Personal Statment Essay Example | Topics and Well Written Essays - 500 words - 1

Personal Statment - Essay Example He always seemed to know how to help one of us feel better whenever we were sick and was so knowledgeable about how different medications we were each taking might interact with other medicines or herbal remedies my mother might be trying. I remember thinking how smart and intelligent he was. I could see that it probably took a great deal of creativity to understand the various medications on the market and how they might interact with each other. He had to constantly study to remain updated on the latest drugs coming out on the market, which indicated to me that his job was challenging and exciting. Yet it wasn’t until I actually had the opportunity to start working with my uncle that I truly began to appreciate the depths of the job. Beginning in the summer of 2006, I started working with my uncle at his pharmacy. More than simply being aware of the various forms of medications that were on the market, my uncle had to know about the main properties of the herbal remedies people will often take as a substitute to medicine, particularly when they can’t afford doctors. He also had to be able to answer a tremendous number of questions that the patients would ask about their medications, about possible side effects, about the other things they’d like to try and about things completely unrelated to the illness for which they were picking up medicine. It was my uncle’s pride and privilege to be able to help these people and become their friend. Through the relationship he built with them, my uncle was able to help many people avoid potentially dangerous mistakes and I was certain that this was the field for me. I can’t imagine anything more rewarding than being a pharmacist. Working toward this goal, I spent three summers working with my uncle in his pharmacy in order to help me gain real-world experience and knowledge regarding what it truly means to be a pharmacist.

Cathay Pacific Portfolio Essay Example | Topics and Well Written Essays - 2000 words

Cathay Pacific Portfolio - Essay Example During a research carried out by global Skytrax Research poll carried in population of 4.4 million travelers, it lead to an award to Cathy Pacific for being considered the best airline (Exter & Tamara, 2012). In the following year, it was also awarded with another award for being the best airline Europe and best airline Transpacific for two consecutive years. Cathy Pacific Airlines of UK was founded in 1946 by Roy Farewell a businessperson as well as a pilot and Sydney de Kantzow an adventurous pilot operating Calcutta, Burma and Chungking (Lasok, 1998). Earlier, during the Second World War, the duo was flying to shanghai with a DC-3. Later, the British colonial government demanded that they officially register their company in order to operate Hong Kong. It was on the 24th of September that the two entrepreneurs registered their company by the name Cathy Pacific Airways Corporation. It was though the registration of Cathy Pacific that Roy Farrell import and export Company was formed . The purpose of forming Roy Farrell Import-Export Company was to undertake tax issues; they would also lease aircrafts from the Cathy Pacific Airlines. By the end of one year after its formation, Roy Farrell had possessed a second DC-3 and had ferried over 3000 passengers and an estimated cargo of 15000 kilograms from Australia and Asia. Cathy Pacific’s growth was rapid because in 1947, the airline had acquired an additional five DC-3 and another two smaller aircrafts (Catalina Fling boat), this enabled them to extend their operations to Macao towards the southern China. In 1948, Cathy Pacific had acquired a 45% market share in the airline industry. In 1962 to 1967, the airline’s growth was rapid; this made them enjoy its spectacular growth. The huge profits that they realized brought in the first international services in Osaka, Nagoya and Fukuoka in Japan. In late 1970s, the airline had expanded its services to other parts of Europe and North America. In mid 1980, t he airline was moving to London, Frankfurt, Amsterdam, Brisbane, san Francisco, Vancouver, Zurich, and Manchester. In 1990s, Cathy Pacific assembled the youngest fleets in the world. For the last five years, Cathy pacific has improved drastically in terms of carriage per annum. In 2008, it carried 13, 066, 011 passengers and 4046 tons of cargo. In 2009, it carried 37, 683, 812 passengers and 32, 128 tons of cargo. In 2010, it increased to 122, 544, 546 passengers and 111, 234 tons of cargo. This is a clear indication that Cathy Pacific is growing rapidly (Malcolm et al., 2013). This is because it was established long time ago thus making them to secure a larger market share. In addition, its long service has demonstrated its capabilities to carry even more passengers and cargo as time goes by. The future of Cathy Pacific seems exciting. The airline’s expectations are that they should have bought 100 aircraft by the year 2020. They will also introduce a third runway in Hong Ko ng, which is an international airport. Cathy Pacific substantial investment is to build their cargo terminal at the airport. They also plan to nurture catering, ground handling companies, aircraft maintenance and corporate headquarters at UK. Vision The vision of Cathy Pacific airlines is â€Å"To be the leading airline in the world†. this means that they should strive to excel in all they do. Objectives The main objectives of Cathy Pacific as set by the company management include: To ensure that customers are well served and satisfied To

Case Study Wk7 Essay Example | Topics and Well Written Essays - 750 words

Case Study Wk7 - Essay Example i.e 1,000,000. The duration of the television campaign will be one month, three times a week, shown before the most preferred shows like soap operas, the newspaper campaign will last one month, it will appear on Sunday newspapers, the magazines campaign will last one month and the print advertisement will appear to men and women magazines, the radio spots campaign will last 22 days and it will appear during the afternoon news and finally, the billboards campaign will last 23 days and it will be shown on the main roads of the city. The goals of the media campaign will be reaching as many people of the targeted audience as possible. Therefore radio and TV as well as newspapers and magazines are used. The main focus will be on the first three months of the year since it is the period when people decide to buy more clothes (sales period). The targeted groups watch mass media. The print advertisements in the magazines will be set in the last page whereas in the newspapers the print advertisements will be set at the life style section. Television spots will be shown before soap operas and radio spots will be played during the afternoon news when most of the people are on the road. Spot Thompson is the advertising company that provides the company with useful statistics regarding the target groups. The statistics concern the TV and Radio shows that the target audience prefers the newspapers and magazines that it reads etc. The media plan is based on the date that Spot Thompson has provided to the

Various ways a student can pay for his education Essay Example for Free

Various ways a student can pay for his education Essay Pursuing education may be expensive, but the cost incurred during one’s education may be offset by the rewards resulting from education, which are usually long-term. Various factors determine the amount spent in education, especially college education. For instance, the level of education, type of college, and the total number of courses an individual is taking. Though there are various programs, which for education, timely saving for our education remain to be a very good start. There are several ways and payment options a students may use in order to cater for their education expenses as well as other expenses that may be incurred in the course of his or her education. For instance, through the award process of financial aid, universities and the federal government offer financial assistance to the needy. Several ways which one can use to finance for his higher level education include the following; The plan of monthly payment which is interest-free and can help one to manage his or her expenses of education by allowing one to pay tuition over several months course rather than paying lump sum amount at one time. This makes it easy for a person to pay for the education finance since it can reduce the amount one want to borrow and thus saving your money. The enrollment fee is low and there are no charges to this plan of monthly payment. This is also an effective way of paying education finances since it has different ways of payments which include: the credit card, money order, check or e-check. Other way students can pay for their education is through tuition assistance provided by the employer. Many organizations and companies offer programs of tuition assistance to their employees so as to retain them and also develop their skills and knowledge. For students who are employees of federal government or who are service member of active-duty have a chance of being eligible for assistance of tuition. A student may request his supervisor, representative of human resource or the personnel in education office as to whether benefits of tuition may be available to him or her. If the tuition benefit is available, then the student should register and pay his education bill using the tuition assistance by employer. A student may also be catered for his or her education bill by a scholarship. Scholarships are usually awarded to needy students who achieve high academic excellence, especially in high schools. Scholarships are prized highly since they represent financial aid form, which does not need to be repaid back. Both university and state, and federal scholarships are being awarded through process of financial aid. Scholarships are more often awarded on basis of financial need and academic performance. Students can also be considered if they apply for scholarship programs of such as coveted legislative scholarships. Scholarships awards by universities and colleges are based on several criteria which include financial need, academic achievement, and enrollment in a certain academic area or degree program. Furthermore, universities offer other several other programs of special scholarships for the college graduates and also for the military personnel, dependents and spouses. Student can pay for his education bill by the federal loans. As is in the case of several students, one may be in need of additional financing so as to supplement his or her savings, scholarships awards or grants. Many packages of financial aid usually offer aid in form of the federal loans. The federal loans have advantage since they offer interest rates which are low and repayment plans are flexible. Students may also be paid for their education finances by scholarships which may be awarded by organizations or companies. Several companies offer scholarships for artists, academic, athletic achievers among others. Interested students may apply for such scholarships and may be awarded. They may search those scholarships through the online search engines. Students may also choose to apply for private loans as a supplement to the federal loans so as to cater for their education bills. A student may find loan programs or lenders who offer repayment terms and interest rates which are reasonable. Grants are another means which a student may use to finance his or her higher education. Grants are financial awards which do not need to be paid back. Grants usually vary and depend on need level and enrollment status of the student. There are grants which are designated for students who are undergraduates only and they include the grants of federal pell, federal educational opportunity supplemental grants, and the part-time Maryland grants. Students can also pay their education bills through the earnings they get from the job opportunities provided the program of federal work-study. Amount awarded tend to vary according to the students need of finance and also fund availability. The work study is paid biweekly and students are paid according to number of worked hours. In conclusion, students have several means of paying their education bills and thus no student should stop learning due to lack of finance to cater for his or her education finances. References Oklahoma Higher Education. (2010). Financial Aid: Managing the cost of college. Retrieved July 24, 2010, from http://www. okhighered. org/student-center/financial-aid/

An Overview Of Learning Three Theoretical Perspectives Education Essay

An Overview Of Learning Three Theoretical Perspectives Education Essay There are myriad perspectives on the learning process, understanding the mechanisms of and our understanding of learning as theory and the practical application of methodology has evolved considerably over time. Each theory contributes to our understanding of how learners integrate information and experiences from their environment. This has implications for individual growth and also for institutional policy and practice. In this paper I will review three theoretical perspectives on learning, namely the Constructivist/Cognitivist perspective, the Phenomenographic perspective, and the Socio-cultural perspective, I will describe the salient features and characteristics of each theory, and compare the similarities and differences across perspectives. This will include a discussion of how learners access information, make sense of that information, and act on it in deliberate and purposeful ways as a means of engaging with the world. From there I will investigate what these learning theories emphasize or give relevance to the concepts of context, meaning, and experience. The various perspectives each have something to say about the relationship between context, meaning, and experience as they relate to learning, however the importance of these core concepts differs in how each theory conceptualizes learning, and the importance of the role of context, meaning, and experience. Finally , I will conclude with examples that bring these perspectives to life in my everyday experience, and I will bind these theories together within a cohesive understanding of learning and education as it relates to the interrelationship of the concepts of intrinsic motivation, variation, and transfer. Three theoretical perspectives on learning There are numerous theories of learning, each emphasizing a particular feature of the learning experience. Various theories of learning also describe learning in different ways depending on the viewpoint of the observer. Each theory emphasizes ideas related to context, meaning, and experience in different ways as they relate to learning, both from the perspective of the learner and from the instructor/teacher/coach/mentor. Constructivist/Cognitivist Perspective Objectivity is the delusion that observations could be made without an observer (von Foerster, 1995, pg. 5) The Constructivist theoretical orientation holds that knowledge is acquired experientially, is mediated by our prior understanding, and is based on the belief that we learn by doing rather than observing, and that knowledge is built upon previous learning. The essential core of constructivism is that learners actively construct their own knowledge and meaning from their experiences (Doolittle, pg 1) Piaget was primarily concerned with cognitive constructions that occurred as a result of interactions with Constructivism emerged from early studies of learning, behaviour, and psychoanalysis, and the behavioural viewpoints of Watson, along with Kohler and Koffkas Gestalt psychology. (Tools pg. 7) Constructivism as theoretical understanding exists along a continuum from weak to strong forms constructivism This is an adaptive process whereby behaviours evolve to meet the changing demands of the environment, and cognition serves to makes sense of subjective experience. (Doolittle, 1999, 1) Constructivism emerged from schools of behaviourism and objectivism, which held that there was a knowable objective reality that existed independent of the individual. Constructivism takes the view that meaningful personal experience is the basis of knowledge and learning. Individuals construct meaning within a context of personal experience that is rooted in language, culture, and the social experiences of each individual. There can be no objectively verifiable truth or knowledge within constructivism, as each individual brings a unique perspective grounded in their own previous knowing. Much of this knowledge is tacit and resides in the implicit memory of the learner, but it exerts its influence and acts as a filter through which the individual sees new information and relates it to their understanding of the world. Knowledge and thus learning is constructed within the mind of the individual. Constructivism rejects the notion of an objective and knowable reality independent of the observer, and holds that knowledge of the world is constructed through the active cognitizing on the part of individuals. Constructivism rejects the notion of an oberver-independent world in favour of knowledge reflecting the subjective realities of the observer. (Glaserfeld, 1989, p. 3) Knowledge is not a representation of reality, but instead a collection of conceptual structures that turn out to be adapted or, as I would way, viable within the knowing subjects range of experience. (Glaserfeld, 1989, p. 4) Within Cognitive constructivism (explanation of scheme theory, accomodation, assimilation). Cognitive constructivism adheres to models of knowledge construction that consider the role of memory, cognitive constructs, and schemas without considering fully the subjective nature of knowledge as resident within the mind of the subject. Knowledge in this sense implies an internal representation that accurately reflects an observer-independent external reality. (Doolittle, 1999, 2) Radical constructivism differs from cognitive constructivism by advancing the idea that learning is an adaptive process, and that it is observer-dependent and resides in a fluid and dynamic cognition that considers the subjective experience of knowledge construction. Radical constructivism, like social constructivism, also accepts social interactions as informing knowledge construction. Social constructivism takes the view that social interactions contribute to knowing, and views the social and cultural context as anchoring knowledge to a specific time and place. (doolittle pg 4) These various perspectives exist on a continuum, however the most fundamental understandings are shared. We all hold memories of previous experiences; those collected memories and experiences, both tacit and explicit, become the lens through which we view our current unfolding reality. Emerging evidence within the realm of neuroscience and interpersonal neurobiology may predict further homogenization of constructivist philosophy and understanding. Interpersonal neurobiology views the brain as a social organ built through experience. This insight shifts Cognitive Constructivism further along the continuum in the direction of radical and social constructivism by lending supporting evidence to the two remaining epistemological tenets, namely that cognition organizes and makes sense of ones experience, and that knowing has roots in both biological/neurological construction, and social, cultural, and language-based interactions. (Doolittle, 1999) Learning is transactional, with experience influencing cognitive construction and the pliable cognitive constructions influencing our experience in a duality of experience and subjective reality. As Carr states, the growing body of evidence makes clear that the memory inside our heads is the product of an extraordinarily complex natural process that is, at every instant, exquisitely tuned to the unique environment in which each of us lives and the unique patterns of experiences that each of us goes through. (Carr, 2010, p. ) Carr recounts some of the current research on memory and experience, and expands on the idea that our brain structure continuously changes with experience; brain plasticity, the growing and pruning of synaptic connections over time, changes our very memories and our recollections of experience based on new experiences. (Carr, 2010, p. 190) Researcher Kobi Rosenblum further describes how memory, which in a sense is our recalled experience, can be a pliable and moving target. As he explains, ..the human brain continues to process information long after it is received, and the quality of memories depends on how the information is processed. (Carr, 2010, p. 191) Meaning within Cognitivist/Constructivist Perspective Meaning as significance for each perspective, but it is integral to an understanding of constructivism. Meaning is central to the intentionality of learners; relevance and meaning enhance a learners ability to relate with their world. It also relates to concepts of motivation as it relates to a learners sense of agency and engagement with their experience, ad it highlights the importance of culture and language as social mediators of learning The importance of these memory mechanisms to the development of cognitive psychology is that, once understood, they make it very clear that a persons ability to remember items is improved if the items are meaningfully related to each other or to the persons existing knowledge. The key word here is meaningful.Wynn pg.4 What is meaningful to people is determined by what they can remember of what they have already learned. Wynn pg 4 Opportunities for learning within a constructivist framework occur most readily when what is being learned has relevance or high emotional valence for the learner; in other words when information or experiences are meaningful. In order for learning to be meaningful it should be relatable to previous knowledge and experience. This building-block model of knowledge and experience is entirely consistent with a learner as meaning-maker. The implications for teaching and educational pedagogy are that tasks that have meaning and relevance tend to be of greater intrinsic interest to learners. Research on the experience of learning speaks to the importance of meaning as it relates to knowledge construction, and speaks of the importance of autonomy, agency, choice, and collaboration in driving our instrinsic motivational desires to engage in meaningful tasks, remember and recall information, self-organize, and be curious. A learning context rich in meaning is crucial. Context within Cognitivist/Constructivist Perspectives Learning occurs most successfully at the intersection of a learners previous knowledge of the world and the experience of socially mediated interactions with others, and is influenced by all accumulated social and cultural experiences. (Bodrova Leong, 2007, p. 9) The context for learning resides within the experience and imagination of the learner, and is rooted in prior experience and is mediated by teachers/facilitators and the ecological setting or context. Within this learning context, Feuerstein describes the role of mediation. The mediator creates in a person an approach, a form of reference, a desire to understand phenomena, a need to find order in them, to understand the order that is revealed, and to create it for oneself. (Feuerstein, Feuerstein, Falik, 2010, p. 37) Mediators can take many forms, but they share in common an ability to potentiate a learners ability to benefit from learning experiences. In the absence of a mediator, even in cases where individuals acquire knowledge, they may not understand its significance. (Feuerstein et al., 2010, p. 37) Experience within Cognitivist/Constructivist Perspectives As learners construct their own experiential reality within a social and cultural context, the dyadic interactions that unfold imply a degree of collaboration and engagement with learning that is intrinsically motivated by a meaningful context within which learning occurs/unfolds. Collaborative learning is by its nature socially constructed learning, where the interest of learners is central, meaningful, and contextual. Decontextualized learning by contrast lacks a sense of connection to the experience of learning. Prior experiences of learning are diminished when there is no meaningful context, and authentic experiential learning suffers. When choice around structure and content is collaboratively negotiated, learners are granted a level of autonomy around how and what they learn, and experiences that are meaningful place learning within a context more suitable to the learning style, goals, and priorities of the learner. Kohn emphasizes these conditions of collaboration, content, and choice, as creating the conditions necessary for authentic and intrinsically motivated learning to emerge. (Kohn, ) Phenomenograpy/Variation Theory There is no learning without discernment. And there is no discernment without variation. (Marton, Trigwell, 2000) The theory of phenomenography is connected with the study of human experience, particularly as it relates to educational research. Phenomenography examines thinking and learning within the context of educational research, and seeks understanding of the different ways in which people experience, interpret, understand, perceive, or conceptualize a phenomenon, or certain aspect of reality. (Orgill, ) Marton defines phenomenography as a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something (Marton, 1986). One of the key epistemological tenets related to Phenomenographic theory relates to concepts of variation, discernment, and transfer. Marton postulates that in order for learning to occur, there must necessarily be a pattern of variation present to experience, and this pattern must be experienced. (Marton, variation, pg.1). In order for learning to occur, learners must experience a wide range of variation in experience, with sameness or similarity contributing little to our understanding of experience. Variation and difference create a broader context for understanding experience, and also expand our repertoire when encountering novel situations or circumstances. This transfer of learning is integral to variation theory and a key underpinning of phenomenography. Experiencing difference or variation may be likened to experiences of cognitive dissonance within constructivist models of learning, where an individual experiences dissonance and a perturbation and must adjust their conception of this new information within their existing paradigm. How we categorize, makes sense of, or identify with that difference relates to our discernment skills. Discernment allows a subject to see or sense an experience against the background of his or her previous experiences of something more or less different. ( Marton, pg.386). In essence, as subjects experience greater variation they become more attuned to increasingly subtle differences between the physical, cultural, symbolic, or sensual world that they inhabit. (Marton, pg 386) Every phenomenon that is experienced only in contrast to alternate experiences of the same phenomenon (marton, pg 387) The implications for pedagogy center on the manipulation of the objects of variation in order for learners to experience variation, become adept at discerning, and transfer learning across situations. Excellence in teaching has very much to do with what aspects of the object of learning are subjected to variation, and what aspects of the object are subject to variation simultaneously. (Marton, pg. 391) Subjects learn to manage novelty as a result of having experienced novelty through variation. (Marton, pg. 394). Transfer is concerned with how what is learned in one situation affects or influences what the learner is capable of doing in another situation. (Marton, pg. 499) Meaning within Phenomenographic/Variation Theory Perspective Context within Phenomenographic/Variation Theory Perspective A concept that illuminates ideas of context within the phenomenographic perspective relates to concepts of situated learning. Situated in this instance refers to what surrounds the learning event; that is, to the socially constructed life-world in which a particular instance of learning occurs. (Sameness in transfer, pg. 511) Sameness and difference in learning and experience are acknowledged, however the extent to which we can make use of something we have learned in one situation to handle another situation is a ma Conclusion Learning is not simply acquiring new information and storing it on top of the information we already have. It involves meeting something unexpected (what might describe as a perturbation), something that cannot be easily explained by those theories or understandings we have already developed. To resolve that conflict we have to change what we previously believed (kohn, pg 187) This explanation is the tie that binds constructivism, variation, theory and scheme theory to social learning, along with ideas of motivation and personal agency.

Alcoholism :: essays research papers

Alcohol is the intoxicating part of beer, wine and liquors-the part that causes drunkenness. It is formed during fermentation, the process that creates the alcohlolicbeverage. When sugars from the fruits or grains are combined with yeast and water, alcohol results. Alcohol is a drug and, like all drugs, it has an effect on a person’s body and mind. Because drinking alcoholic beverages makes some people feel more alive and more outgoing, alcohol is sometimes seen as a stimulant. But in fact it is a depressant, and slows down the central nervous system, of which the brain is a part. Small amounts of alcohol can affect a person’s coordination and judgment. Drinking a large amount of alcohol at one time can even cause death. Alcohol is estimated to be contributing factor in 20-30% of all accidents. In fatal car accidents involving young men after 10pm it is a contributory factor in 60% of these cases. About 30% of all drowning are estimated to be alcohol related. This propo rtion may rise to 50% between the ages 20-30. Alcohol is also a poisonous. It must be broken down and removed from the body. However, it leaves behind toxins, or poisons, that can cause health problems and contribute to serious diseases. Beer contains the least amount of alcohol, about 3-6%. Wine is 8-14 percent alcohol. Distilled spirits have a much higher alcoholic content. The alcoholic content of gin, scotch, vodka, whiskey, rum, and bourbon is about 40%. When alcohol enters the body this is what happens. Within 20 minutes of entering the stomach, as much as 20% of the alcohol in a drink is absorbed into the bloodstream. The rest remains in the stomach where it stimulates the secretion of gastric juices. Large amounts of alcohol entering an empty stomach can irritate the gastric lining and cause the stomach to become inflamed. From the stomach, the alcohol passes into the small intestine. Here the rest of it is absorbed through the intestinal wall into the bloodstream. From the bloodstream, about 5 percent of alcohol leave the body unchanged through urine, sweat, or exhaled breath. Next the alcohol travels via the bloodstream to the heart. Small amounts of alcohol produce a slight increase in heart rate and blood pressure. Larger amounts reduce pumping power of the heart and can cause an irregular heartbeat. The heart then pumps the alcohol through the blood vessels to other parts of the body, including the brain.

Macroeconomics Economics Commentary †patterns in America’s unemployment statistics Essay

Unemployment is defined as â€Å"individuals who are actively seeking for a job but cannot find one.† The rate of unemployment however is the number of employed individuals expressed as a proportion of the labour force. During the recent 2010 recession, the United States (US) faced an incredibly large unemployment rate. Despite the fact that America has mostly recovered from the recession, some sectors of the American economy have not yet left the ‘recessionary zone.’ In this article, the dilemma of American teenagers and blacks discrimination is discussed. The statistics given from the article demonstrate a decrease in the rate of unemployment within the American economy. This is illustrated in the graph below as we can see the aggregate supply of labour closing the gap between itself (in blue) and the aggregate demand in order to achieve market equilibrium. Statistically, this improvement can be seen by the drop in unemployment figures from 9.4% in December 2009 to 9.4% one year later in December 2010. Analysing the situation, numerous factors could have resulted in this dip. Primarily, gender discrepancy should be taken into respect. Females dominated industries have increased in size such as education and healthcare industries. Supporting my analysis, the rate of unemployment for women minimally fell by 0.1% unlike their male counterparts whom suffered greater losses. Males as a result saw a greater decrease in their unemployment percentages, falling by 0.8% in comparison to the female’s 0.1% probably due to discriminating reasons, academic motives or other social aspects. Another yet the most principle core dispute raised in the article is the fact that blacks and teenagers are being discriminated suffering from the highest rates of unemployment. Teens topped a high unemployment percentage of 25.4% whilst blacks a little lower tallied at 15.8%. Logically this makes sense for teenagers (assuming they are in the job searching range of 16 to 19 years old), in this age group most teenagers have had little professional experience as emphasis is placed on completing their high school diploma, meaning that the labour force is fundamentally less productive as these teenagers would have no or relatively no real previous real work experience in comparison to an elder person making them less appealing to employers. A growing number of teenagers choose to work as servers/waiters as a consequence of preference and taste for the job yet more importantly, due to their lack in qualifications to work in offices and large firms. As laws enforcing compulsory education up to a certain age become stricter and a higher number of adolescent individuals choosing to complete their studies exists, these individuals are not counted in the ‘pool of unemployment’ as they do not wish to have a job at that moment in time. By estimating, blacks who seem to comprise largely of adults seem however to be facing discriminatory reasons resulting in their rather high unemployment rate. America could modify a few of its structural policies in order to circumvent such dramatic results if a recession were to occur again. Firstly, better and wider training programmes in all academic fields should be offered to students at schools. If the education became more flexible, offering courses in a wider range of subjects, the creation of a possibly more productive workforce is probable and more importantly, having acquired many skills and talents, these teenagers would be capable of finding new jobs in case of a structural change in the economy that demands different skills. Another policy could be to fundamentally ensure that every teenager is granted some type of access to good education/training programme. Lastly, as teenagers in school are not recorded as part of the unemployment rate, the rate of unemployment could be reduced if the government were to provide some type of incentive for teenagers to go back to/attend school. Not only would this reduce unemployment figures in the short run, it would mean that these same teenagers will be capable to offer society much more as they would have gained professional qualifications According to Alicia Robb,†Asians are the most educated, so when you have the largest pool of workers, employers are going to pick the most qualified† Robb’s statement explains the situation of the Asian race, having suffered the lowest increase in unemployment yet highest fall un unemployment figures from 8.4% in December 2009 to 7.2% a year later. Recently, a voluminous amount of Asians have flocked to the United States. Not only do they usually obtain higher qualified or greater work experience but Asian labour has been branded to be relatively cheap lowering a firm’s total costs, increasing profits. The later generation of these Asians (20 – 30 years old) are thus already qualified enough due to the development in America after 1980s and most of them are employed in good companies and are very well paid now. The young generation of Asians, which are contributed to the teenagers are now concentrating on education in America and most of them would go back to their countries after graduating.