Seed priming technique Essay Example

Seed preparing strategy Paper Reflection Seed preparing is a strategy by which seeds are halfway hydrated to a point where growing procedures start yet radical outgrowth does non occur. Preparing can be discovered strong both for leguminous plants and grain harvests. A pot try was directed under green house conditions at Pir Mehr Ali Shah, Arid Agriculture University, Rawalpindi during summer of 2007. The seeds were strengthened by customary soakage ( hydropriming ) , osmo-molding ( splashing of seeds in circulated air through, low-water-potential arrangements ) using, potassium di-hydrogen phosphate KH2PO4, Mannitol, Polyethylene ethanediol ( PEG ) , sodium molybdate ( Na2MO4.2H2O ) and hormonal preparing by using salicylic corrosive ( SA ) . The extents of osmotic intensity for all the preparing intercessions were - 0.5 to - 1.2 M Pa. All the activity intercessions essentially influenced works vitality, biomass, root, shoot length and nodulation. Osmopriming using P @ 0.60 % applied in the signifier of KH2PO4 altogether i mproved seed vitality in footings of normal outgrowth cut ( 5.52 to 4.51 yearss ) , closing growing per centum ( 74 to 89 % ) root and shoot length and nodulation ( 0 to 4 knobs seedling-1 ) followed by Osmitrol preparing ( Mannitol @ 2 % ) . By and large all the seed preparing strategies fundamentally improved the vitality of mungbean seedlings as correlation with order. The utilization of polythene ethanediol is costly and gave comparative results with respect to dry seeding so it ought to be supplanted by hydropriming in farther analyses. It is suggested that supplement preparing and osmopriming can be utilized as efficacious instrument for liveliness of mungbean seeds, for better developing and seedling constitution. We will compose a custom article test on Seed preparing procedure explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Seed preparing strategy explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Seed preparing strategy explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Cardinal words: Osmo-preparing, hydropriming, Vigna radiata, seedling vitality, nodulation Presentation Seed preparing is an example by which seeds are halfway hydrated to a point where growing procedures start however fanatic outgrowth does non happen ( Harris et al. , 2000 ) . Seed preparing can be discovered efficacious for vegetables for example , yields of Mungbean and Chickpea were expanded well by preparing seeds for 8 H before seeding ( Harris et al. , 1999 ; Musa et al. , 2001 ; Rashid et al. , 2004 ) . Mungbean ( Vigna radiata ( L. ) Wilczek ) is developed on more than 200,000 hour edge with creation of in excess of 100,000 T under rainfed and inundated conditions in Pakistan. Yields for the rainfed nation are all around low and variable because of inadequate, whimsical precipitation and fringy soils. Mungbean creation in Punjab Province is needy essentially on surface water system however it is other than developed under downpour took care of conditions. In the Southern piece of Pakistan precipitation is exposed and mungbean is developed with surface water system only. Poor collect constitution is a significant limitation for mungbean creation ( Naseem et. al. , 1997 ; Rahmianna et al. , 2000 ) and high yields can be related with early vitality ( Kumar et al. , 1989 ) . Improved seed movement procedures are being utilized to chop down the growing clasp, to procure synchronized growing, better growing rate, and better seedling base in numerous plant ( Bradford et al. 1990 ; Rudrapal and Nakamura 1998 ) and field harvests like wheat, corn ( Aquilla and Tritto 1991 ; Basra et Al. 2002 ) and all the more late rice ( Farooq et al. 2004 ) . These movement strategies incorporate hydropriming, osmoconditioning ( Basra et al. 2005 ) , osmohardening ( Farooq et al. 2006 ) and indurating ( Farooq et al. 2004 ) . These intercessions can other than be utilized for before and better babys room base constitution ( Lee et al. 1998 ) . This review was started to investigate the impacts of circulated air through hydration, hormonal preparing ( salicylic corrosive ) , wholesome preparing ( Phosphorous and molybdenum trouble ) and osmo-molding on mungbean ( vigna radiata ) seed vitality under green house conditions. MATERIALS AND METHODS Seed stuff Seeds of mungbean cultivar Chakwal Mung-97 ( CH-MUNG 97 ) were acquired from Barani Agricultural Research Institute ( BARI ) , Chakwal. The seeds were cleaned by using 30 % hypochlorite for five proceedingss thus washed multiple times with refined H2O. Seed Treatments The accompanying seed preparing intercessions were applied Food preparing The seeds were absorbed circulated air through arrangement of phosphoric ( P @ 0.60 A ; 1.20 % ) and molybdate ( Mo @ 0.02 A ; 0.04 % ) . The beginnings for phosphoric and Mo were potassium dihydrogen phosphate ( KH2PO4 ) and sodium molybdate ( Na2MoO4.2H2O ) , severally. Osmopriming The seeds were absorbed circulated air through arrangements of Osmitrol ( mannitol @ 2 % A ; 4 % ) and polyethylene glycole ( Polyethylene glycol @ 5 % A ; 10 % ) . Hormonal preparing The seeds were absorbed circulated air through arrangement of salicylic corrosive ( SA @ 10 A ; 20 ppm ) Post mediation activities After seed medicines the seeds were given surface flushing multiple times by refined H2O. Air circulation was other than applied by siphon. Air dried soil was set in 10-cm tall plastic pots with 6-cm breadth. The soil utilized in the pot explore was straw colored topsoil holding pH of 7.9. Soil was made brittle by rubing the surface with a two centimeter expansive table fork to a profundity of 1-cm of soggy earth. The seeds were other than vaccinated before seeding. Ten Numberss of seeds were planted in each pot and diminished to six workss per pot. Comparative aggregate of H2O applied in normal stretches to all pots under overview. The workss were gathered 21 yearss in the wake of seeding ( DAS ) , and seedlings root/shoot length were taken. The seedlings were dried at 75 oC for 48 hours and the dry issue was in the long run decided. The total randomized plan ( CRD ) was utilized in pot try. Investigation of error ( ANOVA ) was utilized to think about intercession organizations. Result The data indicated that diverse seed preparing mediations had significant ( p lt ; 0.05 ) result on normal outgrowth cut ( MET ) . The normal outgrowth cut diminished with the use of seed preparing mediations. Maximal normal outgrowth cut ( 5.52 yearss ) saw in T1 ( control ) where dry untreated seeds were planted. Least ( 4.51 yearss ) MET was seen in T5 ( P @ 0.06 % applied in the signifier of KH2PO4 ) . All the intercessions brought about lower MET as correlation with order ( 5.52 yearss ) . The data other than uncovered comparable inclination with respect to fifty for each centum ( E50 ) seeds to develop as of MET. The most reduced E50 was seen in T5 ( P @ 0.60 % ) . There was significant ( p lt ; 0.05 ) result of various seed preparing methods on dry load of 21 yearss old seedlings ( Fig 1 ) . The maximal new and dry weight was acquired in T5. All the preparing mediations expanded the new and dry load of the seedlings aside from T2 and T12. Similarly far as finishing up growing is concerned maximal growing was accomplished in T5 ( P @ 0.60 % ) . The most minimal growing per centum was seen in T11 and T12 where polythene ethanediol was applied at the pace of five ( 5 ) and ten ( 10 ) per centum ( Table 1 ) . There was significant ( p lt ; 0.05 ) result of various seed preparing procedures on knob development and figure of 21 yearss old seedlings ( Fig 1 ) . All the preparing procedures altogether expanded the nodulation of seedlings as correlation with order aside from T10 and T12. Most extreme knob figure was seen in T5 ( P @ 0.60 % ) followed by T3 ( Mo @ 0.02 % ) . The data other than portrays that T9 and T11 are at standard and T1, T10 and T12 gave comparable results. The data delineates that seed preparing had significant effect on the root each piece great as shoot length, 21 yearss in the wake of seeding ( DAS ) . All the preparing intercessions fundamentally expanded the root each piece great as shoot length of seedlings. The data uncovered that T5 ( P @ 0.60 % ) and T9 ( mannitol @ 2 % ) gave the best results. The most reduced root length ( 4.56 centimeter ) was seen in charge. T4 ( Mo @ 0.04 % ) demonstrated lower root length than T2 and T3 ( Mo @ 0.02 % ) and higher from control. Treatment T6 ( P @ 1.2 % ) indicated lower root length than T5 ( P @ 0.06 % ) and at standard with T1 and T4. Hormonal preparing using salicylic corrosive ( SA @ 20 ppm ) other than demonstrated lower root length than T7 ( SA @ 10 ppm ) and at standard with T4 and T6. The data other than indicated that T10 ( mannitol @ 4 % ) is lower than T9 ( mannitol @ 2 % ) and at standard with T7. The data other than delineates that T12 ( PEG @ 10 % ) demonstrated lower root le ngth as correlation with T11 ( PEG @ 5 % ) which indicated other than higher root length than every other mediation aside from T2 and T9 ( Figure 1 ) . Maximal shoot length saw in the T5 ( P @ 0.06 % ) followed by T9 ( mannitol @ 2 % ) . The data other than delineates the most brief shoot length was seen in the control. The data other than uncovered that T4 brought about lower shoot length than T3 and T2. It is other than evident that T6 is lower than T5 and at standard with T3 and T2 ( Figure 1 ) . T8 demonstrated higher shoot length than T7 and at standard with T2, T3 and T6. Medicines T9 and T10 and T11, T12 other than demonstrated comparative results. Conversation Prior and increasingly unvarying growing and outgrowth was seen in fit seeds as demonstrated by lower MET and E50, higher growing per centum and root and shoot dry weight ( tables 1 ) . Lesser MET and E50 determine the prior and quick growing. These discoveries bolster the front work on canola ( Brassica compestris ) ( Zheng et al. , 1994 ) , wheat ( Triticum aestivum ) ( Nayyar et al. , 1995 ) and rice ( Oryza sativa ) ( Lee and Kim 2000 ; Basra et al. , 2003 ) who depicted improved growing rate and per c

Character Analysis Scout free essay sample

Character Analysis: Scout is valiant and inquisitive; upon the story she discovers approaches to continue going and to not surrender. In spite of the fact that all through the story she is harmed and outraged, she was most tangled at school. Just because Scout went to class, she confronted this present reality. She discovered how this present reality acts and functions. So later on she turns out to be increasingly inquisitive and chooses to discover answers to every last bit of her inquiries. The main day of school, Scout finds the hardship of this present reality. To begin with, her instructor doesnt like her. At that point, her friends discover ut her father is a negro-darling since he shields a Negro in a legal dispute. Scout is irritated and attempts to take care of the issue with savagery. In spite of the fact that she is a young lady, she goes to bat for her family name and is being valiant and solid. During the principal day of school, the instructor gets exasperated at Scout for realizing how to peruse on the main day of school, particularly when she needs to educate and not have any negative behavior patterns getting on. We will compose a custom article test on Character Analysis Scout or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page So now Scout is constantly exhausted, sitting tight for the class to gradually get up to speed. Scout assumes a significant job in the book up until now. She takes everybody through the couple of starting years f her life. She as a young lady is extremely inquisitive. As she ventures into this present reality, she sees the battles she will experience and as she goes on, hardly any individuals support her. Atticus, Jem, Dill, and Calpurnia care for Scout the most. They deal with her regular; even Boo Radley thinks about Scout. Scout and Jem resemble a couple and they go on some insane undertakings from attempting to converse with Boo to abounding in a tire down the road. In any event, making a snowman to attempt to make it resemble a neighbor. All through the story she defends Atticus; here and there she utilizes her clench hand to get out her disappointment r she serenely leaves and ponders what Atticus would state. Atticus is tied in with being good; Scout has taken in numerous exercises from Atticus, particularly not utilizing her clench hands to let out displeasure. Atticus has been an extraordinary good example for Scout; Scout all through the story keeps down to viciousness since she feels Atticus doesnt think brutality is the best approach to take care of her issues. Calpurnia helps bolster the significance of Scout; Calpurnia showed Scout how to compose and that has made Scout ahead in class. Scout is an inquisitive young lady; all through the book she asks such a large number of inquiries since she Just ants to know.

Field trip

10 / Field trip To set the mood: Feeling Blue When Im in New York I listen to Palestinian hip hop, but when Im in Palestine, I listen to the blues.  Nida Sinnokrot,  Palestine Blues Spring break, I embarked on a site visit to a small village next to Ramallah, Palestine, with my HASS class, 4.314 Common Ground:  Art, Science Agriculture, offered under the MIT Program in Art, Culture and Technology (ACT). I signed up for this class out of the blue, not really knowing what I was getting myself into. The syllabus sounded  interesting, and I wanted to do something totally out of the ordinary, something beyond the confines of computer science  or even STEM. The course description read: The history of art is also a history of agriculture, marking humanity’s  complex relationship with the  landIn this era of impending climate catastrophe, it is essential to seek diverse  knowledges and build new  narratives around humanity’s relationship  to the environment. and suggested that wed: examine historic typologies of  Palestinian architectural and agrarian technologies, bringing them  into  conversation with contemporary technoscientific and artistic discourses   and  travel to Palestine  over  spring break to study Sakiya’s physical site and work with the local  community to build prototypes of their  projects. After the first class, I was sold. I even passed up an offer to skate in a charity show the weekend wed depart for  Palestine. But this was an opportunity I couldnt pass up. I took a leap of faith and was ready to be out of my depth. I was also looking into ways I could intersect my technical background with an entirely different domain. I meanwhat better time to try than senior spring? We spent the first day exploring the Old City of Jerusalem and some of its holy sites. I was amazed with the hustle and bustle and the flow of  people, conversation, and goods to and from shops and storefronts and in between narrow and winding footpaths and  alleyways and streetcorners. After enjoying a refreshing family-style breakfast consisting of generous portions of various varieties of fresh humus,  spreads, vegetables, and breads, we did some shopping, picked up some local pastries and fruits, and headed to the Rockefeller Museum, exploring a rich collection of local archaeological artifacts dating back to some of the worlds oldest civilizations. We then crossed some checkpoints and arrived at the base of Sakiya, the top accessed only by foot (or donkey). After a  short but challenging hike up to the top of the main hill, we were rewarded by the most stunning sunset, the perfect  culmination of a long days worth of travels and sightseeing. It was absolutely breathtaking, a sunset Ill never  forget. Im still in awe. The next morning, we explored historic  dry-stone walls and mintars  (dry-stone homes)  that weave in and out of the  landscape, and began our week-long inquiry into the local flora and fauna of the landscape as well. With the help of an agroecological professor, we engaged in a  survey of the local wild relativesâ€"including the ancestors of modern wheat and legumes, and even snacked on wild asparagus, almonds, mustard grass, and other  tasty delightsâ€"and discussed the ecological impact of modern-day agricultural practices and technology in the region. Before we arrived, my group prototyped a rocket stove  to be developed and tested on site as part of  our midterm project.  We tested a scaled down version out of clay on campus, but one afternoon, we decided to test one on site out of the same stones used for  the dry-stone walls. Bridging their separate domain expertise into the intersection of art, science, and agriculture, my classmates worked on their own projects on site: soil chromatography, seed bombs, ceramics,  glass-blowing, 3D imaging, and more. The last few years, Ive pursued human-computer interaction through various UROPs, classes, and projects. Since taking this course, however, Ive surprised myself in starting to  break away from  human-centered exceptionalism  and  explore the implications of putting human-centric mental models at the forefront without a second thought on their  impact on ecological sustainability. Often, classes and even projects seem too theoretical and impractical beyond the  confines of the classroom or academia, but this class has completely transformed the way I think and approach  problem-solving. The literature weve read and discussed in class has enabled me to rationalize much more critically and  intentionally about the things I build and my relationship with the land we live on, the technology we use, and the systems, infrastructure, and power dynamics that govern our communitiesâ€"more so than any class Ive taken, ever. In fact, the most interesting classes Ive taken have been my HASS classes, whether its in history, political science,  theater arts, or languages. Each semester, its nice to take a step back from the psets and exams, explore a different  domain, take on different modes of inquiry, make connections, explore parallels and alternate perspectives, and use all  that to better inform how I approach my work within Course 6. This class, not only brought me to the other side of the globe, but has opened up an entirely new domain of inquiry that Ill continue to debate and explore far beyond the confines of this course. For my final project, however, although I intended not to work on anything digital or technical, I ended up focusing  on a project that involves sensors and microcontrollers. You can never escape those hardy Arduinos! One afternoon, I quickly prototyped a mini weather station to  collect temperature, humidity, and magnetic field data in a portable unit, and went around the hillside to capture data  in dry-stone walls all around the site. Im now using what I learned on site to design the next iteration of my project back here on campus. I wasnt sure what to expect, but I loved how fresh and wholesome the foods we ate were. A local family cooked many of  our midday meals and suppers with ingredients sourced locally, many even coming from Sakiyas land too.  Freshly baked pitas, rich humus, goat cheese, and labneh (thick yogurt), smooth olive oil and zaatar (dried thyme),  refreshing tomatoes and cucumbers and citrusâ€"I can still taste and  smell it all. We also tried stretchy ice cream, the  predecessor to the ice cream we know and eat today. This was by far my  favorite delicacy. The texture is so unique and fun and delicious, even in its plain form. Our professor suggested we  all try the taste of childhood, a colorful combination of various fruity flavors popular amongst the younger crowd.  Another favorite of mine is kanafeh, a hot desert made from sweetened cheese and other toppings. On a morning off, we got a chance to explore Ramallah and its shops and street-side vendors.  Even in the morning, the whole city was bustling with people and energy.  Another afternoon, we got a private tour of the Palestinian Museum  and a sneak preview of its newest exhibition, Intimate Terrains: Representations of a Disappearing Landscape, quite pertinent to the themes that weve been discussing in class. Each piece was centered around one of the four themes: erasure, loss, fragmentation, and resistance, and how these themes can apply to any part of the world. Our professor even has a piece in the exhibition that we got to check out. I spent most of the week off the grid. I cherished being temporarily outside the campus bubble, on a completely different continent,  mostly disconnected from  news, social media, and the drudgery of responding to emails, putting all my work for my other classes on pause. This  was spring break after all. Our days started fairly early and ended pretty late. But my goal for this trip was to soak  everything in, the  environment, people, and stories, apply what weve learned in class earlier in the semester in a true Mens et Manus fashion, find inspiration for my final project, my life, my career, and appreciate each and every moment we had here. I spent many hours hiking, climbing rocks, exploring the hillside terrain and ecology, taking pictures, playing with  Tutti the dog and Shareefa the donkey (my two new  habibis!), and sitting and staring out into the mountains,  reflecting and internalizing my experiences here. There is something just so beautiful about this place, Sakiya, so raw,  pure  and authentic. Maybe its because the landscape feels oddly familiar. It reminds me much of where I grew up in the Bay  Area and the unique Mediterranean climate it offers. Here, I was content and relaxed. Near the end of the week, we spent an evening at a home of a  local artist and, for hours and hours, were captivated by all these absolutely incredibly powerful and moving stories of strength, resilience,  and beauty of the  land and people through a showcase of a wide variety of Palestinian art pieces. As I look back and reminisce about the week, beyond the stunning sunsets and landscape, I will forever cherish how warm and welcoming everyone was to each of us throughout our trip.  It has hard to say goodbye. ????? Post Tagged #4.314 #act #agriculture #Art #science #spring break

The Criteria Guide To A Dissertation English Language Essay - Free Essay Example

Sample details Pages: 11 Words: 3225 Downloads: 9 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Introduction While the course work is an important part of any doctoral program, it is the dissertation that is uniquely you. The topic chosen should be one that interests you, and that represents an area of study that you can use to identify you as one with special expertise in a particular area. Therefore, it is very important to proceed with forethought into the dissertation process. Choose the topic with care. Also be sure to choose your advisors carefully, as they will be your guides and mentors. This guidebook has been designed to provide you with the information you need to successfully complete this process. Read and follow it carefully. You are responsible for understanding and apply- ing its contents. Don’t waste time! Our writers will create an original "The Criteria Guide To A Dissertation English Language Essay" essay for you Create order Research Criteria To produce a dissertation of which you and your school can be justly proud, it is essential that your dissertation meet certain quality standards that are generally recognized in graduate education. The following policy statement, by the Council of Graduate Schools, indicates in general terms what is expected. The document (doctoral dissertation) should demonstrate breadth of scholarship, depth of research, and ability to investigate problems independently and efficiently. It (dissertation) must be a significant contribution to scholarship. It should reveal the students ability to analyze, interpret, and synthesize; and demonstrate thorough knowledge of the literature relating to the project More specifically, the faculty of the School of Education has adopted the following criteria indicating that the doctoral research should: 1. Present the relevance of existing theories to the problem. 2. Include an original and unique dimension which builds on cited research. 3. Enable the candidate to enter the national or regional debate. 4. Be sufficiently broad from which to generalize to a larger audience. 5. Acculturate the candidate to differing academic communities. 6. Encourage the continuation of scholarly activity. 7 . Reflect the methodology appropriate to the type of research commonly found in dissertations. Dissertation Topic and Committee How do I get started? How is my committee formed? The first steps in producing a dissertation are (1) the selection of a topic (2) the selection and appointment of a research advisor and (3) the selection and appointment of a research committee to provide advisement throughout the process. Dissertation Topic Early in your doctoral studies, you should be thinking about research topics that interest you. Keep a notebook of ideas as they come to you. As you read for your various classes, add to or delete from your notebook of ideas. Talk informally with your professors. Find out their interests. Discuss- ing your ideas for potential dissertation topics with several faculty members helps you in selecting your topic and in choosing a committee. As your ideas about topics and committee members crystallize, you will want to discuss them with your adviser and department chair. The topic you eventually select must be a topic useful to you and a topic of interest to a faculty member willing to serve as your advisor. Final selection of your topic will not occur until your coursework is nearly completed. You will need to consider such factors as the relationship of your topic to your field of specialized study. Select a topic related to an area of academic strength in which you can conduct research responsibly. Finally, be sure that adequate La Sierra University resources are available for the support of the research, such as faculty guidance, library holdings (or access to relevant documents), and laboratory facilities. The Research Advisor The dissertation committee chair is the first member of the committee selected. The responsibility for assigning a chair ultimately rests with the dean, but you have the ini- tial responsibility to find a chair that is willing to work with you and is interested in your topic. This chair must be a faculty member within the School of Education and is usually an individual in your major depart- ment. Because it is important to have a chair who has an interest in your proposed topic, you should have a chair assigned before you enroll in the final research methods class, EDRS 704. Finally, make your formal request for the assignment of the chair to the dean. Dissertation Committee Your dissertation committee must contain at least three members. The membership shall consist of a chair, one additional faculty member from within the School of Education, and one faculty member that may be within the larger La Sierra University faculty, or possibly a faculty member in a different University. Approach potential committee members directly asking about their relationship to your possible topic and whether they would have an interest in serving on your committee. When you have agree- ment from all your potential committee members, be sure to report back to the dean for final assignment of your committee. The chair carries the primary re- sponsibility for guiding you through your dissertation and is the person with whom you work most closely. An easy, working relationship with your committee chair is most important. The responsibilities of the chair are to: (1) provide guidance for the disserta- tion proposal and act as chairperson during the committee meetings, (2) supervise completion of the disserta- tion, and (3) act as chairperson of the final oral defense. The responsibilities of the committee members are to: (1) provide additional advisement to the student and/or act as a chairperson in the absence of the chairperson, (2) serve on a committee to read the dissertation proposal and participate during consideration of the proposal, and (3) serve on a committee to read the dissertation and participate during the final oral defense. In addition to the three (or more) committee members, each dissertation The Proposal What is the proper format for a proposal? What are the steps in getting a proposal approved? The proposal serves as a contract between the student and the dissertation committee that, when approved by all parties, constitutes an agreement that data may be collected and the study may be completed. As long as the student follows the steps outlined in the proposal, committee members should be discouraged from demanding significant changes to the study after the proposal has been approved. Naturally, it is not uncommon to expect small changes, additions or deletions, because one can never envision the unpredictable turns that studies can take. The dissertation proposal is designed to show the purpose and organization of your research. The proposal gives your committee enough information to determine whether the topic your are investigat- ing and the procedures you will be using will be appropriate. Proposal Development The Research Methods Class, EDRS 704a or 704b, is designed to help you understand the process of writing a formal research proposal and, hope- fully, in the class you will have completed or nearly completed the research proposal. Regardless, this class will be a valuable resource, although final proposal approval is a responsibility of your committee. Proposal Format and Content In both the proposal and the dissertation you are to follow the latest edition of The School of Educa- tion Doctoral Dissertation Handbook and the American Psychological Association Publication Manual, 5th edition. Unless otherwise indicated by your committee, your proposal will generally consist of the follow- ing chapters and sections: Chapter 1 Purpose and Organization Introduction and background of the study Statement of the problem Purpose of the study/significance of study Theoretical foundation Research questions and null hypotheses Limitations and delimitations Definition of Terms Summary and outline of the remainder of the proposal Chapter 2 Review of Related Material Include an overview and description of represen- tative literature that supports the methodology used in the research. For certain types of research (such as statistical or clinical studies) this may require a brief description of procedures and instrumentation of previous studies. This review is not expected to be as extensive as the completed Chapter 2 in the final dissertation. A typical outline for this chapter is as follows: Summaries and critiques of previous studies Analysis of theories which bear on the studies Unresolved Issues, significant problems or questions requiring further study. Evidence that the specific study proposed arises out of needs demonstrated in this chapter and that the proposed study could fill in gaps or add to substantive or theoreti- cal understanding Summary Chapter 3 Research Methodology Listed below are the most common sections to be included in this chapter. For some studies such as historical, philosophical, or developmental studies, other items would be proper. Introduction Population and sample Description of instrument(s) Research procedures and time period of the study Analytical procedures to be used to attain the objectives, test the hypotheses, or respond to the research questions of the study Summary Preparation of Your Proposal You must prepare your proposal in a logical, polished form. Your committee judges your fitness to conduct research on your topic based on the quality of the proposal. If you have any problems with the English language, we advise you to employ the services of an editorial assistant who can aid you in presenting to your committee polished prose in approved format and style. Your committee is not respon- sible to be your editor or writer. As a researcher, these responsibilities are yours. Committee Involvement During the preparation of your proposal you have opportunity to establish a working relation- ship with your committee chair. First submit all drafts to your committee chair for evaluation and comment. After your committee chair has given approval, share the draft with the other members of your committee. You must maintain this approach throughout the writing of the dissertation. When both your committee chair and the members of your committee have had opportunity to evaluate your proposal, request your committee chair to call your committee for formal consider- ation of your proposal. For this meeting, you must furnish one copy of your dissertation proposal to your committee chair and each committee member. Your committee, in formal face-to-face meeting discusses your proposal and questions you on any parts they believe may need revision. The committee will then discuss whether or not they will give approval to your proposal. They may or may not invite you to remain for this session. Consult with your com- mittee chair. Faculty Research Specialist Each dissertation committee shall receive formal input, in writing, from a faculty research specialist prior to the time of proposal approval. Institutional Research Board (IRB) If you are conducting research involving human subjects as part of your degree program, you must submit a proposal of research to the Institution of Review Board (IRB) for approval. This proposal includes: a general summary of the purpose of the study, a detailed description of the study, the letter of informed consent to be signed by the subjects or their parents/guardians, and the copies of tests to be administered (if other than well- known standard tests). Detailed guidelines concerning this proposal are available in the office of the chairperson of the IRB. A report from the IRB should be attached to the final approved proposal. 6 Only after approval of your proposal are your ready to begin collection of the data for the dissertation itself. Dissertation How does my committee function? What is the role of consultants? What are the contents of a dissertation? An excellently produced dissertation will demon- strate your familiarity with the literature pertinent to the topic, demonstrate your competence to conduct independent research and present a logically organized and readable account of the investigation, its findings, conclusions, and impli- cations. It should focus on a clearly defined problem of strong importance to the profession and employ well planned and executed acceptable research techniques. Working with the Committee The chair of your dissertation committee carries the primary responsibility for guiding the disserta- tion and holds the prerogative of deciding when draft copy is or is not ready for examination by the other members of the committee. The preferred method of dissertation development in the School of Education is chapter-by-chapter submission to the committee, however, the committee chair has the privilege of choosing another procedure with the consent of the committee. When your committee chair has cleared a chapter or section, prepare copies to present to the other members of your committee. After receiving their response, move on to the next chapter or section. It is well not to begin a new chapter for your dissertation until you resolve all questions on the previous chapter. If you have not heard from your committee members within a reasonable period, consult with your committee chair. In qualitative research, questions will continue to surface until the end of the study. Therefore, work on several chapters may proceed simultaneously. Plan to pace your submissions to your committee chair and members. Professors should be given opportunity to read you material thoughtfully. Plan on approximately two weeks time. Do not expect committee members to respond to your time schedule. Working with Consultants It is possible that you may wish or need to consult with individuals with special expertise such as statisticians or editors. Use such consultants discriminatingly to assist in developing your own understanding of and ability to communicate the various dimensions of the study. Arrangement of Contents Every dissertation consists of three parts: prelimi- nary pages, text, and reference materials. In addition, it must have an abstract. All the pages of these parts occur in a certain order and are counted and/or numbered according to specific rules. The following outlines incorporate a step by step excursion through the skeleton of the dissertation. Not every dissertation will need every heading. Some dissertations, on the other hand, may need to add headings not mentioned here or subdivide some of these. Keep in mind there is no standard outline all dissertations are required to follow, however, this is a suggested guideline. It must be understood that this outline may not be suffi- ciently comprehensive to fit all studies and that modifications, deletions, or additions may be made as needed. Quantitative Dissertation The following items are normally in a quantita- tive dissertation. The items to include and the location of the items within sections may vary. For more detailed descriptions regarding each section, refer to published guide books to a doctoral dissertation. Front Matter Title page Abstract Acknowledgments (optional) Dedication (optional) Table of contents List of tables, figures and illustration Chapter 1 Purpose and Organization Introduction and background of the study Statement of the problem Purpose of the study/significance of study Theoretical foundation Research questions and null hypotheses Limitations and delimitations Assumptions and definition of terms Organization of the document Chapter 2 Review of Related Material Introduction Summaries and critiques of previous studies Analysis of theories which bear on the studies Unresolved issues, significant problems and unanswered questions requiring study Evidence that the specific study proposed arises out of needs demonstrated in this chapter and that the proposed study could fill in gaps or add to substantive or theoreti- cal understanding Summary Chapter 3 Research Methodology Introduction Population and sample Description of instrument(s) Research procedures and time period of the study How the data are to be analyzed to attain the objectives, test the hypotheses, or respond to the research questions of the study Chapter 4 Results (or Findings) of the Analysis of Data Introduction Results (of findings) regarding the first hy- pothesis, or question being investigated Results of findings regarding the second (and others in sequence) Results regarding interactions, if any, among the hypotheses or research questions Results and findings on matters not planned as part of the study but which were uncovered in the investigation course and which are relevant Summary Chapter 5 Conclusions, Implications and Recommendations Introduction Conclusions drawn regarding the hypotheses, or research questions as stated in Chapter 1 (Each is dealt with as a topic separately. If there are interactions among some or all of the objectives, hypotheses, or research questions, those interactions are treated as separate topics.) Summary Recommendations for further studies and programmatic recommendations End Matter Reference and notes Appendices Qualitative Dissertation Qualitative dissertations are field focused and therefore allow the researcher to approach writing the dissertation with flexibility in format. For more detailed descriptions regarding each section, refer to published guidebooks to a doctoral dissertation. Front Matter Title page Abstract Acknowledgments (optional) Dedication (optional) Table of contents List of tables, figures and illustration Chapter 1 Introduction Background, history and/or theoretical orienta- tion of the study Purpose of the study Description of the site Questions in the study Importance of the study Chapter 2 Review of the Literature Analysis of previous related studies Analysis of related theoretical literature Relationship of the literature to the current study Chapter 3 Methodology Description of the study Research design (The research design will be planned in cooperation with the doctoral committee.) Analysis Chapters 4+ Presentation of the Findings These chapters will present the findings in a manner appropriate to a given study. There may be one or several chapters needed to present the study. Arguments will be well formed, insightful and grounded in the study. Theoretical arguments will be formed from the data and presented in a coherent and informative manner. Final Chapter Conclusion This chapter will present the conclusions drawn from the study, relate the findings to broader theoretical issues, critique the precess used, and describe implications which could affect other similar sites. End Matter Reference and notes Appendices Form and Style What are the typing rules for my dissertation? Who is the final authority on form and style? What kind of paper do I use? The School of Education Doctoral Dissertation Handbook must be used in conjunction with the American Psycho- logical Association Publication Manual, 5th edition. Where there are discrepancies between the APA publica- tion manual and The School of Educa- tion Handbook, the doctoral disserta- tion handbook is to be followed. Production Dissertations shall be produced by a word processor. All dissertations are to be printed in black ink, using standard 10-12 point fonts, and using only one side of the page. Text must be clean, straight, and dark enough to be read and duplicated easily. Final copies must be laser- printed. Paper All copies shall be produced on standard size 8- 1/2 x 11 paper. For draft copies, use white bond of at least 20 pound weight. Final copies shall be run on high quality paper; 20 pound bond with at least 25 percent rag content. To insure longer shelf life, use an acid-free paper with a minimum of 2% alkaline reserve. Margins The left-hand margin must be 1 1/2 inches and all other margins must be a full 1 inch. The initial page of a chapter or a major section (i.e., table of contents, references, etc.) has a 2- inch margin at the top of the page. Absolutely nothing may be outside of these margins, except for the page number. Do not use right or full justification. Page Numbering Preliminary pages Preliminary pages that precede the main text are numbered with lower case Roman numerals. The title page is not numbered but is considered as the first page. If you elect to register a copyright, enclose a copyright page, but do not number it or include it in the pagination se- quence. Subsequent numerals are cen- tered 3/4 inch from the bottom edge of the paper. Main text All pages are numbered at the top, 1 inch from the right margin, above the text. The first page of the disserta- tion text is page 1. All pages must be numbered consecutively. To keep their location and size uniform throughout the disserta- tion, page numbers are added after reducing tables or figures.

Climate Change Denial and the Media - 1506 Words

The pace of global warming is accelerating and the scale of the impact is devastating. The time for action is limited - we are approaching a tipping point beyond which the opportunity to reverse the damage of CO2 emissions will disappear. -- Eliot Spitzer Global warming isnt a prediction. It is happening. -- James Hansen Climate change, specifically in reference to C02 Emissions released by human use of fossil fuels and their consequential effects on the environment, is perhaps one of the most pressing issues we, not just as Americans, but as human beings face in our lifetimes. Though it may sound like a sensationalist statement the facts are hard to deny. In May of 2013, the National Oceanic and Atmospheric Administration†¦show more content†¦97% of climate scientists agree that such increases in atmospheric carbon dioxide concentration are man-made (Global Climate Change: Consensus). Why then is it that the news media treats such widely held views by experts as debate rather than consensus? The answer may lie in the media’s current and skewed standards of what constitutes â€Å"objectivity† and â€Å"balance†. It can be said that the mainstream American news media holds objective reporting in a high regard, and rightfully so. Such a journalistic culture finds its roots in the Fairness Doctrine, a policy implemented by the Federal Communications Commission in 1949(Boliek) in response to muckraking and irresponsible journalistic practices of prior times. The Fairness Doctrine mandated that news organizations provide contrasting views of controversial issues in an equal manner. Though the Fairness Doctrine was repealed in 1987, and its official language removed in 2011, the effects of this policy still seem to play a significant role in the mainstream media (Boliek). It can be argued that the residual effects of this policy have mutated into a heavy emphasis on fairness and balance (in some cases, and in other cases not as much) that has made many journalists lose their focus on what objectivity actually means. In a publication Objectivity Balance: Today’s Best Practices in American Journalism by Joel Kaplan, the associate Dean forShow MoreRelatedIssues and Debate of Anthropogenic Climate Change763 Words   |  3 PagesIn the last few decades, the issue of anthropogenic climate change (ACC)—human caused climate change—has come to the forefront of public, political, and scientific awareness. 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Climate change has a number of negative factors on individuals and societies around the world. It causes nations to witness and be a part of poverty, limits their resources such as water and electricity and can cause huge weather disasters (Klein, 2014:7). Bolivia’sRead MoreSummary Of The Dragons Of Inaction 1172 Words   |  5 PagesSummary of â€Å"The Dragons of Inaction† In the article, The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and Adaption, Robert Gifford explores and elaborates upon the psychological mechanisms that impede proenvironmental behavior. Gifford introduces seven groups that encompass the 29 â€Å"dragons of inaction†. The seven groups include limited cognition, ideologies, social comparison, sunk costs, discredence, perceived risks, and limited behavior (Gifford, 2011). 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Ever since industrialization, our carbon footprint has grown exponentially, resulting in what we now know as global warming. If carbon emissions continue to rise and the pollution and destruction of the earth continues, life as we know it will

Funeral Blues Essay Free Essays

Funeral Blues â€Å"A METEOR FROM the universe of Wystan Hugh Auden flashed into the atmosphere of American culture in 1994 when â€Å"Funeral Blues,† a poem written in 1936, was recited in a eulogy scene in the movie Four Weddings and a Funeral. † (Johnson) Many people have wondered what it is like to lose someone they love; if one does not know the feeling they are very fortunate. Some people think that without that certain someone, their life will cease to exist. We will write a custom essay sample on Funeral Blues Essay or any similar topic only for you Order Now In W. H. Auden’s poem â€Å"Funeral Blues,† a woman loses her lover and cannot even imagine how she is going to get on with her life; she puts her deceased companion on a God-like pedestal; and she loves him so much that she believes that he is her whole world. In â€Å"Funeral Blues,† Auden makes the bitter attitude of the speaker toward the subject of death apparent to the readers through the use of symbols, imagery, and metaphor. In the first verse, the speaker states â€Å"stop all the clocks, cut off the telephone†¦Ã¢â‚¬  (Auden Line 1). The clock being stopped may signify the fact the man who died has run out of time, or possibly to ask those who knew him to stop what they are doing and grieve. With the idea of the telephone being cut off, she wants to show the deceased the respect he deserves by honoring him with a moment of silence. In the second verse the speaker states, â€Å"let aeroplanes circle moaning overhead† (Auden 5). She uses this metaphor to reveal the pointlessness of her life. What is the point of planes flying in circles? They do not get anywhere flying in a circle. She is comparing the pointlessness of flying in circles to her life without her partner. The persona in the poem talks about her deceased partner as if he is on a God-like pedestal. The reader realizes just how important the deceased is to the speaker when reading the phrase â€Å"†¦He is Dead†. (Auden 6). The use of the capital letters displays the incredibly close relationship between the two lovers. She talks about the aeroplanes scribbling sky messages, it is very doubtful that someone that is not in the limelight is going to have sky messages at their funeral that rarely happens at a celebrity funeral, let alone at a funeral of someone who is not in the limelight. To show the God-like significance, â€Å"He† is capitalized when she is talking about the writing in the sky. She also thinks that the funeral procession is going to be so long that they will need a police officer directing traffic. The persona in the poem continues to describe the intimacy between her and her lover, claiming that he was her â€Å"North, South, East, and West† (Auden 9). She has just realized that because of her companion’s death, along with everything else, her love has also come to an end. Like before, she commands the reader to carry out impossible tasks. â€Å"The stars are not wanted now: put out every one; Pack up the moon and dismantle the sun† (Auden 13-14). She also begs for the oceans and forests to disappear. †Pour away the ocean and sweep up the wood. † (Auden 15) Without her lover, she feels like her life is meaningless. The speaker honestly believes that because of this tragic event, â€Å"†¦nothing now can ever come to any good. (Auden 16) She cannot picture her life without him, almost like she does not want to survive without him. W. H. Auden does not want one to find the meaning of the poem, but to feel the grief on how this person does not believe in living anymore since her loved one has passed away. It shows that she wants everything to stop and for everyone to feel what she’s feeling and mourn together with her. She put her lover on a God-like pedestal and thinks that he is just as important to everyone else like he i s to her. Auden’s choice of words draws the reader into a greater understanding of the intensity and depth of feelings experienced upon the loss of a loved one. The symbolism used by the poet pulls us into the actual world of grief as the speaker searches for ways to mourn this passing. Works Cited Auden, W. H. â€Å"Funeral Blues. † Literature and the Writing Process. 9th Ed. McMahan, Elizabeth, et al. Upper Saddle River: Pearson, 2011. 614. Print. Johnson, Jeffrey. Christian Century 4 September 2007: 47-48. Academic Search Premier. Web. 26 February 2013. How to cite Funeral Blues Essay, Essays

Research Paper on Law for International Business Essay Example

Research Paper on Law for International Business Essay Abstract As the only multilateral organization dealing with global rules of trade between and among nations, the WTO is charged with the responsibility of ensuring that trade flows as smoothly, fairly, freely, and predictably as possible. After the fourth Ministerial Conference in Doha, Qatar, in November 2001, membership in the WTO stood at 143 nations of which about 110 were developing and transition economy members. More than three-quarters of the members are growing, or least-developed countries; special provisions for these members are included in all WTO agreements. While all members of the WTO may sleep in the same bed, they have different dreams. The trade, investment, and development dreams of developing countries and transition economies (including Ruralia) are significantly different both in content and context than those of the wealthy industrial nations or their trading blocks. Ruralia needs to develop the necessary capacity and take a strategic approach to trade and development that is goal-directed, focused, systemic, long-term, and national in scope to fully utilize the benefits associated with the GATT/WTO regime. We will write a custom essay sample on Research Paper on Law for International Business specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Law for International Business specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Law for International Business specifically for you FOR ONLY $16.38 $13.9/page Hire Writer To understand the implications for Ruralia with regards to joining the WTO, it would be useful first to outline the structure and functions of this organization. Regarding structure and governance, WTO’s highest authority is the Ministerial Conference which is made up of one representative from each member state and meets about once every two years. The first conference took place in December 1996 in Singapore. The second was in 1998 in Geneva, and the third was the infamous meetings in Seattle, Washington, from November 30 to December 3, 1999. The fourth meeting took place in November 2001 in Doha, Qatar. (7) The conference acts as a governing council and sets the agenda and program of work for the organization. The administration of the organization is overseen by the General Council, which is headed by the director-general who is appointed for a six-year term. â€Å"The council performs two broad administrative tasks: dispute settlement and trade policy review.† (1) Consensus makes decisions, but when voting is required, each member has one vote. A two-thirds majority is required to amend provisions of the multilateral agreements and to admit new members. The WTO represents mainstream countries of the world: big and small, rich and poor, from all continents, races, creeds, and cultures. Most of the nonmembers are former Communist states such as Russia, Vietnam, Cambodia, North Korea, and Yemen; Islamic countries such as Saudi Arabia, Libya, Iran, Iraq, and Syria; and post-conflict states such as Bhutan, Tuvalu, Micronesia, and East Timor. Overall, these countries make up a small fraction of the total global economy and world population. As the world becomes more global and as trade becomes the driving force for growth, wealth creation, poverty alleviation, innovation, entrepreneurship, openness, and globalization, there is need for a credible multilateral system of regulation and enforcement to create, protect, and preserve a level playing field for all nations, big and small, rich and poor. â€Å"The WTO is supposed to form the core of the global regulatory and enforcement system.† (10) It also provides a mechanism for settling disputes among trading nations, and if the recent experience is indicative of future challenges, dispute settlement and enforcement is becoming the most active and vital work of the organization as more and more members seek to settle their trade disputes using this multilateral system. As well, the WTO is expected to promote transparency, accountability, and respect for the rule of law, thus contributing both to global economic and global democratic/political development. Benefits of the World Trade Organization: Making, interpreting, and enforcing rules for global trade. Supercedes regional trading blocks. Settles trade disputes between trading members. Helps to promote peace by providing a global forum for conflicting parties. Through free trade, it promotes economic development by raising incomes and standards of living. Free trade encourages innovation, contributes to competitiveness and efficiency, and cuts the cost of doing business and the cost of living. Trade stimulates economic growth and contributes to global poverty alleviation. Trade encourages more choice of goods and services at more competitive prices. Provides mechanisms for regulating the behavior of global corporations, especially advantageous for the smaller and weaker emerging markets. It provides a level playing field for big and small nations alike and harmonizes global trade, and with a broad-based membership, it can effectively bring more trade sectors under multilateral negotiations. It promotes transparency, accoun tability, and respect for the rule of law, thus contributing to good governance, economic management, and global integration under a single multilateral regulatory system. It helps with the enforcement of environmental regulations and labor standards. It helps the developing countries, especially the least-developed ones, to build human capital and institutional capacity to manage trade and development. (2) Supporters of the WTO argue that at least the organization is a necessary evil because the world cannot continue to enjoy the fruits of growing free trade without a global regulatory system. There is a lot at stake because while the first GATT round dealt with goods worth about U.S.$10 billion, the Uruguay Round involved almost U.S.$7 trillion, and since the fall of Communism, global trade has been growing faster than the world economy. (9) Therefore, the WTO is needed as the core for the necessary global institutional infrastructure for managing global trade. Opposition to the World Trade Organization: It is a tool for globalization for powerful nations and their global corporations. It is undemocratic, secretive, unaccountable, and colonial. It promotes free trade at any cost. It destroys jobs and worsens poverty, especially for developing countries and transition economies. It dictates its policies, especially for the small and weak developing countries that have little or no voice or representation. It puts pressure on weak countries to join before they are ready. Weaker economies feel that strengthening enforcement mechanisms and opening markets rapidly hurt the infant economies. It allows trade and investment interests to take priority over indigenous development. It is forced by the industrial countries to deal with nontrade issues such as the environment and the social consequences of development. It does not protect workers’ rights, health, safety, and wages. It encourages emerging countries to get into debt by borrowing from the international capital markets to dev elop export commodities. It perpetuates developing countries’ dependence and marginalization inherited from the GATT era. (8) Supporters of free global trade must also learn from Seattle. For example, it became clear after Seattle that public awareness and reactions to the events in Seattle were different in industrial and developing countries. In the developing countries, there was only limited discussion and appreciation of the significance and long-term consequences of the Seattle outcomes. The broader implication for this is that trade negotiations do not take place just in Geneva, where the WTO has its headquarters; instead, they take place first and foremost in every constituency of every country. Most developing countries, especially the least developed, have not started or championed the process of discussing and debating the merits of global trade in their domestic constituencies. It is as if they have no mandate to negotiate on behalf of their people. It must change. There must be active and informed trade discussions and debates within each of the developing countries to develop the necessary domestic support for international engagement and negotiations. Once again, â€Å"the international community has a role to play in helping these emerging weak countries develop a trade-positive, enabling domestic environment.† (3) Seattle has taught us all that trade is too significant to be left only to the experts. The private sectors of the developing countries must also draw instructive lessons from both the hotel conference rooms where the delegates of the failed Ministerial Conference were meeting and the city streets where the demonstrators and the uninvited representatives of the northern private sectors were promoting their respective alternative interests. By private industry, it is meant all the different civil society groupings including NGOs, labor and trade unions, the media, environmental activists, traditional chiefs, academics, youths, professional associations, reformists, the business community, and so on. From the streets of Seattle, the private sector from the developing countries learns at least two things: One, is that they, too, have a role to play in shaping trade policy and implementation in their respective countries and regions; and two, their interests are not necessarily identical to the benefits of the northern protestors. Therefore, they must develop their strategies and responses to the WTO and global trade based on an informed assessment of the economic, political, social, and cultural realities on the ground. While northern counterparts can and should provide technical support and advice, they should never dictate the agenda for how the civil society in the developing countries responds to the WTO and global trade. Two examples—labor and the environment—help to explain the different policy interests between northern and southern opposition to the two issues and global trade. North trade unions are opposed to universal trade because they fear that jobs will be exported to low-cost developing countries. (6) The natural extension of this logic is that the trade union movement in developing countries should support trade-positive public policies because of the opportunities to create well-paying jobs in the private sector. Likewise, some northern environmental activists are opposed to global trade because industry destroys the natural environment and pollutes the air, water, and soil. While southern ecological activists are also opposed to pollution, they see much more the relationship between poverty and environmental degradation. Therefore, to the extent that trade and industrialization help to alleviate poverty, southern environmentalists should be supportive of trade-positive public policies. This said northern anti-globalization groups are beginning to link up with their like-minded southern counterparts. For example, in January 2001, the first meeting of the newly formed Global Social Forum, representing more than one hundred countries, took place in Brazil’s southern city of Porto Alegre. The timing and location were deliberately chosen by the organizers to show solidarity between northern and southern anti-globalization forces and to demonstrate against the meeting of the Global Economic Forum that was taking place in Davos, Switzerland. The demonstrations in the summer of 2001 in Quebec City against the Free Trade Area of the Americas also included many NGOs from the south. (10) The private sector business community in each of the developing countries must become more actively involved in promoting trade and investment in their respective countries or regions. Global trade is good for business, even for those firms that are not yet been actively engaged in the export-import sector. In every globalizing developing country, business leaders should take up the challenge to explain to the public, mainly the rest of the business community, the relationships between the WTO and global trade and the practical implications for their respective countries. Following the successful conclusion of the Uruguay Round and the establishment of the WTO, concern has been expressed that the issues and needs of developing countries and transition economies have not been given serious consideration, let alone finding practical solutions to problems. (9) As a result, in preparation for the third Ministerial Conference that took place toward the end of 1999, various publications came out identifying trade and development issues most important to developing countries and transition economies. Some of these publications focused on single sectors such as agriculture or financial services, others looked at specific regions such as Latin America and Central and Eastern Europe, others looked at particular topics such as participation and commitment, and others talked about all developing countries in general. This section highlights the most critical trade investment and development issues for developing countries. Developing countries are not a homogeneous group, and globalization is making them even less so as some countries seem to adjust to global competition faster and more successfully than others. (1) The periphery is divided between the advanced developing countries (P1) and the least developed countries (P2). In the discussion of foreign direct investment (FDI), a subgrouping of prosperous developing countries—the BEMs—was also identified. P1 and BEMs are almost identical groups, and their issues and concerns regarding the WTO, global trade, investment, and development are different than the P2 or least-developed countries. The problems and concerns I will discuss apply to all developing countries, but they are more serious, severe, and limiting for the P2 least-developed nations than for the P1 countries or the BEMs. Agriculture is a significant economic sector in developing countries because this is traditionally the area in which these countries have enjoyed competitive trade advantages. (like Ruralia with its sugarcane industry) There are serious issues associated with market access, export subsidies, and domestic support, all resulting from the protectionist behavior of developed countries. â€Å"Agriculture also illustrates the differences among developing countries regarding their trade policies and interests.† (6) Three groups can be identified among developing countries: exporters of tropical products, exporters of temperate products in direct competition with Europe and North America, and importers of foodstuffs and grains who are also the ones least likely to have the capacity to produce for export any agricultural commodities. One of the critical differences in interest among developing countries lies between those who are net importers of food grains (P2 nations) and those who are net exporters such as the BEMs. Exporters are interested in opening up more market access for their commodities and devising rules to prohibit export taxes, quotas, and other forms of trade protectionism. Therefore, they are, at least in principle, in support of the WTO and the resulting agreements and rulings. These are mainly the twenty to twenty-five countries that grated in the multilateral trading system. (9) They participate actively in the WTO, abide by are mostly BEMs, middle income from Asia and Latin America, and are almost entirely in to the rules, use similar types of trade remedies, such as antidumping, as the industrial countries do, and take full advantage of the opportunities offered by the WTO’s trade DSM. Then there are the fifty to sixty least-developed countries members of the WTO who are net importers of food. They are mostly concerned with increases in the price of imported food, the negative impact on their limited foreign exchange earnings, and the net impact on their impoverished populations. They want to keep the option to support domestic agriculture with export subsidies in the future should they then have developed the capacity to export. Most of these countries are not yet integrated efficiently in the multilateral trading system. They have only minimal participation in the WTO and little or no national capacity to implement the Uruguay Round commitments, WTO rulings, or the preparation of future negotiations. They tend to focus on the SD aspects of trade negotiations. Although they enjoy exemptions under the support of the aggregate measure for agriculture as provided for the urban and rural poor and a ten-year grace period for full implementation of commitment, they still resist trade liberalization because they are not ready. It is now clear that most developing countries, especially the least developed ones (P2), cannot take full advantage of the opportunities offered by a liberalized global trading system as well as their membership in the WTO. Without building the necessary national capacity, the majority of P2 countries will continue to focus on maintaining SD treatment as their protective negotiating strategy instead of moving toward openness, liberalization, and gainful participation in trade and globalization. These countries need to develop the necessary capacity and take a strategic approach to business and development that is goal-directed, focused, systemic, long-term, and national in scope.