Bipolar Vision in Amitav Ghoshs Novels free essay sample

Amitav Ghosh is a rare breed. He bade adieu to teaching long back. He is now busy in reading and learning. Every book means a lot of research for Amitav Ghosh. He studies the place. What he did in his youth is important. But even in his old age he gives equal importance to hard work and research for writing a book. Just imagine, for writing the book, River of Smoke at the age of 55 he took nearly three and a half years travelling and reading. It is to write the second book of his Ibis trilogy he spent several weeks in Guangzhou and learnt some Cantonese to depict the background of the novel which is set in Fanquit town. This explains why Amitav Ghosh writes history and fiction equally well. In his novels he creates an entire world out of an even a small village. In the same way he wrote book after book. His books include The Circle of Reason, The Shadow Lines, In An Antique Land, Dancing in Cambodia, The Calcutta Chromosome, The Glass Palace, Incendiary Circumstances, and The Hungry Tide. His first novel, Sea of Poppies, is the first volume of the Ibis Trilogy and his recent one is River of Smoke Amitav Ghoshs debut novel The Circle of Reason is an indication of great things to come. The novel does not have much of a story. It has great characters, won the Prix Medicis Etranger, one of Frances top literary awards, Portrayal of memorable characters and to weave a neat plot out of them is now the forte of Amitav’s novel, but it was his Achiles’s heel in The Circle of Reason. He has created memorable characters and situations in that debut novel, but has failed to string them together in a meaty story . The storyline veers around a local would-be scientist who is in love with phrenology and goes around measuring all the villagers heads, and a small boy . It turns tragic, hilarious, and profoundly philosophic . True to Amitavs style, his characters are well etched, although he has tended to stretch the uni-dimension that he fixates on a little more this time. His attention to detail was immaculate as in his later novels, though occasionally distracting. The boarder town hosting refugees serves as seting for this vivid and magical story. The novel traces the misadventures of Alu, a young master weaver in a small Bengali village who is falsely accused of terrorism. Alu flees his home, travelling through Bombay to the Persian Gulf to North Africa with a bird-watching policeman in pursuit. This is a strange novel. In fact in this magical realism Amitav makes a claim on literary turf held by Gabriel Garcia Marquez and Salman Rushdie. Amitav’s narrative represents a prodigious feat of research and the novels that follow are excellent examples of it. With a Calcutta background, Amitav who studied in Dehra Dun, New Delhi, Alexandria and Oxford and his first job was at the Indian Express newspaper in New Delhi developed a broad minded progressive anti-colonial approach . His scholarly self mingled with the writer’s self in him. He earned a doctorate at Oxford before he wrote his first novel, which was published in 1986. The Shadow Lines and The Glass Palace, which deal movingly and powerfully with post-imperial dislocations in Bengal and Burma. The characters are delineated with integrity and dignity. He makes historical perspectives real and yet the fictional depiction of reality has about it a contemporaneity. The Shadow Lines won the Sahitya Akademi Award and the Ananda Puraskar. Incendiary Circumstances,and The Hungry Tide also earned a great critical acclaim. The Calcutta Chromosome won the Arthur C. Clarke Award for 1997 and The Glass Palace won the Grand Prize for Fiction at the Frankfurt International e-Book Awards in 2001. The Hungry Tide won the Hutch Crossword Book Prize in 2006. In 2007 Amitav Ghosh was awarded the Grinzane Cavour Prize in Turin, Italy. But the shift in Amitav Ghosh’s writing occurs with his master plan of writing the Ibis trilogy. The Sea of Poppies, the first in his Ibis trilogy has great characters and an interesting plot. The novelist focuses on the British traders’ hypocritical and self-justifying espousal of the doctrine of free trade . The theme is based on the opium trade down the Ganges to Calcutta and towards Mauritius. The novel is ,however, written upon a much larger canvas than ever before, with a multitude of characters and an epic vision. There is a colourful array of seamen, convicts and labourers sailing forth in the hope of transforming their lives. Apparently it seems that the characters are his targets. The Brits whom he depicts are basically scheming, perverse and ruthless to a man , but Ghosh has portrayed them not as round characters who grow. They are largely caricatures. At the end of The Sea of Poppies, the clouds of war were seen looming, as British opium interests in India pressed for the use of force to compel the Chinese mandarins to keep open their ports, in the name of free trade. Symbolically , the novel thus ends amidst a raging storm, rocking the triple-masted schooner, the Ibis. River of Smoke  is essentially self-contained, its narrative not needing familiarity with what has gone before. The author’s sympathies are largely with the Chinese In the River of Smoke , the writer’s focus is now shifted to the opium trade with China, centred on the coastal port of Canton. As in The Sea of Poppies, two other vessels have also been caught up in a similar storm. The Anahita, a sumptuously-built cargo vessel is here shown as owned by the Bombay Parsi merchant Bahram Modi . Bahram Modi is the successful entrepreneur with the best view from his office, the only Indian member of the Committee of the Western-led Chamber of Commerce in Canton and the lover of a Chinese boatwoman, Chi-Mei, through whom he has fathered a son he cannot acknowledge. The ship called Anahita is his biggest shipment of raw opium for sale in Canton. The other vessel is Redruth, a Cornish vessel with a cargo of unusual flora . The Cornish botanist who looks for rare plants ,particularly the mythical golden camellia in China is also there in the vessel. The rounded portrayal of characters is most interesting aspect of the novel while in the earlier novels there is a tendency towards caricature. Ghosh’s purpose is clearly both literary and political. His descriptions are vivid and a lost world is revived to life. There is the air of a Victorian epistolary novel when we find the chatty letters of the gay Eurasian painter Robin Chinnery. At times, between the vivid descriptions of a riot on the maidan and the delightfully chatty letters of the gay Eurasian painter Robin Chinnery. At the same time there is the flavor of Conrad’s story especially reflected in the stunning reversal of perspective. The author’s fine feel for nautical niceties, reminds us of the romanticised vision of writers like James Clavell, but those writers, placed the white man at the centre of their narratives. Amitav deliberately relegates his colonists to the margins of his story. The focus is entirely on the colonialism’s impoverished, and usually non-white, victims. They are given the central position, not the white masters. Amitav Ghosh took nearly three and a half years to write the second book of his Ibis trilogy. He spent several weeks in Guangzhou and learnt some Cantonese to depict the background of the novel which is set in Fanquit town. Most of the action occurs in Guangzhou . Like the Sea of Poppies ,the novel which deals with opium trade in China is also not a single linear . Like Lawrence Durrell’s Alexandria Quartet, the relationship between Sea of Poppies and River of Smoke is a ‘tangential one’ as Amitav Ghosh himself describes it. The mash-up of fact and  fiction works, coalescing into a narrative shaped by cataclysmic historical events but inflected with small-scale personal drama beautifully works here in the novel. Amitav Ghosh is particularly good at representing the distinctive voices of his characters; what sometimes seemed forced in the earlier book is natural and convincing in River of Smoke, He exquisitely reproduces the new hybrid language resulting from the mongrel mating of tongues. For this he learns Cantonese with arduous efforts. Sometimes he does go overboard with his Hobson-Jobson; his prose is littered with words the average reader has rarely encountered, â€Å"swadders†, â€Å"buttoners†, â€Å"mumpers† and â€Å"mucksnipes†, all heard on the Canton maidan. Terms like â€Å"cumshaw†, â€Å"gubbrowed†, â€Å"girmitiyas†, â€Å"mudlarking† and â€Å"linkisters† are used so often along with words used by Indians in diverse contexts , chuck-muck as any in the city, with paltans of nokar-logue doing chukkers in the hallways and syces swarming in the istabbuls. There is even an Indian restaurant in Canton, run by a boatwoman who had grown up in Calcutta’s Chinatown. She utters Achha to ensure that it would contain neither beef nor pork. River of Smoke is deliberately written in an almost old-fashioned style, its prose straightforward and unadorned, its emotions deeply affecting. Despite the varied nationalities of his characters, the Indian reader can be left in little doubt about the author’s basic allegiance. This is an Indian novel, but one written by a 21st-century Indian, one who is both cosmopolitan and conscious of his heritage. â€Å"Democracy is a wonderful thing†, Bahram observes to a British merchant. It is a marvellous tamasha that keeps the common people busy so that men like ourselves can take care of all matters of importance. I hope one day India will also be able to enjoy these advantages — and China too, of course. † This is the realistic tone of Amitav in the two novels of his Ibis trilogy, Ghosh has come a long way from the magic realism of his first novel. After Song of Poppies, Amitav Ghoshâ€℠¢s second novel The River of Smoke is going to be one of the masterpieces of twenty first century Indian English literature. He is now keen on writing the third part of his Ibis trilogy.

Economic International Legal Considerations Essay Example For Students

Economic International Legal Considerations Essay International Legal ConsiderationsThis chapter covers a wide range of regulations, procedures, and practices that fall into three categories: regulations that exporters must follow to comply with U.S. law; procedures that exporters should follow to ensure a successful export transaction; and programs and certain tax procedures that open new markets or provide financial benefits to exporters. Export RegulationsGeneral Introduction The Export Administration Regulations (EAR) regulate the export and reexport of items for national security, nonproliferation, foreign policy, and short supply reasons. The Department of Commerces Bureau of Export Administration (BXA) has taken important steps to remove unnecessary obstacles to exporting, including completion of U.S. regulatory reform effort and export control liberalizations. Working closely with the exporting community, BXA has simplified the EAR, especially for those companies new to exporting. In addition, export controls have been liberalized on many products sold by U.S. companies around the world, consistent with national security and foreign policy concerns. We will write a custom essay on Economic International Legal Considerations specifically for you for only $16.38 $13.9/page Order now A relatively small percentage of exports and reexports requires the submission of a license application to BXA. License requirements are dependent upon an items technical characteristics, the destination, the end use, and the end user. Determining whether a license is required for export is easier under the newly drafted regulations which consolidate license requirements previously scattered throughout the regulations. Once a classification has been determined, exporters may use a single chart to determine if licenses are needed for a country. The revised regulations include answers to frequently asked questions, detailed step-by-step instructions for finding out if a transaction is subject to the regulations, how to request a commodity classification or advisory opinion, and how to apply for a license. The EAR groups items (commodities, software, and technology) into ten categories each containing several entries. These entries are the Export Control Classification Numbers (ECCN). These entries are in Supplemental N0. 1 to part 774 of the EAR, which is the Commerce Control List (CCL). The CCL and the Country Chart, Supplement No. 1 to part 738 taken together, define items subject to export controls based solely on the technical parameters of the item and the country of ultimate destination. Items that are listed on the CCL but do not require a license by reason of the Country Chart and items classified as EAR99 (see 734. 3(c) of the EAR entitled Scope of the EAR) are designated as NLR, or no license required. All countries are not treated in the same way under the EAR because different countries present different national security, nonproliferation, or foreign policy considerations for the United States. A license requirement may be based on the end use or end user in a transaction, primarily for proliferation reasons. Part 744 of the EAR describes such requirements and relevant licensing policies and includes both restrictions on items and restrictions on the activities of U. S. persons. The EAR covers more than exports. Items subject to the EAR are generally controlled for reexport from one foreign country to another. A relatively small percentage of exports and reexports requires an application to BXA for a license. Many items are not on the CCL or, if on the CCL, require a license only to a limited number of countries. Other transactions may be covered by one or more License Exceptions in the EAR, part 740. However, a license is required for virtually all exports to embargoed destinations such as Cuba. Part 746 of the EAR describes embargoed destinations and refers to certain additional controls imposed by the Office of Foreign Assets Controls of the Treasury Department. Sometimes the EAR are referred to as dual use regulations. The term dual use refers to items that can be used for both military and other strategic uses (e.g. , nuclear) and commercial applications. It also refers to items with solely civil uses. The term is also used to distinguish the scope of the EAR from items covered by the regulations of other agencies. For example, the U. S. Department of State controls exports of weapons and military related items on the U.S. Munitions List, while the Department of Energy and the Nuclear Regulatory Commission control certain items for nuclear reasons. For more information on the control of agencies other than BXA, see Supplement No. 3 to part 730 of the EAR. Steps for Using the EAR You may first look at part 732 of the EAR for the steps you follow to determine your obligations. Part 734 defines the scope of the EAR and excludes certain publicly available technology, as well as items properly subject to the jurisdiction of another agency. What is the proper classification for your item? This information is essential to determining any licensing requirements under the EAR. You may either classify your item on your own according to the CCL or you may ask BXA for assistance. The EAR is structured in a way that you should follow the steps in order. To determine whether you need a license, consider, in order, the scope of the EAR (part 734), the ten general prohibitions (part 736), and the license exceptions (part 740). .ueec4a0b360cf376ef9a6731ac4d1da51 , .ueec4a0b360cf376ef9a6731ac4d1da51 .postImageUrl , .ueec4a0b360cf376ef9a6731ac4d1da51 .centered-text-area { min-height: 80px; position: relative; } .ueec4a0b360cf376ef9a6731ac4d1da51 , .ueec4a0b360cf376ef9a6731ac4d1da51:hover , .ueec4a0b360cf376ef9a6731ac4d1da51:visited , .ueec4a0b360cf376ef9a6731ac4d1da51:active { border:0!important; } .ueec4a0b360cf376ef9a6731ac4d1da51 .clearfix:after { content: ""; display: table; clear: both; } .ueec4a0b360cf376ef9a6731ac4d1da51 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ueec4a0b360cf376ef9a6731ac4d1da51:active , .ueec4a0b360cf376ef9a6731ac4d1da51:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ueec4a0b360cf376ef9a6731ac4d1da51 .centered-text-area { width: 100%; position: relative ; } .ueec4a0b360cf376ef9a6731ac4d1da51 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ueec4a0b360cf376ef9a6731ac4d1da51 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ueec4a0b360cf376ef9a6731ac4d1da51 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ueec4a0b360cf376ef9a6731ac4d1da51:hover .ctaButton { background-color: #34495E!important; } .ueec4a0b360cf376ef9a6731ac4d1da51 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ueec4a0b360cf376ef9a6731ac4d1da51 .ueec4a0b360cf376ef9a6731ac4d1da51-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ueec4a0b360cf376ef9a6731ac4d1da51:after { content: ""; display: block; clear: both; } READ: Critical Thinking and Business Decisions Essay General Prohibitions The general prohibition are found in part 736 of the EAR. The ten general prohibitions describe certain exports, reexports, and other conduct, subject to the scope of the EAR, in which you may not engage unless you have a license from BXA or qualify under part 740 of the EAR for a license exception from each applicable general prohibition paragraph. License Exceptions A license exception is an authorization for the export or reexport of some commodities, technology, or software under certain conditions. This gives you authority to ship certain items subject to the EAR that would otherwise require a license . Eligibility for license exceptions may be based on the item to be exported or reexported, the country of ultimate destination, the end use of the item, or the end user. If a license exception is available for a particular transaction, you may proceed with the transaction without a license. A license exception does not require a specific application nor approval from the Department of Commerce. However, you are required to meet all terms, conditions, and provisions for the use of that license exception. Applying for a License and Application Processing If an export license is required, you must prepare a Form BXA-748P, Mulipurpose Application Form, and submit it to BXA. The form can be used for requesting an export license, reexports, or commodity classifications. You may request forms by fax at 202-219-9179 or by phone on 202-482-3332. You must be certain to follow the instructions on the form carefully. In some instances, technical brochures and support documentation must also be included. In reviewing specific license applications, BXA will conduct a complete analysis of the license application along with all documentation submitted in support of the application. In addition to reviewing the item and end use, BXA will consider the reliability of each party to the transaction and review any available intelligence information. To the maximum extent possible, BXA will make licensing decisions without referral of license applications to other agencies; however, BXA may consult with other U. S. departments and agencies regarding any license application. Further information concerning the review policy for various controls is contained in parts 742 and 750. You may contact BXA for status of your pending certification request, advisory opinion, or license application. For advisory opinion requests, telephone 202-482-4905 or send a fax to 202-219-9179. For license applications and classification requests, telephone BXAs System for Tracking Export License Applications (STELA) at 202-482-2752. STELA is an automated voice response system that, upon request via any standard touch-tone telephone, will provide you with up-to-the-minute status on any license application pending at BXA. Requests for status may be made only by the applicant or the applicants agent. Avoiding Delays in Receiving a License In filling out a license application, rexporters commonly make four errors that account for most delays in processing applications: 1. Failing to sign the application. 2. Handwriting, rather than typing the application. 3. Responding inadequately to section 22(j) of the application, Description of Commodity or Technical Data, which calls for a description of the item or items to be exported. You must be specific, and you are encouraged to attach additional material to explain the product fully. 4. Responding inadequately to section 21 of the application, where the specific end use of the products or technical data is to be described. Again, you must be specific. Answering vaguely or entering unknown is likely to delay the application process. In an emergency, the Department of Commerce may consider expediting the processing of an export license application, but this procedure cannot be used as a substitute for filing of an application. If you feel you qualify for emergency handling, you should contact the Exporter Counseling Division at 202-482-4811 or by mail to the: U.S. Department of Commerce Bureau of Export Administration Office of Exporter Services Exporter Counseling Division 14th Street and Constitution Avenue, NW, Room 2706 Washington, D.C. 20230 Export Clearance If you are issued a BXA license, or you rely on a license exception described in part 740 of the EAR, you are responsible for the proper use of that license or license exception and for the performance of all its terms and conditions. If you export without either a license issued by BXA or a license exception, you are responsible for determining that the transaction is outside the scope if the EAR or the export is designated as No License Required. Both the Foreign Trade Statistics Regulations of the Census Bureau (15 CFR part 30) and the Export Administration Regulations require that the Shippers Export Declaration (SED) be submitted to the U.S. .ub85d9d785d416ff1910a7898769e8f56 , .ub85d9d785d416ff1910a7898769e8f56 .postImageUrl , .ub85d9d785d416ff1910a7898769e8f56 .centered-text-area { min-height: 80px; position: relative; } .ub85d9d785d416ff1910a7898769e8f56 , .ub85d9d785d416ff1910a7898769e8f56:hover , .ub85d9d785d416ff1910a7898769e8f56:visited , .ub85d9d785d416ff1910a7898769e8f56:active { border:0!important; } .ub85d9d785d416ff1910a7898769e8f56 .clearfix:after { content: ""; display: table; clear: both; } .ub85d9d785d416ff1910a7898769e8f56 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub85d9d785d416ff1910a7898769e8f56:active , .ub85d9d785d416ff1910a7898769e8f56:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub85d9d785d416ff1910a7898769e8f56 .centered-text-area { width: 100%; position: relative ; } .ub85d9d785d416ff1910a7898769e8f56 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub85d9d785d416ff1910a7898769e8f56 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub85d9d785d416ff1910a7898769e8f56 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub85d9d785d416ff1910a7898769e8f56:hover .ctaButton { background-color: #34495E!important; } .ub85d9d785d416ff1910a7898769e8f56 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub85d9d785d416ff1910a7898769e8f56 .ub85d9d785d416ff1910a7898769e8f56-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub85d9d785d416ff1910a7898769e8f56:after { content: ""; display: block; clear: both; } READ: KARMA Essay Paper Government. There are exceptions to this rule, but if you are required to submit an SED, you must prepare it in accordance with the rules of the Foreign Trade Statistics Regulations (FTSR) and present the number of copies specified in the FTSR at the port if export. For more information about the FTSR or the SED, visit the Census Bureau online at http://www.census. gov/foreign-trade/www. Records on exports must be retained for five years from date of export, reexport, or any known diversion. For more information on export clearances, see part 758 of the EAR. For additional information on recordkeeping, see part 762. Where to Get Assistance The staring point for export licensing requirements and the regulations is the Exporter Counseling Division. BXAs counselors can guide you through the regulations to determine your licensing requirements. They can be reached by phone at 202-48-4811 and fax at 202-482-3617. BXA also maintains a Web site at http://www. bxa.doc.gov. The regulations are published in volume 15 of the Code of Federal Regulations starting at part 730. If you wish to purchase a loose-leaf version of the EAR or any electronic version of the EAR with updates, you may contact the National Technical Information Service order desk at 703-487-4630. In addition, the Export Administration Regulations are available through the EAR Electronic Market Place on the World Wide Web at http://w3.access.gpo. gov/bxa. Antidiversion, Antiboycott, and Antitrust RequirementsAntidiversion Clause To help ensure that U.S. exports go only to legally authorized destinations, the U. S. government requires a destination control statement on shipping documents. Under this requirement, the commercial invoice and bill of lading (or air waybill) for nearly all commercial shipments leaving the United States must display a statement notifying the carrier and all foreign parties (the ultimate and intermediate consignees and purchaser) that the U.S. material has been licensed for export only to certain destinations and may not be diverted contrary to U.S. law. Exceptions to the use of the destination control statement are shipments to Canada and intended for consumption in Canada and shipments being made under certain general licenses. Advice on the appropriate statement to be used can be provided by the Department of Commerce, an attorney, or the freight forwarder. The minimum antidiversion statement for goods exported under Commerce Department authority is: These commodities, technology, or software, were exported from the United States in accordance with the Export Administration Regulations. Diversion contrary to U.S. law is prohibited. Antiboycott Regulations The United States has an established policy of opposing restrictive trade practices or boycotts fostered or imposed by foreign countries against other countries friendly to the United States. This policy is implemented through the antiboycott provisions of the Export Administration Act enforced by the Department of Commerce and through the Tax Reform Act of 1977 enforced by the Department of the Treasury. o Prohibiting U. S. agencies or persons from refusing to do business with blacklisted firms and boycotted friendly countries pursuant to foreign boycott demands; o Prohibiting U.S. persons from discriminating against, or agreeing to discriminate against other U. S. persons on the basis of race, religion, sex, or national origin in order to comply with a foreign boycott; o Prohibiting U.S. persons from furnishing information about business relationships with boycotted friendly foreign countries or blacklisted companies in response to boycott requirements; o Providing for public disclosure of requests to comply with foreign boycotts; and o Requiring U. S. persons who receive requests to report receipt of the requests to the Commerce Department and disclose publicly whether they have complied with such requests. The antiboycott provisions of the Export Administration Act apply to all U.S. persons, including intermediaries in the export process, as well as foreign subsidiaries that are controlled in fact by U.S. companies and U.S. officials. The Department of Commerces Office of Antiboycott Compliance (OAC) administers the program through ongoing investigations of corporate activities. OAC operates an automated boycott-reporting system providing statistical and enforcement data to Congress and to the public, issuing interpretations of the regulations for the affected public, and offering nonbinding informal guidance to the private sector on specific compliance concerns. U. S. firms with questions about complying with antiboycott regulations should call OAC at 202-482-2381 or write to Office of Antiboycott Compliance, Bureau of Export Administration, Room 6098, U.S. Department of Commerce, Washington, DC 20230. Antitrust Laws The U.S. antitrust laws reflect this nations commitment to an economy based on competition. They are intended to foster the efficient allocation of

Cpr Essays - Emergency Medical Services, First Aid,

Cpr I'm sure all of you have heard of cardiopulmonary resuscitation, better known as CPR. I'm going to go over the steps of infant, child, and adult CPR. If you don't know how to perform CPR, I hope this will give you a good understanding of it and if you already know how to perform CPR, I hope this will be a good refresher. I will begin with infant CPR. This would be used on a child who is less than one year old. The first step is to determine if the infant is responsive. Shout and gently tap the child on the shoulder. If there is no response, position the infant on his or her back. The next step is to open the airway. This is done by placing the heel of one hand gently on the forehead and lifting the chin up with the other hand. After the head is positioned, check for any breathing. If the infant is not breathing, cover the baby's mouth and nose with your mouth and give two small gentle breaths. Each breath should be 1.5 to 2 seconds long. You should see the infant's chest rise with each breath. After the first two breaths, check for a pulse. On an infant, this can be most easily found near their armpit. If no pulse is found, chest compression's should be started. Position your index and middle fingers in the center of the chest an inch below the nipples. Give five gentle compression's, pressing down one-half to one inch, at the rate of 100 per minute. Repeat with one breath and five compression's. After one minute of repeated cycles, call 911 and then return to the victim. If you feel a pulse return, discontinue chest compression's and give one breath every three seconds. Next I will discuss adult CPR. First you should check for responsiveness. If there is no response, their airway should be opened. You should then look, listen, and feel for any breathing. If there is no breath, pinch the nose closed, cover the mouth with yours and blow until you see the chest rise. After the first initial breath, call 911 and then return to the victim. Check the victim for a pulse. On an adult, the pulse can be found be placing your index and middle fingers in the center of their neck and then sliding them down around the side. If there is no pulse give two breaths, each taking two seconds and give fifteen chest compression's. Compression's should be given using the heel of one hand and the other hand on top of the first hand. Push down on the chest one and one-half to two inches, right between the nipples, at the rate of 100 times per minute. Continue with two breaths and fifteen compression's until help arrives or you are no longer able to continue. CPR for children is similar to adult CPR. This CPR would be used on a child between the ages of one and eight. There are, however, four differences. The first difference is that if you are alone with the child, give one minute of CPR before calling 911. Instead of using both hands, use only the heel of one hand. The sternum should be pressed down only one to one and one-half inches instead of the one and one-half to two inches used for an adult. The final difference is the ratio of breaths to compression's. In a child, one full breath should be given followed by five chest compression's. Although it may all seem hard to remember, the ABC's of CPR have helped many people. The A meaning airway, which needs to be opened and cleared of any debris. The 2 B stands for breath. You need to check to see if they are breathing and give a breath if they are not. The C is short for circulation. You need to check for a pulse to determine if chest compression's are needed. If someone is not breathing, but has a pulse, only breaths need to be given. While some of the steps differ between infant, child, and adult CPR, the ABC's should help you recall the steps needed. I hope I have given you a better understanding of how to administer CPR. Attending a class where true-to-life dolls can be practiced on is the best way to learn. CPR is a good resource to have that you hopefully never have to use. Medicine

Sociolinguistics Definition and Examples

Sociolinguistics Definition and Examples Sociolinguistics takes language samples from sets of random population subjects and looks at variables that include such things as pronunciation, word choice, and colloquialisms. The is data is then measured against socio-economic indices such as education, income/wealth, occupation, ethnic heritage, age, and family dynamics to better understand the relationship between language and society. Thanks to its dual focus, sociolinguistics is considered a branch of both linguistics and sociology.  However, the broader study of the field may also encompass anthropological linguistics, dialectology, discourse analysis, ethnography of speaking, geolinguistics, language contact studies, secular linguistics, the social psychology of language, and the sociology of language. The Right Words for the Given Situation Sociolinguistic competence means knowing which words to choose for a given audience and situation to get the desired effect. For instance, say you wanted to get someones attention. If you were a 17-year-old boy and you spotted your friend Larry walking out to his car, youd probably utter something loud and informal along the lines of: Hey, Larry! On the other hand, if you were that same 17-year-old boy and saw the school principal drop something in the parking lot as she was walking to her car, youd more likely utter something along the lines of, Excuse me, Mrs. Phelps! You dropped your scarf. This word choice has to do with societal expectations on the part of both the speaker and the person to whom he is speaking. If the 17-year-old hollered, Hey! You dropped something! in this instance, it could be considered rude. The principal has certain expectations with regard to her status and authority. If the speaker understands and respects those societal constructs, he will choose his language accordingly to make his point and express proper deference. How Language Defines Who We Are Perhaps the most famous example of the study of sociolinguistics comes to us in the form Pygmalion, the play by Irish playwright and author George Bernard Shaw that went on to become the basis for the musical My Fair Lady. The story opens outside Londons Covent Garden market, where the upper crust post-theater crowd is attempting to stay out of the rain. Among the group are Mrs. Eynsford, her son, and daughter, Colonel Pickering (a well-bred gentleman), and a Cockney flower girl, Eliza Doolittle (a.k.a Liza). In the shadows, a mysterious man is taking notes. When Eliza catches him writing down everything she says, she thinks he’s a policeman and loudly protests that she hasn’t done anything. The mystery man isn’t a cop- he’s a professor of linguistics, Henry Higgins. Coincidentally, Pickering is also a linguist. Higgins boasts that he could turn Eliza into a duchess or the verbal equivalent in six months, with no idea that Eliza has overheard him and is actually going to take him up on it. When Pickering bets Higgins he can’t succeed, a wager is made and the bet is on. Over the course of the play, Higgins does indeed transform Eliza from guttersnipe to grand dame, culminating with her presentation to the queen at a royal ball. Along the way, however, Eliza must modify not only her pronunciation but her choice of words and subject matter. In a wonderful third-act scene, Higgins brings his protà ©gà © out for a test run. She’s taken to tea at the home of Higgins very proper mother with strict orders: â€Å"She’s to keep to two subjects: the weather and everybody’s health- Fine day and How do you do, you know- and not to let herself go on things in general. That will be safe.† Also in attendance are the Eynsford Hills. While Eliza valiantly attempts to stick to the limited subject matter, it’s clear from the following exchange that her metamorphosis is as yet incomplete: MRS. EYNSFORD HILL:  I’m sure I hope it won’t turn cold. There’s so much influenza about. It runs right through our whole family regularly every spring. LIZA: [darkly] My aunt died of influenza- so they said. MRS. EYNSFORD HILL [clicks her tongue sympathetically] LIZA: [in the same tragic tone] But it’s my belief they done the old woman in. MRS. HIGGINS: [puzzled] Done her in? LIZA: Y-e-e-e-es, Lord love you! Why should she die of influenza? She come through diphtheria right enough the year before. I saw her with my own eyes. Fairly blue with it, she was. They all thought she was dead; but my father he kept ladling gin down her throat til she came to so sudden that she bit the bowl off the spoon. MRS. EYNSFORD HILL: [startled] Dear me! LIZA: [piling up the indictment] What call would a woman with that strength in her have to die of influenza? What become of her new straw hat that should have come to me? Somebody pinched it; and what I say is, them as pinched it done her in. Written just after the close of the Edwardian Era, when class distinction in British society was steeped in centuries-old traditions strictly delineated by a set of codes that related to family status and wealth as well as occupation and personal behavior (or morality), at the heart of the play is the concept that how we speak and what we say directly defines not only who we are and where we stand in society but also what we can hope to achieve- and what we can never achieve. A lady speaks like a lady, and a flower girl speaks like a flower girl and never the twain shall meet. At the time, this distinction of speech separated the classes and made it virtually impossible for someone from the lower ranks to rise above their station. While both a shrewd social commentary and an amusing comedy in its day, assumptions made on the basis of these linguistic precepts had a very real impact on every aspect daily life- economic and social- from what job you could take, to whom you could or could not marry. Such things matter much less today of course, however, it is still possible for some sociolinguistic experts to pinpoint who you are and where you come from by the way you speak.

Design paragraphs Term Paper Example | Topics and Well Written Essays - 750 words

Design paragraphs - Term Paper Example The use of related color harmony and specifically analogous scheme makes the setting outstanding people the viewer does not have to look for many colors to appreciate. Rather, there is only one dominating color for the viewer to appreciate. 2. There is the application of balance in the arrangement of the two portraits on the way. Basically, balance ensures that when given an imaginary line and a large object is placed near the line, there should be a small object placed at the edge and away from the line but where there are two objects of the same size as seen in the portraits, they should be put at the same distance away from the imaginary centre line. Again, there is repetition and this is seen in the designs in the sofa. This is because the designs in the sofa are the same and recurring. Finally there is the principle of harmony. This is seen in the colors of the glasses on the table. All the glasses are of the same color and of the same quality – glass. For this reason, th ey give a perfect harmony. 3. Gestalt’s principle of figure grouping is seen from the law of proximity, which makes use or emphasizes on grouping of objects. From the picture given, we see the application of Gestalt’s principle of figure grouping at work in the sense that the five chairs have been grouped together in a row. Apart from the row, there is no other place in the interior that chairs are seen. The hanging lights are also grouped and put together in a row. There is also the grouping of candles on the table and these are the three major grouping seen in the interior. 4. There is the application of the element of direction in the arrangement of steps, wall climb and stair holder. The directions of these items are oblique rather than horizontal or vertical. According to Lovett (1999), â€Å"oblique suggests movement and action.† Clearly, we see the three objects referred to suggesting movement. The staircase is for instance suggesting movement from down t o top. There is also the element of value. This is seen in the lightness and darkness of colors used. Generally, colors have been used in such a way that they do not give an overly bright implication but are generally light, suggesting calmness. Finally, there is the principle of dominance in the use of colors and texture. It is seen that there is the use of very few colors and these colors are dominating the entire design. The texture of the design is also smooth and this dominates all parts of the design. 5. The colour harmony used in this interior is triadic. According to Williams (2011), in triadic, â€Å"one makes an equidistant triangle on the color wheel and uses the three colors that land on each corner of the triangle.† From the interior, we see the combination of the colors violet and green. Whereas violet has been used on the chairs, green has been used as the flower design on the tables. With reference to the color wheel, violet and green form a triangle and this makes the colour harmony triadic. With reference to the color temperature, it can be said that the color temperatures are in harmony. This is because both violet and green are cool colors. 6. The most dominant principle of design seen in the stained glass ceiling is graduation. There is a graduation of both color and light. It can seen that the color and light produced is in an aerial perspective, moving from warm to cool. The warm color is the bright light at the apex of the glass arrangement whereas the cool

Marketing managment Assignment Example | Topics and Well Written Essays - 1500 words

Marketing managment - Assignment Example Each and every organization, today, give huge importance to marketing. Marketing of a restaurant is basically nothing but the marketing of the service of that restaurant. However, restaurant marketing is little more difficult as compared to any other organization or product as the restaurant industry is extremely competitive in nature. This paper is all about a new restaurant called ‘London dining Experience’ and various issues regarding marketing of this restaurant. The paper includes an in depth analysis of the marketing environment of the restaurant, the process and the reasons of segmentation of the market of ‘London dining experience’. Generally there are two distinct marketing environments that influence an organization. These are micro and macro environment. It is very important for any organization to analyze its marketing environment because marketing environment comprises of all those factors that have either direct or indirect influence on the organization. As far as ‘London Dining Experience’ is concerned, the restaurant is about to launch. As a result it needs to have clear understanding about its marketing environment. Like any other organization microenvironment of this restaurant would include its suppliers, competitors, customers and marketing intermediaries. On the other hand the macro environment of this restaurant is comprised of economics, demographics, nature, politics, culture and technology (University of London, n.d.). So, it can be stated that the marketing environment of this restaurant is the combination of all these factors. Proper analysis of all these factors would enable the organization to create and maintain healthy and effective relation with its suppliers and customers, to have clear idea what its competitors are currently doing, to clearly understand the current tastes, needs and wants of the customers and

Self Efficacy Among Academically Low And High Achievers

Self Efficacy Among Academically Low And High Achievers The present study aims to assess the relationship of mindfulness with self-efficacy among academically low and high achievers as Confidence and belief in achieving goals is a good predictor of success. Mindfulness is an inherent state of consciousness that differs among individuals for a variety of reasons and that can be changed by individual. The definition of mindfulness points out that it is the awareness that emerges through paying attention on purpose, in the present moment (Kabat-zinn, 2003). It is considered a capacity available to everyone, although individuals differ in their tendency to be mindful (Brown Ryan, 2003) When students can learn to be fully present they can increase the quality of their learning performance by being more focused and become better able to deal with stressful situations and through their increased learning they can achieve considerably high grades (Langer, 1993). When a student is mindful he/she becomes able to approach learning situations from a novel perspective while drawing upon previously learned material. They can learn the material and are better able to relate it with their previous knowledge (Langer, Hatem, Joss, Howell, 1989) Mindfulness is an element of consciousness that is characterized by a heightened state of awareness in which an individual is attentive to being in the present moment. This enhanced attention to and awareness of current experience or present reality has been shown to be associated with enhanced self-awareness, self-regulated behaviors, and positive emotional states. (Brown, Kirk Richard, 2003) Attention plays a role in a students life to achieve high grades if they pay proper attention at the appropriate time. To be in a state of mindfulness in reference to academics we mean conscious awareness in which the individual is aware of the context and content of information. Increasing mindful awareness can deepen and broaden the understanding of the context and content of the subjects. Attention is a complex construct and is related to a variety of cognitive processes (e.g., perception, memory, planning, and speech) (Mirsky, Fantie, Tatman, 1995; Zimmerman Leclercq, 2002). Because of its centrality in the education it is of significant importance. The individual have tendency and opportunity to continually process information from various perspectives and it helps in increasing levels of creativity and knowledge. When students use mindfulness in their learning processes they utilize creativity, experience cognitive flexibility and are thus able to better use information and retain that information for a longer period of time (Langer, Hatem, Joss, Howell, 1989; Thornton McEntee, 1995). More recent studies in education have revealed a sharp increase in memory and creativity for mindful treatment groups (Langer, 1997). It has been observed that mindful learners are more mentally present and active (Langer, 1993). They plan what they will learn and the strategies they will use and they control and self-regulate their learning. As readers, they use strategies to organize, elaborate on, and evaluate text (Paris, Wasik, Turner, 1996). They integrate what they learn in school texts with their personal experiences to actively construct their own meanings and ideas and to use them in flexible ways. For the reasons that they are more constructive and give meanings to world according to their understandings thats why they are considered to be more real and are original thinkers. More mindful individuals are generally perceived as being more genuine than less mindful individuals and this has been shown to increase positive effect (Langer Moldoveneu 2000). Attention is the foundation of better retention of information and better cognitive functions in our life style (Cooley Morris, 1990), where multitasking has become the norm. Children also are multitasking as they face information overload due to watching hours of television, playing video games, surfing on internet, doing their home works and preparing for their exams etc. Developmental research indicates that childrens attention to specific information depends upon the importance they place on the information and that children in later stages of development are better able to logically control their selective attention (Wright Vliestra, 1975). In a study of mindfulness practice by Richart and Perkins (2000) in the classroom and took an example of a math lesson from a traditional didactic instructional classroom and a mindful constructivist classroom where students had more freedom to explore answers on their own. Second grade students were given the following problem: There are 26 sheep and 10 goats on a ship. How old is the captain? 88% of the students from the traditional classroom setting answered 36. Not one student commented that the question did not make any sense although they averaged in the 85th percentile on the tests. In contrast nearly a third of the students in the more mindful constructivist classroom questioned the sense of problem. (p29) In order for children to learn in the classroom they must be able to focus their attention. Mindfulness affects the grades in such a way that if the student present in the class is not paying attention to the lecture being delivered, then the understanding of the syllabus will not be as easy as it wouldve been had he/she been paying attention hence clearing concepts and asking questions to understand the confusions hence mindfulness is necessary for achieving academic achievements. The more mindful the student in the class, the better is his achievement. In one of the studies by Langer, Hefferman, Keiester, (1988) mindfulness in the workplace showed increase in creativity, decreased burnout and greater enjoyment of tasks Researchers in social psychology have also found benefits of mindfulness in a range of areas including increased creativity, increased productivity in the workplace (Park, 1990), increased attention (Langer Bodner, 1995), greater liking of a task (Langer et al., in press), and use a lot of effective learning methods (Langer Piper, 1987; Langer, Hatem, Joss, Howell, 1989; Langer, 1997). Education is an area that often seems to prosper in mindlessness. Traditionally, children have been taught to memorize course content and view what is being offered in the classroom from the teachers perspective. Children need to make sense of what they learn instead of solely memorizing facts. In the educational context other mindful manipulations have involved asking students to make material more meaningful for themselves, compared to groups asked to memorize it (Lieberman Langer, 1997). As students memorize most of the things that they do not understand. They do not pay attention to clear their concepts and just learn it by rote. As we know that material learned by rote memory has no personal meaning. Many problems are not solved because many students think in automatic and habitual ways. This automatic mode of thought is called mindlessness. The cost of mindless thinking is significant because it limits our ability to make good decisions (Langer, 1997) As discussed earlier that the mindful students retained the information better, for a longer period of time and was able to utilize it in more creative ways. Perspective should be taken into consideration because it brings out better performance (Lieberman Langer, 1997). Almost all of the facts most of people learned in school were taught to us in a perspective-free way that encourages mindless use of the information because it does not occur to us to question it again. In contrast, information presented in the mindful, perspective-taking condition was learned better by high school students, even though they had to deal with more information. In this way mindful teaching practices can have a mark effect on student learning and it also shows that students who learn mindfully can retain the information better. Individuals develop patterns of stress response from birth through continued interaction with the environment. Young (1995) acknowledges that educators today recognize that students are suffering from stress in very different ways than a decade ago. The literature indicates that children are under a great deal of external pressure both at home and in school, resulting in many of the same physiological symptoms of distress as adults (Miller McCormick, 1991). While much of the research on children and stress was conducted two decades ago, available research indicates that environmental stress negatively affects children. In a study seven and eight year olds were studied for two to four years, researchers found that increase in stressful life events were related to decrease in ratings of academic performance, though unrelated to ratings of social behaviors (Kiselica, Baker, Thomas Reedy 1994). Mindful teachings and mindful learning by the students can decrease this stress. Academic achievement Academic achievement is defined as excellence in academic disciplines, in class. Loe Fieldman, (2007) define academic performance as ones ability to complete class work and homework and they define academic underachievement as problem in learning and applying knowledge including earning poor grades. As this study is in Pakistani perspective so we first need to know the Pakistani educational system. There are two main types of schools in Pakistan government and private. In both school types, almost always, the formal education system comprises of 5 years of primary, 3 years of middle, 2 years high (Metric/GCSE) and 2 years of higher secondary schooling (FA/FSc. O level/A level). While similar in their educational structures, the two school-types differ in terms of financing and regulation. Public schools are schools that are provided by state and federal funding. Schools are heavily dependent on the state, although in recent years the system has become considerably decentralized and responsibility for the delivery and management of education has shifted to the districts. The government provides free education till primary although government primary schooling is mandated to be tuition-free and there are nominal fees in middle and high school. Most of the Government schools are single-sex schools (exceptions occur when schools are coeducational up till primary after which they be come single-sex). (Monazza, 2009) Some of the major problems faced by public schools include limited financial resources, poor quality of content and a greater demand for education amongst parents of school-aged children. Pakistans public schools are overcrowded and underfunded. In Public schools classes are often overcrowded. As Class size is a factor that can cause various difficulties in understanding the lecture. The smaller the class size, the more attention each individual student will receive. In a smaller class, child will get personal attention (Grace, 2007). Class size effect the attention student seeks from the teacher as well as he pays in understanding the concepts. Sometimes due to larger class size, students cannot see the blackboard. They then lose their interest in the lecture being delivered, get engaged in gossips with their friends and other activities. And so by wasting their precious time their grades in class gradually decrease. Another reason is that in our schools generally is no concept of s eats rotation due to which the pupils who are less competent always try to sit at the back rows of the class. They become habitual back benchers and the ones who are more competent and capable always try to grab seats in the front rows. As a result teachers pay more attention to them, consequently making them able to remain attentive and engaged in class lessons and activities resulting in higher grades. Since learning is more personal and responsibility is more on the shoulders of the students, education requires students to monitor and regulate their own learning. In order to achieve goals students should have mindfulness i.e. paying attention to the studies and self-efficacy beliefs that will lead to achievement of goals. Students can help themselves by focusing more on what they are studying and it would lead enhance their learning performance/meaningful learning and hence they can better deal with stressful situations. Self-efficacy on the other hand involves confidence in achieving goals and it also in return helps decrease academic stress. Students perceptions of their abilities contribute to their self-esteem, confidence and ultimately to the level of motivation towards their studies are related to educational achievement. Attention is related to motivational processes (Parasurman, 1998; Zimmerman Leclercq, 2002). When student is motivated they will form beliefs about what they can do and set goals for themselves and hence pay more attention to their studies and will eventually lead to academic achievement. Self-efficacy suggests to peoples beliefs about their abilities to perform a task successfully at selected levels (Bandura, 1986, 1997). It influence the choices one makes and the courses of action one performs and so Self efficacy can also be explained as a belief in ones capabilities to organize and perform the tasks required to deal with the future situations (Bandura, in press, p. 2). These beliefs of personal proficiency effect behavior in several ways. Individuals typically select tasks and activities in which they feel capable and avoid those in which they do not. Students who are confident in their ability to manage, perform, and regulate their task performance at a designated level of competence are representing high self- efficacy. The construct of self-efficacy helps in explaining the findings that the behavior of individuals is not always perfectly predicted from their capability to complete a specific task but how a person believes they will perform is often more importa nt. According to Bandura academic self-efficacy is grounded in self-efficacy theory (Bandura, 1977). According to this theory, it is an individuals self-confidence in his/her ability to manage and carry out a given course of action to resolve a problem or achieve a task (Eccles Wigfield, 2002, p. 110). Academic self-efficacy refers to ones belief that one can successfully achieve at a designated level on an educational task or get a specific academic goal and it is positively related to academic achievement (Bandura, 1997; Eccles Wigfield, 2002; Elias Loomis, 2002; Gresham, 1988; Linnenbrink Pintrich, 2002; Schunk Pajares, 2002). Self-efficacy theory suggests that academic self-efficacy may differ in strength as a function of problem solving. Some individuals may believe they are most efficient on difficult tasks, while others only on easier tasks. Ones self-efficacy has a great influence over ones choice of action, the kind of effort one spends, and how much one is able to keep that effort in the face of difficulty (Bandura, 1986, 1997; Schunk, 1995). Thus, self-efficacy beliefs have been found to influence students approach, their academic grades, their engagement in an activity, and how planned they may be while doing a task (Pajares Johnson, 1996; Pajares Miller, 1994, 1995). Therefore, Self-efficacy is supposed to effect performance via the influence on task perception. Each task achievement is assessed as a threat or a challenge, and persons with high self-efficacy beliefs are more likely to evaluate the tasks as a challenge (Chemers, Hu, and Garcia, 2001; Lazarus and Folkman, 1984; Pintrich and De Groot, 1990). That is, the degree to which a person feels confident about his or her capability to handle a given situation affects whether a certain task is supposed as stressful or threatening, rather than as a challenge. When a task is assessed as a challenge, one is more likely to select an effective coping strategy and to carry on the task. Self-efficacy also influences performance, confidence and self belief. Individuals with high self-efficacy practice challenging targets (Locke Latham, 1990), do their best, search for new solutions, and carry on in difficult task; this behavior leads to the improvement of actual ability and to goal achievement (Tuckman Sexton,1992). On the other hand, individuals with low self-efficacy practice lower levels of performance. Doubt and uncertainty during task performance weaken their concentration, and they give up easily when faced with difficult tasks. This process adversely affects the development of actual ability, which is reflected in lower achievement (Tuckman Sexton, 1992). A research suggests that high self-efficacy produces a feeling of calmness when approaching difficult tasks while low self-efficacy may result in an individual perceiving a task as more difficult than reality, which, in turn, may create anxiety, stress and a narrower idea on how best to approach the resolving of a problem or activity (Eccles, 2005). Students self-efficacy beliefs also seem to be considerably associated to the stress and their academic performance (Lane Lane, 2001). Therefore, lesser the stress better will be the performance and more a student will be motivated and more the stress the poor will be the performance and student will be less motivated. Moreover researches show that self-efficacy beliefs have positive effects on student motivation and achievement (Pintrich De Groot, 1990; Zimmerman, Bandura Martinez-Pons, 1992; Pajares Miller, 1994). Self-efficacy beliefs can determine how people feel, think, motivate themselves, and behave. Consequently motivation is improved when students recognize that they are making improvement in learning or feel they are competent enough of handling the task. In turn, as students make effort to do the tasks and become more  skillful they develop a sense of self-efficacy for performing well (Schunk, 1991). Self-efficacy beliefs play a key role in the self-regulation of mot ivation (Bandura 1994). According to Bandura, people motivate themselves and they form beliefs about what they can do, they set goals for themselves and plan courses of action designed to understand valued futures. Individuals who have a high sense of self-efficacy for accomplishing a task work harder and persist longer when they come across difficulties, whereas those who do not feel efficacious may give up or avoid a task (Schunk 1991). . Those who are more competent seem to set higher performance goals, get rid of faulty strategies more quickly, find out solutions in the face of difficulties and work more accurately than those with lower efficacy. Students who are confident in their capability to organize and achieve task performance are showing high self- efficacy. Whereas, students who are uncertain about their ability to successfully complete a task often participate less readily, do not work as hard, and give up quickly when faced with difficulty. Due to repeated failures in the classroom, it was hypothesized that students may feel that they cannot adequately perform certain behaviors and tasks to achieve a desired outcome. The resultant negative outcome may be lower academic self-efficacy. (Bong Skaalvick, 2003; Eccles Wigfield, 2002; Elias Loomis, 2002; Gresham, 1988; Schunk Pajares, 2002; Wentzel, 1999). However, negative self-efficacy could also disappoint a student and cause a student to fail in their personal or professional activities. Thus, students may face stress which may negatively impact academic achievement. Self-efficacy and stress are closely related concepts. According to a research by Zajacova, Lynch Espenshade investigates the joint effects of academic self-efficacy and stress on the academic performance. The survey was used as an instrument to measure the level of academic self-efficacy. The results suggest that academic self-efficacy is a more healthy and consistent predictor than stress of academic success. Self-efficacy is a better predictor of academic success than stress. Studies suggest that both academic stress and self-efficacy have some effect on academic outcomes, and there is some evidence that self-efficacy may be a better predictor (Pintrich and De Groot, 1990). Self efficacy and stress joint influence as determinants of academic success in schools/college. In a study by Hackett, Betz, Casas, and Rocha-Singh, (1992) identified both stress and academic self-efficacy as predictors of good grades. Good grades were associated with low perceived stress and high self-efficacy. In case of education, self-efficacy is seen to be related with effort, persistence and achievement. In one of the research by Chemers, Hu Garcia (2001), shown that children with higher self-efficacy strived for longer periods and used more useful problem solving strategies than students with lower self-efficacy. Therefore, self-efficacy changes the way a student works in order to get good grades and becomes more experienced and accurate about getting good grades in class and they keep on comparing themselves with their peers. Furthermore, classrooms that allow for extensive social comparisons (with the performance of other students) tend to lower self-efficacy of students whose performances are viewed as deficient when compared to others. People with low self-efficacy may believe that things are tougher than they really are, a belief that promote stress, narrow vision of how best to solve a problem. High self-efficacy, on the other hand, helps to create feelings of calmness in approaching difficult tasks and activities. As a result, self-efficacy beliefs are strong determinants and predictors of the level of achievement that individuals finally attain. The relationship between gender and self efficacy has also been a focus of the previous researches. It is assumed that Girls often outperform than boys. However, it is reported that males are tend to be more confident than females in academic areas related to mathematics, science and technology despite the fact that achievement differences in these areas are diminishing (Fuller, Hua Snyder, 1994). While in areas related to language, arts both male and female students exhibits similar confidence and this is also a truth that girls typically are high achievers (Pajares, in press) Keeping the above literature in view the rationale behind this research is to find the relationship between mindfulness and self efficacy among academically low and high achievers. There are a number of factors that may affect students achievement. These may include personal characteristics such as confidence in their abilities and attention they pay while studying. Confidence and belief in achieving goals is a good predictor of success. An increased academic self-efficacy may encourage the students confidence in utilizing his/her abilities to understand the course content, and achieve high grades. Simultaneously being mindful in the classroom can increase students ability to keep their attention which increases learning and academic performance. Moreover study will also allow the readers to understand that high achieving students might have different motivation to study than low achievers and that they are able to organize their study materials and study habits more efficiently. Act ive and independent engagement in the learning process might be more favorable to achievement than a passive and instructor dependent one. Although a lot of work is done on self efficacy and mindfulness in the education field but the lack of research in reference to Pakistan provided a rationale for examining the relationship between mindfulness and self efficacy. The research also investigates that which of these factors are characteristics of high-achieving and low-achieving students in the hope that the outcomes can be utilized to enhance student performance in the future. HYPOTHESES On the basis of the literature review the hypotheses formulated are: There exists a positive/significant correlation between mindfulness and self-efficacy among students. Students who are academically high achievers will perform high on mindfulness and self efficacy as compared to academically low achievers. Method The present study was conducted to find out the Relationship between mindfulness and self-efficacy among academically low and high achievers Participants In the present study convenient sampling technique was used. The sample consisted of 70 students out of which 35 were girls and 35 were boys within the age range of 13 -16 studying in 9th and 10th grades at government schools. Co relational research design was used. Inclusion criteria The participants selected for the research were low and high achievers. Above 70% were considered as high graders and below 50% were considered as low graders. Girls who were above 70% were taken as high achievers and boys who were below 50% were taken as low achievers. The students of age ranging from 13-16 years were included in the study. The sample was collected from government schools to maintain the consistency. Exclusion criteria Students who were average i.e. between 50% 70% were excluded from the study. Also girls below 70% and boys above 50% were excluded from the study. Students suffering from any physical and mental disability to answer were also not part of the study. Instruments The data was gathered by the use of the mindfulness based self efficacy scale and Toronto mindfulness scale. Demographic data sheet Demographic questionnaire (see appendix C) was designed by the researcher for this study to provide descriptive information about the participants name(optional), age, gender, grade, school, hobbies, their grades in last class, their personal evaluation of grades and their participation in co curricular activities and in sports. Academic achievement The academic achievements of the child were screened through his/her examination record in the previous class. Academic achievement was accessed in form of grades that student got. The divisions of grades according to the percentages are given below: Grade A Above 70% Grade B 60-70% Grade C 50-60% Grade D 40-50% Mindfulness Based Self Efficacy Scale (Cayoun Freestun 2004) Self efficacy was measured by mindfulness based self efficacy scale (See Appendix D) The MSES is a 35-item scale and consists of 7 subscales of self efficacy, each containing 5 items. Behavior (items 1, 8, 15, 22, 29), Cognition (items 2, 9, 16, 23, 30), Interoception (items 3, 10, 17, 24, 31), Affect (items 4, 11, 18, 25, 32), Interpersonal (items 5, 12, 19, 26, 33), Avoidance (items 6, 13, 20, 27, 34), Mindfulness (items 7, 14, 21, 28, 35). To calculate self-efficacy, 18 items must be scored in reverse. These are: 4, 5, 6, 8, 11, 14, 16, 17, 22, 23, 25, 26, 27, 28, 29, 30, 34, 35. High scores indicate high self efficacy and low scores indicate the low levels of self efficacy. The cronbachs alpha reliability of the scale was 0.71. There was no cultural bias item in the questionnaire. This scale is valid and reliable. Participants were asked to evaluate their perception of self-efficacy on a 5-point Likert-type scale (0= not at all, 4=completely). The estimated time to complete the instrument was 10-15 minutes approximately. Scale was administered in English. No special permission was taken from the researcher as questionnaire was easily available on internet. Toronto mindfulness scale (Lau, Bishop, Segal, Buis, Anderson, Carlson, Shapiro, Carmody, Abbey, Devins, 2006) Toronto mindfulness scale (TMS) (See Appendix D) consists of 13-items. This instrument has two-factors Curiosity and Decentering. For the curiosity score following items are summed 3, 5, 6, 10, 12, 13. For the Decentering score following items are summed 1, 2, 4, 7, 8, 9, 11. All items were written in positively keyed direction. The cronbachs alpha reliability of the scale was 0.72. The items of Factor 1 (Curiosity) reflect an attitude of wanting to learn more about ones experiences e.g. I was curious to see what my mind was up to from moment to moment .The items of Factor 2 (Decentering) reflect a shift from identify personally with thoughts and feelings to relating to ones experience in a wider field of awareness e.g. I was aware of my thoughts and feelings without over identifying with them. Each item was rated on 5 point likert scale (0=not at all, 4=very much). The estimated time to complete the instrument was 8-10 minutes. Questionnaire was easily available on internet. There was no cultural bias item in the questionnaire. Scale was administered in English and is a reliable and valid scale. Procedures Before starting the data collection, a pilot study was conducted on a sample of 7 students. It was done to check the reliability and validity of the instruments and to determine the time needed to complete the instruments to assess the self efficacy and mindfulness in students by the researcher. The results of the present study indicated that the reliability of MSES was .71 (See Appendix E) and the reliability of the TMS was .72 (See Appendix E). This indicated that the scales are reliable. After doing the pilot study the data was collected from 35 girls and 35 boys. The research was conducted in F.G Girls Public High School Lalazar, F.G Girls High School No 2 Iqbal Road and F.G Technical School for Boys. All the schools were taken from Rawalpindi. Participation was voluntarily and data was collected in the classrooms. After the approval of the principal students were contacted. Participants were then provided with a consent form (see appendix A). In order to participate in the study it was required that they confirm consent by signing it. After participants agreed to the consent form, instructions were provided followed by an administration of both the MSES and TMS scales. Data collection was completed in about six or seven days. Average time taken by an individual was 20-25 minutes. It took about 30-35 minutes in each class due to instructions given to children, in distribution and collection of questionnaires. A little difficulty was faced by the students to comprehend the questions like I was more invested in just watching my experiences as they arose. Than in figuring out what they could mean. But later on it was resolved by the researcher. The data was analyzed with the help of statistical package for social sciences (SPSS Version 13.0). For the purpose of analyzing Pearson correlation was used. And to see the difference of low and high achievers regarding variables of self efficacy and mindfulness in data independent sample t-test was applied. Results The study was conducted to find out the relationship between self efficacy and mindfulness among low and high achievers. A sample of 70 students (both girls and boys=35) within age range of (13-16). The sample was collected from 3 government schools of Rawalpindi and questionnaires were administered. Then the data collected was analyzed with statistical package for social sciences (SPSS Version 13.0). Descriptive statistics were computed for demographic characteristics of the participants. For this purpose Pearson correlation was used. And also to see the difference of low and high achievers regarding variables of self efficacy and mindfulness in data independent sample t-test was applied. Cross tabulation was also applied on the academic achievement of the students according to the ranges of self-efficacy. Table 1 Frequency and Percentage of participants according to demographic variables of gender, age, grade and academic achievement (N=70) Variable Label Frequency(f) Percentage (%) Gender Girl