Protein Thermal Stability Essay example -- Research Analysis, Isolatio

Isolation techniques for protein take the least refined forms of the protein and develop a highly concentrated product. A concentrated protein product allows utilization of functional properties of proteins without fat, moisture, or carbohydrate contributing to or inhibiting the system. For example, through the use of isolation techniques, the starting concentration of soy flour or grit, 40-50% protein, can increase to more than 90% (Petruccelli 1995). When other substituents such as starches and fats are present in a system, water absorption generally occurs within the carbohydrate instead of the protein (Wolf 1970). As a result, isolation plays a two-fold role in concentrating the selected protein as well as eliminating unneeded or undesirable constituents in a food product. Soy protein holds desirable, functional properties. Such properties of isolated soy protein include the formation of gels and emulsions. The protein’s hydrophilic properties make it an ideal component in confectionary and baked goods because of its water retaining properties and ability to maintain freshness. Additional uses in food stuffs include aeration, an adhesive in meat products, color control, and inhibition or promotion of fat absorption (Wolf 1970). These functional properties have allowed soy protein to become an emerging protein and usable food constituent. Whey, an important by-product of milk, contains almost all of the milk carbohydrate and about one-fifth of milk’s protein (Smithers 1996). Isolated whey’s value, however, derives from its protein content. Its unique functional properties provide opportunities for a variety of applications. For example, whey proteins, because of their stability to acidic conditions, are an integral part of ... ...ments DJ. 1997. Physical properties of whey protein stabilized emulsions as related to pH and NaCl. J Food Sci 62(2):342-347. De Witt JN. 1990. Thermal stability and functionality of whey proteins. J Dairy Science 73(12):3602-3612. Petruccelli S, AÃ ±on MC. 1995. Soy protein components and their interactions. J Agric Food Chem 43(7):1762-1767. Smithers GW, Ballard GW, Copeland AD, De Silva KJ, Dionysius DA, Francis GL, Goddard C, Grieve PA, Mcintosh GH, Mitchell IR, Pearce H, Regester GO. 1996. New opportunities from the isolation and utilization of whey proteins. J Dairy Sci 79(8):1454-1459. Thompson, L.D., Dinh T. 2009. FDSC 4303/5305 food chemistry lab manual. Lubbock, Tx.: Texas Tech University, Department of Animal and Food Science. Wolf, WJ. 1970. Soybean proteins : their functional, chemical, and physical properties. J Agric Food Chem 18(6):969-976.

Exploratory Essay Kids in Competitve Sports

Many parents who put their kids into sports at a young age often grew up playing ports. They see themselves In their children and want them to be as good If not better than they were. It's very hard for a child to enjoy the sport If they constantly have their parents over their shoulders to practice and win. Parents pushing kids to win or be the best isn't exactly what a kid wants to do. Growing up kids need to experience a fun sports game, so much intensity at an early age may cause the kid to want to quit the sport.Most kids can handle the pressure of parents pushing their kids to win. A lot of kids are naturally competitive but â€Å"they sometimes feel (perceive) that they ill not be able to perform adequately to the performance demands of competition (Humphrey 23). † A big concern with competitive sports is the emotional stress that can affect a child's physical well-being. Competitiveness makes one team successful and the other team a failure. Because losing can be a thr eat to one's self-esteem, the negative emotion and anxiety can be personally threatening.Once kids adapt to these negative feelings, the negative aspects can stay with them for life. If parents encourage their kids that real winners love to play for fun. Then it encourages the kids to try their hardest and not be so stressed out and be as upset if they were to lose the game. Self-efficacy is defined as the â€Å"can do† attitude. It isn't based on a person's skill, but it's based on how one judges their own skills. It gives kids the ability to try out many other skills, and even if they aren't as good at one as the other, It gives them the motives to take on new challenges.Kids Like to discover many things they are pretty good at. Whether or not kids are naturally talented with an athletic ability, physical education has become a part of the core curriculum in primary education. Students are required to take a physical education class for a grade. It's a great way for kids to adapt to friendly competitiveness against their classmates in scrimmages. Because it isn't a constructed team, kids are able to really play for fun, and not worry about pressure from other teammates, coaches, or parents. When children are playing with classmates for fun, they don't focus on the competitive aspect of the sport† (Griffin 68). They really get to learn what the love of the game is about. â€Å"By requiring physical education is the school systems it not only gives kids the opportunity to indulge in some friendly competition, but it also gives the kids a good exercise† (Schoenberg 42). Since child obesity has become a major issue in the past decade, a kid participating in a sport that is fun to play, helps them to enjoy working out, and contributes to the distinction of childhood obesity.Sport and physical skills learned during play, physical education and sport contribute to the holistic development of young people. Through participation in sport and physi cal education, young people learn about the importance of key values such as: honesty, teamwork, air play, respect for themselves and others, and adherence to rules (Humphrey 83). Kids playing sports in school classes can encourage them to try out for a competitive team. Once on a competitive team, the student can then acquire many useful skills that can actually contribute to their work ethics in school.Once a student is on a daily routine then they can start to develop time management skills. With these skills they can schedule time to do homework, and hang out with friends. Being involved in an extracurricular activity actually helps kids in school because then they an have defined time to work on homework, rather than Just procrastinate. Not only will it help them in time management, but being a part of a team helps develop social skills and friendships that are stronger than others. They aren't Just your friends, they are your teammates.Being on the Carolina Girls Dance Team an d in the Alpha Chi Omega Sorority, I have made many friendships with many girls. But since the dance team has to compete together, my bond with them is way stronger than it is with my sorority sisters. Since I grew up in a competitive atmosphere dancing, I can completely relate to he reasons why parents may be skeptical to enroll their kids in competitive sports teams. Vive learned that it is definitely beneficial in most cases for kids to be involved in competitive sports as long as coaches and parents help their kids stay positive.

Language and Communication Needs Essay

You are one of the support workers for a ten year old child who has learning disabilities and needs support at school. The child has language and communication needs. Describe the methods and strategies you might use to enable him to communicate with you. How to use specific methods of communication? Some children need particular help in order to communicate and interact. Speech alone may be difficult for them and they may require special methods of communication. There are several of these and usually advice will be given by a speech therapist in consultation with parents as to which one to use and how to use it. Over the past few years, the range of methods has increased and technology is increasingly being used. Voice simulation has, for example, meant that children can press a picture or type in a computer or handheld device and have ‘their voices’ heard. In the same way, for children who find in hard to write, voice recognition can put their words into writing. Below are some examples of the methods that might be used. – Visual systems Some children need visual cues in order to make sense of language. If the child you are working with uses a system of visual communication, you will need to spend time learning how to use it quickly and fluently. – Picture representations Some children benefit from using pictures to supplement communication. You may show a child a picture of an apron and at the same time say the word so that the child knows that they need to get their apron. – Picture exchange system This system, based on pictures, not only helps children to understand the meaning of words but also help them to learn about the way in which communication is a shared and a two-way process. The child takes and receives pictures and so learns how to interact. – Sign representations Some children’s cognitive development is the reason why they find it hard to talk and communicate. At first, babies learn about language through seeing the object that the adult is talking about at the same time as hearing the word. For example, an adult may point to a cat and say ‘cat’. The child than remembers the word and so eventually does not need the cat to be around to know what the word means. For some children, sounds alone are not enough and they need to have their language supported by signs. A common sigh system is Makaton. It helps children link the word to an action or object and so is easier for them to understand. Makaton is not a language in itself but a tool to help language. It is important not to confuse Makaton with British sigh language, which is not used for the same purpose. – British sign language British sign language is an alternative form of communication. It is a complete language and is used instead of speech. Users if sign language do not have learning difficulties. Most users have significant hearing loss and so need a different way of communicating. Music can be an incredibly effective therapeutic and educational medium for young children and individuals with special needs. Singing can stimulate growth in many areas of a child’s development and in several areas simultaneously. By singing with children, we may help stimulate language and communication skills, encourage interaction, assist in learning academic concepts, encourage self expression, increase self esteem, help him relax, and help establish routines. How to remove barriers in communication: A child might not be able to hear instructions or what other children are saying – Write down instructions or show pictures to help children understand what is happening. – Encourage other children to face the child so that it is easier for them to hear. – Use pictures or signs to help children to communicate with each other. – Plan games in which action is more important than hearing or talk. Useful strategies Try to: †¢ speak in clear, short, simple sentences †¢ simplify instructions †¢ support speech with visual prompts, signs or gestures †¢ use pictures/symbols to aid understanding †¢ ensure prompt referral to a speech and language therapist, or the provision of specialist speech and language intervention within the educational setting †¢ encourage regular, constant reinforcement of skills introduced at speech and language sessions. Strategies for or those with language impairment/delay It helps to: †¢ use simple sentences and instructions, reinforcing key words †¢ ask a child to tell you in their own words what they have been asked to do †¢ reinforce learning by repeating answers (from the child or others) †¢ encourage ‘good listening’ †¢ encouraging the child to (learn to) read †¢ use visual timetables/prompts gestures, signing eg Makaton or written instructions to reinforce the spoken word provide visual clues, don’t just talk about a cylinder, let them see it, feel it, play with it, find different cylinders †¢ teach word association skills †¢ teach the nuances of language, meanings of jokes, idioms, body language, facial expressions etc †¢ make use of books, role play, drama, singing, social stories to explain social situations and develop social skills and understanding †¢ play games that encourage listening and/or social skills †¢ plan the careful use of computers and ICT to facilitate learning. Types of disorders Speech disorders Speech disorders involve difficulties producing speech sounds or problems with voice quality. They might be characterised by an interruption in the flow or rhythm of speech, such as stuttering (which is called dysfluency). Speech disorders include problems with articulation (the way sounds are formed), or phonological disorders, or difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. Experiencing difficulty with some speech sounds may be a symptom of a delay, or of a hearing impairment. It can be difficult to understand what someone with a speech disorder is trying to say. Language disorders Language disorder is an impairment in the ability to understand and/or use words in context, both verbally and non-verbally. Characteristics of language disorders include improper use of words and their meanings, problems with sentence structure, inappropriate grammatical patterns, reduced vocabulary and inability to express ideas, or follow directions. One or a combination of these may occur in children who are affected by language-learning disabilities (such as dyslexia) or developmental language delay. Children may hear or see a word, but not be able to understand its meaning. Often, being unable to communicate frustrates them. The effects of language difficulties vary from mild and transient, perhaps requiring some short-term specialist intervention, to severe and long-term, requiring continual specialist input. Some children have specific language problems others have additional difficulties such as hearing impairments.

Challenges of Malaysian Labour Market Essays

Challenges of Malaysian Labour Market Essays Challenges of Malaysian Labour Market Essay Challenges of Malaysian Labour Market Essay Introduction Labour market is a key issue for many developing as well as developed countries. Whether the people are skilled or unskilled is determining factor for the inflow of foreign direct investment (FDIs) to many developing nations. So, Malaysia depended on its abundant supply of literate and trainable labour force to attract investments in the export-oriented electronics industry since the early 70s’. This labour force has gone through skilled upgrading and enhancement in the past three decades and today, Malaysia can boast of having a pool of relatively skilled and professional labour force that is capable of handling and developing state-of-the-art technologies. Despite these accomplishments, human labour which was and remains the key factor in driving Malaysia’s economic growth. In charting the growth path for the first decade of the 21st century, Malaysia decided to engage in global information economy. As the Ex-Prime Minister Tun Datuk Dr. Mahathir Mohamad emphasised (Malaysia 2001a), â€Å"†¦, the force of globalization, liberalization and information and communications technology have fundamentally changed the rules and nature of global trade, resource flows and competition. Obviously, the world is changing, the new event happen will affect labour market, and Government continue to face many challenges. In this paper researchers will examines the challenges of the global economy lie ahead of Malaysian labour market. And researchers know that the countries that are able to face to the challenges will grow in success, while those failing to do so will decrease the speed of development. Discussion Section Structure of Labour  Force in Malaysia Since 1970, Malaysia has seen many changes. There have been reductions in poverty levels, improved health conditions and significant gains in per capita income. The Gross National Product per capita in 1998 prices increased 223% from RM2,414 in 1970 to RM7,794 in 1998 (Malaysia, 2003). The unemployment rate which in 1970 was 8. 1% declined to 3. 5% in 2004. This successful growth path has been achieved with the context of the need to achieve national unity and reduce poverty (Economic Report, 2004/2005). The direction of policies has been regularly redefined as required, from economic growth with social reengineering has succeed in bringing about gains for the Bumiputra community especially in reducing in identification of ethnicity with occupations (Nagaraj and Lee, 2003). The policy has worked, in large part due to expansion of opportunities for education, even though the Bumiputra population has increased faster than that the other ethnic groups between 1970 and 2005. Economic growth has been accompanied by rising living standards, greater urbanization and access to health and education, and an improvement in the distribution of income, ameliorating the twin problems of poverty and racial imbalances. The performance has been particularly remarkable after 1987 when the economy achieved above 7% growth in seven consecutive years reaching virtual full employment by 1995. With this background Malaysia now aspires to become a fully developed economy by 2020 (Athukorala and Menon, 1996). In the 1970s, the primary source of wealth for economy has thus seen diversification from agriculture and mining to include manufacturing and services today. Employment is expected to grow at an average rate of 1. 9% per annum, contributing 1. 1 million jobs during the Ninth Malaysia Plan period, particularly those requiring tertiary education. The economy is expected to maintain full employment with the unemployment rate at 3. 5% in 2010 (Ninth Malaysia Plan, 2006). The structural changes observed in the economy are reflected in the changes in the labour force (Nagaraj and Lee, 2003). There has been a shift as well to occupations requiring greater education levels. In 1970, 49% of the workforce comprised agricultural workers, 33% clerical, sales, and services workers, 13% production workers, and 5% professional, technical and administrative workers. In 2000, only 18% of the agriculture workers, 34% clerical, sales and services workers, 33% production workers, and 19% professional, technical and administrative workers. The Challenges in Labour Force of Malaysia Education and skill attainment The quality of the labour force will be improved with the increasing share of the labour force with educational attainment at tertiary level to meet the demand of a knowledge-based economy (Ninth Malaysia Plan, 2006). One area of growing concern is the disproportionately low percentage of males at higher levels of education and interaction her with ethnicity (Nagaraj and Lee, 2002). The overall labour force participation rate (LFPR) is expected to be 67. 3% in 2010 with the LFPR for male at 87. 4% and female LFPR at 46. 3% in 2010. The labour force is estimated to increase to 12. million in 2010 (Ninth Malaysia Plan, 2006). Another stems from preferences for education and work, there are of course factors besides education that shape the occupational distribution patterns of males and females-these include aptitude, tastes, economic factors and gender discrimination.  But importantly, to the extent that women prefer not to go into science based fields, there may be shortage of workers with the requisite level of education; the emerging pattern suggests a strong link between development and education of women, but not between the development and the number of women scientist (Nagaraj, 2001). There is therefore a need encourage girls to graduate in sciences and encourage boys to further their education. Human Resource Development A strong human resource base to support the development of a knowledge-based economy and enhance productivity and competitiveness will be one of the key strategies in ensuring that the nation is able to face the challenges of the globalization and sustain economic growth (Ninth Malaysia Plan, 2006). Therefore, the Government will take initiatives to encourage firms to intensify the implementation of the productivity-linked wage system (PLWS) o ensure that wage movements are closely aligned with productivity. But the firms have to meet some challenges during implementation, companies are aware that PLWS is important for enhancing competitiveness. However, to ensure smooth transition of the system, there must be a strong commitment and cooperation from top management and employees. Information sharing of relevant information pertaining to the system by management is necessary to ensure the system works (Economic Report, 2004/2005). And also it should be a fair and equitable performance measurement system. The system is able to be reviewed periodically and improvements made when necessary (Economic Report, 2004/2005). Thus, if the companies implement the PLWS, the measurement system and the key indicators to be used should be collectively developed by both employers and employees and agreed upon by both parties (Economic Report, 2004/2005). Employment Restructuring As the implementation of strategies and programmes to restructure employment in the various sectors and occupations will continue to be undertaken. Measures will be taken to improve the balance of Bumiputra and non-Bumiputra employment in both the public and private sectors (Ninth Malaysia Plan, 2006). This will require concerted efforts of both the Government and the private sector. Previously, the concentration of non-Bumiputra in the private sector and the Bumiputra in the public sector has been change. Recently, there are increasingly the intakes of Bumiputra in the private sector in management and supervisory positions as well as in their businesses. The Government will endeavour to increase the participation of non-Bumiputra at all levels of the police, army and in the education fields. In this way, all the activities in the community will be reflective of the various races of Malaysia. Thus education and training will still be an important vehicle to achieve the employment restructuring objectives (Ninth Malaysia Plan, 2006). In this regard, more places will be made available for qualified Bumiputra students in public and private institutions of higher learning, particularly in science, ICT and other professional courses. At the same time, attention will also be given towards improving the performance of Bumiputra students especially in Science, Mathematics and the English language, through more effective teaching methods, a better provision of educational facilities and the establishment of more residential schools (Malaysia, 2003). Financing will be provided to the Bumiputra to assist them to pay the higher fees in the private institutions. Migrant workers Migrant workers have added to the challenges of maintaining industrial harmony. As Malaysia has a long history of using foreign labour, at first introduced in post-independence Malaysia in the early 1970s in response to labour shortages in the plantation industries. Since then certain sectors of the economy, especially plantation and construction, have received a great number of foreigner workers, and some sectors appear to be dependent on them, foreign workers were 7. 8% of the labour force in 2000 (Malaysia, 2001b). Now, Malaysia continues to remain attractive to foreign workers, the total number of registered foreign workers increased by 10. 2% to reach 1. 62 million. The majority of foreign workers are from Indonesia (69. 4%), followed by Nepal (10. 2%), India (6. 2%), and Vietnam (4. 6%), in addition, there are between 500,00 and 800,000 illegal or undocumented foreign workers in Malaysia (Hamid; Ninth Malaysia Plan, 2006). Nevertheless, especially for the manufacturing sector, the need to compete effectively in the global economy has led to observable changes in the economy. There is an increasing focus on product quality and more differentiated demand for products, resulting in shift from mass production to flexible specialisation (Economic Report, 2004/2005). There is a shift to higher value-added, less labour incentive production, even as low value-adding, labour-incentive production is moving form Malaysia to other low labour cost countries, or using foreign labour which is lower cost. So migrant workers have added to the challenge of maintaining industrial harmony, their wages are contractual, and when wages differ between the local and foreign workers, there have been disputes. Migrant workers are also from particular countries, and sometimes bring with them their inter-ethnic tensions and biases, leading to melees. As a result of labour migration, the resulting diversity of the workforce may also compound the nature of wage negotiation and contractual arrangements. In addition, there have been arguments that their presence has led to depressed wages. It has long been argued that the problems caused by migrant workers are greater than their benefits (Azizah, 1998), but the needs of business in the light of a tight labour market have always been greater priority. Thus the challenge has arisen. Conclusion In this paper, the researchers have highlighted some of the challenges for Malaysia in the light of its commitment to take growth path of globalization. These include developing a workforce with the necessary skills, equipping the existing workforce with necessary skills addressing the problems arising from the use of foreign workers, enhancing the improved worker protection. In the short run appropriate legislation needs to be put in place to allow for a diversity of working arrangements while providing adequately for worker’s protection. In the long run, there is a need to review the way education is delivered, so that schools become the great equaliser that they are meant to be by providing the entire right educational environment in which to succeed. Researchers believe that all the challenges that has been planned and predicted by the Government will be solved successfully and the labour market can become more healthy and stable. References Azizah Kassim (1998), â€Å"Immigrant workers and the informal sector in West Malaysia: A case study of the Indonesia worker in Kula Lumpur. In current issues in Labour Migration in Malaysia, University Of Malaya, Kuala Lumpur: pp 232-254. Athukorala PM and Menon J (1996), â€Å"Globalization, Employment and Equity: The Malaysian Experience†, ILO, Bangkok, June. Economic Report (2004/2005), Kuala Lumpur: Percetakan National Malaysia. Hamid H (2006), â€Å"Foreign Labour Dilemma†, New Straits Times, 25 Sept. Ninth Malaysia Plan 2006-2010 (2006), Kuala Lumpur Inagami T (1998), â€Å"Labour market policies in Asian countries: Diversity and similarity among Singapore, Malaysia,the Republic of Korea and Japan† , ILO: EMPLOYMENT AND TRAINING PAPERS.

How To Come Up With A Brand Name

How To Come Up With A Brand Name How To Come Up With A Brand Name How To Come Up With A Brand Name By Mark Nichol The art of creating names of companies, services, and products is also an industry and a lucrative one. Brand agencies charge dearly for a list of suggestions for brand identities, but it’s simple to do it yourself. Note that I didn’t use the word easy; the process is fairly straightforward, but it takes a lot of time and effort. But perhaps you’d like to try it on your own. Here are a couple of issues to consider: Evocation Is the word distinctive? Does it encapsulate the essence of the company, service, or product? Does it evoke a positive response? What is the pertinent business or industry? What is the brand’s identity or personality? What is its demographic market? What sets this brand apart from competitors’ brands? Is the brand name already in use in the pertinent business or industry, or in another area? Is it an existing word, or is it similar to an existing word, already in generic usage, and if so, what are the associations with the word? Does it consist of or resemble a foreign term, and if so, what are that term’s associations? What impact will such associations have on use of the brand name? Can it be trademarked, and is it available as a domain name (www.widgets.com) or as the equivalent of a telephone number (1-800-WIDGETS)? Word Formation Various treatments of words are available for producing brand names: A brand may consist of an acronym, a new word or the mimicking of an existing one formed by using the first letter of each word in a phrase (though the first two letters from one or more words may be employed, or a minor word may be passed over, to improve the word’s appearance of make it match an existing word). One example is Saab, from the initials for the Swedish company name Svenska Aeroplan AktieBolage). The brand name might be a compound, a phrase formed from two existing words, as in the case of Band-Aid, or it might be devised (or revised) by clipping, or truncating one or more words, as with FedEx. It could also be a neologism, such as Kodak. A brand name might be a play on words, like a Mexican restaurant called Sir Vesa’s (a homophone of cerveza, the Mexican word for â€Å"beer†). It could be a deliberate misspelling of a known word, such as Tru. Various forms of wordplay are used to coin new words, including alliteration (Burt’s Bees), rhyme (Slim Jims), and reduplication (Ding Dongs). A company may choose a character, like Aunt Jemima or Mr. Clean, to evoke a certain image, or may employ foreign or classical words or syllables that represent a product’s value proposition: Lux, for example, the Latin word for â€Å"light† but also a part of luxury, suggests both illumination and refinement. The Decision If you’re going to create a brand name yourself, refrain from getting carried away by all these possibilities right away. Focus first on the qualities your brand name should convey: Sober, or sassy? Literal, or lyrical? Practical, or personified? Then brainstorm, whittle the list down to a handful of finalists, and test on colleagues, friends, and family and in a focus group. When you make a final decision, let it sit for a while, and then decide whether it will have lasting appeal for you, your business associates, and your clients or customers. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Inquire vs Enquire26 Feel-Good Words"To Tide You Over"

Spatial Differences of Rich and Poor Neighbourhood in Jeddah, Saudi Essay

Spatial Differences of Rich and Poor Neighbourhood in Jeddah, Saudi Arabia - Essay Example This paper explores the reason for this gap by studying poor and the posh areas in the modern city Jeddah located in the west coast of Saudi Arabia. The study analyzes six different factors based on birth rate, income rate, employment facility, education access, healthcare facilities and the crime rate in two prominent areas of the Jeddah city, the Al-Naeem district and the Al-Sharafiyah district. The paper examines how these various hypotheses affects the living condition of the poor and the rich people in these areas using the data collected through an elaborate survey in both the districts. The outcome of the research states there is relatively little difference between the life style of the rich and the poor. Both have nearly equal access to the education and employment. The chances for the poor people to earn more are slightly less than the rich owing to their rich people’s high education standard. The birth rate in both the poor and the rich families are more or less similar with slight variations in the number of children and the earning elders. But, the prevalence of crime rate is much higher in the poor neighbourhoods than the rich people’s area. Similarly, advanced healthcare facilities are mostly limited to the rich people. Introduction Just like many other Saudi Arabian cities, Jeddah too is mostly deserted. The fast growing city is located on the border of the Red Sea. The Al-Sarawat Mountains serve as a natural fortification for the city in the eastern side. The Gulf of Salman present on the northern side of the city acts as a great port. The cities location makes it a gateway for Mecca and Medina, the Jerusalem of the Islamists. The influx of tourists from international communities was crucial in the development of this multicultural city1. Jeddah is located on Tahoma coastal plain that is about 75 kilometres west of Mecca2. The region earned natural environmental distinction with a wide desert, eroded plateau at the central region, and the weather is dry and hot, although winter brings its cold season3. The climate in the city is usually quite high ranging up to 43 Â °C (109 Â °F) in the summers. Dust storms and bush fires are quite common. Jeddah is situated at the heart of the Middle East. It can be reached easily through flight from any North African and other Middles East country’s capital within a couple of hours. It is a major port of Saudi Arabia. Jeddah is considered as the next major commercial city in Saudi Arabia after Dubai. It is quite westernized and has all the modern facilities suitable for a metropolitan city. Jeddah's major shopping area Tahlia Street features everything from Gucci to Armani products along with their traditional jewelleries. Coined as the bride of the Red Sea, Jeddah stretched in a spatial area of 1,320 km24. Objective of the Study The main objective of the study is to spot out whether there is a significant gap between the life of the rich and the poor in the Saudi Arabia. The study selects the historical city of Jeddah as sample and explores the two districts in it, the economically backward Al-Sharafiyah and the posh Al-Naeem area. The main question considered for research is; How different is the life of the people living the economically ba ckward regions like Al-Sharafiyah different from the ones living in flourishing areas like Al-Naeem. The study compares the various aspects of the life of the poor and the rich through six different hypotheses listed below. Hypothesis 1: The birth rate and the number of family members in the Al-Sharafiyah district influence the fertility of the region. Justification: Al-Naeem has controlled infant birth rate and high earning adult’s rate in each family. On the other hand Al-Sharafiyah has more number of small children and controlled number of bread

International Education Personal Statement Example | Topics and Well Written Essays - 500 words

International Education - Personal Statement Example As an educator, I would like to be a part of this movement of educational globalization and I am banking on the Institute of Education to significantly assist me through enlightenment and empowerment so that I may be able to take on the challenges of international education. Through the Educational Doctoral program at the Institute of Education, I hope to achieve professional development in three areas: First, with the Institute's strength in academic discipline and through the guidance of my mentors, I will be able to sharpen my professional ability for critical analysis, broaden my knowledge on educational theories in the fast changing international education arena, hone my academic leadership skills and build effective strategies to respond to challenges, issues and concerns of institutes, educators, students, and their families. Second, with research support from the Institute of Education, I would like to create a cooperative educational model that synergistically supports educational institutes and international students with specific application on the Elpis Project. I have witnessed tremendous growth in the international educational market especially, in the numbers of students joining exchange student programs.