Economics Question Essay Example | Topics and Well Written Essays - 500 words

Economics Question - Essay Example A market system lets the market decide what is produced. A lot of different price points—effectively the invisible hand—decide where resources go and what prices should be. Production is decided by supply and demand. In a socialist economy the government or a committee decides they would like more butter or more shoes produced in the current year and choose a quantity for production that they believe will be sufficient (it rarely is—or it is far too much). Describe the theoretical mechanism in which consumers are sovereign, who consumers really decide what goods they want and how they demonstrate those decisions and desires. Is there a contradiction between the statement that businesses decide what is produced and the idea that consumers have sovereignty? Consumers are sovereign in so far as in a market economy their demand decides what products are produced. Businesses decide what to produce based on their reading of consumer demand. Businesses fail when they have not properly estimated the demand for their product. Consumers are sovereign. National defence – this is too important to outsource to the market; Some health care such as Medicare and Medicade. Maintaining national parks. Taking taxes. The Federal reserve system that centrally plans monetary policy. Stimulus spending in times of

Managing External Stakeholders Essay Example | Topics and Well Written Essays - 2250 words

Managing External Stakeholders - Essay Example The company management has to make a balancing assessment and evaluate all such external forces in order to adjust them with company's objectives. While taking crucial corporate decisions, it is necessary to know about the expectations of different stakeholders and to determine the extent to which they could and would exert their influence. Johnson & Scholes (1999) define stakeholder as, "Stakeholders are groups or individuals who have a stake in, or expectation of, the organisation's performance." For any organization to work, all the stakeholders have to pool their efforts. Terry & Franklin (1994) define management as 'a distinct process consisting of activities of planning, organizing, actuating and controlling performed to determine and accomplish stated objectives with the use of human beings and other resources'. Different organisations have different sets of stakeholders, whose nature and composition varies depending upon the nature of business. For example the Arsenal Footbal l Club, besides being a soccer club is a public limited company in itself. As football club, its main stakeholders are, the players, the spectators, football fans, the club administrators etc. But as a plc, a broader array of stakeholders comes into picture. The Arsenal Holdings plc manages stadiums, matches, football teams, online TV channel, credit card business, sports academies, strategic partnerships with host of other organizations etc. Therefore the company has stakeholders from different corners of the society in general. The Arsenal Football Club started off when a group of workers at the Woolwich Arsenal Armament Factory decided to form a football team in late 1886. The club has now transformed into a full fledged company organizing different types of activities. The recent half yearly financial results for the company indicate an impressive growth rate with group turnover increasing to GBP100.8 million (2005: GBP57.0 million) as a result of higher gate and match day reven ues at Emirates Stadium and sale of a property development site at Drayton Park1. Similarly, British Petroleum (BP) is a leading oil and gas company. The company's operations include the exploration and production of gas and crude oil, construction and mining, manufacturing and transportation. Besides this the company also has a network of subsidiaries engaged in the chemicals, power and renewable energy sectors. The company maintains leading brands like BP, AM/PM, Aral, ARCO, Castrol etc. With operations spread over six continents in about 100 countries, the company maintains stakeholders in many forms and profiles. The humble beginning of BP can be traced back to 1901 when William Know tried to explore oil in Persia. But it was not before 1908 that the first commercial oil discovery was made in the Middle East by BP (Datamonitor, 2006). In 1935, the company prospered and was renamed the Anglo-Iranian Oil Company. Similarly, exploration expanded into North America (mainly Alaska), South America, Africa, and Europe. The war effort resulted in the British governmen t becoming a shareholder in the company, an association which went on till 1987. Any organization is managed by soliciting crucial support and guidance from respective stakeholders and by taking care of different factors affecting the functioning of an organization. A coordinated approach is required for taking care of all the

Japanese Culture Essay Example for Free

Japanese Culture Essay social forces which influence the society and its values. Every culture has its own unique qualities not found in other cultures. Japan is no exception. It is culture is centered on the core values and traditions. They lead Japanese people to have different ways of looking at the world largely from differences in language and religion. Japanese culture determines specific way of living and social relations, cultural and religious views. History, Culture and Lifestyle Japanese history rises mistily out of the period known to archeologists as the Tomb or Tumulus period. During this important period Japan was unified under the imperial court of Yamato and became intimately involved with South Korea, pathway for many cultural elements of continental origin into Japan. Writing was one such element. Japan began to have historico-legendary records of its own and gradually moved from its protohistoric to the historic period. The main historical period were â€Å"Asoka period (522-710), Nara Period (710-784), Early Heian (784-897), Middle and Late Heian (897-1185), Kamacura period (1185-1336), Murimachi Period (1336-1393), Memoyama period (1573-1614), Edo Period (1615-1867), Meiji Restoration (1867-1911)† (Martines, 1998). During all historical period, Japanese lifestyle was influenced by political, economic and social changes, new perception of the world and religion. Japanese culture is based on unique traditions and values influenced by religion and life style. The Japanese learned to view the world from the perspective of traditional versus modern values after the Meiji Restoration in 1868 following the opening of Japans doors to the world. This attitudinal structure started to fall apart in 1978, and its disintegration became definite by 1988. For example, the conquering nature was an important value during the era of Japans modernization process, but it has since been replaced by the following nature. In the middle of the XX century, the traditional perspective of catching up with the West and categorizing what is Western and Japanese has become meaningless (Oxtoby 2001). While the industrialization process produced divergent values for Japan and the West, it also is responsible for the development of some homogeneous cultural values. Researchers found three levels of similarities: (1) frequency distribution of single variables, (2) similar impacts of age and gender on attitudes, and (3) similar structures in the way people categorize their experience (Oxtoby 2001). Modern Japanese lifestyle is influenced by industrialization and innovations coming from other countries. Thus, Japanese value their old traditions and rituals adapting them to new social environment. For instance, Japanese take off shoes inside the house, they pay 5% commission tax for purchases, they follow bath and toilette design according to norms and practices of century old traditions (Oxtoby 2001). In short, the Japanese self, characterized by its diffuse nature or collective orientation, represents a self who lost its space to be free of the omnipresence of the giri-ninja social network in Japanese society in return for being taken care of by its group. The strong sense of belonging to ones company and family assures one materially a comfortable life at the individual level and stability and safety at the social level, making Japan relatively free of violent crimes. Such a life is stifling and meaningless to Americans even if they must pay a high price of alienating from the rest of society (Shelley, 1992). Japan managed to keep a sense of alienation to a minimum as it industrialized and urbanized by maintaining its virtually village mentality and social network. However, the value the Japanese gain by observing the traditional code of conducts, the giri-ninjo, is material and psychological welfare, which is provided to members of Japanese society more or less equally and fairly at the individual level, and public safety, which is provided at the collective level in Japan today. Another pair of terms often used in discussing Japanese culture is tatemae and honne. The former refers to the proper role expectation as defined by society and the second to ones real inner feelings, however irrational they may be. Often, to act in accordance with giri is to act in conformity with the norm of a community (tatemae). The role language plays in culture cannot be underestimated, for it offers a way of organizing ones life experience in a particular way that is shared by its speakers but not necessarily by people in other cultures (Davies and Ikeno, 2002). Family is one of the most important social institutions which keep century old traditions and human relations. In response to the traditional call for harmony, the Japanese are expected to conform to group norms. This proclivity yields situational ethics based on flexible standards (Shelley, 1992). There are no absolute criteria by which one passes judgment. The Japanese spend a disproportionately large sum of money for socializing, as embodied in semiannual gift exchanges between friends, relatives, and colleagues and after-work drinking of working men and women among co-workers and friends. Religion In Japan, nearly 100 % of the population are Buddhists and in many cases Scientists. The Japanese are, of course, not religious in the sense that they believe in God. Christians constitute about I % of the total population. Most Japanese are not very concerned with religion. They celebrate the birth of children in accordance with the Shinto rituals and bury their dead with the help of Buddhist priests. Meanwhile, they may get married in civil ceremonies, Christian churches, or other facilities. That is perhaps what makes it possible for the Japanese to accept more than one religion at the same time, an unthinkable option for monotheistic people of the West and West Asia, accustomed as they are to dialecticism. The Japanese approach the world in a diffuse fashion or inclusively. The number of Japanese with a religious faith increases with age (Davies and Ikeno, 2002). Fewer than 10 % of the Japanese in their early twenties and about 50 % of Japanese senior citizens over sixty years of age are religious. The older one becomes, the more religious one becomes. Likewise, Japan never had any revolutions such as experienced by China, France, and the United States. Revolutions are carried out by those who believe in the total destruction of the old regime and the establishment of a radically different doctrine. The Japanese seem to be incapable of totally denying their past. They are always interested in improving (kaizen) their existing systembe it via fax machine, Buddhism, or television sets. The majority of the Japanese do not take religion very seriously from the Western perspective (Oxtoby 2001). Japanese mythology distinguishes two categories of deities, the heavenly gods and the native or territorial gods. Some myths represent the heavenly deities as descending to the land of Japan to conquer or rule its autochthonous deities. The myth of land transfer in Izumo is one instance. Two generals of the heavenly gods were dispatched to Izumo to demand of O-Kuninushi, chief of the native gods and master of the territory of Japan, that he hand over sovereignty to the heavenly gods (Oxtoby 2001).

Contrasting Theories Of Social Capital Sociology Essay

Contrasting Theories Of Social Capital Sociology Essay The terms social capital is a rather complex one, as a variety of different versions of definitions are used by researchers in defining the concepts and ideas associated to social capital. However, generally speaking, there are two related dimensions of social capital seemingly agreed by many researchers. The first dimension of social capital is the network of affiliation, such as the family groups, friendship ties, professional co-workers, business partners or contacts, and any other formal or informal associations or relationship, where a person belongs to. The second dimension is about the general behaviors the respective individuals or groups rely on in the formation, retention and usage process of the networks. There are three important gurus in the development of theories concerning the subject of social capital, namely Bourdieu, Coleman and Putnam. It is interesting to observe that all of them develop different theories of social capital. In the following section, the various theories of social capital from the gurus will be discussed. Later, employing the concepts and theories asserted by the respective guru, the notion that social capital predicts that returns to intelligence, education, and seniority depend in some part on a persons location in the social structure of a market or hierarchy. Bourdieus Social Capital According to Bourdieu (1986), social capital is defined as the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership or a group which provides each of its members with the backing of the collectively-owned capital, a credential which entitles them to credit, in the various senses of the word. According to Bourdieus argument, the social capital is a form of capital or resources, similar to the concept of economic capital and cultural capital, which may be used for achievement, privilege treatment and to some extent, social exclusion. Social capital in such a definition is the source of networks and connections for a certain people, allowing continuing and future access to certain privilege. In Bourdieus framework, the capital is a form of power, and people with higher social capital are better position in the world for better achievement and privileges. The possession of social capital may influence a persons economic capital, or the return to the economic capital. For example, comparing two people with different level of social capital, but both of them have exactly the equal amount of economic capital; the person with higher level of social capital will be able to generate better return to the similar amount of economic capital. The person possessing the social capital is more competitive positioned in the economic realm. The main contribution of Bourdieus theory is that it suggests that possession of social capital or the impacts of social exclusion will influence a persons access to power and privilege as well as the inability to access power. Thus, according to the assertion of Bourdieus theory, social capital can predict and influence the returns to intelligence; education and seniority depend in some part on a persons location in the social structure of a market or hierarchy. Such a statement is reasonable and understandable, where the impacts of social exclusion may prevent someone to generate returns to intelligence, education and seniority. People with better networks and connections are better positioned and easier to apply their intelligence, education and seniority in generating returns. In contrast, people without social capital may not able to perform so, as due to lack of networks, connections and useful relationships, many actions and strategies may not be implementable, relevant or workable due to the effect of social exclusion. Colemans Social Capital According to Coleman (1988), the concept social capital can be comparable to the physical and human capital, whereby it may facilitates certain actions from the actors in a structure. Such a conception of social capital is very different to the one suggested by Bourdieus theory. According to Coleman (1988), social capitals are largely created or destroyed as by-products of other forms of activities. In such a definition, Coleman treats the concept of social capital not as a form of capital, power or advantages possessed only by a certain group of elites. His research is primarily concern about the possession of social capital impacts towards the accumulation of human capital in young people. Some findings from Coleman discovered that social capital arises from closed network of family members, church members and etc, will contribute positively to human capital development in the young people. Besides, parental involvement in teaching children will also create a form of social capital, which will significantly reduce the children drop out from school in the early days. Apart from that, he discovered that parents that frequently move to new cities have lesser human capital because these parents are unable to share information about their children with other parents on better quality education for their children. The concept of social capital suggested by Coleman, if applied to the statement asserted by Burt, where it is said that social capital predicts that returns to intelligence, education and seniority depend in some part on a persons location in the social structure, can be confusing and complex. Firstly, Coleman is primarily concern about the educational achievement of young people, but the assertion by Burt does include a dimension of seniority, which is irrelevant from the discussion of social capital by Coleman. However, social capital does affect the returns to intelligence and education, whereby it is not hard to imagine that children with better upbringing condition and more attentive parents will achieve better in schools academically. Two similarly smart and brilliant children, under different upbringing situation, may have different achievement educationally. The children with better social capital will have high return to intelligence, in this context, as compared to the equa lly smart children who live in a broken or problematic family. Putnams Social Capital Putnams theories on social capital are more influential and widely discussed. According to him, there are two forms of social capital, namely, (a) the bonding social capital and (b) the bridging social capital. In his framework, the bonding social capital is derived from exclusive network or connections primarily from the ethnic fraternal organizations, family and close friends network or religion based groups. The bonding social capital described by Putnam is similar to Bourdieus and Colemans assertions, where such a form of social capital often is used to separate people from different sociological groups, and thus determine the availability or access to special privileges or resources. On the other hand, the bridging social capital is often referred to the inclusive network such as the collegial, professional and civic groups. More specifically, Putnam explain social capital as closely related to a form of civic virtue, and further argued that civic virtue is most powerful when it is embedded in a concentrated network of reciprocal social networks and relationship. As such, following Putnam conception of social capital, a society of many isolated individuals may not have richness in terms of social capital. In this line of argument, the social capital is a property of the collectives (i.e., for the society), whereas the social capital describe by Bourdieu and Coleman is mainly a possession of a particular individual. With reference to Putnams framework and theory, the assertion of Burt, where the social capital predicts that returns to intelligence, education and seniority depends in some part on a persons location in the social structure is a vague and doubtful one. The social capital is a groups possession and attributes in Putnams theory, so the social capital in a society does not have any direct linkages to the returns to intelligence, education and seniority of a person in the society. If there are any relationships, the linkages will be an indirect one. Conclusion After comparing and contrasting the various definitions, theories, findings and framework presented by the gurus, it is clear that the assertion by Burt is mainly adopting the definition suggested by Bourdieu. With Bourdieus definition, the assertion by Burt can be interpreted logically and meaningfully. The concepts of social capital are complicated and the context in which the idea is being discussed will determine the definition and conception of social capital. It is very important for the readers to understand the various theories concerning the subject of social capital to follow the researches findings and argument in the literature. (1398 words)

Charles W. Chesnutt :: essays research papers

Charles W. Chesnutt Though born in Cleveland in 1858, the grandson of a white man and the son of free blacks, Charles W. Chesnutt grew up in Fayetteville, North Carolina where his family, having left the South originally in 1856, returned after the Civil War. Chesnutt who had little formal education taught himself and also received tutoring from family members. Chesnutt is known as one of the great American novelist and short-story writers of the late 19th century. Chesnutt lived most of his childhood in Fayetteville, NC where he worked part time in a family grocery store and attended a school founded by the Freedmen's Bureau. By 14 he had published his first short story in a Fayetteville newspaper. "I think I must write a book It has been my cherished dream and I feel an influence that I cannot resist calling me to the task."(1) At 15 Charles dropped out of school to support his family. By the age of 16, he had come to Charlotte to teach the city's black schoolchildren and also to support his family. He had an intense thirst for knowledge. At a time when few educational opportunities existed for black Americans, he studied math, music, literature and languages. He left Charlotte to take a job as assistant principal of the State Normal School. By age 22, he was its principal. "There's time enough, but none to spare."(1) Lack of opportunity to advance led him to go to New York City to find work at Dow, Jones and Company and also writes a financial news column for the New York Mail and Express. Later that year his son Edwin J. Chesnutt is born. In November, he leaves New York for Cleveland where he begins to work in the accounting department of Nickel Plate Railroad Company. While in Cleveland Chesnutt studied Law. While in Cleveland Chesnutt supports his mother and father while supporting his own family. Chesnutt begins to write for Family Fiction. While working at Nickel Plate Railroad Company and writing for Family Fiction he continues to study law. A year later, he passes the Ohio Bar Exam and joins the law offices of Henderson, Kline, and Tolles. Chesnutt published "The Goophered Grapevine" in the Atlantic Monthly became the first work written by a black author. The success of "The Goophered Grapevine" leads him to publish "Po’ Sandy" and "Dave’s neckliss" in the Atlantic Monthly. Chesnutt decides to start his own firm of Attorneys, stenographers,

Carl Friedrich Gauss :: essays research papers

Carl Friedrich Gauss   Ã‚  Ã‚  Ã‚  Ã‚  Carl Friedrich Gauss was a German mathematician and scientist who dominated the mathematical community during and after his lifetime. His outstanding work includes the discovery of the method of least squares, the discovery of non-Euclidean geometry, and important contributions to the theory of numbers.   Ã‚  Ã‚  Ã‚  Ã‚  Born in Brunswick, Germany, on April 30, 1777, Johann Friedrich Carl Gauss showed early and unmistakable signs of being an extraordinary youth. As a child prodigy, he was self taught in the fields of reading and arithmetic. Recognizing his talent, his youthful studies were accelerated by the Duke of Brunswick in 1792 when he was provided with a stipend to allow him to pursue his education.   Ã‚  Ã‚  Ã‚  Ã‚  In 1795, he continued his mathematical studies at the University of Gà ¶ ttingen. In 1799, he obtained his doctorate in absentia from the University of Helmstedt, for providing the first reasonably complete proof of what is now called the fundamental theorem of algebra. He stated that: Any polynomial with real coefficients can be factored into the product of real linear and/or real quadratic factors.   Ã‚  Ã‚  Ã‚  Ã‚  At the age of 24, he published Disquisitiones arithmeticae, in which he formulated systematic and widely influential concepts and methods of number theory -- dealing with the relationships and properties of integers. This book set the pattern for many future research and won Gauss major recognition among mathematicians. Using number theory, Gauss proposed an algebraic solution to the geometric problem of creating a polygon of n sides. Gauss proved the possibility by constructing a regular 17 sided polygon into a circle using only a straight edge and compass.   Ã‚  Ã‚  Ã‚  Ã‚  Barely 30 years old, already having made landmark discoveries in geometry, algebra, and number theory Gauss was appointed director of the Observatory at Gà ¶ttingen. In 1801, Gauss turned his attention to astronomy and applied his computational skills to develop a technique for calculating orbital components for celestial bodies, including the asteroid Ceres. His methods, which he describes in his book Theoria Motus Corporum Coelestium, are still in use today. Although Gauss made valuable contributions to both theoretical and practical astronomy, his principle work was in mathematics, and mathematical physics.   Ã‚  Ã‚  Ã‚  Ã‚  About 1820 Gauss turned his attention to geodesy -- the mathematical determination of the shape and size of the Earth's surface -- to which he devoted much time in the theoretical studies and field work. In his research, he developed the heliotrope to secure more accurate measurements, and introduced the Gaussian error curve, or bell curve. To fulfill his sense of civil responsibility, Gauss undertook a geodetic survey of his country and did much of the field work himself. In his theoretical work on surveying, Gauss developed

Time Management Research Strategy Paper

Time Management Research Strategy Paper At first, I thought the example given; â€Å"Time Management† was not a good example to use for my paper. I didn’t really [Clearer writing suggestion–â€Å"real† or â€Å"really† means â€Å"existing in actuality†Ã¢â‚¬â€œit adds little to the meaning (and using it to mean â€Å"big,† â€Å"very,† or â€Å"genuine† is slang); replace it with a more expressive word] feel like I have an issue managing time, after all I complete my task about ninety [Express numbers higher than nine in digits (when not the first word in the sentence)] -nine percent of the time and normally finish on or ahead of schedule. However, when I stopped to look at what I complete I was surprised [The passive voice is a form of â€Å"be† (was) and a participle (surprised). Over-use of the passive voice can make paragraphs tedious to read and officious. Try to use the active voice most often, e. g. , the student completed the paper on time. The passive voice version–The paper was completed on time by the student–See eCampus>CWE>Tutorials & Guides>Grammar & Writing Guides>Active & passive voice] at my findings. I found that I have to some degree, mentally categorized my task. What I mean by this is that I have, without thinking about it, categorized my task into two separate groups: Work and personal. The first, being my primary group is the tasks related to my job. This group boasts has a very high completion rate and quality of work on these tasks is checked [Passive voice] by my employer as well and then communicated to me. Based on task tracking I have about a ninety [Express numbers higher than nine in digits (when not the first word in the sentence)] -eight percent completion rate and based on feedback from my employer I know the quality of my work is very high as well. Now, the second category is my personal life category and my after examining it, I found that I don’t have results anywhere near my what I have in my job related category. My personal category breaks down into two groups as well: The have to be done now [Clearer writing suggestion–â€Å"Now† is a tricky concept. If the sentence is in the past tense, it probably should be rendered as â€Å"then. † If not, and unless you are making a philosophical statement (Now is the time to improve myself) or mean â€Å"as of the present time† (the business is now known as Ajax Corporation), onsider removing â€Å"now†Ã¢â‚¬â€œbecause this is being read after the time you wrote it, your â€Å"now† is in the past] and the can wait until later groups. I find that when I leave work, I leave a task-oriented environment and enter an environment of relaxation and enjoyment. This environment of less critical tasks allows the task to be ignored [Passive voice] until they can’t be ignored [Passive voice] any longer, forcing some sort of action. Now in review of this method, the completion rate is not the only item to score poorly, the quality of the work suffers tremendously as well. Project oriented tasks that have some sort of visible outcome; such as [Check word choice: â€Å"such as† refers to things that are exactly what you are discussing; â€Å"like† means something similar to what you are discussing] laying tile in a walkway get [Doctoral rule (although good advice for any academic writer)–â€Å"get† is informal English and can mean many things; in academic writing, use forms of â€Å"arrive at,† â€Å"can,† â€Å"could†, â€Å"grows,† â€Å"is able to,† etc. ] completed in a timely manner and with a much higher level of quality. My goal for this research paper is to develop a strategy for improving my time management skills for my personal category. With the proper time management skills I believe the quality of work on these tasks will also rise exponentially. My goal requires information on time management tools, prioritization and [Check punctuation–insert a comma before this word if this is the last in a list of more than two–or if it begins a new clause] organization. I want to gather information from credible sources, so I will be looking for information from reputable time management coaches. Additionally I need to answer the following questions: â€Å"How can I improve my prioritization skills? What organization tools are there for time management? and â€Å"What are the keys to managing your time? † I will use the Internet for my research because it can be accessed 24/7 and reference any books that are available through â€Å"University of Phoenix† online library. I will place the information retrieved into two categories, relevant and non-relevant. Discarding the irrelevant data and sorting the relevant into categories that fit the questions that I have asked and a category for the questions that may be applicable which [Use â€Å"that† for a restrictive phrase (or place a comma before â€Å"which†)] I did not ask. I will then analyze the data, re-categorizing if needed, examine the evidence of recommendations, determining whether the information is fact or opinion and if it is opinion is it supported [Passive voice] by any facts. I will make comparisons to similar information identify any themes or ideas and align the information with other information retrieved. Then I will examine perspectives and assumptions. By determining what perspectives the author [If this means yourself, avoid referring to yourself in the third person; if this is a personal account, use the first person (I, me, my)] may have I will derive a better idea of what direction his information is coming from and better determine how applicable it is to my situation. Likewise, if the author has made or not made certain assumptions the information collected from this person may be applicable to my situation. There may also be a need to prove or disprove an assumption to determine just how relevant a certain piece of information is or for that matter how relevant a certain author is. I think it is important to examine my perspective as well as the author’s so that I can be more specific in my search for answers. As research progresses and more is learned [Passive voice] about time management, I will ask additional questions and look for examples of these ideas and tools played out in everyday life to ensure its suitable to me. The information must make sense and be adaptable to anyone looking to improve his or her time management skills, but I will also be looking for ideas and tools that fit my character and lifestyle. Once I have answered my questions, I will determine which tools recommended work best for my personality type, I will take my character and schedule into consideration then formulate a strategy that will be easily implemented [Passive voice] into my personal lifestyle. Once implemented I will track the completion of my tasks and determine my successful completion rate, then based on feedback from my family as well as myself I will determine if the quality of my work has improved as well. References Carter, C. , Bishop, J. , & Kravits, S. L. (2007). Keys to College Studying: Becoming an Active Thinker (2nd ed. ). : Pearson Prentice Hall.