How to Choose Research Paper Online Free

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Writing About Random Topics

Writing About Random TopicsWhy should you write about random topics? It's the one topic in life that are at the mercy of your mood, and the things you do. Why not? You can't control your focus, so writing about random topics can help you stay centered on what you are doing.Before you dive into writing about anything, you must make sure that you're all excited about it. Make sure that you're well-informed about the topic before you begin. Getting your feet wet is a good way to get started with any topic. You might start by just writing down the basics of the topic, and then when you feel inspired, you can move to the next level. Random topics are just that, random - you don't have to think of one topic before the next.If you don't know how to start, there are many different ways to write about random topics. One way is to decide where you want to take your life, and then write about that. Try your best to stay focused on your topic. Some people find it helpful to write down each day w hat they're going to do to make a difference in their lives. Just think about the impact that you would have if you could convince somebody who was just sitting around not to do nothing.Writing about random topics is also great because it helps you keep motivated. Most people never get around to writing down their goals for the day. This means that they need to do this on a regular basis. When you begin writing down your goals each day, it makes it easier to keep your motivation up.Once you begin writing down your goals each day, try to stick with them. When you make goals, you need to tell yourself that you will accomplish it. You can't hold yourself back. Sometimes, writing about random topics is all you need to get your thoughts down on paper. It can give you something to talk about when you have nothing else to do. And you'll find that when you start to come up with ideas for your articles, it's much easier to write them.In fact, a big part of writing about random topics is stay ing motivated. You won't be writing about random topics if you don't keep your emotions in check. You might get very frustrated because you feel like you're not getting anywhere. But remember that you're only limited by your own emotions, so don't let them stop you from achieving your goals.Writing about random topics is a great way to get your thoughts down on paper. Sometimes you might need to write several articles before you find the inspiration to move on to the next topic. When this happens, just stick with it, and soon you'll have many topics under your belt. If you start to have difficulties coming up with ideas, you might want to stop and write down your goals.

The Foolproof College Essay about Being a Doctr Strategy

The Foolproof College Essay about Being a Doctr Strategy Doctors have a whole lot of responsibilities. They will always be needed. They are needed all over the world. The Doctor himself is a rather complicated character. The reason I need to be a doctor is the satisfaction I would get from knowing that I made a ifference In a person's life. Being a doctor isn't just a career, it's a sign of joy and hope. A doctor is a person who can assist somebody else in need. Becoming A Doctor A doctor is a person who can help another person in need. The End of College Essay about Being a Doctr This paragraph would be more appropriate towards the start of the essay, instead of the end. I musta been tryna produce the essay more time to make it seem much better. This portion of the essay is important since this will capture your reader's interest. It is where you restate your overall point and to make a clear ending of the topic. Getting the Best College Essay about Being a Doctr Amo ng the objectives of a university student ought to be to further your education. Given that at least 85% of health students graduate with debt, you may choose to think about the financial aid options available at every school. They need to complete a series of prerequisite coursework, particularly in the sciences. Since then I've been the ideal student in my class. One of the absolute most important qualities of a great doctor is he or she's clinically competent. My ambition is to be a medical doctor. As a physician you've got a chance to help others. You have to decide early on if you're prepared to dedicate the time that it can take to develop into a physician. I am not certain if I would love to be a pediatrician, or a specialist. It is the responsibility of doctor on the earth to heal the patients. It is simple for a physician to reflect back a number of the hostile by a decline in the amount of care he or she provides for the individual. Firstly, it's essential for a doctor when attempting to earn a diagnosis to be in a position to extract information on the subject of the patients' injuries or illness and their clinical history. The ability to get this done is founded in good communication abilities. There are different careers in which you are able to make more cash without the responsibility and the effort it can take to be a physician. The greater education enterprise and American society both stand to profit in the long term. Some individuals begin their health care education after pursuing different careers, which could further delay the completion of their health care training. The insurance companies are usually relucta nt to cover chronic illnesses and pricey procedures, which forces patients to dig in their own pockets to acquire the suitable therapy. The last step to be a doctor is securing work. To start with you have to be alert to the time commitment involved with becoming a physician. Though the chances of doctors winning is more than 90%, the lawsuits could be too overwhelming for the doctors should they need to pay for their defense expenses. In conclusion there are a large selection of qualities that define a superior doctor that can be divided in two groups of attributes. The strength in a subject must be held in mind for picking the proper path of succeeding. The attributes needed for this include great communication skills along with a caring and polite manner towards patients. One other important attribute of a fantastic doctor linked to their professional competence is the ability to see the limits of their clinical capabilities. Becoming a physician is a lengthy, arduous, e xpensive procedure that can only be accomplished with fantastic dedication. Trained and board-certified doctors must submit an application for state medical licenses until they enter the area. An individual can also go into practice by himself, despite the fact that it is more risky. Additional the ratio of health practitioners to patients is actually bad, which only aggravates the scenario. On the grounds of sources like the British Medical Council and interviews with patients it's possible to divide the qualities necessary to be a very good doctor in to two categories. To find out more about what things to anticipate from the study of medicine, have a look at our Study Medicine in america section. A lot of the people there were sick and malnourished but couldn't obtain the help they desperately sought from any form of medical professional. To remunerate, education is an essential aspect in our nation.

How to Do a Hunger Games Essay Sample

How to Do a Hunger Games Essay SampleA lesson on how to do a hunger games essay sample. What are the guidelines you should follow? The first and most basic guideline is, 'don't be boring.' There are many easy, informative, simple, and exciting hunger games that you can perform on your paper or you can download free, educational hunger games.A hunger games essay sample should start off with the opening sentence, 'In a mental hospital, twenty-seven patients are committed. All are members of the rare breed known as the 'undiagnosed.' Some have been in the institution for many years; some have been there for only a few days. Some have never been seen by a doctor before. Nevertheless, each one of them has a one hundred percent chance of being cured.'Next the author will give some specific instructions for the next paragraph. On the next page, they will offer another selection of 'heartbreaking' food. Before the patient is moved to a new area, the author will inform the reader about the tr eatment and diagnosis of the condition. Finally, after the patient is out of the hospital, they will provide the necessary contact information to report the new findings.It's important to follow the correct side of this experiment. Here is an example, in the dedication, for instance, a patient's request to have a particular doctor return an old illness, The proper side of the experiment is never to display the complete names, addresses, and phone numbers, because that would be too much for the reader to remember.Another example of proper research would be hunger games 'hypothesis,' or hypothesis that the cause of a certain disease might be connected to an external factor, like a cold or something else. An example of a hypothesis would be, 'The cold was the cause of an old man's collapse.' That is very unlikely. However, the fact that the professor is writing about hunger in a hospital, and the fact that the patients are classified as those who are 'undiagnosed,' it's possible that t hese are all things the readers could relate to.At this point in the hunger games essay sample, the author has completed one of the major parts of the experiment. The students are given two possible hypotheses, which they are to list down at the bottom of the paper. After writing the first hypothesis, the professor or teacher will then offer the other theory that may be true.In conclusion, writing an effective essay for your first or second year of college requires that you follow this advice. Even if you did find the answer yourself, by following the guidelines, your students will not mind too much if you keep your homework the way you wanted.

Teaching Essay Example

Teaching Essay Teaching Name: Institution: Teaching We will write a custom essay sample on Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What Does It Mean to Teach (or Practice) Responsibly? Personally, the ideal of responsible practice in my context implies a collaborative approach towards facilitating learning. In my practice context, I have come to understand that working closely with students plays a crucial part in facilitating learning. Traditionally, teachers hardly developed personal associations with students. This factor is also similar to the structure of bureaucratic organizations. Such organizations de-emphasized relations between managers and their employees. As such, students never got the opportunity to interact and suggest propositions that may actually assist in mitigating their problems. Nonetheless, in my years of teaching, I understood that students form the core part of education. Without students, teachers would be an abstract part of society. The same applies for organizations; the main asset for firms comprises employees. A firm would be irrefutably useless if it discarded the input its employees contributed to its performance. My ideal of responsible practice involves developing a relationship with the students. Teachers and students both have certain purposes and goals. Students usually pursue education in order to secure stability in their future lives. On the other hand, teachers engage in teaching for a variety of purposes that range from fulfilling materialistic objectives to gratifying their passion for engaging in the field. Nonetheless, within my practice context, the ideal responsible practice focuses primarily on the achievement of success on the part of students. Engaging in a collaborative approach allows students to formulate relationships with teachers thus allowing them to voice out their opinions and even engage in critical thinking. As such, I believe that the purpose of responsible practice in my context should entail learner autonomy. I believe that learner autonomy and collaborative approach integrate perfectly to create the ideal responsible practice. Even though there is no single definition for the aspect, Balcikanli (2010) defines learner autonomy as self-instruction and independent direction among students. Regardless of its application in language teaching, I consider this aspect as rational towards ideal responsible teaching. In addition, instituting a collaborative approach will actually allow students to instruct themselves especially in solving problems. For instance, integrating the Socratic Method would be highly beneficial in facilitating this approach. Socratic Method allows students to exercise critical thinking concerning a certain subject matter. Usually, the teacher presents the students with informal and critical questions that give students the freedom to brainstorm. Such a concept is definitely impossible to apply without the integration of a collaborative approach between students and teachers. Furthermore, collaboration between the teacher and student may lead to a healthy interactive association between both parties (Ahlstrom, 2003). As such, an ideal responsible practice ascertains a bond between the student and the teacher in my retrospect. Another purpose that constitutes an ideal responsible practice involves cultural responsiveness. Since my ideal practice implies a collaborative approach, the rationale that would stem from this comprises cultural openness. In my years of teaching, I have encountered students originating from numerous cultures. At first, it was difficult to teach such students based on the different cultural symbols their cultures dictated. For instance, pointing a Japanese student, to my realization, implied accusation. Additionally, staring directly in the faces of Italian students was wrong since it denoted disrespect. From such experiences, I believe that an ideal responsible practice should imply a purpose involving cultural responsiveness. Cultural responsiveness involves exuding awareness and sensitivity to other cultures (Mansour, 2009). A collaborative approach will ensure that students from different cultures interact in problem resolution via brainstorming and other learning techniques. On my part, this will allow me to include culturally responsive teaching as a personal goal. Culturally responsive teaching involves the use of cultural knowledge, earlier experiences and performance approaches of different students in order to ensure appropriate and effective learning. This type of teaching exploits the strengths of students from various cultures. As such, my ideal practice, in facilitating collaborative approach, will allow students from a miscellany of cultures to interact. That way, students will also learn considerably from each other’s experiences. Furthermore, the students will also be able to create identity groups and thus attain a single and uniform identity in learning. According to Appiah (2005a), social factors such as race, culture and ethnicity are responsible for identity. As such, applying this concept positively for the mentioned purpose, the cultures of students will enable them to determine their identities individually and collectively as a group. In addition, being aware of one’s culture enables one to appreciate the diffe rences each possesses. This will also apply for my ideal responsible practice. Personal values should also constitute a significant part of my ideal responsible practice. In my delineation, personal values describe an individual’s sense of what is good and what is evil (Appiah, 2005b). They comprise the common expression of that which is important to me as a person. Consequently, such values are essential to my practice. In my respective practice context, values are significant based on the purposes that my practice embraces. For instance, a personal value such as effectiveness is crucial in my ideal responsible practice. Effectiveness, in this case, implies possessing the aptitudes to gauge student learning naturally and work together with students to devise instruction. My responsible practice should express effectiveness in facilitating learning. My ideal practice should allow me to facilitate learning by developing and evaluating proficiency among my students. This evaluation will be possible through experiences that comprise both formal and informal learning. Effectiveness will assist in measuring and valuing learning in official and unofficial contexts. The progress among students will base on the demonstration of mastery instead of the hours students put in class. Additionally, by expressing effectiveness, my ideal practice will engage every student with significant and meticulous content; inculcate their interests, advantages and experiences. Furthermore, the practice will express effectiveness by allowing students and teachers to engage in learning throughout the year. For instance, during holiday breaks, my practice context will enable me to meet the needs of students facing particular problems in their respective field of learning. That way, students will tend to acquire assistance and simultaneously, increase their capacity of understanding and performance within their learning contexts. In addition, by expressing effectiveness, my practice will comprise an ideal environment that will aid students in augmenting various learning asp ects. For instance, it will assist them in increasing their academic knowledge and originality skills. Leadership is also another value suitable for my ideal responsible practice. In this context, leadership implies the management of learning naturally especially among students and peers alike. Since my practice context assumes a collaborative culture, leadership in this case involves sharing responsibility (Martin, 2000). Sharing responsibility among teachers especially for student welfare and learning will provide a platform for involving collective decision-making. Leadership via collective decision-making will use classroom proficiency in order to advance the effectiveness among students. Therefore, there is evident correlation between the values of leadership and effectiveness in my ideal responsible practice. Furthermore, my ideal teaching environment should express leadership through collaborative associations. Teachers and administrators should assume a shared relationship illustrated by collective decision-making and responsibility. Teachers should also presume responsibiliti es that incorporate leading and teaching. This involves working closely with students as well as respective teachers and teacher leaders. My ideal responsible practice should also reflect a strong relationship between my students and me. This relationship should arise from the incorporation of a collaborative association between both of us. Regardless of students viewing me as an authority figure, it is imperative that students also view me as their friend. Usually, students face various issues that do not involve their lives in their classroom. Most of these students face issues that emanate from their social lives. Such issues comprise significant problems such as marital cases, financial problems, racism and bigotry as well as insignificant problems such as stereotyping. These issues pose considerable implications on students. Such implications affect their performance in class as well as their social performance. Therefore, an ideal responsible practice should empower teachers and students to develop relationships. These relationships will cater to the academic and social aspect of students. For instance, a mentori ng relationship will be tremendously beneficial in directing students facing social issues. Certain behaviors will also express my ideal responsible practice. One of the main behaviors that my practice should express is empathy. I believe that empathetic behavior is important in my definition of an ideal responsible practice. An empathetic behavior allows the teacher to envision himself in the eyes of the student. This particular behavior allows the teacher to formulate a formidable relationship between the student and teacher. By expressing empathy, the teacher will understand certain aspects of his different students. For instance, empathetic behavior will enable me to understand the problems some of my students. This factor will be crucial in furthering a mentoring relationship between my students and me. Additionally, sympathetic and understanding behaviors also express my ideal responsible environment. Normally, students associate with teachers that are sympathetic and warm towards them. As such, a teacher in my ideal environment should be sympathetic especially in cas es where students possess different levels of comprehending subjects. My actual practice does not quite equate with my ideal practice. Most of the factors that contribute to this disparity are actually uncontrollable and comprise institutional, organizational and personal aspects. Factors such as organizational culture make it difficult to create the ideal responsible practice. Organizational culture simply implies the behaviors expressed by persons within an organization. Additionally, it also involves the connotations that individuals append to their acts. Organizational culture is a formidable factor in creating this disparity especially in terms of the status quo (Mansour, 2009). For instance, organizations that embrace a bureaucratic culture hardly entertain sympathetic and empathetic behaviors. As a result, attempting to change such a culture by advocating for such behaviors only exudes resistance from members of the organization. In addition, other factors also illustrate the disparity between my ideal responsible environment and the actual prac tice context. For instance, aspects such as competition for intangible resources such as respect. More factors comprise student attitudes towards teachers as well as a weak student-teacher relationship. Reasons for the Gap between the Ideal and the Reality One of the main factors affecting my ability to practice responsibly involves the institutional aspect. In delineation, Scott (2001, 49) defines institutions as â€Å"multifaceted, durable social structures, made up of symbolic elements, social activities, and material resources†. Based on their composition, institutions affect social life and thus embody the fabric of the social life of an individual. They offer rigidity regardless of the dynamic changes in the environment. Conclusively, institutions comprise structures that govern individual behavior in a respective community. For instance, rules gain regard as institutions since they govern the behavior of persons in any given society. Additionally, other abstract concepts such as culture also receive definition as institutions because of the control they possess over individuals in certain settings. One common feature of institutions and their effect in this particular case involves their ability to express autonomy over i ndividuals in a setting. Even though institutions such as organizations originate from people, institutions actually end up assuming self-organization even above humans. This is evident in this situation. An institution such as culture controls the employees’ conscious intentions. Since the organization assumes a bureaucratic culture, it is exceedingly difficult to initiate an ideal teaching environment. This is because this culture governs the norms and behaviors of students alike. As such, teachers do not even attempt to change the way they associate with other students. Accordingly, administrators and teacher leaders also exercise an authoritative relationship with teachers. Furthermore, this culture only remunerates teachers on piecework basis. Consequently, once teachers are through with their classes, they do not spend supplementary time finding out the welfare of the students since it is not within their pay schedule. As a result, such adaptations exemplified by the culture restrict me from act ing responsibly within my respective practice context. Another factor affecting the ability to act responsibly involves the organizational aspect. The grounds for the disparity between the ideal and actual environment involves the relations between members of the organization. As mentioned, institutions govern an individual’s social life. An organization is also an institution that governs employees based on their activities. In my case, the bureaucratic culture plays a vital role in creating the disparity. Additionally, the culture also plays an important role in distinguishing the organization in the form of a system. According to Scott (2003), the organization stands out as a rational, natural or open system. However, in this case, the organization is actually a closed system because of its stance on formality. In this environment, there is lack of interdependence between teachers and administrators. Additionally, it also differentiates between formal and informal structures. As such, students face difficulty in attempting to i nduce informal relationships with their teachers, as well as other members of the teaching staff within the school. The last factor that affects acting responsibly comprises the personal aspect. This aspect mainly focuses on me as an individual in my practice context. Because of the influence of the institution on the environment, it is difficult for me to adopt certain behaviors especially with my students. At times, my easygoing nature allows me to interact with them informally and at least induce comfort among them. However, it becomes hard for me to mentor them based on the different roles both of us possess. My position as a teacher, emphasized by the organization, hinders me from reaching down to the students. As a result, I hardly employ empathy since I lack a mentoring relationship with my students. Additionally, the students seclude themselves in terms of their background. Such backgrounds are mostly racial. According to Appiah (2005), social factors reflect a person’s identity. This elucidates the reason why these students seclude themselves in such groups. The interaction between these aspects influences the ability to practice responsibly. Mainly, the interactive forces affecting this capability comprise organizational and personal forces. Organizational forces mainly imply the structures put in place that limit collaboration between teachers and students. As implied, the organization distinguishes between formal and informal structures. As a result, it is difficult to induce shared responsibility especially between administrators and teachers based on these structures. Furthermore, these organizational forces also influence my personal doctrines. It is evident that external forces generate influence on the internal part of any system. Organizational forces such as hierarchical rigidity influence my relations with my students. Since students do not interact on an informal level with their teachers and leaders, it becomes impossible to interact with me informally on a significant basis. Furthermore, lack of shared responsibility among teachers and administrators discards students and teachers from assuming a collaborative relationship. Closing the Gap between the Ideal and the Reality of Responsible Practice The difference between the actual context and my ideal responsible environment requires a contribution of efforts to close the gap. These efforts represent opportunities that will assist in conjoining my ideal practice and the current practice. Additionally, these opportunities will focus on changing a certain part of my respective area of teaching which involves English Language Teaching (ELT). Nonetheless, exploiting these opportunities will undoubtedly lead to the occurrence of certain implications that will certainly have a positive or negative impact. The opportunities comprise: Implementing a Peer Review Program The implementation of a Peer Review Program will require the collaboration of both teachers and administrators. This will be the first step towards advocating for change in English Language Teaching. The program will focus on allowing teachers to evaluate and analyze practice, as well as increasing qualified learning plans in the practice area. Furthermore, the program will substitute the need for tenure. Within any organization, tenure comprises one of the crucial organizational factors. It comprises the quantity of time put in by an employee in a day. It comprises the piecework basis in the actual practice context. Nonetheless, implementation of the Peer Review Program will have an impact on the piecework basis system. To an extent, the program will actually eliminate the system because of its preferences and disparate framework from the actual system. The piecework basis places emphasis on the quantity of time a teacher dedicates in class. As such, it does not provide any room for improvement. Accordingly, it does not enable a teacher to visualize and assess her performance. This poses a significant effect on students since most of them are unable to voice their opinion concerning their teacher. This applies similarly in ELT. Therefore, applying the Peer Review Program will surely affect the organization. Accordingly, it will also influence institutional factors. This is because adopting this system will necessarily imply a change in the organizational culture. Such a change will definitely lead to resistance since it disrupts the status quo within the organization. Additionally, this implication will imply positively to me personally since it will enable me to gauge my performance within this related area. In replacing tenure, the Peer Review Program will offer opportunities based on improvement. Consequently, the program will also in providing prospects where there is insufficient improvement. Therefore, applying this program in my practice context will affect the entire organization as well other areas of teaching and learning in the organization. The program will lead to a steady dissolution of formal and informal structures especially among teachers and students. Additionally, the program will also assure a due process during dismissal processes. Therefore, by assuring due process rights among teachers in the organization via a just and transparent system, employment will continue based on performance. This will clearly bring a considerable change in the organization. Teachers will at least have a right in safeguarding their stances. Furthermore, the bureaucratic institution will also dissolve into a more democratic culture that will see teachers sharing responsibility in decision making with administrators and other leaders. Instituting a Teacher-Student Led Curriculum A Teacher-Student Led Curriculum program involves a learning schedule designed by both teachers and students. This opportunity will aid in closing the gap in my practice context. This curriculum will take advantage of the collaborative approach. This approach will involve both the student and me in determining the curriculum for the students. Usually, my class consists of adult learners who also have other priorities apart from school. Therefore, instead of using a rigid structure from the organization, it will advantageous for us to create a curriculum that suits our needs. Additionally, the Teacher-Student Led Curriculum will focus on areas that students feel present the biggest challenge. Thus, it will encourage the facilitation and contribution of ideas and suggestions that will ease English Language Teaching and Learning (Keiser, Kincaid Servais, 2011). One of the main implications arising from this will focus on my personal side. Developing a Teacher-Student Led Curriculum will enable me to interact on a personal level with my students. This is a factor that was difficult for me to exercise based on the organizational and institutional influence on teacher-student associations. Furthermore, working together within the students will allow me to develop an empathetic behavior. The curriculum will mainly focus on scheduling the timelines as well as determining the areas that require maximum attention. Thus, working on these factors will enable me to understand the issues that bother some of my students in relation to their class work and social life. For instance, when working on scheduling the time for the lessons, various students might have reasons that may force me to adjust the timeline in order to suit them and the majority. Implementing such a curriculum will undoubtedly receive resistance from organizational and institutional factors. This is because such a curriculum will mark the beginning of a liberal manner of teaching. This form of teaching will comprise contributions from students. Organizational factors such as hierarchical rigidity will impede this process. This is because applying a strategy will eliminate the power relationship between teachers and students. Additionally, institutional factors will also impede this effort. The bureaucratic culture, which is responsible for guiding norms in the organizations, will be under threat. This is because of the application of a curriculum that values student input, and in a way, allows students to exercise a democratic effort in determining their education. Furthermore, implementing the Teacher-Student Led Classroom will attract maintenance of the program over the long term. Irrefutably, the maintenance of the program will focus on assisting new adult learners in the ELT course. Learning English is difficult especially for adult immigrants who had little exposure to the language. Thus, the curriculum will also cater for these students in various ways. For instance, the curriculum will allow me to divide my classes between old and new students. This is because teaching them together will only confuse the new students further. While working collaboratively with the students, I will be able to assign a peer-reviewed teacher, possibly from my class, to teach the new students. However, this will also require me to apply Staffing. Staffing will involve the employment of more liberal teachers within my practice context. Therefore, an increase in the number of teachers will actually allow new students to receive the attention they need. References Ahlstrom, C. (2003). Collaborating with students to build curriculum that incorporates real-life materials. Focus on Basics: Connecting Research and Practice, 6(C), 1-7. Appiah, A. (2005). The demands of identity. In A. Appiah (Ed.), The ethics of identity (62-71). Princeton, NJ: Princeton University Press. Appiah, A. (2005). The ethics in individuality. In A. Appiah (Ed.), The ethics of identity (1-35). Princeton, NJ: Princeton University Press. Martin, M. W. (2000). Shared responsibility and authority. In M.W. Martin (Ed.), Meaningful work: Rethinking professional ethics (119-137). New York, NY: Oxford University Press. Scott, W. R. (2001). Constructing an analytic framework I: Three pillars of institution. In W.R. Scott (Ed.), Institutions and organizations (48-70). Thousand Oaks, CA: Sage. Scott, W. R. (2003). The subject is organizations. In W.R. Scott (Ed.), Organizations: Rational, natural, and open systems (18-30). Upper Saddle River, NJ: Prentice Hall. Annotated Bibliography Balcikanli, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. There is a significant amount of research concerning the issue of learner autonomy. Generally, the notion of learner autonomy arose in 1981 and focused on concentrating on language learning. Therefore, Balcikanli illustrates the conceptions, misconceptions, review and research encompassing this broad aspect. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. Gay focuses on the impact of culturally responsive teaching in contemporary schools. The author delineates this type of teaching and even focuses intently on broad concepts such as race and ethnicity that encompass the society and possess a profound effect on teaching and learning. Keiser, N., Kincaid, M., Servais, K. (2011). Using a collaborative leadership model in a teacher education program. American Journal of Educational Studies, 4(1), 5-20. Keiser, Kincaid and Servais discuss the use of the collaboration approach. They discuss the contrast between the Conventional Method of teaching and the Collaborative Approach and advocate for the leadership model especially in teacher education programs. Mansour, N. (2009). Science Teachers’ Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental Science Education, 4(1), 25-48. Mansour integrates the notion of beliefs in the field of teaching. Even though the author illustrates research on the impact of beliefs in science, he also discusses the topic in general and applies other concepts such as culture and status quo that affect teaching.

Global Warming and Carbon Credits

Global Warming and Carbon Credits Free Online Research Papers Global warming refers to the recent increase in the Earths temperature. The effects of this climate change are already being felt around the world. Scientists predict that temperatures will rise up to 6 °C further over the next century. This may cause rises in sea level, extre,e weather events such as hurricanes and heat waves, and war and disease, particularly in developing countries. It is generally agreed that global warming is caused by greenhouse gases emitted by humans into the Earths atmosphere. The biggest contributor is carbon dioxide, which is generated by burning fossil fuels such as coal, oil or gas. Every car or plane journey contributes directly to the Earths change in climate. Most of the worlds electricity is also generated from these fuels, despite renewable alternatives such as wind and solar power. The ideal solution would be an immediate and drastic drop in global carbon emissions. However this is not going to happen in our lifetimes. In fact, rapid economic development in countries such as China and India, as well as ongoing growth in the rest of the world, mean that carbon emissions are still increasing year on year. The Kyoto protocol is a first international attempt to address the issue seriously, but it has met with limited success. Enter Carbon Credits Carbon credits (or carbon offsets) offer an interim solution for companies and individuals. After calculating the quantity of carbon emitted by flying, driving and using electricity, the carbon emitter pays for a project that reduces carbon emissions by this same amount. Since greenhouse gases circulate freely in the atmosphere, this project can be located anywhere in the world. Carbon Catalog lists many different types of carbon project. Those involving solar, wind and hydroelectric power generate energy from renewable sources instead of fossil fuels. By increasing efficiency, switching fuels or generating heat and electricity together. Many projects lower energy requirements via better lighting, materials, building or public transport. After carbon dioxide, the second most important greenhouse gas is methane. While there is much less methane in the atmosphere, every tone causes 20-70 as much warming as a tone of carbon dioxide. Many projects capture industrial or agricultural methane and burn it to generate energy. The money one pays to offset one’s remaining emissions goes to projects that need funding to stop the releasing of greenhouse gases ( like supportable energy developers and rubbish heap gas capturers ) or that remove greenhouse gases from the atmosphere ( like reforesters ). CO2 emissions emitted anywhere in the world contribute to global warming and climate change. The opposite is also correct, removing or reducing greenhouse gases anywhere helps stop climate change. Kyoto protocol: Launched in the winter of 1997, the protocol was designed to establish a broad agreement between countries around the world to restrict emissions of harmful greenhouse gases. Due to the too complex membership process and split ratification standards, it took until first quarter of 2005 before it became enforced. It took a long journey to its enforcement in 2005 since negotiations were not only lengthy and complex but was also factious. Merely signing up to the Kyoto Protocol did not in itself carry any real weight. When a country agreed to ratify Kyoto Protocols conditions, it is then that it would actually come into force, and merely signing it did not mean anything. Ratification ensured that the country would actively participate in reducing emissions against a specified target. Those who were unable to do so would need to engage in emissions trading, buying credits from participating countries which had been able to reduce their emissions beyond the specification. According to the Kyoto Protocol sponsor, the United Nations Framework Convention on Climate Change, this treaty aimed to stabilize greenhouse gas concentrations in air at a level that would not interfere with the natural climate system. To this day, 183 parties have ratified the protocol with the latest major standout to sign up being Australia. Launched in the winter of 1997, the protocol was designed to establish a broad agreement between countries around the world to restrict emissions of harmful greenhouse gases. Due to the too complex membership process and split ratification standards, it took until first quarter of 2005 before it became enforced. It took a long journey to its enforcement in 2005 since negotiations were not only lengthy and complex but were also factious. Merely signing up to the Kyoto Protocol did not in itself carry any real weight. When a country agreed to ratify Kyoto Protocols conditions, it is then that it would actually come into force, and merely signing it did not mean anything. Ratification ensured that the country would actively participate in reducing emissions against a specified target. Those who were unable to do so would need to engage in emissions trading, buying credits from participating countries which had been able to reduce their emissions beyond the specification. According to the Kyoto Protocol sponsor, the United Nations Framework Convention on Climate Change, this treaty aimed to stabilize greenhouse gas concentrations in air at a level that would not interfere with the natural climate system. To this day, 183 parties have ratified the protocol with the latest major standout to sign up being Australia. How does it exactly work? The goal is to stop the increase of carbon dioxide emissions. The Kyoto Protocol presents nations with the challenge of reducing greenhouse gases and storing more carbon. A nation that finds it hard to meet its target of reducing GHG could pay another nation to reduce emissions by an appropriate quantity. The carbon credit system was ratified in conjunction with the Kyoto Protocol. For example, if an environmentalist group plants enough trees to reduce emissions by one ton, the group will be awarded a credit. If a steel producer has an emissions quota of 10 tons, but is expecting to produce 11 tons, it could purchase this carbon credit from the environmental group. The carbon credit system looks to reduce emissions by having countries honor their emission quotas and offer incentives for being below them. What is Carbon Trade? An idea presented in response to the Kyoto Protocol that involves the trading of greenhouse gas (GHG) emission rights between nations. For example, if Country X exceeds its capacity of GHG and Country Y has a surplus of capacity, a monetary agreement could be made that would see Country X pay Country Y for the right to use its surplus capacity. Credits versus Taxes Credits were chosen by the signatories to the Kyoto Protocol as an alternative to Carbon taxes. A drawback of tax-raising schemes is that, they are not frequently hypothecated, and so some or all of the taxation raised by a government may be applied inefficiently or not used to benefit the environment. By treating emissions as a market commodity it becomes easier for business to understand and manage their activities, while economists and traders can attempt to predict future pricing using well understood market theories. Thus the main advantages of a tradable carbon credit over a carbon tax are: 1. The price is more likely to be perceived as fair by those paying it, as the cost of carbon is set by the market, and not by politicians. Investors in credits have more control over their own costs. 2. The flexible mechanisms of the Kyoto Protocol ensure that all investment goes into genuine sustainable carbon reduction schemes, through its internationally-agreed validation process. Key players: Bank of America is a leader in carbon-reduction strategies. The bank recently launched a $20 billion, 10-year initiative to finance emission-reduction projects, invest in green technology, and facilitate carbon-credit trading. BP is among the most well-known companies to implement an internal cap-and-trade system. The company assigned its 150 units an emissions quota and allowed them to buy and sell carbon credits among themselves. The European Union Emission Trading Scheme (EU ETS) is the mandatory cap-and-trade program for the EU. The Chicago Climate Exchange (CCX) is a U.S. carbon-trading scheme in which companies make a voluntary but legally binding commitment to meet emissions targets. Impact on the environment and society: The carbon credit system, though critical at the moment does pose a lot of advantages: The money from the purchases of carbon credits is used to create renewable energy projects and develop sources of renewable energy from wind turbines and solar panels for example. Energy saving initiatives are also created using carbon credits. People in the developing world are often given investment to help them save energy. The advantages of carbon credits mean that some of the schemes used like protecting rainforest have other environmental benefits. Though schemes like this are clearly flawed because they are not offsetting any carbon like they should be doing, but are merely stopping more being released by the cutting down of trees. Carbon credits system helps in ‘storing’ carbon in the soil which helps in green growth and purification of the atmosphere Energy saved means energy gained, saving energy will gradually put up for gaining it which will increase efficiency, plus make way for better avenues of energy The carbon credits idea greatly aids in putting a cap on the unchecked release of greenhouse gases across the world. Industries that pollute the atmosphere are penalized to do so and those who do not are incentivized. Hence companies and governments are persuaded to use eco-friendly means to ensure that unabated emissions of greenhouse gases don’t occur. An international market for carbon credits makes sure that companies can opt for and practise this system without difficulty. Trading is simple under this system as the regulations and methodologies are clear and simple, and this results in its popularity and effectiveness. More than the penalty awarded to erring companies, the rewards and appreciation given to green firms is what makes this system so popular and exclusive. This means that organizations with limited emissions will come up with strategies to further curtail emissions so that they can sell more carbon credits in the international market and thereby increase their profits. Hence, this system leads to a cleaner and greener environment. A majority of nations across the world have welcomed and embraced the method of carbon credits trading, and this is probably its most important benefit. Many projects fail because they are not able to generate widespread acceptance. By getting this aspect right, carbon credits look all set to bring about a significant improvement in the environment. trading may also allow a relocation of fuel intensive industries closer to fuel sources while maintaining or decreasing the total greenhouse gas output trading allows flexibility to innovate, develop appropriate technologies for developing countries and make technological advances in effective greenhouse gas emission reduction or carbon sinks Disadvantages: The Kyoto mechanism is the only internationally-agreed mechanism for regulating carbon credit activities, and, crucially, includes checks for additionality and overall effectiveness. Its supporting organisation, the UNFCCC, is the only organisation with a global mandate on the overall effectiveness of emission control systems, although enforcement of decisions relies on national co-operation. The Kyoto trading period only applies for five years between 2008 and 2012. The first phase of the EU ETS system started before then, and is expected to continue in a third phase afterwards, and may co-ordinate with whatever is internationally-agreed at but there is general uncertainty as to what will be agreed in Post-Kyoto Protocol negotiations on greenhouse gas emissions. As business investment often operates over decades, this adds risk and uncertainty to their plans. As several countries responsible for a large proportion of global emissions (notably USA, Australia, China) have avoided man datory caps, this also means that businesses in capped countries may perceive themselves to be working at a competitive disadvantage against those in uncapped countries as they are now paying for their carbon costs directly. The biggest drawback of carbon trading is lack of a comprehensive global structure for trading. Since majority of trade in carbon credits is conducted in the global market, it is difficult for regional enterprises to make use of this system. several small enterprises are not capable of affording the expenditure on buying the machinery or implementing sophisticated techniques that would reduce their emissions. As a result, the smaller businesses are made to repeatedly buy carbon credits in this system which leads to lowering of their capability to compete with bigger organizations. Theoretically, this scheme must bring down the overall level of carbon emissions. In reality, what credit trading does at best is to shift pollution from one place to another, in fact from one company to another. In countries where it is a lot cheaper for companies to simply shift to green technology than paying carbon/abatement taxes, companies will keep earning credit. When a substantial number of companies go green and earn credits, the value of credits in the market will go down because of increased supply. Non-green companies will enjoy this supply surplus and simply buy cheap credits. There will be less and less incentive for non-green companies to shift to green technology/practices, the preferred and ideal way to environmental protection. A lot of third parties appear in the system and a global regulatory body lacks Although theoretically, carbon credits system is supposed to reduce the atmospheric pollution by getting rid of the greenhouse gases, practically it does not. It may seem, What a cool idea! But instead of reducing our own carbon emissions, we are paying other people to reduce theirs. Carbon offsets - and emissions-trading schemes, their industrial-scale siblings - are the environmental version of subprime mortgages. They both started from some admirable premises. Developing countries like China and India need to be recruited into the fight against greenhouse gases. And markets are a better mechanism for change than command and control. But when those big ideas collide with the real world, the result is hand-waving at best, outright scams at worst. Moreover, they give the illusion that something constructive is being done. A few fun facts: All the so-called clean development mechanisms authorized by the Kyoto Protocol, designed to keep 175 million tons of CO2 out of the atmosphere by 2012, will slow the rise of carbon emissions by 6.5 days. Depressed yet? Kyoto also forces companies in developed countries to pay china for destroying HFC-23 gas, even though Western manufacturers have been scrubbing this industrial byproduct for years without compensation. And wheres the guarantee that the tree planted in Bolivia to offset $10 worth of air travel, for instance, wont be chopped down long before it absorbs the requisite carbon? Nationally managed emissions-trading schemes could do a better job than Kyotos we-are-the-world approach by adding legal enforcement and serious oversight. But many economists have a safer way: a tax on fossil fuels. A carbon tax would eliminate three classes of parasites that have evolved to fill niches created by the global climate protocol: cynical marketers intent on greenwashing, blinkered bureaucrats shoveling indulgences to powerful incumbents, and deal-happy Wall Streeters looking for a shiny new billion-dollar trading toy. So we again come to the point where we ask, credits or taxes? Taxes have the following advantages: 1. Carbon taxes will lend predictability to energy prices, whereas cap-and-trade systems will aggravate the price volatility that historically has discouraged investments in less carbon-intensive electricity generation, carbon-reducing energy efficiency and carbon-replacing renewable energy. 2. Carbon taxes can be implemented much sooner than complex cap-and-trade systems. Because of the urgency of the climate crisis, we do not have the luxury of waiting while the myriad details of a cap-and-trade system are resolved through lengthy negotiations. 3. Carbon taxes are transparent and easily understandable, making them more likely to elicit the necessary public support than an opaque and difficult to understand cap-and-trade system. 4. Carbon taxes can be implemented with far less opportunity for manipulation by special interests, while a cap-and-trade system’s complexity opens it to exploitation by special interests and perverse incentives that can undermine public confidence and undercut its effectiveness. 5. Carbon taxes address emissions of carbon from every sector, whereas some cap-and-trade systems discussed to date have only targeted the electricity industry, which accounts for less than 40% of emissions. 6. Carbon tax revenues would most likely be returned to the public through dividends or progressive tax-shifting, while the costs of cap-and-trade systems are likely to become a hidden tax as dollars flow to market participants, lawyers and consultants. How can carbon credits help improve the environment and society? Carbon credits can provide a country with both monetary and non monetary benefits. Currently, carbon credits are valued at approximately â‚ ¬ 30 per metric tone. Even if a country generates 100,000 metric tons of carbon credits a year it can generate an additional â‚ ¬ 3 million which is a quite significant amount especially for a debt ridden country like India. However, if we look at the non monetary benefits, carbon credits are a gold mine as they lead to positive changes in the soil property and environmental quality. Carbon credits, in general, leads to improved soil structure, with surface structure becoming more stable and less prone to erosion. Especially significant is the subsequent increase in soil organic matter. As soil organic matter increases, soil water and nutrient capacity increases significantly. And crops will fare better during drought because infiltration and water holding capacity have improved. Also, organic matter and the associated soil biological population will increase in vigor and numbers with more diverse crop rotations. Organic matter also may bind pesticides, suppress disease organisms, and improve crop health and vigor as soil biological activity and diversity increase. These changes could become a boon for agricultural economies. With respect to environmental changes, improvements can be expected in air quality as dust, allergens, and pathogens in the air decline; in water quality as sediment and nutrient loads decline in surface water from better soil aggregation; and in agricultural productivity. Wildlife habitat also is improved with higher residue levels. However, benefits always come at a cost and these should be analyzed before the benefits are praised. COST OF CARBON CREDITS Carbon credits is not an investment free avenue. Though generating carbon credits incur very low production costs, the subsequent costs can be high. The major challenge is in measuring the quantity of carbon in trees. A range of simple to complex techniques is available for the purpose. In general, the techniques are more reliable for plantations of species such as radiata pine and certain eucalypts, but less so for plantations of other species or of mixed ages and mixed species. Other things remaining the same, measurement of carbon with higher statistical accuracy results in higher cost for the grower. Growers also incur costs in the steps leading to the sale of the carbon credits. The steps form a lengthy and costly process. Some of the key points in the process include aggregation of individual growers’ carbon into a sizeable pool; verification of the pool; issuance of carbon credit certificates by an independent agent; registration of certificates and their lodgment with an authorized market clearing house for sale; and exchange of the certificates and the monies. Also as the cost of services and transactions associated with selling carbon are subject to economies of scale; small scale growers end up paying higher cost per unit of carbon. Recently concerns have risen over the long term effects of carbon credits. Kyoto forests consist of big trees which use a lot of water. Water use by plantations, cause a reduction of approximately 38 per cent in the stream flow. This may prove fatal in the long run, especially in populated areas. Shortage of water will start a cycle which will ultimately lead to the rotting of the forests themselves thereby defeating the purpose of the effort. In spite of the multiple problems and issues, the carbon credits market is growing at a very fast rate. WORLD CARBON CREDITS MARKET The world carbon credits market is the one fastest growing market in the world. According to estimates, the market is expected to grow to between â‚ ¬ 4.6 to â‚ ¬ 100 billion by 2010, with the former estimate based on purchases of carbon credits limited to compliance only, and the latter estimate subject to international political developments. However, the Kyoto deadline of 2012 for compliance is being pegged as the accelerator for market growth and estimates say that as end of the compliance period approaches, trading will go up exponentially with the market capable of reaching as high as â‚ ¬ 150 billion. The largest current market is the European carbon credits market (EU ETS) which opened on 1st of January 2005 and began trading at â‚ ¬ 6.7 per ton of CO2. Both, prices and volumes have gone up since then and currently carbon credits are being traded at approximately â‚ ¬ 30 per ton of CO2. The volumes are expected to rise up with massive demand coming from US, Germany, China and Japan in the near future. US which has not yet ratified the protocol is one of the largest generators of emissions, generating up to 25 per cent of the world CO2 emissions every year. INDIA’S PROSPECTS India has a huge advantage when it comes to the carbon credits market. In the new regime, the country could emerge as one of the largest beneficiaries accounting for 25 per cent of the total world carbon trade, says a recent World Bank report. The country’s dominance in carbon trading is expected to be driven, not so much by the domestic industry, but more by its huge tracts of plantation land, estimated to be over 15 million hectares, much larger than Australia which aims to be a major player in emission trading by adding 2 million hectare plantation by 2020. Seeing the importance of the prospects in the Indian market, World Bank entered into an agreement with Infrastructure Development Finance Company (IDFC) in 2002 wherein IDFC was given the task of handling carbon finance operations in the country for various carbon finance facilities. World Bank also earmarked an initial investment of $ 10 million aid carbon finance to IDFC-financed projects that meet all the required eligibility and due diligence standards. Identifying the opportunities the Indian industry has already taken proactive measures. A large number of domestic companies have initiated projects in diverse areas such as energy efficiency, co-generation, natural gas alternative fuels and hydel power. But the potential is still untapped. Currently, there are only about 225 projects in India which are moving towards taking advantage of this concept as compared to the current global requirement of 350-500 million tones of additional carbon credits. Much depends on how well India can capitalize on the current scenario. If the Indian industry and government cooperate Indian stands the chance of creating a $ 5 billion carbon credits market in the next seven years. PROTOCOLS FOR THE GENERAL PUBLIC: No matter who does what, it is advisable for general public to do small things that would definitely help fight the climate crisis and purify the environment. Drive Smart! A well-tuned car with properly inflated tires burns less gasoline- cutting pollution and saving you money at the pump. If you have two cars, drive the one with better gas mileage whenever possible. Better yet, skip the drive and take public transit, walk, or bicycle when you can. Buy Local and Organic vegetables. Did you know the average urban Indian meal travels more than 1,500 miles from the farm to your plate? Think of all the energy wasted and pollution added to the atmosphere not to mention all the pesticides and chemicals used to grow most produce! So go to your local organic farmer to get your fruits and veggies. Support clean, renewable energy. Renewable energy solutions, such as wind and solar power, can reduce our reliance on coal-burning power plants. Replace incandescent light bulbs with compact fluorescent bulb: Compact fluorescents produce the same amount of light as normal bulbs, but use about a quarter of the electricity and last ten times as long. Each switch you make helps clean the air today, curb global warming, and save our money on our electricity bill. Become a smart water consumer. Install low-flow showerheads and faucets and youll use half the water without decreasing performance. Then turn your hot water heater down to 120 °F and see hot-water costs go down by as much as 50 percent. Buy energy-efficient electronics and appliances. Replacing an old refrigerator or an air conditioner with an energy-efficient model will save you money on your electricity bill and cut global warming pollution. Look for the Energy Star label on new appliances. Plant a Tree, protect a forest. Protecting forests is a big step on the road to curbing global warming. Trees breathe in carbon dioxide, but slash-and-burn farming practices, intensive livestock production, and logging have destroyed 90 percent of the native forests in the United States. And you can take action in your own backyard - planting shade trees around your house will absorb CO2, and slash your summer air-conditioning bills. Reduce! Reuse! Recycle! Producing new paper, glass, and metal products from recycled materials saves 70 to 90 percent of the energy and pollution, including CO2 that would result if the product came from virgin materials. Recycling a stack of newspapers only 4 feet high will save a good-sized tree. Pleasebuy recycled products! As the clichà ©s go â€Å"Better late than never† and â€Å"Better safe than sorry†, think about the fact that these very banal statements were thought of for a reason in the first place and were based on common observations. Thus, it is now time to be prudent rather than judgmental. CONCLUSION: The carbon credits market is a liquid market as of now. And there is nothing to support the fact it will remain the same in the time to come. But India needs additional sources of revenue to finance its infrastructural requirements and feed its ‘100 billion’ population. Even if the market stops growing in the future or ceases to exist, the non monetary effects for an agricultural economy like ours are huge enough to make the risk worth while. Considering the environmental benefits of carbon credits system, the idea is still in smoke, there is no clear picture as there lacks a global regulatory body that would control all activities and hence monitor every trade that happens and provide a much clear picture whether results are coming out of it or not. I would say that the world should start off with carbon taxes as it would initiate the seriousness and the thought process, and in the meanwhile, create a global general regulating body omitting majority of third parties and come up with a strong regulated and networked body of the carbon credit system. If proper monitoring is done, and positive results are indicated, the carbon credit system can pave way for a great future. Research Papers on Global Warming and Carbon CreditsRelationship between Media Coverage and Social andDefinition of Export QuotasThe Project Managment Office SystemBionic Assembly System: A New Concept of SelfIncorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever ProductGenetic EngineeringOpen Architechture a white paperAppeasement Policy Towards the Outbreak of World War 2Twilight of the UAW

The Game of Hex - An Interim Report Dissertation

The Game of Hex - An Interim Report - Dissertation Example Project Aims/Objectives The aim of the project is to implement a Hex game using NxN board, where N depicts the number of hexes in a side. The player would be able to specify the number of hexagons on a side i.e. size of board that will be used in the game. The board would be diamond shaped. The gaming mode could also be selected i.e. the two players could be two humans, a human against the system or two systems against each other with opposite sides. The player will select a side. If white is selected, then the player himself begins, else the opponent (player or system) plays the first move. Project Requirements The requirements of this project are divided into three parts: 1. Essential requirements The development language for the project would be Java (oracle JDeveloper 11). All functionalities will be developed using JDeveloper 11. AI algorithm called MCTS algorithm shall be used to support the high level of knowledge required by the Hex game. MCTS shall be implemented on the Hex game board whereon the data structures would be transferred. The game would have playing options. These options will be implemented though MCTS. The game will be played by two human players, or one human against the system. 2. Recommended requirements A new playing mode option can be added. In this playing mode, the game would be played between two systems. Adobe flash player can be used for designing a helper application to guide computer players as to how to play the Hex game. The guide would be simple enough to assist anyone in learning the game rules and playing. 3. Optional requirement: The MCTS algorithm which is used for building this game shall be compared with another... The board is rhombus shaped consisting of an array of hexagons. The optimal suggested size for rhombuses is 14x14. However, the size could vary. After choosing a one of the two colors (e.g. black or white), each player takes turn to place a piece on any one of the unoccupied hex. The goal of the game is that a player has to connect the two opposite sides of the board with an unbroken chain of his/her colored pieces. For a player that selected white, a chain of white pieces has to run from one edge to the other. Similarly, for the player with black pieces, a connected chain of pieces has to run across the other two edges (Figure 1-a). There is no predefined path for the chain. It can freely twist and turn on its path between the two edges. The player with white pieces always makes the beginning move. The strategy of Hex is such that the winning moves may be different for every player and the game never ends in a draw. One player always wins. This is due to Brouwer fixed-point theorem for 2D squares. Computer programs where a game of two players is solved generally comprise of exploration of a hierarchy of positions on the board. This hierarchy (called game tree) is a tree with a root, where its nodes represents the valid position on the board and the edges represent the valid moves. The extensive techniques for game-tree search developed over the last 3 to 4 decades are mostly aimed at programming Chess.