Developing Effective Teamwork in Organisations Essay

Developing Effective Teamwork in Organisations - Essay Example Evaluation of the organizational theories and approaches with examples 12 3.Ways of using motivational theories in organisations 13 Task 1. Impact of leadership styles on motivation levels in organizations in periods of change 13 Task2a. 3 motivational theories 13 Task 2b. 3 workplace situations for the 3 motivational theories 14 Task 2c. Comparison and evaluation of theories against set criteria of ‘benefits of motivational theories’ for managers 14 4.Developing effective teamwork in organizations 15 Task 1. Review workforce in the organization with regards to group behaviours 15 Task 2a. 4 factors to be considered for building effective teams 15 Task 2b. Contribution of 4 factors towards development of teamwork 15 Task 2c. How the 4 factors can inhibit development of teamwork 16 Task 3. Evaluation of the impact of technology on team functioning in the organization 16 Reference 18 Context The project presents the context of British Petroleum, which accounts for one of t he leading oil and gas companies in the world. The organization is known for its immense success in providing customers with fuel, energy, retail services and petrochemical products which is required in their daily lives. The company’s unique feature lies in its sophisticated technology usage and techniques which it uses for finding natural gases and oil under the surface of the earth. The organization earns the reputation of constantly updating its scientific techniques and tools used in its methods and practices and responding to customers’ needs and requirements promptly and successfully. The efficiency and competency demonstrated by the company truly reflects through its organizational culture and structure. It also demonstrates perfect leadership styles in different situations and needs. The impacts of effective leadership shows through its ability in enhancing motivations of individuals in the organization such that it proves itself as one of the most preferred a nd attractive employer to work with. The organization’s effective and efficient team management styles also accounts for one of the main factors for success. The project proceeds with the description of the organizational structure and culture of British Petroleum and way it impacts on the business performance. The different approaches to leadership and management are discussed in this context. Finally the impact of technology and its influence on the team functioning in the organization is provided in the project. 1. Relationship between organization structure and culture Task 1a. Organizational structures British Petroleum reflects a geographically based organizational structure, particularly because of its large overseas sales which do not necessarily remain dominated by any single geographic territory. Global area structures are generally seen in organizations having narrow product lines; for example, the automobile organizations, cosmetics, containers, pharmaceuticals as well as food and beverages (John & Gillies, 1996, p.278). On the other hand the organizational structure of General Electric demonstrates a product divisional structure. The multinational organization is structured according to the product divisions which exist across the world. General Electric has product divisional structure mainly on account of its wide and diverse product ranges in which the user markets as well as the technologies very to quite an extent between the various product groups (John & Gillies,

Ecology Mock Experiment Essay Example for Free

Ecology Mock Experiment Essay Due to their large size oak trees become shelters and nesting sites to very many wildlife species, so if one were to remove or decrease availability of these oak trees then one might expect the abundance of the animals that use oak trees as a home would decline as well. In this experiment, we will be testing whether or not the availability of oak trees in an environment will affect the distribution and abundance of robins. The hypothesis of the experiment would be as follows: The population size of robins is restricted by the availability oak trees present. This hypothesis would then lead you to predict that by removing oak trees from an environment, the population size of robins would then decline. In this experiment, both the control and the experimental groups will be tested in similar conditions which include temperature, geographic location, resources available, and species diversity and richness of the areas in which the experiments are taking place. The variable which will be tested is the presence of oak trees. Therefore, the experimental group will have the oak trees removed while, the control group will have the oak trees present. For the experiment, we will observe these groups on a weekly basis for two months. If in the experimental group, the population of the robins were to show a decline while population of the control group would remain at a steady pace over the two month span then my hypothesis would be proven correct. But if results of the experiment were to show the population size of the experimental group have similar numbers with the control group or show the control groups robin population decrease more than the experimental group then my hypothesis would be disproven.

For this piece of coursework, I am going to compare two Poems produced :: English Literature

For this piece of coursework, I am going to compare two Poems produced by Simon Armitage. For this piece of coursework, I am going to compare two Poems produced by Simon Armitage. His website has quoted that he is one of the most exciting younger poets that combines accessible humor and realist style with critical significance and has been short listed for the Whitbread Prize, TS Eliot Prize and Forward Prize. When he jumped genres, the critics moan about his first novel Little Green Man (2001) for its lack of poeticism; he said he "just wanted to tell a story", but the Guardian saw this tale of adult men trapped in childhood games as a "piece of low-key, frill-free lad-lit". "About his person" is a poem about a dead man who has been discovered. The title of the poem gives a sense that someone has written him, such as a Police officer's report. The form of layout is in 10 two-lined stanzas called rhyming couplets. The poem starts off in an ordinary way. It says "Five pounds fifty in change, exactly. A library card on its date of expiry". He had a postcard stamped but it wasn't sent to the person he was sending it to. The word "slashed" was used and this showed violence. It also showed that he was writing something quickly when the poem states "A pocket sized diary slashed with a pencil" From March 24th to 1st of April, something happened during that period of time and we don't know what it is. This makes us wonder in suspicion, what it was about. In his hand there is a piece of paper with his own handwriting on it: "A final demand, in his own hand" and this suggests that it could be his bill order which is unpaid. It is not told what is exactly meant but I presume so. On the 6th stanza it says there was a rolled up note of explanation sprayed like a carnation. This gives us a hint that he committed to suicide. The words "explanation" and "carnation" both rhyme like a simile. It gives emotion to the poem from feeling sad about "his" death. He also had possession of a photograph that was in the shape of a heart. This has given a hint why he has committed suicide maybe because he lost a loved one. For example his wife, who would be important to him. "No gold or silver, but crowning one finger" states that he had a wedding ring and this links up to the previous stanza that he was married.

Good to be King

A question to consider; when is it to be a King and it is not good? Answer; when the people hose the individual, but God has chosen someone else. Consider the time of Samuel when Israel desired a King. The Judges of Israel where no longer effective and â€Å"†¦ Everyone did what was right in his own eyes. † (Judges 21 :ebb ESP.) â€Å"Then all the elders gathered together and came to Samuel at Raman and said to him†¦ Appoint for us a king to judge us like the other nations. † (1 Samuel 8:4-5) God comforted Samuel by assuring him that it was not him, but God that they where rejecting.God therefore allowed Samuel to anoint the people's choice in ‘Saul' of the tribe of Benjamin. The people liked Saul, for he as tall and handsome. Basically, he looked good on the outside. I'm not sure, but I think the phrase â€Å"Don't judge a book by the cover' may have applied to this situation. In Sail's battle with the Philistines, chapter 13 of 1 Samuel, Sail's army w as heavily outnumbered and in retreat. While growing impatient waiting for God's prophet Samuel, Saul decided himself to offer a burnt offering.This event was the final prideful character flaw of Saul, and Samuel pronounced, although the Lord would have established Sail's kingdom over Israel, but instead his kingdom shall not continue. God said to Samuel â€Å"†¦ L regret that have made Saul king, for he has turned back from following Me and has not performed My commandments† (1 Sam. 15:1 la) Thus, the search for the next King the individual for someone with God's own heart had begun. The Lord leads Samuel to Bethlehem and to the house of Jesse, son of Bed, grandson to Boas.Jesse brings forth his oldest son Elba, who most likely was tall and good looking like Saul. Samuel likes Elba, but is corrected by God, who says â€Å"†¦ The Lord sees not as man sees: man looks on the outward appearance, but the Lord looks on the heart† (1 Sam. 1 6: 7) Jesse mutinous to bring forth all of his sons, until the youngest, who needs to be retrieved from the sheep fields, and only then is Samuel convinced that he has found God's chosen one. David the shepherd boy is brought forward, anointed with oil, filled with the Holy Spirit and proclaimed, that he is Israel's next true King.Davit's first public appearance and confirmation of his ordination is found in the Valley of Ella with the Philistines' champion named Goliath. To this very day, all things very large are labeled â€Å"Goliath†. After 40 days of what we call ‘trash talking against Saul, his army and the very God hey serve, David steps up and accepts Goliath challenge. After shedding any form Of current modern battle fatigues, David with his staff and five smooth stones from the brook, one stone for Goliath and four for anyone else who dared to came after.This amazing show of courage, by the way, is the kind of King Israel needs and fits the covenant God had stated before. After seein g what was sent forth, Goliath laughs again, yet David proceeds to verbally rebuke Goliath and proclaims the truth about the God of Israel being real and powerful. The Bible says that David used one stone and it â€Å"sank into his forehead† (1 Samuel 17:ebb). I personally witnessed a baseball player get hit in the head during a high school baseball game, granted it was only 70 MPH, and the individual was using a regulated helmet, but I believe they suffered a concussion none the less.Goliath was killed with this smooth stone that penetrated through his military issued helmet. I also personally believe that if David shot the stone in the other direction, it still would have hit its target because it was Holy Spirit filled and on mission from God to show the world, especially those in Israel, whom God has anointed to be King and that no one gets away with fighting against Israel. Davit's obedience to God's commandments along with his devotion and heart for God not only establi shed a great monarchy for Israel but an example for all other nations as well.And even though Davit's sin with Batches and very poor parental skills (I. E. , with Abyssal) are recorded for our learning, the New Testament scripture mentions David in the Hall of Faith as a positive role model â€Å"†¦ Through faith conquered kingdoms, enforced justice, obtained promises†¦ Made strong out of weakness, became mighty in war, put foreign armies to flight. † (Hebrews 1 1:33-34) The next king following Davit's death as his son Solomon who was granted an understanding mind to govern the people.

Educating Rita †the Consequence of Change Essay

Belonging implies change, and change rarely comes without consequence. The progression to belong into a now culture or place may be physical, emotional or mental. Rita, driven by feeling inadequate is the main character in Willy Russell’s play, Educating Rita. She achieves a successful move into her new world. However, she must overcome change which will come at a personal cost. Throughout the play Willy Russell depicts many themes; these include relationships, choice and consequence, social class and change. These themes are constantly seen in â€Å"good will hunting†, directed by Gus Van Sant. Staring Matt Damon who plays â€Å"will hunting†, an abused foster child, he subconsciously blames himself for his unhappy upbringing and turns this self-loathing into a form of self-sabotage in both his professional and emotional life. The story is about his challenge to break from his working-class culture and move on. However, he will face many changes through-out his quest to belong. Relationships can mould or trigger change, and change is seen throughout Educating Rita. Rita embarks on an Open University course as she wants more out of her life. Rita see’s education as an exit route from her current life, she is â€Å"out of step† with her husband, family and friends – Rita wants to â€Å"discover [herself] first†, before wanting to compensate with having a child with Denny. Denny’s obsession of one day settling down with a family leads to the later divorce and failure of their marriage. Rita’s initial depiction of Denny towards Frank was that Denny â€Å"was blind†, Rita differentiates herself by stating that â€Å"[she ] wants to see†. Denny does not understand nor is willing to negotiate or communicate with Rita throughout act one, Denny’s aggressive behaviour leads to the savage action of burning her books, in scene five, and later Rita’s moving out of the house. This change was a consequence of Rita’s action to educate herself, despite Rita’s suffering she is still sympathetic and forgiving towards Denny, this is reinforced by Rita describing where â€Å"the girl he married has gone too† and she later states â€Å"he said I’d betrayed him. I suppose I had†. Throughout act one the audience is accounted for the growing bond between Rita and Frank. In act one scene one the stuck door is a metaphor for the effort required to change. Rita is confronted by a physical barrier which she would later overcome. Rita’s relationship with Frank develops throughout the play, she is uncomfortable in the first scene of act one, as she is unfamiliar with her surroundings. Rita’s discomfort is depicted through her agile talking, swearing and her constant moving about, this is evident through scene one as Rita feels â€Å"nervous† as she was â€Å"testing† frank. Rita is initially physically separated from Frank; there is an intangible barrier between Rita and Frank. However, this is quickly diminished as their relationship develops, this is evident as throughout the play, Rita starts to become less nervous and starts to sit down next to Frank, Rita stops â€Å"talking at† Frank and starts â€Å"talking [with]† him. Despite Rita’s lost relationship with Denny and a growing bond with Frank, Rita is still definitely torn between two worlds, this is evident through act one scene seven where Rita states that she is a â€Å"half-cast†. Rita’s experience in London at summer school is significant as this is the beginning of a new Rita , however , it is also the beginning of a drift in Rita’s and Franks relationship. She is able to gain confidence to talk â€Å"sophisticatedly†, this boost in confidence gave her the courage to talk and meet new friends, creating a new circle of friends for Rita. This means Rita is less dependent of Frank; this is evident through her late appearances to their tutorials or not attending at all. Frank confronts Rita complaining â€Å"†¦ that there was a time when you told me everything†. Franks view of Rita changes as the play progresses, Frank is disenchanted with Rita’s transformation under the influence of Trish and Tyler. Rita, for her part, has lost her initial respect towards Frank, this is evident as Frank is constantly drinking and smoking, whereby Rita is trying to keep clean and â€Å"change for the better†. Relationships encounter difficulties which make it harder to belong; however, the nature of relationships alters due to the individual’s choices and the consequences which follow as a result. Rita’s motivations in moving into the world are to achieve some sort of choice about the direction her life will follow. Rita does not want to follow her working-class path of blindness; instead she wants to achieve an education so that she is prone to more informed choices. Rita’s choice to enrol in an Open University course is the first stage of choices; this choice was subsequently looked down upon by Denny. However, even though Rita enrolled to the course she is faced with the consequences of both Denny and actually completing the course, even after she was accepted to the course she was compensating to â€Å"pack the course in†, coming very close to doing that in act one scene seven. However, the sight of her mother’s disappointment of not â€Å"singing a different song† is evidence of her unhappiness towards the culture. This scene is the ultimatum Rita is faced with, she is forced to make a decision between her working class and the middle class, as she is nether belonging to the working nor the middle class. This is evident as she states that she is a â€Å"freak† and a â€Å"half-cast†, however, her mother’s unhappiness is a key influence to her decision to stay at the Open University. To Rita the availability of choice is something of a luxury, she has no plan to what she is going to after she finishes the course†¦ However, Rita pampers to the availability of choices. This is evident in the last scene, where Rita is going to do her exams, she does not know what she is going to do for Christmas, however, she says, â€Å"i dunno. I’ll make a decision, I’ll choose. † This reinforces Rita’s luxury of â€Å"choice†. Rita’s choice to study has huge consequences in her personal life. This caused friction with her husband, which later is the key factor to the breakdown of the marriage. The alienation of Rita from her family and friends is yet another consequence of her choice to study. Rita’s alienation is seen in act one scene seven, as Rita cannot find a place to belong, she feels â€Å"out of step†, from both her family and Frank/upper class, describing herself as a â€Å"half-cast†. Rita’s and Frank’s bond slowly diminishes and they both drift away from each other, to a point where frank starts calling her different names. Frank is open too Rita, subsequently Rita is not, Frank feels his â€Å"creation† had turned out to be a â€Å"monster†. Frank decides to call himself â€Å"Mary Shelly†, this is significant as Frank has related Rita and himself to a gothic number called â€Å"Frankenstien†. Franks allusion shows the audience that Rita has â€Å"changed for the worst†. Throughout Educating Rita, there is heavy emphasis of moving into a different social class. Rita is dissatisfied with the limitations she faces within her current working class life. She doesn’t fit in with her peers in her working class neighbourhood; this is evident in act one scene two where she acknowledges that most of her peers would have had a baby, Rita on the other hand wants to â€Å"discover [herself]† and wants â€Å"a better way of livin’†. She attempts to explain her restlessness to Denny, but Denny’s interpretation of Rita’s materialistic terms as just simply saving up and â€Å"moving to a better neighbourhood†. Rita feels congested on the moral values of the working class culture she is a part of. This is evident in act one scene four, she depicts her class as everyone wanting to have a baby, she says that â€Å"everyone expects it†, everyone expects Rita to settle down to a life of marriage. Rita strives for a better social class, one which she can connect with, feeling a large sense of belonging, her desire for a better way of living leads her into the world, letting her husband, Denny behind she can only go forward. As she progresses through her Open University course, she starts to feel more of a â€Å"half cast†, belonging in nether class. She cannot relate to her working class friends, however, she also cannot speak the language of the middle class. Rita’s view of the working class if very critical, she completely denies their culture claiming that she see’s â€Å"everyone pissed†¦ because their lives have no meanin’†. Her view on education is a view of â€Å"setting her free†. In Rita’s first tutorial, she looks outside Franks window peering at the students on the grass, stating; â€Å"god, what’s it like to be free? † an ironic view because Frank is not free, and only restricted as he is unsatisfied with his job, drinking his way though each day. Whilst educating Rita provides the audience with a good account of an individual’s progression to belong to a new culture, â€Å"good will hunting† portrays a complementary account. Like Rita, â€Å"Will hunting† is from the working class culture. Good Will Hunting is a poetic story of a young man’s struggle to find his place in the world by first finding out who he is. This is the case for Rita, she is trying to â€Å"discover herself† . The movie is a journey through the mind of Will Hunting as he is forced to endure therapy instead of jail. With the help of the psychologist, played by Robin Williams, Will discovers himself and realizes his value in the world by understanding what matters to him most. An abused foster child, he subconsciously blames himself for his unhappy upbringing and turns this self-loathing into a form of self-sabotage in both his professional and emotional life. The story is about his challenge to break from his working-class culture, Will Hunting emphasises the elements within â€Å"Educating Rita†, although Will is a troubled genius, they both hold the same characteristics. Will, like Rita experiences the hardships of belonging to a new culture, Will Hunting is also faced with an Ultimatum; Will doesn’t see the opportunities which lie ahead of him, blinded by his path. However, he is put straight by his best mate; Chuckie who states â€Å"Look – you’re my best friend, so don’t take this the wrong way. In twenty years, if you’re still livin’ here, comin’ over to my house, still workin’ construction, I’ll kill you. That’s not a threat I’ll kill you†. This harsh statement is the turning point for Will. Will is completely different to Rita; they are both worlds away from each other. However, in both cases, moving onto a new world involves painful change before moving forward. In both these accounts, moving into a new world involves difficulties and challenges, both characters strive for an education to achieve their desired outcome. Rita achieves her ultimate goal of having â€Å"choice† through education. Will Hunting in â€Å"good will hunting† is forced to take upon education to strive for a better class, to open his opportunities. In both these cases, we see that to go into a new world is overwhelmed by difficulties, but it could also bring their desired reward.

Soap operas

Soap operas Whether you admit it or not, everyone has seen at least fifteen minutes of a soap opera in their lifetime. Who hasn't had one of those days where they're sitting at home, flipping through channels when they sort of pause to take a peek at what's happening on the latest episode of Days of Our Lives. The funniest thing though, is when they hear someone coming; the television is suddenly set to much music. Sure it may sound dumb changing channels, but hey I actually know people who do that, especially guys. Notice that practically all guys will say they have never seen a single episode of a soap opera, but all of a sudden if you catch them off guard they're the first ones to tell you what happened to Sammy and Austin on yesterdays episode of Days of Our Lives. But of course, they cover with the simple manly answer that they only watch the soap opera because they have "hot chicks".The Young and the Restless

Work of Art Titles

Work of Art Titles Work of Art Titles Work of Art Titles By Maeve Maddox When a freelance magazine writer asked me how the title of a sculpture should be written, I went to The Chicago Manual of Style to find out if it should be italicized, enclosed in quotation marks, or left plain. Here is the advice I found and passed on to the writer: Titles of paintings, drawings, photographs, statues, and other works of art are italicized, whether the titles are original, added by someone other than the artist, or translated. The names of works of antiquity (whose creators are often unknown) are usually set in roman. Though major works of art are generally italicized, some massive works of sculpture are regarded primarily as monuments and therefore not italicized. According to this advice, one should italicize Kindred Spirits (oil painting), Shore Lunch (non-monumental sculpture), and Rose and Driftwood (Ansel Adams photo), but leave the Venus de Milo (work of antiquity) and the Statue of Liberty (monumental) in roman type. After the fact, I checked to see what The AP Stylebook has to say about italicizing titles. The AP editors are against it: italics: AP does not italicize words in news stories. According to AP guidelines, the titles of just about everything are enclosed by quotation marks: book titles, computer game titles, movie titles, opera titles, play titles, poem titles, song titles, television program titles, and works of art. Exceptions are the Bible and books that are â€Å"primarily catalogs of reference material.† I decided to explore a few publications, American and British, to see how they do it. Two (both British) write the titles without italics or quotation marks. Four (all American) enclose the titles in quotation marks. Only one (also American) italicizes art titles, including works from antiquity. Here are seven of the examples I gathered: The Telegraph (British) I can hardly bear to look at a horrible little painting of a cloyingly sweet faced little girl entitled The Strawberry Girl, where the paint texture and layers of discoloured varnish were flattened during an early re-lining resulting in the ruin we see today The Independent (British) His giant sculptures, many of them human figures, include Yellow, a man ripping open his own chest and spilling out Lego innards (11,014 pieces make up the work), and a blue swimmer, as well as interpretations of masterpieces including the Mona Lisa The New York Times (American) The show includes works on loan as well as some of the gallerys recent acquisitions that have not been on view before, such as Frantisek Kupkas Organization of Graphic Motifs and Yves Tanguys The Look of Amber. The Sacramento Bee (American) Immediately you are struck by the rich and evocative figurative abstraction â€Å"Martyr With a Red Arm.† Boston Globe (American) Works like â€Å"Patina,† from 1975, and â€Å"Clavichord,† from 2002, feel like classic Ihara. The New Yorker (American) The sixth lot, â€Å"The Little White House,† a 1919 landscape by Willard Metcalf, sold for just over a million dollars. The Smithsonian Magazine (American) The  Venus de Milo  is the most famous sculpture and, after the  Mona Lisa, the most famous work of art in the world. Best advice: Consult the style guide of the publication for which the article is intended. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should KnowDifference between "Pressing" and "Ironing"How often is "bimonthly"?

The Best AP US History Review Guide

The Best AP US History Review Guide SAT / ACT Prep Online Guides and Tips It's hard to know where to start with your AP US History review. It's one of the tougher APs based on the thinking skills it requires and the amount of content it covers. You can't just read over your notes and expect to get a high score. In this guide, I'll give you a basic outline of what's on the exam, provide study tips, and lay out a step-by-step prep plan that you can customize to your needs. What’s the Format of the AP US History Exam? First off, you should know the basics of what you're dealing with on this test. The total length of the exam is threehours and 15 minutes, so it’s on the longer side compared to other AP tests. Here's a layout of the timing and significance of each section: Section 1 - Multiple Choice (Also Includes Short Answer) 55 multiple-choice questions 55 minutes 40 percent of your score Four short-answer questions 50 minutes 20 percent of your score One hour 45 minutes total Section 2 - Free Response One document-based question 55 minutes 25 percent of your score One long essay question 35 minutes 15 percent of your score One hour 30 minutes total What Do Questions Look Like on the AP US History Exam? In this section, I'll give a brief overview of each type of question you can expect see on the exam. It's important to understand the different formats and point distributions before diving into your review of the course content. This way, you can tailor your review to the actual requirements of the test! Multiple Choice Multiple choice questions always ask you to apply your knowledge of US History in the context of a historical document.These documents might include images or pieces of writing, and several questions are asked about each one. Here’s an example: The passage mentions that Whitefield came over to the British colonies from Ireland and became an immensely popular itinerant preacher.This suggests that religious culture was shaped by choice C, â€Å"trans-Atlantic exchanges.†Although some of the other choices aren’t completely invalid if you just looked at the question without the excerpt, the evidence provided therein leads us directly to choice C.This question shows howimportant it is toread very carefully on the test! Short Answer There are also four short-answer questions on the first part of the test.These are multi-part questions that can be answered in just a few sentences.They usually rely on written excerpts or other types of historical documents, just like multiple-choice questions.Here’s an example: Part (a): In this part, you got one point for understanding the two viewpoints well enough to identify a major difference between them.You might answer with the following statement: Adams felt that the revolutionary spirit that led to fighting was the real revolution; as resistance to British regulation grew, a revolutionary American identity emerged.Rush, on the other hand, felt that the real revolution consisted of experimentation with new political systems after the fighting. Essentially, Adams thought of the American Revolution as more of a prewar ideological revolution, rather than a postwar political one, and Rush thought the opposite. Part (b): Some examples of historical evidence that would support Adams’ interpretation are: End of â€Å"salutary neglect† and growing separate American identity The Stamp Act, the Stamp Act Congress, and public demonstrations (Sons of Liberty) Movement to boycott British goods Boston Tea Party and Intolerable Acts Common Sense by Thomas Paine List of grievances from the Declaration of Independence Part (c): Examples of historical evidence supporting Rush’s viewpoint include: Statement of â€Å"principles, morals† being basis of government in Declaration of Independence Articles of Confederation Issues of slavery still unresolved (Northwest Ordinance) Constitutional Convention and US Constitution Bill of Rights Election of 1800 and development of first party system Short-answer questions won’t ask you to do much writing, but they do test your ability to understand what’s going on in the source material and how it ties into your knowledge of US history. Document-Based Question The Document-Based question might be the most intimidating part of this exam.It’s worth 25 percent of your score, and it requires the synthesis of a bunch of information presented in different formats to create a coherent argument.These are the directions you’ll see on the test, along with a sample prompt: In the interest of saving space, I won’t include all the documents here (check out my complete guide to the AP US History exam for a more detailed example).Here’s how the points are doled out: You'll get one point for a coherent thesis that answers all parts of the question. Then, you can earn up to four points for analysis of the documents.To earnall four points you need to give: Plausible analysis of the content of all or all but one of the documents, which is used effectively to support the thesis Analysis of all or all but one of the documents in one or more of the following areas: Intended audience Purpose Historical context Author’s point of view Analysis of outside historical examples to bolster your argument A sixth point is earned for contextualizationor connecting historical phenomena relevant to your argument to broader trends in history. The final point is earned for synthesis, which means that your essay ties together the evidence from different documents to support your argument or connects the argument to other periods in history or other contexts in general. This means you can earn a total of seven points on the DBQ, most of them related to analyzing the documents in a way that supports your thesis. Here are some helpful resources for more DBQ examples to use as part of your review! Long Essay Depending on whether you were more confident with recent history or colonial history, you could choose either one of these questions. The test will giveyou two very different options so that you have a meaningful choice to make.Points are awarded as follows for the long essay question: A thesis that addresses all parts of the question gets you one point. Support of the thesis with specific evidence gets you up to two additional points.You’ll get both points if you also establish clearly and consistently how the evidence ties back to your thesis statement. You can earn two more points for a valid assessment of the historical thinking skill targeted in the question.You’ll only get both points if you address both continuity and change in your answer and give specific supporting examples! A final point is awarded for the synthesis of your ideas into a coherent essay.You might connect the topic to other historical periods or contexts, include an additional category of analysis, or extend/modify your thesis to draw a larger conclusion. There is a total of six points possible on the long essay question. What Does the AP US History Exam Cover? AP US History is divided into nine time periods, each of which makes up a designated percentage of the course material and instructional time: These time periods are connected by seven overarching historical themes. I’ll list these themes followed by the learning objectives associated with them.After you learn the who, what, and where of historical events, you should be able to connect them to one (or more likely several) of these broader concepts. AP US History Themes Theme 1: American and National Identity Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity. Theme 2: Politics and Power Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies. Theme 3: Work, Exchange, and Technology Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. Analyze how technological innovation has affected economic development and society. Explain how different labor systems developed in North America and explain their effects on workers’ lives and society. Theme 4: Culture and Society Explain how religious groups and ideas have affected American society and political life. Explain how ideas about women’s rights and gender roles have affected society and politics. Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. Theme 5: Migration and Settlement Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. Theme 6: Geography and the Environment Explain how geographic and environmental factors shaped the development of various communities. Analyze how conflict over natural resources has affected both group interactions and development of political policy. Theme 7: America in the World Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. Americans have fought many other groups of people for control over pieces of this crazy space marble. AP US HistoryReview Tips Before I lay out the template for your study plan, here are a few tips to keep in mind as you go along. If you adopt the right strategies, you'll see your scores improve much more quickly! #1: Connect Facts to Major Themes Studying for history just means committing a bunch of names and dates to memory, right? WRONG! Questions on theAP US History exam (and, if you have a good teacher, most of your smaller tests in class), will ask you to combine general historical knowledge with an understanding of larger trends. The facts and approximate dates are relevant, but only to the extent that they can provide insight into your analysis of historical patterns and themes. If you study the facts in isolation, you’ll be lost on the test, especially when you get to the free-response questions.As you prepare for the exam, take note of the major themes, and think about how you might weave them into a discussion of the era as a whole. #2: Practice Analyzing Historical Writings and Documents Almost every question on the AP US History exam will ask you to read a historical document or analyze a politically-charged image. It’s important that you’re able to interpret these sources quickly and accurately.Look in your textbook or online for examples of historical writings, and practice analyzing the authors' claims. Which of the themes of the course are relevant? What else was happening at the time that may have influenced the writing or illustration? Is the individual addressing a certain audience, and is his or her point of view biased?These types of questions will prepare you for the way you’re asked to think about historical documents on the final exam. #3: Write Essay Outlines You should be a pro at writing essay outlines before you take the test.If you can write a strong outline that uses evidence correctly and relates the supporting points back to the thesis, that’s more than half the battle.The College Board has a bunch of old free-response questions available online that students can use for review purposes.Practice writing a thesis-driven outline in five to ten minutes for each essay question.If you have time, you should also practice writing out the final draft while staying within the time constraints of the real AP test. I suspect that this person doesn't actually have a plan. How to Studyfor AP US History In this section, I'll lay out the standard structure of an effective AP US History reviewplan. The most important takeaway from this plan is that you need to understand all of your mistakes on practice tests so that you can avoid these same issues on the real exam. Step 1: Take a Full Practice Test (3.5 Hours) The first step in the study process is to take a full practice test for AP US History so you can see how well you perform before doing any preparation. Make sure you adhere to the time constraints of the real exam so that you can figure out whether you need to work on your pacing (especially in the free-response section). Circle any questions where you aren't 100 percent sure of the answer so that you can revisit them even if you happen to guess correctly. Step 2: Score the Test, and Set an Ultimate Goal (1 Hour) After you finish the practice test, calculate your score to see how much you need to improve before the AP test.This can be a little tough for US History because the scoring for free-response questions is less clear-cut. However, you should be able to pin down a solid estimate of how many points you would earn on each free-response questionby referring to the grading rubrics. You can use this online calculator to find your AP score after you tally up all the raw points you've earned. Remember, points are NOT subtracted for incorrect multiple-choice answers! Once you figure out where you currently fall in the AP score range, you can work on creating a study plan based on how much you hope to improve.Set realistic goals for yourself considering how much time you have before the test and how many hours of studying you can fit into your schedule. I think everyone who takes an AP class is capable of getting a 5 with enough studying, but if you're in the 2 range, and you only have a couple of weeks before the test, a reasonable goal could be to earn a passing score (3+). If you have a couple of months, you might aim higher. If you start off in the 4 range, you should be able to boost your score up to a 5 within a month or less. Of course, that all depends on how many hours of studying you can afford to put into this one test. Ideally, each time you go through the steps of this study process, your score will improve by anywhere from a half to a whole AP point. If you’re already on the lower end of the 5 range, you may only need to go through the rest of this study process once to get yourself totally up to speed. If, on the other hand, you’re in the 3 range and aiming for a 5, you should plan to repeat these steps multiple times to reach your goals. Step 3: Analyze Your Mistakes (1 Hour) What information did you forget? Which eras/aspects of US History confused you the most on the test?Figure out which topics were most challenging for you by cataloging your mistakes and making a list of all the areas where you struggled. Once you have this list of problem areas, you can execute a more focused, efficient review of the concepts that need the most work. Don’t ignore the free-response section during this process. If you had trouble formulating a coherent argument related to a particular theme, you should use some of your prep time to work on gaining a deeper understanding of that concept. Step 4: Fix Gaps in Content Knowledge (2 Hours) When you finish analyzing your mistakes, you can go into your notes or review book and revisit any content that was an issue for you on the practice test.It’s important to solidify your background knowledge before practicing analysis skills so that you have a strong basis for your arguments and opinions. This stage is also where a review book might come in handy. All the content is organized much more clearly than it might be in your worn-out notebook. Check out this list of the best review books for AP US Historyif you're looking for more advice on which one to get. Step 5: Practice Relevant Questions (2 Hours) After gaining the necessary background knowledge, you can start answering some questions to prepare for your next full practice test. This step should alert you to any skill areas that you still need to practice or content that you didn’t fully memorize in your first content review. Try to find questions that require some analysis in addition to factual recall so you can test both your background knowledge and your mastery of higher-level thought processes. In my AP US History study guide, I include a list of online resources that you can use for practice questions.These will be helpful for this stage of the process because you’re addressing specific time periods or themes that gave you trouble on the first test.Most online resources have mini quizzes that pertain to different units in the course, so you can pick and choose which types of questions to practice.This is also when you can practice writing the essay outlines I mentioned in the tips section. Step 6: Take and Score a Second Practice Test (3.5 Hours) Finally, once you’re satisfied that you have a better understanding of everything you missed on the first test, take another practice test to see how far you’ve come. If you see significant improvement, you might be able to stop here. Of course, that depends on what your goals were and what your score was like on the first practice test.You can always repeat these steps to improve even more! If your scores haven’t improved, look back at how you conducted the processand make sure that you weren’t "studying" by skimming over information without really understanding or absorbing it.You should also only study in an environment where you can focus without interruptions or distractions. Sometimes this means abandoning group study sessions for independent work! Declare your independence, and illuminate....the past! Conclusion Although AP US History is a notoriously challenging class, reviewing the material before the big test doesn't have to be traumatic. Most questions will ask you to analyze documents and record your insights. It's less about knowing every single little thing that's happened in this country's history and more about understanding the seven themes of the course and how they're intertwined with the progression of events. These are the tips you should keep in mind as you study: Tip #1: Connect Facts to Major Themes Tip #2: Practice Analyzing Historical Documents Tip #3: Write Essay Outlines Your study plan should (roughly) follow these steps: Step 1: Take a Full Timed Practice Test Step 2: Score the Practice Test and Set a Goal Step 3: Analyze Your Mistakes Step 4: Fix Gaps in Content Knowledge Step 5: Practice Relevant Questions Step 6: Take and Score a Second Practice Test You can repeat the steps as many times as necessary to achieve your score goal. Use practice tests to keep checking in with yourself as you review to ensure thatyou're making steady improvements! What’s Next? Are you considering taking the SAT Subject Test for US History? Find out more about what's on that test and how it differs from the AP exam. Still trying to plan out the rest of your schedule? This article will help you decide which AP classes to take based on your goals. What will you get out of a high AP score? Take a look at this guide to learn how AP credit works in college. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Life experiences that has led you to nursing as a career path Personal Statement

Life experiences that has led you to nursing as a career path - Personal Statement Example Next to teaching, Nursing is one of the noblest professions for me. Not only it requires competent knowledge and skills, but most importantly, nursing profession also entails attitudes such as patience, dedication, hard work, and passion. I believe that I have the adequate knowledge and skills for this course which have been developed from my work experience. I also possess the desirable attitudes and being valued for which I find pertinent for this career: Teamwork: I am considering that this career will require a constant work with the doctors from time to time as well with fellow nurses. It is through teamwork that everybody will be able to produce better and greater achievements for the welfare of the patients. I believe that my desire of pursuing to the Nursing degree is the best career path for me. Not only that I possess the quality and traits of becoming a competent nurse in the future, but my eagerness and passion to learn more and strive harder as I take this path gives me more confident that I will be able to surpass the challenges in this field and be able to go beyond what is expected of me. I will greatly appreciate if you consider my application for the Nursing Program in your renowned university. Thank you for your

Critically discuss the reasons why location has again become a Essay

Critically discuss the reasons why location has again become a critical issue in explaining the global competitiveness of firms - Essay Example They should use all the resources at their disposal to make their markets competitive globally, while at the same time reducing any international trade barriers and limitations. On their part, businesses need to make adjustments in order to compete effectively in the global market since they cannot purely rely on good location as was the case before this trend. They must heavily invest in information technology and adopt cost effective management practices to reach this new status. Moreover, they need to adopt international management practices and culture as well as develop a positive attitude for efficient management. Companies should also consider making regional and global partnerships and connections but taking into account all pros and cons of such ventures. This paper examines the role of location in global competitiveness of multi-national enterprises, MNEs. It then investigates why location has ceased to be the only factor in the success of international business. Role of location, competitiveness and advantage The geography of international business activities greatly depends on the entry mode and competitive advantages of the firms involved. This interdependence becomes clear when one tries examining the dynamics of the activities of knowledge intensive multinational enterprises, MNE (Dunning, 1998).... economy characterized by the emergence of intellectual capital as an important wealth creation asset, globalization of economic activities due to advancement in transport and communication technologies and the emergence of collaborative capitalism. These developments have had an impact on the geography of the activities of foreign direct investments, FDIs and MNEs (Dunning, 1998). The role of spatial transaction costs is slowly shifting, reflecting the liberalisation of cross border markets and the varying attributes of economic performance (Yip, 2002). This cost reduction caused the formation of more market-seeking FDIs and at the same time boosted a welfare enhancing division of labour and also favoured the spatial bunching of firms engaged in allied activities, so that each may gain from the existence of the other, and having access to localized support services, specialized factor inputs, custom-made demand patterns, distribution networks and shared service centres (Tallman and Yip, 2001). Complementary foreign asset and capability sought after by MNEs who wish to add value to their main competitive advantages are progressively more of a knowledge facilitating type and that is mostly the case as their affiliates become more firmly rooted in host economies. A good example is the increasing of value addition in Japanese manufacturing subsidiaries of Europe and North America. An exception to this is some low value-adding activities in the under developed areas of the globe (Tallman and Yip, 2001).As the calculated asset acquiring investment has turned out to be more essential, the location requirements of corporations have changed from the market-oriented or natural resource-oriented to those concerning access to knowledge intensive assets and learning

Has no topic Essay Example | Topics and Well Written Essays - 1250 words - 2

Has no topic - Essay Example The major texts are a record of letters between two fan bearers of the king. Fan bearers were names given to those who had a close relationship with the king. The papyrus major texts also mention agriculture in the paranoiac lands during the reign of Ramesses three in his 16th year. The small texts talk about a shipment arrival containing commodities. The texts also mention quarrying activities going on for the construction of a tomb. Ancient Egyptians had developed a form of written language and they needed another medium to write on other than the stone. This led to the discovery and use of papyrus which was growing in the banks of river Nile. The reed was thin, strong, and easy to carry and for years, it was used for writing. It was a costly material and once used it was retained for extra use as a scratch paper. The recycled papyrus was also used to wrap bodies of the deceased. The body was first wrapped with linen then it was covered with the recycled papyrus. These wrapping mat erials were made of layers of papyrus discarded by the administrative authority. Papyrus reeds were also used to make furniture such as chairs, mats, baskets, boats and ropes. The roots of the plant were a source of medicine, perfume, and food (Snedden, 76). The standard measurement for papyrus paper was 45cm by 22cm and for purposes of longer documents; papyrus papers were joined to form a scroll. There were different kinds and quality of the papyrus reeds, the lowest quality was used by merchants to wrap commodities and the highest quality papyrus was used by the religious leaders and kings. The texts written on the papyrus varied, ranging from religious texts, musicals, literature, biblical literature, but the largest number of papyrus documents was on administrative issues. These official matters included tax receipts, court documents, and letters between leaders. The quality of the papyrus depended on some factors such as age of harvesting the location of growing, and type of p ith used. The best quality papyrus was made using inner pith. Normal rolls were made using different qualities of papyrus, inner section had the lowest quality papyrus, and the ends which were prone to tear had the finest quality of papyrus sheets. The varieties of the papyrus were named in the honor of different leaders or emperors. This information was contained in the first papyrus called protocol. For ordinary use, this had to be cut but for official use, it was against the rules (Snedden, 87). The painting of the final judgment is one of the paintings on Egyptian religion that relate to the papyrus. This is attributed to the fact that these painting is usually done on a piece of papyrus paper. This iconic papyrus painting reflects the symbols adopted by ancient Egyptians in their religion. The earliest judgment day painting was first drawn in the 16th dynasty. This art depicts that the Egyptians believed in immortality. It was expressed by painting what the day would be like wa s done in their papyrus papers. The judgment of the dead emanated from the believe that deeds done by people would be subjected to scrutiny and analysis by divine powers after one died (Adam, 59). Conclusively Egyptian art is characterized by order and aesthetic quality that is why it continuous to be relevant to the Western Art. It is a foundation in telling the history of the Western Art being one of the oldest civilization which shaped cultures adopted by Europe, Asia and Africa. Glass

Presence or Absence of Negligence by Nurses Essay

Presence or Absence of Negligence by Nurses - Essay Example It is evidently clear from the discussion that the presence of an IV infiltration should have been identified, noted and taken care of immediately. It was the duty of the nurse who had done the overnight shift check up on the patient to ensure the best interest of the patient. This should have included ensuring that any single complication is noted, properly examined and proper care is given to deal with it. However, this was not the case as can be seen in the case study. The nurse who had done the rounds during the shift when the infiltrate was discovered had seen the infiltrate, failed to record it in the patient’s chart and additionally ignored it. In this case, the nurse had failed to perform her duty of ensuring quality care, health, and safety of the patient. Here is the case of professional negligence rather than ordinary negligence. The parents are in this case right to sue her for negligence and the consequent complications/damage (scarring and motion loss) that resul ted from the lack of action. Negligence is proven by four main elements. The first element is the duty which begins at the moment the patient meets the healthcare provider. The other element is the breach of duty. This according to Helm, occurs when the care provider fails to provide all necessary care and conduct to the patient. Damages, which is the next element is when harm occurs from neglect or breach of duty. The last element is causation. This is determined when the harm is done can be directly associated with lack of proper care. Ordinary negligence is defined as the failure to provide care that any other person would have provided in a particular situation. Professional negligence, on the other hand, involves malpractice done by an expertise such as a doctor or qualified nurse.

Discuss the interrelationship between the exchange rate regime and Essay

Discuss the interrelationship between the exchange rate regime and viability of the alternative approaches to resolving a balanc - Essay Example Since balance of payments accounts have to be balanced therefore a change in the exchange rate between the domestic and foreign currencies can actually create the balance. In order to re-balance the accounts the overall adjustment in the exchange rate regime of the country can play significant role. Thus equilibrium in balance of payments accounts could be achieved through subsequent adjustment of the exchange rates in the economy. There are however, different approaches underlying the balance of payments and it’s interlinking with the exchange rate regimes. The traditional analyses through IS-LM framework, monetarist approach as well as structural approaches are the key economic analysis frameworks underlying the issue of balance of payments. This paper will therefore attempt to discuss and explore the exchange rate regimes and the viability of the alternative approaches to resolve the balance of payments issues faced by the economies over the period of time. Balance of Payme nts and Exchange Rates Before discussing alternative approaches and their viability in resolving the balance of payment issues, it is critical to discus and set the theoretical foundations of the balance of payments and it’s interlinking with exchange rate regimes. ... The overall purpose is to keep the record of the flow of goods, services and capital moving to and from the country.( Krugman & Obstfeld, 2009) There are two parts of the balance of payments accounts i.e. current and capital account and both sum to zero at the end of period. Current account shows all the trade and factor income includes exports, imports whereas the factor income side includes both the payments and the earnings. The capital account however records the changes in the capital asset base of a country thus the changes in the assets of the country take place when domestic and foreign assets of the country change hands. It is also argued that the major changes in the balance of payments arise due to the changes in the capital account. (Beko ,2003). It is the movement in the capital that potentially explains the changes which take place in the balance of payment as well as the exchange rate of a country. Balance of payments Crisis Balance of payment however, can become a sig nificant issue as at the macroeconomic level, it tends to create important political implications. Balance of payments crisis can emerge when a country is actually unable to pay for its essential imports or cannot service its debt comfortably. This normally occurs owing to the changes in the exchange rate of a country which can register a sharp decline in value during the crisis.( Hallwood & MacDonald, 2000). Apparently such crisis emerge when countries initially experience heavy capital inflows however, after a certain point, considering the overall risk associated with the international debt, investors tend to withdraw their capital in haste thus putting pressure not only on the balance of payments accounts of a country but also on its exchange rate. Capital outflows in

Educational Loans Essay Example | Topics and Well Written Essays - 750 words

Educational Loans - Essay Example To support my college expenses my plan is to obtain influx of cash to cover my educational expenses. The influx of cash to support all expenses include savings, work income, scholarships, and student loans. My college fund entering college is $20,000 from savings and family contributions. The $20,000 will be divided into $5,000 for each college year to cover expenses. My expected net income from work on a 20 hour part time job at $8 is $7,482 yearly. My scholarships are expected to be $7,500 per year. I plan on mortgaging my future by requesting student loans. My student loan debt will be $18,500 per year. The total yearly influx of cash towards my college education is $38,482.Tuition costs are the largest cost factor of the educational budget. The yearly tuition cost is $23,000 per year. For the four year term of the bachelor's the total tuition is $92,000. Each year I will spend about $1,000 on books and supplies. After four years my total costs on books will amount to $4,000. Room & Board will account to $6,000 per year for a grand total of $24,000 after four years. To reduce transportation costs instead of paying a for a new car I will purchase a $3,000 used car. Insurance costs amount to $1,000 per year. Flight time, exams, and certificates total $2,000. My total yearly expenses on my college education are $37,000. Since my inflows of cash total $38,482 my yearly budget has a surplus of $1,482. The total costs of my education to complete the bachelor's degree is $139,000.

Discuss the interrelationship between the exchange rate regime and Essay

Discuss the interrelationship between the exchange rate regime and viability of the alternative approaches to resolving a balanc - Essay Example Since balance of payments accounts have to be balanced therefore a change in the exchange rate between the domestic and foreign currencies can actually create the balance. In order to re-balance the accounts the overall adjustment in the exchange rate regime of the country can play significant role. Thus equilibrium in balance of payments accounts could be achieved through subsequent adjustment of the exchange rates in the economy. There are however, different approaches underlying the balance of payments and it’s interlinking with the exchange rate regimes. The traditional analyses through IS-LM framework, monetarist approach as well as structural approaches are the key economic analysis frameworks underlying the issue of balance of payments. This paper will therefore attempt to discuss and explore the exchange rate regimes and the viability of the alternative approaches to resolve the balance of payments issues faced by the economies over the period of time. Balance of Payme nts and Exchange Rates Before discussing alternative approaches and their viability in resolving the balance of payment issues, it is critical to discus and set the theoretical foundations of the balance of payments and it’s interlinking with exchange rate regimes. ... The overall purpose is to keep the record of the flow of goods, services and capital moving to and from the country.( Krugman & Obstfeld, 2009) There are two parts of the balance of payments accounts i.e. current and capital account and both sum to zero at the end of period. Current account shows all the trade and factor income includes exports, imports whereas the factor income side includes both the payments and the earnings. The capital account however records the changes in the capital asset base of a country thus the changes in the assets of the country take place when domestic and foreign assets of the country change hands. It is also argued that the major changes in the balance of payments arise due to the changes in the capital account. (Beko ,2003). It is the movement in the capital that potentially explains the changes which take place in the balance of payment as well as the exchange rate of a country. Balance of payments Crisis Balance of payment however, can become a sig nificant issue as at the macroeconomic level, it tends to create important political implications. Balance of payments crisis can emerge when a country is actually unable to pay for its essential imports or cannot service its debt comfortably. This normally occurs owing to the changes in the exchange rate of a country which can register a sharp decline in value during the crisis.( Hallwood & MacDonald, 2000). Apparently such crisis emerge when countries initially experience heavy capital inflows however, after a certain point, considering the overall risk associated with the international debt, investors tend to withdraw their capital in haste thus putting pressure not only on the balance of payments accounts of a country but also on its exchange rate. Capital outflows in

How fast-food has a significant impact in Childhood obesity Research Paper

How fast-food has a significant impact in Childhood obesity - Research Paper Example How fast-food has a significant impact in Childhood obesity? Childhood obesity is a serious/major public health concern and it currently getting a great amount of attention because of its wider economic impacts, as well as the long term consequences on children’s overall health, quality of life, academic achievements and productivity as they turn into adults. Fortunately, latest findings point out that the growth in the proportion of children categorized as obese or overweight has finally leveled off. Nevertheless, rates of obesity and overweight still remain high. â€Å"Almost 35% of children aged 6 to 19 years are overweight and roughly 19% are obese†. Taking health into consideration, the effects of obesity among children include coronary heart disease, hypertension, type 2 diabetes, orthopedic abnormalities and respiratory problems. One of the fields of the food industry, which is being held responsible for the prevalence of childhood obesity, is the FAFH – food-away-from-home – sector, in essence, the fast food industry. From the late 70’s till the mid 90’s, the volume of foods consumed away from home went up considerably from 16% to 29%. The eating patterns of children, particularly those in school, have echoed the fast growth of the FAFH industry. In the late 70’s, children obtained roughly 20% of their caloric intake from food FAFH sources. The data obesity surveys conducted from 2003 to 2006 show that food-away-from-home was liable for 35% of children’s caloric intake. A number of surveys have argued that children who take more fast-food have much lower dietary quality are also expected to be obese or overweight. This paper will discuss how fast-food has a significant impact in Childhood obesity. Background Whereas the main motivation of centering on children is the accessibility of geographically explicit information on weight measures for an extremely big sample, children are a significant group to research in their own right. â€Å"Among school aged chi ldren, 6-19 rates of overweight have soared from about 5% in the early 1970s to 16%, in 1999-2002† (Currie et al. 5). These rates are of significant concern provided that children who are obese are most expected to be obese or overweight as grownups and are gradually suffering from illnesses related to overweight when still young. Critics of the fast food sector point to a number of features, which might make fast food less healthy compared to other types of FAFH. These comprise of low time and monetary costs, high calorie levels of signature menu items and large portions. For sure, energy densities for personal food items are normally too high that it would be hard for people consuming them not to go past their normally recommended dietary intakes (Currie et al. 6). A number of consumers might be specifically defenseless. In two randomized practical trials concerning 26 overweight and 28 normal-weight children, Sinclair et al. (2833) contrasted caloric intakes on â€Å"unres tricted fast-food days,† as well as â€Å"no fast-food days.† The researchers found out that overweight children had much higher caloric intakes on â€Å"fast-food days† compared to â€Å"none fast-food days. The main fast food chains are also concerned in aggressive advertising to children. One particular experimental study of children aged three to five years provided them identical pairs of beverages and foods, the only distinction being that some foods were packaged by McDonalds (Robinson et al. 792). Data Sources and Summary Statistics Data for this paper came from three sources: school data and restaurant data. School Data The data on children from this study came from Californian schools from the late 90 and early 2000s up to 2007. The study of mostly 9th graders, which the paper centers on, represents 3.6 million student-year observations. In California, during spring, 9th graders are normally given fitness assessment test,

Theory assessment Essay Example for Free

Theory assessment Essay As a trainer, teacher and assessor my roles are many and varied. As part of my day to day work I may not only deliver lessons but also carry out theory assessments, practical assessments and sometimes interviews. I may have to motivate and liaise as well as guide and assess. I will have to keep records and be a subject specialist as well as liaise internally and impart information and advice sometimes on a personal level. The first impact I play regarding my role is either interviewing possible candidates or meeting and greeting them on the first day of their course. Meeting potential apprentices/apprentices on their first day induction requires me to make a good first impression and aim to create a degree of respect and professionalism from the onset. Geoff Petty says in his book. â€Å"When you go for an interview you put your best clothes on. Employers are affected by first impressions, but so are you as a teacher. We do this because we want to know how to behave towards a person and how we can expect them to behave towards us. It would of course be fairer to suspend judgement, but few of us manage this in practise†. (Petty G 2009) It has been proven (Petty G: 2009) that students’ that don’t look interested in studies or that have a â€Å"don’t care attitude† are more likely to do worse on their course that those that appear bright and willing to learn. This is partly due to our â€Å"first impressions† leading to the student being taught differently even though this may be subconscious. This is when it is important in your role as teacher to be the needs identifier and try to teach to the needs of the students’ as individuals and not to teach to the needs of the class as a whole when designing the learning and implementing it. Every student is an individual that has their own preferred learning styles one of the most common and widely used categorizations of the various types of learning styles is Fleming’s VARK model (sometimes VAK) consisting of visual learners, auditory learners, kinaesthetic learners or tactile learners. Flemming claimed that visual learners have a preference for seeing (think in picture; visual aids such as overhead slides, diagrams, hand-outs, etc. ). Auditory learner’s best learn through listening. Tactile/kinaesthetic learners prefer to learn via experience, moving, touching and doing (active exploration of the world; science projects; experiments, etc. ) Its use in pedagogy allows teachers to prepare classes that address each of these areas. Students can also use the model to identify their preferred learning style and maximize their educational experience by focusing on what benefits them most(Wikipedia. org/learning styles). During my lessons I always try to give students a mixture of learning styles so overall the lessons are more varied. I find this keeps the levels of interest much higher and it caters for the group as a whole, this way each student gets to learn at some point in their preferred learning style, this helps me confirm that they have knowledge and understanding from classroom based auditory and visual learning and that they can demonstrate through practical assessments that they have the skills and ability to perform tasks to a standard which can be deemed competent. I insist my students must understand how, when, where and why they should perform tasks. By giving students as much information as possible I believe this empowers the individual and gives them more incentive for learning. As a railway trainer assessor it is my responsibility to ensure support and guidance is available to help support students with various needs and personal issues, any apprentices who report a problem to me it is my duty to speak to the respective students and help deal with their learner needs, if it is anything regarding personal issues it is then my job to involve the appropriate person that deals with those issues, from the designated safe guarding officer to councillors within the affiliated colleges, chaplains or in some cases if the severity of the matter is such by contacting police. All aspects on quality and diversity must be considered at all times and any issues must be kept confidential as the tutor has a duty of care to his/her students. As a railway assessor I am responsible for a class of up to 26 students as their supervisor/mentor it is my duty to inform the student of any relevant legislation and codes of practice. One of the first subjects covered is Health and Safety at Work Act (HASAWA) giving students information on company safety policies and information regarding fire and first aid. Week one of their initial six week course involves presentations and QA regarding legislation that is applicable to the railway such as COSHH (control of substances hazardous to health), RIDDOR (reporting of diseases dangerous occurrence Regs) as well as HAVS (hand arm vibration syndrome) Noise Regs, LOLER (lifting operations lifting equipment Regs), Railway Regs and manual handling. â€Å"Recording provides the platform from which teachers can base their reporting to others and is a mechanism for evaluating learning and teaching. (highlandschools) One of the most important roles of a teacher (and assessor) is record keeping. From day one it is my responsibility to start with a course register as the course progresses I am responsible for gathering evidence that students produce assessing it, evaluating it, marking it and keeping it filled away safely. Data protection is very important because as a teacher we deal with personal details. Part of my job entails collecting apprentice’s bank details and personal details this documentation needs to be collected and passed on to the wage department safely and securely. Weekly reports are carried out on each candidate this information must be kept in a secure location because any misuse could be detrimental to the welfare of students and break any trust built up between student and teacher. Keeping records is a very important reflexive tool for both teachers and learners. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measurement against what the candidate should be learning, what they have been taught, whether or not they are making progress and whether the structure of the lesson plan is sufficient or not. Indications on whether the student needs more additional help can also be highlighted. Holistic record keeping is beneficial as it can give an indication if there is external problems for example poor attendance may be due to a multitude of reasons and as a tutor this gives you an initial warning that there may be an underlying problem with this information you can then look deeper and begin to analyse behavioural patterns to identify whether or not there is any issue that might require the notification of other professional bodies. Keeping accurate records of candidates work is necessary for progress, monitoring student achievement, ability and skill through ongoing assessment is essential to track their progress with the additional constructive feedback helps teachers set realistic targets for the candidate to achieve. Once these targets are met the end product is passed on to the awarding bodies for certification. My personal interpretation is that the role of a teacher is a very varied and flexible one. Structured by lesson plans and course criteria the simple fact that individual students can be so diverse due to background, ability, age, and motive for learning makes the role of a teacher unique each and every day. It is my opinion that there is a great responsibility of a tutor to pass on knowledge in a positive and passionate way, the tutor creates his/her own environment for learning and in that environment all the needs of the learner should be met. The teacher should be able to relate to individuals to develop a good personal teaching relationship and to understand what gets the best results out of each student to maximise learning outcome.

How to Overcome Ethnocentrism

How to Overcome Ethnocentrism Ethnocentrism is when one tends to judge other ethnic or cultural groups according to the dominant, or superior, culture in which they belong. This judgment places special concern on behavior, customs, language, and religion. To overcome ethnocentrism through communication, one must first have an open mind in order to develop cultural awareness and sensitivity to others. To even the most highly motivated individuals wanting to reduce or eliminate their ethnocentrism, this is not an easy task. Efforts must be made to increase knowledge about cultural differences and similarities in order to have a better understanding of the need for a diverse population and to help overcome any prejudices. You may need to change lifelong beliefs about yourself and your culture. Moreover, recent research suggests that people often have beliefs and biases that theyre not even consciously aware of and that may even conflict with the beliefs they think they have. (Thill and Bovà ©e, 2008, pg 75) Some ways in which to learn about other cultures would be to read foreign books, learn a foreign language, browse foreign internet sites, watch foreign movies or television, attend services from another religion, travel or study abroad, learn to appreciate cultural music, or join cultural clubs to cultivate friendships. A degree of ethnocentrism is natural when being introduced to a different culture. Fortunately these cross-cultural barriers can be overcome through exposure. In my life experiences, prejudices have simply been nothing other than fear of the unknown. Explain the eight main types of cultural differences. Provide an example of each (5 points). When communicating in a diverse world, one must recognize and accommodate cultural differences to avoid the chance of any misunderstandings. There are eight main types of cultural differences: contextual, legal and ethical, social, nonverbal signals, age, gender, religion, and ability. Any attempt at communicating, cultural context plays a role in. Cultural context is the pattern of physical cues, environmental stimuli, and implicit understanding that conveys meaning between two members of the same culture. (Thill and Bovà ©e, 2008, pg 76) There are two types of cultural context, high-context and low-context. As an example, in a high-context culture, ones position and status is valued more highly than their competence, whereas in a low-context culture, ones competence, position and status are valued equally. Cultural context also affects legal and ethical differences. In a high-context culture, verbal agreements are viewed as more important than written agreements, and in a low-context culture, a written agreement is binding, with little to no value placed on a verbal agreement. The nature of social behavior differs between cultures, and at times, quite markedly. A good example of this difference is in a high-context culture, time is often seen as more flexible, meaning late schedules or appointments are overlooked in order to maintain relationships, whereas in a low-context culture, schedules, appointments, and deadlines have rigid requirements. Being late might be seen as disrespectful, lazy, or incompetent, and normally unacceptable. Nonverbal differences could be grouped along with social differences as they are both a type of behavior, but can also differ quite markedly between cultures. Examples of these differences can include greetings such as a handshake, possible intrusion of personal space, facial expressions, eye contact or posture. The remaining four differences, I believe could be grouped together, as each one, age, gender, and ability are things that one cannot change in themselves. Even though I feel religion should be a choice, in some cultures that it not allowed. All four of these differences have the potential to bring about controversy while communicating. Some cultures give the most respect, power, and freedom to their elders, while other cultures believe that the younger generation can bring fresh ideas and creativity to the table. Some cultures allow more women to hold executive positions, while others still believe men should hold the positions of authority. While some cultures find people with impaired abilities a significant disadvantage and may not give them equal opportunities, other cultures recognize these individuals as an opportunity to help them with tasks that they find difficult or almost impossible to perform, and can possibly lead to finding new inventions in which to aid these individu als. Some cultures believe they should be allowed to express their religious beliefs in any environment, while others do not believe in openly expressing themselves so as to avoid friction between individuals. In todays economy, anyone who can make a contribution that has a positive impact on society should be allowed, but we all must learn to see past our cultural differences. List and discuss the important components of successful intercultural communications (5 points). Intercultural communication is difficult and in order to communicate successfully, there are barriers we must work through. Important components of communicating successfully are to research and study other cultures and languages, learn to respect preferences for communication styles, learn to write and speak clearly and listen carefully, and help others adapt to your culture. Learning just the basics of any culture, even common phrases, can help get you through everyday situations. There are many ways of researching and studying other cultures and their languages from reading books, to watching movies, traveling to another country, or even taking classes to learn a second language. Knowing the communication style of a culture is particularly important in effectively communicating, whether it be verbally, or nonverbal. Learning other communication style also shows that you respect their culture. Writing and speaking clearly and listening carefully are also a part of effective communication. If youre in a meeting, making a presentation, or listening to a presentation, in order to give or get appropriate and realistic feedback, you must be an effective writer, speaker, and listener. One word can have different meanings to different cultures. When helping others adapt to your culture, both can learn which forms of communicating are easier for each culture w ritten or oral. Since successful communication plays such a vital role in todays society, it is imperative that any stumbling blocks be overcome so there can be a win-win situation for everyone involved. List the seven components of writing and speaking clearly. Provide an example of each (5 points). In learning to write and speak clearly, it is recommended one follow these seven components: 1) Use simple and precise language; 2) Be brief; 3) Use transitional elements; 4) Address international correspondence properly; 5) Cite numbers and dates carefully; 6) Avoid slang, idiomatic phrases, and business jargon; and 7) Avoid humor and other references to popular culture. Listed here are samples for each component: 1) the word run, used as a verb or noun, would have over 40 distinct meanings, where the word taxi, which may differ slightly in spelling would tend to be recognized as the same meaning; 2) organize your thoughts and materials to eliminate any redundancy so your information can be conveyed in the shortest and simplest way possible, and if need be, break information into smaller sections to help readers capture your message; 3) using transitional words and phrases such as even though, furthermore, because of all this helps readers understand what they are reading; 4) be sure you correctly use all address elements for a country, e.g. (city + hyphen + postcode), and another country may use (city + state (abbrev.) + postcode); 5) a date written as 1/2/03, in one country may mean the first of February, 2003, but in another country mean the second of January, 2003; 6) such idiomatic phrases as its on the tip of my tongue should be avoided as your audience may not have any idea what you mean; and 7) what is funny to one person can be entirely different from what the next person thinks. Lets say making a joke about a popular entertainer like why was Lady Gaga carried on stage in an eggshell and dressed like a newborn. This would most likely be completely alien to your audience. So unless you are familiar with your audience, it is best to avoid humor altogether. When communicating in intercultural conversations, whether speaking or writing, remember to become familiar with their communication style and adapt accordingly, and to follow the seven components of writing and speaking clearly. On page 94 of your text, do exercise 3.1 (Intercultural Sensitivity: Recognizing Variations). Be sure to provide a rationale for your answer and use citations or references to the text or other materials to support your answer. You may find it helpful to visit your textbook Web site and go to the Featured Web Sites section for Chapter 3, then visit the Executive Planet Web site for some additional information about communicating in a business setting with specific countries. (10 points) A Canadian toy company representative, Ms. McGraw, is in a first negotiations business meeting with Mr. Morioka, a manufacturer of miniature truck wheels in Osaka, Japan. Ms. McGraw has just finished explaining her companys expectations for the design process, the materials procurement, and aggressively emphasizing their willingness to close the deal by laying their contract out on the table. Mr. Morioka is increasingly vague in his response to accept the contract by saying softly, perhaps that will be difficult, shows little interest in the negotiations, and Ms McGraw doesnt understand why. One possibility of a cultural difference that could be affecting their communication is the fact that women still dont play a prominent role in business, and woman executives who visit those countries may find that theyre not taken seriously as businesspeople. (Thill and Bovà ©e, 2008, pg 78) Age difference could also have an effect because in the Japanese business culture, elders are valued for their wisdom and experience they bring to the company. Another possibility could be in nonverbal communication such as how they are greeted or if there is a lot of direct and frequent eye contact. The Japanese traditionally prefer a slight bow of the head and eye contact can be considered aggressive. (Thill and Bovà ©e, 2008, pg 80) All aspects of Japanese life, especially business relations, are governed by strict rules of etiquette. A foreign business person who is either ignorant of, or insensitive to, Japanese customs and etiquette needlessly jeopardizes his companys prospects in this country. (Japanese Customs, Etiquette, and Culture, http://www.buyusa.gov/japan/en/customs.html)

Defining the Ideal in Platos The Republic Essay -- Philosophy Religio

Defining the Ideal in Plato's The Republic In 1921, Vance Palmer, the famous Australian author and poet, noted, in his essay titled "On Boundaries", that "it is the business of thought to define things, to find the boundaries; thought, indeed, is a ceaseless process of definition". As Palmer noted, humans, by their very nature, attempt to define all things. But, more than that, we attempt to redefine subjects and ideas that have already been defined so that we can better understand what they mean, where we came from, and, perhaps most importantly of all, who we are. Writers, from the beginning of the written word through the present, have, almost in their entirety, strived to cast a new light on subjects that were previously thought to have been completely understood. Specifically, Plato, in his The Republic, struggled to define the ideal in the materialistic world. But, even after accounting for his opposition to the arts, his quest to define the ideal can exceptionally beneficial to the understanding of the theater. O nly through an exploration of these definitions of the ideal can one hope to understand them, and, more importantly, redefine them in the hope to create a new understanding of the medium and to move one step closer to perfection. In his Poetics, Plato defined his view of the world and the ideals that are a part of it. The core of Platonic thought resides in Plato's doctrine of essences, ideas, and forms. Ultimate reality, he argues, is spiritual. This spiritual realm, called The One, is composed of ideal forms or absolutes that exist whether or not any human mind realizes ... ... The perfect play may exist in the realm of Plato's The One, but I doubt that that ideal has ever been recorded. Perfection is something for which everyone has his or her own definition and opinion. How I define the ideal play will not be the same way that others define it -- and that quality is what makes it ideal. For in the unity created through the differing opinions, thoughts, and dreams, the ideal can be seen. And when someone captures that vision, and, most importantly, is able to record that vision in the form of the written word, that person will be the embodiment of perfection. That person will stood on the perfect table and looked into the perfect sky, seen the perfect play, and captured the ideal from Plato's The One. Of course, where can we go from there?

Types of Computers

Computers help us with our daily lives when we may not even know it. There are also different kinds of computers other than the personal computer that also help us in more harder tasks. But what are these other computers and how are we benefiting from their skills? There are 4 main types of computers. All these computers have different capabilities. Theses computers are: personal computers, mainframes, dedicated computers and embedded computers. They all help us in different ways, in different places and for different purposes. So, what do they do and how have they impacted upon society? Personal Computers- These computers may only be used by one person at a single time. The biggest ones are the ones you have at home that fit on a desktop. Some personal computers may be given additional microprocessors so as to perform special tasks like graphics, maths, sound etc. The uses for personal computers are very widespread. They are used in companies and at homes, and have many features that help us with simple to complicated tasks. These tasks may include writing up an assignment on a wordprocessor, storing information in a file, research a particular subject and so on. Personal computers can also be used for educational purposes, leisure (games) listening to music, watching movies, use of the Internet and a whole lot more. Also, portable types of personal computers have been made such as the laptop, notebook computers and PDA's. †¢Mainframes- This type of computer is the fastest of them all. They use a big storage system and so they are able to do more of the complicated tasks and handle more information. Mainframes are the largest of the different types of computers and must be stored in several large cabinets. Some mainframes may be able to do several tasks while others might only be able to perform only one. Unlike personal computers, mainframes may have hundreds of people logged on at the same time. The users are said to be time sharing as the computer quickly swapping between users , doing little bits of work before going to another. The supercomputer, the fastest of the mainframes, are used to do even more complex projects like the design of aircraft. Although they are extremely powerful, there aren't too many of them as they are also extremely expensive. The fastest of the the supercomputers are parallel computers. Dedicated Computers- These are special-purpose machines. Some include wordprocessors and video-game units. The smallest of the video-game units are the battery-operated ones such as the gameboy. Larger ones are the ones which plug into the tv like the XBox and the Playstation. The biggest of them all are found in game arcades. †¢Embedded Computers- These are control units built into the devices they control. Examples of embedded computers are telephones, digital watches and VCR's. Aircraft and robots also have embedded computers inside them and missiles have them to direct them to their targets. Types of Computers Computers help us with our daily lives when we may not even know it. There are also different kinds of computers other than the personal computer that also help us in more harder tasks. But what are these other computers and how are we benefiting from their skills? There are 4 main types of computers. All these computers have different capabilities. Theses computers are: personal computers, mainframes, dedicated computers and embedded computers. They all help us in different ways, in different places and for different purposes. So, what do they do and how have they impacted upon society? Personal Computers- These computers may only be used by one person at a single time. The biggest ones are the ones you have at home that fit on a desktop. Some personal computers may be given additional microprocessors so as to perform special tasks like graphics, maths, sound etc. The uses for personal computers are very widespread. They are used in companies and at homes, and have many features that help us with simple to complicated tasks. These tasks may include writing up an assignment on a wordprocessor, storing information in a file, research a particular subject and so on. Personal computers can also be used for educational purposes, leisure (games) listening to music, watching movies, use of the Internet and a whole lot more. Also, portable types of personal computers have been made such as the laptop, notebook computers and PDA's. †¢Mainframes- This type of computer is the fastest of them all. They use a big storage system and so they are able to do more of the complicated tasks and handle more information. Mainframes are the largest of the different types of computers and must be stored in several large cabinets. Some mainframes may be able to do several tasks while others might only be able to perform only one. Unlike personal computers, mainframes may have hundreds of people logged on at the same time. The users are said to be time sharing as the computer quickly swapping between users , doing little bits of work before going to another. The supercomputer, the fastest of the mainframes, are used to do even more complex projects like the design of aircraft. Although they are extremely powerful, there aren't too many of them as they are also extremely expensive. The fastest of the the supercomputers are parallel computers. Dedicated Computers- These are special-purpose machines. Some include wordprocessors and video-game units. The smallest of the video-game units are the battery-operated ones such as the gameboy. Larger ones are the ones which plug into the tv like the XBox and the Playstation. The biggest of them all are found in game arcades. †¢Embedded Computers- These are control units built into the devices they control. Examples of embedded computers are telephones, digital watches and VCR's. Aircraft and robots also have embedded computers inside them and missiles have them to direct them to their targets.