Up in Arms About Short Essay Samples Pdf?

Up in Arms About Short Essay Samples Pdf? Top Short Essay Samples Pdf Secrets There are several ways to compose an essay. Just open our English essay example and discover out what's written in an essay and the way that it is written. Thus, there are numerous ways an essay can be written. You already understand what a descriptive essay is and the way to start. Even though there are systematic ways on composing your very own informative essay, it can be challenging to do. To compose an impressive short essay, especially during an examination, you must be in a position to hit the question and supply a straightforward answer while at the exact same time observing the most suitable structure of an essay. You've got a guide and get ideas about what to do with your essay. The essay proposal sample is about the practice of proposing the demand for an essay. A superb essay should have essential points. Stephen's essay is quite effective. 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Essay What are the factors behind the rise of megacities

What are the factors behind the rise of Mega Cities, and to what extent are these urban areas sustainable? Megacities, defined by population, have at least 10 million inhabitants. In recent years, megacities in the developing world have grown rapidly with little or no planning. As a result, they face cries of infrastructure, poverty and unemployment. The driving force for the rise of megacities is mass urbanisation between rural – urban areas, as well as rates of natural increase that are higher in urban than rural areas. An example of a megacity is Mexico City, population estimates range between 16-30 million depending on where the boundaries are drawn. Either way, Mexico City is now considered the world’s 3rd largest city and still†¦show more content†¦Many projects have been created to make sure that the mega cities remain sustainable. For example in Dhaka, the Bangladesh Environmental Network works on reducing the high levels of arsenic in Bangladesh’s water supply and combats the countries severe flooding problem. Another example of how megacities are en vironmentally sustainable is the Blue Skies Project in Jakarta, Indonesia. This project is pushing towards a completely natural gas conversion and is working towards the installation of dedicated filling stations, establishing a fleet of natural gas-fuelled passenger busses, supplying conversion kits for gasoline fuelled cars, and creating suitable inspection and maintenance facilities. Economically, megacities thrive. Most of the time mega cities are also world cities, which mean they are resource and learning centres. This strongly suggests that business and global trade is strong between other countries (that they have high levels of synergy). Regarding how socially sustainable megacities are, lots is being done to make sure that they are socially sustainable. For example, in Jakarta there are traffic problems but they are being faced to rid the city of pollution and congestion. The city has launched a ‘three to one’ policy, demanding that every car on major thruways carry at least three passengers when passing through special zones between 4:30pm to 7:30pm. The city has also undertaken the construction of a nearly 17-mileShow MoreRelatedOver Population in the Philippines2405 Words   |  10 Pages2 Significance of the study: to make people realize how alarming is overpopulation. 2. Meaning of Overpopulation 3. Overpopulation facts 3.1 Causes of Overpopulation 3.2 Effects of Overpopulation 3.3 Solutions to Overpopulation 4. Manila: A megacity where the living must share with the dead ( Jenny Kleeman’s Article ) 5. Conclusion 1. Introduction The purpose of the study is to discuss about overpopulation in our country. Using libraryRead MoreIs It What It s Cracked Up?2087 Words   |  9 PagesIs it what it’s cracked up to be? 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Fig 2: Refugees outside the newly formed Indian Parliament Fig 3: Refugee settlement- one of hundreds post-independence The issue of population growth and urban sprawl is witnessed on a largeRead More7 Megatrends 203026297 Words   |  106 PagesROLAND BERGER STRATEGY CONSULTANTS TREND COMPENDIUM 2030 START INDEX TRENDS CONTACT This document is optimized for color prints 1 About the TREND COMPENDIUM 2030 WHAT IS IT? The   TREND   COMPENDIUM   2030   is   a    global   trend   study   compiled   by   Roland    Berger   Strategy   Consultants It   describes   seven   megatrends   that   will    shape   the   world   over   the   next   20   years All   trends   have   a   broad   impact   on   how    we   do   business    Therefore,   Roland   Read MoreThe Rise of China and Future of the West17670 Words   |  71 PagesThe Rise of China and the Future of the West Can the Liberal System Survive? By G. John Ikenberry January/February 2008 Summary:   Chinas rise will inevitably bring the United States unipolar moment to an end. But that does not necessarily mean a violent power struggle or the overthrow of the Western system. The U.S.-led international order can remain dominant even while integrating a more powerful China -- but only if Washington sets about strengthening that liberal order now. G. JOHNRead MoreBusiness Plan of Audi8577 Words   |  35 Pagesanalysed. Furthermore, a SWOT analysis is made which serves to make assumptions about Audi ´s future performance and objectives are formulated. Last, resource requirements and budgets are laid out in order to understand the financial considerations behind the formulated strategies. The report will end with a short conclusion. It is important to note that only secondary data, e.g. the Internet was used to write this report. I. Company Presentation A. Overview Audi is a German companyRead MoreUrbanization of Lagos6093 Words   |  25 Pagescorruption and general worry within Durban. The rapid urbanization of Durban also sees a high number of people coming in search of jobs and a better life. The city fails the meet the housing demands of the ever increasing population and this gives rise to informal settlements such as Cato Manor and informal employment such as street vending. LESSONS TO BE LEARNED Durban can take away from the people of Lagos, their ability to reduce, reuse and recycle all resources. Despite the fact that theseRead MoreCuases Impact of Rural - Urban Migration from District Swabi to Peshawar14595 Words   |  59 PagesAND (III) TO FIND OUT ITS PSYCHOLOGICAL IMPACT. FOR DATA COLLECTION 40 RESPONDENTS WERE SELECTED ON RANDOM SAMPLING METHOD. QUESTIONNAIRE WAS USED AS A TOOL OF DATA COLLECTION. THE STUDY SHOWS THAT RURAL-URBAN MIGRATION CAUSED DUE TO ‘PUSH AND PULL FACTORS’. ALONG WITH THE CAUSES, RURAL-URBAN MIGRATION HAS ITS IMPACT ON HOST COMMUNITY. SOME OF THE SUGGESTIONS ARE GIVEN IN THE END FOR STOPPING RURAL-URBAN MIGRATION FROM SWABI TO PESHAWAR. ACKNOWLEDGEMENTS THE RESEARCHERS HAVE NO WORDS TO EXPRESSRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesthe Contributors †¢ 343 _ IN TR OD UC TIO N Michael Adas B y any of the customary measures we deploy to demarcate historical epochs, the twentieth century does not appear to be a very coherent unit. The beginnings and ends of what we choose to call centuries are almost invariably years of little significance. But there is little agreement over when the twentieth century c.e. arrived, and there were several points both before the year 2000 (the collapse of the Soviet Union

Environmental law and safety

Questions: 1. Why is it important to limit global temperature changes to below 2C warming? 2. Is the COP21 in Paris considered a success or a failure? Explain your answer? 3. Compare their INDCs with respect to: (i) commitments to reduce carbon emissions; (ii) forestry protection; (iii) energy footprint; and (iv) technological support? 4. In your opinion, do you think that these IDNCs will be effective in controlling climate change Why or why not? Answers: Introduction The United Nation Framework Convention on Climate Change was constituted in Rio de Janerio in the year 1992 and was enforced in the year 1992 (1). It is an international environmental treaty which was discussed at the Earth summit. The main purpose of this agreement is to control the emission of the green house gases and reduce their presence in the atmosphere in order to prevent anthropogenic interference with climatic conditions. No limits or sanctions have been imposed on the countries through the treaty it rather establishes the way in which specified treaties and agreements should be discussed to set limits with respect o green house emissions. With respect to this the agreement strives to limit the change in global temperature below or to 2C by the year 2100 (2). 1. This part of the paper discusses why it is important to limit the global change in temperature to below 2C. The planet has already been subjected to rising temperatures, shifting patterns of rainfall and snowfall along with extreme climatic conditions such as cyclones, rainstorms and rising sea levels. The main reasons for such drastic changes in the climate are the presence of high volume of green house gases such as (Chlorofluorocarbon) CFC, Carbon Dioxide, Nitrous oxide and Methane. The level of these gases in the atmosphere has risen mainly due to the increased use of fossil fuels for the purpose of generating energy. The primary function of these gases is to prevent heat from escaping the atmosphere. The ozone layer present in the stratosphere prevents the ultra violet radiations from the sun from entering the troposphere and the stratosphere as it reflects them back into the space. Compounds such as Chlorofluorocarbons react with the ozone layer and destroys its molecules. T he chlorine from CFC reacts with the sole oxygen atom of ozone gets converted to chlorine monoxide destroying the ozone layer. A single chlorine atom has a potential to destroy almost ten thousand molecules of Ozone according to Environmental Protection Agency. Global warming is a phenomenon which is currently the most significant issue faced by the earths environment. It is a well known fact that only one fourth of the earths total area comprises of land and the rest is water. Water is also stored in the form of glaciers on earth. As the temperature of the earth is rising due to the green house effect the glaciers which are made up of ice are melting rapidly which is subsequently resulting in the rise of sea level throughout the globe as the water from the glaciers is deposited in the oceans. This rise in sea level is causing the costal land to get submerged reducing the amount of land available on earth. Many coastal areas have already drowned and many are on the verge of getting submerged. According to many environmental scientists the worst effect of climate change can only be avoided if the average temperature of earth is prevented to rise an additional 2C above the pre-industrial levels and 1.5 more than the current level (3). It had been previously observed by the scientist that this can be maintained if the green house gases are limited to 550 PPM. However A Scientific Symposium on Stabilization of Greenhouse Gases conference found that even at 550 PPM the limit of 2 would exceed. The conference provided that if the achievement of this level is failed it might have drastic effect on the earths environment leading to disease like Skin cancer and a major part of the earths total land being submerged under water along with drastic increase in climate uncertainties (4). 2. The COP 21 was an effort to supersede the failure provided by the Copenhagen conference six years ago. Prior to the COP 21 several environmentalist, individuals and campaigning organizations all over the world came to the streets in order to promote a sense of urgency and protest for the purpose of achieving the strongest possible agreement towards environment protection (6). 195 countries for the first time pledged to change their environmental policies in order to contribute positively towards environmental conditions. The main purpose of this agreement between the countries was to limit the rise in global temperature to below 2 C and to give extra effort to restrict the rise below 1.5 C. it has to be noted that presently the world is heading towards 1 C increase in global temperature and if not limited the number could increase drastically therefore limiting the number at 1.5 C would be a difficult target (7). The agreement also aims to establish a balance between green house gases stored by forests and oceans along with the green house gases emitted by human beings with respect to the centurys second half. With respect to this a review mechanism in relation to the national contribution and that of green house gases emission is strived to be established. According to the agreement every country is required to provide an inventory in relation to their green house emissions for the purpose of measuring its engagement (8). The engagement is subjected to be reviewed every five years and the initial global stocktale would be assessed in the year 2020. The agreements provide the understanding needed by developed countries towards leading the emission reduction targets. They are also required to provide qualitative as well as quantitative information on this every two years. The agreement also appoints two high level champions for the purpose of acting on behalf of the COP president in order to i ntensify and facilitate action during the period of 2016-2120 (9). The COP 21 is evidently not the last agreement with respect to climate change and is a mere beginning towards positive steps in relation to the future environmental protection journey. The targets have been set by it and the leaders of the worlds have agreed upon the fact that limiting the emissions with respect to green house gases is the key to success. Another positive result which has been seem after the COP 21 is that just after 24 hours of the conference the policies of the United Kingdom with respect to environment have been criticized and scrutinized by the politicians in order to provide for a better environment (10). Thus it can be evidently said that COP 21 has been a success towards environmental protection. 3. This part of the paper compares the Intended Nationally Determined Contributions (INDC) of 3 countries belonging to ASEAN namely Singapore, Indonesia and Philippines. The INDCs of these countries have been submitted by them on July 3, September 24 and October 1 respectively. Singapore Philippines Indonesia Commitments to reduce carbon emissions 36% as in 2005 by the year 2030 Plans to reduce carbon emission by 70% till the year 2030. Plans to substitute fossil fuels with alternative source of energy. Plans to reduce 41% of carbon emission by the year 2030 with support from international funding Forestry protection Protection of coastline and converting forest to national parks Changed several legislations and enacted new ones for the protection of forests Coastline protection and stricter laws in relation to hunting Energy footprint Although it lacks alternative resources for energy it uses energy efficient resources to reduce emissions and maintain productivity Alternative resources present but lacks proper framework requiring international funding. Lack of funding in acting as hindrance towards use of alternative resources as infrastructure not available. Technological support Invest a significant amount of money domestically funded to develop technological support. The support helps to reduce emissions Uses different software to areas the emission issue Lack technological support and requires funding Carbon reduction commitments Singapore has promised via its INDC that it would reduce its carbon emission by 36% from the year 2005 by the year 2030. In 2005 the green house emission of Singapore per S$ was 0.176 kgCO2e/S$ and the project aims to make it 0.113 kgCO2e/S$ by the year 2030. The time frames which Singapore has chosen to implement its policies from 2021 to the end of 2030 (11). The target set by Singapore as stated in its INDC is the best as compared to the other two countries. This document provided by Singapore clearly sets a realistic objective in terms of emission per Singapore dollar which is lacking in the documents provided by the other two countries that are using percentage reduction to describe their objectives. The concept of emission per kg will not only make Singapore reduce its carbon emission but also maintain its productivity. Philippines plans to reduce carbon emission by 70% till the year 2030 from the year 2000. The reduction is targeted to be achieved from the sectors of energy, transport, forestry, industry and waste sectors. However the limitation of emission would be subjected to the financial resources available to develop transport waste and industry sector along with introduction of capacity buildings in Philippines. The countries vulnerability of extreme climate and its capacity of implementing the regulation would also be a factor affecting the results (12). Comparing the document provided by Philippines with the other two countries it is evident that Singapore is doing better in terms of carbon emission and setting clear objective. However comparing the documents provided by Indonesia with Philippines it is clear that the target set by Philippines is better than that of Indonesia but the approach taken by both the countries are same. The most significant issue before Indonesia is to address the people who are below the poverty line still the country aims to comply with the agreement and reduce its emission with respect to green house gases. The country aims to reduce 26% of its green house emission by the year 2020. The country claims that if internationals support is provided it can achieve 46% emission reduction by the year 2030 (13). The document provided by Indonesia clearly states that its main concern is poverty at present thus it is not doing as good as the other two countries in terms of carbon emission. Forestry protection Singapore strives to protect the bio diversity with respect to its forest. The country plans to promote greenery by modeling its cities in form of gardens. Tekong Island is one of the biggest forests in the country. The country has adopted a coastal protection and restoration program in order to protect the forest from sea erosion and rise of water level. Most of the forests in Singapore have been converted to national parks in order to ensure that human activity does not cause any deterioration to the forest ecosystem (11).Singapore has a well developed legal framework in relation to its wildlife as compared to the other two countries and thus the major problem it faces in relation to forest is from coastal erosions. Singapore has been able to identify this fact accurately and has made investment towards coastal protection according to its INDC. Philippines has amended various laws for protecting its forests. The climate Change Act 2008 has been amended establishing a commission for climate change. It main job is to ensure that the wild life and forest are not exploited by human activities. The country realizes the importance of forests towards controlling green house effect and therefore along with preventing emissions it striving to enhance its forests. It has also enacted laws such as natural disaster risk reduction and management law which acts as guidelines in case forests are affected by natural disasters (12). Contrasting to the other two countries Philippines have made major amendments to the law relating to forestry. Philippines also like Singapore have been able to accurately identify their main problem which is illegal human activities and thus have made provisions to address it adequately. Indonesia has a rich biodiversity with respect to its forest ecosystem but recent reports have suggested that there has been a reduction of its forest area over a decade. Indonesia strives to protect its forests by limiting hunting activities and making laws in relation to deforestation stricter. The country is vulnerable to extreme climatic conditions like Singapore and has invested in the protection of its coast line to subsequently protect the forests (14). Contrasting from the other two countries it is evident from the documents provided by Indonesia that they have not been able to address forest protection adequately. They face major issues both in terms of illegal human activities and extreme climate. Although Indonesia has taken similar steps to that of Singapore in this regard the execution is uncertain as the country clearly provides that it lacks funds through the document provided by it. Energy footprint Singapore faces disadvantage with respect to alternative energy as it a small island on flat land with inadequate geothermal resources and high winds. Thus it faces difficulties to generate hydro electricity, geothermal or wind power. Further the risk of including nuclear power as an alternative energy is much more than its benefits. However Singapore uses its energy efficient strategies towards manufacturing to reduce emissions and therefore it is found that Singapore only contributes 0.11 to global emission which providing 2.2% of the global trade. The country is heavily dependent on international supplies for energy and food securities (15). With respect to energy the document provided by Singapore is the strongest as compared to the other two countries. Even though its lacks resources towards alternative energy production it has significantly invested in development of strategies which are energy efficient and thus prevents emission. whereas the other two countries even though th ey have adequate resources to use alternative energy lack framework and need financial support as provided by their respective documents. Philippines have means of using alternative energy for fuels such as hydro electricity and wind energy. However as Philippines lack proper framework to harvest such energies they would require considerable amount of investigation to be made in this sector. Indonesia like Philippines also has availability of alternative energy production resources such as wind and water energy but they also lack proper infrastructure which can be attained through international investment (20) Both Indonesia and Philippines in this respect has failed to set clear objectives which directly affect their ability to reduce carbon emission. The situation can only be improved if the countries get international support to improve their energy framework. Technological support The technological support available to Singapore has helped it to achieve low emission despite having no alternative resources to produce energy and while marinating its productivity and economical growth. Singapore further favorably ranks 113 out of 140 countries with respect to less carbon emission. Singapore includes a green growth strategy for the purpose of the promotion of low carbon trajectories along with promotion of innovative energy measures over those which have been deployed extensively (16). The country plans to technological advancement towards emissions and with respect to this has made significant investments for the purpose of promoting new innovations. All these investment although entailing social and economic opportunity cost would be domestically funded. Singapore with respect to technology also has provided the strongest INDC as compared to the other two countries. Philippines have made better development as compared to that of Indonesia and Indonesia is suffer ing from the same problem of finance abilities. With respect to technological support Philippines uses 2006 IPCC software guidelines for the GHG inventory, land and agricultural use software for forestry, agriculture and land use, alternative planning for long range energy and multi criteria analysis (17). These systems introduced by the country are although not a major step towards environment protection but provides the intent of the country to reduce emission and provide for an energy efficient system. The most significant issue before Indonesia is to address the people who are below the poverty line still the country aims to comply with the agreement and reduce its emission with respect to green house gases. The country aims to reduce 26% of its green house emission by the year 2020. The country claims that if internationals support is provided it can achieve 46% emission reduction by the year 2030. Indonesia lacks technological support needed for the reduction of carbon emission similar to that of Philippines and are also is in need of significant investment. The country has not provided any details about the technological support and therefore the only reason for this must be the lack of international funding. 4. The INDCs provided by these country show adequate evidence that it would be successful with respect to reduction in climate changes. Ozone layer is depleting and adding to the depletion of ozone layer is the green house gases present in the atmosphere. As the ozone layer gets depleted it ultra violet radiations which are every harmful enter the earths atmosphere resulting in the rise of temperature, the green house gases further traps the increased heat in the atmosphere just like in case of a green house where the glass prevents the heat from escaping. This effect known as the green house effect considerably affects the earths temperature leading to global warming (18). The COP21 has set a few national commitments with respect to the environment which include reducing green house gases emission by 40% by the year 2030 s compared to 1990 an d a further 75% reduction by the year 2050. It aims to increase the price of carbon to 56 per ton in 2020 and 100 by the year 2030. It aims to elevate the share of renewable energy by 32% and decrease overall consumption of energy by 50% till the year 2050 (19). All the countries have pledged to reduce its carbon emissions through their INDCs and thus complying with the commitments of COP21 and subsequently climate change reduction. According to the intergovernmental Panel on Climate Change of the United Nation the global temperatures have already climbed over 0.88 C during the period of 1880-2016. This has evidently resulted in melting glaciers, falter in crop yields and ocean levels rise. The Alaskas Pedersen Glacier has gone back by two kilometers as a result of the rising temperature as provided by the Geological survey of United States. It has also been warned by the United Nation that grain crop yields falls by 5 % for every 1 C increase in the global temperature. The last three decades have progressively been hotter than the other. The decade from 1983 to 2012 was the warmest period of 30 years observed in the last 15 centuries( 20) It is clearly indicated in the INDC provided by the countries that they are taking adequate steps towards improving the protection with respect to the forest will will subsequently control high temperatures. There have been arguments by a few countries that this limit should be brought down to 1.5 c and more strict impositions must be made on countries with respect to green house emissions. The issue is of grave concern for the planet and although 2 C looks quiet insignificant it is the number which would be the difference between earth and catastrophe. Thus it is of utmost significance to limit the global temperature rise to below 2 C. The alternative energy used by the countries other than fossil fuels would help in reducing emissions and ultimately control temperature. The COP21 includes a five year review of the targets of the countries which is legally binding along with their capability towards achieving their objective of low carbon emission. The commitment also includes contribution and engagement of the respective countries towards the agreement. The agreement provides for financial support by developed countries of $100 billion by the year 2020 for the support of actions by vulnerable and developed countries. The agreement also provides for improving the engagement in the program by civil societies. Thus If proper funding is received by the countries they would be able to manage climate change effectively. The COP21 strives to minimize and avoid the damages and losses associated with the ill effects of the change in climate which includes extreme conditions through the implementation of an effective early warning system. The COP21 is subjected to a few drawbacks one of which is the lack of a proper mechanism to implement the targets identified by the agreement. However this agreement is an initial step towards taking serious steps for dealing with climate change along with making the world free from the addiction of fossil fuels. In relation to this the INDCs provided by the countries are also an initial step to control climate change and thus are successful. Reference Nordhaus WD. A question of balance: Weighing the options on global warming policies. Yale University Press; 2014 Oct 1.Trenberth KE, Dai A, Van Der Schrier G, Jones PD, Barichivich J, Briffa KR, Sheffield J. Global warming and changes in drought. Nature Climate Change. 2014 Jan 1;4(1):17-22.Peters GP, Andrew RM, Boden T, Canadell JG, Ciais P, Le Qur C, Marland G, Raupach MR, Wilson C. The challenge to keep global warming below 2 C. Nature Climate Change. 2013 Jan 1;3(1):4-6.Knutson T. Early 20th Century Global Warming.Leiserowitz A, Maibach EW, Roser-Renouf C, Feinberg G, Howe P. Climate Change in the American Mind: Americans' Global Warming Beliefs and Attitudes in April 2013.Trenberth KE, Fasullo JT. An apparent hiatus in global warming?. Earth's Future. 2013 Dec 1;1(1):19-32.Fyfe, J.C., Gillett, N.P. and Zwiers, F.W., 2013. Overestimated global warming over the past 20 years. Nature Climate Change, 3(9), pp.767-769.Hof A, den Elzen M, Admiraal A, Roelfsema M. Global and regional a batement costs of INDCs and of enhanced action to levels well below 2 C and 1.5 C.Gu?tschow J, Jeffery L, Alexander R, Hare B, Schaeffer M, Rocha M, Hhne N, Fekete H, Van Breevoort P, Blok K. INDCs lower projected warming to 2.7 C: significant progress but sfill above 2 C. Potsdam Institute for Climate Impact Research (PIK), Climate Analytics, NewClimate Institute and Ecofys. Available at: https://climateanalytics. org/publications/2015/indcs-lowerprojected-warming-to-2-7-c-significant-progress-but-still-above-2oc [Accessed 10 November 2015]. 2015.Hof A, van Soest H, van den Berg M, de Boer HS, den Elzen M, Harmsen M, Roelfsema M, van Vuuren D. Raising the ambition level of INDCs allows for a smoother energy transition. Assessment of the implications of INDCs for achieving the. 2015 Dec 2;2.Richards M, Gregersen L, Kuntze V, Madsen S, Oldvig MB, Campbell BM, Vasileiou I. Agriculture's prominence in the INDCs.Baarsch F, Lissner T, Schleussner CF, Granadillos J, de Bruin K, Perrette M , Schaeffer M, Hare B. Impacts of low aggregate INDCs ambition: Research commissioned by Oxfam.Ekwall A. Explaining INDCs.Forsell N, Turkovska O, Gusti M, Obersteiner M, den Elzen M, Havlik P. Assessing the INDCs land use, land use change, and forest emission projections. Carbon Balance and Management. 2016 Dec 1;11(1):26.Tracker CA. Tracking INDCs. Retrieved April. 2015;28:2015.Hafner M, Arlasane Y, Cail S, Mistr M. Energy World in 2040: Understanding INDCs Perspectives and Challenges. InEnergy: Expectations and Uncertainty, 39th IAEE International Conference, Jun 19-22, 2016 2016 Jun 19. International Association for Energy Economics.Hhne N, Ellermann C, Fekete H. Process guidance for Intended Nationally Determined Contributions (INDCs). London, United Kingdom: Ecofys. 2014.Tracker CA. Emissions GapHow close are INDCs to 2 and 1.5 C pathways?. News Release, September. 2015;2.Bakkegaard RK, Bee S, Naswa P, Ngara T, Olhoff A, Sharma S, Desgain DD. Developing INDCs: a guidance note. UNEP DTU Partnership; 2015.Ottinger R. Expanding COP21 INDCs to Include Non-National Contributions.

Why and how did the US get involved in the Korean War

Table of Contents Introduction Why How Conclusion Works Cited Introduction On the surface, the Korean War seemed like a normal war between North and South Korea; however, there was more to it than what met the eye. This was a war between the United States of America and the Soviet Union. Critics and adherents alike have come up with many hypotheses as to why and how the US government got involved in the Korean War.Advertising We will write a custom research paper sample on Why and how did the US get involved in the Korean War? specifically for you for only $16.05 $11/page Learn More Why According to Park, America got involved because of the â€Å"Domino Theory; a political theory that if one nation comes under communist control then neighboring nations will also come under communist control† (96). In 1949, China had become one such a victim of communism and Truman knew if Korea went the same way, Japan would follow suit, something that would c ripple America’s economy. â€Å"Before the tide turned, the U.S. established very high war aims of seeking the destruction of the Communist regime in North Korea† (Reiter 63). It is evident that Truman never liked communism for he believed that it would undermine capitalism and freedom, important elements of American life. Cotton and Neary posit that, â€Å"the bombing as purely a military operation†¦as a means of applying pressure on the communists†¦ (107). Truman acted on the 1950 National Security Council report (NCS 68), which called for abolishment of communism. On the other hand, some scholars believe that America was competing against the USSR for world domination; consequently, Truman did not want to attack Russia directly so he opted to support South Korea as a way of fighting communism without involving the USSR directly. Other compelling reasons include the fact that after America lost its bid to control China from becoming a communist state coup led with the USSR’s acquiring atomic bomb, a preserve for the Americans; many people believed that the American government was becoming weak. Therefore, to prove that the American government was not weak, therefore, Truman acted to prove that the US government was as strong as ever. Other unusual interpreters claim, â€Å"Both sides wanted to unite but could not agree on what type of government, so the North tried to unite it forcefully by crossing the 38th parallel on June 25th 1950† (Park 99). By crossing over to the South, the North was angering the USA for it controlled the South region. Finally, America got involved in this war to honor her pledge contained in Truman’s document that stated that America would help any country that was willing to root out communism.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More How The USA sent her troops to the Southern Korea governmen t under the pretext of United Nation’s peacekeeping mission; however, â€Å"†¦the UN forces of the free world, with the United States as its key participant joined the conflict to aid South Korea† (Millet 1). It is true that the North began the war by invading the South; something that led the UN; which was only five years old then, to ask ally nations to offer military support to the South region. Nevertheless, as aforementioned, Jenkins and Fredrick observe that, â€Å"To Kim’s surprise, however, the United States rose to action immediately† (xxiii). Therefore, it was an American exercise under the guise of the UN. Conclusion The Korean War was not just a normal war between the Southern and the Northern region; no, it was war between the US and the USSR as they contested for world supremacy among other reasons. Particularly, America wanted to protect her trade with Japan and lifestyles; these elements were under threat of communism. The sources us ed here are helpful for they offer different reasons behind America’s involvement in the Korean War. Without these different sources, one would think America went to this war for one reason; fortunately, these sources are peer-reviewed materials hence offering credible information. Works Cited Cotton, James, Neary, Ian. â€Å"The Korean War in History.† Manchester; Manchester University Press, 1989. Jenkins, Charles, Frederick, Jim. â€Å"The Reluctant Communist: My Desertion, Court-Martial, And Forty-Year Imprisonment in North Korea.† California; University of California Press, 2008.Advertising We will write a custom research paper sample on Why and how did the US get involved in the Korean War? specifically for you for only $16.05 $11/page Learn More Millett, Allan. â€Å"The Korean War.† The Korea Institute of Military History, 1999. Park, Hong-Kyu. â€Å"America Involvement in the Korean War.† Society for History Education, 1983. 16(2); 96-103 Reiter, Dan. â€Å"How Wars End.† New Jersey; Princeton University Press, 2009. This research paper on Why and how did the US get involved in the Korean War? was written and submitted by user Alina Lott to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

America In The 19Th Century Essays - Labour Relations, Free Essays

America In The 19Th Century Essays - Labour Relations, Free Essays America In The 19Th Century In colonial America, most manufacturing was done by hand in the home. Some was done in workshops attached to the home. As towns grew into cities, the demand for manufactured goods increased. Some workshop owners began hiring helpers to increase production. Relations between the employer and helper were generally harmonious. They worked side by side, had the same interests and similar political views. The factory system that began around 1800 brought great changes. The employer no longer worked beside his employees. He became an executive and a merchant who rarely saw his workers. He was concerned less with their welfare than with the cost of their labor. Many workers were angry about the changes brought by the factory system. In the past, they had taken great pride in their handicraft skills; now machines did practically all the work, and they were reduced to the status of common laborers. In bad times they could lose their jobs. Then workers who would accept lower wages might replace them. To skilled craft workers, the Industrial Revolution meant degradation rather than progress. The Industrial Revolution was dawning in the United States. At Lowell, Massachusetts, the construction of many mills and factories began in the early 1800s. Factory owners were in desperate need of workers, and as most jobs in these factories required neither great strength nor special skills. In turn the owners thought women could do the work as well as or better than men. In addition, they were more compliant. The New England region was home to many young, single farm girls who might be recruited. The only thing that hindered many from working was the belief that sooner or later factory workers would be exploited and would sink into hopeless poverty. Economic laws would force them to work harder and harder for less and less pay. Factory workers were able to persuade the women to work by building decent houses for them to live and adult supervision to look after them. They were encouraged to go to church, to read, to write and to attend lectures. They saved part of their earnings to help their families at home or to use when thy got married. Faced with growing competition, factory owners began to decrease wages in order to lower the cost-and the price-of finished products. They increased the number of machines that each girl had to operate. In addition, they began to overcrowd the houses in which the girls lived. All of this to save as much money as they could. This caused many to leave and others to hold protests or strikes. As the factory system grew, many workers began to form labor unions to protect their interests. Labors tactics in those early times were simple. Members of a union would agree on the wages they thought were fair. They pledged to stop working for employers who would not pay that amount. They also sought to compel employers to hire only union members. In the next few decades, unions campaigned for a 10-hour long working day and against child labor. Meanwhile trade unions were joining together in cities to form federations. A number of skilled trades organized national unions to try to improve their wages and working conditions. The efforts brought about many strikes and protests. It was a fact; things were changing in America. Some people liked it and others felt they were going to be thrown out and de-skilled. Unions and protests proved to be successful in many cases but nothing could change the fact that this nation was involving to one large factory.

Explaining the Explanation Regarding than he

Explaining the Explanation Regarding than he Explaining the Explanation Regarding than he Explaining the Explanation Regarding than he By Maeve Maddox My post about the use of than as a preposition left a reader wondering about some of the grammatical terms used in the explanation: I’m†¦a bit unsure about the terms ‘demonstrative pronoun’, ‘conjunction’ and ‘preposition’ in this context. Could you please explain this a little more? The terms being asked about are from this statement: The OED has listings for than as a demonstrative pronoun and as a conjunction, but not as a preposition. However, it does include a note about the use of than as a preposition and states that this use â€Å"is now considered incorrect.† demonstrative pronoun English has four demonstrative pronouns: this, that, these, and those. Like any pronoun, a demonstrative pronoun stands for a noun. At the same time, it serves to point out or separate the noun it stands for from other objects: This is the one I meant. Those are yours. May I have these? Give me that! The OED entry for than as a demonstrative pronoun documents an obsolete use in which than was used where we now use that. preposition English has many prepositions. They are those little words that show a connection of some sort between a noun that follows it and another word in the sentence: That is the pen of my aunt. The preposition of relates aunt to pen, indicating ownership. The cat sat on the mat. The preposition on relates mat to sat, indicating a spatial relationship. The noun that follows a preposition is said to be governed by it. I sat by my father. The noun father is governed by the preposition by. When the word governed is a pronoun, the pronoun will be in the objective case: I sat by him. Him is the object form of he. conjunction Conjunctions are used to connect clauses or sentences: You may go with your friends after you have finished your homework. After is a conjunction introducing the second clause which tells when about the verb may go in the main clause. Conjunctions are used to co-ordinate words in the same clause: Take your books and your papers. And joins book and papers, words of equal importance. The conjunction than is used to introduce comparative clauses. The problem in the than he/than him controversy is that the second clause often remains unexpressed: Charlie is taller than I. You are kinder than he. English speakers of a certain age have learned to provide the missing clause mentally: Charlie is taller than I [am tall]. You are kinder than he [is kind]. Reader Rob Baker defends the use of the object form him after than in certain contexts: Sometimes than him is correct: She likes Johnny Depp more than  he (does). She likes Johnny Depp more than  him (more than she likes him). This is a valid defense of than him. However, the correctness of the second example depends entirely upon context. The speakers meaning of the him would be clear enough in conversation, but in writing, it would be ambiguous. It would also sound like nonstandard English. Another reader, Gloson, offers this suggestion: Just don’t use â€Å"than he† or â€Å"than him†. Simply just use â€Å"than he is†. This is sound advice. In writing especially, if a few extra words are needed to make ones meaning clear, why not use them? For example, the ambiguity of She likes Johnny Depp better than him, can be avoided by being specific: She likes Johnny Depp better than she likes Orlando Bloom. The fact that this is my second post to include a discussion of than he vs than him should be a clue that this distinction is in the process of breaking down. Until than/him becomes universally acceptable, writers are wise to consider their audience before following the conjunction than with an object pronoun. 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 Grammar category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should Know75 Synonyms for â€Å"Talk†"To Tide You Over"

Learning style theory in post secondary education Research Paper

Learning style theory in post secondary education - Research Paper Example It is evidently clear from the discussion that the ideology of learning styles can be considered somewhat not yet established deduction regarding the observation that there is an exhibition of preference by many, over certain interactions of learning compared to others. Taking such a concept, the ideology of personalized "learning styles" was realized and afterwards popularized by the renowned â€Å"Howard Gardner's Multiple Intelligence Model†. There are many types of the models used in the implementation of learning styles. The occurrence of the auditory learning style involves the art of listening to the spoken word. The other model is the Kinesthetic learning that occurs via acting and interacting. Eventually, the visual learning involves looking at mind-maps, images, body language and demonstrations. The theory of learning models aims at explaining why school grades, classroom performance, and aptitude tests often than not, fail in identifying ones real ability. The Learn ing Style Profiler is a new measurement by Professor Chris Jackson that aimed at implementing a neuropsychological learning model in personality. The approach argues that Sensation Seeking presents a key biological motivation of learning, exploration and curiosity. He notes that a high exploration drive results in consequences of dysfunctional learning. Evidence regarding this argument alleges impression although it is yet to be verified through independent research. (Jackson, 2005). As early as the 70s, a research body on learning conducted a holistic exploration, active perspective of strategies and approaches – in contrast to styles – which accounts for the previous events’ effects, contextual feelings and experiences. This research body based in the UK has been operation for a period of twenty five years, drawing on the contributions of Marton and Saljo and Pask , additionally, from Northern Europe, there is a renowned model of learning, Vermunt’s is used. Vermunt’s model is referred to as the Inventory of Learning Styles (ILS). The model is influential especially in the institution of higher education (Vermunt, 1994). The ILS models in its broader view states that, learners are highly influenced by the contextual and strategies; there resultant is a multifaceted perspective of teaching. The ILS emphasis motivates a pedagogy approach that is broad thus encompassing institutional culture, subject discipline , previous experience of students’ and the manner of organizing and assessing the curriculum. Every other theory belonging to this learning family tend to elevate ‘styles’ as they favor ‘approaches’ and ‘strategies’ since past ideologies regarding styles improved the ideology of particular interventions with an intention of to matching existing styles or encouraging a styles’ repertoire (Honey & Mumford, 1992). The Entwistle’s model features a strategy describi ng the manner in which learners decide to address a particular task of learning. By adopting such a strategy, they account for the perceived demands. The approach is thus less fixed compared to a style; a style tends to be a wider characterization of the manner in which students show general preference in tackling tasks of learning (Entwistle, 1998). Some of the general support of ILS is that the application is on learning and thinking of students in the university. It implements new versions used in preparing for learning at work as well as 16–18 age group students. The approach is featured in studying various styles of learning for both the students and teachers themselves. Regarding the design of the model, the approach can be described as an experientially grounded approach that involved interviewing of students.

Theoretical Studies in Fashion Essay Example | Topics and Well Written Essays - 750 words

Theoretical Studies in Fashion - Essay Example The essay "Theoretical Studies in Fashion" concerns the Fashion Theoretical Studies. After visiting the Victoria and Albert Museum, we visited the shoe exhibition called ‘Shoes and Pleasure Pain’ where I learned about different types of shoes that reflect social construction for gender. In the shoe exhibition I chose to focus on Men’s Clubbing Boots which were produced between 1992 and 1996 in England. This type of shoe is a high heeled leather shoe designed for men. These shoes are long with tall laces from the feet up to the legs. They are sexy, and can be used by men to demonstrate sexiness in the English culture. The men’s clubbing boots fall under the category of seduction in the exhibition because they are considered as sexy shoes. They influence the movement of the body. These high heeled shows which affect body movements have been considered in most societies to be suitable for the female gender. However, in this specific exhibition men have also be en portrayed as a group that can titillate the audience and develop sensual feeling. However, the shoe also has several characteristics that reflect the male gender through social construction. For instance, the men’s clubbing boots are look big and heavy, indicating masculine aspects of the wearer. The bigness and heaviness of the men’s clubbing boots shows the distinct appearance of men and women in terms of social construction. In social perspective, men and women have different levels of social power. The power of women is manifested in their appearance.

Symbol of Shame Essay Example for Free

Symbol of Shame Essay Symbolism in literature is the hidden meaning in a piece of work. It is used to represent moral and/ or religious values and beliefs. As time goes on in the world, society and what makes up society changes. In today’s sense, pride is based on the individualism that one has developed. The diversity in today’s society allows for many different beliefs and social concepts. Looking back to the early years when Puritanism was an ongoing religion with many followers, tradition along with strict biblical standards were everything; but now many things have changed. The reality of change is seen in the book, The Scarlet Letter, written by Nathaniel Hawthorn whereby as society changes so to does the perception of all symbolism. The metaphorical meaning of the scarlet letter changes from this symbol of shame to a powerful symbol of identity to Hester; the transformation shows the changes Hester experiences in her life. These changes bring Hester power, power to stand for who she is, power to overcome the humiliation and pain. She then finds herself able, able of becoming herself, to become a representation of an individual with a strong sense of self-empowerment. The symbolism behind the scarlet letter changes throughout the novel. Initially the letter symbolizes the sin of adultery, the crime, the punishment, the humiliation that Hester has to endure because of the strict beliefs of the puritan society. This uncivil punishment causes Hester this â€Å"dreadful agony in feeling a human eye upon the token; the spot never grew callous; it seemed, on the contrary, to grow more sensitive with daily torture. (Hawthorne, 74) At the beginning of the novel the A causes Hester much â€Å"dreadful agony† and â€Å"torture. It causes her torture to live with this permanent mark of sin on her. The A is the symbol of her pure â€Å"agony† and suffering. A change of heart comes; Hester alters its meaning through the hard work she does in the town. Society begins to recognize that the scarlet letter has now begun to represent not sin, but holiness and righteousness instead of the unforgiving sin and â€Å"dreadful agony. † Some people now began to think that the letter stands for Able since Hester is such an able, individualistic and, powerful woman. This change in the A is caused by the perception that people have: this change enables Hester to stand up for herself to be an â€Å"Able† woman. It has the effect of the cross on a nun’s bosom. It imparted to the wearer a kind of sacredness, which enabled her to walk securely amid all peril, had she fallen among thieves, it would have kept her safe (135). The A is now a representation for sacredness and holiness. For Hawthorne to go from saying that the letter represents sin to representing holiness is a large step but is capable because of the strength and individual power Hester has gained thought the novel. For Hester the letter was meant for punishment but brought Hester sacredness, it brought Hester power, redemption and glory. The puritan society in the book Scarlet Letter is portrayed as a place of unchanging tradition and strict rules based upon religion. Those who went against society were punished strictly and looked down upon by the towns’ people. As time went on, those strict punishments turned into a source of identity to those who committed these cases of sin. The changes over taking the society are changing the metaphorical meaning of the scarlet letter, the â€Å"letter [first] was a representation of stigma in which attracted the world’s scorn and bitterness, [but then] became a type of something to be sorrowed over, and looked upon with awe, and yet with reverence†¦Ã¢â‚¬  (206). The transformation of the scarlet letter from this â€Å"scornfulness and bitterness† to this sense of something to be sorrowed over something, to awe over, shows the metaphorical transformation of Hester. From at first Hester being this representation of sin and Hester seeing the letter as a symbol of unjust humiliation; to where Hester takes control of her own identity, and in doing so becomes an example for others to follow by. She is not the example of sin that was once set upon her, but now an example of redemption and self-empowerment. The power of individualism allowed for Hester to become her own representation of self- power and control. The transformation of the scarlet letter from this repulsion of sin to this case of respect metaphorically represents Hester’s own changes from her embarrassment and anger to her sense of redemption. The scarlet letter has a metaphorical representation of Hester’s actual self. The reality of change is seen in the book whereby as society changes so to does the perception of all symbolism. These changes allow for Hester to become herself, it enables Hester to have this sense of pride instead of embarrassment and agony. The metaphorical meaning of the scarlet letter changes from this symbol of shame to a powerful symbol of identity to Hester; the transformation shows the changes Hester experiences in her life. Along with time comes change, not always in a good sense but it’s what one makes of the situation to where it becomes good or bad. Hester first is in agony and feels as if she is getting tortured, but then becomes determined; she finds that in order to get free of this pain she must become powerful. She is not the example of sin that once caused her pain, but now she is an example of redemption and self-empowerment. You can always find something good in life no matter the situation, you just have to make change, look at the positive and turn anything negative into redemption. Look past at what you’ve done and strive yourself to become better.

State of Play by David Edgar Essay -- masculinity, power, gay men

David Edgar, in his book State of Play: Playwrights on Playwriting (1999) highlights the fact that in the mid 90’s there seemed to be an â€Å"over-arching theme† (edgar, 1999, p27) in contemporary British play that looked at ideas of masculinity. â€Å"Gay plays like Jonathan Harvey’s Beautiful Thing†¦ lad’s plays like Jez Butterworths Mojo†¦ [and] girls-in-a-boys’ gang plays like Irving Welsh’s Trainspotting†¦ address masculinity and its discontents’ (ibid, p.27). In this essay I will look at what ideas of masculinity are, and how these discontents have been addressed in contemporary theatre (and the idea of the â€Å"decline of the dominant role of men†(edgar, 1999, p.28)) and how the crisis of masculinity(ref) has been staged. I will do this by looking at performances from Ron Athey, Franko B, and Gregory Burkes’ Black Watch. Firstly however, I will look at a definition of what masculinity is, in order to discuss what representations of this idea are being performed in the selected pieces of work. Perhaps one of the main reasons as to why there is thought to be a ‘crisis’ of masculinity, is because the term itself is so hard to define, in a sociological sense. Jack Kahn in his book ‘An Introduction to Masculinities’ states that â€Å"masculinity is a hypothetical construct because, in and of itself, it cannot be directly observed and measured† (2009, p.3). This is because â€Å"masculinities and male behavious are not the simple product of genetic codings or biological predispositions† (Whitehead and Barrett, 2001, p.16), it is instead a conceptual idea that is used to explain a collection of behaviors, attitudes, thoughts and emotions that make up a specific identity. masculinity is not just one idea, nor is it specifically a male thing, it is an inte... ...h it had some recognisable substantive basis† (Whitehead and Barrett, 2001, p.53) Works Cited Brittan, A. 1989. Masculinity and power. Oxford, UK: Basil Blackwell. Burke, G. 2007. Black Watch. London: Faber and Faber. Edgar, D. 1999. State of play. London: Faber and Faber. Kahn, J. S. 2009. An introduction to masculinities. Chichester, U.K.: Wiley-Blackwell. Petersen, A. R. 1998. Unmasking the masculine. London: Sage Publications. Phelan, P. 1993. Unmarked. London: Routledge. Reeser, T. W. 2010. Masculinities in theory. Chichester: Wiley-Blackwell. Richards, M. 2003. Ron Athey, AIDS and the politics of pain. Body, Space and Technology, 3 (2). Sierz, A. 2011. Rewriting the nation. London: Methuen Drama. Walsh, F. 2010. Male trouble. Houndmills, Basingstoke: Palgrave Macmillan. Whitehead, S. and Barrett, F. J. 2001. The masculinities reader. Cambridge, UK: Polity.

Inclusive Learning – Ptlls

Unit 009 Understanding inclusive learning and teaching in lifelong learning I currently teach yoga to adults at the level of beginners, I have been teaching yoga classes for the past eighteen months. I have another year of study to undertake on the British Wheel of Yoga Diploma. My typical class sizes ideally should be between seven and fifteen students. Unfortunately I did not have enough students for my adult education course to run last term.My ideal yoga class would be ninety minutes in length as this allows for adequate time to settle the class, physical posture work, pranayama (breathing control) and finally relaxation and reflection at the end of the session. Whilst I wouldn’t ordinarily use ice breakers when teaching a physical practice, I can definitely see the benefits of using them if I was teaching a workshop or session which involved academic type of learning such as ancient yoga philosophy, kriyas (cleansing techniques) or understanding the chakra system.During t his course we have learned that ice breakers are a good way to relax people and breakdown the barriers to learning and are best used at the start of the course. (1. 1) At the start of a term I do establish some ground rules with my students. As it’s a yoga class these rules usually centre around what is appropriate clothing, practicing in barefoot on a suitable mat, not eating a heavy meal before class, turning off mobile phones and discussion around working within their own physical capabilities.Before undertaking this PTLLS course I did not understanding this information exchange to be ground rules. However I can now clearly see that these are indeed ground rules. They serve as a means of guiding the student through what is expected of them and making the class a safe lace to learn. (Daines et al 1993) suggest that people will learn best they feel secure and can try things out safely. (1. 2)My main style of teaching is to offer a theme to the class and interweave that theme to promote learning in the students as well as them performing the physical postures and breathe control techniques. It is safe to say that the main strategy is to demonstrate the postures and then lead the students in active learning in the form of them practicing the postures. I do circulate around the class and offer adjustments and positive feedback where appropriate.Whilst some students are well practiced in yoga others may need extra tuition. This can be done in a way that allows for differentiation a simple and classic way is by layering the way a posture is taught. This style of teaching ensures that everyone in the class can achieve something in a posture. It also ensures that the more advanced students feel challenged by the class. The methods which I commonly use are tutor led demonstration, verbal instructions and handouts.These different methods of teaching are aimed at meeting the needs of the different styles of learners, thereby ensuring the maximum amount of studen t participation in the lesson. (Spillman 1991 p30) â€Å"The key to differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organizations†. (1. 3) (Word count 529) References Daines et al. (1993) Adult Teaching Adult Learning. Continuing Education Press: Nottingham Spillman,J. (1991) Differentiation – An approach to Teaching and Learning. Pearson Publishing: Cambridge

New System Proposal Essay

Riordan Manufacturing is a global plastics manufacturer employing 550 people with projected annual earnings of $46 million. The company is wholly owned by Riordan Industries, a Fortune 1000 enterprise with revenues in excess of $1 billion. Its products include plastic beverage containers produced at its plant in Albany, Georgia, custom plastic parts produced at its plant in Pontiac, Michigan, and plastic fan parts produced at its facilities in Hangzhou, China. The company’s research and development is done at the corporate headquarters in San Jose. Riordan’s major customers are automotive parts manufacturers, aircraft manufacturers, the Department of Defense, beverage makers and bottlers, and appliance manufacturers. As you can see Riordan is a large company with offices worldwide and communication and travel can be a major expense for the company especially when implementing new lines and technology at one of their facilities. Future statements made by Riordan, We will maintain an innovative and team oriented working environment. By assuring that our employees are well informed and properly supported, we will provide a climate focused on the long term viability of our company. We must be focused in achieving and maintaining reasonable profitability to assure that the financial and human capital is available for sustained growth. As Riordan moves forward with their mission statements the cost of implementing new technology and training employees to operate and manage these new systems costs hundreds of thousands of dollars. The company’s most recent expansion took place in 2014 when it opened its operations in China. At that time, the entire fan manufacturing operation was moved from Michigan to China and the Pontiac, MI facility was retooled for the manufacture of custom plastic parts. During the first quarter of the  expansion travel costs alone just for the training of the ongoing systems integration project surpassed one hundred thousand dollars. We know that Riordan will always be on the forefront of applying new technology and systems to keep up with market trends in the future. This is why implementing the creation, deployment, and support of effective interactive distance learning and communication systems to improve business, is crucial to the ongoing success of the company. The CADE system will reduce thousands of dollars of travel expenses directly related to the training required with each new system at all of the company’s facilities. Developing a distance learning system that will allow Riordan to provide effective training through teleconferencing from their headquarters in San Jose CA to facilities all over the world will reduce expenses by millions of dollars over the long term. The Need for Training and Communication The cornerstone of a competitive organization is its highly trained workforce. In today’s market, product life-cycles are shorter, more complex. The available time for training is greatly reduced. Many companies are downsizing and the responsibilities of those that remain are increased, jobs are consolidated. Corporate communication and training needs have never been more important†¦ Time becomes one of the most limited resources. Regardless of the industry, many of these issues are very much the same: (Velocedge Inc, 2014). High cost and increased difficulty of travel Inability to reach all employees anywhere, anytime High cost of training, continuing education Lack of qualified instructors or presenters Time it takes to get a message to all employees Expensive to develop effective training and communication programs Loss of productivity when employees take off work for travel, training, or meetings Difficulty in transferring knowledge throughout the organization The CADE System The Communications And Distance Education (CADE) system is designed to  facilitate live, interactive programs over a satellite, Internet, or streaming video network as well as capture those programs for later playback. Interactive Satellite Delivery During an interactive broadcast, the instructor or presenter can ask multiple choice, true/false, yes/no, numeric, and multiple selection questions and participants can respond with either wireless remote controls in a classroom setting or through a personal computer. The PC at each remote location collects participant responses from the wireless remotes and transmits them back to the presenter over an intranet or Internet connection. Participants may also speak with the presenter, using voice over IP, PBX, or standard telephone line, and everyone in the broadcast can listen to that conversation. Interactive Web Delivery With CADE eTutor, interactive training and communication programs can be delivered over the Internet/Intranet. It provides the same capabilities of the satellite delivery system, as well as a few extra features, in a desktop version using highly compressed audio and video over IP. Capture All Interaction Participant responses are captured, time-stamped, and stored in a web-based learning management system. In addition to capturing the satellite based information, the CADE system also supports web based training, classroom, paper based, and is fully SCORM compliant. All data in the CADE system is created, managed, and accessed through this web-based portal to the database. CADE System Components The CADE system is comprised of a number of software applications. These applications include: Studio Control System – The instructor or presenter’s interface Virtual Classroom – The remote site control program eTutor – The web-based interactive delivery system Learning Management Web – The web-based learning management system New System Flow Diagram for CADE System at Riordan Manufacturing The new CADE is a free standing system that has virtually no effect or interaction with any of the present Information systems or processes currently in use by Riordan Manufacturing. The CADE system is designed to facilitate live, interactive programs over a satellite, Internet, or streaming video network as well as capture those programs for later playback. CADE is primarily a software based product but it represents a new paradigm in software development, utilizing an effective integration of world-class software components and Internet technologies in an adaptive architecture. To keep pace with today’s rapidly changing world, CADE was designed to incorporate change as quickly as an organization realizes the need for change. Corporate management faces many issues that can keep an organization from being as competitive and profitable as it needs to be†¦ CADE won’t be one of them. As a new or better technology solution is identified, an idea to improve a feature, or a new function desired, that change can be easily incorporated into the CADE products keeping your system continually up to date, meeting each new requirement, and keeping your investment protected. Satellite -Live -On-demand -Prerecorded Interactive Web Training Audio/Video -Live -Prerecorded Web Courses SCORM Classroom Video On Demand Desktop Classroom CADE Advantages to Riordan Interactive Distance Learning Even though there is a lot of talk about distance education, over 90% of all formal training continues to use classroom delivery. The major cost driver of training is delivery. Satellite or web based, Interactive Distance Learning (IDL) provides the benefits of classroom without the large cost. (Velocedge Inc, 2014). . Faster Deliver to more people in less time, Concept to delivery time in hours or days, Cut classroom delivery time in half, Deliver to entire target population in one broadcast Cheaper Fewer experts needed to deliver message, Deliver to more people with less cost, Low cost to develop and deliver content, Incalculable cost savings: time off work, travel, per diem, etc. Better Over 25% improvement in student retention, Most consistent message delivery, one voice Standardized design , Utilize only the most qualified instructors, Provides detailed tracking and reporting (Velocedge Inc, 2014). Presently Riordan’s first quarter number’s pertaining to the General & Administrative line item is over budget one hundred thousand dollars due to travel and per diem expenses related to emergency training of the new systems that have been added. By incorporating the new CADE system to provide long distance training this will eliminate any additional over budget expenses caused by the new systems and also provide low cost long distance training for any future systems that are put in use by the company. The new CADE system will reduce company expenses in many ways: reducing or eliminating travel and per diem costs, reducing course development costs, reducing the number of trainers, reducing the time off work, reducing the time to develop a course, and many other ways. Pricing is based on the number of remote sites you have and the Presentation Studio System that is specified. However, the cost is a fraction of what you are spending now to train your employees. References Velocedge Inc. (2014). velocity and knowledge. Retrieved from http://www.velocedge.com/ Learn.net. (2014). The CADE System. Retrieved from http://www.velocedge.com/CADEnew/Products/index.htm

4 Tips for How To Double Major in 4 Years

4 Tips for How To Double Major in 4 Years SAT / ACT Prep Online Guides and Tips One of the hardest parts about going to college is deciding on a major. Most universities offer tons of majors in many different fields, so it can be tough to choose just one! Good news, though: many universities allow students to earn a double major. It’s a great option for students who want to gain in-depth knowledge in a second field of study. But while many people have heard of double majoring, many aren’t quite sure how to double major. That’s why we’re going to introduce you to the general requirements for double majoring, then give you two real world, step-by-step guides for how to double major at two top universities. Finally, we’ll wrap things up with four top tips for finishing a double major in four years. So let’s dive in! Albert Herring/Wikimedia Commons The Double Major: A Brief Introduction Before we jump into the ins and outs of how to double major, let’s look a little more closely at why someone would double major in the first place. What Is a Double Major? In order to graduate from your university, you’ll have to declare a major and fulfill all of its requirements to earn a degree. Your major places you within a specific degree field, which is the degree you’ll ultimately earn when you graduate from college. Here’s what we mean: Mark and Stephanie have just been accepted to Columbia University, one of the top schools in the nation. Mark wants to design incredible buildings, so he’s decided to major in architecture, which will ultimately earn him a Bachelor of Arts degree when he graduates. Stephanie, on the other hand, wants to help communities take better care of the environment. That’s why she’s decided to major in sustainable development. Even though her major is very different from Mark’s, it is also part of Bachelor of Arts degree program at Columbia. In other words, even though Mark and Stephanie have different majors, they will both earn B.A. degrees when they graduate from school. A student can earn a double major when they fulfill all the requirements for two separate majors within one college or school! So let’s go back to our example above. Mark decides that he’s specifically in designing buildings that are good for the environment. To learn about both architecture and sustainability, he decides to double major in architecture and sustainable design, since they are both part of the same degree program and housed in the same college (i.e. they both earn a Bachelor of Arts degree from Columbia College at Columbia University). The best part about double majoring is that it’s super flexible. You can pick any two majors as long as they’re within the same school or college. Here are a few double majors you could choose at Columbia: Physics and philosophy (Bachelor of Arts) Applied mathematics and data science (Bachelor of Arts) Electrical engineering and engineering mechanics (Bachelor of Science) So when it comes to double majoring, the sky’s the limit! Ken Treloar/Unsplash Why WouldYouWant to Double Major? When you decide to double major, you’re committing to studying two different fields in depth. Often, that means you’ll be taking on more work with extra classes, more advising sessions, and more study time. But earning a double major has some pretty awesome perks, too. Here are our top three reasons for #1: It Helps You Stand Out From the Crowd Because double majoring is challenging, not very many students opt to do so. In fact, the 2015 American Community Survey census data showed that only 12.5% of the people between the ages of 20 and 29 had a double major. Perhaps more importantly, this percentage has decreased even though the number of people with college degrees has been increasing from year to year! That means that earning a double major can help you stand out in a competitive job market. It’s also a testament to your ability to plan ahead, work hard, and achieve your goals. #2: It Makes You a Better Problem Solver When you double major, you have to learn to problem solve in different ways. For example, the way you have to think about a physics problem isn’t necessarily the way you’d tackle an economic one! Double majoring teaches you to look at things from new and inventive perspectives. In fact, many of the world’s best inventions happened when someone looked at a problem through fresh eyes. Take the invention of Coca-Cola, for instance. John Pemberton, the inventor, was a pharmacist who had created â€Å"Pemberton’s French Wine Coca† as a cure for headaches. But when Atlanta banned the sale of alcohol, he removed the wine from his medicine and turned it into the world’s most popular soft drink brands. This story just shows you how looking at a problem in a new way can change the worldand double majoring gives you the tools to do just that. #3: It Opens up More Career Opportunities Many students choose to double major because they have a specific career in mind. For instance, double majoring in psychology and biology would be useful for a student trying to get into a competitive psychiatry program! Having a double major has the potential to make you a better, more specialized candidate for your dream job (or your top grad school program)! Additionally, when you double major, you gain the knowledge you need to enter two different career fields. So not only does a double major make you a more impressive job candidate, it qualifies you for more jobs than a single major would! Can You Double Major at Every University? While most schools allow students to double major, not every school has a double major program in place (Princeton doesn’t, for example). Additionally, not every school calls a double major the same thing (we’ll look at Stanford, that refers to a second major as a â€Å"secondary emphasis† in just a moment). So if you have your heart on two majors, make sure you check that your dream school allows for double majoring. A little research now can save you a lot of frustration in the future. Glenn Carstens-Peters/Unsplash General Requirements for a Double Major Now that you’re familiar with what a double major is, let’s talk a little more about how to double major. A good way to get a sense for what double majoring requires is to start with some of the general requirements. (Don’t worry: we’ll give you real world examples of double majoring at two schools with different requirements in just a minute!) #1: The Core Courses In general, universities require students to have completed at least 120 course hours- or around 40 classes- in order to graduate. A chunk of those hours come from your core courses, or the cycle of classes that every student must complete before graduation. Most liberal arts universities create a core that asks students to take a variety of classes from across multiple disciplines, including math, science, and the humanities. Actually, your core courses are kind of like high school: you’re taking a variety of classes to learn more about many different subjects to build up your knowledge in many different areas. And just like high school, the goal of your core courses is to help you learn more about the world around you to prepare you to â€Å"deal with complexity, diversity, and change.† This helps you become a more well-rounded person, which is always a good thing! So the first step of double majoring is to understand your university’s core requirements and make a plan to complete those courses. Want to see some examples of universities’ core requirements? Look no further! Check out the core requirements for Purdue and Georgetown here. #2: The Major Courses On top of your core courses, you’ll have to take more advanced classes in your specific major in order to graduate. Once you choose a major, your university will give you a list of requirements you’ll need to fulfill to complete your major and earn your degree. In general, you’ll have to take somewhere between nine and 14 classes to complete your major. These are generally a mix of low- and upper-level courses designed to give you comprehensive knowledge in your chosen field. (Quick note: the number and difficulty of classes you’ll need to take in your major field varies between programs, so it’s very important that you double check on the requirements for your specific major at your specific university.) Okay...so what does all of this mean for a double major? Well, unlike a student with just one concentration, a double major will need to complete every requirement for two separate majors! That means you’ll have some additional courses to take before you graduate. The second step to double majoring, then, is taking a close look at the requirements for both of your majors and understanding what you’ll have to do to complete the programs in a reasonable amount of time. Are you not sure what major requirements look like? Take a minute and glance through what it takes to major in chemistry at Northwestern, MIT, and Duke. (You’ll notice that it’s a little different at each school, which is why you have to do your research!) #3: The Elective Courses At this point, double majoringespecially in four yearsmight sound impossible. Trust us: it isn’t! That’s why the third step to double majoring involves your elective credits. One of the biggest tricks to getting it done is putting your elective course requirements toward your second major. But first, a little about electives. Your electives are a series of classes (usually somewhere between five and 10), that are included in your core curriculum. Unlike your other credits, which have to come from a certain subject, your electives are essentially â€Å"freebies†: you can take almost any class on campus and use it to fulfill one of your elective credits! Because there are no stipulations on how you spend your electives, you’re free to use them however you’d like. With a little planning, you can knock out some maybe all!of your second major with elective credits. For example, let’s say Vivian has decided to pick up a second major in Chemistry at Northwestern. A chemistry major requires 16 classes, but she’s allowed to take 5 elective courses as part of Northwestern’s core curriculum. If Vivian puts her elective credits toward her chemistry major, she’ll only have to take â€Å"additional† chemistry courses to earn her second major! Double-dipping is for more than just ice cream! Rachael Gorjestani/Unsplash #4: The Double Dip The fourth step to double majoring involves what we like to call the â€Å"double dip,† which is taking classes that fulfill two separate requirements. Most universitiesbut not all, so double check!allow for one course to count toward fulfilling two different majors. By double dipping, you can maximize the efficiency of your course load! So what courses can be counted twice? The short answer is: it depends on your university’s requirements. While most schools allow your elective courses to count toward a second major, that’s not the case everywhere! The same goes for core coursessome universities allow core courses to count toward a second major while others don’t. And neither of those scenarios accounts for programs specifically designed to help students double major (like Rice’s double major in Art and Art History). So it boils down to this: while most universities allow for some amount of double-dipping, how this works varies from school to school. So be sure to check on your university’s specific requirements. Okay, now let’s look at an example of double-dipping can work: Christen has decided to double major in economics and political science. The political science offers a junior-level class on international economics, which the economics department has listed as accepted elective. If Christen takes that class, she can double dip by counting it toward both her political science and her economic major! That makes double dipping like a two-for-one deal, and it can help reduce both the time and financial burden of double-majoring. #5: The Time Frame The fourth step to double majoring is planning how long it will take to complete your double major. Many of the top universities, like Yale, require students to get approval before double majoring to make sure they can complete their studies in a reasonable amount of time. Other schools, like Brown University, only allow double majors that can be completed in four years. While most universities understand if it takes you extra time to finish a double major, it’s important that you’re aware that more time in school can translate to more expense. Knowing how much time it will take you to finish your degree is important for your education and your budget! #6: The Verification The last step to double majoring is actually the most important. While a lot of the general guidelines for double majoring are the same across universities, the specificslike which classes count for credit and if one class can count toward two majorsdiffers not only by university, but by program. That’s why it’s important to double-check with each department to understand their individual requirements for double majoring. That’s why you’ll need to meet with your academic advisors early and often, too. They’ll be your guides (and sometimes, your advocates!) on your journey to a double major. A bird's-eye view of Vanderbilt University Real Life Example: How to Double Major at Vanderbilt Okay, now it’s time to take what you’ve learned and apply it to a real-world example. We’re going to walk you through the entire process of declaring a double major at two of the top universities in the United States. We’ll kick things off by looking at double majoring at Vanderbilt University, which is ranked as one of the top 20 universities in the nation by U.S. News and World Report. Vanderbilt has four different undergraduate schools, so for this example, we’ll focus on the largest: the Vanderbilt College of Arts and Science. #1: The Core Courses Like most universities, Vanderbilt requires students to have taken at least 120 credit hours (or between 30 and 40 courses) to graduate, and the first block of courses students have to tackle are in the school’s core curriculum. Vanderbilt’s core is called the AXLE program, which requires every student regardless of major to take three to four writing courses (depending on AP credit) and thirteen other liberal arts courses in six different categories. Vanderbilt gives students a lot of leeway in which courses they can take to fulfill the core requirements as long as it falls in the six general categories specified, which is good news for double majors! #2: The Major Courses Now it’s time to take a look at what the College of Arts and Sciences requires for double majoring. (Remember: these differ between colleges and programs, so it’s important to do a little research!) Luckily, the College of Arts and Sciences gives students a clear outline on their website about what it takes to double major. They write that students who choose to double major â€Å"must include at least 24 credit hours that are being counted solely toward the major.† Okay, let’s break that down a bit. First, we know that Vanderbilt does allow double majoring, which is great news! Second, they require a certain number of courses be specific to each major. In other words, a student will have to take somewhere between six and eight courses that only count toward each major. That gives a little space for double dipping, which we’ll talk about in step #4 below. Lastly, the outline points out that 24 hours is a minimum requirement. That means most departments will require more than 24 hours of coursework to complete a major. This is where it’s important to visit each department’s website and look closely at the major requirements. (Vanderbilt’s College of Arts and Science has 54 majors to choose from, so this might take a little time. But trust us...it will pay off in the long run!) #3: The Elective Courses Vanderbilt doesn’t specifically list electives as part of their core curriculum, but a little simple math reveals that on average, a student will have about five classes of elective credit, or hours they need to take to graduate that aren’t accounted for as part of the university core or major. That means that a double major can use those five classes to fulfill part of the requirements for their second major. #4: The Double Dip Vanderbilt does allow for some double dipping, meaning some of your classes can count toward both majors. As long as each major has a minimum 24 hours of dedicated credit, students can double dip with their remaining classes. (Again, the minimums are different from program to program, so this number might go up depending on your majors.) Here’s an example of how this might work: if Marco is double-majoring in English and Creative Writing, he’s required to take courses in the History of Literature and Diverse Perspectives in Literature to fulfill each degree. An English degree requires 12 hours of these courses, and a Creative Writing degree requires 6 hours of these courses. So instead of taking 18 hours, Marco can take the requisite 12 hours and fulfill the basic requirements for both degree tracks. He can do this as much as possible, but he’ll have to have 24 hours of coursework that only counts toward his English degree and 24 hours of coursework that only counts toward his Creative Writing degree. So depending on whether a student’s chosen majors overlap, they will be able to double dip on a few classes to kill two birds with one stone! #5: Declaring the Double Major Once you’ve decided to double major at Vanderbilt, it’s time to declare your double major to the school. This happens after you’ve enrolled at the university because Vanderbilt doesn’t allow students to declare a double major as part of the admissions process. In fact, double majors are usually declared when a student is either a sophomore or a junior. When you decide that a double major is right for you, the first step is to print off a Declaration of Major form. Once you fill it out, you need to deliver it to three places: the College of Arts Science and both departments you want to major in. You can’t just drop the form off, eitheryou’ll have to meet with a college advisor to go over your declaration. This is to make sure that your plan is feasible and reasonable. If everything looks good, the advisors will sign off on the form. Once you’ve collected the necessary approval and signatures, you file the completed form with the College of Arts Science, and you’re good to go! The beautiful Stanford Commons at Stanford University King of Hearts/Wikimedia Real Life Example: How to Double Major at Stanford At Stanford, things work a little differently. Unlike Vanderbilt, you can only declare a double major within the same bachelor degree program. So if you’re already working toward a Bachelor of Arts, you can declare a second major that will also earn a Bachelor of Arts. You can’t declare a second major that would earn a Bachelor of Applied Science. So for this example, we’ll focus on the steps it takes to double major and graduate with a Bachelor of Science from the Stanford School of Engineering. #1: The Core Courses In order to graduate from Stanford, students must complete 180 units of University work. This starts, of course, by tackling the school’s core courses. Like Vanderbilt, Stanford gives students a lot of flexibility in fulfilling their core curriculum. Every Stanford student has to complete what Stanford calls their â€Å"General Education Requirements,† which include sixteen different courses in four different categories. (Stanford accepts AP and IB credit, so this number might be less depending on what classes you took in high school.) While it’s important for to explore all the opportunities Stanford has to offer, the School of Engineering cautions students to take math and science credits early so they can hit the ground running when they start to work on their major. #2: The Major Courses The College of Engineering separates the major coursework into two categories: the engineering core courses and the Depth of Major courses. Every engineering student, regardless of major, has to take a series of core courses that are unique to the school. These would include: 36 units in mathematics and science Three units (or one course) in technology and society Two courses in engineering fundamentals Like Stanford’s General Education Requirements, these engineering core courses will count toward both majors. That means you only have to take the core courses once while earning your Bachelor of Applied Science degree. Once those are complete, a student can begin tackling their Depth of Major courses! The Depth of Major courses are the classes that are specific to each engineering major and must be fulfilled separately in order to graduate. For instance, if you’re double majoring in Electrical Engineering and Mechanical Engineering, you’d have to fulfill these requirements separately. Even if a class is listed as counting for both majors, you’d have to apply it to one major over the other. That means you’ll have to take around 60 additional creditsor somewhere between 15 and 20 additional coursesto get a double major in engineering from Stanford. #3: The Elective Courses Also like Vanderbilt, Stanford does not include a set number of elective courses as part of their core curriculum. Additionally, the major requirements for each program vary quite a bit! Because engineering programs are so intensive, most students only have a few elective units available, so it’s important to make each one count! #4: The Double Dip As we discussed earlier, Stanford’s rules are very clear: they don’t allow students to double dip to fulfill their major requirements, no matter what college they’re enrolled in. So while the General Education Requirements and the engineering core courses can count toward both majors, the specific, additional criteria for each major has to be completed independently. In other words, you’ll have to take all the classes for each major with no overlap! #5: Declaring the Double Major To declare a double major, you have to do this after you’ve already declared your first major through the Office of the University Registrar. Double majors are approved through the same office by submitting the Major-Minor and Multiple Major Course Approval form. Unlike Vanderbilt, there’s no formal departmental approval process, though it’s very important you independently meet with departments to get advice for success. As a school, Stanford is very picky about letting students double major. They are committed to helping students graduate in four years regardless of how many majors a student wants to tackle. In fact, Stanford reserves the right to limit a student to a single major if it’s taking too much time even if the school previously approved a student’s double major. Here’s the explanation from the registrar’s website: â€Å"If the pursuit of multiple majors (or joint majors or secondary majors, or minors) unduly delays an undergraduate's progress through Stanford, the University reserves the right to limit a student to a single major, and/or to confer a degree on a student who has completed all of the requirements for a degree even though the student has not applied to graduate; such an individual would then be subject to the University's usual rules and restrictions regarding future enrollment or registration. That means it’s super important for a double major to map out their coursework ahead of time! We've got some great tips for how to fast-track your double major George Hodan/PublicDomainPictures 4 Tips to Double Major in 4 Years One of the most frequently asked questions is can you double major in four years. The answer is absolutely, but it takes some planning and a lot of hard work! Here are four ways you can make sure that you finish your double major in four years. Tip 1: Start in High School You can get a double major done in four years once you get to college, but it’s even better if you start that work in high school! Here are a few ways that you can maximize your time now to save you time later. Take Dual Credit Courses Some high schools allow students to enroll concurrently in a local college to earn freshman course credit for basic classes like composition or math. Enrolling in a program like this can help you earn transferable college credit that counts toward your university core! However, we advise that if there’s an option, you take AP/IB courses instead of dual credit since AP/IB courses are generally accepted by all universities, whereas dual credit is awarded on a case-by-case basis. (This is because AP/IB tests are standardized, whereas the rigorousness of dual-credit courses varies between schools.) If you want to make sure you’re getting the credit you deserve, AP/IB courses and tests are the safer bet. Take AP/IB Courses AP and IB courses are often referred to as â€Å"college prep† courses for a reason. Not only are these classes designed to prepare you for the college workload, they also give you the opportunity to test outand sometimes even earn credit!of certain college courses. Loading up on AP and/or IB classes in high school can help save you time and money as a double major. Don’t Be Afraid to Test Out If your high school didn’t offer college prep courses, there’s still hope! Many universities offer exams (like the CLEP test) that you take the summer before your freshman year. These function a bit like AP tests, only you don’t have to take an AP class to qualify for the exam! Depending on your score, you can be exempted from or earn credit for certain college courses. The availability of these tests varies from school to school, so be sure to check with your university to see which ones they offer. Tip 2: Plan Ahead As Antoine de Saint-Exupà ©ry, the author of The Little Prince, said, â€Å"A goal without a plan is just a wish.† In order to double major in four years, you need to have a solid plan. Here are three tips for building a road map for your double major. Map Out Your Ideal 4-Year Graduation Plan as Soon as Possible Planning your courses out early is key to maximizing your time and effort. Meet with your advisor and departmental advisors to build a plan of action. They help students pursue double majors all the time, so they’ll have excellent insight and advice to help you graduate on time. Stick to the Plan Once you have your road map, stick to it! If you have any issueslike overlapping class timesbe sure to meet with an advisor. But working your plan is a key component to managing your workload while graduating on time. (And hey, lots of students find that a four-year plan makes things less stressful since they know exactly what to take every semester!) Double Dip Whenever Possible If your university allows for double dipping, take advantage of it at every possible moment. Take a look at the course catalog and departmental websites to figure out which classes, if any, can count toward both majors. Also don’t be afraid to talk to your professors and advisors about whether your university has independent study or interdisciplinary programs that can help you customize your degree while still graduating on time! OTA Photos/Flickr Tip 3: Be Smart About Picking Your Majors In order to double major, you first have to choose which two majors you want to study. This can be a bit tricky, especially if you’re curious about many different fields. Here are three tactics that can help you narrow down your choices. Pick a Passion and a Profession One way to pick a double major is coupling one of your passionswhich might not have many career optionswith a professional field. For example, you may love to sing, but you don’t want to become a professional singer; you’d much rather work as a financial planner. A double major is a perfect choice for you since it lets you study your passion (vocal performance) while coupling it with a major that will help you in your future profession (business finance). Work Toward a Specific Career Like we mentioned earlier, there are some career paths that require very specialized knowledge. A double major is a good way to study both fields while earning a degree that sets you apart in a competitive job market! A good example of this is someone who wants to be a museum curator. Often, museums look for curators with knowledge about the museum’s subject as well as a background in public education, so a double major in art history and education would be especially valuable! When building your double major, ask yourself how you can create a â€Å"customized† course of study that will land you your dream job. Choose Majors That Naturally Overlap There are some majors that naturally fit with one another, so much so that many of the courses overlap. These are natural fits for a double major, since a student will often take classes that count toward both degrees regardless of whether they actually plan to double major or not! This usually happens with related fields, like English and journalism, or international relations and foreign language. In some cases, students can find themselves just a few classes shy of double majoring with little extra effort. Be sure to check your departmental website to see if there are complementary majors that you can take advantage of. Tip 4: Get to Know Your Advisor This might seem scary when you first get to college, but remember: your advisors are people who are passionate about helping you chase your dreams. They’re specially trained to help students like you! Here are some of the ways your advisors can help you on your path to double majoring: They Can Approve Your Course of Study At some schools, your advisors have to sign off on your double major before you can start working on it. This is to make sure students are in the best possible position to succeed! Getting to know your advisors is an important step in making sure you’re approved for your double major in the first place. They Provide Guidance You aren’t the firstor the laststudent to double major, so your advisor already has a good sense of how to help you finish two majors on time. They will be able to help you pick classes, balance your schedule, and declare your major. They Can Help Override You Into Classes Classes can fill up fast! If your advisor knows you, they can work to make sure you get into the classes you need to finish on time. This includes the ability to enroll you in a â€Å"full† class to make sure you take the courses you need when you need to take them. Crystal/Flickr What’s Next? Now that you know what a double major is, you might be more interested in a dual degree. Here’s a great explanation of the similarities (and differences!) between the two. If you’re a junior or senior in high school thinking about double majoring, make the most of your time now. A good place to start is learning more about how universities treat AP credit. Did you know you can earn transferable college credits while in high school? Take a look at how those courses differ from AP classes to learn more about whether a college credit course is for you. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.