Career Development in Financial Accounts in a Bank Assignment

Career Development in Financial Accounts in a Bank - Assignment Example Academic qualifications area must have, but the soft skills describe a person’s readiness to learn and work. Experience is a definite bonus in any job qualification specifics. As an accounting student at the university, it is with no doubt that I am on the verge of getting the basic as well as the preliminary skills required to work as a bank teller. Academically, I took various subjects during my first year which are relevant to finance and banking. Accounting and management accounting are among the units I took. I did well in my exams thus my confidence in working as a bank teller. I have full comprehension of the fundamental theoretic in those subjects among others. Additionally, I have covered other subjects including business environment, people and organization. This subject entails the relations at a workplace and how to create an effective environment in order to achieve the workplace objectives. This is knowledge needed in the bank industry according to the career research I undertook. Having worked as a sales assistant, I have experienced firsthand how to deal with customers. It is very interesting and engaging and bank tellers do it similarly. They engage with customer issues and ensure they deliver the services to suit the customer’s needs. The experience as a sales assistant proved to many as well as myself that I am a reliable person in my work among other qualities like teamwork. A sales job involves teamwork and assisting your colleagues where necessary. A quality that I always employed. Moreover, my current job as a cashier at a petrol station has increased my knowledge in customer service. I enjoy my work in relating to customers. On the other hand, I work voluntarily in Oxford church. In my work, we always get involved with different people in the society and attend to them. We clean public halls, collect litter, as well as visit old people homes and orphans. The work is a worthwhile experience as it builds my eagerness to want to help people in the society where I have the means.  Ã‚  

Napoleon’s Fatal March Essay Example for Free

Napoleon’s Fatal March Essay While immeasurable literature on Napoleonic Wars exists, there are still some mysteries yet to be unveiled on the comprehension of both wars and the circumstances in which they came to. Perhaps the major mystery concerns the role of Russia in international relations in the Napoleonic era, misunderstood both in Russia and in other parts of the world. One of these literatures, Moscow 1812: Napoleons Fatal March analyses the state of affairs during the French Invasion of Russia and subsequent proceedings during Napoleon’s reign, that eventually marked an end to Napoleonic empire whose troop, while trying to access Moscow, were defeated. This history would not have been realized were it not for some influential military leaders at the time. Their leadership strategies influenced the 1812 campaign. One of the leaders was Alexander perhaps meeting him was one thing Napoleon regretted, being one of the most exciting Tsars because he was very contradictory. He was the ruler of Russia during the Napoleonic Wars and was victorious in many military campaigns. His contradictions were evident when, during his tenure, he introduced liberal reforms, after which he revoked them again in the second half of his tenure. The second leader was Bagration. In the wars of 1805 Bagrations achievements were noted at the Battle of Hollabrunn where he resisted and emerged victorious with only a small army, the continuous attacks of forces that were way bigger than his own in numbers. The eventual surrender of the forces helped him secure the major army that was being let by Kutuzov. This army was important in the war against the French and it had to be guarded. Kutuzov, a cunning leader, who was hated by many but adored by his soldiers, commanded the Russian corps in 1805 which did not agree with Napoleon’s encroachment on Vienna. He tried to stop allied generals from going to war on the Austerlitz eve, but the Tsar did not heed to his command, he thus did not take part in the planning arrangements so that he would not be blamed in case they lost. Kutuzov served as governor-general of Lithuania and Kiev from 1806 to 1811. He is honored for the victory the French. The Russian campaign’s outcome was very obvious but in every war they went to, both parties claimed to have won; by the end of 1812, however, it was clear the French had been defeated. Unfortunately for the Russians, they still could not be declared winners. This invasion marked a turning point in the history of Europe and the world as a whole. Approximately 450,000 soldiers were annihilated, reducing the French and its allied military to a very small figure of their original power and this caused a grand change in the politics of Europeans, since the earlier principal position of the French on the continent had been significantly reduced. It is noted that the French invasion failed because of the ambitions of Napoleon who did not consider what Alexander, his Russian ally, thought of him invading Moscow. In his book, Zamoyski has made possible the provision of accounts of the events that took place in Russia at the time. Personal accounts of the characters and in illustrating the attitudes, craftiness and alertness of the soldiers from both sides in the 1812 campaign, he depicts the plans of Alexander as a scheming leader, Napoleon as an ambitious and arrogant one, Kutuzov and Bagration as those leaders who brought liberation to Russia from the French. He also looks into their lives as they endured suffering during that period in futility. Reference: Zamosky A. (2005). Moscow 1812: Napoleon’s Fatal March. New York. HarperCollins

Paul Cronan and New England Telephone Company Case Analysis Essay

Paul Cronan and New England Telephone Company Case Analysis Legal Case Analysis Facts: ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul Cronan was a long-term New England Telephone Company (NET) employee (1973 - 1986), assigned at South Boston. ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul was diagnosed with AIDS Related Complex (ARC) in 1985. ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul informed his supervisor about ARC when asked about his third request to leave work for a medical appointment (1985). ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul had a poor attendance history. His tardiness and medical appointments concerned his supervision. ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul was granted NET sickness benefits in June 1985. ?  Ã‚  Ã‚  Ã‚  Ã‚  Disparaging comments about Paul and AIDS were observed in NET restrooms (summer 1985). ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul obtained medical permission to return to work with NET, but his requests for transfer way from the South Boston dispatch center were not processed by his new supervisor (August 1885). ?  Ã‚  Ã‚  Ã‚  Ã‚  NET issues new AIDS policy (September 1985). ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul is hospitalized (September 1985), and receives a memo from NET offering to return him to his previous position with reasonable accommodation for limitations. ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul files suit against NET for ?privacy law violations? and ?discrimination? using Civil Liberties Union of Massachusetts (December 1985). ?  Ã‚  Ã‚  Ã‚  Ã‚  NET tried to move the case to Federal court and failed (January 1986). The court determined that neither federal law nor union contracts preempted Massachusetts state laws on discrimination and privacy. ?  Ã‚  Ã‚  Ã‚  Ã‚  NET informs Paul his illness benefits have run out and place him on long-term disability (June 1986). ?  Ã‚  Ã‚  Ã‚  Ã‚  Paul and NET settle out of court, including allowing Paul to return to work at Needham facility (October 1886). ?  Ã‚  Ã‚  Ã‚  Ã‚  AIDS awareness training provided to NET personnel at Needham by medical AIDS specialists before Paul comes back to work (October 1986). ?  Ã‚  Ã‚  Ã‚  Ã‚  On Paul?s first day back at NET Needham, he finds a hostile work environment and IBEW Local 2222 workers file a grievance over safety concerns related to exposure to AIDS (October 1986). ?  Ã‚  Ã‚  Ã‚  Ã‚  On Paul?s second day back to work, 29 of 39 employees refused to enter the NET Needham facility and walked off the job. Several of these employees made statements regarding their fear AIDS and discomfort around Cronan (October 1986). Critical Legal Issues: ?  Ã‚  Ã‚  Ã‚  Ã‚  Was Paul Cronan discriminated against on the basis of a handicap, AIDS? ?  Ã‚  Ã‚  Ã‚  Ã‚  Was AIDS/ARC a handicap? ?  Ã‚  Ã‚  ... ... a large sum of money to go away (the easy way out). ?  Ã‚  Ã‚  Ã‚  Ã‚  NET could have accommodated Paul immediately and used his services doing something that prevented or limited his contact with employees or other people. This may have been a breech of union contract. Judgement and Rationale: ?  Ã‚  Ã‚  Ã‚  Ã‚  Once errors were made and the damage was done, NET was best served by taking the actions they did in settling out of court with Paul Cronan. This minimized the extent of financial loss, and prevented further tarnishing their corporate image. In this case it was NETs responsibility to do the right thing from the beginning. ?  Ã‚  Ã‚  Ã‚  Ã‚   NET would have lost the legal battle in court. Section 504 of the Rehabilitation Act of 19732 clearly prohibits discrimination in employment against qualified individuals with a disability. Like the ADA, a qualified individual with a disability is a person who: (1) has a physical or mental impairment which ?substantially limits? one or more major life activities, (2) has a record of such impairment, or (3) is regarded as having such an impairment. In this case the court would likely have determined that AIDS and the perception of AIDS qualified it as a disability.

Pathos for the Native American Indian Essay

â€Å"Brother, our seats were once large, and yours were very small; you have now become a great people, and we have scarcely a place left to spread our blankets; you have got our country, but are not satisfied; you want to force you religion upon us† (177) Long before the white man appeared, Native Americans owned the great and vast lands, relying on and praising the Great Spirit for sun, rain, and life. Upon crossing the seas, the white man was welcomed and befriended. As the white men grew in numbers, so did their appetite for land and control. The Caucasians brought contention, confusion, distrust, and problems. As though all of this were not enough, they also brought a new, â€Å"superior† religion. Red Jacket, an eloquent chiefly orator, finally spoke up for the Native population in his Speech of Red Jacket, the Seneca Chief to a Missionary. Red Jacket effectively appeals to pathos using comparison, sufficiency, and tone to convince white missionaries that Native Americans do not wish to worship as the white man, to destroy his religion, or to take it from him; but only to enjoy their own. Red Jacket relies on pathos to convince the white missionaries that the Native’s religion must be saved and guarded. Where there was no common ground between the Caucasians and the Indians, Red Jacket chose to relate to his audience through universal human emotions. His speech allows the listener or reader to visualize the injustices felt by a nation of people who had their homelands stolen from them. To convey the importance of saving their religion, Red Jacket compares the Indian’s religion and the Caucasian’s religion. Instead of focusing merely on the Indian’s noncompliance to the white man’s religion; he braces his arguments in describing his own religion. The contrast between the two beliefs is as distinct as the contrast between their skins. Red Jacket opens his speech saying, â€Å"Friend and Brother, it was the will of the Great Spirit that we should meet together this day† (176). He continues  describing the Great Spirit as a great being with immense love for his red children. It is the Great Spirit that brings the sun up each morning and down each night; it is the Great Spirit who created the buffalo, deer, and all other animals; it is the Great Spirit that taught them to hold a great reverence for life and earth. From this description of the Great Spirit, several themes can be seen that coincide between the Indian’s beliefs and their actions. The Native’s compassionate, respectful, and thankful nature correlates with their humble belief in the Great Spirit. Compare that to the Caucasian’s greedy, proud, ethnocentric nature. These traits are contradictory between the their beliefs and actions. By contrasting, Red Jacket shows that the white man’s presentation of Christianity was h ypocritical in that their words conflict with their actions. Red Jacket’s most powerful comparison of the two cultures’ religion is found in his conclusion: â€Å"Brother, if your white men murdered the son of the Great Spirit, we Indians had nothing to do with it, and it is none of our affair. If he had come among us we would not have killed him; we would have treated him well, you must make amends for that crime yourselves† (178). In this inference to the crucifixion, Red Jacket makes a subtle but distinct statement about the difference between the Caucasians and the Indian. In essence, he is saying that only the white man is capable of murdering their own savior; an accusation that undoubtedly solicited a strong reaction. To raise the awareness of the grievous deeds done to the Indians by the Caucasians, Red Jacket uses sufficient evidence of the white man’s dealings with the Natives to exemplify the lies told by the Caucasians to the Indian. He specifically describes the ways in which the white man has taken advantage of the Indians trust to invoke sympathy from the reader. First, Red Jacket effectively leads into his injuries from the white man by illustrating the Indian’s initial hospitality to the Caucasians. Speaking of the Caucasian’s arrival, Red Jacket states: â€Å"They found tribes, and not enemies; they sat down among us. We did not fear them; we took them to be friends; they called us brothers; we believed them† (177). But this first encounter between red and white skin would later be known as an evil day. In  Red Jacket’s words: â€Å"We gave them corn and meat; they gave us poison in return† (177). He tells how the Indians were deceived, giving all they had to the white newcomers who took and took until the Indians had nothing left. The white men crowded them out, claimed their lands, brought with them liquor, contention, and confusion. All of the evidence Red Jacket includes sufficiently shows the reader how the Caucasian stripped the Indian’s of everything, even their culture and religion. Use of such evidence entices the reader’s empathy. Red Jacket is selective in the tone of his text to ensure that he speaks to the white man in equality with respect. Despite the Caucasian’s tendency to talk down to the Native’s, Red Jacket speaks as though on the same level. This equality is apparent throughout the entire text as Red Jacket consistently addresses the white man as â€Å"Brother†. As he was a victim, one would assume that Red Jacket’s reply would be livid, however, he delivers his speech in a very patient, respectful, and firm tone. In doing so, Red Jacket demonstrates an awareness of his audience. He surely knew that speaking words of hostility would only solicit an equal and opposite reaction that would have no chance of fostering change. Never once does he criticize or try to press his own beliefs on the Caucasians; he simply declines to accept Christianity. â€Å"Brother, the Great Spirit has made us all; but he has made a great difference between his white and red children; he has given us a different complexion, and different customs. Since he has made so great a difference between us in other things, why may we not conclude that he has given us a different religion according to our understanding; the Great Spirit does right; he knows what is best for his children; we are satisfied† (178). This exemplifies Red Jacket’s tone in his speech. A level of tolerance can be seen in this quote, which has a pacifying affect on the reader. His firm and civil tone makes his point successfully. Whether or not Red Jacket’s oratory caused much change in the Caucasian’s dealings with the Native Americans, it made a strong statement concerning the Indian’s stance on religious values. His speech is persuasive, considerably due to his ability to play on the pathos of the listener or  reader. In contrasting religions through beliefs and actions, providing sufficient, convincing, and supporting evidence, and speaking in a tone appropriate to his audience; Red Jacket makes it very clear why the Indian’s have no desire to adapt the white man’s religion. Through pathos, he draws the reader’s sentiments to see their case. â€Å"We also have a religion which was given to our forefathers, and has been handed down to us their children. We worship that way. It teaches us to be thankful for all the favours we receive; to love each other, and to be united† (178). In Speech of Red Jacket, the Seneca Chief to a Missionary, it becomes obvious t hat religion is a deep rooted part of Native American culture that should be protected at all costs.

An Analysis of Ann Petry’s “Like a Winding Sheet” Essay

There have been countless studies to that show Stress, Frustration and Anger are related. In Ann Petry short story â€Å"Like a Winding Sheet† you can observer this relationship. First, let us study the title â€Å"Like a Winding Sheet† the words Winding Sheet means â€Å"shroud†, this indicate the characters of the story could have a shroud hanging oven him? The story is told in a third person point of view it takes place in the Ghetto’s of Harlem. As you start reading the story, you can see right away Johnson and his wife Mae seem to be a happy black couple. He tries to get up before his wife Mae, and he wants to â€Å"surprise her by fixing breakfast† (1). This divulges a romantic side of Johnson to the reader however, instead of getting up he goes back to sleep because, he has worked ten hours at night and his legs are sore. Another sign of Johnson’s love for Mae is when they were arguing about being late for work and â€Å"he couldn’t bring himself to talk to her roughly or threaten to strike her like a lot of men might have done† (59). Although, this appears from the outward appearance to be a normal relationship it’s hard to ignore the inward emotion that Johnson has been keeping bottled up. Was this the beginning of Johnson’s Stress, Frustration, and Anger? As the story moves on Johnson arrive to work late as always, he see the forelady, a white woman who is upset about something. He avoids looking at her, but she stops him anyway. He greets her â€Å"good evening; Mrs. Scott’ (91) and waits for her reaction. The forelady refers to the time and tells him that â€Å"he is late again† (92). Johnson explains to her that his legs are giving him trouble. Then suddenly she makes a remark that’s bring out Johnson anger â€Å"Every guy comes in here late always has an excuse† (100) â€Å"and niggers are the worse† (102). She also points out that she is â€Å"sick of niggers† (104) which is definitely, in today society considered a racial statement. This along with the fact that it was coming from the mouth of a white woman was more than Johnson was prepared to handle. But, he reframes from hitting her because she is a woman. Was this the beginning of Johnson’s Stress, Frustration, and Anger? Work is finally over and Johnson’s anger has subsided. However, this doesn’t last long. As Johnson makes his way home he sees a line of people being service coffee at an urn. He stops to get some when the white girl who is  serving the coffee refuses to give Johnson a cup and he assumes it is because he is black but in really it was because the young lady had to make more. Just the thought of not being serviced the coffee because, he was black made him furious and makes him want to â€Å"hit her so hard that the scarlet lipstick on her mouth would smear and spread over her nose, her chin† (253). But, as with the forelady he reframes from hitting her because she is a woman. Was this the beginning of Johnson’s Stress, Frustration, and Anger? Johnson makes home from work and starts arguing with his wife. She says that he is â€Å"nothing but a hungry nigger who is trying at act tough† (312).This pushes Johnson over the edge his anger and frustration take over. He finds his hands on this wife face not realizing that he was taking all his anger and frustration on the one he loves. You may ask why Johnson didn’t hit the forelady when she calls him a nigger, and why did he control his anger when the waitress refuse to give him a cup of coffee, and more important why did he lose it when his WIFE called him a† hungry nigger†. As the reader of this story I came up with two answers to these questions: one is if a black man lost control on a white woman his life would be worthless and black on black violence was acceptable. My second reason is as human being we have the tendency to take all of our frustrations and anger out on the ones that we love hoping that they will understand and will forgives us.

Staff Development And Managing Technology

Staff Development And Managing Technology Staff development is a continuous plan in school that focuses on developing teachers’ knowledge, skills and strategies. The development programs aim at influencing teachers’ self understanding and their behaviors so as to influence the students. This happens because teachers have a direct contact with the students in their daily operations through the process of learning and teaching. The training is reinforced through continuous, classified, formal or informal plans.Advertising We will write a custom essay sample on Staff Development And Managing Technology specifically for you for only $16.05 $11/page Learn More Personal development addresses specific teaching career issues (Rodriguez, 2000, para. 3-7). This paper seeks to explore the essence of staff development and technology change management in schools and also analyze the effectiveness of these components. Introduction It is important for an institution or organization to capitalize on t he staff’s abilities and potentials that arises from the shared responsibilities and the use of technology. This is because employees have the ability to improve their skills through self directed programs for development and trainings. However, whether or not it is an initiative of the school or company to have employees train, the staff has to be committed to learn and explore the learning opportunities. This is the only way in which the goals of the development plan can be achieved. Discussion The initial ability and comfort in using information technology to enhance staff skills and knowledge of content delivery in a learning environment may be a challenge. This is because of the various attitudes that are likely to emerge due to the different attitudes, beliefs and thoughts about the technology in use among individuals. The beliefs highly influence future intentions in the use of technology in the elementary education. Teachers can be given a chance to evaluate their ski lls against the parameters of the training program. A staff development practice in a school will foster personal development hence improve the overall performance in the institution. The proof for this can only be measured on improved results and achievements of students. The National Staff Development Council, NDSC advocates the improvement of professional efficiency in the teaching and learning process in order for all students to achieve their optimum results (Thomson Holloway, 1997, p. 312-314). Staff development not only aims at enhancing performances in school but also on enhancing workers’ attitudes towards work, positive motivation, creating strong relationships among the teachers and sharpening them on the acquire new skills and knowledge.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Staff development practices The fact that the training team has common values and long term goals; every member has to tolerate multiplicity and disagreements in order to learn as a group. There is also the need to cultivate essential and quality practices that will help achieve a successful implementation of the staff development strategy. Study group is one of these quality practices that reinforce the achievement personal development among employees. Teacher trainees can be assigned to look into a particular area where most of them have a problem in teaching discipline. The group carries an extensive analysis on the area through sharing of opinions and seeking clarifications from the instructor and consulting among themselves. It is one way of strengthening staff-staff relationship. The study group also facilitates sharing of experiences, skills and knowledge hence learning new techniques that will further be used in classrooms to teach the students (Thomson Holloway, 1997, p.312-314). In staff development programs trainees coach one other. Peer coaching is anothe r major program that teachers and instructors can undertake in efforts to enhance collaboration among them and overcome their differences. Collaborative practices encourage trust and openness among the teachers. Peer coaching also help the members to value each other and accommodate their diverse experiences, attitudes and behaviors. More so is because teachers have divergent attitudes and thoughts about change and improvement needful in meeting professional development. Peer coaching promotes teamwork other than working as an individual. It creates a forum for sharing successful experiences that facilitates career growth and support for colleagues in teaching profession (Rodriguez, 2000, para. 3-7). The idea of utilizing the teachers’ ability to use technology is not always an easy and one day event. Most learners are often concerned about the professional risks and changes that technology brings to education. This is because the learners must adapt to pressure while using t he computer aided instructions and also ensure maximum participation as an individual.Advertising We will write a custom essay sample on Staff Development And Managing Technology specifically for you for only $16.05 $11/page Learn More This to some adults may mean avoidance or even fear while using technology hence failure in meeting the expected results (Thomson Holloway, 1997, p. 312-314). Some techniques may involve the use of net to carry out research and electronic projections to learn. Self direct learning can also be done though attending seminars in order to enhance an individual’s knowledge and skills. Staff development approaches for adults Professional Staff development strategies organize adults into learning communities with the goals of improving learning among the trainees of the program. Teachers, students and the administrators need this form of professional training that is far different from the traditional workshop- driven approa ch. It may involve an ongoing team that meets regularly on certain days and at a given time with the goal of conducting joint lesson planning and also methods of problem solving. The commitment in the learning process among these learning communities is to adhere to the norm of a continuous enhancement and experimentation in order to enhance their daily work and also achieve the school goals (Rodriguez, 2000, para. 3-7). My understanding of development approaches for adults have been reinforces due to various factors as argued below. Adults commit themselves to learning only when the objectives and goals are realistic and meet their needs. Therefore when designing such a professional program, it is important to conduct needs assessment program so as to achieve an effective professional development program. The belief that learning activities is challenge to adults’ competencies may contravene the professional development approach. This is because they are their own origin of education and will therefore reject learning activities on the belief of attacking their qualifications. The other reason is that these learners have differences in levels of learning experiences, interests, self-direction, and competencies. Professional development learning must relate to the individual’s day- day activities. If the approach is technical and hard to understand, then the probability of its unsuccessful application is high. The learners must also be given direct experiences and relevant examples so that they can apply the skills in real work (Thomson Holloway, 1997, p. 312-314). Strategies to implement this in classrooms should then be implemented to see to it that teachers accept the use of technology with their own abilities. They may design video formulated programs to use in classrooms while teaching. They also need a hand- on trial in order to utilize the acquired skill, develop units, and implement the program by themselves.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More To sustain this skill, follow up is need. They get opportunities to participate in an ongoing discussion. They can also reflect on the necessary processes and procedures that bring in the expected change (Rodriguez, 2000, para. 3-7). The understanding for staff development and technology development has also been reinforced because of the knowledge that there exists a direct connection between the curriculum and technology in use. If the teachers his students excelling and having improvements, then there is a link. Professional development on technology use needs to illustrate projects on particular areas of the curriculum in use, the skills and assessment competencies. The use of Specific content helps the instructors to analyze, reflect on the ideas and the structure of the project. Good integrated training programs do not necessarily see the need to use technology in classrooms but also checks on the outcome of its application. There is a relation between staff development in sch ool and educational change. These changes may be in the form of new plans, strategies and or even cross- curriculum initiatives that enhance the school curriculum (Clerk Mayer, 2007. p.7-28). Staff development approaches and the use of technology Learning approach in staff development of adults must be guided by the adult learning theory. The theory asserts that adults require viable and distinct experiences with enough content support, frequent response to the practices done, continuous and sustained follow ups. Staff development and the use of technology are totally different from the traditional mode of training and education which only carry out workshops. Research shows that teachers comprehend well the content provided to them when reinforced for a long time as compared to workshops which conduct a single session. The devised staff development strategy undertaken should be a long term based implementation plan. This is because the teachers require an on going support while th ey develop their skills to obtain the objected skills and knowledge. Single trainings and workshops often results in ineffectiveness, waste of time, money and energy. Lecture-base trainings must be avoided by all means while developing the skills of an organization’s employees. It is important to note that this paper doe not aim at stating that traditional approaches of professional development did not succeed at but other improved ways of effectively training employees. An instructor must by all means avoid delivering the content of the program by just verbal words alone. However, a combination of both word and practice must be incorporated for optimum results. Professional development in adult education requires well formulated approaches. Workshops and presentations enhance attainment of new ideas and skills concerning a particular topic by giving direct instructions and also enabled participatory practices. This may be undertaken as the initial step towards attainment of professional development in adults. This is because the organized workshop acts a vehicle in introducing the participants to the strategies of gaining professional development. It may also helps in introducing the practitioners to the relevant knowledge or skills that they further put hands-on (Rodriguez, 2000, para. 3-7). The instructor must design a comprehensive and practical development plan to reinforce the learning abilities of the staff. Such a plan requires investment. Regardless of the difficulties at the starting time, the participants must show commitment to the learning process and later move from move from teacher trainees to competent professional with time. Benefits of staff development and use of technology use in schools Job rotation in teaching is an out dated and ineffective approach of staff development and should be replace with Computer Aided Instructions (CAI). Computers display instructions when one needs such assistance, play audio on demand. CAI is one of t he most effective approaches of staff development among adult trainees. Unlike CAI job rotation involves rotation of staff through various levels/classes in order to acquaint them with the technicalities at each level. Its efficiency is insignificant (Clerk Mayer, 2007. p.37). The effects of CAI are significantly noticeable because it allows teachers to put their practice the areas that concern them. A school’s technology plan should be designed to incorporate professional development and technology use. The reason for this is that the inclusion of technology in the school’s overall improvement plan helps improve learning and teaching processes in school. The integrated technology in the school curriculum must be sufficiently sustained so as to allow the instructors and administrators continue using technology in learning processes (Thomson Holloway, 1997, p.312-314). With technology, individuals get personalized instructions that enable the staff to actively partici pate in the learning process of their professional development as compared to the traditional job rotations. Technology grants educators diverse opportunities to improve their teaching skills which in turn increase the students’ ability and achievements in education. Learning and working together produces improved and better results than learning and working individually. This is because technology does not allow interactions rather it permits software socialization and collaboration via real time like discussion boards and emails (Rodriguez, 2000, para. 3-5). Technology in staff development allows the learners to try out the newly skill acquired during the workshop session, the trainees follow up by applying what they observe in workshop and give a feedback. This comes after the learner has rehearsed the details provided to have the data integrated in long term memory. Feedback approach provides the learners with information and response that relates to their performance. In case the learner wants to try out another skill acquired at the first stage then the research or inquiry approach may be applied. This approach ensures that the learners think about their daily operations in relation to the acquired skill. They reflect on their practices over time. On the same line, workshops and seminars can be arranged to discuss needs analysis and then collaboratively come up with curriculum development program reinforcement (Thomson Holloway, 1997, p. 312-314). With CAI, the process of learning takes place smoothly without boredom, fatique and impatience that is a common behavior in most ‘traditional classrooms. With Computer Aided Instructions, students receive immediate feedback. It also gives the students the ability to decide on the speed at which to receive instructions and content. Additionally, after the teachers have gone through staff development trainings using technology, the teachers is saved the energy of moving from one station to another wh ile giving same instructions to different students (Clerk Mayer, 2007. p.37). Technological staff development plans provide instructions that are tailored to the learners’ requirements. The learners send their responds to the instructor’s questions, if there is an error on the learners practice problem, the system will sends increased instructions to help the learner solve the problem. This system allows the learners to practice inputting data into the computer hence feedback practice. The practice continuous until they get the right answers as per the instructions. Contrary to as many may think, there is no one perfect professional development approach. From the discussion, multiple approaches may be integrated to solve dynamic issues related to particular program content and also as per the needs of the learner. The effectiveness of particular staff development program comes as a result of utilizing integration of different approaches to be use for different situati ons. Professional development for the staff comes with a variety of factors and not just adoption of one approach. It is important to connect program to the students learning in order to facilitate high –order thinking. The development plan should be designed to incorporate technology use. The reason for this is that the inclusion of technology in the school’s overall improvement plan helps improve learning and teaching processes in school. The integrated technology in the school curriculum must be sufficiently sustained so as to allow the instructors and administrators continue using technology in learning processes (Rodriguez, 2000, para. 3-7). During the learning process, there is need to divide the participants into small groups so that they can share, reflect together and finally generalize their learning experiences to achieve the desired results. This is different from the idea of having one individual analyzing, reflecting and evaluating about an idea and then practice the same alone. Training strategies must aim at passing skills and knowledge to an individual and the knowledge retained, then applied at work place creating for more opportunities to acquire skills. On certain programs, learner may have to keenly observe and master the graphs and words provided in order to use the data for the practice session. Culture and staff development Every successful staff training program faces several challenges from the existing cultural differences among the members of the school. The cultural components relate to the relationship between research and teaching and also in the nature of teaching. The context in which Personal and professional development takes place also influences its success. To begin with school timetable and schedule plans may limit the teachers in securing time for the joint planning. This is because the teachers have class responsibilities that they must fulfill to meet the administration’s requirements. For the set staff development plan to effectively progress and be a successful project the school has to have a flexible program to accommodate teachers’ development that fosters for the success of learning on students (Clerk Mayer, 2007. p.37). The other cultural limitation is the leadership system in the school. Principals and heads must support the initiatives for teachers’ development by allocating enough time for a continual learning process. The administration and management must also provide the required resources for the learning programs. If this is not the case, then it can be said that the leaders are not committed to the staff training session s and implementing the development plan. Successful implementation of an education change plan calls for good practices among all participants in professional development in order to achieve positive students’ progress (Thomson Holloway 1997, pg.312). Individual teachers’ development also encounters the culture of individualism. This is a common isolation practice among teachers that protects teachers from criticism and blame. Some teachers tend to concentrate on short time plans in their classrooms and avoiding discussing and committing time for the necessary changes that affect their daily practices. Individualism results into failure collaboration with fellow teachers through fear of criticism and judgments. This affects the process of meaningful feedback, their value and competencies. Individual attitudes towards the use of technology in education play a major role in determining the results of using technology to improve the staffs’ skills. It becomes a concern to the learners about their ability to grasp the skills of using technology itself while on the learning process. These attitudes vary among different individuals ranging from generic ‘motherhood beliefs’ to the apprehensiveness of technology. ‘Motherhood’ beliefs question about the positive value s that technology brings (Thomson Holloway 1997, pg.312). Culture dominantly influences the learner’s choices for the training program. For instance, certain beliefs limit one’s selection of some subjects. To resolve this, training has to be reflective of the educator’s ability to influence the choices of learner’s positively. Furthermore, culture determines who will take part in what training program. Oppressive cultures that are oppressive to women, limit a woman’s choice of a training program. Thus, the use of peer coaching or study groups of different gender in cultures where women should only learn limits the learning that that the participants of such programs acquire. These are some culture which can negatively affect any staff development in a school because there is generally lack of commitment for the training program. There are major benefits that accrue to staff training and development that can not be ignored. These benefits surpass t he above discussed thoughts, beliefs an attitudes associated with technology in adults learning. It is therefore imperative to ensure that beyond these cultural challenges, the main objective of the professional development program is successfully implemented. The other idea that emerges in addition to the above discussion is the confidence of teachers of practicing the new skills like computer use knowledge. To all the teachers who use internet to research and later write research reports, the probability is that they struggle with lack of self confidence. The learners may never be confident about how well they were prepared to practically use technology while teaching. This is a major set back of using while implementing a development strategy to improve the staffs’ pre- service programming skills. This program may also increase anxiety among the group of how they will be using technology in classrooms upon their students (Thomson Holloway, 1997, p. 312-314). Conclusion An effective professional development program is an ongoing process and not a single instance application. Teachers need to continually practice the technology in use comfortably and in a professional manner. Significant changes in the school may take place after several years. This allows for the teachers enough time to comprehend integrated and master the new information and approaches into their daily practices. It is clear that, an instructor must be able to evaluate the approach he chooses for professional development. This is an intentional reflective practice that any instructor who aims at succeeding must do in order to refine the approach. This is more often done at the presentation stage so as to encourage the educators to reflect on the situation and then formulate other viable solution to the learner’s problem. Hand in hand with this kind of reflective approach is observing the educator through video or class attendance. Reference List Clerk, R. Mayer, R. (2007). E -learning and the science of instruction: proven guidelines of consumers and designers of multimedia learning: U.S, John Wiley and sons. Web. Rodriguez, G. (2000). Critical issue: providing professional development for effective technology use. Web. Thomson, J. Holloway, D. (1997). Staff development and a culture of collection in a primary school. Teacher development. Vol. 1, No. 2, Routledge: Routledge.

The Writers Colony at Dairy Hollow

The Writers Colony at Dairy Hollow What could you accomplish if you had a week or two to focus exclusively on your writing, with all your needs taken care of, no interruptions, no TV or chores or kids to distract you? Your days and nights to yourself, with the time and space to work at your own pace, in your own way? In the historic arts community of Eureka Springs, two adjacent houses, surrounded For breakfast and lunch you can fetch supplies or leftovers, fill your basket and take it back to your room or kitchen. All suites have mini fridges and coffee makers. But dinners are special: Monday to Friday, Colony kitchen goddess Jana prepares beautiful and satisfying gourmet dinners for writers to share while gathered around a big table. It’s a time to socialize, unwind, process your work, get and share ideas in a creative flow. To qualify, one doesn’t have to be a published writer, have a bestseller, be famous or have an agent. The only requirements are to step up, fill out a simple application form, have a plan for what you’ll work on while in residence, and submit a sample of your work. Introspection and modesty dog the writer’s journey. Self-deprecating assumptions can stifle all forward movement: â€Å"Oh, I’m not a real writer. I’m not famous enough yet, eligible, educated, etc.† Our literary heroes have used those same disclaimers. And yet, given the opportunity and grace of uninterrupted time in a perfect environment, with solitude, support and meals, many residents astound themselves with the level of productivity they achieve and the quality of the writing they produce. But no one can write all the time. When it’s time to take a break from the printed page, residents only have to step outside the door to find beautiful trails to wander, or streets lined with Victorian and Queen Anne houses to stroll. The entire city of Eureka Springs is on the National Historic Register, and residents are very careful to preserve the historic accuracy of their homes and public buildings. Downtown streets are lined with galleries and funky little shops filled with hand-crafted and unique items. The Eureka Springs Carnegie Public Library is worth a visit, and it’s only a half-mile stroll from the Colony. On weekends, when Jana is not preparing dinner, Eureka Springs offers more than 42 sit-down restaurants with all kinds of cuisines, from burgers to more elegant offerings. How much does this cost? The fee is $55 a night, including food, with a one-time Internet fee and a cleaning fee. That means you can get seven days and nights for $430. There is a one-week minimum stay and a three-month maximum. Check it out on the website, www.writerscolony.org, or visit the Facebook page to see what other writers say about it: https://www.facebook.com/groups/149738778602/?ref=br_tf The Writers Colony at Dairy Hollow 515 Spring Street Eureka Springs, AR   72632 Ph:   479-253-7444 Email: director@writerscolony.org writerscolony.org/

How to Use ACT Scores Advice to Admissions and Employers

How to Use ACT Scores Advice to Admissions and Employers SAT / ACT Prep Online Guides and Tips Are you a college admissions officer or employer wondering how to use ACT scores to select the best applicants?Standardized test scores are often used to predict a person’s intelligence and probability of future success; however, many inferences that arebased on ACT scores are often inaccurate. Keep readingto learn what information ACT scores can tell you, what information they can’t tell you, and how to use them to your best advantage. Who Uses ACT Scores? Standardized test scores are required for many applications, and I’ll discuss three of the most common groups who use thembelow. Colleges Collegeadmissions officers are the most common users of ACT scores, and many schools require applicants to submitstandardized test scores as part of their application.ACT scores can be useful to colleges because they give admissions officers a standard way toestimate an applicant's intelligence. Other ways of measuring a student’s academic abilities, such as GPA and class rank, can vary widely between schools . A student who gets an â€Å"A† in herhigh school’s chemistry class may only have gotten a "B" or a â€Å"C† if shehad done just as well at a different school due to factors such asclass curves, how hard the teacher grades, and grade inflation. Colleges and universities have students applying from a huge number of high schools around the world, and using ACT scores as part of their application gives thema more efficient way to evaluate applicants. Employers Employers do not use ACT scores to the same extent as colleges, but they are still used, particularly in the fields of consulting, software engineering, and investment banking. Like colleges and universities,these companies want a fast way to estimate an applicant’s intelligence and probability of success. ACT scores can be particularlyuseful for large companies who receive a lot of applications, as well as companies hiring recent graduates who don’t have a lot of work experience. Scholarship Committees Many scholarships require students to submit standardized test scores as part of their application.Like colleges and employers, scholarship committees use ACT scores as a way to measureintelligence and predict future success. Many scholarships are used to help pay for college, and these committees often want to award scholarshipsto students who are most likely to put them to good use and do well in college.ACT scores can help predict who these students will be. How Shouldn't You Use ACT Scores? There is some information that ACT scores can’t always correctly estimate. Four inaccurate ways of using ACT scores are listed below, along with an explanation for each as to why it doesn’t give completely accurate information. Bad Use#1:As a Complete Indicator of Intelligence TheACT is often used to estimatehowintelligent a particular person is, however; there are three problems with using scores this way. The first problem is that the ACT only tests a narrow set of skills and knowledge.The ACT can help estimate how good someone is at reading comprehension, scientific reasoning, and solving certain math problems, but in no way can a multiple-choice test with an optional essay measureevery type of intelligence. There are certain forms of intelligence that the ACT simply cannot test for. ACT scores can'tmeasure a test taker'screativity, interpersonal skills, ability to learn a new language, and more. TheACT favors students with the types of intelligence they can testwhile putting students with types of intelligence that are more difficult to measureat a disadvantage. The second problemthat ACT scores can't definitively measure intelligence is becausestudying beforehandcan significantly raise a test taker'sscore. At PrepScholar,we know that a student can significantly improve his or her ACT score if they study enough.If one student gets a 34 on the ACT without studying and another raises his grade from a 31 to a 34 after 50 hours of studying, is one smarter than the other?Some may say the first student is smarter, but the decision to prepare for an important test like the ACT is also a measure of intelligence, so the answer is not really clear.Instead of measuring just intelligence, the ACT measures both intelligence and motivation. The third problemis that factors that are unrelated to intelligence often have a strong impact onhow well a student performs on the ACT. Multiple studies have shown that there is a significant gap between the ACT scores of rich and poor students.Students from wealthier families are often found to score higher on the ACT than students who come from poorer backgrounds. Students who come from wealthier backgrounds likely have schools and parents with more resources for test prep, and they often receive more pressure to do well on the ACT.Therefore, using the ACT as a measure of intelligence can discriminate against students from poorer backgrounds, who are also more likely to be minorities. Bad Use#2:To Find a "Genius" A person who scores perfectly on the ACTmight be assumed to be a genius, good at everything, and guaranteed to succeed at whatever they do. However, the truth is thata person who gets a perfect score on the ACT may in fact be very intelligent, but they may also have put a lot of time into preparing, gotten lucky that day, or a combination ofthose scenarios. Whatever the reason, the ACT tests only a specific set of skills, and a person who gets a perfect score on the ACT won’t automatically be amazing at everything else.As mentioned above, the ACT only tests certain types of intelligence, which also means that a person widely considered to be intelligent may not get a perfect score or even do very well on the ACT at all. It also shouldn’t be assumed that people with perfect ACT scores are more intelligent than those who didn’t receive perfect scores, which introduces ournext point. Don't expect ACT scores to automatically find you a genius. Bad Use#3: To Compare People With Similar Scores The ACT should also not be used to compare the intelligence of people who received similar scores, about 3 points or less in difference.A person with a composite score of 32 and a person with a score of 31 likely had only a small difference between the number of questions they answered correctly. The person who received the 32 shouldn’t be assumed to be smarter than the person who received the 31. Their differences in score could simply be due to normal variation in ACT results. If they both took the ACT again, it’s completely possible thatthe person who got the 31 gets the higher score this time. A person's ACT scores can vary from one test to another,and people can get questions right or wrong by mistake, which doesn’t necessarily reflect their intelligence.When two (or more) people have similar ACT scores, it’s not possible to determine who is more intelligent simply by looking at the slightly higher score. Bad Use#4:To Determine Specific Areas of Expertise The ACT also should notbe used to judge a person'sskill level or knowledge of a specific subject. For example, someone who got a perfect score on the essay may not know how to write a research paper, and someone who does well on the science section may not know anything about microbiology. If the results you're given include subscores,they may provide more details on how well the applicant did in certain subjects, but this information should still not be used to make assumptions about specificskill setsand knowledge areas. How Should You Use ACT Scores? So how can ACT scores be used correctly and accurately? Three ways are listed below. In general, all involve using test scores to make generalinferences that can be further supported by additional evidence. Good Use#1: To Estimate IQ ACT scoresare definitelynot a perfect way to measure a person's intelligence, but there is a relationship between someone's IQ and the score they get on the ACT.While IQ only tests a certain type of problem-solving, (specifically the ability to solve problems based on the information you are given), it is still often used as a measure of intelligence. Meredith C. Gray and Douglas K. Detterman, two researchers at Case Western Reserve University, conducted rigorous studies to understand the relationship between standardized test scores and intelligence. From their research, they have found that, even though the correlation between IQ and SAT is stronger, there is still a relationship between IQ and ACT score.That means if someone scores well on the ACT, then it is more likely, although not guaranteed, that they have a high IQ as well. A lot of colleges and employerswant to admit or hirepeople with a certain levelof intelligence in order to ensure they can handle the work. While there are types of intelligence that neither the ACT nor IQ exams test for, using ACT scores can be a good way to estimate IQ and intelligence if you have many applicants you don’t know much about. Other information, such as GPA and letters of recommendation, should be used to support assumptions based onACT scores.A student with a high ACT score, excellent GPA, and a history of high impactin her extracurriculars has done well in high school and seems likely to continue that success.However, a student with a low ACT score should not necessarily be discounted, especially if they are strong in other areas, such as a good GPA and strongletters of recommendation. Theymay have had a bad test day, get nervous during standardized tests, or excel in other areas not tested by the ACT. ACT scores can'tcorrectly estimatehow smart every person who takes the exam is, so when reviewing applications, all of a student’s application materials should be taken into account. Personal statements and letters of recommendation, in particular, can often provide moreinformation aboutan applicant’s strengths and personality. Good Use #2: As an Indicator of Broad Strengths and Weaknesses As we mentioned earlier, you can'tuse ACT scores to determine if someone is knowledgeable in a very specific subject area, such as poetry or microbiology.However, it is sometimes possible to make inferences aboutwhat broad subject areas the test-taker is stronger and weaker in. The ACT has four sections: English, Math, Reading, and Science, along with an optional essay.If a person has large differences in scores between these sections, it may be possible to determine which areas they are most skilled and comfortable in.For example, someone with a perfect score of 36 for the Mathsection, but a 27 in Reading, may be stronger in the math and sciences. This is certainly not always true, but it can help support an inference if there is other evidence, such as a transcript showing lots of math and science classes and a personal statement describing a passion for biology. Employers can use this information if they arelooking to hire someonewith a particular set of skills.For example, a newspaperwould likely want their journaliststo have strong writingskills but not care as much about mathskills.Colleges can use this information in the sameway. If a student is applying for a school’s accountingprogram, admissions officers may be more interested in their Math score than their Reading and Essay scores. You may be able to use ACT scores to find a person's general strengthsand weaknesses. Good Use #3: To Help Make Efficient Admissions Decisions Sometimes colleges, employers, and scholarship committeesneed a way to quickly make acceptance or rejection decisions, especially if they havea lot of applicants.ACT scores providea quick way to estimatea person’s academic ability,and thus can be very useful. Most colleges and universities publishthe range of ACT scores for their entering class. Half of the class scored within this 25th-75th percentile range.Comparing a student’s ACT scores to the school’s score range can help admissions officers easily identify students far below or above that range and make those admissions decisions easier. For example, if a school’s 25th-75th percentile range is 23 to 28, a student who scored a 21 on the ACT will likely not be offered admission, while a student with a 32 appears to have an excellent chance of being accepted.However, how a student comparesto a school’s ACT score range shouldn't be the only factor admission is based on. A student with a lower-than-average ACT score may a strong GPA andextracurriculars and be an asset to the school while a student with an excellent ACT score may not have much else to recommend her.ACT scores can help make an initial admission decision easier, but the final decision should take other factors into account. Can ACT Scores Be Used to Predict Future Success? Most people use ACT scoresto attempt to select people they thinkwill do well at their school or company and beyond.The line of thinking is that people who score well on the ACT are intelligent and/or hard working,and they will continue to use those skills in the future. Is this true? The short answer is, â€Å"sometimes.† A high school student who scores well on the ACT will usually have at least some intelligence and motivation, but that does not always mean they will do well in college. The student could have spent a lot of time studying for the ACT but then felt like she could coast once he got to college, she may struggle to complete long assignments, she may not adapt well to living on herown, she may not work well in groups, or one of many more potential scenarios. Different sections of the ACT have been found to be more accurate in predicting success in college. A student’s English and Math ACT scores have a more significant correlation to success in college than the Reading and Science sections. A student’s scores on the Reading and Science sections of the ACT were found to have basically no connection to success in college.One study found that high school GPA is a better indicator of whether a student will succeed in college than ACT scores, which makes sense because a GPA takes into account the grades from four years ofhigh school, as opposed to the scores of one exam. The relationship between a person's ACT scores and their career success is even weaker. There is a correlation between people with ACTscores and people who end up working in more competitive fields, but ACT scores alone don’t always predict success.There are numerous factors required to be successful in most careers that the ACT can’t test for, such as interpersonal skills and work ethic, not to mention the specific skills needed to do certain jobs well. Conclusion ACT scores should never be used as the onlyindicator of a person'sintelligence or chanceof future success because they don’t measure a wide enough variety of skills or types of intelligence, and they can be influenced by too many outside factors. However, studies have shown a correlation between ACT score and IQ, and a person who does well on the ACT is often either intelligent, hard-working, or a combination of the two, which can make them more successful students and employees.Additionally, the ACT Math and English sections are most accurate at predicting future success, so they should be given more weight over the Science and Reading sections. The use them in the most accurate and effective way, ACT scores should be used as one part of an application that, along with other materials such as GPA, letters of recommendation, personal statements, and extracurriculars, can help identifyan applicant's particular strengths and estimate their chance of future success. What's Next? Looking for more information on the ACT? We have a guide that gives a complete explanation of the examas well as information for students and schools. Are you using ACT scores to try and estimate IQ?Learn whether the ACT or SAT predicts IQ more accurately. What does the ACT measure? Read this guide to learn whether the ACT accurately measures IQ, wealth, and other factors. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. 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To What Extent Does The Philosophy of The Upanishads Represent A Essay

To What Extent Does The Philosophy of The Upanishads Represent A Continuation Of The Vedic Tradition Answer With Particular Reference To The Following Key Con - Essay Example The idea of sacrifice in the Vedas has more an inward orientation. Sometimes this has resulted in even atheist thinking with in Hinduism. Later compositions often cite the authority of the Vedas as the more orthodox of Hindu scriptures. Many of the ideas in Hinduism like Dharma, Moksha and Karma are a matter of confusion even for the best of minds. Some times even the Vedas and Upanishads may not give the faithful clarity of mind. However, the search for truth by itself is a spiritual experience even when one has unsolved question in the mind. The essay concludes by the assertion that the Vedas are the ultimate spring from which other scriptures took their origin. Scriptural authority in Hinduism has many levels. (Lipner, 1988, P.26) In other religious texts the idea of inspiration, which is very sacrosanct and rigidly defined, is left somewhat vague in Hinduism. It is not even expected that all believers should fall in line with a canonical adherence to any doctrine as in other religions. â€Å"In an attempt to set monotheism firmly within the framework of classical Hinduism, Debendranath tried to find authority in the Vedas but became disillusioned with further study and decided that reason and conscience should be the test of the authority of any scriptural text.†(Brockington 176) In traditional Hinduism the Vedas have been given the status of the ultimate canonical text of divine knowledge. The word Veda means knowledge and it is applied in the sense of saving knowledge. It is interesting to note that many Hindus do not have any access to the Vedas .For all the real-time use many Hindus use other forms of scriptures. By about 400-300 BC the idea of â€Å" the four-Vedas† known as Chatur Vedas became an accepted canon. The four Vedas are The Rig, the Sama, Yajur and Atharava Veda .The Vedas contain a huge and diverse body of sacred language, which is directly or indirectly concerned with sacrificial ritual. The composition of the Vedas was a

The future of Liquefied Petroleum Gas (LPG) Dissertation

The future of Liquefied Petroleum Gas (LPG) - Dissertation Example Experts suggest that the energy industry takes a step towards this, because if they concentrate on making sustainable energy resources, they could play a crucial role in conserving energy (Williams, pp. 23-25, 2002). Thus, this has become a priority amongst car builders, manufacturers, and other people responsible. They are now concentrating on creating automobiles that will be most helpful in sustaining energies. Thus, the proposed research would be one small but significant step towards these efforts. Research Statement In this regard, the researcher will endeavor on the below-mentioned research statement to fulfill the aims and objectives of the research: â€Å"To identify and analyze the future of Liquefied Petroleum Gas in the energy market globally† LITERATURE REVIEW A study conducted by Qi, Bian, Ma, Zhang & Liu (2006) found out that Liquified Petroleum Gas (LPG) is a viable option and solution to the increasing pollution in China. Widespread use of LPG would mean that the country would emit lesser pollutants and dangerous gases due to the consumption of diesel and petrol based fuels. However, the study also recommended that for ensuring LPG has a bright future, experts will have to work to reduce the effects of one major disadvantage caused by LPG, and that be of the high auto-ignition temperature. The study experiments with the effects of replacing a diesel based automobiles with LPG-Diesel blended fuels at various blended rates that are 0 percent, 10 percent, 20 percent, 30 percent and 40 percent. The effects that were under examination were related to the engine performance and exhaust emissions that revealed that the effects on engine performance did not witness any significant impact; however, with increased LPG volume, the emission of sulfur and carbon oxides did decrease dramatically. Important here to note is that these findings are not in line with the findings of various other studies which have believed that LPG use as a car fuel incre ases hydrocarbon emissions (Gilbert & Perl, pp. 74-78, 2008; Song, Hsu, & Mochida, pp. 52-58, 2000). The Indian scientists, Ahuja, Dash & Shrivastava (2011) under the umbrella of â€Å"Department of Burns, Plastic, Maxillofacial, and Microvascular Surgery† in a recent research have revealed that LPG cylinders used for cooking are much safer in Indian households as compared to other means used for cooking. Furthermore, most of the LPG related incidents, which were reported in Indian households over the past 17 months, were in majority a result of negligence and inability to take care of the instruments. The study took into account various factors such as â€Å"age, gender, religion, socioeconomic status, literacy level, type of family unit, marital status, type of dwelling unit, mode of injury and its exact mechanism, place of incident, level of cooking stove, extent of burns† (Ahuja, Dash, & Shrivastava, 2011). In addition, some of the other factors were â€Å"presenc e of features of inhalation injury, number of patients affected in a single mishap, size of Liquified Petroleum Gas cylinder used, length of hospital stay and mortality† (Ahuja, Dash, & Shrivastava, 2011). Towards, the end it concluded that it is much safer for the lower and middle class Indian households, which are using kerosene related instruments for cooking. Therefore, the provincial governments should giver subsidy on the Liquified

English Film and Literature Analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

English Film and Literature Analysis - Essay Example Let us be ignorant to the visual version of the former and instead we are going to examine the key elements of Raymond Chandler’s novel 'The Big Sleep' and John Huston's film 'The Maltese Falcon', and find out, which stands as a single core trait that the American culture holds to be essential in its heroes. The Big sleep, The Maltese Falcon and Humphrey Bogart ‘The Big sleep’ is a crime novel written by detective fiction writer, Raymond Chandler in 1939. The story is known for its intricacy and many secrets being disclosed throughout the narrative. The whole narrative is based upon Los Angles detective, Philip Marlowe’s point of view. ‘The Maltese Falcon’ is a 1941 Warner Bros. film, directed by John Huston. The film was adapted from the novel of the same name written by Dashiell Hammett. The film ‘The Maltese Falcon’ has been named as one of the greatest films of all time by film critics. The screen play is all about a San Franci sco private detective, Sam Spade and his dealings with three corrupt characters all of whom are in pursuit of a jewel encrusted statuette named the Maltese Falcon. Humphrey Bogart, regarded as one of the greatest male star or film hero in the history of American cinema, played the character of Sam Spade. Humphrey Bogart created his own trade mark film persona through his films, which made him, a symbol of the Golden Age of Hollywood and a popular culture icon even after his death. The single core trait Inspection of these two works shows that the multiple core traits that remain as essential in American heroes are being cynical but honest, hardboiled but noble, stoical, wary as well as tough even without a gun. These multiple elements can be combined to form a sort of ‘umbrella’ core trait named idiosyncrasy. This oxymoronic term refers to the peculiarity and individuality in one’s thought and action. Both the main characters in the novel and the film express thi s in enormous amounts. The American culture during the 1940’s was associated with war and the post-war period, which demanded stoical character trait in its heroes. This can be noted in the pre-climax of the movie, when Sam Spade angrily confronts O’Shaughnessy, telling her that he knows that she killed Archer to implicate Thursby. She cannot believe that Spade would turn her over to the police, but he does, despite his feelings for her, thus exhibiting the stoical trait.  Ã¢â‚¬Å"If you are good girl, you will be out in 20 years. I will be waiting for you. If they hang you, I’ll always remember you† (Huston). This also shows Spade’s behavior of accusing or cursing with sweet dialogue. On the other hand, in ‘The Big Sleep’, Marlowe exhibits the stoical trait in a different perspective. That is, he reveals a palpable dread of his own impending death, and struggles to retrace the steps that led him into a life of danger and depravity. Bo th sleuths Marlowe and Spade place a great emphasis on intricate details apart from viewing the larger picture, which also can be linked to the American culture’s perspective of who can be regarded as hero. The below words by Marlow reveal how he exhibits this trait in a effective manner. â€Å"Over the entrance doors, which would have let in a troop of Indian elephants, there was a broad stained-glass panel showing a knight in dark armor rescuing a lady who was tied to a tree†. (Chandler 1). These words clearly reflect how Marlow being a detective who looks into the details of

Nursing Pain Management in hospitalized patients with Cancer Dissertation

Nursing Pain Management in hospitalized patients with Cancer - Dissertation Example According to Wood & Kerr (2011:67), the focus of the research is essential considering that management of pain in hospitalized patients with cancer, is critical in ensuring patient’s comfort and quick recovery. Abstract The abstract in this research article is concise and clear with well-summarized features of the main report. The research by has outlined the strengths of research in a manner by showing the used methods of pain management and the factors that contribute to pain in cancer patients. Presentation in the abstract is excellent. However, there is a weakness in the abstract in that it does not show clearly some of the expected experiences of patients in pain. It focuses only on strategies for pain management, but does not outline whether there is pain related to cancer treatment. An abstract should provide a brief description of the whole study without leaving out essential details (Polit and Beck 2010, p.54). This makes this research less favourable for use by nurse s in such a scenario. Introduction The introduction for this research is quite elaborate and clear. It has a clear purpose statement, and it is logical and straightforward. However, there are some weaknesses in that there is a lengthy citation at the opening, which seems too broad for the research purpose. The statistics used to give details about cancer are too many and are striking and conflicting at times. The literature review that is significant to this study forms only a small portion of the introduction. The introduction has mentioned that there are many factors, which contribute to pain in cancer patients, but it is not specific which factors it will cover or explore for better management pain in hospitalized patients with cancer. The citations used are also too old dating back to the year 1994. These might not give up to date information required for pain management in cancer, in the 21st century. The more recent citation used in the introductory part is 2000, which is quit e far considering that new methods of pain management have come up in the last one decade. The use of old research studies in this study shows that there has been no significant change in techniques for pain management, which is not true. The weak support provided by old studies makes this research study unfavourable in a nursing practice. Statement of the problem The problem statement in this study is clear and unambiguous, and this makes the reader identify it easily. The researcher clearly explains the purpose of the study, the reason of carrying out such a study, the target group, and interest in helping in management of pain in hospitalized patients with cancer (Holland & Rees, 2010:45). The strength in this problem statement is that it shows how the study is significant to nursing practice. It elaborates the best methods in earlier studies, to help the present nurses in managing pain in such patients. It also shows that apart from pain, other factors that contribute to such pa in needs intervention to prevent the occurrence of pain. In general, it gives information about a holistic approach to pain management in such patients. This helps the nurses to provide adequate management to such patients. The statement of the problem also matches the methodology used in this study. This is essential as it helps the reader or the nurses to identify the

World Trade Organization Assignment Example | Topics and Well Written Essays - 1000 words

World Trade Organization - Assignment Example   The WTO provides the framework by which governments create and implement legislation and regulations for domestic trade. It also provides a platform on which countries develop and improve trade relations (Buterbaugh, 2008). The Purpose or Functions of the WTO The main objective of the WTO is to assist in making the flow of trade smooth, free, fair and predictable. It does this by Administering trade agreements The organization is responsible for facilitating the implementation, operation, and attainment of the objectives of the trade agreements (Hajnal, 2001). Acting as a forum for trade negotiations The organization provides its members with a forum for negotiating their multilateral trade relations in accordance with the rules and regulations of WTO. It also provides them with a framework for which they can implement the outcomes of such negotiations as per the decision of the ministerial conference (Hajnal, 2001). Handling trade disputes WTO is responsible for settling any tra de disputes that may exist among its members. It encourages its member states to settle their disputes through consultation. Nations that feel their rights under the agreement are abused can report the dispute to the WTO. The organization can then interpret and analyze the agreements and make a judgment. It also assists its members in an understanding of the rules and regulations governing dispute settlement (Macrory, 2005). Reviewing national trade policies The organization periodically reviews the trade policies in order to improve transparency, understanding of the adopted policies and evaluate the impacts of these policies among its members. The review also acts as constructive feedback on the policies of many member countries (Macrory, 2005). Assisting developing countries in trade policy issues, through technical assistance and training programmes The organization provides provisions that encourage developed nations to assist trade of developing countries. Developing nations a re provided with transition periods to help them adjust to the more difficult provisions of the WTO. In addition, they are also given flexible market access concessions for their products (Macrory, 2005). Cooperating with other international organizations The WTO cooperates with other international organizations such as the International Monetary Fund (IMF) and International Bank for Reconstruction and Development (World Bank) to achieve greater coherence in making international economic policies (Hajnal, 2001). Taking a Trade Dispute to the WTO The world trade organization procedures for resolving trade disputes are very important in ensuring that trade occurs smoothly. A dispute only occurs when a member state believes that its rights are violated by another country as per the agreement made in the WTO.  

Nursing Pain Management in hospitalized patients with Cancer Dissertation

Nursing Pain Management in hospitalized patients with Cancer - Dissertation Example According to Wood & Kerr (2011:67), the focus of the research is essential considering that management of pain in hospitalized patients with cancer, is critical in ensuring patient’s comfort and quick recovery. Abstract The abstract in this research article is concise and clear with well-summarized features of the main report. The research by has outlined the strengths of research in a manner by showing the used methods of pain management and the factors that contribute to pain in cancer patients. Presentation in the abstract is excellent. However, there is a weakness in the abstract in that it does not show clearly some of the expected experiences of patients in pain. It focuses only on strategies for pain management, but does not outline whether there is pain related to cancer treatment. An abstract should provide a brief description of the whole study without leaving out essential details (Polit and Beck 2010, p.54). This makes this research less favourable for use by nurse s in such a scenario. Introduction The introduction for this research is quite elaborate and clear. It has a clear purpose statement, and it is logical and straightforward. However, there are some weaknesses in that there is a lengthy citation at the opening, which seems too broad for the research purpose. The statistics used to give details about cancer are too many and are striking and conflicting at times. The literature review that is significant to this study forms only a small portion of the introduction. The introduction has mentioned that there are many factors, which contribute to pain in cancer patients, but it is not specific which factors it will cover or explore for better management pain in hospitalized patients with cancer. The citations used are also too old dating back to the year 1994. These might not give up to date information required for pain management in cancer, in the 21st century. The more recent citation used in the introductory part is 2000, which is quit e far considering that new methods of pain management have come up in the last one decade. The use of old research studies in this study shows that there has been no significant change in techniques for pain management, which is not true. The weak support provided by old studies makes this research study unfavourable in a nursing practice. Statement of the problem The problem statement in this study is clear and unambiguous, and this makes the reader identify it easily. The researcher clearly explains the purpose of the study, the reason of carrying out such a study, the target group, and interest in helping in management of pain in hospitalized patients with cancer (Holland & Rees, 2010:45). The strength in this problem statement is that it shows how the study is significant to nursing practice. It elaborates the best methods in earlier studies, to help the present nurses in managing pain in such patients. It also shows that apart from pain, other factors that contribute to such pa in needs intervention to prevent the occurrence of pain. In general, it gives information about a holistic approach to pain management in such patients. This helps the nurses to provide adequate management to such patients. The statement of the problem also matches the methodology used in this study. This is essential as it helps the reader or the nurses to identify the

USA Drug Policy approach on Colombia and Afghanistan Essay

USA Drug Policy approach on Colombia and Afghanistan - Essay Example The first part of this paper will therefore focus on the US drug policy in Colombia and the second part of this paper will evaluate the US drug policy in Afghanistan. The final part of this paper will provide a comparative analysis of the US drug policy toward the two countries and will offer key findings and explain how these two different policies are designed to achieve the same goal, although influenced by different political considerations. As the paper declares the US Office of National Drug Control Policy reports that Colombia is the source of more than 90 percent of the cocaine that infiltrates the US. Likewise the US identifies Colombia as a significant source of heroin in the US. Liang-Fenton characterizes the US drug policy toward Colombia as one of â€Å"eradication, interdiction and extradition†. Eradication is aimed at the crop and invariably involves â€Å"aerial herbicide†. Interdiction involves interdicting the drugs either in the source country or en route to the US and requires cooperation with the security personnel of the source state. Extradition is motivated by eliminating and/or immobilizing drug traffickers on a state to state cooperation basis. The US response to a Colombian judge’s release from prison of Jorge Ochoa, a â€Å"notorious cocaine capo† in 1987 illustrates the point. The Colombian government’s jurisdiction over the judge was entirely limited. The US re sponded by criticizing and ridiculing Colombia and in addition subjected Colombian travelers and Colombian products to intensive checks by US Customs at entry ports into the US.

Results from the Job analysis method Essay Example for Free

Results from the Job analysis method Essay Observation method allows employers to watch and judge how employees perform in their specific jobs. Supervisors or managers would have a better understanding on how the employee performs. They can decide whether the performance from the employees would need to improve or if theyre satisfied with the current progress. However, employees may feel insecure as they are being watched. It can also be time consuming and results gathered may not be accurate as the employees may change their attitude or habits towards their work. Individual interview method is the most accurate and precise form of job analysis. Understanding the job would be clearer and easier. Questions and doubts can be answered and clarified. Information can be gathered quickly and are more likely to be accurate. Group interview method is when an interview takes place in groups of three to five candidates at a time. Like individual interview method, the interviewer and interviewee can interact face to face. Interviewer can get first hand information about the candidates attitude and character. However the disadvantages of group interview is that the interviewers choice maybe bias. Diary method is time consuming compared to the other six job analysis methods. This report focuses on observation, individual and group interview method. We have chosen them because this is the best way to interview them. A job description would give job-seekers and overall idea of what will they be doing, how the job should be done, the kind of conditions they would be working in and what steps are needed to be done in a specific job. It should accurately describe the contents and environment of the job, and the conditions of employment. Such details in a job description would be the job title or position, the essential duties and tasks that are to be performed, and the characteristics of the job, environmental conditions, the authorities and responsibilities of the job-seeker. Job specification specifies the minimum qualifications that the candidate must possess in order to attain the job successfully. Based on the information gathered from the job analysis, the job specification identifies the essential knowledge, skills, education, working experience, type of certification and the abilities needed to possess by the candidate. The applicants must have these basic requirements before they can apply for the position.

Examining Intergroup Relations from different angles

Examining Intergroup Relations from different angles Intergroup relations started to take form in understanding individual characteristics from the beginning of the twentieth century. The theory of intergroup relations for individual, group, intergroup, and organizational relations defines boundaries, power, cognition, and leadership behaviors. Intergroup relations can be examined from so many different angles. There is even a wide variety of areas of study that have theories into a multitude of issues concerning intergroup relations. However, with the array of research into intergroup relations, narrowing down the topic of research to social psychology, and studying the characteristic, and behavior will be sufficient enough to have a wide range of understanding into group and individual behavior. Certain perceptions can be developed toward a group member or members  involving negative or positive intergroup relations, such as: social categorization, stereotypes, intergroup bias, motivations, prejudices, and the functional relationsh ip process within a group. INTRODUCTION TO INTERGROUP RELATIONS What is the meaning behind intergroup relations? Why is it so widely studied in social psychology? These are questions that are asked when analyzing the meaning of intergroup relations. To better understand intergroup relations you first have to dive into where it all began and how the term was discovered. In the 1960s and 1970s social psychologists began studying individuals and social interaction. The study of group dynamics proved to be unsuccessful and expensive, so they decided to research the dynamic on a smaller scale by breaking down individuals rather than placing them in larger social structures for their research. However, this setting failed and the setting became inaccurate. As time went on though, investigation of group dynamics was not a dead topic. The research into intergroup relations was yet again opened up for study in the 1980s and 1990s, but this time investigation into human behavior in a group setting (Johnson Johnson, 2009). The numbers of issues found were: cooperation, conflict resolution, distributive justice, intergroup relations, and cross cultural interactions. This was a major step in research for group and individual behavior among a group setting. It was then a doorway to other fields for research that ultimately became one of the most dominated areas of study on group dynamics. Intergroup relations in simpler terms can be described as feelings, evaluations, beliefs and behaviors that groups and members may have toward one another. It can have both positive and negative impacts among those individuals that are among the group or outside their group. The psychological process that is associated with intergroup relations among many is social categorization. This can be described as the personalities, motivations of group members, observations, and the practical relationship between groups and those outside groups. SOCIAL CATEGORIZATION Social Categorization is a fundamental part of intergroup relations. It involves identifying people that are within your group and those that our outside of your group members. The theory behind social categorization arises from the earlier work of Tajfel of social identity theory. By evaluating an individuals self-image for which they perceive him or herself; these aspects can also contribute positively or negatively as well when defining their group identity with we or us as one would with me or I. Social categorization is social perception that involves relating to those within your group and discriminating against those that are not in your group. This can cause conflict when one relates with their individual self image to their own group and then having to work with others that are outside of your group members. When relating yourself characteristic and building a trusting relationship with those within your group, members tend to view others more negatively when others from the outside are brought into your group; even if those from the outside have similar characteristics of your own. Once group membership has been established people distinguish individuals who are members as the in-group and those who are members of other group as the out-group (Dovidio, April 21, 1990). When intergroup boundaries between out-group and in-group have been pronounced people tend to discriminate against the out-group than those in their in-group. People then attribute more strongly to their in-group, and then in turn favor and contribute more toward their group. This is because ones self-esteem is more enhanced in their own group than in different group memberships. When different groups are not interdependent and group memberships are thrown together; intergroup biases are produced. INTERGROUP BIAS Intergroup bias generally defines the members (the in-group) to be more favorable to their own group than to the non-members (the out-group). Bias can cause such behavior such as: discrimination, stereo-typing, and prejudice. This essentially means that trust is turned over to the in-group and not given to the out-group. Individuals tend to give more to their own group than relinquishing those rewards to members of other groups. When social identity is developed among members in a group, it is hard for those members to be able to reach out and identify with outside group members. Once a trust line has been established it is difficult to create non derogation towards the out-group (Dovidio, April 21, 1990). In order to decrease intergroup bias is to make group members aware of the consequences that surround this behavior. Or by placing groups with other groups on more of a daily basis in order to establish less competition and less trust issues among others. By taking out the element that can cause intergroup bias can help those participating in a group environment to see that each member, whether in their group or others, are key factors to being successful. Being able to observe others culture, style and individual character without discriminating from the beginning will help each member find balance in their group and others they become involved in. No one group is better than the other. Each has separate tools that can make the ease of intergroup relations work victoriously. GROUP CULTURE When evaluating group dynamics in intergroup relations one benefit, as stated, is the culture and style that each individual will bring such as: the history and common ancestry, as well as cultural characteristics. But when viewing culture as it relates to intergroup bias, groups that are involved in intercultural encounters tend to run into conflicts due to sociocultural adaptation. The more different the languages, family structures, religion, standard of living and values of the two groups, the more cultural distance there will be between these groups. With these cultural characteristics and cultural distance that is placed in groups it can have a tendency to take shape as ethnocentrism where one ethnic group views their culture as better than another. When ethnocentrism is present we measure our culture based on others of different ethnicity. This is derived from the cultural conditioning that each individual has encountered as children. Children are typically raised to fit into particular cultures and sometimes when individuals are conditioned we see others ethnic background in a more negative light than positive (Messick Mackie, 1989). Groups tend to place distance between those that are of different in cultural background because they perceive them with dissimilarity to their own culture. Sometimes, it is difficult for groups to adapt to those with greater cultural dissimilarities. It is important for those placed in groups to be able to learn more about each individuals own interaction styles, and be able to set structure within those group to have a higher success rate in their groups. When structuring a groups interaction styles and applying everyones cultural differences; you can take those differences and use them to benefit a higher success rate. Being able to learn and understand others cultural beliefs and backgrounds can truly add benefit to each group established (Spielberger, 2004). GROUP BEHAVIOR AND MEMBERSHIP A group is a social system that involves interaction among members and a common group identity. When discussing group dynamics and how it correlates with intergroup relations, evaluating the conflicts, social categorization, and cultural differences; it is also important to evaluate the fundamental behaviors of group processes as a whole. Groups have a sense of we-ness that helps them to identify themselves as belonging to a certain entity. A group is an important part of sociological concept since it plays such a complex part in everyday life. Group membership is part of an individuals social identity. It is a key element of social control over individuals social pressures towards having to conform. Especially when they can deviate risking their membership as a result of that risk. However, social consequences help establish an important understanding of social life as a whole. We live in a very physical and cognitive world and when discussing group membership and the social pressures, understanding the social influence and group behavior in group memberships is one of the most important keys to everyday life (Messick Mackie, 1989). There are several types of group environments that we encounter in a life time; from sports, school, work, family and peers. Every type of group contact comes with social influence and behaviors from each individual involved in the group setting. Individuals affect one another in several different ways depending on their experiences. Experiences that each individual has encountered in their lifetime; is the key tool in intergroup relations. It is what makes group behavior an important asset when discussing the theory behind intergroup contact and how they all in the end relate to one another. Ultimately, the individuals experiences, needs, social influences and relationships are what make up how individuals approach group membership. SUMMARY Intergroup relations are essentially determined by how people relate to one another as well as how they categorize others. Perceptions is what shapes individuals personal needs and values, and by the behavior between groups. This process intermingles and works in sync with each other. With this categorization of people in groups it can sometimes cause the intergroup bias and conflict among the group members or members outside of the group (Dovidio, April 21, 1990). However, with conflict and social categorization come goals to help implement positive group membership. Different groups and culture can help organize and produce efforts to achieve a mutually desired outcome; as long as conditions and discipline is applied. Being able to work together and understand everyones individual needs and goals will help establish a positive intergroup dynamic. Certain perceptions are developed toward a group member or members that are  involved in a negative or positive intergroup relation. Social categorization, stereotypes, intergroup bias, motivations, prejudices, and the functional relationship process within a group. These basic processes are the fundamental interpretations of intergroup relations and the dynamics that in turn produce a group membership that can successfully be achieved with hard work, understanding and the basic desires to work as a group and overcome the biasness that can take place.