What is the correlation between the factors in purchasing soap and the Research Paper

What is the correlation between the factors in purchasing soap and the the education level of the person making the purchase - Research Paper Example The level of education are; high school, associate degree, undergraduate degree, graduate degree and dnr. Burger and Cooper 2012, develop an urge for control factor impacting the purchase of the soaps, and the level of education of the persons that are purchasing the soaps. According to Burger and cooper 2012, many people agree that the factors that cause the purchase of the soaps are the cost, the brand of the soap, the label on the soaps, availability and ingredient of the soaps. It also believed that, education and other factors might influence the purchasing of the soaps among the people in the society (Wood and Clapham, 2005). Different people differ on how they view the causation. Some group appears to draw conclusion based on the events they observe or connect between cosot and other factors. In this study, a survey was conducted to determine what the correlation between the factor impacting the purchase of the soaps, and the level of education. The data was obtained from a survey at a public fair. My area of interest was, what factors play a role in how people chose to buy soap. The surveys were collected at the end of the day and a spread sheet was made of all the survey questions. In the survey, they complete several classic illusions of control tasks. We try to answer if some people are prone to an illusion of control than others based on their personal beliefs. From the chi- square analysis, it can be observed that the value of chi-square is 60.333 with a p- value of 0.000 which is significantly less than 0.05 level of confidence. This means that there is sufficient evidence to conclude that the hygiene of the soap is influencing the purchase of the soap In this study, the relationship between the factor impacting the purchase and the education level will be examined through a regression analysis, and the correlation analysis between the two variables. The

Histone Deacetylase Sirtuin 1 Essay Example | Topics and Well Written Essays - 750 words - 4

Histone Deacetylase Sirtuin 1 - Essay Example A comparison was then made of the methylated genes at different stages for their commonality and uniqueness in order to find the pattern across the stages of LUAD. Validation and ranking of the patterns for their significance were made using literature evidence. Consequently, the ranked patterns were later analyzed as potential targets of LUAD. Limitations of the study were also identified including lack of laboratory validation of identified targets and availability of information on TCGA. A number of results were obtained through table analysis. After the assessment, it was observed that the highest number of significant DNA methylated genes were found in stage III and the least in stage I. Upon reviewing the table which listed the common significant DNA methylated genes across and between stages it was found that sampled 10 genes it was found that the three most hypermethylated genes were found to be in stage III. The rest of the genes that were hypomethylated were distributed acr oss stage II and I, with the least hypomethylated in stage I. The above hypermethylated and hypomethylated genes were further analyzed with respect to their methylation inside and outside of the CpG islands. â€Å"It was identified that hypermethylated genes in Stages I and III and hypomethylated genes in Stage II were mostly identified in TRUE CpG sites† ( Yang et. al. 37256). When network construction and analysis was done it was found that a greater degree of interaction existed within the significant DNA methylated genes.

Pre Columbian America Essay Example for Free

Pre Columbian America Essay There is no certain answers as to how pre columbian natives got to America. There are many theories based on hard evidence. The Paleo-Indians, archaeologists refer to as the first americans. At this point there was no official scripture in their society. Paleo Indians seemed to have paved the way for many other cultures to settle. All though in many cases these native settlers were very different from one another, they also had a plethora of similarities. Most of the tribes in the new world all believed in the same work ethic. Woman would gather, care for their children, and maintain the household, while men hunted for food. When Paleo Indians, or other tribes would run into each other along the way, they followed the principle of reciprocity. This means they would have a mutual bestowing of gifts, favors, etc. Rather than the notion that one party accumulate profits or power at the expense of the other. These encounters enabled Paleo Indians to develop a broad cultural life that transcended their small bands (5). When hunting, American natives preferred to travel in groups capable of taking down big mammals. Mammals such as Mammoths, Mastodons, and giant species of horses, camels, bison, caribou, and moose. All the settlers had to eventually deal with climate change over time, which could affect the food chain, and cultivation of the areas crops. around 4000 B. C. E. Natives began to evolve their Paleo ways. Once the glaciers began to melt and move northward, â€Å"Archaic peoples,† flourished in these newer areas. Most of the time these areas became rich with food, water, and natural resources. Around 2500-1500 B. C. E most natives moved on from their predecessors ways. Most of these natives excelled in the cultivation of crops. They were capable of producing more food for one area, so it was easy to have more people in a smaller town. This surplus of crops made it easier for different communities of larger populations to band a bond of trade. Not only did these natives begin trading surplus resources, but they began to trade customs, religious beliefs, and ideas. Sometimes dozens of communities would come together and form larger towns. The Aztecs and Incas took it even further and formed two separate empires. Natives all took agriculture very seriously. Domesticating crops, made it possible for communities to have healthier, and more sufficient food. Some tribes have chiefs in charge of a few, if not many communities. These leaders make many decisions for the community, this is called chiefdoms. Prime examples of societies that run like that are indicas, mayans, and aztecs. The mayans developed a numerical system, with the concept of zero. They also developed a calendar, a system of phonetic, and hieroglyphic writing. The Incas, another powerhouse society mastered the art of using the terrain of their community to help create irrigation systems to make it easier to water crops faster. The Incas had strong agriculture, and had much surplus to trade. Although not every society based their lives off of only agriculture. Some native societies, are non farming societies. What these societies do is fish for salmon and collect other wild food resource and stockpile to last the year. These non farming communities would fish in freshwater rivers, to the salt water sea. Catching mammals of the sea, whales, shellfish, etc. Also spent much time hunting land mammals for fur, and food. Crops are not these societies number one concern. Also, Most natives hail from an extended family Native Americans believed in nature and all of its wonders. They believed that everything living is connected. When they killed their prey, they asked for pardon, and gave thanks. Native Americans never saw themselves as single peoples, the term indian did not come until the arrival of europeans in 1492 (22). These natives first inhabiting america lived very similar lives from one another. Most natives hail from an extended family. The tribes took agriculture, hunting, and beliefs very seriously. They all seemed to adapt to environmental changes as time went on in their settlements. Of course when natives first got to America they all experienced different hardships, but overcame them in their own ways. As I read chapter one, by the end of it I realized that most of the tribes individually contributed their knowledge to overcome hardships in history. And they shared these contributions with one another to help each community grow. For instance, Mayans created their numerical system, and Indicas with their irrigation systems, etc. These natives seemed to all have great work ethic, a will to live, and a will to express their beliefs. They all settled areas of untouched land, and created their own societies, and their own futures. American natives banded together to create opportunity, and sought after a better life for themselves. Pre- Columbian Native Americans were not the savages the Europeans described them to be. Native Americans were intelligent, hard working, and misunderstood people.

Saint Anselm’s Ontological Argument Analysis

Saint Anselm’s Ontological Argument Analysis Barbara Nalls Thesis: In this paper I will investigate Saint Anselm’s Ontological Argument in order to make an attempt at establishing some clear evidence to answer this question; Did Saint Anselm believe in GOD? Argument: Saint Anselm, Archbishop of Canterbury (1033-1109), is the creator of the ontological argument. Saint Anselm’s ontological argument is distinctive from other arguments that attempt to prove that it is the existence of God, the creator, and not just some abstract entity that is being defined. Saint Anselm’s argument reads as follows: In my opinion, while Saint Anselm was a deep thinker, he was even more so, in this case, a deeper writer. I believe the common reader should be able to see the soundness of an argument, so that they may be able toaccept or reject the writer’s position. I think the Ontological Argument of Saint Anselm is unclear because the writing style is confusing and it needs to be more understandable. Maybe a simpler script or updated version of Saint Anselm’s message would clarify his position to ordinary readers like me. Based on Cliffords comment It is never lawful to stifle a doubt, for either it can be honestly answered by means of the inquiry already made, or else it proves that the inquiry was not complete, 2(Encountering the Real,pg. 502). Speak of the devil! Saint Anselm does have a 2nd version of his Ontological Argument, and it states: With all that being said, this version of Saint Anselm’s argument is also about as clear as mud! However, by definition, God is a being than which none greater can be imagined, is now more properly put as follows: Objection(s): Along with his 1st Argument, Saint Anselm’s 2nd version of the Ontological Argument is also believed to have failed in its efforts to clearly state his position to his readers/audience, according to some of his peers. The following names are some of Saint Anselm’s peers along with the some other writers who sighted their objections to the clarity and understandability of his Ontological Argument. Monk, Gaunilo of Marmoutier, a contemporary of Saint Anselm, expressed an important criticism against Saint Anselm’s Ontological Argument. Monk Gaunilo states that Saint Anselm is basically defining things into existence. Monk Gaunilo remarks that he believes this practice is unacceptable. Monk Gaunilo thinks that by using Saint Anselm’s method of argument authors could simply employ such tactics in an attempt to argue and even confirm the existence of all sorts of non-existent things. Saint Thomas Aquinas (1224-1274) wrote that God’s existence is self-evident. Saint Thomas Aquinas believed that since many people have different thoughts of God, Saint Anselm’s Ontological Argument works only to sway those people who would define the idea of God the same way or have the same concepts of God. In Saint Thomas Aquinas’s view he believed, even if everyone had the same concept of God â€Å"it does not therefore follow that he understands what the word signifies exists actually, but only that it exists mentally.† In Saint Thomas Aquinas’ understanding he points out that when we try to connect the phrase â€Å"a being than which none greater can be imagined† with more familiar predictable concepts they don’t help us to get an in depth view of God. Immanuel Kant (1724-1804) directs his famous objection at the third premise of Saint Anselm’s Ontological Argument. This is where Saint Anselm makes the claim that a being that exists as an idea in someone’s mind as well as in reality, is greater than if that being exists only as an idea in just their mind alone. Based on Saint Anselm’s premise number three, existence is what’s understood to be a great-making property or, as sometimes referred to, a perfection. Premise three thus explains that (a) existence is a property; and (b) to characterize existence makes a thing better, if all things are equal, than it would have been otherwise. Immanuel Kant rejects premise three on the ground that, as a purely formal matter, existence does not function as a predicate. While Kant’s criticism is phrased a bit obscurely in terms of thelogicof predicates and copulas, it also makes a conceivable metaphysical point. Existence is not a property like the way that b eing red is a property of an apple. Instead existence is a precondition for the exemplification of things in the sense that, it is not possible for a non-existent thing to exemplify any properties because there is nothing that such a property can stick itself to. Nothing has no qualities whatsoever. To say thatxexemplifies or instantiates a propertyPis hence to presuppose thatxexists. So, with this line of reasoning, existence isn’t a great-making property because it is not a property at all; it is rather a metaphysically necessary condition for the instantiation of any properties. Okay, Immanuel Kant also writes like Saint Anselm, way too deep for the poor little old average readers like me! Responses(s): In response to Saint Anselm’s Ontological Argument, other writers have made modal versions to express their thoughts about his ontological argument, below are two of those responses. The first response to Saint Anselm’s Ontological Argument comes from: (â€Å"Anselm’s Ontological Argument,†Philosophical Review, vol.69, no.1 (1960), 41-62 by Norman Malcolm). According to Malcolm’s view, the existence of an unlimited being is said to be either rationally necessary or logically not possible. Norman Malcolm’s argument for this claim is either that an unlimited being exists or that an unlimited being does not exist; by his logic there are no other possibilities. Reducing Malcom’s argument to its basic elements it would read as follows: The next response to Saint Anselm’s Ontological Argument is from Alvin Plantinga, (God, Freedom, and Evil(New York: Harper and Row, 1974). Plantinga complains that Saint Anselm’s argument is remarkably unconvincing if not downright irritating; he says that it looks too much like a parlor puzzle or some kind of word magic riddle. Not surprisingly, Alvin Plantinga shares my feelings about Saint Anselm’s writings. Finally, here is my response to Saint Anselm’s Ontological Argument. In just my lowly opinion, I think a person who writes in riddles is not out to teach as much as they are out to prove how smart they are. God does not need our help to show his existence, we need His help to see that He exists. This to me is like a child trying to prove they have parents, the process is self-evident. I am, so they are! Conclusion: Per Anselm A being thatnecessarilyexists in reality is greater than a being that does notnecessarilyexist. Thus, by definition, if God exists as an idea in the mind but does not necessarily exist in reality, then we can imagine something that is greater than God. But we cannot imagine something that is greater than God. Thus, if God exists in the mind as an idea, then God necessarily exists in reality. God exists in the mind as an idea. Therefore, God necessarily exists in reality.† In reaction to the above riddle, I investigated several sources to establish clear evidence to answer the question, â€Å"Did Saint Anselm believe in GOD?† My findings were; Saint Anselm wrote, in his 1st version of his ontological argument â€Å"†¦ there is no doubt that there exists a being, than which nothing greater can be conceived, and it exists both in the understanding and in reality.† 1(Anselm, http://www.iep.utm.edu/ont-arg/). In the 2nd version of his Ontological Argument Saint Anselm states: â€Å"God is that, than which nothing greater can be conceived.†¦ And [God] assuredly exists so truly, that it cannot be conceived not to exist†¦ There is, then, so truly a being than which nothing greater can be conceived to exist, that it cannot even be conceived not to exist; and this being thou art, O Lord, our God.† So the answer is YES, Anselm believed that God does exist. Citations: 1(Anselm, http://www.iep.utm.edu/ont-arg/) 2(Encountering the Real,pg. 502) 3(Malcolm, Norman, â€Å"Anselm’s Ontological Argument,†Philosophical Review, vol. 69, no. 1 (1960), 41-62) 4(Plantinga, Alvin,God, Freedom, and Evil(New York: Harper and Row, 1974) Bibliography: Anselm, St.,Anselm’s Basic Writings, translated by S.W. Deane, 2ndEd. (La Salle, IL: Open Court Publishing Co., 1962) Anselm: Ontological Argument for God’s Existence, http://www.iep.utm.edu/ont-arg/ Davenport, Ronald. Saintleo, Modules 1- 4 Lecture Notes. Aquinas, Thomas, St.,Summa Theologica(1a Q2), â€Å"Whether the Existence of God is Self- Evident (Thomas More Publishing, 1981) Kant, Immanuel,Critique of Pure Reason, translated by J.M.D. Meiklejohn (New York: Colonial Press, 1900) Malcolm, Norman, â€Å"Anselm’s Ontological Argument,†Philosophical Review, vol. 69, no. 1 (1960), 41-62 Plantinga, Alvin,God, Freedom, and Evil(New York: Harper and Row, 1974) Saint Leo University. Encountering the Real. 2013 ed. New York: Cengage Custom. Print

Alice Walker :: essays research papers

†¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alice Walker was born on February 9, 1944 in Eatonton, Georgia. She was born into a poor sharecropper family, and the last of eight children. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  At the age of 8 she was accidentally shot in the eye by her brother and was blinded on one eye until she the age of 14 when she got an operation and regained some of her sight. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This experience made her very secluded and reserved. She thought a lot about suicide but found comfort in writing. She became an observer rather than a participator in everyday life. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alice Walker herself has said: â€Å"I believe it is from this period – from my solitary, lonely position, the position of an outcast – that I began really to se people and things, really to notice relationships and to learn to be patient enough to care about how they turned out...† †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  She was one out of only six black students at the Sarah Lawrence College in New York where she received her Bachelor of Arts degree in 1965. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW has had some problems of her own; she was very depressed after an abortion in senior year at college. She slept with a razor under her pillow for three nights as she wanted to commit suicide. Instead she turned to writing and in a week she wrote the story â€Å"To Hell with Dying†. She only stopped writing to eat and sleep. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW always turned to writing when she was depressed, in these periods she got the greatest inspiration to her stories. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW and her ex-husband Melvyn Leventhal were the first legally married interracial couple to live in the state of Missisippi (married in 1967, divorced in 1976). They had a daughter, Rebecca. She later remarried fellow editor Robert Allen. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW was active in the Civil Rights Movement of the 1960’s. She has spoken for the women’s movement, the anti-apartheid movement, for the anti-nuclear movement and against female genital mutilation. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW calls herself â€Å"a womanist â€Å", her term for a black feminist. She is one of the female Afro-American writers founding the concept â€Å"New Black Renaissance† . Style †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW’s work is deeply rooted in oral tradition; in the passing on of stories from generation to generation in the language of the people. To AW the language had a great importance. She uses the â€Å"Slave language†, which by others is seen as â€Å"not correct language†, but this is because of the effect she wants the reader to understand. Alice Walker :: essays research papers †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alice Walker was born on February 9, 1944 in Eatonton, Georgia. She was born into a poor sharecropper family, and the last of eight children. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  At the age of 8 she was accidentally shot in the eye by her brother and was blinded on one eye until she the age of 14 when she got an operation and regained some of her sight. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This experience made her very secluded and reserved. She thought a lot about suicide but found comfort in writing. She became an observer rather than a participator in everyday life. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alice Walker herself has said: â€Å"I believe it is from this period – from my solitary, lonely position, the position of an outcast – that I began really to se people and things, really to notice relationships and to learn to be patient enough to care about how they turned out...† †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  She was one out of only six black students at the Sarah Lawrence College in New York where she received her Bachelor of Arts degree in 1965. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW has had some problems of her own; she was very depressed after an abortion in senior year at college. She slept with a razor under her pillow for three nights as she wanted to commit suicide. Instead she turned to writing and in a week she wrote the story â€Å"To Hell with Dying†. She only stopped writing to eat and sleep. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW always turned to writing when she was depressed, in these periods she got the greatest inspiration to her stories. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW and her ex-husband Melvyn Leventhal were the first legally married interracial couple to live in the state of Missisippi (married in 1967, divorced in 1976). They had a daughter, Rebecca. She later remarried fellow editor Robert Allen. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW was active in the Civil Rights Movement of the 1960’s. She has spoken for the women’s movement, the anti-apartheid movement, for the anti-nuclear movement and against female genital mutilation. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW calls herself â€Å"a womanist â€Å", her term for a black feminist. She is one of the female Afro-American writers founding the concept â€Å"New Black Renaissance† . Style †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AW’s work is deeply rooted in oral tradition; in the passing on of stories from generation to generation in the language of the people. To AW the language had a great importance. She uses the â€Å"Slave language†, which by others is seen as â€Å"not correct language†, but this is because of the effect she wants the reader to understand.

Mental Health within the Criminal Justice System Essay -- Criminal Ju

This essay intends to address the role that state agencies, both within the Criminal Justice System (CJS) and more broadly the institutions of education, employment and health, play in supporting and implementing diversionary programs for offenders with mental health problems. Mental health is clearly one of the most critical issues facing the Australian and New South Wales (NSW) CJS with research indicating that offenders with mental health problems constitute the majority of those within the prison system. The current strategies for diversion will be critically evaluated in order to determine their effectiveness with regard to the delivery and production of justice, cultural sensitivity for Indigenous Australians will also be considered. The social construction of mental illness and the associated process of stigmatisation of this particular group will be explored in conjunction to explain why society still fails to prevent the mass entry of people with mental health issues into th e traditional CJS. Critical to understanding the extent of the problem is a clear definition of mentally ill, â€Å"a person suffering from mental illness and, owing to that illness, there are reasonable grounds for believing that care, treatment or control of the person is necessary for the person’s own protection from serious harm, or for the protection of others from serious harm† [Mental Health Act 2007 (NSW)]. Noting that the statute specifies the ‘control’ of this group which adds to the notion that people with mental health problems are inherently more dangerous members of our society. Furthermore mental health problems within the prison system (inmate population) are estimated to be three to four times higher than in the general Australian popula... ...‘Opportunities in public policy to support infant and early childhood mental health’, American Psychologist, vol. 66, no. 2, pp. 129-139. New South Wales Police Force, 2011, Mental health intervention team news, brochure, NSW Police Force, New South Wales Richardson, E. & McSherry, B., 2010, ‘Diversion down under – Programs for offenders with mental illnesses in Australia’, International Journal of Law Psychiatry, vol. 33, no. 4, pp. 249-257. Seltzer, T., 2005, ‘Mental health courts – A misguided attempt to address the criminal justice system’s unfair treatment of people with mental illnesses’, Psychology, Public Policy and Law, vol. 11, no. 4, pp. 570-586. Wolff, N. & Pogorzelski, W., 2005, ‘Measuring the effectiveness of mental health courts – Challenges and recommendations’, Psychology, Public Policy, and Law, vol. 11, no. 4, pp. 539-569.

Case Study in Waste Management of Philippines Essay

Bart Meehan Facilities and Services Division, The Australian National University, Canberra, Australia Keywords Australasia, Environmental management strategy, Universities Abstract Discusses the extent to which environmental management is considered a mainstream business activity within Australian and New Zealand universities. Describes how a survey instrument was used to collect data on environmental programs, their resourcing and control processes, and the level of community involvement in their development and ongoing management. These indicators of mainstreaming are discussed and particular reference is made to the Australian National University (ANU) and its experience with mainstreaming environmental management. The survey data indicate that in the majority of the surveyed institutions, environmental management cannot be considered a mainstream business activity. To aid universities in assessing their progress towards mainstreaming, a conceptual framework is presented and a model of organi sational change is discussed. Introduction In response to the calls for ecologically sustainable development (WCED, 1987) and for leadership in environmental protection (Leal Filho et al., 1996), many universities throughout the world are recognising the need to adopt environmental management systems and to integrate these systems into their business operations. However, in the USA  and Europe, at least, few universities are vigorously pursuing green initiatives (Dahle and Neumayer, 2001). One reason for this may be that environmental management remains a peripheral management issue. This article suggests that if environmental programs are to succeed, they must be mainstreamed into university operations, rather than sidelined as a soft management issue. Read more:  Waste Management in the Philippines This article provides an analysis of environmental management in ten universities surveyed throughout Australia and New Zealand. While much information about environmental management in both US (e.g. HammondCreighton, 1998; Herremans and Allright, 2000), and European (e.g. Delakowitz and Hoffman, 2000; Noeke, 2000; Dahle and Neumayer, 2001) tertiary institutions has been forthcoming, aside from Howard et al.’s (2000) case study of the Charles Sturt University, little information about environmental management at Australian and New Zealand universities is available. Hopefully this contribution will stimulate discussion and interest and encourage further empirical studies on environmental management in Australasian universities. The aim of this investigation is to identify the extent to which environmental management systems are underpinned by business management practice and thus mainstreamed into university management processes. Herremans and Allright (2000) have suggested that the level of financial investment, and the level of senior executive involvement indicate how mainstreamed environmental management programs are within tertiary institutions. While agreeing, we feel that there are other indicators of mainstreaming that demonstrate organisational commitment. These include community involvement, the development of environmental plans and the presence of control processes. This article examines features of each of the environmental programs surveyed, with particular emphasis on the following:  The presence of an environmental management p lan and the level of financial and human resources available. . The control processes that exist (e.g. environmental management systems, audits, reports to management). . The level of campus community involvement in the program. After discussing the surveys, a brief case study of the Australian National University (ANU) will be presented. This is included because of the authors’ familiarity with the issues and not because it necessarily offers an example of best practice. Indeed, if the analysis shows anything, it is that while much has been done to improve environmental performance at the surveyed universities, there is still much more to do. Methodology and survey results The authors developed a simple survey instrument to gather information about the environmental management systems of Australasian universities. An invitation to complete the survey was issued to all universities in Australia and New Zealand via the Australian Universities Environmental Managers Network (AUEMN) and the mailing list of the Australasian Higher Education Facilities Managers Association (AAPPA). Of the 46 possible universities (38 Australian; eight New Zealand), ten complete surveys were received  ± a response rate of 21.7 per cent. The response rate for New Zealand universities (37.5 per cent) was much higher than that of Australian universities (18.4 per cent). The participating universities were: . The University of Western Australia. . The University of Newcastle. . The University of New South Wales. . University of Wollongong. . Royal Melbourne Institute of Technology. The results of the surveys are shown in Tables I, II and III[1]. Table I shows base information about the environmental policy of the participating universities, including whether or not an environmental plan exists and the  level of financial support. Table II contains information about community involvement. Table III contains details of control processes such as reporting and auditing. Not surprisingly, as indicated by Table I, the survey showed that all participating universities had an environmental policy approved at the executive level. All policies where established between 1994 and 1998. Either working groups or formal committees developed the majority of policies; only two policies were established by employees without feedback from a working group or committee. All the policies established by the participating universities make energy conservation, waste management and â€Å"sustainability’’ key aims of the environmental program. Seven policies also make broad references to the teaching and research activities of the universities and the importance of consistency between the principles espoused in teaching and the actions of the corporate university. Only one policy makes a specific reference to â€Å"greening the curriculum’’. Seven respondents indicated that an environmental management plan was developed following the approval of a policy and that these plans are used to operationalise the principles detailed in the policy documents. Of the universities who did not have a formal plan, one stated that a plan was currently being developed, another that they â€Å"work from the policy’’, and yet another that the â€Å"university has an appropriate vision and objective which is driven by a well represented working party’’. One university without a plan also indicated that it was â€Å"becoming increasingly recognised that one would be useful . . . [to bring] various programs together and give them momentum’’. The survey asked respondents to comment on what, if any, management structure and budget had been established to facilitate the implementation of the environmental management program. Six universities stated that they had a formally established environmental management committee overseeing the implementation of the policy; four respondents indicated that there was no committee structure, with one of these respondents noting that the pre-existing management committee had â€Å"ceased meeting in 1998 and has not reconvened’’. The surveys indicated that the facilities management department played a strong role in the implementation of environmental management objectives, in all but one of the participating universities.