Taking the ACT in 7th Grade Should You Do It

Taking the ACT in seventh Grade Should You Do It SAT/ACT Prep Online Guides and Tips It’s only a brief time before school closes for the afternoon. You settle in to appreciate a conversation about ocean monkeys in your seventh grade Science class when out of nowhere, one of your schoolmates begins grumbling about taking the ACT. What is she discussing? Who might need to take the ACT in center school, and who even thinks about seventh grade ACT scores? On the off chance that you’re a parent, you may have heard or found out about projects intended for early-accomplishing understudies. Be that as it may, it tends to be difficult to make sense of if those projects are for understudies who excel on the ACT, or if the understudies get the opportunity to take the ACT on the off chance that they do well in school. Dread not-I’ll clear up the disarray in this article as I go over the upsides and downsides of taking the ACT in seventh grade and the projects you can get into with high seventh grade ACT scores. include picture credit: Thinking by Jonathan Evans, utilized under CC BY-NC 2.0/Cropped from unique. Is Taking The ACT This Early Useful? There's nobody simple response to the inquiry Would it be a good idea for me to take the ACT in seventh grade? Taking the ACT Early Is Not Useful If... You're anticipating utilizing your ACT scores to apply to school, and just for that. Except if you're anticipating applying to school inside a couple of years (around age 15 or something like that), universities are going to think significantly more about your present capacities and substantially less about what you resembled when you were 12. While in fact ACT scores don't lapse, except if you get a 32+ score at age 12 you're presumably going to need to step through the examination again once you've taken secondary school classes like precalc and science. In any event, for the most impassioned and driven understudies, ninth grade is a lot of time to begin reading for the ACT. This doesn't imply that you can’t begin preparing sooner than that, however it’s by and large increasingly accommodating to invest that energy in center school concentrating on your examinations in school with the goal that you have a decent base for ACT prep later on. Taking the ACT Early Is Useful If... You need to get familiar with the test. For certain understudies, nervousness over the ACT can cause it to appear to be an unrealistic obstacle that you should get to make it out of secondary school and into school. Taking the ACT in seventh grade is particularly convenient on the off chance that you live in a state where it’s obligatory and you know you’ll need to take it to move on from secondary school in any case. Paying to step through the exam is certainly not a money related difficulty and you're interested about it. It's improbable you’ll have the option to get an expense waiver if you’re taking the ACT for individual improvement, yet in the event that that is not an issue and you need to perceive what taking the ACT resembles, pull out all the stops. You're keen on taking part in specific projects for early achievers. For ability look and different projects focused on scholastically talented more youthful understudies, the SAT or ACT is frequently required either as an essential or as a major aspect of the program. While the ACT isn't really the main test you can take to fit the bill for these projects (they frequently acknowledge other normalized measures like IQ tests and state-commanded government sanctioned tests), it is a test you can read for, and there are a lot of top notch prep materials accessible. What Programs Require Taking the ACT Early? There are various projects that give propelled scholarly chances, tutoring, and acknowledgment for high seventh grade ACT scores. It's critical to remember, nonetheless, that the projects won't judge your score a similar way universities would. Since you're such a great amount of more youthful than the normal ACT test-taker, the ability look and different projects aren't searching for impeccable scores; rather, you'll be contrasted with different understudies your age. We have more on what a decent ACT score for a seventh grader is in this article. Here's two or three the most notable projects that include taking the ACT in seventh grade: Duke TIP By taking an interest in Duke's seventh Grade Talent Search, you can fit the bill for various diverse summer projects (and grants services, if your ACT scores are sufficiently high). In case you're qualified for the Talent Search (in view of your score on any of various qualifying tests), you'll take the ACT. You can likewise take the ACT to meet all requirements for the seventh Grade Talent Search in any case. Peruse increasingly about the ACT necessities for different Duke TIP programs here. CTY at Johns Hopkins Taking the ACT can likewise qualify you for specific projects at Johns Hopkins' Center for Talented Youth, including summer and online courses. It's likewise conceivable to take the ACT through the CTY ability search, which at that point gives you inclination for joining up with any of the CTY programs. We have more data about the ACT scores required for various CTY programs in this article. Different Programs Notwithstanding the two projects I referenced above, there are likewise a few different projects for skilled youth that give summer courses and general assets. We've just written in detail on our blog about Stanford EPGY, Summer Institute for the Gifted, and NUMATS, however there are a few different projects worth investigating for skilled and capable young people: Belin-Blank Student Talent Search at the University of Iowa Joseph Baldwin Academy (JBA) at Truman State University Western Academic Talent Search (once in the past the Rocky Mountain Talent Search) VAMPY at Western Kentucky University Vanderbilt Programs for Talented Youth Skilled and Gifted Program at Southern Methodist University Halbert and Nancy Robinson Center for Young Scholars at the University of Washington ability by George, utilized under CC BY-NC-SA 2.0. For what reason Do These Programs Use the ACT? You may be interested regarding why understudies need to try taking the ACT (a test intended for school passage) for programs expected for youthful, non-secondary school understudies, by all accounts, it appears as though it would bode well to have program candidates step through an exam that is explicitly intended for more youthful understudies. In fact, there are three reasons that these projects for early achievers care about seventh grade ACT scores. #1: It's Easy to Find Somewhere to Take the ACT In contrast to an IQ, which regularly requires setting up an uncommon (and costly) meeting with a guide, the ACT is a generally offered and accessible state sanctioned test. This is particularly evident in states where ACT is required for secondary school graduation. There are still some unique plans important (for instance, understudies under age 13 must enroll for the ACT via mail), however all in all, it's a lot simpler for understudies to take the ACT than it is some other national or worldwide state sanctioned test. #2: There's a Lot of Data About the ACT Projects for high-accomplishing center schoolers have been utilizing the ACT as a standard for a long time, so they can perceive how your score looks at to those of different understudies of a comparable age (as opposed to against the graduating senior information the College Board gives on their site). #3: The ACT Measures Valuable Skills While it charges itself as an educational program based accomplishment test, the ACT likewise quantifies basic reasoning and general scientific capacities somewhat. This implies regardless of whether you haven't taken all the courses important to see each and every inquiry, your seventh grade ACT score can even now give significant data about your capacity to think well under tension. Since the ACT has four distinctive subscores, you can perform unevenly well over the various areas and still spot into a mid year program. For instance, regardless of whether you don’t excel on the ACT English and Reading areas, you may in any case have the option to take an interest in certain mid year program courses with moderately high ACT Math and Science scores. ACT Prep for seventh Graders: What's Different? The key guideline of seventh grade ACT prep is realizing that you ought to hope to get a (moderately) low score, contrasted with on the off chance that you were taking the ACT to apply to school. All in all, you won't have gotten the hang of all that you have to score exceptionally on the ACT when you're in center school, just by sheer dint of not having been alive and talking up to a high schooler. Your jargon will be littler, your perusing level will be lower, and you won't have taken in all the math or science in school yet. Summer programs realize that seventh grade ACT scores will be lower, which is the reason considerably upper-level summer programs have a much lower bar for passage than upper-level universities. To choose a practical ACT score to focus on as a seventh grader, you should round out our score target worksheet with data for the projects you need to get into. Another manner by which ACT prep for seventh graders contrasts from what it is really going after schoolers is that there are lower stakes connected to scoring great on the ACT, so the weight ought to be lower. The mid year programs I referenced before do offer testing, progressed, and differing courses that can advance your instruction, however they surely aren’t as basic to your future as school may be. Scoring admirably or ineffectively on the ACT in seventh grade won't keep you from going to school or from graduating secondary school, and summer programs for early achievers contrast the scores of understudies with other seventh graders, instead of high schoolers; flawless scores are not anticipated. One last, minor part of getting ready to take the ACT in seventh grade is realizing that you won't have the option to enlist for it on the web. As a result of Internet security laws, ACT, Inc requires all understudies younger than 13 to enroll for the test by paper. The principle impact this has on your ACT prep is that you need to choose further ahead of time if and when you're taking the ACT to ensure your enlistment materials arrive on time-you can't simply choose a month prior to the test goodness hello, I surmise I would like to take the ACT all things considered. Apologies, light. You should've chosen to step through the exam at any rate a month and a half before the test date. Presently your enlistment materials won't arrive in time. Represent seventh Gr

Informing of the Recent Development in the Battlefield at Hastings Essay

Educating regarding the Recent Development in the Battlefield at Hastings - Essay Example In the enlistment field, the officers accompanied ponies conveying weapons, for example, fight hatchet, long blades, and a short blade among different weapons. I went for preparing and began filling in as a trooper to the lord. The warriors protected the regal royal residence and the lord was given the best respect in the land. Lord Edward could invest his energy with Harold, his brother by marriage in the royal residence examining matters of the administration of England. Edward had no kids so he needed to pick beneficiary of his seat. He picked Harold to assume control over his seat after his passing. Harold could go with his adherents at whatever point he stayed with the lord. Prominently, Harold was strict and he could go to the congregation at Bosham with his men before cruising. Harold’s excursion to Normandy hit a tangle when he was caught at Ponthieu by check Guy. Fellow took Harold to William where they caused a promise to cooperate to remove Duke Conan. Rulers had a long blade, which represented their initiative. The ruler sat on a unique seat, which had enhancements that suit the necessities of the lord. The lord had lady who served imperial dishes. Prior to the demise of King Edward, Harold came back to see him. During that gathering, Edward guaranteed Harold his seat. On fifth January 1066, King Edward kicked the bucket in the upper office of his royal residence. His unwavering supporters and aristocrats offered a hatchet and crown to Harold as an image of authority. The delegated function of Harold occurred on sixth January 1066. He sat on his new seat with Archbishop and different dignitaries other than him. Numerous individuals were not content with Harold delegated in light of the fact that he didn't have a place with the imperial family. My life as a fighter changed after the crowning liturgy of Harold. At the point when the news spread across England that Harold was the new ruler of England, bits of gossip about William intrusion grasp ed the castle. We needed to set up our weapons in light of the looming attack.

Political Order Essay Example | Topics and Well Written Essays - 1500 words

Political Order - Essay Example According to the political standard of Nietzsche, each individual is equivalent and will in general follow an ethical fussbudget approach (Lemm, 2007). On the other hand, the other savant John Rawls because of the hypothesis of Nietzsche started â€Å"A Theory of Justice†, which explains singular rights and freedom (Iowa State University Department of Economics, n.d.). Besides, the German savant Immanuel Kant’s Principle of Ethical Leadership is appropriately viewed as the other significant measurement in the political request, which esteems regard, equity, trustworthiness and moral charitableness (Monahan, 2012). Logically, a British rationalist named John Stuart Mill built up the hypothesis of freedom, which has the capacity of framing a powerful political request (Ogunkoya, 2011). It will be crucial to specify that the above talked about hypotheses or standards are of extraordinary criticalness and incentive in the advanced political situation. The article expects to investigate various hypotheses defined by differed rationalists about the huge worry of political request. A contentious perspective will be introduced in this article deciding the making of political request and its motivation according to the hypotheses set somewhere near different thinkers in particular Nietzsche, Rawls, Kant and Mill. The compelling method of deciding the significance of the speculations propounded by the savants is executing and applying the equivalent in genuine circumstances. According to the particular hypotheses propounded by the previously mentioned savants, it tends to be determined that Nietzsche put stock in profound quality and the idea of fussbudget. The possibility of compulsiveness isn't reasonable in political circumstances, as it signifies that human great and assurance prompts a superior political ruler. This perspective on moral hairsplitting was contended by Rawls wherein, the American savant expressed that the thought of good compulsiveness is elitist and doesn't consider framing fitting political culture in a fair

Amy Tan, Two Kinds Essay Example for Free

Amy Tan, Two Kinds Essay This storys headliners happen in Chinatown all through the 1950s and maybe mid 1960s. The fundamental character of the story, who is additionally the hero, is simply the creator: Amy Tan. The rival happens to be her own mom, who is continually pushing Amy to find some shrouded ability and be somebody else. There are a couple of other minor characters in the story. There is Lindo Jong (who she calls Auntie Lindo), who is a dear companion of Amys mother. Waverly Jong is Auntie Lindos little girl, who is near Amys age. Amys piano educator, who she calls Old Chong, assumes a little job in the story. Amys father is remembered for the content, however doesn't assume quite a bit of a job. In Two Kinds, the piece is clear in the principal couple of pages. The story starts by clarifying that Amys family moved to America when she was an infant, in 1949. Her mom is clear in her objectives: she needs Amy to be a youngster wonder (an individual with extraordinary ability) and well known. Despite the fact that first and foremost Amy appears to be tolerating of her moms objective, there are a few undercurrents which are obvious to the peruser that her mom may go excessively far. Imagery in writing may incorporate visual or sound components just as language. Amys piano was the primary image of this story. Toward the finish of the story, the way that she had it tuned and really plunked down to play gives us that she truly thought about her mom and the piano-all things considered. The melodies that she plays toward the end are additionally an image of the story, itself. She specifies playing two tunes. The first is titled Pleading Child, and the subsequent one: Perfectly Contented. These are melodies that she had played when she was a kid. She sees just because, after these years, that these two melodies are really two parts to a similar tune. The melody speaks to Amys life. This is the means by which the story closes. We get an entirely smart thought of what Amys story is about and the subject behind it. She laments not attempting her best, and the manner in which she has underestimated her mom in her life. A solid message like this causes us to consider our own lives and associations with the ones we love. Amy builds the story such that makes the plot stream, and we are keen on what will befall her next. A few of us may even feel like she is excessively hard on the hero her mom. The closure settle these sentiments, since we find she feels this, as well.

Freshman Year vs. Senior Year

Freshman Year vs. Senior Year I’d intended to write this post the first day of classes, but was swept up into the chaos of starting the school year, which has been a special and different type of hectic every year that I’ve begun classes here. This year it involved running across town to Harvard, where I’m taking a Chinese literature class, looking frantically for potential thesis advisors or a new UROP, and pre-semester cleaning of my new home, the DPhiE house (it looks wayyyyy better now!) I was struck by how different my first day was, but also by how similar it felt to my first day as a freshman. Freshman year, my first class was 18.02: Multivariable Calculus. I walked into 26-100, an enormous classroom, into a throng of students all seated before the array of blackboards, the backdrop of a stage where Professor Minicozzi often played the role of both a math professor and a comedian. The room is so large that he has to have a microphone. By the end of the lecture, I was excited (wow! College! Multivariable calculus!) and also terrified (there’s 800 million freshmen and they are all 800 million times smarter than I am.) Senior year, my first class was 2.74: Bio-Inspired Robotics. I walked into 3-333, which is a conveniently alliterative small room. Scarily small. I’ve never been in an engineering class so small. Of course, this is also a grad class, which partly explained why. Professor Sangbae asks, “how many of you are graduate students?” and about 75% of the room raises their hands. By the end of the lecture, I was excited (wow! A graduate class! Being taught robotics by the same people that did the MIT Cheetah!) and also terrified (two-thirds of this class are graduate students, some of them working on their Ph.D, and I have to do the same work that they do O__O”) My emotions have been the same, excitement mixed with terror. MIT is terrific, in both senses of the word. But it was the similarities that made me realize how different my life is now, how different I am. The stakes have been raised dramatically. I didn’t expect senior year to feel like the same ‘level up’ that freshman year did, but it does (probably because all my classes are grad classes). Freshman year, I was taking 18.02: Multivariable Calculus, 8.01: Physics Mechanics, 3.091: Solid-State Chemistry, 21F.076: Globalization, and 21F.181: Chinese Streamlined 1. That was 5 classes (not all were “full” classes of 12 credits) which was a lot. These classes are pretty self-explanatory, and to be completely honest as they’re mostly General Institute Requirements (GIRs) I wasn’t very passionate about them. Senior year, I’m only taking three classes, but they all require a lot of time, effort, and commitment. 2.74: Bio-Inspired Robotics. 2.75: Medical Device Design. CHNSE166R: Dream of the Red Chamber (at Harvard). Dream of the Red Chamber, or ???(Hong Lou Meng) is one of the four great classical Chinese novels. We are reading the original text, and this is the first time I’ve been this excited and this terrified in a humanities class. It’s essentially the equivalent of Hamlet, filled with words we don’t use anymore that are basically akin to “thou” and “wherefore art”, except I’m not even that fluent in modern Chinese. I’m scared for my life (and my grade) but also looking forward to reading my first-ever complete(ish) novel in Chinese (starting with this one might be a mistake.) Normally, the only classes that scare my pants off have been engineering classes, so I’m excited to be really challenged in a completely different way (excited to be scared?? This is what 3 years of MIT will do to you) 2.74: Bio-Inspired Robotics is taught by Professor Sangbae Kim, who led the famous MIT Cheetah project. He expects to all leave lecture marveling at our own bodies. Nothing humans have ever built is even close to the compact, efficient, yet powerful abilities found in nature. So, in a can’t-beat-’em-join-’em attitude, 2.74 aims to teach how to take principles from nature and apply them to robotics. Definitely the coolest video we watched in class so far is this snake robot, built in the Hirose Lab in Tokyo. The earliest version was built in 1996!! The part where its swimming (0:53) is the coolest!! and as students in this class, its our semester project to build something like that. Well ok, probably a lot simpler because were not researchers and we only have 3 months, but still!!! 2.75: Medical Device Design is taught by Professor Alex Slocum who is actually crazy, and I mean that in the best way possible. He wears hawaiian shirts everyday all the time everywhere. Just to make this clear to you, here are some fantastic Slocum quotes which I wrote down during lecture. (In my defense this was recorded during class anyway (I’m assuming for some MITx or OCW type thing) so it was already more or less public *cough*) When I was a puppy here at MIT, my job was to finish things as efficiently as possible (puppy being an undergrad, I guess. Am I a puppy?) One day you too can be certified to wear hawaiian [shirts] all the time, like Gim and I! [In this class] you will hurt, you will have painbut hopefully, uhhnot so bad Take someone who is ignorant about a topic but passionate about succeeding and they will learn the topic. When you look at someones [engineering] notebook you cant see anything about that lifeform. Even if you have an unintentional bias, you cant apply it. Unless they have sloppy handwriting, then you think maybe this persons a chicken. Life is a bowl of springs The scrap wood from the MIT Hobby Shop is put into burn boxes, a common practice. Except, these burn boxes are sent to Professor Slocum’s farm. To be burned. At his farm. He has some sheep there apparently. We just ranked the projects we wanted to work on for 2.75we’ll develop each project idea into a prototype by the end of the semester. The project I ranked #1 for 2.75 is a monocyte separation device to isolate white blood cells. Jargon aside, it’s essentially a piece of diagnostic equipment that will most help those with HIV/Aids, sepsis, or other immune deficiency oriented diseases. Making an improved, cheaper device will allow more people access to earlier diagnoses. Improving access is something close to my heart, so I was really sold on this project when the presenter said the goal was to make something accessible enough to be used in regions like Sub-saharan Africa, where access is lacking. It’s also likely going to be a complex prototype involving integrating several currently separate machines, which I thought would be closest to the type of work I want to do in the future (robotics!). ***** While I am excited, I know now (as an old, decrepit senior) that this is not all going to be roses and butterfliesthis year is going to be stressful, but hopefully it will also be fun, and one thing thats certain is that I will again grow and learn a lot. To avoid the trap of comparing myself to others while in college, I’ve often asked myself, “What would high school you think of you now?”. That’s what mattersnot what the person next to you is doing, but how you’re doing relative to yourself. High school me would not only be impressed by me now, high school me would not even have imagined all the things I have done. High school me would not have even guessed I could have done all those things in just three years. High school me would be awe-struck. And that’s a pretty good feeling to have.               The photo my avatar is based on (a low-quality snapchat from freshman year) and a photo of me now (taken by Marilynn B. 18) Post Tagged #18.02 Multivariable Calculus #2.74 Bio-Inspired Robotics #2.75 Medical Device Design #cross-registration #GIRs

Self Expression Modes Essay - 275 Words

Self Expression Modes (Admission Essay Sample) Content: Self Expression ModesStudents NameInstitutional AffiliationSelf Expression Modes Every person likes being what he or she is; to enjoy the Godly given freedom where they are not coerced into doing personal will-opposing things. They are most proud of expressing their personality the way they are; independence. It is this self-expression that distinguishes one individual from others (Sedikides, 2007). People are distressed by self-expression on feeling that some own-things are not well made known to the world. Thus, people participate in separate activities such as cooking and playing sports; mine are drawing, painting and photography. From the tender age, I found joy in drawing; the image of my thoughts on sketchbook or canvas gives me full satisfaction, whether during moments of joy or sorrow. The appearance of my feelings on sketchbook or canvas in a drawing or a painting comforts my mind. It assures me that I have opportunities other than my voice to make my feeling s known. Moreover, I feel that my emotions transition and feelings to be perfectly described through painting. I dedicate all my efforts in painting as it erode all the serious feelings aroused by others. I also dedicate all my efforts to photography. My feelings are expressed through photo-taking ways; by its symbol, effect and angle. The importance of a photo is not what you see outside, but what you see inside, because a photo expresses the feelings of people (Anonymous). I feel confident and wanted when the family applauds my creative work of arts. During drawing, painting and photography I overlook all bothering issues, though for some time. Therefore, I consider the self-expressing means to reflect peoples character and personality. They denote peoples preference. I be...

Critos Argument Essay - 1379 Words

The purpose of amp;quot;Critoamp;quot; seems intended to exhibit the character of Socrates in one light only, not as the philosopher, fulfilling a divine mission and trusting in the will of Heaven, but simply as the good citizen, who, having been unjustly condemned is willing to give up his life in obedience to the laws of the State. The main argument that seems to entail the discussion between Crito and Socrates is the opinion of the majority on Socrates’ fate. In the amp;quot;Critoamp;quot; Socrates states, amp;quot;Why should we care so much for what the majority think?amp;quot; (Plato 45) Socrates believes that we should not care what the majority thinks because those who are reasonable people will understand. However,†¦show more content†¦Crito refutes claiming that [his] decision is not right, giving up [his] life when he could save it, and to hasten [his] fate as his enemies would hasten it and indeed have hastened it in their wish to destroy [him] (Plato 46). amp;#9;In addition to Socrates’ position on the devotion and faith he has given to the state of Athens Socrates’ also has a position regarding the role of the majority in his decision not to escape. Socrates believes that amp;quot;fate has come about me†¦I shall not agree with you, not even if the power of the majority were to frighten us with more bogeys, as if we were children, with threats of incarcerations and executions and confiscation of property†¦.Crito, whether this argument will appear any different in any way different to me in my present circumstances, or whether it remains the same, whether we are to abandon it or believe itamp;quot; (Plato 46-47). In this case Socrates is saying that regardless of what the situation may be he is standing forthright in his decision to face his death. Socrates is trying to explain to Crito that even if he is trying to bully him into exile it will not work. Crito says that Socrates is making a cowardly move by facin g death, whereas Socrates believes that he is the one who will end up the stronger man in the end. I think the point Socrates is trying to get across is that regardless of how the current situation is phrased, or even if you were to ignore the present situation completely—it allShow MoreRelatedThe Argument On Crito And Socrates Debate817 Words   |  4 Pagesshould flee his execution and how Socrates thinks on his arguments. The Global argument on Crito has two parts. The first half assumes fleeing is morally wrong and draws out the consequences of Socrates fleeing if the moral experts saw it as such. The second half follows up on the assumption that fleeing is morally wrong and that Socrates would be morally wrong if he was to flee. Crito pressed Socrates with a multitude of different arguments that he had hoped would convince him to flee his executionRead MoreSocrates Views On Plato s Dialogue856 Words   |  4 Pagesbelief that you should never commit an injustice act for any reason, and that it is in your best interest to act justly. In the arguments presented in â€Å"Crito,† we see Socrates’ belief as underlying factor and recurring theme. Crito goes to see Socrates and starts by letting him know that he cares about him, then proceeds to spew out all of his arguments. The first argument brought up was that he will ruin the reputation of his friends and family. His reasoning being that if people saw Crito and knewRead MoreThe Argument In The Crito By Socrates762 Words   |  4 PagesThe Crito Analysis In The Crito by Socrates, both Crito and Socrates present arguments, one that Socrates should escape prison, and one that he should not. Crito’s argument contains logic fallacies that undermine his argument and make it weak. Therefore, Socrates argument that he should remain in prison and face his death is valid and strong, and is better than Crito’s. Crito argues that Socrates should escape jail, and relies on the premises that he must consider the opinion of the public andRead MoreAnalysis Of The Book The Of Socrates 1223 Words   |  5 Pagespart, since we did not save you, or you save yourself, when it was possible† (45e-46e). This quote from the text Crito, written by Plato, directly illustrates Crito’s claim of feeling ashamed on Socrates’ behalf and on behalf of his friends, if what happened was due to cowardice on their part. In order for us to be able to validate this argument as persuasive or not, we must first take a look at the definitions of courage and manliness. Plato more clearly discusses these attributes of courage and manlinessRead MoreThe Rational Vs. The Emotional1573 Words   |  7 Pagesreasons for staying in jail. Crito’s argument for Socrates to escape from jail are more emotion driven which makes them less logical and credible; on the other hand, Socrates provides more credible and logical reasons for staying because his arguments are not emotion driven. To start off, Crito’s arguments have less ethos than Socrates’ arguments. This is mainly because Crito is basing his arguments off his emotions for his friend. One example that shows how Crito’s emotions are affecting his insightRead MoreSocrates s Argument On The Trial867 Words   |  4 Pagesallegations and sentence to death. While waiting for his upcoming execution, he received a visit of his old faithful friend named Crito. Actually, Socrates friend had made an arrangement with other friends to help him escape from prison. Contrary to Crito’s suggestion, Socrates vetoed his friend proposal. Socrates on the other hand, provided several good and convincing reasons of not escaping prison by using law as a principal guide. After the trial, Socrates was sentenced to death for impietyRead More Crito Essay827 Words   |  4 Pagesthat it is just to escape from prison to avoid certain death by execution. Socrates argument directly relates to the laws of the state and the role of the individual within it. The quot;Critoquot; exhibits the character of Socrates as a good citizen, who being unjustly condemned is willing to give up his life in obedience to the laws of the State. This report will discuss the major elements in Socrates argument, regarding the injury and injustice he would cause by escaping from prison prior toRead MoreTrial of Socrates914 Words   |  4 Pagesnumerous opportunities to evade the death penalty, he does not seem interested in pursuing those options. When he is convicted and put in jail, he has many opportunities to escape from prison. Crito offers three arguments to try and convince Socrates to escape but Socrates counters all of Crito’s points. I believe that Socrates did not escape from prison after being convicted because he wanted to cement his legacy and beliefs through his death. Socrates believed that he was sent to Athens by theRead MoreEssay on Crito by Plato869 Words   |  4 Pagesafter Socrates is condemned to death and sitting in his jail cell. Crito is Socrates good friend and has come to visit Socrates in the hopes of convincing his old friend to escape. But Socrates logically refutes Critos argument. nbsp;nbsp;nbsp;nbsp;nbsp;Crito begins his argument by bringing bad news to Socrates, relating to him that the ship from Delos is approaching and, with it, the hour of his mandated death. Socrates seems resigned to his fated death, but Crito attempts to persuade himRead MoreThe Role Of Crito 1204 Words   |  5 PagesCrito tells Socrates that he and other Athenians cannot stand the thought of Socrates dying, therefore â€Å"it is not much money that some people require to save [him] and get [him] out of [there]† (Crito 40). Socrates denies his offer and shuts down Crito’s resistance, giving him a long speech as to why he must die nobly in Athens. Crito continues to try and persuade Socrates to escape, reminding him of the family, friends and followers he has in Athens. Crito warns Socrates that if he dies he will

A Social Study Finding People Through A Lens - 2248 Words

The idea of American Romanticism originated in the early 19th century. It encompassed the revolutionary spirit America was beginning to embody, and sought to break rigid societal norms of conformity by emphasizing the individuals importance, fueled by emotion as movement, in connecting to the world in which one lived. The movement utilized various facets of art to form an identity, which produced an overwhelming appeal to an American society with contradicting mindsets prevalent in trying to form what the said identity looked like. Though perhaps a topic that could be spoke upon to no extent, the American Romantic ideal becomes certainly prevalent while considering the works of Henry David Thoreau and Edward Curtis. Both men use elements†¦show more content†¦Thoreau proposes the notion that, Some of our northern Indians eat raw the marrow of the Arctic reindeer, as well as various other parts [ . . . ] And herein, perchance, they have stolen a march on the cooks of Paris. They get what usually goes to the fire. This is probably better than stall-fed beef and slaughterhouse pork to make a man of. Give me a wilderness whose glance to civilization can endure -- as if we lived on the marrow of koodoos and devoured raw (Thoreau, Walking). The fact of the matter is that Thoreau probably never saw real Indians eating reindeer antlers, and on the same stream of ideas, never actually met or lived with real Indians. But, he surly romanticizes who they are as a people. He uses the socially constructed notion that Indians are indeed savages to make his case that in savagery one is actually living. Thoreau is critiquing the â€Å"born with a silver spoon† society all around him, saying that to eat a raw animal makes more of a man than to eat an animal killed at a slaughterhouse, as a refined and civilized person would do. But, then again Thoreau despised the idea of etiquette. 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Analysis Of Nadine Gordimer s The Lying Days

Nadine gordimer was born on November 20, 1923 in Springs, South Africa, a gold mining town east of Johannesburg. Her parents both immigrated from different parts of the country; her father from Latvia and mother from England. Despite her parents both being jewish, she was raised in a secular environment and attended a Catholic school for girls. Gordimer’s father accepted the harsh order of South Africa, while her mother protested it. The first time Gordimer had experienced the society was a raid at their home, their black housekeeper suspected of brewing beer illegally. She also enjoyed dance and developed a low from writing early on. Gordimer published her first book at the age of fifteen, â€Å"The Lying Days†. After a brief illness, her mother removed her from school and dance classes to be home schooled. She taught herself by studying the masters of European fiction, such as Proust and Chekhov. Gordimer briefly attended the University of Witwatersrand where she made the acquaintance of educated young black Africans for the first time in her life, including artists and writers from Sophiatown. Without a degree, Gordimer left the university and settled in Johannesburg 1948, the same year the National Party won an election and began to institute it’s policy of apartheid. Towns were demolished to remove black Afrikaans and replace them with white residents. Gordimer became friends with Bettie du Toit in Johannesburg, having a power influence on how Gordimer thought and what

A Review Of Gaming s Lgbt Representation - 1115 Words

A Review of Gaming’s LGBT Representation â€Å"In Qunandar, Krem would be an Aqun-Athlok. That’s what we call someone born one gender but living like another,† says The Iron Bull. â€Å"And Qunari don’t treat those Aqun people any differently than a real man?† Krem asks. â€Å"They are real men. Just like you are.† The Iron Bull finishes. Above is a conversation between two characters in Bioware’s 2014 smash hit RPG, Dragon Age Inquisition. This conversation took the transgendered community by storm. Krem, second-in-command to the mercenary group ‘The Bull’s Chargers’, is a man born a woman, and a hero to many transgender gamers. Transgendered people are often grossly misrepresented in entertainment media. They are made a mockery of through cheesy†¦show more content†¦It featured a male character flirting with a woman at a bar, before another male distracts him and he leaves to flirt with him instead. It was both ground-breaking and controversial, and the most ‘normalising’ representation of LGBT since 1998’s Fallout 2. 2004’s Fable took a whole new step in LGBT representation. Players could create their own male or female character, and then initiate flirtation, romance, or marriage with anyone they liked. Their character’s profile would then reflect their sexuality by listing either Gay, Straight, or Bisexual, depending on whom you may have slept with or married. Fable was congratulated on its normalisation of LGBT characters in games, as other in-game characters had neither positive nor negative reactions to your character’s sexuality. It’s later in 2004 where LGBT representation in games received somewhat of a kick to the face from Rockstar North’s Grand Theft Auto: San Andreas. Homosexuality is used to denigrate the police in the game, the player-character’s enemy. They repeatedly shout flamboyant and degrading comments including â€Å"Drop the soap, honey!† Used as a negatively contextualised joke, the popularity of the game was rather unfortunate. It spread a negative image of more flamboyant gay men, and was the first truly harmful representation of LGBTs in video games. Appearing to set a trend of negative representation of LGBT communities, Rockstar’s 2006 Grand

Learning Styles and Personality Types in a Group Dynamic Free Essays

Learning Styles and Personality Types in a Group Dynamic When working in a group environment, one will encounter different people who think, learn and act in different ways. In order to succeed, we must understand these differences and how to use them to our advantage while working with others. Multiple Intelligences When Gardner developed his Multiple Intelligence theory, it gave people a new insight to the way we learn. We will write a custom essay sample on Learning Styles and Personality Types in a Group Dynamic or any similar topic only for you Order Now This breakthrough also helped us to work more effectively with one another as well as how to better communicate with each other. Verbal-Linguistic Someone who is Verbal-Linguistic is very simply good with language. A Verbal-Linguistic person will excel with writing, talking or listening. Therefore, to better work with this type of an individual, one should either write notes or have a face-to-face conversation. This way the Verbal-Linguistic person can best understand and contribute to the group. Intrapersonal Intrapersonal individuals excel at being alone and their own thoughts and feelings. They may at first seem to be a detriment to a group because of their tendency to want to be quiet and observe. This behavior may be seen by others as someone who does not want to work together or contribute, which can lead to conflict. To work with someone who is intrapersonal, one should be aware that they might not express their ideas openly. Any tasks that need to be done that don’t involve the group as a whole could be delegated to this individual. Visual-Spatial Artwork, design and formatting are all things Visual-Spatial people do best. When working with someone who is Visual-Spatial, it will help to not give long speeches. Visual-Spatial learners best learn and contribute through the use of pictures, maps and diagrams. To effectively make use of these individuals, any tasks that relate to this would be best. Personality Types According to the Myers-Briggs Personality Test, there are four types of personalities: thinker, organizer, giver and adventurer. When working in a group, it is beneficial and essential to understand what types of personalities lie within your group. Organizer If someone is an organizer, they tend to be focused on details. This is good for a group because they will be very thorough in each task making sure everything is complete and accurate. To best work with organizers, make sure each requirement is clear and defined and everything is understood and laid out in a clear manner. Adventurer Adventurers seek to do things in a non-conventional way. They may want to take a more active approach to the project as opposed to standard discussions and writing. In some groups this may be seen as a waste of time or unwillingness to complete the task up to the group standard. Allowing adventurers to take a different approach, even if it is not used in the final product, will not only allow them to understand the material better, but it could also add different elements into the group project that might not have been thought of that could raise the quality of the project as a whole. Thinker When working with thinkers, it is important to understand the need to work alone. Like individuals who are intrapersonal, thinkers work best by themselves. To help make them feel more at ease in a group environment, allow them to complete tasks that do not require the entire group. While working with the group at large, thinkers will be useful to solve problems the group may be facing during a task. Conclusion Assessing the learning styles and personality types of the members in your group is essential to the group’s ultimate success. Failure to use member’s strengths could result in conflicts and not achieving the goals the group has set. When each member is utilized in a way that they are strong in and in a way they are comfortable in, they will not only be productive and active within a group, but also achieve a higher quality of work which will only help the whole group succeed. How to cite Learning Styles and Personality Types in a Group Dynamic, Essays

No Ordinary Girl free essay sample

Ive been sitting at my computer for a good 2 hours dreading the fact that I have to write a page or so, describing my academic goals and objectives or on a subject of personal choice, which could ultimately seal my fate in my college acceptance. Ive spent most of my time reading through numerous college essays figuring out how I was going to come up with something that would separate me from thousands of applicants or even something remotely as good as the essays that I read. Let me start out by saying that I am an ordinary girl who lives in an extraordinary world. I have a great family who may not be picture perfect, but they have molded me into the successful young women that I am today. I owe a lot to not only them, but also to my friends, specifically my best friend who has been my shoulder to lean on through the ups and downs of my life. We will write a custom essay sample on No Ordinary Girl or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I owe most of everything that I have become to them. Ever sense I was in kindergarten, I have always know what I wanted to be when I grew up. For me it wasnt to be one of the Backstreet Boys girlfriends, a model, and not even a super star. It was to be a teacher. My passion for children has only gotten stronger thru the years. I want to be a positive role model in there life, and help each one of them to be a successful member of society one day. I believe that they, like my peers and I are now, are the building blocks to the future. Our whole existence will one day lie in there hands, and to be a little piece of that is what I have been waiting for my whole life. I guess I should have started by introducing myself, but theirs no time like the present. My name is Chelsea Collins. I am an intelligent, funny, and unique person. I am nothing other than myself. My whole life I have always strived to be somebody differentsomebody special. But after 18 years of life and 2 hours of writing this essay I have realized that I was striving for something that I had accomplished at birth and that I am no ordinary girl. There is no other Chelsea Collins on this earth who is just like me. Out of billions of people I somehow shine through as an individual. And if you give me the honor of accepting me to your school, I can promise you that I wont let you down.

Persuasion Techniques in the Workforce Essay Example For Students

Persuasion Techniques in the Workforce Essay What is the most influential way of speaking that anyone can use that can change ones belief in a matter of a few minutes? The techniques of persuasive language can alter the mind of anyone almost subliminally. The use of such techniques such as rhetorical questions, humor, parallelism, or exaggeration can change the mind even the most swayed believer. Good persuasive techniques are often used in the work force through various instances. People who practice law or are car salesman often find themselves using the effective persuasive techniques to convince others that their idea is the only capable of being correct. A lawyer is sometimes characterized as being one of the most persuasive occupations in the world. Such controversial cases, as the O. J. Simpson case, support the idea that persuasive speaking can change or hide the truth with some of the effective persuasive techniques. The defensive team, in that case and many other cases like the O. J. Simpson case, used a wide variety of persuasive techniques to persuade the jurors or the judge into believing the unbelievable. When the task of proving an unlikely point seems impossible, good persuasive techniques can make the situation much easier. When a rhetorical question is asked, the strong points of a situation are questioned. The use of a rhetorical question by a lawyer while giving an argument is a very effective skill because it draws skepticism to a reasonable point. The context and use of rhetorical questions, or any other persuasive technique, can very well make or break an argument. Loaded words are sometimes used by attorneys to make an action seem more important or serious than they really is. For an example, if someone steals an object from someone else, and it is put as, the perpetrator deprived the victims freedom by taking a prized possession that meant so much to him, the incident is blown to a large proportion they may or may not be as serious as it is put. When jurors receive loaded words, the real information is sometimes hidden or lost, which satisfies the goal of the speaker, or in this a case, an attorney. Humor is sometimes used by lawyers to make the situation seem lighter or less serious than the situation really is. If the lawyer makes the situation seem less important, the listeners, or the jurors, can be effectively swayed into looking at the situation from a different perspective. The use of persuasion in the law profession takes great skill and practice in order to be used effectively. Although the persuasion used by attorneys are necessary for their profession, it is the persuasive techniques used that make them look like liars or cheaters all because they make their living by proving others wrong. Salespeople are commonly known as phonies or even con artist because of their profession. Because of their use of keen and very effective persuasion skills, salespeople efficiently influence people in various ways. In the sales profession, car salespeople are notorious for being deceitful when it comes to doing their job. However, the deceitfulness is none other than highly successful use of persuasion techniques. A car salesman is sometimes looked as a liar or cheater all because they use persuasion commonly in their profession. Parallelisms, or comparing, an object may make an incident seem less harsh depending on how the persuasive technique is used. Comparing a situation to another, which may be totally different, will sometimes may the outlook on the situation better. Comparing a Pinto to a Cadillac is not only unfair, but does not show the full side of the story. .ue7f5269d06ce192b65e7dc29a825befa , .ue7f5269d06ce192b65e7dc29a825befa .postImageUrl , .ue7f5269d06ce192b65e7dc29a825befa .centered-text-area { min-height: 80px; position: relative; } .ue7f5269d06ce192b65e7dc29a825befa , .ue7f5269d06ce192b65e7dc29a825befa:hover , .ue7f5269d06ce192b65e7dc29a825befa:visited , .ue7f5269d06ce192b65e7dc29a825befa:active { border:0!important; } .ue7f5269d06ce192b65e7dc29a825befa .clearfix:after { content: ""; display: table; clear: both; } .ue7f5269d06ce192b65e7dc29a825befa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue7f5269d06ce192b65e7dc29a825befa:active , .ue7f5269d06ce192b65e7dc29a825befa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue7f5269d06ce192b65e7dc29a825befa .centered-text-area { width: 100%; position: relative ; } .ue7f5269d06ce192b65e7dc29a825befa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue7f5269d06ce192b65e7dc29a825befa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue7f5269d06ce192b65e7dc29a825befa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue7f5269d06ce192b65e7dc29a825befa:hover .ctaButton { background-color: #34495E!important; } .ue7f5269d06ce192b65e7dc29a825befa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue7f5269d06ce192b65e7dc29a825befa .ue7f5269d06ce192b65e7dc29a825befa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue7f5269d06ce192b65e7dc29a825befa:after { content: ""; display: block; clear: both; } READ: Lightning Never Strikes Twice Essay Salesmen use exaggeration very frequently. Exaggerating the strong points of a car will make the buyer seem more interested in the car, prompting a sale. If the good characteristic are exaggerated, the bad things about the car maybe overlooked or forgotten. The use of repeating a subject over and over again, or repetition, will frequently work when a salesperson uses it. If a salesperson consistently repeats the strong points of a car, the buyer will only remember the strong points when thinking about the car. One of the best instances of persuasive speaking is found in everyday jobs like law or sales. The reason that both law and sales use persuasion is that they share the objective of making someone else believe that the idea of the lawyer of salesman is correct and there cannot be any other way of thinking. The occupations of law and sales require someone who is an effective speaker, especially when it comes to persuasion. With the help of the skills like repetition, humor, and rhetorical questions, anyone can be an effective and persuasive lawyer or salesman.

Sample Essay on the Difference Between a Good Mother and a Bad Mother

Sample Essay on the Difference Between a Good Mother and a Bad MotherHow to write a sample essay on the difference between a good mother and a bad mother? This is actually quite easy to do, if you want it to be so.First off, you need to write a personal essay. The most important thing is that you should first know yourself first. Ask yourself some questions about your life and about your mother. This way, you can know how much you really know about your mother.Next, you need to create a list of different areas in which you think you could compare your mother to. Write down as many different things that you think about your mother as you can think of. For example, for each of the following, say out loud exactly what you would say and where you would find a copy of the speech.You should also remember that in order to write a sample essay on the difference between a good mother and a bad mother, you need to start by identifying what your mother does best. Why is this important? Because, as you move on to your essay, you will realize that the items listed above are the most important things that make your mother the very best woman she is. So you should be sure to check each item on your list.If you have done all of this, then you should now have an example essay to use. However, when you are finished with your sample essay, you can make some additions and deletions based on your thoughts and observations.Your final goal is to have the sample essay you have written completed in your hand by the time you turn in the paper for your final assignment. The best way to do this is to study the previous assignments and to go over the passages you found interesting.Finally, you should outline the overall objective of your essay. This is just as important as knowing what your mother does best.

8 Tips for Building Company Culture

Growing a team can prove just as challenging as building one up from scratch. Our co-founder, Lydia, gave a talk today at Draper University, detailing everything from her experience on building a company to growing the team. Lydia shares some valuable tips for expanding companies looking to establish a solid, reliable team: 1. Hire: Sunday Test. Ask yourselfif you were to go into the office on a Sunday, and you saw John, would you be excited to work or let out an exasperated sigh? You want to hire people you are excited to work with! 2. Avoid Dogmatic People. Test potential hires for dogmatic personality traits. It is important to have employees that are flexible and open to new ideas. In our interview process, we challenge interviewee’s suggestions to see how they react to suggestions and criticisms. 3. Ensure Intrinsic Motivation. You want employees to feel personally invested in the company and know they are making an impact. While equity and bonuses help, there are other ways to remind employees of their value to the company. You want them to take ownership of their work and call them to be accountable for their ideas. 4. Encourage Career Growth. Be an advisor to your employees. Find out what their career goals are. What are their interests besides their current role? Taking an interest in your employees and acting as a support system will help improve morale and productivity. 5. Decide on Data. Developer’s hours are sacred, but never shoot down an idea outright. Explain your concerns and if your employees are persistent, establish what you would need in terms of mock-ups and data to consider before introducing it to a developer. 6. Ask, Don’t Tell. Like the previous point mentioned, give employees control of their work. They want to feel as though you respect them and their decision-making process. A subtle, yet effective way to communicate this, is to ask, rather than flat out commanding. 7. Focus on Culture. Create a company culture that people want to be a part of without going overboard. Little things such as playing Cards Against Humanity, or going on outings to shows like Aziz Ansari and Amy Schumer create strong team relationships. 8. Don’t be too soft. You can’t please everyone all the time. It’s normal to hire friends when you’re starting out, but they might not be the best long term fit. You will have to make cuts. It will temporarily hurt morale, but in the long run, people will be happier if the company is successful. See which points best relates to your team, and what can be improved on. For more insights into building a company and growing a team, don’t forget to check out the full video!

Free Essays on Containment

The Walnut that was Containment Containment was a foreign policy adopted by the United States in order to meet the global communist challenge. The Truman administration’s plan to accomplish the goal of containment was to implement the Marshall Plan and to utilize NATO to its full political, and if necessary military, potential. The accepted premise in the American government during the late forties and early fifties was that communism flourished on anarchy and poverty. The natural response was to stabilize vulnerable areas through economic aid (Ambrose 77). The Marshall Plan was designed to rebuild the economic system of Western Europe (McCormick 54). The United States government reasoned if Europe was not restored, it might be susceptible to political volatility and, even more fearful, communist infiltration and insurrection. The Marshall Plan provided for billions of dollars to be injected into Western Europe. It was supposed to accomplish containment by rejuvenating and strengthening the shattered economies in Western European countries and to encourage democracy in these countries. The American government hoped that this economic influence would help fight internal and external communist forces. The Marshall Plan worked well to support pro western governments in Europe. If the plan had not been effective, then more countries, for example Italy or Greece, might have been lost to communism. The North Atlantic Treaty Organization was created to promise collective security to the nations that signed the alliance. It was the muscle that backed up the containment policy in Europe. If any of the allied countries were attacked, then NATO would be called upon to defend these nations. Naturally, the United States bore the greatest burden in this relationship, financially and in terms of manpower. NATO effectively executed its share of the responsibility of containment, for example: the Berlin Airlift in 1948. If it... Free Essays on Containment Free Essays on Containment The Walnut that was Containment Containment was a foreign policy adopted by the United States in order to meet the global communist challenge. The Truman administration’s plan to accomplish the goal of containment was to implement the Marshall Plan and to utilize NATO to its full political, and if necessary military, potential. The accepted premise in the American government during the late forties and early fifties was that communism flourished on anarchy and poverty. The natural response was to stabilize vulnerable areas through economic aid (Ambrose 77). The Marshall Plan was designed to rebuild the economic system of Western Europe (McCormick 54). The United States government reasoned if Europe was not restored, it might be susceptible to political volatility and, even more fearful, communist infiltration and insurrection. The Marshall Plan provided for billions of dollars to be injected into Western Europe. It was supposed to accomplish containment by rejuvenating and strengthening the shattered economies in Western European countries and to encourage democracy in these countries. The American government hoped that this economic influence would help fight internal and external communist forces. The Marshall Plan worked well to support pro western governments in Europe. If the plan had not been effective, then more countries, for example Italy or Greece, might have been lost to communism. The North Atlantic Treaty Organization was created to promise collective security to the nations that signed the alliance. It was the muscle that backed up the containment policy in Europe. If any of the allied countries were attacked, then NATO would be called upon to defend these nations. Naturally, the United States bore the greatest burden in this relationship, financially and in terms of manpower. NATO effectively executed its share of the responsibility of containment, for example: the Berlin Airlift in 1948. If it...

The Role of Journalism, Mass Media and Communication in Politics Term Paper

The Role of Journalism, Mass Media and Communication in Politics - Term Paper Example The politicians have mostly used and utilized digital tools legally and illegally with the aim to chase political goals as hacktivists. Hacktivists are the online activity of the special kind that does not generally obey the order. This is to mean that in the digital world, they portray civil disobedience. This idea of hacktivism can be applied by the politicians to the view of digital activists. Online civil disobedience is also encapsulated on this. For various political reasons, activists may behave disobedient in the digital world. These online activists exercise their basic right to freedom of expression and assembly. Politicians can raise various issued or inform the public on certain issues that are happening in the ruling government that may be heating the public. Issues like corruption in the government may be raised by the politicians without being identified through the internet so that the public might provide their opinion. The unique feature of anonymous is the fact that it does not poses a political opinion that is uniform with the apparent omission of the idea of the internets absolute freedom. For an instant, no payment is to be allowed in the opinion provided, no censorship and filtration. There is decentralization of communication over abroad supply of the channels of communication, this includes, mailing list, image boards, and the channels of IRC. Since there is the distribution of information and the people participating are having an opinion that is diverse, there can not be a spokesman or a leader. In short, both the non-digital and the digital protest can at the same time come from anonymous (Slobbe & Verberkt, 2012). The anonymous statement should always be questioned because there are higher possibilities that the statement might not be true. The main method of anonymous entails a target specification and the use of the DDoS method for taking it down while asking for more participants on the internet.     

Ciba-Geigy Case Study Essays for MBA Strategy Subject Essay

Ciba-Geigy Case Study Essays for MBA Strategy Subject - Essay Example The principle markets for this segment comprised of North America, Western Europe, South East and Japan. The industry consolidated, following the oil crisis in the 1970’s, and had become increasingly competitive with high entry and exit barriers requiring environmentally sound production techniques and high investment. But, Ciba, in spite of the adverse market conditions, on the strength of its innovative products had managed to achieve steady growth in its pigment business making pigments a strong performer within the industrial divisions. Some of the biggest customers of Ciba were in America and Japan, and during the year 1994, U.S. sales accounted for approximately 40% of its total sales for HPPs, besides, Ciba was the second largest employer in the state of Delaware, which added to the several strengths of the company and strengthened the argument in favor of investing in the Newport plant project. According to the portfolio planning initiative that took place in the year 1994, under the guidance and leadership of Verena Laanio, certain categories were designed and developed which aimed at serving three main functions: first, to serve as a resource allocation device, second, to manage the overall portfolio in terms of cash and growth; and third to provide management focus on the appropriate key success factors for each stage in the lifecycle. According to Ciba’s portfolio planning guidelines for core businesses, the Pigment’s division was responsible for increasing cash flows by about 50 million Swiss francs per annum, thus satisfying the company’s primary target. Secondly, Ciba’s pigment division head, Mark Schutz, assured the management of maintaining the required levels of 10% RONA, which at its very worst would dip to 6%, satisfying the second target set by the company. After the company’s reorganization, its businesses were divided into 33 segments which were further sorted into five categories;

Illegal Forest Acticvities In Malaysia Environmental Sciences Essay

Illegal Forest Acticvities In Malaysia Environmental Sciences Essay Malaysia is a tropical country which consists of three regions: Peninsular Malaysia and the two Borneo states of Sabah and Sarawak. According to Forest Statistic Information for the Year 2009 from Official Website Forestry Department Peninsular Malaysia, the forested area in Peninsular Malaysia is 5.89 million hectares from overall Peninsular Malaysia Area which is 13.18 million hectares. McMorrow Talip (2001: 217, citing Wood 1990) have pointed out that, based on its performance up till the end of the 1980s; Malaysia is one of the 14 major countries with over 250,000 hectares deforested annually. They added that by the late 1980s half of the forest area in Peninsular Malaysia and a fifth in Borneo had gone. A variety of factors contribute to this state of affairs. When deforestation and forest degradation became critical issues, shifting cultivation was singled out by the governments, and particularly by the Sarawak government, as the main cause of forest loss. Yet, it has since been established that forest degradation due to shifting cultivators is minor (Cramb 1989; Jomo et.al. 2004; Nicholas 2003). The major causes of the decline in forest area and quality include commercial logging, agricultural development, dams and resettlement. To look deeply into the matter of the role of authority from land office and forest department to prevent illegal occupation in the forest, the author will give some definitions about forest, illegal forest activities which include illegal occupation of forestlands, illegal logging, etc. The laws such as National Land Code1965 and National Forestry Act 1984 that involve illegal occupation in forest have to be defined. Forest management or sustainable forest management also has to be defined to find out overview of forest law enforcement and system monitoring in Malaysia. Since the respondents of study are authorities from land office and forestry department, hence the functions, roles or responsibilities also need to be defined. 2.2 Definition 2.2.1 Forest According to Oxford Advanced Learners Dictionary, forest is a large area of land that is thickly covered with trees. While in Cambridge Advance Learners Dictionary, forest is defined as a large area of land covered with trees and plants, usually larger than a wood, or the trees and plants themselves. Forest is a problematic and hybrid category. As defined in FRA2000, it is a combination of a land-cover class and a land-use class: it relates not only to the presence of trees of over 5m and 10% canopy cover, but also to the absence of other land uses such as agriculture. It includes areas normally forming part of the forest area which are temporarily unstocked but which are expected to revert to forest (FAO Forestry Department, 1998, p. 3). Further complications stem from changes in minimum size of area included (0.5 ha in FRA2000, compared with 100 ha in FRA1990). Rubber plantations were included as plantations in FRA2000 but not in FRA1990. And while a uniform definition was employed in FRA2000, it has not become a global standard: discussion continued thereafter (FAO, 2002), and a different one has been agreed for reporting on the Kyoto Protocol (UNFCCC, 2002). Even if a single definition is agreed, as in FRA2000, problems remain and indeed may become even more insidious because they are less obvious. At the country level, data are collected according to national definitions, and have to be adjusted to the international one Food and Agriculture Organization of the United Nations (FAO), Global Forest Resources Assessment 2010 showed that forests cover 31 percent of total land area. The worlds total forest area is just over 4 billion hectares, which corresponds to an average of 0.6 ha per capita. The five most forest-rich countries (the Russian Federation, Brazil, Canada, the United States of America and China) account for more than half of the total forest area. Ten countries or areas have no forest at all and an additional 54 have forest on less than 10 percent of their total land area. Carol Yong (2006) revealed that the official definition of a forest used in Malaysia differs from the Food and Agriculture Organization (FAO) definition, which excludes areas under agricultural crops (e.g. oil palm). In Malaysia, however, the areas under oil palm, rubber and tree crops are frequently regarded as forest. The question of the definition of forests is particularly significant in the Malaysian context where the Malaysian forests are rapidly disappearing and, conversely, forest plantations areas are expanding. Malaysian Timber Council (2008) draws our attention that in the year 2006, Malaysia has 32.95 million hectares of land area, of which 24.60 million hectares or 74.7 percent of total land area are classified as total area under tree cover. Of these, 18.5 million hectares are forested area and 6.25 million hectares are other tree cops. Of the total area under tree cover, 8.96 million hectares (36.42 per cent) are found in Sarawak, 11.23 million hectares (45.65 per cent) are found in Peninsular Malaysia and 4.41 million hectares (17.93 per cent) in Sabah. Sabah claims it has the least area under tree cover. S. Mather (1990) in Zalinda Binti Muhammad (2003) and Norisah Binti Kasim (2006) stated that forest is one spectrum which has natural elements like product of the forest, flora and fauna, etc. Area of all the forest that has been identified at the middle of decade 1980 is more than 4000 million hectare or 31 percent of surface of the earth. According to S.M. Mohd Idris who is the director of Sahabat Alam Malaysia (SAM) or Friends of the Earth Malaysia (1987) in Norisah Binti Kasim (2006), he stated that forests offer protective roles against environmental changes. The complex role played by forest in the heat and water balance of the earth is undeniable. At the local level, the forest cover breaks the impact of heavy rainstorms on the soil, reduces and slows down surface run off, and minimizes soil erosion as well as situation of the drainage systems. Flash floods and prolonged floods in many areas of the topical world are increasingly attributable to extensive clearance of forested areas. 2.2.2 Unlawful Occupation According to Oxford Advanced Learners Dictionary, the meaning of occupation is the act of living in or using a building, room, piece of land, etc. Meanwhile the meaning of unlawful is not allowed by the law or synonym with illegal. Therefore unlawful occupation can be defined as the act of living in or using a building, room, piece of land, etc which is against the law. 2.2.3 Illegal Forest Activities Illegal forest activities is a broad term that includes illegal logging; it is used to refer to activities broader than just harvesting, which is, transport, processing and trade (Smith, 2002). Brack and Hayman (2001) also mention that illegalities may also occur during transport, including illegal processing and export, misdeclaration to customs, and avoidance of taxes and other monies. Illegal forest activities include all illegal acts related to forest ecosystems, forest industries, and timber and non-timber forest products. They include acts related to the establishment of rights to the land and corrupt activities used to acquire forest concessions. Illegal acts include unauthorized occupation of public and private forestlands, logging in protected or environmentally sensitive areas, harvesting protected species of trees, woodland arson, wildlife poaching, unlawful transport of wood and other forest products, smuggling, transfer pricing and other fraudulent accounting practices, unauthorized processing of forest products, violation of environmental regulations, and bribing government officials (Contreras-Hermosilla 2002a) There are many types of illegal forest practices like public servants may approve illegal contracts with private enterprise. Private commercial corporations may harvest trees of species that are protected by law from timber exploitation. Individuals and communities may enter public forest and illegally take products that are public property. Illegal activities do not stop at the forest. They travel down the line to operations in transportation, processing and trade of forest products. Individuals or corporations may smuggle forest products across international borders or process raw forest materials without a license. Corporations with strong international links may artificially inflate the price of imported inputs or deflate the volume and prices of their exports to reduce their tax liability and to facilitate the illegal transfer of capital abroad (FAO 2001). Contreras-Hermosilla presents examples of illegal activities in the forestry sector, grouped into six categories: illegal occupation of forestlands; illegal logging; arson; illegal timber trade and transport, and timber smuggling; transfer pricing and other illegal accounting practices; and illegal forest processing that shown in Table 1 below. Illegal occupation of forestlands à ¢Ã¢â€š ¬Ã‚ ¢Invasion of public forested lands by either rural families, communities or private corporations to convert them to agriculture or cattle ranching à ¢Ã¢â€š ¬Ã‚ ¢ Practice of slash-and-burn agriculture on invaded lands à ¢Ã¢â€š ¬Ã‚ ¢Landless peasants illegally occupying forested areas to force governments to grant land ownership rights to them and these governments buying lands from peasants. Illegal logging à ¢Ã¢â€š ¬Ã‚ ¢ Logging protected species à ¢Ã¢â€š ¬Ã‚ ¢ Duplication of felling licenses à ¢Ã¢â€š ¬Ã‚ ¢ Girdling or ring-barking, to kill trees so that they can be legally logged à ¢Ã¢â€š ¬Ã‚ ¢ Contracting with local entrepreneurs to buy logs from protected areas à ¢Ã¢â€š ¬Ã‚ ¢ Logging in protected areas à ¢Ã¢â€š ¬Ã‚ ¢ Logging outside concession boundaries à ¢Ã¢â€š ¬Ã‚ ¢ Logging in prohibited areas such as steep slopes, riverbanks and water catchments à ¢Ã¢â€š ¬Ã‚ ¢ Removing under-/over-sized trees from public forests à ¢Ã¢â€š ¬Ã‚ ¢ Extracting more timber than authorized à ¢Ã¢â€š ¬Ã‚ ¢ Reporting high volume extracted in forest concessions to mask the fact that part of the volume declared is extracted from non-authorized boundaries à ¢Ã¢â€š ¬Ã‚ ¢ Logging without authorization à ¢Ã¢â€š ¬Ã‚ ¢ Obtaining logging concessions through bribes. Woodlands arson à ¢Ã¢â€š ¬Ã‚ ¢Setting woodlands on fire to convert them to commercial uses. Illegal timber transport, trade and timber smuggling à ¢Ã¢â€š ¬Ã‚ ¢ Transporting logs without authorization à ¢Ã¢â€š ¬Ã‚ ¢ Transporting illegally harvested timber à ¢Ã¢â€š ¬Ã‚ ¢ Smuggling timber à ¢Ã¢â€š ¬Ã‚ ¢ Exporting and importing tree species banned under international law, such as CITES à ¢Ã¢â€š ¬Ã‚ ¢ Exporting and importing timber in contravention of national bans. Transfer pricing and other illegal accounting practices à ¢Ã¢â€š ¬Ã‚ ¢ Declaring lower values and volumes exported à ¢Ã¢â€š ¬Ã‚ ¢ Declaring purchase prices higher than the prevailing market prices as equipment or services from related companies à ¢Ã¢â€š ¬Ã‚ ¢ Manipulating debt cash flows to transfer money to a subsidiary or parent company, such as inflating debt repayment to avoid taxes on profits à ¢Ã¢â€š ¬Ã‚ ¢Under-grading, under-valuing, under-measuring and misclassification of species exported or for the local market. Illegal forest processing à ¢Ã¢â€š ¬Ã‚ ¢ Operating without a processing license à ¢Ã¢â€š ¬Ã‚ ¢ Ignoring environmental and social and labour laws and regulations à ¢Ã¢â€š ¬Ã‚ ¢ Using illegally obtained wood in industrial processing. Table 3: Examples of illegal practices in the forestry sector The World Bank estimates that loss of revenue caused by illegal forest activities throughout the world is worth US$5 billion annually. Illegal forest activities occur in tropical, temperate and boreal forests. Illegal forest activities abound in many countries, for example: * In Indonesia, as much as 50 million cubic meters of timber are estimated to be illegally cut-down each year. * At least one-fifth of Russias annual timber harvest is taken illegally, and illegal harvesting may account for as much as 50 percent of the total in East Asia. * In Cambodia in 1997, the volume of illegally harvested logs was ten times that of the legal harvest. * In Cameroon and Mozambique about half of the total annual timber harvest is illegal. * In Brazil, an estimated 80 percent of timber extracted each year in the Amazon is removed illegally. 2.2.4 Illegal Logging Illegal logging has no single definition. It is not a legal term derived from treaties, statutes, or court opinions. Neither is it a technical term that professionals use in a consistent way. In a general sense, illegal logging takes place when timber is harvested, transported, bought or sold in violation of national laws (Black and Hayman 2001). This broad definition includes almost any illegal act that may occur between the growing of the tree and the arrival of the forest-based product in the hands of the consumer(Rosenbaum 2003) There are usually no explicit definitions for illegal logging. In practice, the definition can be derived from the legal violations that are reported on in the national statistics concerning illegal logging. This does not necessarily mean that other types of violations would be ignored; they may simply be recorded under different headings. In broad terms, the various legal violations associated with illegal logging can be divided into eight groups: (i) theft, (ii) unauthorized harvesting, (iii) non-compliance with regulations related to timber harvesting, (iv) non-compliance with the procedure of timber sales/concession award, (v) manipulation of timber data, (vi) evasion of taxes and fees, (vii) non-compliance with regulations concerning transport or export of timber, and (vii) noncompliance with labor laws Typically, the statistics on illegal logging in the countries involved in the study refer to violations which involve physical removal of trees i.e. theft, unauthorized harvestin g and noncompliance with cutting regulations. Corruption in connection with timber harvesting is not recorded under illegal logging unless it involves physical removal of trees. All types of violations in the above list except theft could involve corruption. Based on interviews with various stakeholders in the countries involved in the study, noncompliance with labor laws is perceived to be only weakly linked to illegal logging. Sector-specific records are not maintained and forest administration is not involved in enforcement activities. The illegal logging phenomenon is neither new nor uncontested by the government. It started in the years prior to the social economic reform; it reached the peak in 1997 and continues to date. From this point of view, the illness has not infected only one sector but has extended its roots into other sectors of the economy, and the cure for this illness requires the intersectoral cooperation of public administration, not denying here the interested community and the work of the economic and environmental NGOs. 2.3 Forest Management Forest management is the branch of forestry concerned with the overall administrative, economic, legal, and social aspects and with the essentially scientific and technical aspects, especially silviculture, protection, and forest regulation. This includes management for aesthetics, fish, recreation, urban values, water, wilderness, wildlife, wood products, forest genetic resources and other forest resource values. Management can be based on conservation, economics, or a mixture of the two. Techniques include timber extraction, planting and replanting of various species, cutting roads and pathways through forests, and preventing fire. Formal forest management in Malaysia was introduced in 1901 by the British colonial administration with the creation of a forest department. The department was involved in forestry botany, silvicultural practice, policy formulation and forest preservation. Forestry policies formulated by the British in the 1920s and 1930s were consolidated as the National Forestry Policy (NFP) in 1978 to ensure orderly implementation of forest management, conservation and development across all states. This is because land and forest in Malaysia are strictly state matters. The ad hoc forest management policy practiced by each state makes monitoring and control of forest resources at the federal level difficult. The National Forestry Act (NFA) of 1984 provides for orderly harvesting, renewal and conservation of trees at the sustainable yield level. 2.3.1 Significance of Forest Management 2.3.2 Sustainable Forest Management Sustainable Forest Management (SFM) is the way of management in which growth exceeds timber harvest, now also encompasses economics, environmental and social qualities that contribute to the sustainability of forest dependent communities and ecosystems as well as the forest itself. Malaysia has a plan more environmentally-friendly and responsible business practices. This will help reduce operating costs in the long-run and is a wise investment in the future, safeguarding the natural resources depending on corporations and communities. For example, local corporations in forest industries are joining WWFs Global Forest and Trade Network. They are targeting European and US markets, where consumers are increasingly demanding wood products from sustainably managed forests (WWF-Malaysia, 2008). According to International Tropical Timber Organization (ITTO, 1992), sustainable forest management is the process of managing forests to achieve one or more clearly specified objectives of management with regard to the production of a continuous flow of desired forest products and services, without undue reduction of its inherent value and future productivity, and without undue undesirable effects on the physical and social environments. FAO (1993) defines it as one which ensures that the values derived from forest meet present day needs while at the same time ensuring their continued availability and utilization to long-term development needs. Sustainable Forest Management (SFM) is impossible to achieve if a country does not have a management system. In this regard, the use of more systematic approach in managing the forests in Peninsular Malaysia began in 1901 when the first forest officer was appointed (Ismail, 1996). Since then, forest management practices in Peninsular Malaysia had been subjected to constant review and refinement so as to ensure their suitability in achieving forest renewal and sustained yield. Global Forest Resources Assessment 2010 report has provides a comprehensive overview of the results of FRA 2010 grouped according to seven themes, covering key aspects of sustainable forest management: à ¢Ã¢â€š ¬Ã‚ ¢ Extent of forest resources à ¢Ã¢â€š ¬Ã‚ ¢ Forest biological diversity à ¢Ã¢â€š ¬Ã‚ ¢ Forest health and vitality à ¢Ã¢â€š ¬Ã‚ ¢ Protective functions of forest resources à ¢Ã¢â€š ¬Ã‚ ¢ Productive functions of forest resources à ¢Ã¢â€š ¬Ã‚ ¢ Socio-economic functions of forests à ¢Ã¢â€š ¬Ã‚ ¢ Legal, policy and institutional framework 2.4 Legal Framework The forestry policies are implemented primarily through the provisions in the forest laws enacted for the three regions: National Forestry Act 1984 for Peninsular Malaysia, Forest Ordinance 1958 for Sarawak and Forest Enactment 1968 for Sabah, and the various amendments by the States. The other related regulations that affect forestry for Peninsular Malaysia include the Land Conservation Act 1960, Environmental Quality Act 1974, National Parks Act 1980, Protection of Wildlife Act 1972, National Land Code 1965, Aboriginal Peoples Act 1954, Occupational Safety and Health Act 1994 and Forest Rules 1985. For Sabah, the relevant regulations include Forest Rules 1969, Wildlife Conservation Enactment 1977, Land Ordinance 1930, Cultural Heritage (Conservation) 1997, Sabah Parks Enactment 1984, Biodiversity Enactment 2000, Conservation of Environment Enactment 1996, Water Resource Enactment 1998, and Environmental Quality Act 1974. Sarawak has the Natural Resources and Environment Ordinance 1 997, Forest Rules 1962, Wildlife Protection Ordinance and Rules 1998, The Forests (Planted Forest) Rules 1997, Sarawak Biodiversity Centre Ordinance 1997, Sarawak Biodiversity (Access, Collection Research Regulations) 1998, Land Code 1958, Natural Resource and Environmental Ordinance, Water Ordinance 1994, Occupational Safety and Health Act 1994, Land Ordinance 1952, Native Code 1992, Native Code Rules 1996, and Native Custom Declaration 1996. 2.4.1 The laws 2.4.1.1 Malaysian Constitution Forests are under the responsibility of the states as enshrined in the Malaysian Federal Constitution. Under Article 74(12) of the Federal Constitution, land and forest ownership and management is the responsibility of the State governments. Each state has control over how they use and protect their forest resources then come up with their own policies. For example, Sarawak governs under the Sarawak Forest Ordinance of 1954 while Sabah operates under the Sabah Forest Enactment of 1968. The executive authority of the Federal Government only extends to the provision of advice and technical assistance to the States includes help with forest management, training of personnel, conduct of research and demonstration or experimental stations unless the State agrees to delegate some of their authority to the Federal Government. However, the Federal Government is responsible for trade policies, import and export controls and international cooperation among others. Under the provision of Article 74 Clause (2) of the Malaysian Constitution, land and forest are defined as state matters and are thus within the jurisdiction of the respective State Governments. Clause (3) of Article 76 of the Malaysian Constitution ensures that all Acts related to land and forest shall not come into force in a State unless it has been adopted by a law made by the legislature of the State. As such each State is empowered to enact laws on forestry and to formulate forest policy independently. The executive authority of the Federal Government only extends to the provision of advice and technical assistance to the States, training and the conduct of research, and in the maintenance of experimental and demonstration stations. 2.4.1.2 National Forest Policy Upon independence from the British in 1957, the Colonial Office returned the forests to Malaysia. In 1958, with provisions under the Federal Constitution, the National Land Council (NLC) was formed for coordinating State and Federal policies and objectives covering land use, mining, forestry and agriculture to formulate from time to time in consultation with the Federal Government, the State Governments and the National Finance Council a national policy for the promotion and control of the utilisation of land throughout the Federation the development of natural resources was therefore perceived piecemeal, rather than holistically (Kathirithamby-Wells 2005: 267). The first step to protecting the forest resources in Malaysia was the formation of the National Forestry Council (NFC) in December 1971. The goal of the NFC was to create coordinated plans and effectively manage Malaysians forests. The NFC is made up of the Chief Ministers from all 13 states. Later, this body created the groundwork for the formation of the National Forestry Policy (NFP). This policy was officially adopted by the Malaysian government in 1978. This policy recognizes the importance of forests for the welfare of both individual communities and that nation itself. Malaysia has dedicated itself to sustainable timber yield practices. The National Forest Policy for Peninsular Malaysia of 1978 was revised in 1992 to incorporate several new elements, one of which is on the importance of forest law enforcement. In this revised policy statements, it was emphasized that the State Governments through their respective State Director Forestry must judicially implement the National Forest Act 1984 (Revised 1993) to ensure sustainable forest resource management and conservation. 2.4.1.3 National Forestry Act 1984 An Act to provide for the administration, management and conservation of forests and forestry development within the States of Malaysia and for connected purposes. There is the amendment to National Forestry Act 1984 in 1993 to provide for stiffer penalties for illegal logging and enlisting the Police and Armed Forces to assist the Forestry Departments in carrying out enforcement to curb illegal logging, timber theft and encroachments. The key measure taken by the Government to prevent forest crime was by amending the National Forestry Act, 1984 to incorporate new provisions to deter the occurrence of forest offenses. The Act was enacted to update and harmonize forest law in the Peninsula. Prior to the Act, the various State governments depend on the State Forest Enactments, which were formulated in 1930s, for legal guidelines on forest management and conservation. The Act also enables the effective implementation of the National Forestry Policy passed in 1978. It was amended in 1993 to further strengthen its provisions to curb illegal encroachment of forests and theft of timber. The Act has been adopted by all the states in Peninsular Malaysia. The main objectives of amending the Act are as follows: i) To increase the penalties and tighten the procedures in compounding forest offences ii) To transfer burden of proof from the prosecutor to the defense in the court iii) To delegate power in writing by State Director of Forestry under section 88, 89, 90, 92 or 93 to any member of the armed forces not below the rank of Lance Corporal as empowered to the police but shall not include the power of investigation iv) To add new sections 100A and 100B for rewards and protection of informers respectively, section 101A for power of court to order revocation and disqualification, section 110A for offenses committed by licensee or holder of permit, and New Sixth Schedule for list of machines, equipment and conveyance. v) To make general amendments in the national language text, change of name in the national language text and substitute sections 5, 69, 101 and 104 2.4.1.4 National Land Code According to section 425 unlawful occupation, etc., of state Land, reserved land or mining land National Land Code (Act 56 of 1965) and regulations, Section 425(1) stated that any person who, without lawful authority Occupies, or erects any building on, any State land, reserved land or mining land or Clears, ploughs, digs, encloses or cultivates any such land or part thereof; or Cuts or removes any timber or produce on or from such land, shall be guilty of an offence, and liable on conviction to a fine not exceeding ten thousand Ringgit, or imprisonment for a term not exceeding one year. (1A) Any person who abets the commission of an offence under sub-section (1) shall be guilty of an offence, and liable on conviction to a fine not exceeding ten thousand ringgit, or imprisonment for a term not exceeding one year, or to both. (2) For the purpose of this section, State Land shall include all land held by or on behalf of Federal or State Government a local authority or a statutory authority exercising power vested in it by Federal or State law. Section 426 also stated that unlawful extraction or removal of rock material also show that any person who without lawful authority, extracts removes, or, transports or permits the extraction, removal or transportation of rock material from any land shall be guilty of an offence, and liable on conviction to a fine not exceeding fifty thousand ringgit, or imprisonment for a term not exceeding five years, or to both. Section 426A show that any police officer not below the rank of Inspector, Registrar, Land Administrator, Settlement Officer or other officer duly authorized by the State Authority (hereafter in this part referred to as authorized officer may without warrant- Arrest any person found committing or attempting to commit or abetting the commission of an offence under section 425 or 426 Seize any vehicle, tractor, agricultural implement or other thing whatsoever which he has reason to believe was used or is being used in the commission of an offence under that section Demolish, destroy or remove any building, or take possession in the name of the State Authority of any crop, erected or cultivated on any land land in contravention thereof. 2.4.1.5 List of unlawful activities under each Law Violations of the protective provisions (damage of forest reserve through fire, prohibited acts in a forest reserve, illegal logging and removal from other areas, cutting of undersized trees) are punished by fine and imprisonment in the case of unauthorized entry for interference with fences or notice boards, by a fine alone [id. Section 20(1)(C) and 33(1)]. Various offences of fraud, concealment of evidence and receiving forest produce are also punished by fine and imprisonment (Section 30). In addition to fines and imprisonment, the Forest Enactment authorizes the court to order the cancellation of licences, the payment of any fees that would have been payable in the case of unlicensed acts that could have been licensed, and compensation of ten times the value of forest produce removed or damaged (Enactment No. 2 of 1968, Section 34). There is also provision for compounding of certain offences [entering closed area, practising shifting cultivation (Section 20(C)], subject to the payment of an amount based on the fine provided for the offence (Section 35). The Forest Enactment contains a number of presumptions that shift the burden of proof to the defendant charged with a forest offence. In prosecutions against licensees, if there is an extraction route from an area of alleged illegal removal to the licensed area, or if the volume of timber claimed to be covered by a licence exceeds the production of the licensed area, the elements of illegal removal or of possession of produce in respect of which an offence has been committed are presumed. In any case in which the existence of a licence, payment of any royalty, ownership of livestock or forest produce, or the provenance of forest produce is in issue, the burden of proof lies on the accused (id. Section 38) . 2.4.2 The Agencies Involved 2.4.2.1 Forestry Department Peninsular Malaysia Forestry Department Peninsular Malaysia (JPSM) is one of the departments under the Ministry of Natural Resources and Environment, Malaysia and consists of Peninsular Malaysia Forestry Headquarters, 11 State Forestry Department and 33 District Forest Office in all of the Peninsular Malaysia. The department is headed by Director General of Forestry and assisted by two Deputy Director of Forestry. At the end of 2009, the number of employees is about 5.432 people. Forestry Department is responsible for the management, planning, protection and development of the Permanent Forest Reserve (HSK) in accordance with the National Forestry Policy (NDP) 1992 and National Forestry Act (APN) 1984. Peninsular Malaysia Forestry Headquarters responsible for the formulation of forestry policies, providing advice and technical services to State Forestry Department in the planning, management and development of forests, forest harvesting and wood-based industries, forest operations research, and training and human resource development. At the Head Office of Forestry, there ar