint| Essentials| October| Access| Essentials| November| Word| Advanced| November| Excel| Advanced| November| PowerPoint| Advanced| November| Access| Advanced| A range of other course are available in each Microsoft application Shapes and SmartArt Click on the Office button and create a new document and ensure the Insert tab is selected.The Illustrations group on the Insert tab has buttons for inserting pictures , ClipArt, Shapes and Charts, there is also an option to use SmartArt which is a new feature on the Insert ribbon. 1. ————————————————- Click on the downward arrow below shapes. A range of shapes, lines, arrows are available. See figure 18. Note the option New Drawing Canvas at the bottom of the list (this appeared automatically in Word 2003) 2. ————————————————- Select three flow chart shapes of your choice and draw them on the page, one beneath the other.Draw connecting lines from the first shape to the second and a line from the second to the third shape. Figure [ 18 ]: Shapes 1. ————————————————- With the Insert tab still selected, click on Blank Pa ge (from the Pages group). 2. ————————————————- Click on the SmartArt control and browse through the different categories down the left hand side. See figure 21 3. ————————————————- Select Block cycle from the Cycle category and click OK. See figure 21 with block cycle selected. Note the SmartArt ribbon appears.See figure 22. Figure [ 19 ]: SmartArt Figure [ 20 ]: SmartArt Ribbon Add Shape Change Colours 4. ————————————————- Click into each area of the cycle in turn and type the tasks associated with completing the ECDL qualification. See figure 23. 5. ————————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click anywhere on the page when the cycle is complete. To access the SmartArt ribbon, double click on the shape and it will reappear. 6. ————————————————- To change the colour of the cycle, click on the Change Colours control, see figure 22. 7. ———————————————— To delete a shape, select the shape and press delete on the keyboard. 8. ————————————————- To insert a shape, select a shape next to where you want the new shape and click on Add Shape, see figure 22 9. ————————————————- To change the layout use the arrows to the right of the Layouts group and click a layout to select. 10. ————————————————- To change the SmartArt style, click on the arrows to the right of the Styles group and click the style to select. Figure [ 21 ]: Steps to complete ECDLNote: for more advanced features of SmartArt, see Advanced courses in Word and PowerPoint. Headers and Footers 1. ————————————————- Ensure the Insert tab is selected. Click the downward arrow under Header, (within the Header & Footer group) to see the full range of header styles. Click the arrow beneath Footer and Page Number to view the styles available. See figure 24. 2. ————————————————- Click on the Footer button and s elect Alphabet style. Type your name in the [Type Text] box. The page number will appear on the right of the footer. . ————————————————- Notice the view of the ribbon/tab has changed, i. e. a design tab for header and footer appears. See figure 25. 4. ————————————————- Click Close Header and Footer (see figure 25). Note: Another way to access headers or footers is to double click the header or footer area of the page. Figure [ 22 ]: Headers and Footers Note: When in the header or footer area the header and footer tools/controls appear, see figure 25. To return to the main document, click the Close Header and Footer button see figure 25.Figure [ 23 ]: Header and footer tools Quick Parts and Building Blocks Quick Parts and Building Blocks provide a menu of reusable document parts, for example headers, footers, cover page, tables, etc. 1. ————————————————- With the Insert tab selected, click on Quick Parts from the Text group. Any quick parts created will be displayed. In figure 26 below, a cover sheet for IT courses has been created and saved as a quick part. 2. ————————————————- Click on Building Blocks Organizer to see the full list and type.Select a building block and note the preview displayed. To use a building block, select it and click Insert Figure [ 24 ]: Quick Parts 1. ————————————————- With the Building Blocks Organizer open, click on the heading Name, to sort items by name. To sort by Gallery, Categor y or Template, click on the particular heading. 2. ————————————————- Select one of the building blocks and click Edit properties. The Modify Building Block box opens (see figure 27). Changes can be made, click OK Figure [ 25 ]: Modify Building Blocks 1. ———————————————— To add a document part to Quick Parts or Building Blocks, select the item (for example to create a heading with QUB logo): 2. ————————————————- Ensure the Insert tab is selected, click Header and select Edit Header 3. ————————————————- Click on Picture within the Insert tab and insert Logo_QUB from the folder saved to your desktop. 4. ————————————————- Click on the downward arrow next to Quick Parts and select Save selection to Quick Part Gallery (see figure 27). . ————————————————- Type a name for the Quick Part, i. e. QUBLogo, select the Header gallery from the drop down list. See figure 28 Figure [ 26 ]: Create Quick Part 1. ————————————————- Open a new blank document 2. ————————————————- Click on the arrow next to Quick Parts and select Building Blocks Organizer 3. ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on Name to sort by name and scroll down to QUBLogo 4. ————————————————- Click Insert The Page Layout RibbonClick the Page Layout tab to display the page layout section of the ribbon, see figure 29. Figure [ 27 ]: Page Layout Ribbon Margins 1. ————————————————- Ensure the ECDL Leaflet document is opened. 2. ————————————————- Within the Page Setup group, click the downward arrow under Margins, to change the margins of the document 3. ————————————————- Note t he range of page set up styles provided but in this case choose Custom Margins 4. ————————————————- Change the top margin to 3. cm and the bottom to 3. 00 cm (see figure 30). 5. ————————————————- Note the option to change page orientation (leave as Portrait) 6. ————————————————- Click OK Figure [ 28 ]: Page Set up Indents and Spacing 1. ————————————————- Select the first paragraph of text under the heading â€Å"Is your CV missing something? † 2. ———————————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Ensure the Page Layout tab is selected and click on the launcher button to the right of the Paragraph group (see figure 12 for launcher button) 3. ———————————————— Ensure the Indents and Spacing tab is selected and from Special select First line indent (see figure 31). 4. ————————————————- Change the line spacing to 1. 5 lines with 10 pt spacing after the paragraph (see figure 31). Click OK Figure [ 29 ]: Indents and Line Spacing As mentioned earlier section breaks can be inserted from the Page Layout tab, from within the Page Setup group, (click the arrow beside Breaks to select section breaks), see figure 29. The References Ribbon Click on the References tab to display the ribbon, see figure 32.The References tab is used f or working with long documents, i. e. generating a table of contents and index, inserting footnotes and endnotes, inserting captions for tables and figures, etc. It will not be covered in this practical. Figure [ 30 ]: References Ribbon The Mailings Ribbon Click on the Mailings tab to display the ribbon, see figure 33. Tools on the Mailings tab are used to create mail merged documents, labels and envelopes. A document has been created named ExamResults containing student exam results (three topics) for seven students. Figure [ 31 ]: Mailings Ribbon 1. ————————————————-Open the document StudentResults and ensure the Mailings tab is still selected 2. ————————————————- Click on the Start Mail Merge button and select Normal Word document 3. ———â €”————————————- Click on the downward arrow next to Select Recipients and choose Use Existing List 4. ————————————————- Browse to the WordEssentials folder and select the file ExamResults. Click Open 5. ————————————————- Position the cursor after the text Student Name and click on the downward arrow beneath Insert Merge Field 6. ———————————————— Select Student Title (see figure 34), leave a space and repeat, inserting Student_First_Name and Student_Surname 7. —————————————†”——- Position the cursor in the first blank cell of the table (beneath Module Result) 8. ————————————————- Insert fields for Introduction to Pure Maths, 9. ————————————————- Repeat point 8 above for Applied Maths and Programming (should resemble figure 35) Figure [ 32 ]: Insert Merge Field Merged Fields 10. ————————————————-Click on Finish and Merge 11. ————————————————- Click Edit Individual documents, select OK 12. —————————————— ——- Exam results for 7 students should be completed. The Review Ribbon Click on the Review tab to display the ribbon, see figure 36. The Tracking group is used to track changes made to a document and the Changes group is used to accept or reject changes. These will not be covered in this practical. The spell and grammar checker, thesaurus word count and translate tools can be accessed from the Proofing group of the Review tab.To spell check the ECDL leaflet, click on Spelling & Grammar. As with previous versions of Word, suggestions will be given, along with the option to add to dictionary. Figure [ 33 ]: Review Ribbon Proofing group The View Ribbon Click on the View tab to display the ribbon, see figure 37. Within the Document Views group the various views with text description is displayed. Also note the views are displayed in the status bar across the bottom of the window. Figure [ 34 ]: View Ribbon Developers Ribbon To show the Developers ribbon, click on the Offic e Button and select Word Options.Ensure the Show Developer tab in ribbon is ticked. See figure 38. The Developers tab is not covered in this practical. Figure [ 35 ]: Show Developer Tab in Ribbon Click on the Developer tab to display the ribbon, see figure 39. Figure [ 36 ]: Developer Tab * The Status Bar The Status Bar is positioned across the bottom of the window, see figure 40. There are over 20 choices on the bar, see figure 41. To display the Customize Status Bar dialog box, right click on the Status Bar. Items with a tick beside them will appear on the Status bar. To add an item, click on it. To remove an item, click on the ticked item.Figure [ 37 ]: Status Bar Figure [ 38 ]: Status Bar Options Word Options Previously Word options were accessed from the Tools menu by selecting Options. Word Options is now accessed by clicking on the Office button and selecting Word options. The Word Options menu will then appear. See figure 42. Click on the tabs down the left hand side to acce ss features associated with the tab. In figure 42, the Popular tab is selected showing the top options for working with Word. Figure [ 39 ]: Word Options Customize Quick Access Toolbar 1. ————————————————-With Word options still open, click on Customize 2. ————————————————- Click on the downward arrow next to Choose Commands From (see figure 43). Notice all the tabs are listed along with options to add tools not displayed on the ribbon. 3. ————————————————- Select the Insert Tab and select Convert Text to Table. See figure 43 4. ———————————————â€⠀- Click the add button to add the tool to the Quick Access Toolbar 5. ————————————————- Click OK. See figure 43Figure [ 40 ]: Add to Quick Access Toolbar File Formats Most Word files created in 2003 can still be opened in 2007. Word 2007 uses four file extensions: 1. .docx – file ending for ordinary Word 2007 documents 2. .docm – file ending for macro enabled documents 3. dotm – file ending for Word 2007 templates (does not contain macros) 4. .dotm – file ending for macro enabled templates By clicking on the Office Button and selecting Save As, you have the option to save as a Word Document (2007 version), Word Template, Word 97-2003 or select Other Formats, see figure 29.Even if the document is saved in Word 2007 format, Word 97/2003 users can still open it if they have downloaded the compatibility pack from Microsoft online. Figure [ 41 ]: F ile Formats Note: Word’s . doc used binary, whereas . docx uses XML. .docx creates smaller files than . doc and are less likely to become corrupt. Use SaveAs to save one type of document as another Save the Document 1. ————————————————- Click on the Office Button and select Save As 2. ————————————————- Save the document as ECDL Information (notice the file ending), see figure 45 3. ———————————————— Save it in the WordEssentials folder, see figure 45 4. ————————————————- Close the application Figure [ 42 ]: Save Compatibility Checker Pro vided Word 2000-2003 users download the free Office 2007 compatibility pack, they will be able to read and write to Word 2007 files. Occasionally users will get a message stating that certain features might be lost when converting between these different formats. Word automatically runs compatibility checks if a document is being saved in a different format from the current one.If you prefer, you can run a compatibility check at any time to find out if features would be lost in saving to another file format. To run the compatibility checker, click on the Office button and select Prepare, Run Compatibility Checker. See figure 46 Figure [ 43 ]: Run Compatibility Checker Ensure the Check compatibility when saving in Word 97-2003 formats check box is ticked. See figure 47. If the checker is turned on, whenever you use a feature in Word 2007 that is not supported in Word 97-2003 the Compatibility Checker will pop up highlighting the issue, see figure 48. Figure [ 44 ]: Compatibility Chec kerSecurity Features There are a range of different types of protection methods that can be used with Word 2007 Restricting Permission: Information Rights Management: This option allows users to access Microsoft’s service to restrict access to those who can open or make changes to a document. Click on the Office Button, select Prepare, Restrict permission and Restricted Access, see figure 48. Note you may need to download the software from Microsoft (see figure 47) and sign up to the service the first time you use it, see figure 50. Figure [ 45 ]: Restricted Access Figure [ 46 ]: Information Rights ManagementAt this stage it is a free trial service but it is possible Microsoft might charge for the service in the future. Figure [ 47 ]: Sign Up Style Formatting, Tracked changes, comments and filling forms Restrictions * Restricts formatting to particular styles * Protection is by password * Accessed from Review ribbon, Protect Document, Restrict Formatting and Editing (see figu re 51). * Make selection from Restrict formatting and Editing pane, see figure 52. Figure [ 48 ]: Formatting Restrictions Limit formatting to a selection of styles – tick box Figure [ 49 ]: Restrict Formatting and EditingSelect type of editing allowed from drop down list Click Yes, Start Enforcing Protection to enter password Password to Open/modify Click the Office Button, select Save As – Tools – General Options and enter the password to either open and modify or modify only, see figure 53. Figure [ 50 ]: General Options Inspect Document To inspect a document to see if it contains personal data or comments, click the Office Button, select Prepare, Inspect Document. Click Inspect on the Document Inspector, see figure 54. Figure [ 51 ]: Inspect Document Mark as Final A document can be marked as final if it had no further modifications to be made.This option will render the document read only. Users with Word 2007 can remove the feature if necessary. Users with e arlier versions of Word, even with the compatibility pack won’t even see the file as Read Only. Word Help To access Word help, click on the question mark at the right hand top of the window. Type keyboard shortcuts in the box provided and click on Search. See figure 55. Links to a range of possible solutions will be provided. See figure 55 Figure [ 52 ]: Help The Get Started Ribbon For additional help on using the Office 2007, download to your own computer the Get Started ribbon (also provided for Excel, PowerPoint).See figure 56. A range of interactive materials, videos, online training and discussion forum is provided. See figure 56. To download the Get Started Ribbon (when you return to your own computer), open a web browser and go to http://office. microsoft. com/en-us/help/HA102146851033. aspx Figure [ 53 ]: Get Started Ribbon Bibliography TitleAuthor(s)Publisher Goal Directed Project ManagementE S. Anderson et al. Kogan Page & Coopers & Lybrand, 1987 The Handbook of Pro ject ManagementTrevor L YoungInstitute of Directors, 1999 Introducing Prince – The Structured Project Management MethodC. BentleyNCC Blackwell, 1992Project Management – 5th EditionDennis LockGower, 1994 Project Management – A Managerial Approach 4th EditionJ. R. Meredith & S. J. Mantel, Jr. John Wiley and Sons Inc, 2000 Project Management – A Systems Approach to Planning, Scheduling, and ControllingHarold KerznerJohn Wiley and Sons, Inc, 1998 Project Management ToolsJacques SurveyerSoftware Development Magazine, July 1997 Project Management for the 21st CenturyB. P. Lientz & K. P. ReaAcademic Press, 1998 Project SkillsSam Elbeik & Mark ThomasButterworth Heinemann, 2000 Step by Step – Microsoft Project 2000C. S. Chatfield & T. D. JohnsonMicrosoft Corporation, 2000

Gender Identity Essay

There are a couple factors that determine gender identity; like genetic factors, environmental situations, psychosocial factors, and even sexual hormones. â€Å"Gender identity is almost always consistent with chromosomal sex. † (Rathus, S. A. , Nevid, J. S. , and Fichner-Rathus, L. 2005). From the moment sperm fertilized an ovum, our destiny to be a girl or a boy is chosen. Usually at this point; 23 chromosomes from the male donor and 23 from the female come together and combine to make a â€Å"zygote†. Starting about six weeks into the pregnancy, our bodies began to form and create into what they are meant to be, and after the seventh week, our genetic code (XY or XX) begins to really assert itself. Gender identity is not always a term referring to a person’s anatomic sex, â€Å"sex assignment† is now the correct term to ask a person their anatomic sex that occurred at birth. It is said that by 36 months old, most children are said to have a firm sense of their gender identity. Our genes play an important role in determining our gender identity. The SRY gene (which is the gene that determines the Y male gene) will bind to DNA and distort, and alter it, creating the testes. The gene called Sox 9 is the gene that regulates the expression of SRY. If Sox 9 did not get to regulate the SRY gene; it would turn into a male fetus. We without help from the SRY gene, female reproductive organs would form instead of male organs. Recent research suggests that as many as one in every hundred individuals may have some intersex characteristics. † (Domurat, 1998). Some people do not believe that their gender identity corresponds with their biological sex (mainly transgender people, but also including; transsexuals and inter-sexed individuals as well. ) Difficulties can begin because society maintains that a person must accept a manner of social gender roles, which is based on their sex, and the person may feel that it is not consistent with their gender identity. This is known as â€Å"gender identity disorder†, and by definition means that the individual is uncomfortable with their anatomic gender, and presents themselves or act like a member of the opposite sex. Masculinity and femininity are terms that we hear every day in our lives. For example, we hear that Shawn is so secure in his masculinity that he is comfortable being a house-husband or that Wendy’s mastectomy is threatening her sense of femininity. Even though most people think of masculinity and femininity on opposite ends of one continuum, it does not make it true. Just because an individual may possess some traits of both categories does not make them too masculine or feminine. Where a person should be placed on the masculinity and femininity continuum, all depends on the degree to which the show or report specific gender-linked qualities, and behaviors. The midpoint on this hypothetical continuum is known as the zero point, and if a person has failed to develop gender-role identification, or they have transcended it, then they would be placed at this point of the line. Those who show strong sex-role identifications would go at either one end or the other of the hypothetical continuum. One of the factors in my life that have helped determine my gender identity is; by nature I am a female because I have the sexual reproduction system of a female. That is not what makes me a female though. What makes me a female is how I carry myself in everyday life. I am secure in my womanhood, and have never felt like I should have been a male instead. I like to dress like a woman, talk like a woman, and even use manners that are considered â€Å"womanly†. I chose to keep long, pretty, unpolished fingernails, and I wear make-up on special occasions, but since I do not wear it all the time that does not make me masculine. I was raised in an environment that my parents, teachers, and any other important figures in my life treated me like a female; therefore, I act like a typical societal female. I even grew up with toys that were specifically designed for female use like; dolls and make-up, and cooking toys. The masculine and feminine traits that I attribute to myself using the hypothetical continuum are kind of split in some ways. I can identify with both points of view regarding females and males. My mother thought it best to teach me things that most of the time need a man. She taught me these â€Å"manly† activities because she believes that women should be independent and never need a man for anything. Women are just as good as men (she used to tell me), and women should never be made to feel differently on the subject. I whole-heartedly agree. In conclusion, gender identity and gender roles can cause some conflicts in some people within their daily lives. These disputes can be lessened when the individual is able to develop a secure masculine or feminine gender identity about how they perceive themselves. There are rites of passages that help young female into womanhood, or a young male into manhood, depending on the culture around you as to what the rite of passage may include. Once an individual has figured out what identifies them as either masculine or feminine, they will be able to progress their own positive feelings about masculinity and femininity.