Crimes against the elderly Research Paper Example | Topics and Well Written Essays - 1750 words

Crimes against the elderly - Research Paper Example The vulnerability of its members sets this section of the population apart from other age groups that are also concerned about crime. Going out at night alone; walking alone; living alone; traveling unfamiliar routes alone; doing their banking; inside or outside at automated teller machines; going to and from parking lots to do their shopping. Even doing something as simple as answering their telephones (Montague, 2009). Scores of the crimes committed against the elderly are signs of what is happening to the population in general. While many kinds of crime could involve any age group, a few categories, frauds and scams, pick pocketing, purse snatching, theft of checks from the mail and crimes in long-term care settings are committed more to the older than younger victims, AARP studies have indicated in a recent survey. Reports of brutal crimes multiply fast through the mature community and affect that section of the population dramatically. Although statistics show that brutal crime against the elderly is uncommon as compared to other age groups, many older people pose great fear of physical harm. The crimes committed against the elderly are discussed below. The first type of crime is property crime. This involves invasion of an elderly person’s living house and destroying his/her possessions, which may lead to economical and emotional destruction. Sometimes the loss of possessions may not be as destructive as the feeling of insecurity in those living houses after the incident (U.S. Department of Justice, 2008). The other type of crime is frauds and swindles against the elderly. Loss of money can be serious for anyone with limited financial possessions, but for many older individuals, it can be more devastating. Some of the elderly people are even at higher risks to fraudulent schemes than the younger groups. While it is not easy to draw general conclusions, various combinations of factors contribute to victimization,

Bdm Essay Example | Topics and Well Written Essays - 1250 words

Bdm - Essay Example 8.56135 7.77005 Inter-quartile range (IQR): The median happens to be in the middle of the sorted data. Similarly the first quartile can be defined as 1/4 of the way through the sorted data, and the third quartile to be 3/4 of the way through the sorted data. Second quartile is also known as the median. The range between the first and third quartiles includes half of the data. The size of the range (i.e., the difference between the third quartile and the first quartile) is another measurement of variability called the inter-quartile range or IQR. For normally distributed data: IQR = 1.35 From the above calculations it appears the reorganization exercise has not been a grand success. Though it appears to have tightened some loose ends but still the average output remains the same. Task-3: Table-2: Annual record of sales revenue & advertising expenditure for SarnesCo (000's) Period 1 2 3 4 5 6 7 8 9 10 11 12 Sales Revenue 100 130 160 175 180 190 190 180 220 250 255 260 Advertising expenditure 10 12 12 12 13 13 13 14 15 15 16 16 3 period moving averages for sales A3 = (160+130+100)/3 = 390/3 = 130 A4 = (175+160+130)/3 = 465/3 = 155 A5 = (180+175+160)/3 = 515/3 = 171.67 A6 = (190+180+175)/3 = 545/3 = 181.67 A7 = (190+190+180)/3 = 560/3 = 186.67 A8 = (180+190+190)/3 = 560/3 = 186.67 A9 = (220+180+190)/3 = 590/3 = 196.67 A10 = (250+220+180)/3 = 650/3 = 216.67 A11 = (255+250+220)/3 = 725/3 = 241.67 A12 = (260+255+250)/3 = 765/3 = 255 4 period moving averages for sales (it can be calculated similarly as above) A4 = Task-4: Task- 5: Business Presentation Material for the presentation SarnesCo, the manufacturer of machinery for the textile industry, wants to improve its assembly line SarnesCo appoints consultant, who in turn study the assembly...The range between the first and third quartiles includes half of the data. The size of the range (i.e., the difference between the third quartile and the first quartile) is another measurement of variability called the inter-quartile range or IQR. For normally distributed data: Taking a look at the mean, median figures of the production efficiency 'before' and 'after' the implementation of these steps, it is quite apparent that the consultants have not been able to improve the assembly line as much as desired by the company.

The Sexual Misconduct Underage Girls In The Swimming Teams Undergo Movie Review

The Sexual Misconduct Underage Girls In The Swimming Teams Undergo Under Their Coaches - Movie Review Example The coaches see the girls as easy prey and spread their sexual tentacles to them. They threaten them to ensure that word of their sexual misconduct does not reach adults. Their sexual misconduct is a slow process that starts with simple talks and then advances to caressing. This is followed by kissing and later fondling. Some stop at this point but some coaches simply break the limit. They advance to deep kissing and later full sexual intercourse (Ross, 2010). They do not care that these are minors they are dealing with which is not only legally unacceptable but it is morally and ethically inappropriate. They do not care about the lives of the young girls they are messing around with nor do they care about the life long trauma the girls will get as a result of guilt and harboring secrets. All they care about are their own sexual gratification and when discovered, they quickly relocate to another state and continue the same cycle. The other key point raised is the fact that the US swimming association does not take the issue seriously. It defends their coaches and lets them back on the job after suspension or simply with a warning. They also fail to conduct proper background checks on a coach before being hired and they simply rely on official criminal records. Many coaches who are sexual molesters and have gotten away with it still roam around and seek similar jobs elsewhere and hunt for new preys to sexually molest.

Morality and ethics in international laws

Morality and ethics in international laws Introduction All of international laws put great emphasis on morality and use of ethics. Morality is one of main criterions in foreign affairs. Many schools at international level provide an account of international relations, which focus on the interplay between power and morality. International level morality captures a holistic framework to analyze the main question to normative theories, namely some of moral values that are attributed to particular political activities against humanity as a whole, or may be the claims of any individual human being. This important question is at the heart of international level morality relations being one of most challenging moral questions. Recently, the international community comes up with great strides. It widely accepted the moral responsibility to protect in most of the situations where the state could not fulfill its obligations of protecting its own people. Morality and ethics are increasingly becoming fashionable and discussed on different levels of international education as well. Morality issues run throughout the lives of people, without making any division between their personal and professional identities. The foremost goal of national education policies is the character building and encouraging students to learn moral values of honesty, respectfulness, tolerance, sympathy, and truthfulness. The content of textbooks should mainly focus on these moral values. If the content is effective and delivered in an effective and efficient way to students, only then they are capable of increasing the internalization of moral knowledge. In order to minimize the gap between student’s moral information and practice, it is necessary to develop such a policy that involve moral content to significant extent in the textbooks of middle and secondary classes. National education policies aim to include moral reasoning and moral information as an essential curricular component of the school experience. Moral education is the main part of an educational backdrop throughout the history of any country. The 21st century is not able to afford any exception. Education policies at national level must embed the curriculum of primary and secondary schools into the moral content areas like Social Studies and Islamic Studies. With the subjects such as English, Urdu, Islamic Studies, Social Studies, Science, and other elective and compulsory subjects, schools can easily facilitate moral reasoning without any need to create an additional course depicting moral content. Introducing a moral reasoning and moral information curriculum through content-integrated curriculum facilitates the moral development of the students. Traditionally, people take moral education through different perspectives. Interpretation of student’s moral knowledge should be developed by taking into account the cultural influences. However, not all the cultures depict same moral values. Therefore, it is necessary to make culture-free the future direction in moral reasoning. Embedding moral content in the content of school textbooks encourages many students to develop their moral character. The moral standard of new curriculum in primary and secondary schools intends to lay such a foundation for students that gives them moral knowledge, develops moral character, responsibility, truthfulness, honesty, and high standards of personality and behavior. Moral values implied in the moral content of textbooks can be divided into several other categories of respectfulness, tolerance, kindness, awareness of rights, and sense of responsibility. Size of Moral Content The school textbooks provide comprehensive knowledge about morality. It covers a wide range of moral content including culture, social life, geography, politics, and environment. Through the moral content, students are able to make their own decisions and moral judgments. They are capable of understanding the importance of moral values that are taught in their primary and secondary curriculum. Moreover, moral education is not only possible through instructing the student on how to behave in the moral domain. The process should also cover the development of moral reasoning of individuals as well as dealing with different moral issues. The primary goal of the schools is not only promoting the academic achievements. However, the schools are in real need to promote moral character and moral development of students as well. Therefore, major part of the content in school textbooks is the moral content that focused on different moral values. With the help of such moral content, students learn many skills on resolving conflicts peacefully. They practice pro-social behaviors and engage themselves in services that result in less incidence of violence. The students master the basic moral knowledge and develop self-innovation skills and their own learning. The purpose of moral education is to develop moral virtues and personal character development of students. It helps in improving learning environment, promoting student achievements, building student character, and reducing disciplinary problems. Studying the moral content in school textbooks turns the students into good and responsible citizen, who are capable of cultivating their moral values efficiently. By studying the different facts of their own lives, they correct their moral orientation and achieve correct moral values. It taught the students ideological, civil, traditional, and moral education. Incorporating a wide range of moral content in the content of textbooks is important for all schools. Teaching moral education to students of primary and secondary schools is all about giving them enough skills to fight with several moral dilemmas that they may face in their daily lives. Moral education is no longer the teachings of religious morality rather it is about the basic character education. Students are able to resolve moral dilemmas peacefully without creating any violence. An effective moral education may revolve around specific strategies that help students in dealing with disillusionment and focusing on creation of a culture that would support the emotional and moral growth of the teachers. It is imperative to include large portion of moral content in education for the moral development of the students throughout their lives. Moral education in schools is effective for building character, sense of responsibilities, and moral values in students. The primary and secondary curriculum over time included it along with mathematics, reading, and writing. In some schools, moral education is a new concept and in many others, it is just a constant thread that has been seen throughout the history and facilitating the growth through levels of moral development. Developing moral reasoning The content of school textbooks on moral reasoning covers much of the social studies and arts curriculum. The content provided developing moral reasoning successfully implements it in daily lives of students. The incorporation of content about moral reasoning in curriculum is sufficient to move the students through stages of moral reasoning in efficient manner. Shared leadership and discussion are necessary curricular components of all schools. Schools teach morality inherently by conveying to students what one expects of them regarding what is right and wrong. Teachers help them to reflect on moral reasoning efficiently. Moral reasoning comprises of abstract concepts that students can examine and evaluate through dilemma-based discussions in their schools. It lets the students to present and discuss open-based scenarios. The content about moral reasoning makes the students to think contextually and analytically, who are then able to make informed decisions based on social and historical context. Therefore, it is best to embed moral reasoning in content areas of language arts and social studies specifically for dilemma-based discussions. Embedding the moral reasoning content into the core content parts of school textbooks allows both the teachers and their students to participate in integrated discussions throughout the school year and at different times rather in isolation. The pressure on students to share their decision-making roles provides such situations where moral reasoning can be applied. It is important to apply it in conjunction with dilemma-based discussions. Moral reasoning allows the students to practice it through their abstract thoughts and discussions. Moral reasoning helps the students to cover quickly the stages of moral development. It allows the schools to reach their mission of an educated citizenry through content-integrated and dilemma-based discussions. Allowing for student ownership in the school is an important aspect of moral education approach. Schools must implement this approach programmatically to achieve goal of an educated citizenry. The school administration needs to model it in order for students, who can internalize it. This approach depends on principles of fairness and justice in society. The contents about moral reasoning in school textbooks depend largely on the moral concepts that include student’s intention and understanding in relation to their actions. Using this approach, teachers are responsible for engaging students emotionally and intellectually through several discussions and solving moral dilemmas and issues. It helps the students to reach at high stage of moral thinking. Since moral thoughts goes through sequence of development stages, teachers must assist students throughout this process. Teachers play a vital role by closely listening to students in order to have better understanding of their reasoning and helping them in moving to next level of reasoning. Kohlberg’s stages of moral development as a theoretical framework facilitate the development of moral reasoning. During the stage of universal principles, the moral reasoning of individuals is beyond the strict rules of the society. Despite, it is beyond the social norms founded on abstract principles. Kohlberg believed that very few people achieve this stage where moral reasoning is guided by those internal universal standards, which supersede laws. The content provided developing moral reasoning exhibits its varying degrees from explicit religiosity to the secular overtones throughout students’ life. Content about moral information A large proportion of the contents of school textbooks explore the moral information and examine whether these contents properly address the content about moral information and knowledge of the students. Moral information is an important curriculum in education that targets in guiding students to live comfortable life and to become responsible citizen. Morality causes them to integrate into their community and learn how to solve problems of their lives. The most important responsibility and purpose of the content about moral information is to make students of primary and secondary classes to learn to live a healthy and civilized life. The moral content guides them in developing high standards of moral values. It encourages them to develop and explore the innovative spirit of science and civic virtues as well. Moreover, moral information leads to a good moral character and behavior habits of the students that enable them to live happy lives. Through moral knowledge and information, they learn about the development of their own in an effective way. Students of early grades are capable of learning skills more than the students in higher grades of education learn. Moral content of the school textbooks provides them such learning skills to face the challenges of life with confidence and solve daily life problems peacefully. They learn to develop their own life skills and avoid disasters and risks in their lives. Moral education guides them about the correct moral orientation and facts regarding their own lives. They analyze and adopt the moral values that play important role in the moral development of their own caring character. Such moral content successfully addresses the principles regarding psychology and physical development of the students. The content of school textbooks about moral information comprises of different categories. These revolve around making the students to love their motherland and their hometown. It guides them kindness to others, sense of participation in society, sense of responsibility, awareness of rights, traditional virtues, national unity, trustworthiness, respect for teachers, and love for younger individuals. It helps in developing mental health of students, their occupational satisfaction, consciousness of peace, and global consciousness. Moral information in curriculum aims to make students productive and contributing social members of the community. It provides them with basic knowledge about cultural literacy and introduces them to the cultural traditions while shaping their moral identity. Living in a liberal environment, the main objective of moral education is to provide intellectual skills to students that help them in making responsible and informed decisions about the problems considered being of moral importance. It intends to promote deep sense of concern in students for the well-being and betterment of the nation. Educating students provided the moral content and information in school textbooks is a challenge largely due to the reason that it does not provide a guarantee that the students would become just persons morally through the principles of common good. One of the major challenges that come up with moral education is that what schools teach children may differ a great deal, to what parents prefer their children to learn. Provided different understanding of morality and moral information, the subject offered different forms depending upon the country where it is taught. Human rights education, character education, personal education, social, and civic education are some of the forms of moral education. Content addressing each moral value different at different level of learning Some of the problems remain there in the moral content of school textbooks. The moral content provides a comprehensive knowledge. However, each moral value addressed is different at different level of learning. For example, the moral content on respectfulness of teachers, parents, and elders vary in large proportion to the moral content on sense of democracy, responsibility, and equality in society. Analysis of school textbooks shows addressing each moral value in different way at different level of understanding. Each moral value of truthfulness, honesty, sympathy, and tolerance presents ratios of different values. Furthermore, the school textbooks content is closer to the experiences of students in cities and lacks the content related to the experiences of rural students. No doubt, a great deal of historical and geographical knowledge is available as compared to the moral knowledge. The content of these textbooks need to include good proportion of each moral value as the moral and character building is important aim of education. Different conceptions of moral education exist to answer various questions regarding the extent to which moral education should comprise of. Some focus on the learning and teaching of moral virtues while others promote the moral practice. Some still consider development of moral reasoning and education as an emotional upbringing. Whichever these of conceptions about moral education in textbooks is right, it is not wrong saying that all conceptions strive towards the same objective. Despite addressing moral education different at different level of learning, its only objective is the education of mature individuals who have the abilities of independent action moral reasoning. Estimation of content addressing moral virtues among students School textbooks content address moral virtues among students to great extent. Some of the exercises and practical activities given in the textbooks encourage students to participate in moral development of their character. The main objective of these activities is to offer moral education for students and develop clear understanding of different aspects of real world. However, the internal moral education of students is considered to be abstract. Teaching learning methods for carrying out the activities and resolving problems provided in textbooks develop creative capabilities in students and help them in understanding and experiencing the problems in real life. The key problem of whether a student changes attitudes, and fills the gap between moral knowledge and moral practice along with forming good habits is not much paid attention or examined in detail. Improving the moral content of curriculum is necessary in some schools. Each student must set clear objectives based on cognitive and physical development in every grade. Teachers are responsible for knowing what the students require to achieve in each of their grades in school. They should force students to participate excessively in such activities that plays important role in the moral development. The responsibility for moral education sometimes lies with parents and followed by other social organizations and institutions, among which primary and secondary schools lead the way certainly. Although moral education is not considered as a subject course, it is clear that it is central part of any educational process. Conclusion/Recommendations The moral content should be capable of penetrating the past and connecting with the future. Therefore, the students can develop clear understanding of each moral virtue and its practice. The teaching staff should be trained about the content of morality. Understanding of the morality standards is essential for teachers for improving the multi-disciplinary knowledge and moral information. Policy makers are in need of empowering moral education teachers through organizing various workshops that stress on relevant approaches. The recommendation that teachers Moral education and development stimulates the students to high level of moral understanding. Embedding large ratio of moral content in the school textbooks content is considered much relevant and important because of the decline in social capital. Another reason is the lack of interest in some national issues, weak community bonds, loosening of family, and decline in sense of trust among most of people. One form of moral education is based on liberal thinking that targets to educate both heart and mind. Students can learn and internalize logical moral thinking for analyzing moral issues in logical and consistent ways.

Case Study: Shutterfly

Its as easy as a snap shot. Shutterfly has made great marketing decisions through-out the years. No matter the year they were always moving ahead of the technology of their time. With not many digital cameras flouting around and internet at slow dial-up connections, Shutterfly were allowing the upload of â€Å"digital images to order prints from a web-based company. † This was new to people even with rabbit speed broadband. Always looking forward, Shutterfly now have become a â€Å"major force in the online photo-printing industry. † Shutterfly has put considerable effort into keeping quality in focus. Investing in certain business aids, the photo processing company has created a name for themselves and improved service quality. To showcase their quality they â€Å"invested in special printing equipment† so they could control the â€Å"clear, crisp and colorful† picture quality instead of relaying on orders from an outside photo processing firm that may not perform to Shutterfly’s standard. This maintained Shutterfly’s quality as reliable with very little to no variation of quality. The new special printing equipment also included â€Å"photo enhancement functions† to provide customers with helpful photo improvements, like red-eye effect, to ensure their satisfaction. Furthermore, they distinguished themselves from other photo companies by giving costumers the option to upload and store their photos on Shutterfly’s website. They even â€Å"promised never to delete any photos† which provideds great customer contact and is highly valued by their costumer base. In all, Shutterfly has managed the challenges of heterogeneity very well and have created a reliable, quality photo processing company. Going through ups and downs throughout the years, Shutterfly has used marketing to draw customers to their product. Early on, they encouraged adoption through offering free photo printing. They gave away more than 80 percent of the prints in the first six months. Although after intense competition in 2003, Shutterfly needed to try something different. In 2005, CEO, Jeff Housenbold, launched â€Å"a next generation personal publishing platform† that would let costumers â€Å"take, use, and share photos† at their own home. But before the launch of this new platform they surveyed customers to gain better knowledge of customers needs and preferences. This platform provided customers with company search qualities where they could experience Shutterfly prior to purchase. In addition the company â€Å"negotiated to license well known characters† such as Clifford and SpongeBob Squarepants for â€Å"personalized photo greeting cards, photo albums, and other products. † To introduce these new offerings Shutterfly used â€Å"print ads in various parenting magazines and woman’s magazines and commercials on the Home Shopping Network. † Shutterfly has shown their dedication to customers satisfaction by adding supplemental features as well as symbolic and experiential benefits to their offerings. The CEO notes that â€Å"people have an intrinsic desire for social expression† and that prints are a great way to tell a story, however, he believes in telling the story through other ways. Widening their product mix, Shutterfly has provided T-shirts, jewelry boxes and tote bags that help satisfy that desire for social expression. â€Å"You will see a lot more of that† says a senior vice president. Additionally, licensing well-known Nickelodeon characters on greeting cards provides excellent symbolic benefits of playfulness and even fulfills peoples creativity. In other words, â€Å"it tells a story. They even offer online interaction so that customers can share their stories quick and hassle free. Through considerable effort and strong customer contact, Shutterfly has provided offerings and major benefits to those offerings. Their are multiple reasons why Shutterfly would license Nickelodeon characters for personalized photo products. One reason is that the well-known characters create a popular product line that customers can utilize to share their â€Å"stories. † It gives the customers a networking platform to start from and it is playful and fun. Also it provides wider options for customized photos. For example, if a customer wanted to provide a frame on the picture then they could use one of these characters to do so. Lastly and most crucially, these characters are geared more towards children and as a photo company many of the processed photos tend to be memories of peoples children or past childhood. Providing these Nickelodeon characters is a great way to draw in customers and maybe even make a larger profit. They have sold 400 million prints, storing at least 1 billion images for its customers and have increased sales by a impressive 670 percent in the â€Å"last five years to nearly $100 million. It is without question that Shutterfly is closely associated with quality and responsive service. They have maintained a excellent customer retention rate and are still expanding to this very day. Through ups and downs and hard competition they enable people to convey the strong emotion in their photos with ease. People want â€Å"to capture and share their experiences, to relive special moments, to communicate their memories,† and Shutterfly provides the best service to do so; the best service to tell a story.

Charlie and the Chocolate Factory: Summary

The story is about a boy Charlie Bucket, who lives in extreme poverty. A poor but virtuous boy, Charlie lives in a tiny house with his parents, Mr. and Mrs. Bucket, and all four of his grandparents. His grandparents share the only bed in the house, located in the only bedroom, and Charlie and his parents sleep on mattresses on the floor. Charlie gets three sparse meals a day, which is hardly enough to nourish a growing boy, As a result, he is almost sickly thin. Once a year, on his birthday, Charlie gets one bar of Wonka chocolate, which he savors over many months. For the first time in a decade, Willy Wonka, the solitary and eccentric chocolate maker, is opening the doors of his unique chocolate factory for five members of the public. The lucky five who find a Golden Ticket in their Wonka chocolate bars will win a daylong tour of the factory and a lifetime’s supply of Wonka treats! For young Charlie Bucket, this a dream come true when one cold winter night, he retrieves a dollar from the ground and buys two Wonka's Whipple-Scrumptious Fudgemallow, by sheer luck or destiny. As Charlie unwraps the second chocolate bar, he sees the glimmer of gold just under the wrapper! Yes, he was one of the chosen lucky one! Happiness struck the poor Bucket family. Charlie’s oldest and most beloved grandparent, Grandpa Joe, sprang out of bed for the first time in decades and decided to accompany Charlie to the Wonka Chocolate factory. The very next day, Charlie, and the unworthy fellow winners Mike Teavee(a rude television addict), Veruca Salt(an insufferable brat,who demands every single thing from her rich father), Violet Beauregarde(an ardent gum chewer), and Augustus Gloop(a corpulent child whose only hobby is eating), step into the Great Chocolate Factory. In the factory, Charlie and Grandpa Joe marvel at the unbelievable sights, sounds, and especially smells of the factory. Whereas they are grateful toward and respectful of Mr. Wonka and his factory, the other four children succumb to their own character flaws. Augustus Gloop falls into the hot chocolate river—while attempting to drink it—and is sucked up by one of the many pipes. Veruca Salt is determined to be a â€Å"bad nut† by nut-judging squirrels who throw her out with the trash. Violet Beauregarde impetuously grabs an experimental piece of gum and chews herself into a giant blueberry. With the hope of being on his beloved television, Mike Teavee shrinks himself, and his father has to carry him out in his pocket. During each child’s fiasco, Mr. Wonka alienates the parents with his nonchalant reaction to the child’s seeming demise. He remains steadfast in his belief that everything will work out in the end. After each child’s trial, the Oompa-Loompas (Mr Wonkas’ workers from Loompaland) beat drums and sing a moralizing song about the downfalls of greedy, spoiled children. When only Charlie remains, Willy Wonka turns to him and congratulates him for winning the entire chocolate factory. Charlie, Grandpa Joe, and Mr. Wonka enter the great glass elevator, which explodes through the roof of the factory and crashes down through the roof of Charlie’s house, where they collect the rest of the Bucket family.

Sustainable Transport Policy The WritePass Journal

Sustainable Transport Policy 1. Developing Countries and Transportation Sustainable Transport Policy ]. Aleklett, K. (2007).  Peak oil and the evolving strategies of oil importing and exporting countries  (No. 2007-17). Discussion paper. [online] internationaltransportforum.org/jtrc/DiscussionPapers/DiscussionPaper17.pdf [accessed October 26th 2013]. Candiracci, S. (2009). Climate change, urbanization and sustainable urban transport in developing country cities. Energy transport Policies Section. [online] unhabitat.org/downloads/docs/7997_10872_Sara%20Candiracci.pdf [accessed October 24th 2013]. Chapman, L. (2007). Transport and climate change: a review.  Journal of transport geography,  15(5), pp. 354-367. [online] boku.ac.at/fileadmin/_/nachhaltigkeit/Klimafreundliche_Arbeitsmobilit%C3%A4t/Chapman_2007_Transport_and_climate_change_a_review.pdf [accessed October 26th 2013]. Cheng, H., Hu, Y. (2010). Planning for sustainability in Chinas urban development: Status and challenges for Dongtan eco-city project.  Journal of Environmental Monitoring,  12(1), pp. 119-126. [online] http://pubs.rsc.org/en/content/articlelanding/2010/em/b911473d/unauth#!divAbstract [accessed October 25th 2013]. Dargay, J., Gately, D., Sommer, M. (2007). Vehicle ownership and income growth, worldwide: 1960-2030.  The Energy Journal. pp. 143-170. [online] xesc.cat/Et2050_Library/attachments/Imp_Vehicles_per_capita_2030.pdf [accessed October 25th 2013]. Gakenheimer, R. (1999). Urban mobility in the developing world.  Transportation Research Part A: Policy and Practice,  33(7), 671-689. [online] sciencedirect.com/science/article/pii/S0965856499000051   [accessed October 22th 2013]. Gwilliam, K. (2003). Urban transport in developing countries. [online] Transport Reviews, 23(2), 197-216. tandfonline.com/doi/abs/10.1080/01441640309893#.Umwm7XCb55g [accessed October 20th 2013]. Kutzbach, M. J. (2009). Motorization in developing countries: Causes, consequences, and effectiveness of policy options.  Journal of Urban Economics,  65(2), pp. 154-166. [online] https://webfiles.uci.edu/kutzbach/www/Kutzbach_Motorization_2008.pdf [accessed October 23th 2013]. TranSafety, (1998). Strategies for Solving Urban Transportation Problems in Developing Countries. Road Management Engineering Journal. [online] 1-800-777-2338 usroads.com/index.html [accessed October 22th 2013]. Transport Policy Advisory Services, (2010). Callenges of urban transport in developing countries- a summary. [online] sutp.org/ins-pol-supporting-docs?download=391:challenges-of-urban-transport-in-developing-countries-a-summary [accessed October 20th 2013]. Wright, L., Fulton, L. (2005). Climate change mitigation and transport in developing nations.  Transport Reviews,  25(6), pp. 691-717. [online] http://citeseerx.ist.psu.edu/messages/downloadsexceeded.html [accessed October 26th 2013]. Wright, L., Fulton, L. (2005). Climate change mitigation and transport in developing nations.  Transport Reviews,  25(6), pp. 691-717. [online] http://citeseerx.ist.psu.edu/messages/downloadsexceeded.html [accessed October 26th 2013].