Proton exchange membrane fuel cells Essay Example | Topics and Well Written Essays - 5000 words

Proton exchange membrane fuel cells - Essay Example mstance, the development of fuel cells helps in reducing dependence on fossil fuels hence reducing the levels of toxic and poisonous emissions to the atmosphere. However, this form of energy exemplified by proton exchange membrane fuel cells has to compete with reliability, cost and energy efficiency with established energy sources. The commercialization of the proton exchange membrane fuel cells are closely related to vital materials considerations including performance, durability and cost. The major setback is to find a combination of materials that will give a valid outcome on the basis of the above three mentioned factors. The proton exchange membrane fuel cell is also referred to as the polymer electrolyte membrane fuel cell. This is so because the name variant depends on the type of electrolyte employed in the model. When the membrane is conveniently hydrated, the fuel cell is referred to as the polymer electrolyte membrane fuel cell. In this case, there is high conductivity of protons across the polymeric membrane. Various state of the art proton exchange membrane fuel cells have been developed. Exemplified by thinner membranes of less than 40 micrometers and smaller Pt/C electrodes, some fuel cells have been devised for cost reduction. However, these models have demonstrated significantly less operating time of close to 15, 000 hours. This called for the invention of an ion-conductive polymeric membrane as a gas electron barrier. This idea was first coined by William T. Grubb of the General Electric Company in 1955. Currently, the most widely employed membrane electrolyte is DuPont’s Nafion . This is because it possesses good chemical and mechanical stability in the challenging proton exchange membrane fuel cell environment. Basically, the physical structure of the proton exchange membrane fuel cell comprises of seven components. These are feeding channels, diffusion layers, catalytic layer in the anode, membrane; catalytic layer, diffusion layer and

Explain the principle behind the concept of ''General Average''. What Assignment

Explain the principle behind the concept of ''General Average''. What are the essential elements of the 'York-Antwerp Rules' that define a 'General Average' act - Assignment Example In 1864 the York Rules were developed and this was followed with the Antwerp York Rules of 1877. The York Antwerp Rules were the first codification of the General Average. The elements of the York Antwerp Rules include a common danger, voluntary jettison and effort to save must be successful. General Average has many applications including in marine insurance. Current issues with regard to the application of the General average relate to Piracy. The bone of contention is whether general average can be applied in a case of piracy. There exist guidelines that categorically state a situation in which piracy can be covered by the general average. According to Tetley (2000), the principle of GA (General Average) dates to as far back as 3000 years ago. The Rhodian law that was in existence at around this time embodied the principle of general advantage. The principle read in part that in an effort to make a ship to be light, merchandise may be thrown overboard. It goes ahead to state that, that which has been sacrificed (given) for the benefit of all, then, it shall be restored by the contributions of every one. Currently, a record of the Rhodian law is inexistent. The Roman Law is the only source that captures the Rhodian law. The Roman law was captured, expanded and repeated in the Roles of Oleron. The first English decision that has been recorded in reference to the principle of general average was in the year 1799. The first American decision was in 1798 (Tetley, 2000). This was a maritime law concept both in practice and in origin and it had a very restricted application. With time, the evolution of commerce led to the use of general average as a form of marine insurance. There was sharing of losses and risks during maritime ventures. The cargo owner had a right to claim for losses. The ship owner was also allowed to make claims for compensation for the losses that could not be attributed to his fault. The parties made so many

Youths Financial Knowledge Education In Malaysia Economics Essay

Youths Financial Knowledge Education In Malaysia Economics Essay CHAPTER 1 In the Introduction parts, the contents are breakdown into several subtopics. There are Financial Knowledge definition, background of research, justification, problem statement, research objective, research scope and limitation and organizational research. To better understanding of this study, under the background of research, there are three different types of scenario in Malaysia related to the topic which consist of Youths Financial Knowledge Education in Malaysia, The use of Information and Communication Technology (ICT) in Malaysia, and Youths Debt and Spending Pattern in Malaysia. 1.2 Defining Financial Knowledge Financial knowledge enable individuals to navigate the financial world make informed decisions about their money and minimize their chances of being misled on financial matters (Beal and Delpachitra, 2003). The need for financial literacy has become significant with the deregulation of financial markets and the easier access to credit as financial institutions compete strongly with each other for market share, the rapid growth in development and marketing of financial products, and the Governments encouragement for people to take more responsibility for their retirement incomes. According to Vitt et al. (2000), financial knowledge is defined as the ability to read, analyze, manage, and communicate about the personal financial conditions that affect material well-being. It includes the ability to discern financial choices, discuss money and financial issues without or despite discomfort, plan for the future, and respond competently to life events that affect everyday financial decisions, including events in the general economy. Hogarth (2002), described the consistencies in behavioral terms, stating that individuals who are financially literate are: 1) knowledgeable, educated, and informed on the issues of managing money and assets, banking, investments, credit, insurance, and taxes; 2) understand the basic concepts underlying the management of money and assets; and 3) use that knowledge and understanding to plan and implement financial decisions. In recent years, financial literacy has gained the attention of a wide range of major banking companies, government agencies, grass-roots consumer and community interest groups, and other organizations. Interested groups, including policymakers, are concerned that consumers lack a working knowledge of financial concepts and do not have the tools they need to make decisions most advantageous to their economic well-being. Such financial literacy deficiencies can affect an individuals or familys day-to-day money management and ability to save for long-term goals such as buying a home, seeking higher education, or financing retirement. Ineffective money management can also result in behaviors that make consumers vulnerable to severe financial crises. From a broader perspective, market operations and competitive forces are compromised when consumers do not have the skills to manage their finances effectively. Informed participants help create a more competitive, more efficient market. As knowledgeable consumers demand products that meet their short and long-term financial needs, providers compete to create products having the characteristics that best respond to those demands (Braunstein and Welch 2002). 1.2.1 The Importance of financial literacy Financial literacy is important at many levels. Certainly, it is most important for the individual who must make complex and expensive financial decisions on behalf of him/herself and of dependents (Mandell, 2006). The need for financial literacy has become increasingly significant with the deregulation of financial markets and the easier access to credit; the ready issue of credit cards; the rapid growth in marketing financial products and the Governments encouragement for its citizens to take more self-responsibility for their retirement incomes (Marcolin and Abraham, 2006). Students who lack financial knowledge have increased financial difficulties that continue into later years. It found that students with less financial knowledge had more negative opinions about finances and made more incorrect financial decisions. They pointed out that having a low level of financial knowledge limits students ability to make informed decisions (Ibrahim et al, 2009). The need for financial skills has grown rapidly over the last decade because financial markets have been deregulated and credit has become easier to obtain as financial institutions compete strongly with each other for market share. The ready availability of credit cards together with easier access to personal loans, interest free and other payment options, has led to an increase in spending on consumption and a rapid rise in both personal and household debt levels. Moreover, the development and marketing of financial products and services has grown rapidly (Beal and Delpachitra, 2003). The credit card indebtedness issues and bankruptcies have got serious attention from media. It is alarming that it was reported the majority of the individuals who went bankrupts were from the age between 20s and 30s (Arif, 2004). This might lead to stress and also might affect the productivity of future potential workers. Increasingly, most of the individuals are in charge of securing their own financial well-being after retirement. This can be shown by the shifting from defined contribution pensions, which makes todays workers have to decide on how much to save and also how to allocate their retirement wealth. Source: Malaysia Department of Insolvency (2010) The complexity of financial market had increasing and become more complex, and individuals are facing with proliferation of different kind of investment products. The opportunities of investment have been expanded beyond natural borders, which permit individuals to invest in different range of assets. However, the difficulties to navigate the new financial system and the consequences of mistake that probably can be devastating, it is seem that individual to be questioned of how well equipped do they have to make financial decision. The most important thing before financial decision to be made is that the individuals also to be questioned on how much do they know about economics and finance. Numerous factors have led to a complex, specialized financial services marketplace that requires consumers to be actively engaged if they are to manage their finances effectively. The forces of technology and market innovation, driven by increased competition, have resulted in a sophisticated industry in which consumers are offered a broad spectrum of services by a wide array of providers. Compelling consumer issues, such as the very visible issue of predatory lending, high levels of consumer debt, and low saving rates, have also added to the sense of urgency surrounding financial literacy. Other important demographic and market trends contributing to concerns include increased diversity of the population, resulting in households that may face language, cultural, or other barriers to establishing a banking relationship, expanded access to credit for younger populations, and increased employee responsibility for directing their own investments in employer-sponsored retirement and pension plans. 1.3 Background of research 1.3.1 Youths Financial Education in Malaysia The National Youth Development Policy of Malaysia defines youth as people aged between 15 and 40 years. Malaysias national education policy has been formulated in the context of the countrys aim to attain developed nation status by 2020. The education system has been reformed to ensure the development of a highly educated, highly skilled and strongly motivated professional workforce. Consumers can effectively participate in the economy if they are properly informed and have the requisite knowledge and skills. Enhancing the levels of financial literacy is being accorded high priority in many countries, including Malaysia due to the current environment of rapid change in technology, product innovation, deregulation and greater competition that have dramatically transformed the financial system. This new environment has created a greater need for consumers to be equipped with financial knowledge and skills to make sound financial decision and to promote consumer activism to drive competition, improve efficiency and performance of financial institution as well as enhance the potential for the economy to prosper (Lian, 2008). Bank Negara Malaysia has embarked some approach to enhance the financial capability of consumers, e.g. developing and disseminating educational materials financial products and services through booklets and websites. To raise the financial capability of consumers to enable them to make informed and confident decisions on financial matters, Bank Negara Malaysia initiated consumer education programmes for adults, including young adults, known as bankinginfo and insuranceinfo in 2003. These programmes are intents to: Promote greater understanding of, and more informed decision on financial products and services Enable consumers to have greater access to reliable information, thus able to take greater responsibility and management on their financial matters. Under the programme, youngsters are educated on a wide range of issues to equip them with the necessary knowledge ad skills to manage their financial matter effectively. The components of the programme are tailored to the level of understanding of each target group. These include knowledge and skills on: Planning Saving and budgeting Spending Buying tips and comparative shopping Financial products Features of financial products and services (banking, Islamic banking, insurance and takaful), risks and liabilities involved, salient terms and conditions as well as rights and responsibilities as a financial consumer Credit and debt Borrowing and debt management, and rights and responsibilities as borrowers and guarantors Risk management Basic insurance and insurance planning Market awareness Avenues for redress, illegal schemes, currency related matters, role and functions of financial players and credit bureau In the beginning of 2007, students aged 17 attending the compulsory National Service Programme are taught various aspects of financial management such as budgeting, managing spending by making smart financial choices and banking information to enable them to have a better appreciation of money management. Annually, a total of 120,000 students are involved in this programme (Lian, 2008). For institution of higher learning, the Credit Counseling and Debt Management Agency, which is a subsdiary of Bank Negara Malaysia, is collaborating with the public universities to incorporate the subject of Personal Finance into the curriculum. Once introduced, financial education with emphasis in personal finance will be provided as a mandatory subject to undergraduates from the age of 20 to 24 years old, with the aim of preparing graduates to face the challenges of managing their finance wisely at the start of their careers (Lian, 2008). While the Government is trying to put things in order to help us get out of the middle income trap to reach a high level income society, there is still a missing link. We need to start looking into a national strategy to help Malaysians improve their personal financial literacy and develop the necessary skills to keep their personal financial matters in the proper perspective. Financial literacy is important to everyone. Financial stress is not biased based on race, age, gender, marital status or different income groups. Just because a person might be below the middle-income group doesnt mean he or she may need financial education more than others. Just as likely, the children of wealthy parents need to be educated to maintain family wealth. Similar to reading and writing literacy, financial literacy is necessary to all. When a nation has a high level of financial literacy, it is easy to promote healthy financial ethics and values across different generations, from young to the old ( Yip, 2010). 1.3.2 The Use of ICT to Disseminate Personal financial knowledge in Malaysia. The Asia Pacific Region has experienced the rapid growth rate in ICT especially in telecommunication sector in the last couple of decades. The evidences can be shown, for instance in South Asia where the compound annual growth rates for fixed lines and cellular phones are 20% and 78% during the period of 1990 to 2000. The same progress can also be seen in the Central and South East Asian countries where the cellular penetration rate has increased significantly amid the relatively lower growth in the fixed line penetration rate. In addition, Asia region in general has also been largely supported by the enlargement of the Total factor Productivity (TFP) which increases about 1.65% per annum due to the rapid investment in telecommunication sector up to 2003. The business environment in the sector is showing the more promising environment given the independent role of the national telecommunication regulator in many countries and market liberalization which simultaneously give incentives for the new entrants to compete into the market (Rohman and Bohlin, 2010). The extent of the effects of ICT has been shown to vary between countries. In general, the developed countries have shown more significant positive effect on productivity growth compared to the developing countries. Initial study on ICT development in Malaysia based in the development of telecommunication infrastructure development and Gross Domestic Product (GDP) growth, impacted a positive effect on the economy as a whole (Ramlan, 2001). Malaysia is preparing to be part of the Information Age in the new millennium by transforming itself towards a knowledge-based economy. Recognizing that ICT and multimedia will be the future enabling tool to increase the efficiency, productivity and competitiveness of the eonomy, various initiatives were taken to promote the use and development of IT during the review period. The National Information Technology Agenda (NITA) was formulated in 1996 to provide the framework for a coordinated and integrated approach in developing the strategic elements comprising human resource, info structure and IT based applications. To provide the catalyst for the expansion of IT and multimedia industries, the Multimedia Super Corridor (MSC) was launched (Ahmed, 2008). The decision to achieve a developed country status by the year 2020 using ICT as the vehicle is further strengthened by the development of MSC which is the national ICT initiative. Financial education website Duitsaku.com In line with the development of IT and the growing usage of computer among younger population, Bank Negara Malaysia in collaboration with the Ministry of Education, has created an interactive financial education website in October 2004, to enhance financial literacy among students. Students can participate in interactive financial games, contents, quizzes, financial calculations and other activities related to personal financial management. Currently, the website has attracted more than 85,000 members (Lian, 2008). The existence of ICT in real life is not only making human life easier, but also in the education perspective. ICT could spread out the financial knowledge to youth in an easier way. As many youth starts to use internet to browse the financial knowledge instead of playing online games, in such interactive website could provide youth a basic financial knowledge. The use of ICT to disseminate financial knowledge definitely will help in increasing the youth knowledge about financial thing. Therefore, the percentage of failure in managing such their personal finance in the future will be decrease. 1.3.3 Youths Debt and Spending Pattern in Malaysia There have been two clear shifts in the way Malaysians spent money over the last decade, the first being that they spent less on basic items like food and more on discretionary ones like restaurants, hotels and personal care. The second, their spending on services outpaced that on goods. These shifts in household spending reflect the fact that people grew more affluent over that period, Bank Negara Malaysia (BNM) said in its 2010 annual report. The main factor is the growing affluence of Malaysians, supported by the steady rise in disposable income and accumulation of wealth. Between 2004 and 2009, nominal per capital gross domestic product (GDP) increased by 6.8 per cent annually, with mean monthly gross household income rising by 4.4 per cent annually from RM 3,249 in 2004 to RM 4,025 in 2009. Favorable demographics were also a factor, given Malaysias relatively young and large working-age population. The younger set tends to spend more on non-essential goods and services. Greater financial deepening also played a role, with BNM explaining that greater access to credit allowed individuals to fund discretionary spending. In the period between 2000 and 2009, household debt grew at an annual rate of 13.5 per cent. Meanwhile, technological innovations encouraged consumer spending in areas like Internet services, mobile communication equipment, data services, cable television services and audio visual equipment. These trends in spending are, apparently, consistent with that observed in other countries. The trends also seem to indicate that as income rises, the share of expenditure on basic necessities tend to decline while that on services tends to increase, BNM said (Malaysiandailynews, 2011). The BNM report showed that between 2000 and 2009, Malaysian spending on discretionary items (such as restaurants and hotels, communications, recreation and culture) was particularly strong, followed by spending on miscellaneous goods and services (such as personal care, financial, insurance and other services). The share of these components of income-sensitive spending rose to 34.7 per cent of total household expenditure in 2009, from 26.5 per cent in 2000. In contrast, the proportion of household expenditure on basic necessities has declined gradually since 2002. Spending on food items as a share of total household expenditure fell to 21.8 per cent in 2009 from 24.1 per cent in 2000. Similarly, the average household spending on housing and utilities fell to 16.7 per cent in 2009 from 21.7 per cent in 2000 (Malaysiandailynews, 2011). Malaysias consumer lifestyle has been evolving and changing due, in part, to rising affluence and education levels. Malaysian also has a strong shopping fetish, especially during the weekends and on public holidays. However, the consumers comes in three categories: those whose purchasing power is high enough to go on periodic shopping sprees, people who shop for necessities, and bargain hunters (Pricewaterhouse Cooper, 2006). According to the Malaysian Communication a Multimedia Commission, the number of internet users in Malaysia reaches 9.9 million as of end 2004 and 13.2 million at the end of first quarter 2005, representing almost 39% of the nations total population in 2004. Internet shopping has gained popularity form 24% of internet users as a percentage of the Malaysian population in 2002 to 28% in 2003. At least one-third of internet users have purchased items online and the bulk o this spending went to consumers goods such as books, CDs, clothing and flowers (45%), computing product (18%), and travel products (7%) (Pricewaterhouse Cooper, 2006). In Malaysia, The Consumer Price Index (CPI) for the period January to March 2011 increased by  2.8 per cent  to 102.2 compared with that of 99.4 in the same period last year. When compared to the same month in 2010, the CPI for March registered an increase of 3.0 per cent from 99.4 to 102.4 and when compared with the previous month, the CPI increased by 0.1 per cent. The index for Food Non-Alcoholic Beverages and Non-Food for the month of March 2011 showed increases of 4.7 and 2.3 per cent respectively as compared to the same month in 2010. For the period January to March 2011, the index for Food Non-Alcoholic Beverages and Non-Food increased by 4.3 per cent and 2.2 per cent respectively. Comparison made to the previous month for Non-Food showed an increase of 0.1 per cent while the index for Food Non-Alcoholic Beverages remained unchanged at 103.7 (figure 1). The CPI for main group in Malaysia, for the year 2010-2011 is shown in appendix Moreover, the credit cards loan is another hot issue. In Malaysia credit cards were first introduced in the mid-1970s (Loke, 2007). At the early stage, credit cards were only issued to professionals or those considered successful businesspersons by card issuing companies. By the end of 1970s, an estimated 20,000 cards were issued. During that time, owning a credit card was considered a symbol of prestige. However, with the passage of time, eligibility criteria for obtaining credit cards have been increasingly relaxed. As a result, the number of cardholders reached to about three million by the turn of the last century. The proliferation of credit cardholders has brought an indiscriminate spending by users with many side effects. Many Malaysian consumers seem to display excessive buying behavior, commonly known as compulsive buying. Easy availability of credit and compulsive buying has led to many adverse consequences such as addiction to shopping and excessive debt (Ahmed et al, 2010 ). . Another noteworthy feature of card users in Malaysia is that they use the card to grant loans for themselves. It is easier to obtain credit cards in Malaysia rather than applying for personal loans, which requires the applicant to comply with more formalities like providing guarantors or collaterals. It was reported that outstanding debts from credit card holders amounted to RM15.719 billion by the year March 2009 (RM or Ringitt Malaysia is the local currency, 3.40 RM was approximately equal to 1 USD at the time of study). By the year 2009 outstanding credit card debts accounted for 1.35 percent of the total loans outstanding or 11.41 percent of the total consumer credit (Bank Negara Malaysia, 2009). On a more serious note, 6.43 percent of the outstanding debts had to be converted to non-performing loans. An alarming increase in the number of credit card holders seeking bankruptcy a proceeding over the years was also reported (Ahmed et al, 2010). 1.4 Justification The purpose of this paper is to review some of the factors that contribute in the use of ICT to disseminate personal financial knowledge on youths debt and spending behavior in Malaysia. The contribution of this paper may not just benefit of personal or individuals solely, it may also benefit institutions that provide Information ICT. Some of the young people in the country had well equipped about the financial knowledge, but some are not. By knowing such as young generation will be the future potential worker, it is suggested that they had a well equipped knowledge about financial thing. With the rapid changing of technology and complexity of financial products, the role of ICT in order to spread out the knowledge of financial related, here come problems when different people perceive the ICT contribution differently. This problem is critical to understand what are the factors that cause those youths views differently towards ICT in order to disseminate the personal financial knowledge and action can be taken to solve the problem in order to gain a better financial planning in the future time specifically on the youths debt and spending behavior. Hopefully, the result of this study will bring awareness on what are the factors that affect the use of ICT application to disseminate the personal financial knowledge. Besides, the ICT firm can take this golden opportunity to identify the factors that lead to the perception of youths to increase customer satisfaction towards the overall development of the ICT. Moreover, the government can take advantage of this study by understanding the reason that lead to youths perception on the use of ICT to disseminate personal financial knowledge and take action by implement some act to fix the situation. Thus, it can help them to manage their debt and spending properly to minimize any financial matter later on. It is also said to be benefit to the Malaysia country as the youths knowledge become higher can lead to the increasing of productivity in the country. With emphasis focused in the main issues on (objective), ICT will play its role to disseminate personal financial knowledge among youth and contribute substantial improvements on youth perception about the importance of financial knowledge on their debt and spending behavior. 1.5 Problem Statement In Malaysia, topics on personal finance are still considered minimal. If there are programs or activities on it, they were never addressed directly to the young consumers specifically those in between aged 15 to 40 years. There are a lot of credit card indebtness issues. The literature indicates that high school seniors are unprepared to deal with finances when they graduate. The emphasis in the high school curriculum is on preparation for college or on the acquisition of skills to obtain a job and to earn an income. The high school curriculum does not focus on how to effectively use the income in dealing with financial matters such as bank accounts, investments, mutual funds, mortgages, credit cards, loans, social security, insurance and taxes. Only if a student has taken a course in consumerism, finance or in economics while in high school would he or she be exposed to topics dealing with every day financial issues (Manton, 2006). With the emphasis of ICT being provided and the rapid changing in technology, as well as the proliferation of financial instruments and services in the market, the nature question on this study is Does ICT able to disseminate the following personal financial knowledge: budgeting knowledge, saving knowledge, spending knowledge, debt knowledge, and investment knowledge on youths debt and spending behavior? 1.6 Research Objective To measure the interest and capability of more financially sophisticated individuals to engage in personal financial planning and to identify reasons why individuals fail to plan appropriately This study is important to ensure that young generations are well equipped with at least basic knowledge of personal financial knowledge. The proliferation of financial services industry makes financial products are more complicated to be understood by novice customers. Knowing that this young generation will be part of future human capital, it is important that they are knowledgeable and are able to make decisions without imperiling their financial status (citation). To examine the extent to which personal financial knowledge were considered by youngsters to be value for their future debt and spending behavior. Generation Y has a relatively high level of disposable income, much of the research seems to indicate that Generation Y consumers have a low degree of financial literacy (Palmer, Pinto, and Parente, 2001). The new environment with rapid change in technology, product innovations, deregulation and greater competition, has created a greater need for consumers to be equipped with financial knowledge and skills to make sound financial decision and to promote consumer activism to drive competition, improve efficiency and performance of financial institutions as well as enhance the potential the economy to prosper (Lian, 2008). To explore which factors affect the most of youths attitude and behaviors to acquire financial knowledge by using ICT and how does ICT relates to these factors Categorized as one of the developed countries, Malaysia is not missed being one of the regions whereby financial literacy level is at the bottom end. Prior to millennium era, percentage of society knowledge on issues such as budgeting, saving, investing and insuring were minimal. There are so many books, seminars and institutions that provide information on basic financial management catering to those who want to improve their financial standing. In fact, financial institutions are actively promoting their range of services which include investment consultation and other areas attached with proper financial management. However, those who do read on the subject matter or seeking for professional advise are normally professionals, semiprofessionals or those who are familiar with money management. There are almost no programs or seminars targeting those of children and young adults. As a consequence, the familiarity level on finance among these young groups is very limited except for wh at they learned thru experience, family or even peers (Ibrahim et al, 2009). 1.7 Research Scope and Limitation The main purpose of this study is to examine the use of ICT to disseminate personal financial knowledge on youths debt and spending behavior in Malaysia. This paper will be more focus onto how does the youths perception on acquiring personal financial knowledge or financial literacy by using the ICT application. The distributions of questionnaires are the one that will be the primary data in this study. The questionnaire will be distributed to those target respondents based on youth age in Malaysia which is between 15 to 40 years old. In this study, 200 respondents will be randomly selected based on their difference in age, gender, race, marital status and educational level. For the study method tools, the questionnaires will be distributed among private and public university students in Malaysia. 1.8 Organizational Research The chapter 1 of the research project is introduction. In chapter one, it includes overview of chapter 1, research background and research questions, research objectives, significance and justification of the study, research scope and limitation, and organizational of research. While in chapter 2, dependent variable and independent variables will be the foundation to the building of theoretical frameworks and developing hypothesis. Literature review or past study will be used to build up chapter 2. Chapter 3 is the chapter of research methodology. At first, research framework and hypothesis are developed in order to predict the relationship between the dependent variable and independent variables. Then, it will follow by questionnaire development which is explaining how the questionnaires will be developed. The next elements in chapter 3 are sampling plan, data collection method and techniques of analysis.

Self-Inflicted Diseases :: Free Essays

Self-Inflicted Diseases Self-inflicted diseases are those in which a person's health is damaged by their own decisions and behaviour. These can be such things like smoking, alcohol, sunbathing, eating large quantities of fatty food. Also deliberate self-harm such as attempted suicide is classed as self-inflicted as it can cause major damage to body organs. Those who start smoking at a young age are highly likely to become addicted to nicotine. Smoking leads to a risk of developing mental and physical disease. This includes lung cancer, coronary heart disease and death through a stroke. Smoking also increases the chances of blood clotting. Nicotine also increases blood pressure and heart rate and thus the body's demand for oxygen, but carbon monoxide reduces the blood's ability to carry it. [IMAGE] Obesity can be self-inflicted by the following:  · Eating too many calories  · Lack of physical exercise  · Environmental factors  · Cultural factors  · Metabolism factors Obesity can cause heart disease, high blood pressure, diabetes, hernias, varicose veins and gallstones. Surgical operations are more risky for a patient with obesity because the amount of fat surrounding vital organs. [IMAGE] Self-Inflicted Sunbathing Sunbathing can cause blistering of the skin and increases the risk of developing skin cancer. This is self-inflicted if people do not take the precaution of sun cream, when in a hot climate. Heroin use [IMAGE] Heroin abuse can result in collapsed veins, bacterial infections of the blood vessels and heart valves, abscesses, other soft-tissue infections, and liver or kidney disease. Heroin is a self-inflicted disease because it is impossible to judge the purity of street heroin and death is caused through an overdose. Suicide Suicide is ranked the 10th most common form of death. There are around 40,000 suicides per year. [IMAGE] [IMAGE] Suicide is committed due to depressions, family or pet bereavement, divorce, social isolation or psychiatric illnesses. Suicide is self-inflicted because the person attempts to take his/her own life.

Hemingway (Sun Also Rises) and Fitzgerald (Great Gatsby) Essay

F. Scott Fitzgerald’s The Great Gatsby and Ernest Hemingway’s The Sun Also Rises both define the culture of the 1920s through the behaviors and thoughts of their characters. The characters in both novels have a sense of sadness and emptiness, which they resolve through sex and alcohol. This can be attributed to the disillusionment surrounding the Great War, better known as World War I. Jay Gatsby in The Great Gatsby represents the Jazz Age and high life of the 1920s, in contrast to Brett Ashley as the New Woman of the 1920s and Jake Barnes’s embodiment of the Lost Generation in Hemingway’s The Sun Also Rises. The Great Gatsby illustrated people reaching for the â€Å"American Dream.† The Sun Also Rises instills a â€Å"permanent emotion,† what many members of the â€Å"Lost Generation† searched for, into the reader by presenting a sense of nostalgia for the better past. Fitzgerald’s 1920s was full of life, flappers, money, alcohol and jazz. It was a time of happy spirits, never ending wealth and the American Dream. Many believed that through hard work and perseverance one could be as rich as they wanted. One could own a mansion and a car and the latest fashions and live the high life. The flapper, a major symbol of the 1920s, wore their hair short and bobbed, make-up that was applied in public, and baggy short dresses that exposed skin. She thought fast, talked fast and was perhaps even a bit brazen. â€Å"They’re all desperadoes, these kids, all of them with any life in their veins; the girls as well as the boys; maybe more than the boys.†(Fabian) Money encompassed the spirit of the times. It represented the pop life, modern days, happiness and the American Dream and everybody wanted it. It seemed that there was not a soul who was not fashionably chic and dressed like they were rich. Everybody drank alcohol even though it was illegal; a party in a Harlem nightclub wouldn’t be as much fun without alcohol. Who couldn’t resist the sweet upbeat tunes of jazz music flowing through brass instruments? â€Å"†¦Jazz is a joyous revolt from convention, custom, authority, boredom, even sorrow.†(Rogers) Originally, jazz sprang from the African-American culture, but the young people of the 1920s adopted the music and even began playing it themselves. Dances such as the Charleston, Black Bottom, the Shimmy, and Fox Trot, were invented to accompany the upbeat music. (Watson) All of these elements are included in The Great Gatsby. Jay Gatsby in Fitzgerald’s novel is the archetype male of the 1920s. He has it all: money, a handsome figure, a mansion, a cream-colored automobile, British lingo, and some sort of inexplicable charm about him. He is new money living in West Egg. Yet despite his lavish parties and impressive mansion he is never be accepted by those who live in East Egg, where old money lives. The West Egg and East Egg are peninsulas that are a mere few miles apart where the only separation is the bay. (Fitzgerald) Fitzgerald’s peninsulas represent the same gap many Americans had to face in the 1920s. The two peninsulas are so close that Gatsby is able to see the green light coming from the Buchanan’s dock yet he cannot take hold of the light because he isn’t allowed to be a part of the society of Daisy Buchanan, his unattainable love who is married to Tom Buchanan. Fitzgerald uses Gatsby to focus on the American dream. It is his undying hope. Gatsby believes soon he will be able to be part of Daisy’s life. His optimism is so strong that in response to Nick Carraway’s comment â€Å"You can’t repeat the past,† he says, â€Å"Can’t repeat the past? Why of course you can!†(Fitzgerald) He believes he can make anything happen. Even his disastrous end is caused by not himself but those who did not want him to succeed. Just as the American Dream was the central part of life in the 1920s so it is in The Great Gatsby. Fitzgerald both as a writer and a man understood the American Dream and its risks and rewards. Fitzgerald had lived the American Dream. He, just like Gatsby, had desired an unattainable love whom he couldn’t have until he was rich and successful. The 1920s was the dawning of the American materialistic age and where acceptance and wealth were of the utmost importance. It is the idea that still exists today in American culture. Fitzgerald also describes the careless and senseless parties that took place during his time, similar to the parties Gatsby had. It was all about the money and if one couldn’t have it, one would turn to sex and alcohol. (Sklar) Hemingway’s experience of the 1920s was almost the opposite of Fitzgerald’s. Sex and a great deal of alcoholism were apparent and were used to subdue the everlasting sadness caused by World War I. The young men went to war between  the ages of 18 and 25, when they would have normally become civilized. Many of these people lived to find a permanent emotion or nostalgia after living through the disillusionment of the Great War. Paris was the expatriate capital. It was where the boldest modernists were. Many Americans who survived the war wanted to escape the newfound materialistic life and traveled to Paris and other major cities in Europe. Gertrude Stein called these people the Lost Generation and invented the term. Many were writers, artists and creative thinkers, including Hemingway. Many had hoped to experience their very own bohemian and artistic being in Paris. Though the term first came to apply to those who had just come out of the war, the Lost Generation gradually became all American expatriates and in particular those with artistic and literary preferences. Hemingway’s The Sun Also Rises expresses the uncivilized and aimless Americans who lived in Paris, and later Pamplona, Spain, who personified the term Lost Generation. (Mills) Lady Brett Ashley and Jake Barnes are two characters that display the qualities of the Lost Generation. Brett is seen as a â€Å"New Woman† of the 1920s. Jake describes her hair being brushed back â€Å"like a boy’.† (Hemingway) She is trapped amid two styles of gender depictions: that of the â€Å"woman on a platform† and that of the independent and sexually liberated â€Å"contemporary women†. In contrast to flappers, â€Å"New Women† were educated and a product of an industrialized city. Brett values her body and doesn’t believe in the value of a family. Brett is single and carelessly sleeps around with other men. She snubs feminine models of cleanliness, faithfulness, and obedience. Instead Brett insists on sexual independence and self-expression while ignoring the rules of a patriarchal marriage. Robert Cohen, a recent lover of Brett’s, comments she is Circe, turns men into pigs and controls them using sex and simulated lov e. This later turns the men against each other. Brett is seen as a threat to the social order of her group of which she is the only female. (Hemingway) Jake, out of all the characters in the novel, is the most civilized character and is usually embarrassed by his friends. He is still a member of the Lost Generation yet he is more civilized than the others. To compensate for his more civilized nature he constantly drinks alcohol, which was how much of  the Lost Generation spent their time. He is also the modern protagonist in the novel. He is an American and a contemporary man who has seen through the political and nationalist front wall of the war to assured facts about modern hostility embodied by World War One. Jake’s war injury, genital injury, represents the impotence of modernity and a media-flooded ethical and religious alienation. Jake’s infertility juxtaposed to Spain’s fertile country allude to the clichà ©d idea of the 1920s of a lost legitimacy or completeness such as bullfighting and boxing. Jake’s wild interest in bullfighting is a part of his search for the permanent emotion that he searches for as well as Hemingway did. He carries nostalgia of how good life was before his war injury and wishes he could return to the past. (Finnegan) While Hemingway put much of himself into Jake’s character, he resented the women of the Lost Generation. He correctly characterized the people and culture of the 1920s by making the nature of the characters in his novel intolerable and primitive. He made the novel self-conscious of the primitive images it presents, knowing they are a modernist clichà © of his time. Just like much of the Lost Generation, Hemingway searched for a pure style that would permanently capture an emotion. This was also considered as â€Å"a civilized nostalgia for a barbaric world of tragedy and triumph.† This deep â€Å"reactionary level of thought† can be seen throughout The Sun Also Rises and the Lost Generation. (Finnegan) The two novels focus on American life since after the Great War Americans held a new philosophy of materialism that Europeans did not. Americans started to believe that the more property that was owned the better their chances of succeeding economically and socially. Because of this newfound materialism, many writers including Hemingway and Fitzgerald, were attracted to Americans. It was the Americans’ belief in the American Dream and the feeling of no place in the world and continual circling of the world, the Lost Generation, that influenced the characters’ decisions and actions in both novels hence the names The Great Gatsby and The Sun Also Rises. Fitzgerald titled his novel The Great Gatsby for the reason of Gatsby’s never ending optimism as Hemingway titled his novel The Sun Also Rises to allude to the excerpt of Ecclesiastes he placed at the beginning of the  novel, â€Å"The sun also ariseth, and the sun goeth gown, and hasteth to the place where he ar ose.† (Hemingway) Hemingway used The main difference between Fitzgerald and Hemingway, as well as they way they thought and wrote, is that Fitzgerald avoided war service while Hemingway served the Italian army and encountered a near death experience. If one were to try to learn about the people of the 1920’s through a textbook they would not learn the people’s behavior and general attitudes on life in general. One wouldn’t be able to be captured by that permanent emotion Hemingway constantly searched for and one couldn’t experience the struggles of Fitzgerald’s American Dream. One couldn’t experience the new revolutionary modern way of writing that Fitzgerald and Hemingway had impressively presented. Works Cited Jim Finnegan. The Sun Also Rises (1926) Lecture Notes (Last Day of Discussion). Fall 2001. University of Illinois at Urbana-Champaign. http://www2.english.uiuc.edu/finnegan/English%20251/sunrises.html> November 28, 2004 Fitzgerald, F. Scott. The Great Gatsby. New York: Collier Books Macmillan Publishing Company, 1925. Flaming Youth. Warner Fabian. John Francis Dillon. 1923. Hemingway, Ernest. The Sun Also Rises. New York: Collier Books Macmillan Publishing Company, 1926. Ian C. Mills. Hemingway’s Paris. 1998-1999. DiscoverFrance.net. Rogers, J.A. â€Å"Jazz at Home.† The Survey Graphic. 1925 Sklar, Robert. The Plastic Age, 1917-1930. New York: George Braziller, 1970. Sonny Watson. Swingstreet.com. 1999. http://www.streetswing.com/histmain/z3jazz1.htm November 26, 2004

Philippine Legend Of Calamba: In War And Peace By Demetrio L. Hilberio Essay

An excerpt from Calamba – In War and Peace by Demetrio L. Hilberio tells us of the legend of the name of Calamba. This legend is inscribed on a stone marker that can found at the base of the giant claypot and can be read as : The authentic legend goes that at about the turn of 16th century, two Spanish soldiers came to a village by the shore of Laguna de Bay. Attracted by the vast plain with verdant greeneries that spread up to a majestic mountain, the strangers became curious to learn the name of the place. Soon there came a native young lady carrying an earthen jar by her waist. She was to fetch water from the lake. Seizing the opportunity, the two soldiers inquired in Spanish from the young lady the name of the place. | Frightened with the sight of white strangers in colorful uniforms, the native damsel got confused. Thinking that the soldiers were asking what she was carrying, she answered nervously â€Å"Kalamba†¦Kalamba..† referring to the earthen jar she was clasping by her waist. There upon the girl scurried away until she was lost in the nearby forest. Themselves surprised, the two Spanish soldiers were left muttering â€Å"Kalamba†¦Kalamba† Since then the small village on a vast plain close to the Laguna de Bay has been known by the name of Kalamba. Legend of coconut Long ago there was a Chamorro family belonging to the Achote tribe. The family had a beautiful young daughter who was admired by everyone in the tribe. One day the girl became very thirsty. She wanted to drink the juice from a special fruit. Everyone tried to find the fruit she described but to no avail. Soon the girl became very ill and died. The father buried the girl on a hill over looking the village. He placed a beautiful headstone on her grave and the people covered it with many beautiful flowers. One day the villagers noticed a strange plant growing on the girl’s grave. They thought it was magic and built a shelter to protect it. Five years after the plant appeared, it had grown 20 feet tall, strange looking fruits appeared. One of the fruits dropped to the ground and cracked open. The chief called on the father of the dead girl to eat the strange fruit but he refused. He called his wife to eat the fruit. She said it was sweet and chewy and called it coconut. It remains one of the main foods eaten by the Chamorro people. Legend of makahiya Long time ago, there was a couple in Barangay Masagana (Pampanga today) who wanted a daughter. Their wish was granted and the wife gave birth to a baby girl. They called her Maria. Maria was very beautiful but very shy that she wouldn’t go out from their house. Weeks later, Spaniards came to their town. The Spaniards were very cruel that they get everything they wanted. They rob houses and kill everyone who gets in their way and who refused to give what they wanted.The couple was very frightened to lose their daughter so, they they hid Maria in the bushes so that the Spaniard coud’nt find her.After the Spaniards left their town, the couple tried to look for Maria but they couldn’t find her even in the bushes where they hid her, instead they found a little plant that is very sensitive that when you touch it, it would immidietlyclose. So they thought it was their daughter, Maria. They called the plant â€Å"Makahiya† that means â€Å"touch me not,† li ke their daughter who was very shy. LEGEND OF BANANA Long ago, before Philippines was invaded by other countries, the only religion Filipinos know is Paganism. They know no God until it was invaded by the Spaniards and killed everyone who refuses to give their riches. In the town of Vigan (in Philippines), one rich family planned to hide their beautiful daughter named Corazon because they heard that the Spaniard captain wanted their child. Corazon was one of the most beautiful maiden in their town. Every man there wants to have her hand in marriage.One day, when a group of Spaniard soldiers tried again to gather all the riches and properties and everything people have in every house, the parents of Corazon panicked knowing their daughter is missing. Corazon was helping other families to escape from the Spaniard soldiers because the soldiers where trying to kill them.When Corazon headed back to her parents, a Spaniard eventually caught her and brought her to their captain. The captain want Corazon as his bride but Corazon refused and the captain ordered to kill her and throw her body on the street. When her parents heard the news that their daughter was slaughtered, they gave Corazon a funeral. Because there were no coffin in their time, the townspeople buried Corazon’s body underground. The next day, the second ceremony is about to start, when the graveyard where Corazon was buried was very crowded. When the parents of Corazon arrived, they saw a plant growing from the soil. They were curious with the plant because they haven’t seen such plant. As the days pass, the plant grew and grew until a fruit came out. The people didn’t know exactly if it is a fruit or not because it was very unusual to them. The parents of Corazon concluded that it is their daughter and called the plant, Banana. When the Spaniard heard about unusual happening, they fled the town hurriedly. They were scared to death because they thought it was a curse or something. The thing that the invaders don’t know is, Banana was formed with pure heart. The townspeople don’t know why the parents of Corazon named it that way. But wise men of the town came to a conclusion why the plant was named Banana, it’s because the letters â€Å"ana† in the word Banana means â€Å"his/her or ownership of an individual† and the heart shaped fruit that came out from the plant was Corazon; and Corazon means â€Å"heart†. That’s why Banana was translated as â€Å"Her Heart† LEGEND OF butterfly The legend of the first butterflies say that there was upon a time in a village, an old woman used to have a beautiful flower garden by the shore of a lake. The fishermen from around the nearby villages were in love with her and used to come to her and exchange their fishes from flowers.Everyone in the village noticed something magical about her, because at night her house had a magical glow and once in a while some dwarfs were seen helping a beautiful young woman work in the garden. One day a young couple, very proud I must add, visited the village were the old woman lived, and while walking around, noticed the old woman’s beautiful flower garden.The couple decided to get inside the garden and grab some bouquets, when the old woman sees this, walks out of her house and ask the couple to leave, when they turn around to see who was talking to them, they make fun of her and ignore her. Then the old woman, insulted, touches the couple with her cane saying:†Since you love beautiful things, you will live from now on as beautiful insects†And that day was created the butterflies came to be, who always are found near beautiful flowers.And this is how the Butterflies came to be. FABLES The lion and the mouse Lion was sleeping peacefully when he was woken by something running up and down his back and over his face.Pretending to be still asleep, the Lion slowly opened one eye and saw that it was a little mouse.With lightening speed the Lion reached out and caught the little mouse in one of his large paws. He dangled it by its tail and roared, â€Å"I’m the King of Beasts! You’ll pay with your life for showing me such disrespect.†The Lion held the little mouse over his huge open jaws and prepared to swallow it.â€Å"Please, please don’t eat me, Mr King of Beasts, Sir,† squeaked the mouse. â€Å"If you forgive me this time and let me go I’ll never, never forget it.†Ã¢â‚¬Å"I may be able to do you a good turn in the future to repay your kindness,† it squeaked.â€Å"You, do me a favour!† roared the Lion with laughter. â€Å"That is the funniest thing I’ve ever heard.†Still laughing, the Lion put the mouse down on the ground and said; â€Å"You’ve made me laugh so much I can’t eat you now. Go on, off you go before I change my mind.†The little mouse scurried away as fast as its little legs could go.Not long after this the Lion was caught in a trap by some hunters. They tied him to a tree with rope while they went to get their wagon.The little mouse was nearby and came when he heard the mighty Lion’s roar for help.The mouse gnawed the rope with his sharp teeth and set the Lion free.â€Å"I know you didn’t believe me, but I told you I could help you one day,† squeaked the little mouse. â€Å"Even a little mouse like me can help some one as big and strong as you.†Ã¢â‚¬Å"Thank you my little friend. I won’t forget that lesson,† said the Lion as he ran away before the hunters returned. The fox and the crow One bright morning as the Fox was following his sharp nose through the wood in search of a bite to eat, he saw a Crow on the limb of a tree overhead. This was by no means the first Crow the Fox had ever seen. What caught his attention this time and made him stop for a second look, was that the lucky Crow held a bit of cheese in her beak. â€Å"No need to search any farther,† thought sly Master Fox. â€Å"Here is a dainty bite for my breakfast.† Up he trotted to the foot of the tree in which the Crow was sitting, and looking up admiringly, he cried, â€Å"Good-morning, beautiful creature!† The Crow, her head cocked on one side, watched the Fox suspiciously. But she kept her beak tightly closed on the cheese and did not return his greeting. â€Å"What a charming creature she is!† said the Fox. â€Å"How her feathers shine! What a beautiful form and what splendid wings! Such a wonderful Bird should have a very lovely voice, since everything else about her is so perfect. Could she sing just one song, I know I should hail her Queen of Birds.† Listening to these flattering words, the Crow forgot all her suspicion, and also her breakfast. She wanted very much to be called Queen of Birds. So she opened her beak wide to utter her loudest caw, and down fell the cheese straight into the Fox’s open mouth. â€Å"Thank you,† said Master Fox sweetly, as he walked off. â€Å"Though it is cracked, you have a voice sure enough. But where are your wits?† The Donkey And The Lapdog A MAN had a Donkey, and a Maltese Lapdog, a very great beauty. The Donkey was left in a stable and had plenty of oats and hay to eat, just as any other Donkey would. The Lapdog knew many tricks and was a great favorite with his master, who often fondled him and seldom went out to dine without bringing him home some tidbit to eat. The Donkey, on the contrary, had much work to do in grinding the corn-mill and in carrying wood from the forest or burdens from the farm. He often lamented his own hard fate and contrasted it with the luxury and idleness of the Lapdog, till at last one day he broke his cords and halter, and galloped into his master’s house, kicking up his heels without measure, and frisking and fawning as well as he could. He next tried to jump about his master as he had seen the Lapdog do, but he broke the table and smashed all the dishes upon it to atoms. He then attempted to lick his master, and jumped upon his back. The servants, hearing the strange hubbub and perceiving the danger of their master, quickly relieved him, and drove out The Donkey to his stable with kicks and clubs and cuffs. The Donkey, as he returned to his stall beaten nearly to death, thus lamented: â€Å"I have brought it all on myself! Why could I not have been contented to labor with my companions, and not wish to be idle all the day like that useless little Lapdog!† THE CAT AND THE MOUSE A cat and a mouse wanted to live together and keep house as a partnership. They prepared for winter by buying a pot of fat, and because they had no safer spot for it, they placed it under the alter in the church until such time that they would need it. However, one day the cat took a longing for it, and approached the mouse. â€Å"Listen, little mouse, my cousin has invited me to serve as godfather. She has given birth to a brown and white spotted little son, and I am supposed to carry him to his baptism. Is it all right for me to leave you home alone with the housework today?†Ã¢â‚¬ Go ahead,† said the mouse, â€Å"and if they serve you something good, just think of me. I would certainly welcome a drop of good red christening wine.† But the cat went straight to the church and ate the top off the fat and then went strolling about the town and did not return home until evening.†You must have had a good time,† said the mouse. â€Å"What name did they gi ve the child?†Ã¢â‚¬ Top-Off,† answered the cat.†Top-Off? That’s a strange name, one that I’ve not yet heard.†Soon afterward the cat took another longing, went to the mouse, and said, â€Å"I’ve been asked to serve as godfather once again. The child has a white ring around its body. I can’t say no. You’ll have to do me a favor and take care of the house by yourself today.†The mouse agreed, and the cat went and ate up half the fat. When she returned home, the mouse asked, â€Å"What name did this godchild receive?†Ã¢â‚¬ Half-Gone.†Half-Gone? What are you telling me? I’ve never heard that name. It certainly isn’t in the almanac.†Now the cat could not take his mind off the pot of fat. â€Å"I’ve been invited to serve as godfather for a third time,† he said. â€Å"The child is black and has white paws, but not another white hair on his entire body. That only happens once in a few years. You will let me go, won’t you?†Top-Off, Half-Gone,† said the mouse. â€Å"Those names are so curious that it makes me a bit suspicious, but go ahead.†The mouse took care of the house and cleaned up everything, while the cat finished off the pot of fat. Round and full, she did not return until nighttime.†What is the third child’s name?†Ã¢â‚¬ All-Gone.†Ã¢â‚¬ All-Gone! That is a worrisome name!† said the mouse. â€Å"All-Gone. Just what does this mean? I’ve never seen that name in print,† and she shook her head and went to bed. No one invited the cat to serve as godfather a fourth time. Winter soon came, and when they could no longer find anything to eat outside, the mouse said to the cat, â€Å"Let’s get the provisions that we’ve hid in the church under the altar.† They went there, but the pot was empty.†Now I see!† said the mouse. â€Å"You came here when you said you were invited to be a godfather. First came Top-Off, then it was Half-Gone, and then†¦Ã¢â‚¬ Ã¢â‚¬ Be still,† said the cat. â€Å"I’ll eat you up, if you say another word.†Ã¢â‚¬ All-Gone† was already in the poor mouse’s mouth, and she had scarcely sai d it before the cat jumped on her and swallowed her down.