Seed Tree and Shelterwood Harvesting Methods

Crisis Management Essay - 1103 Words

Crises Management in Public Schools Review of Crisis in Public Schools throughout the United States Throughout the United States students in public schools have experienced many crises. Students have witnessed or experienced many different types of crisis which can include: violence, death, accidents, family issues, natural disasters and terrorism. Statistics from the National Center for Educational Statistics (2008) show that in the 2003-04 school year there were 19 homicides and 3 suicides that occurred at school. Outside of school in the 2003-04 school year there were 1,437 homicides and 1,285 suicides of youth ages 5 to 18. According to the Fatality Analysis Reporting System Encyclopedia (2008) in the year 2007, there were†¦show more content†¦Resent research on crisis management plans The Center for Mental Health in Schools at UCLA (2008) created a 161 page crisis prevention and response plan for schools to use as a resource. In it they define the major facets of crisis response as being: 1. communica tion, 2. direction and coordination, and 3. health and safety. These major facets should be implemented during the emergency, immediate aftermath, days/weeks following, and in prevention. The Psychological First Aid approach which was developed by the National Center for PTSD to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism should also be included in the crisis management plan. It is â€Å"designed to reduce the initial distress caused by traumatic events and to foster short-and long-term adaptive functioning and coping† (NCTSN, 2006). The Psychological First Aid for school aged children should be implemented immediately after the trauma and includes three basic objectives: managing the situation, mobilizing support, and following up. Definition and signs of posttraumatic stress disorder Posttraumatic Stress Disorder â€Å"is an anxiety disorder that can occur after you have been through a traumatic event†¦ during this type of event, you think that your life orShow MoreRelatedCrisis Management Tenerife7570 Words   |  31 PagesTerm Project Crisis Management Tenerife Planes Crash Case Study Table of Contents Contents Page Abstract History Key Discussion Question 1 – 9 Conclusion and Recommendation References 1 3 5 21 23 Abstract The Tenerife Disaster is a well known event among the aviation industry for being the worst air accident in human history. A Dutch KLM 747 and an American Pan Am 747 crashed into each other at a Spanish airport in the Canary Islands resulted in 583 death and a extensive mediaRead MoreCoffee and Crisis Management Team21317 Words   |  86 PagesCoffee Company Crisis Case - Part I Dr. Phillip G. Clampitt Cases in Media Management August 1, 2009 Crisis Management Team: PuRr-Luscious Ladies Debra Dobson Diane LeVeque Joyce Jentges Karen Sobiesczyk Proposed Crisis Management Plan 2 Table of Contents - Part I Purpose of Crisis Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦4 Overview of Starbucks. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..........5 Acknowledgement Forms ...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦............†¦.†¦.......10 Crisis Rehearsal DatesRead MoreCrisis management; BP2129 Words   |  9 Pagesï » ¿Introduction When an organization is in a crisis, it dominates the organization’s agenda and requires immediate action. The way the organization responds to a crisis can differ in many ways. In this essay I would like to discuss the crisis of the British concern British Petroleum (BP). At first I would like to provide more information about the crisis and its consequences, then I will identify the kind of crisis we have to deal with, I will discuss the several communication strategies BP have usedRead MoreCase Study : Crisis Management Strategy Report Essay3286 Words   |  14 PagesThe PR Firm 10 Shortland St Auckland 1010 25 May 2015 Media Works 3 Flower St Eden Terrace Auckland Dear Mr Weldon RE: Crisis Management Strategy Report Here is the final version of the crisis management strategy report which was commissioned by yourself on Monday 5 May 2014. This report outlines the current crisis situation and provides a range of crisis communication strategies and methodologies that are suggested for use immediately. Thank you for giving The PR Firm the opportunity toRead MoreCrisis Management Planning579 Words   |  2 Pagescoverage is typically positive, the interest of the media gets more difficult as high profile scandals take place, which can be rather damaging. Therefore, a relevant public relations crisis response plan needs to be developed. A brief overview of the current writings on the issue exposes the need of crisis management planning to be â€Å"quick, be consistent, and be open† (Coombs, 2006, p. 172). First of all, a consistent message should be delivered by either one or more spokespersons, so that the informationRead MoreTylenol vs. Toyota: Crisis Management at Its Best and Worst4165 Words   |  17 PagesTylenol Vs. Toyota: Crisis Management at Its Best and Worst Tylenol and Toyota are two companies that have faced adversity in the form of crises. In Chicago in 1982, Tylenol was faced with the crisis of people dying from consuming its medication. The company acted quickly and appropriately; it was able to minimize its negative publicity and clear its image. Toyota has had its own recent crisis, and has been forced to recall over 8.5 million vehicles in the past seven months due to defective acceleratorRead MoreCrisis Management And Prevention Process Essay1169 Words   |  5 PagesDate: Crisis Management and Prevention Process Introduction This paper will extensively cover the crisis prevention process. By citing various examples of crises that have occurred in the past, the crisis prevention process will be made more vivid. Additionally, this article will outline a variety of methodologies to be followed in the event of a crisis. It will also give personal opinions on the case of crisis prevention and farther explain the role of various societal authorities in crisis escalationRead MoreCrisis Management: Disaster in Chile Essay3388 Words   |  14 Pagesenormous applauds from the world for their meticulous and systematic crisis management. Based on the Chile mine disaster, I would like to discuss some issues arising from the catastrophe in which it will be the nature of the crisis, the steps of crisis management, and the effectiveness of Chilean government on the crisis management. First of all, I would like to talk about about the nature of crises. In order to manage a crisis, one must first understand that crises occur abruptly, it cannot beRead MoreReexamining Crisis Management Philosophy1699 Words   |  7 Pagesthis paper, I present two riveting case scenarios containing the unadulterated recollection of my direct personal experiences in crisis management. Both cases provide authoritative details of life threatening events and the quick response by key individuals with direct corporate responsibility for managing the pre-crisis, in-crisis and post-crisis events. Crisis management is a highly complex field. Therefore, a plausible approach to managing crises would require simplifying the functional relationshipRead MoreCrisis and Emergency Management15250 Words   |  61 PagesCRISIS AND EMERGENCY MANAGEMENT: A Guide for Managers of the Public Service of Canada CCMD Action-Research Roundtable on Crisis Management CHAIRED BY ANDRÉ GLADU BY PATRICK BOISVERT AND RAPHAËL MOORE For more information or copies, please contact the Research and University Relations Branch of the Canadian Centre for Management Development Telephone: (613) 947-3682 Facsimile: (613) 992-1736 Internet: publications@ccmd-ccg.gc.ca The opinions expressed in this publication are those

Music Musical Instrument and Constant Steady Tempo Essay Example For Students

Music: Musical Instrument and Constant Steady Tempo Essay The two concepts that make up a musical theme are unity and variety. These two concepts although very different function together to make up a pieces theme. Unity gives that feeling of familiarity while variety gives you exactly that, variety. Different sound sources and different levels of sound. In the analysis of Manna De Carnival by Sigma and Bona only one main idea exist. In the beginning you are able to hear all the members of the ensemble playing and then you begin to hear soloist playing. At 1. 20 you hear wind instrument Is come in for their solo, sounds like a saxophone. There is a constant steady tempo throughout. The piano solo comes in at approve. 2. 20 and plays an upbeat tune until the main theme again which repeats about 3. 20 and 3. 48. The vivid picture that is created in this piece relies on unity that is created by repetition of the one main idea that is heard at is heard at 0. 15, 0. 46, 3. 20 and 3. 48 and the variety that is applied to it each time. This song is a classic boss nova-which s music for dance or by definition a lively ballroom dance similar to the samba that originated in Brazil in the early sass. This is an ensemble piece with solo instruments featured, this piece could not attain its goals if it were being played as a solo. It shares all the main features of Jazz, characteristically your brass pieces, sax and trumpet and its use of drums throughout to keep the tempo as well as the use of improvisation as most Jazz pieces have. I believe this piece could serve a specific purpose.

Though cloning is not where it was predicted to be Essays - Biology

Though cloning is not where it was predicted to be today by people in the 1960's it is still very advanced with cloning being used by scientists often in experiments. The term cloning refers to many different processes that are used to create genetically identical copies of a biological being. The copied material, which has the exact same genetic makeup as the original, is called a clone. The term cloning describes a number of different processes that can be used to produce genetically identical copies of a biological entity. The copied material, which has the same genetic makeup as the original, is referred to as a clone. Though most do not know this, cloning can occur naturally within nature in a process known as asexual reproduction, in which an organism makes a copy of itself using only one cell. This process occurs in some plants and single celled organisms. Another example of non-artificial cloning is identical twins where the fertilized egg of a human or other mammal splits creating two or more embryos with near identical DNA. The twins have nearly the same genetic makeup as each other, but differ from the parents in that regard. There are three types of artificial cloning that includes gene cloning, reproductive cloning, and therapeutic cloning. Gene cloning consists of producing copies of genes or segments of DNA. Reproductive cloning produces identical copies of whole animals. Therapeutic cloning consists of producing embryonic stem cells used in experiments to create tissues for replacing injured or diseased tissues. Gene cloning has a very different process from reproductive and therapeutic cloning. Reproductive and therapeutic cloning essentially use the same process but are used for different purposes. Scientists use cloning methods often to create identical copies of genes that they wish to observe and study for experiments and research. The process of cloning consists of inserting a gene from one organism, which is referred to as foreign DNA, into the genetic material of a carrier that is called a vector. The various examples of a vector include bacteria, viruses or plasmids which are small circles of DNA carried by bacteria, and yeast cells. When the gene is inserted the vector is promptly placed in laboratory conditions where it multiplies thus resulting in an identical gene being copied numerous times. Reproductive cloning is the type used in the cloning of animal such as sheep and calves. In the process of Reproductive cloning, Scientists remove a fully matured somatic cell from whichever animal they wish to copy. The DNA of the donor animal's somatic cell is transferred into an egg cell, or oocyte that has its own DNA-containing nucleus taken out. In 1979 the first genetically identical mouse was produced through the splitting mouse embryos in a test tube and then after that implanting the resulting embryo into a female mouse. Shortly after this successful cloning, the cloning of other animals such as calves began. In 1996 the first cloning of mammal from the somatic cell of an a dult occurred. This marvel ended up taking Scottish scientists 276 tries ending with a lamb named Dolly that was produced using the udder cells of a six year old lamb. Two years later Japanese scientists were able to produce eight calves using the genes from just one cow, but unfortunately only four of the eight managed to survive. Though most think that animal clones always look identical to their gene donor, but it is actually not true. Animal clones do not always look exactly the same, though they do share the same genetic material environment plays a very large role in how it turns out. The potential application of this cloning is that scientists could engineer copies of animals that could benefit medicine and agriculture. Therapeutic cloning consists of the creation of a cloned embryo that make a stem cell with the same DNA as the donor. The use of this method of cloning is the understanding diseases and new treatments for them. At this time there is no successful cases of human embryo cloning using this method. The potential use for therapeutic cloning is the ability to copy any cell within an organism's body to grow tissues. No one can really tell

Reflect how power is exercised in organisation in relation to moral values The WritePass Journal

Reflect how power is exercised in organisation in relation to moral values Abstract: Reflect how power is exercised in organisation in relation to moral values Abstract:IntroductionReferenceRelated Abstract: The purpose of this essay is to reflect how power is exercised in organisation in relation to moral values.   Also to discuss in detail in term of culture, motivation and strategy. Introduction Management has become very difficult in the organisation as the organisation tries its best to fit in the competitive market and defend its position.   Good appearance, reputation and the work of the organisation depend on its management performing different function.   The main function of management in an organisation is planning, organizing, leading and controlling describe by Annon(2009) Planning is important in an organisation as it provide the design of desired future position and the means of bringing about future position in order to accomplish its organization objectives.   For example thinking before doing the task in order to solve problems. Organizing is important in an organization as it help to organize all resources   before in hand to put in practise.   Leading is another important function of management this involve manager to control and supervise the actions of the staff.   This help manger to support the staff in achieving their organisation goals and also completing their own goals can be powered by motivation, communication and department leadership.   Controlling is the follow up process of examining performance and taking corrective action as required. Management focus on the organisation goals of short and long term.   Management is the managerial process of forming strategic vision, objective, setting strategy goal and then implementing and executing the strategy. The next part of this essay section will discuss Strategy, what are strategy and how it is delivered and why.     Motivation, what is motivation and element of motivation.   Culture, what is culture and what culture exist in organisation and market.   And finally the essay will reflect how power is exercised in organisation in relation to moral values. Scholes and Johnson (2008:10) describe ‘Strategy is the direction and scope of the organisation over the long term, which achieves advantage in a changing environment, through its configuration of its resources and competences, with the aim of fulfilling stakeholder expectations’.   This indicate strategy about where is the business heading in long term direction.   Which business is compete so the market can compete.   And how can the business perform better in the markets.   Which resources are needed to compete?   For example, resources are skills, finance and assets etc.   Three levels of strategy exist in the organisation and they are called Corporate Strategy, Business unit Strategy and Operational Strategy.   Corporate strategy is when its purpose and scope of the business meet stakeholder expectations.   This is important because it’s influenced by investor in the business.   Business Unit strategy is how a business can be successful in p articular market.   This involves is making decision, about the product, needs of customers and create new opportunity.   Finally Operational strategy is how each level of business is organised in order to deliver the corporate and business unit level strategic direction. Strategies are managed by taking strategic decision.   Strategic management process involves three main components they are called Strategic Analysis, Strategic Choice and Strategic implementation (see appendix 5). The first one components strategic analysis is analysing the strength of the businesses’ position and considering the external factors which may influence the position.   The process of strategic analysis is assessed by a number of tools, there are Pest Analysis which is a techniques use for understanding the environment in how a business operate.   Scenario planning is a technique which builds plausible view of future business.   Five Forces analysis is a techniques in identifying the five forces which has been affected the level of competition in the market.     Market segmentation is a technique which used to identify differences and similarities between users or customers.   Direction policy matrix is another technique which used to summarise the competitive strength in business. Competitor Analysis is analyzing the business overall competitive position.   Critical success factor analysis is used to identify the areas of which business need to outperform the competition, to be successful.   Swot analysis is used to summarising the key issues in business in internal position and external position. The second components strategic management is strategic choice this involve understanding the nature of stakeholder opportunity, by identify the strategic option. The third component is strategy implementation this is used when a strategy is analysed and selected the task and then used into organisation action. Motivation processes in a work place set the tone of the organisation goals.   In the organisation it plays an important role towards on its individual person and job performance, job satisfaction, productivity and leadership.   In general in the work place it is not solely responsible for the motivation of the individual but the leadership within the organisation face the challenges of understanding the motivation processes.   The challenge is not just the understanding of the different motivation process or theories, however in order to improve the motivation process of each individual in the organization. The important part is to understand how motivation works on its person itself.   For example in order for manger to communicate with their employee, they need to identify with their needs on an individual basis (Gawel 1997) (see appendix 1).   This is statement is very alike to Maslow’s Hierarchy of Needs (see appendix 2), which states five basic needs that must be met in order to achieve full motivation.   These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997).     Each of these needs details a very important issue in motivation inside the home environment and outside. Maslow’s first need of physiological sufficiency is very basic.   This issue simply asks if the person is comfortable in their environment.      That is, are they hungry, too cold, too hot? If a person’s physical environment does not match appropriately with the person’s need, he or she will not be motivated to learn or to achieve any specific goals.   Similarly, if the person does not feel safe (via the second need, security), they will not focus on working or do anything that they want.   If a person feels threatened by another member of staff or family person, he or she will not be able to progress as well as the person want to.   In order to avoid feeling of danger, a manager or a family person should show protection and love which is the third hierarchal need, as Maslow mentioned.   For example a person in the workplace must feel safe and invited in the organisation for the person to achieve organisational goals. In Maslow’s fourth need, esteem, for example a manger must be careful not to criticism too much and not to praise a lot.   The person need to feels as they deserve praise in order for them to assimilate hard work with praise, and criticism, even when applied correctly, can damage person’ feelings.   For example, In order to avoid this, the manager must use appropriate criticism and praise with suitable language.   To achieve any of the previous four needs may not be motivated to continue in the home environment or in the organisation environment setting because of the connotations of frustration and distrust. Culture is describe by Kunda (1992:8) as ‘’ within an organisational setting culture is generally viewed as the shared rule governing cognitive and effective aspects of membership in an organisation and the means whereby they are shared and expressed’’.   The two schools of thought of organisational culture are managerial and social science perspective.   For example the managerial believe that culture is promoted and influenced by management team or leader in order to produce one performance to improve culture.   The social science perspective, that believe culture as an ambiguous product of the shared experience between the individual, mainly developed in an ad hoc fashion resulting in fragmented micro culture elements within the organisation. The managerial views is that Edgar Schein, who describe organisational culture as â€Å"both a dynamic phenomenon that surrounds us at all times, being constantly enacted and created by our interactions with others and shaped by leadership behaviour, and a set of structures, routines, rules, and norms that guide and constrain behaviour†.   (Schein, 2004:1). â€Å"In the managerial literature there is often the implication that having a culture is necessary for effective performance, and that the stronger the culture, the more effective the organization’ (Schein, 2004:7).   Therefore understanding of organisational cultures the higher the potential for the organizational achievement.   If agreeing on the managerial perspective, then organisational culture is used as a tool for supporting the values of the employees with objective and values of the company.   This help to increase motivation, productivity and excellence.   Many companies see culture as a strategy for unique themselves from other company.   For example when separating when recruiting to win business other organization believe the culture provide ‘the shared rules governing cognitive and affective aspects of membership in an organisation, and the means whereby they are shaped and expressed (Kunda, 1992: 8).   For example culture provide a way for i ndividual to derive meaning from their environment which has affect on behaviour.   Culture is important as ‘the glue holding the organisation together’ (Avlesson 2002: 7). Organisation culture consist three part which are called Artefacts, values and basic Assumption which are describe by Schiens (1985) (see appendix 4).   Artefacts take on the symbolic meaning of organisation values.   Values form another part of organisation culture.   When a company faces a disaster, the leader of the organisational must formulate a plan to avoid all danger faced.   As the company become successful obtaining the plan it then become a shared values of the company.   As the disaster happen again in future, the company will reuse this plan or achievement to avoid failure.   Once success the values become an underlying assumption of the company or organisation.   These assumptions form the basic core of all organisation culture.   These are difficult to understand because they are rarely articulated.   To determine the assumption of organisation one must be immersed in the culture and its organisation.   Underlying assumption marked through the views , emotions and behaviour of the member of the company.   For example if an idea is in position and is not obey the rule to the underlying assumptions of an organisation then the whole idea has failed or rejected. There are different types of organizational culture that exist and they are called Power culture, Role culture, Achievement Culture and Support Culture describe by Martin (2006).  Ã‚   Power culture is power in a charismatic leader.   The person leader act positively and creativities, and its best intention for the organisation.   A lot of demands from the organisation staffs.   Motivation is a not a problem because the expectation are reliability is recognised and rewarded.   Power culture can produce inefficient organisation, for example a task to be done need to be approval by everyone.   Role culture is where clear objective, goals and procedure exist.   The organisation staff is assess on how the person meet these objective and goals.   An achievement culture is when the employee work hard in order to achieve goals.   This generally consists of highly motivated people and do not need any supervise.   Support culture is small number of employee who support and trust each other.   This way everyone will co operates and make sure that everyone is working together on the idea or task and ensure there is no conflict. Power is defined by Alvesson and   Deetz, (2000:125:26) â€Å"†¦Ã ° quÐ µstÃ'â€"on of who gÐ µts thÐ µÃ'â€"r wÐ °y, how oftÐ µn thÐ µy gÐ µt thÐ µÃ'â€"r wÐ °y Ð °nd ovÐ µr whÐ °t Ã'â€"ssuÐ µs thÐ µy gÐ µt thÐ µÃ'â€"r wÐ °y†.   Therefore power can only be worked through use of power resources.   Power resources described by Jackson and Carter (2000:625) are those things which bestow the means through which the behaviour of others may be influenced and modified.   Scott (1997:121:36) points, that these resources can be available through either personal possession or through an organisational position allowing access to them, and thus the way in which power can be utilized can also be either personal or professional. The relationship between power and authority in an organisation, is important that power can be seen to to bÐ µ Ð µxÐ µrcÃ'â€"sÐ µd Ã'â€"n whÐ °t Ð °rÐ µ rÐ µgÐ °rdÐ µd Ð °s lÐ µgÃ'â€"tÃ'â€"mÐ °tÐ µ wÐ °ys, but thÐ µ wÐ °ys Ã'â€"n whÃ'â€"ch thÃ'â€"s lÐ µgÃ'â€"tÃ'â€"mÐ °cy cÐ °n bÐ µ mÐ °xÃ'â€"mÃ'â€"zÐ µd Ã'â€"s the subjÐ µct of somÐ µ dÐ µbÐ °tÐ µ.   As MÃ'â€"ntzbÐ µrg, AhlstrÐ °nd and LÐ °mpÐ µl ( 1998:123:33) discussed, the relationship between the power and authority â€Å"   While power cÐ °n bÐ µ dÐ µfÃ'â€"nÐ µd Ð °s thÐ µ Ð °bÃ'â€"lÃ'â€"ty to Ã'â€"nfluÐ µncÐ µ thÐ µ bÐ µhÐ °vÃ'â€"or of othÐ µrs, Ð °uthorÃ'â€"ty cÐ °n bÐ µ undÐ µrstood Ð °s thÐ µ rÃ'â€"ght to do so†.   Weber (1978), a German sociologist and political economist, fÐ °mously outlÃ'â€"nÐ µd thrÐ µÃ µ kÃ'â€"nds of Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on: customÐ °ry Ð °uthorÃ'â€"ty, chÐ °rÃ'â€"smÐ °tÃ'â€"c Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on, Ð °nd rÐ °t Ã'â€"onÐ °l-lÐ µgÐ °l Ð °uthorÃ'â€"ty.   TrÐ °dÃ'â€"tÃ'â€"onÐ °l Ð °uthorÃ'â€"ty Ã'â€"s bÐ °sÐ µd upon rÐ µspÐ µct for long Ð µstÐ °blÃ'â€"shÐ µd customs Ð °nd trÐ °dÃ'â€"tÃ'â€"ons, Ð °nd doÐ µs not Ð °pply, to nowaday orgÐ °nÃ'â€"zÐ °tÃ'â€"ons. SÐ µcondly, chÐ °rÃ'â€"smÐ °tÃ'â€"c Ð °uthorÃ'â€"ty dÐ µpÐ µnds upon thÐ µ powÐ µr of Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °ls chÐ °rÐ °ctÐ µr Ð °nd hÃ'â€"s or hÐ µr chÐ °rÃ'â€"smÐ °tÃ'â€"c or lÐ µÃ °dÐ µrshÃ'â€"p quÐ °lÃ'â€"tÃ'â€"Ð µs.   ThÃ'â€"rdly, lÐ °wful rÐ µÃ °sonÐ °blÐ µ Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on opÐ µrÐ °tÐ µs through prÐ µscrÃ'â€"bÐ µd Ð °nd clÐ µÃ °rly dÐ µfÃ'â€"nÐ µd rulÐ µs, Ð °nd hÐ °s Ð °s Ã'â€"ts bÐ °sÃ'â€"s Ð ° Ð µstÐ µÃ µm for Ð ° rulÐ µ of lÐ °w.   ThÃ'â€"s indicate   thÐ °t thosÐ µ who workout powÐ µr do so wÃ'â€"thÃ'â€"n Ð ° structurÐ µ of offÃ'â€"cÐ µ thÐ °t hÐ °s clearly strict rulÐ µs.   In Ð µÃ °ch of thÐ µsÐ µ sÃ'â€"tuÐ °tÃ'†"ons, Max WÐ µbÐ µr plÐ °cÐ µs forwÐ °rd thÐ µ vÃ'â€"Ð µw thÐ °t Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on Ã'â€"s lÐ µgÃ'â€"tÃ'â€"mÐ °tÐ µ, Ã'â€"f Ã'â€"t Ã'â€"s rÐ µgÐ °rdÐ µd by thosÐ µ subjÐ µct to Ã'â€"t, Ð °s bÐ µÃ'â€"ng so.   (JÐ °ckson and CÐ °rtÐ µr, (2000: 598:625)). Another study on power is discussed by Beetham (1991) who has attempted to develop this alternative concept of legitimacy around the exercise of power.   Beetham (1991) define legitimacy, as Weber stated, as nothing more than a belief in legitimacy is to ignore some key issues.   Beetham (1991:19), proposed that simply because people believe in legitimacy of power does not mean that this power was acquired or exercised in a legitimate fashion.   Therefore he stated that â€Å"those power to be fully legitimate, then three conditions are required, its conformity to express consent of the subordinate to the specific relations of power † (   Beetham (1991:19)).   This indicated that the workout of legitimate authority force powerfully on the developement of trust in the organsiations.   Seond condition is which authority is excerised in a transparent and legitimate manner, this mean the development of trust by agreed to rule. Thrid condition is adjusting the rule by r eferences to shared belief, this indicated that shared belief need to focus on development of trust , organisation in order to improve working relationship of the employee. The relations between trust in the organisation, is to understand the relationship between beliefs and the creation of information able to undertake.   Knowledge management practitioners have recognised the development of trust in the organisational environment as being â€Å"key† to the success of development of a knowledge sharing culture.   The word beliefs is regarded as an essential condition in the organisation of the work practices and the effective use of resources.   As Scott (1997:121:36) argued that the cornerstome for any effective collaborative work practices is the development of high trust relationships between related parties and only in this way can the exchange of knowledge be really effective.   This indicates creating trust in the organisational environment is a key aspect of effective knowledge management practice.   In future if authority in an organisation is exercised in a legitimate fashion, then trust is more likely to follow.   If trust e xists then power resources will be used for future goals than individual goals, and as knowledge is a power resource, exercise knowledge flows will therefore be greatly improved and benefit to the organisation. The relationship between the exercise of legitimate authority and the development of trust in the organisational environment, is about creating trust and also creating trustworthiness.   Hardin (2002:30), proposes that: CrÐ µÃ °tÃ'â€"ng Ã'â€"nstÃ'â€"tutÃ'â€"ons thÐ °t hÐ µlp sÐ µcurÐ µ, trustworthÃ'â€"nÐ µss thus helps to support or induce trust.   This indicated that creating organisations, trust and trustworthiness is as important as if none of is used then there is no point creating organisation.   Beetham (1991) outline three points of development of trust that is creating organisations in which authority is exercised in a transparent and legitimate manner.   This indicated to relate the development of trust by agreeing to established rules, secondly adjusting the rules by reference to shared beliefs, this indicated that shared beliefs should be focus on development of trust, in working relationship in an organisation.   Lastly consent of the subordinate to the p articular relations of power.   This suggest that when an employee agreed to work for the company in return for a pay and benefits package. One of the important issues is reputation of the organisation which is another resource.   Every organisation struggles for having an excellent reputation and be second to none in the market.   For example an organisation having a good reputation as a reliable partner and manufacture of quality product will likely to have more customers and the company, than having low reputation even if its production is as qualitative.   Therefore evaluating the performance criteria of the company and speaking about the work its management, overall show that the reputation of the organisation is a very significant way. The purpose of this essay is to reflect how power is exercised in organisation in relation to moral values.   Also to discuss in detail in term of culture, motivation and strategy. Reference Books Alvesson M. and Deetz S. (2000) Doing Critical Management Research. London: Sage. Beetham D, (1991) The legitimation of power. London: Macmillan Education. Hardin, R. (2002), Trust and Trustworthiness, New York,Russell Sage Foundation. Kunda, G. (1992) Engineering Culture: Control and Commitment in a High-Tech Corporation, Temple University Press Jackson N. and Carter P. (2000) Rethinking Organizational Behaviour. London: Prentice Hall. Martin, J. (2006) That’s the Way We Do Things Around Here†.   An Overview of Organizational Culture.   Available on   www.southernlibrarianship.icaap.org/content/v07n01/martin_m01.htm. [Accessed on 13 April 2011] Mintzberg H., Ahlstrand B. and Lampel J. (1998) Strategy Safari. London: Prentice Hall. Schein, E. (2004) Organizational Culture and Leadership, San Francisco: Jossey-Bass. Scott J. (1997) Corporate Business and Capitalist Classes. Oxford: Oxford Univ. Press. Weber, M. (1978), in Roth G, Wittich C, (Eds),Economy and Society, University of California Press, Berkeley, CA, Vol. 1/2.

Esperar Conjugation in Spanish, Translation, and Examples

Esperar Conjugation in Spanish, Translation, and Examples Esperar is a common Spanish verb that can mean to hope for, to wait, and to expect. You can figure out which meaning is intended by looking at the context, sentence structure, and whether esperar is followed by a verb in the subjunctive mood. This article explains some of the different uses of esperar in Spanish, as well as esperar conjugations in the present, past, conditional, and future indicative, the present and past subjunctive, the imperative, and other verb forms. Four Ways of Using the Verb Esperar Esperar Que  Followed by a Verb The phrase esperar que is typically followed by a verb. If that verb is in the subjunctive mood, esperar can often be understood to mean hope, while if that verb is in the indicative mood, it usually can be understood to mean expect. The use of the indicative mood suggests some degree of certainty, while the subjunctive mood indicates desire. The use of the subjunctive following esperar que is far more common. Also, the following phrases are common:  ¡Espero que sà ­! (I hope so!) ¡Espero que no! (I hope not!) To Wait or To Wait For This is one of the most common meanings of esperar, as seen in the following examples: Por favor espera aquà ­ por un momento. (Please wait here for a moment.)Bajaron al andà ©n y esperaron el tren. (They stepped down to the platform and waited for the train.)Esperamos la llegada de la policà ­a federal. (We are waiting for the arrival of the federal police.) To Expect This is another common meaning that is determined by the context: El amor llega cuando uno menos lo espera. (Love comes when you least expect it.)Para el 2028 esperamos la llegada de unos 406 mil turistas. (For 2028 we are expecting the arrival of some 406,000 tourists. Note how in some contexts hope for could be a suitable translation.) The phrase estar esperando can be used in the same way as the English to be expecting when referring to pregnancy: Carme Chacà ³n confirma que el bebà © que est esperando es un nià ±o. (Carme Chacon confirms that the baby she is expecting is a boy.) Using Esperar  Like Gustar Esperar is sometimes used in a sentence with inverted word order, like gustar and some other verbs. A better translation in such cases is await: Al dà ³lar le esperan tiempos peores. (Worse times await the dollar.)Me espera una vida nueva en algà ºn lugar del mundo.  (A new life awaits me somewhere in the world.) ¿Quà © avances tecnolà ³gicos nos esperan en el futuro? (What technological advancements await in the future? Present Indicative Esperar is conjugated in the same way as other regular -ar verbs. Yo espero Yo espero el autobà ºs por la maà ±ana. I wait for the bus in the morning. Tà º esperas Tà º esperas a tu amigo en el aeropuerto. You wait for your friend at the airport. Usted/à ©l/ella espera Ella espera triunfar en la competencia. She hopes to succeed in the competition. Nosotros esperamos Nosotros esperamos verte pronto. We hope to see you soon. Vosotros esperis Vosotros esperis al bebà © para agosto. You expect the baby in August. Ustedes/ellos/ellas esperan Ellos esperan lluvia esta tarde. They expect rain this afternoon. Preterite Indicative The preterite tense is used to talk about events that happened in the past and have been completed. Yo esperà © Yo esperà © el autobà ºs por la maà ±ana. I waited for the bus in the morning. Tà º esperaste Tà º esperaste a tu amigo en el aeropuerto. You waited for your friend at the airport. Usted/à ©l/ella esperà ³ Ella esperà ³ triunfar en la competencia. She hoped to succeed in the competition. Nosotros esperamos Nosotros esperamos verte pronto. We hoped to see you soon. Vosotros esperasteis Vosotros esperasteis al bebà © para agosto. You expected the baby in August. Ustedes/ellos/ellas esperaron Ellos esperaron lluvia esta tarde. They expected rain this afternoon. Imperfect Indicative The imperfect tense is used to talk about actions in the past that were ongoing or repeated, and it can be translated to English as was waiting or used to wait. Yo esperaba Yo esperaba el autobà ºs por la maà ±ana. I used to wait for the bus in the morning. Tà º esperabas Tà º esperabas a tu amigo en el aeropuerto. You used to wait for your friend at the airport. Usted/à ©l/ella esperaba Ella esperaba triunfar en la competencia. She was hopingto succeed in the competition. Nosotros esperbamos Nosotros esperbamos verte pronto. We were hopingto see you soon. Vosotros esperabais Vosotros esperabais al bebà © para agosto. You were expecting the baby in August. Ustedes/ellos/ellas esperaban Ellos esperaban lluvia esta tarde. They were expecting rain this afternoon. Future Indicative Yo esperarà © Yo esperarà © el autobà ºs por la maà ±ana. I will wait for the bus in the morning. Tà º esperars Tà º esperars a tu amigo en el aeropuerto. You will wait for your friend at the airport. Usted/à ©l/ella esperar Ella esperar triunfar en la competencia. She will hopeto succeed in the competition. Nosotros esperaremos Nosotros esperaremos verte pronto. We will hopeto see you soon. Vosotros esperarà ©is Vosotros esperarà ©is al bebà © para agosto. You will expect the baby in August. Ustedes/ellos/ellas esperarn Ellos esperarn lluvia esta tarde. They will expect rain this afternoon. Periphrastic  Future Indicative   The periphrastic future is sometimes called the near future and is translated to English as going to verb. Yo voy a esperar Yo voya esperar el autobà ºs por la maà ±ana. I am going to wait for the bus in the morning. Tà º vasa esperar Tà º vasa esperar a tu amigo en el aeropuerto. You aregoing to wait for your friend at the airport. Usted/à ©l/ella va a esperar Ella vaa esperar triunfar en la competencia. She isgoing to hopeto succeed in the competition. Nosotros vamosa esperar Nosotros vamosa esperar verte pronto. We aregoing to hopeto see you soon. Vosotros vaisa esperar Vosotros vaisa esperaral bebà © para agosto. You aregoing to expect the baby for August. Ustedes/ellos/ellas vana esperar Ellos vana esperar lluvia esta tarde. They aregoing to expect rain this afternoon. Present Progressive/Gerund Form The verb form that ends in -ing in English is called the gerund or present participle in Spanish. It is often used to form progressive tenses like the present progressive. Present Progressive ofEsperar est esperando Ella est esperando triunfar en la competencia. She is expecting to succeed in the competition. Past Participle In Spanish, the past participle usually ends in -ado or -ido, and is used to form perfect tenses like the present perfect. Present Perfect of Esperar ha esperado Ella ha esperado triunfar en la competencia. She has expected to succeed in the competition. Esperar Conditional Indicative The conditional tense is used to talk about possibilities, and is usually translated to English as would verb. Yo esperarà ­a Yo esperarà ­a el autobà ºs por la maà ±ana si me despertara temprano. I would wait for the bus in the morning if I were to wake up early . Tà º esperarà ­as Tà º esperarà ­as a tu amigo en el aeropuerto si te viniera a visitar. You would wait for your friend at the airport if he came to visit you. Usted/à ©l/ella esperarà ­a Ella esperarà ­a triunfar en la competencia, pero no es optimista. She would hopeto succeed in the competition, but she is not optimistic. Nosotros esperarà ­amos Nosotros esperarà ­amos verte pronto, pero sabemos que es complicado. We would hopeto see you soon, but we know it is complicated. Vosotros esperarà ­ais Vosotros esperarà ­ais al bebà © para agosto si lo dijera el doctor. You would expect the baby in August if the doctor said so. Ustedes/ellos/ellas esperarà ­an Ellos esperarà ­an lluvia esta tarde si el pronà ³stico lo indicara. They would expect rain this afternoon if the forecast were to indicate it. Esperar Present Subjunctive Que yo espere Mi madre sugiere que yo espere el autobà ºs por la maà ±ana. My mother suggests that I wait for the bus in the morning. Que tà º esperes Marta pide que tà º esperes a tu amigo en el aeropuerto. Marta asks that you wait for your friend at the airport. Que usted/à ©l/ella espere El entrenador recomienda que ella espere triunfar en la competencia. The coach recommends that she hope to succeed in the competition. Que nosotros esperemos Erica desea que nosotros esperemos verte pronto. Erica wishes that we hope to see you soon. Que vosotros esperà ©is El mà ©dico recomienda que vosotros esperà ©is al bebà © para agosto. The doctor recommends that you expect the baby in August. Que ustedes/ellos/ellas esperen El meteorà ³logo sugiere que ellos esperen lluvia esta tarde. The meteorologist suggests that they expect rain this afternoon. Esperar Imperfect Subjunctive There are two different ways for conjugating the imperfect subjunctive. The first option below is more common. Option 1 Que yo esperara Mi madre sugerà ­a que yo esperara el autobà ºs por la maà ±ana. My mother suggested that I wait for the bus in the morning. Que tà º esperaras Marta pidià ³ que tà º esperaras a tu amigo en el aeropuerto. Marta asked that you wait for your friend at the airport. Que usted/à ©l/ella esperara El entrenador recomendaba que ella esperara triunfar en la competencia. The coach recommended that she hope to succeed in the competition. Que nosotros esperramos Erica deseaba que nosotros esperramos verte pronto. Erica wished that we hope to see you soon. Que vosotros esperarais El mà ©dico recomendà ³ que vosotros esperarais al bebà © para agosto. The doctor recommended that you expect the baby in August. Que ustedes/ellos/ellas esperaran El meteorà ³logo sugirià ³ que ellos esperaran lluvia esta tarde. The meteorologist suggested that they expect rain this afternoon. Option 2 Que yo esperase Mi madre sugerà ­a que yo esperase el autobà ºs por la maà ±ana. My mother suggested that I wait for the bus in the morning. Que tà º esperases Marta pidià ³ que tà º esperases a tu amigo en el aeropuerto. Marta asked that you wait for your friend at the airport. Que usted/à ©l/ella esperase El entrenador recomendaba que ella esperase triunfar en la competencia. The coach recommended that she hope to succeed in the competition. Que nosotros espersemos Erica deseaba que nosotros espersemos verte pronto. Erica wished that we hope to see you soon. Que vosotros esperaseis El mà ©dico recomendà ³ que vosotros esperaseis al bebà © para agosto. The doctor recommended that you expect the baby in August. Que ustedes/ellos/ellas esperasen El meteorà ³logo sugirià ³ que ellos esperasen lluvia esta tarde. The meteorologist suggested that they expect rain this afternoon. Esperar Imperative The imperative mood is used to give commands, and it has both positive and negative forms. Positive Commands Tà º espera  ¡Espera a tu amigo en el aeropuerto! Wait for your friend at the airport! Usted espere  ¡Espere triunfar en la competencia! Hope to succeed in the competition! Nosotros esperemos  ¡Esperemos verte pronto! Let's hope to see you soon! Vosotros esperad  ¡Esperad al bebà © para agosto! Expect the baby in August! Ustedes esperen  ¡Esperen lluvia esta tarde! Expect rain this afternoon! Negative Commands Tà º no esperes  ¡No esperes a tu amigo en el aeropuerto! Don't wait for your friend at the airport! Usted no espere  ¡No espere triunfar en la competencia! Don't hope to succeed in the competition! Nosotros no esperemos  ¡No esperemos verte pronto! Let's not hope to see you soon! Vosotros no esperà ©is  ¡No esperà ©is al bebà © para agosto! Don't expect the baby in August! Ustedes no esperen  ¡No esperen lluvia esta tarde! Don't expect rain this afternoon!

It's not fair Assignment Example | Topics and Well Written Essays - 500 words

It's not fair - Assignment Example tion should be as anticipated, otherwise the perception will be considered to be fair or unfair depending on how the allocation and distribution is done. The theory again suggests that what a person or an individual considers to be fair is what motivates the person or the individual (Robert, 2012). It is important to highlight that the theory relates quite clearly to the executive compensation. This is so as in most of the institutions that are in the society today, the executive committee is considered to be of high priority in the institution. They are therefore paid large sums of money that is not worth what they should be given. This is not fair as they only develop policies while the employees are the ones who execute the actual tasks in the institution (Robert, 2012). In the using of another as a referent, it is therefore quite axiomatic that the women should use the men as their preferred referent. This is so because the men are considered to be quite productive in terms of delivery and execution of their duties. Actually this is some kind of male chauvinism clearly well spelt out here. The relevant input that the top executive should put into consideration is that they should focus on the payment issues (Robert, 2012). Procedural justice is taken to be the fairness of an action that is used in the ascertainment of the discerned justice. Under this, it is important to consider two fundamental concepts; process control as well as the explanations. The implications of this is that the top management has had it quite hectic as they have to strategize and for every move they make, they have to give all the information and explanations for the outcome that will be realized due to their action. According to the chapter, it can be clearly noted that these pay making decisions do not follow the procedural justice; this therefore makes the whole process to kind of seem unfair (Robert, 2012). It is important to highlight that the government being the most

Manufacturing Budget Analysis Assignment Example | Topics and Well Written Essays - 1250 words

Manufacturing Budget Analysis - Assignment Example According to Emory, the augmenting amount of orders increased the time needed for adjustment and setting up of machines as well. The escalating stress in terms of orders and machine adjustments eventually began to irritate the machinists who planned not to abide by the budget. Therefore, the company must pay more focus on the mentioned procedure and its related steps because it influenced company’s budget as well as product quality (Scribd Inc, 2012). It was also learnt from the case study that the various departments of the company lacked coordination which adversely affected the confidence of the employees’ as well as the functioning of the machines. Although, BCS attempts at keeping a control of the individual departments which is considered to prove advantageous for the companies but the kind of BCS pursued in Ferguson & Son Manufacturing Company further degenerated their functioning process (Scribd Inc, 2012). Revising Ferguson & Son Manufacturing Company’s BCS to improve its effectiveness According to company’s situation, it can be said that viable targets were considered to be the chief concern for structuring an effective budget system. With reference to the mentioned context, it can be stated that in case the budget proved to be excessively high, the general process tends to automatically get affected. The company therefore must be pragmatic while ascertaining manufacturing related goals. Company also must analyze the condition of their employees, the working state in relation to the machines, sales synchronization within the members of other department as well as orders for deciding on the necessary targets (Scribd Inc, 2012). In addition, the aspect of responsibility accounting is deemed to be necessary for ensuring the execution of an appropriate BCS. The key notion with regard to the mentioned aspect of responsibility accounting relates to the fact that managers should be made accountable for only those factors which is believed to be under significant control of the managers. Emory and Morris are the two managers of the company who holds unclear vision about their duties and disconnection within their duties result in making the entire job to be increasingly unproductive along with generating soaring amount of wastes. Thus, ensuring a proper practice of responsibility accounting with regard to the entire procedure can assist in direct and alert the managers regarding their respective responsibilities along with ensuring proper discharge of their duties (Scribd Inc, 2012). The company also needed to apply the system of self-imposed budget in order to prevent the issue of ascertaining one-sided aims by the top as well as department managers. The concept of self-imposed budget ensures the preparation of budgets with complete collaboration and assistance of all the managers. The benefit of this budget system can aid the company to resolve few of its issues by triggering motivation and developing commi tment within the employees (Scribd Inc, 2012). Implementing Activity-Based Costing system to change the results of the budget Activity-Based Costing (ABC) is a costing technique that recognizes organizational activities and allocates the cost for each activity in compliance with the available resources of all services and products according to each of their actual expenditure. ABC is an advanced approach that enhances the control of overheads along with maintaining the

Aging and Disability Worksheet Essay Example for Free

Aging and Disability Worksheet Essay Part I Identify 2 or 3 issues faced by the aging population. 1.Employment discrimination 2. Poverty 3. Inadequate care Answer the following questions in 100 to 200 words each. Provide citations for all the sources you use. †¢What is ageism? How does ageism influence the presence of diversity in society? According to Schaefer (2012), ageism is a term which refers to prejudice and discrimination against the elderly. â€Å"Ageism reflects a deep uneasiness among young and middle-aged people about growing old† (Schaefer, 2012, p. 395). Our society looks to youthfulness as successfulness; therefore, the elderly threaten those who want to be young and successful; thus influencing diversity in society. The elderly are seen as unessential, unneeded, and a constant reminder we one day will be old as well. So we shy away from associating with the elderly; so we do not have a constant reminder of our own ageing and immortality. Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. †¢What is the Age Discriminitation in Employment Act (ADEA)? How does the ADEA address issues for the aging population? â€Å"The federal Age Discrimination in Employment Act (ADEA) which went into effect in 1968, was passed to protect workers 40 years of age or older from being fired because of their age and replaced with younger workers who  presumably would receive lower salaries† (Schaefer, 2012, p. 396). The ADEA provides a resource when there are suspicions of age discrimination in the workplace when it comes to hiring or not promoting or training ageing workers. Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. †¢What is being done to address the issues you identified? Many companies have been taken to court and charged with violating the ADEA. â€Å"According to the Equal Employment Opportunity Commission, between 1999 and 2004, complaints of age discrimination rose more than 41 percent† (Schaefer, 2012, p. 396). Some studies suggest older workers are more of an asset to their employers, are absent less often and are more effective salespeople than their younger co-workers; therefore, diminishing the stereotype of the older employee is a less valuable employee. Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. †¢Is the number of aging population expected to rise in numbers or decrease? The aging population is expected to increase significantly will into the twenty-first century. With the decline in mortality rates and the baby boomer generation aging the â€Å"proportion over age 65 increases from less than on in 10 in 1960 to almost one in four by 2050† (Schaefer, 2012, p. 395) Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. †¢What types of legislation may or may not be affected by the aging population? The ADEA is one type of legislation which has affected the aging population;  ensuring they have recourse if discriminated against in the workplace. Today the Affordable Care Act will affect the aging population; however, to what extent is still uncertain at this time. Legislation which concerns pension provisions is another area which will directly affect the ageing population. Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. †¢How does poverty affect the aging population? â€Å"The aged who are most likely to experience poverty are the same people more likely to be poor earlier in their lives; female-headed households and racial and ethnic minorities. Although overall the aged are doing well economical, poverty remains a particularly difficult problem for the thousands of older adults who are impoverished annually by paying for long-term medical care† (Schaefer, 2012, p. 397). Will the Affordable Care Act ease the burden faced by the elderly who are impoverished by debilitating long-term diseases? Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall Part II Answer the following questions in 100 to 200 words each. Provide citations for all the sources you use. †¢What does the ADA provide for people with disabilities? The ADA â€Å"prohibits bias in employment, transportation, public accommodations, and telecommunications against people with disabilities† (Schaefer, 2012, p. 401). The ADA is considered the most sweeping antidiscrimination legislation since the Civil Rights Act of 1964; thus, ensuring people with disabilities are no longer discriminated against. Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall †¢How have people with disabilities been treated in the past? People with disabilities have been discriminated against in the past, unable to easily use public transportation, unable to easily enter public buildings, and basically treated as second class citizens. The Americans with Disabilities Act was enacted to level the playing field so to speak. Making the once inaccessible areas or participating life activities easier for them to maneuver. Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall †¢How has the attitude toward people with disabilities changed over time? Attitudes towards people with disabilities have changes significantly over time. Those who were once shipped off to intuitions are now productive members of society. Many groups across the United States sprang up utilizing this demographic in meaningful employment positions. In my community we have a group who work with the disabled from collecting sensitive materials for shredding, managing thrift shops, to years ago sewing the scarfs Elvis Presley used while preforming. Today the opportunities for those with disabilities have come a long way; however, the fight is not over, there is still more work to be done to ensure equality for all. Reference: Schaefer, R. T. (2012). Racial and ethnic groups (13th ed.). Upper Saddle River, NJ: Pearson Prentice Hall †¢What are some unique circumstances or issues encountered by people with disabilities? There are numerous circumstances or issues encountered by people with disabilities daily. The sheer task of accomplishing anything seems  insurmountable. Those with physical disabilities must depend on the help of others to simply exist let alone pursue a meaningful life. Public transportation can be difficult; sidewalks were not always wheelchair friendly, handicapped parking was non-existent which makes it extremely difficult to live. What about the being looked at as abnormal, those with disabilities must endure tremendous amounts of awkward moments daily from those who are not disabled. †¢What is being done to address those issues? The ADA has brought awareness to the plight of those with both mental and physical disabilities by ensuring there is no discrimination against this group. However I believe awareness is another step to address the prejudice and discrimination against people with disabilities. We must be able to look past a person’s disabilities to see the true person they are, and not label them for their disability. †¢What types of legislation have been introduced to address issues faced by people with disabilities? The American’s with Disabilities Act is the most notable legislation address issues faced by people with disabilities. What type of legislation will the future hold? I believe the ADA has address all the concerns for this demographic; however, in the future there may be some revisions to the interpretation of the legislation ensuring everyone with disabilities is serviced fully.

Use of Symbolism in Cynthia Ozicks The Shawl :: Symbol Analysis The Shawl

In The Shawl, Cynthia Ozick uses descriptive details to engage the reader. The story describes the horror of Nazism. The setting of the story is a concentration camp. The three main characters are Rosa, who was a mother of two daughters, Stella who was fourteen and Magda who was fifteen months. The plot of the story surrounds a magic shawl. The shawl is a major part of the complication, climax and resolution of the story. The magic shawl is the only thing the three starving women have keeping them alive and eventually leads to their demise. The plot of The Shawl ends with a camp guard tossing the infant Magda onto an electrified fence. Ozick's use of symbolism is very important to the story. The author uses symbolism abundantly to help the reader envision the setting. In the beginning of the story, Ozick refers to the baby Magda as, "someone who is already a floating angel" (Jacobs 299). Ozick refers to Magda as an angel throughout the story, "smooth feathers of hair nearly as yellow as the Star sewn into Rosa's coat" (Jacobs 300). Other symbolism within the story, talks of the shawl as the "milk of linen" (Jacobs 300). Beyond the concentration camp, outside of the steel fence, "there were green meadows speckled with dandelions and deep-colored violets: beyond them even father, innocent tiger lilies, tall, lifting their orange bonnets" (Jacobs 301). Past the steel fence was beauty or maybe heaven., but not the poor conditions of the death camp. Of the three characters in The Shawl, Stella is a flat character. She is only part of the story to allow the author to get to the climax. The climax comes when Stella becomes cold, and takes the shawl for warmth. Again, the author uses symbolism, Stella is cold or cruel. Magda is the most dynamic character. She is presented to us first as a quite baby, who is hungry and does not cry. Magda simply sucks on the shawl. When her shawl is taken, she cries and walks wobbly into the yard.

A Critique on What Lips My Lips Have Kissed

Edna St. Vincent Millay’s What Lips My Lips Have Kissed, is an imagistic regression into the mind of a desensitized woman.   It grazes the mystic ideals held within intimacy and sexual intercourse, while also maintaining an underlying awareness of the author’s bisexuality.Though, the relationship stigmas she touches on still apply to human love affairs today, this poem can only be seen as revolutionary for its time period and the feminist movement.   In this essay I intend to show how this poem, among many of Millay’s other works, have attained cult status, due to their close correlation with her life.When Millay states What lips my lips have kissed, and where, and why, I have forgotten, she is obviously referring to her past lovers (MIllay).   The ideal that gives more value to this statement is knowing that these lovers include men, women and highly acclaimed laureates.   She goes on to use very symbolic imagery to signify the presence of these lost lov ers.Terms like, ghosts, birds, and of course lips, are used to identify their presence throughout the poem.   Millay likens herself to a tree, whose birds have vanished one by one (Millay).   This human connection to nature adds to the poems intrigue and its mysticism.   The entire purpose of her sullen regression is summed up at the end of the poem when she says,These last three stanzas sum up the main premise of the poem and also resemble the feelings of a woman who has been desensitized to intimacy.   This is a very revolutionary position for a woman to be in during the 1930’s to 50’s considering that the cultural expectations of the American women were very strict.Men feared that women would become unruly and sex crazed if they experienced sexual intercourse with more than one partner.   Millay’s promiscuous nature and her edgy perspective definitely go against the grain of what society expected.   This rebellious nature in the poem can be direct ly correlated to experiences in Millay’s real life as a bisexual.

Ptlls Level 3 Assignment

Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to: ? Your responsibilities and those of others who have an effect on your work. ? Legislation – how might it impact on your area and context of teaching. ? Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching. ? Internal and external assessment requirements- what requirements do you need to follow in this area. Keeping records – what records do you need to keep and why. Recommended word count 1’200 words†¦.. Tip. (Highlight your text click tools select word count) Assignment 2 – ANSWER: Your responsibilities and those of others who have an effect on your work As a teacher it is your responsibility to ensure the learners achieve the intended learning outcomes which should give them a fair opportunity of passing the course assessment criteria.The teachers role would normally include the following:- †¢Identifying the learner needs, completing an initial learner assessment prior to the course will give a better understanding of learner knowledge / experience; †¢Knowing the availability of any specific resources to assist in the learning process; †¢Identifying learner outcomes and liaising with key stakeholders / employers to discuss desired outcomes and the planning of varied activities to aid the learning process; †¢Ensuring suitable ccommodation / facilities are available, to provide the desired learning setting; †¢Ensuring adequate lesson plans are available for the programmes being delivered, and that the lesson plans are followed or adapted to ensure all learning outcomes are met; †¢Provide learner support as deemed necessary to achieve the learning outcomes; †¢Ensuring that all learners are not only included in the learning process, but actively participate; †¢Assess learners achie vements throughout the programme, giving feedback in a positive manner; †¢Assess learners achievements at the end of the programme, and recording those achievements; †¢Internal verification of colleagues assessment decisions and reviewing assessment records; †¢Review and evaluate feedback from learners and other stakeholders, in order to improve future delivery techniques and programme resources; †¢Maintain adequate records of assessment for traceability and quality assurance requirements, particularly with external organisations, such as awarding bodies; †¢Recognize your own limitations and seek further advice from colleagues or others who may have relevant experience and knowledge; †¢Promoting values in keeping with equality, diversity and inclusion, and lead by example; †¢Be professional in your relationship with others, maintain integrity, be respectful, consider appropriate language and tone of voice; †¢Maintain compliance with set polici es and procedures from both your organisation and external bodiesThe above roles and responsibilities can be best summed up in the five stage teaching and learning cycle:- initial assessment, planning and preparation, teaching, assessment, evaluation. This five stage cycle is a continuous process which will ensure teachers can improve and evolve the learning programmes and outcomes. The teachers role and responsibilities will vary greatly from organisation to organisation, so it is important to find out what your organisation requires before the learning programmes begin. Legislation – how might it impact on your area and context of teaching Legislation affects each and every one of us, some to a lesser or greater degree than others.As a teacher, there are not only policies and procedures to follow, but legislative requirements which have to be met. These include the following:- †¢Health & Safety at Work etc Act 1974 – the cornerstone of all safety legislation, th is act sets out the general duties which employers have towards employees and members of the public, and employees have to themselves and each other; †¢Management of Health & Safety at Work Regulations 1999 – main requirements are for employers to carry out risk assessment, and have access to competent safety advice; †¢Disability Discrimination Act 2005 – this legislation promotes civil rights for disabled people and protects them from discrimination.The Act requires public bodies to promote equality of opportunity for disabled people, and also gives rights to them in areas such as employment and education; †¢Data Protection Act 1998 – gives individuals the right to know what information is held about them, and those that processes personal information must comply with eight principles, which makes sure that personal information is fairly and lawfully processed; processed for limited purposes; adequate, relevant and not excessive; accurate and up to date; not kept for longer than is necessary; processed in line with your rights; secure; not transferred to other countries without adequate protection; †¢ Copyright, Design and Patents Act 1988 – protects the rights of the creators of literary, dramatic, musical, and artistic works, recordings and broadcasts.Copyrighted material can only be copied with the copyright owner’s permission, which includes books, music, photographs, drawings, diagrams, etc; †¢Sex Discrimination Act 175 – this Act makes it unlawful to treat a woman or a man less favourably in employment, training and related matters, education and the provision of goods, facilities and services on the grounds of their gender or marriage; †¢Race Relations Act 1976 – this Act makes it unlawful to discriminate against a person on the grounds of race, colour, nationality, ethnic or national origins in employment, training and related matters, education and the provision of goods, facilities and services; †¢Sex Discrimination (Gender Reassignment) Regulations 1999 – these regulations cover employment and vocational training only; the regulations extend the Sex Discrimination Act (1995) to cover discrimination on the grounds of gender reassignment (as defined by the Act as ‘a process undertaken under medical supervision, for the purposes of reassigning a person’s sex by changing physiological or other characteristics of sex and includes any part of such a process); †¢Race Relations (Amendment) Act 2000 – places public authorities under a general duty to promote race equality. They must aim to eliminate unlawful discrimination, promote equality of opportunity, promote good relations between people of different racial groups; †¢Special Educational Needs and Disability Act 2000 – (referred to as Part 4 of the DDA 1995) this Act relates to education.Education establishments have legal responsibilities not to treat d isabled learners less favourably for a reason related to their disability and to provide reasonable adjustments for these students; †¢Employment Equality (Religion and Belief) Regulations 2003 – these regulations make it unlawful to discriminate on grounds of religion or belief held (or lack of religion or belief) in employment and vocational training, and also include protection against direct discrimination, indirect discrimination, victimisation and harassment. Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching All teachers have a duty to promote equality and inclusion within their learning programmes, and recognise the diverse needs of their learners. Equality is about treating everyone fairly and being given the same opportunities, although it is not about treating everyone the same, but as individuals and ensuring their individual needs are met.Diversity is about recognising individuals and their difference s, and as a teacher you should respect those differences, and cultural backgrounds of learners, colleagues and the community as a whole. Inclusion is about participation by all, ensuring everyone has an opportunity to participate within the learning process. Including group sessions within the learning programme could help to promote participation within the learning session, and break down any stigmas or perceived barriers. Internal and external assessment requirements- what requirements do you need to follow in this area As a teacher you should be fully aware of the requirements and procedures in relation to both internal assessment and external assessment.With any assessment process, this must be fully implemented to ensure compliance with our own internal assurance procedures, and where difficulties arise, this should be brought to the attention of your colleague or senior management to discuss the issues, and implement any necessary amendments or inclusions. In regard to extern al assessment, this is normally undertaken by an individual from outside the organisation, eg. quality assurance advisor from an Awarding Body. Failure to comply with the requirements could cause your organisation to have sanctions raised against it, thus preventing future learning programmes being delivered. Keeping records – what records do you need to keep and why With any learning programme, records should be kept to provide evidence of learning outcomes.It is the teachers responsibility to find out what records need to be kept, who needs access or copies, and where the records are to be stored or sent. Types of records which need to be kept will include:- initial assessment / enrolment forms; registration forms (so you know who should be attending); attendance registers (in case of emergency / fire, or to validate course attendance for grants, etc); session plans (for planning future programmes); results / grades achieved (for qualification or certification requirements) ; feedback forms / evaluations (to provide information for possible course improvement and quality assurance and auditing purposes).

How The Simpsons Affects Kids Essays - The Simpsons, Free Essays

How The Simpsons Affects Kids Essays - The Simpsons, Free Essays How The Simpsons Affects Kids The Simpsons is one of Americas most popular television shows. It ranks as the number one television program for viewers under eighteen years of age. However, the ideals that The Simpsons conveys are not always wholesome, sometimes not even in good taste. It is inevitable that The Simpsons is affecting children. Matt Groening took up drawing to escape from his troubles in 1977. At the time, Groening was working for the L.A. Reader, a free weekly newspaper. He began working on Life in Hell, a humorous comic strip consisting of people with rabbit ears. The L.A. Reader picked up a copy of his comic strip and liked what they saw. Life in Hell gradually became a common comic strip in many free weeklies and college newspapers across the country. It even developed a cult status. (Varhola, 1) Life in Hell drew the attention of James L. Brooks, producer of works such as Taxi, The Mary Tyler Moore Show, and Terms of Endearment. Brooks originally wanted Groening to make an animated pilot of Life in Hell. Groening chose not to do so in fear of loosing royalties from papers that printed the strip. Groening presented Brooks with an overweight, balding father, a mother with a blue beehive hairdo, and three obnoxious spiky haired children. Groening intended for them to represent the typical American family "who love each other and drive each other crazy". Groening named the characters after his own family. His parents were named Homer and Margaret and he had two younger sisters named Lisa and Maggie. Bart was an anagram for "brat". Groening chose the last name "Simpson" to sound like the typical American family name. (Varhola, 2) Brooks decided to put the 30 or 60 second animations on between skits on The Tracy Ullman Show on the unsuccessful Fox network. Cast members Dan Castellaneta and Julie Kavner did the voices of Homer and Marge. Yeardley Smith (later to star in Herman's Head) did the voice of Lisa. Nancy Cartwright did the voice of Bart. Cartwright previously supplied the voices for many cartoons, including Galaxy High, Fantastic Max, Richie Rich, Snorks, Pound Puppies, My Little Pony, and Glo-Friends. Tracy Ullman later added Cartwright to her cast. (Dale and Trich, 11) Brooks, Groening, and Sam Simon, Tracy Ullman's producer, wanted to turn the Simpson family into their own show. The Fox network was looking for material to appeal to younger viewers. The only show they had that drew a young audience was Married With Children. To Fox's pleasure, The Simpsons saved the network from near failure. (Varhola, 3) On December 17, 1989, The Simpsons got their break. The Christmas special, "Simpsons Roasting on an Open Fire" aired. (Dale and Trich, 19) In the episode, Bart got a tattoo, much to Marge's dislike. She quickly spent all of the family's Christmas money to remove Bart's tattoo with a laser. At the same time, Homer, still on his morning coffee break at 4:00 in the afternoon, learns that he will not receive a Christmas bonus. When he learns that Marge is relying on the money for Christmas, he decides that he will do the Christmas shopping for the year. He quickly buys Marge panty hose, Bart paper, Lisa crayons, and Maggie a dog toy. When he realizes that he is not doing very well, he gets a second job as a mall Santa for the extra money. On the way home from work, he steals a Christmas tree. The next day at the mall, Bart sits on his Dad's lap and pulls down his beard. Homer responds by choking Bart and making him help make Christmas better. On Christmas Eve, Homer receives his check, $13.70 for over 40 hours work. Homer takes Bart to the dog track as a final chance for Christmas money. They discovered a gem in the third race, Santa's Little Helper. How could this dog lose on Christmas Eve? The odds were 99 to 1, they were going to be rich. Homer put all of his money on Santa's Little Helper, and to his horror, he never even finished. As Homer and Bart were scouring the parking lot for winning tickets into the night, they saw the track manager throw

How to Choose a Major for Your College Application

How to Choose a Major for Your College Application SAT / ACT Prep Online Guides and Tips If you’ve recently started the college application process and are looking at particular schools, you might have noticed that some schools want you to know your major before you apply. Or at some schools, even if you don’t have to know your major, you have to apply to a specific undergraduate college such as Engineering, Nursing, or Arts and Sciences. So how do you know which major or school to apply to? What if you have no clue what you want to study in college? We'll give you advice and show you how to navigate admission sites to get the information you need. Applying to a Specific Undergraduate College For many universities, you apply for undergraduate admission and that’s it. Even if the university is divided into several smaller colleges of study, you won't have to choose a school until after you get to campus. For example, at Stanford, I wasn’t required to apply to a major or specific undergraduate division. Once I got to campus, I could choose between the different undergraduate schools: Humanities and Sciences, Engineering, or Earth Sciences. Each school housed its own majors. However, for some universities, you need to make the choice between undergraduate colleges when you are applying as a high school senior. To take a few prominent examples, Northwestern, Cornell, and Boston College all require you to apply to a specific undergraduate college. This can all be daunting when you're just 18 and don't know what to do with your life yet! The choices at those schools are as follows: Northwestern College of Arts and Sciences School of Journalism, Media, and Integrated Marketing Communications School of Engineering and Applied Science School of Communication School of Music School of Education and Social Policy Cornell College of Agriculture and Life Sciences College of Architecture, Art, and Planning College of Arts and Sciences College of Engineering College of Business (which is further divided into two schools: School of Hotel Administration and School of Applied Economics and Management) College of Human Ecology School of Industrial and Labor Relations Boston College College of Arts and Sciences School of Management School of Education School of Nursing Which school you apply to could also affect your application requirements. For example, the different colleges at Cornell have different standardized test requirements. So what do you do if you want to apply to a university like this- but aren't sure about your future area of study? The answer to this depends on whether the choice is binding or not. When Picking a College or Major Is Binding If it’s easy to switch between schools once you enroll as a student, then don’t worry too much about the choice you make senior year. Just pick the college that is closest to your current interests.For example, at Cornell internal transfers are generally easy, but requirements vary depending on the college. If it’s hard to make an internal transfer, however, you'll need to think carefully and make sure you are choosing the right school before you apply. For example, at Boston College, transfers into some divisions are harder than others. If you decide as an undergraduate to go into the Management College or Nursing School, it’s hard to get in. As a general rule, if a college has a very specific field of study (engineering, nursing, management) and that particular college had extra requirements for undergraduate admission, internally transferring will be harder. How to Figure Out How Binding a School Is How do you find out how binding the choice is? First, search the undergraduate admission site and see whether it offers any guidance or advice for picking an undergraduate school or division. Usually, this will be on the application requirements page. For example, on Boston College's admissions page for its majors and minors, it explains that all applicants must apply to a specific undergraduate division. Further down, it gives more in-depth information about what to do if you're still undecided about what you want to study, or if you're considering an internal transfer. If you can’t find this information on the admissions website, search "[School Name] internal transfers." Most universities with strictly defined undergraduate divisions will have processes and policies for students who have already enrolled and decided they want to switch. If you can’t find any of this information online, look up the contact information for the school's admissions office and either call or send an email. Also, don't be scared to contact admissions officers- they tend to be very friendly and helpful! Once you've figured out whether the choice of an undergraduate division is binding or not, what do you do next? If the Choice Is Binding ... If a university on your list has a binding admission policy to undergraduate divisions, make sure you have other college options that are less strict. You wouldn’t want to get stuck committing to a college or area of study you later decide you’re not interested in. Therefore, I recommend applying to at least two universities that allow you to choose your school and area of study after you get to campus. If the Choice Is Not Binding ... If you’re really not sure which college to apply to and the choice isn't binding, then pick the most general program. Most universities will have a College of Arts and Sciences or a Humanities and Sciences school with the widest variety of majors. The other schools are usually geared toward more specialized for programs such as engineering and nursing. Therefore, don’t apply to a specific area of study like that unless you’re certain it's a career you want to go into Applying to a Specific Major While some schools have you choose an undergraduate division or college when you apply, others go further and want you to apply to a specific major. Sometimes you'll need to apply to a major if you are interested in a particularly competitive or rigorous field of study. This means you have to know even more specifically what you want to study before you get to college. One example is San Diego State University. When you apply, you choose a major and are ranked within the major. You can apply undecided and declare when you get to campus. However, if you want to pursue a specialized subject such as nursing, you have to apply as a high school senior. Another example is Georgetown. While they allow applicants to apply undecided, they recommend that applicants interested in language, literature, math, or the sciences apply in those majors. So what do you do if a college on your list wants you to know your major before you get to campus? Find Out Whether Switching Majors Is Hard Your first step is to find out how hard or easy it is to switch majors. Use the strategies we focused on above: start by browsing the admission website and then search for "[School Name] switching major" on Google. If neither of these methods pans out, feel free to contact the admissions office and ask them directly. As a general rule, if a major has more specific or harder admission requirements (this is often the case with science, math, nursing, and engineering), it will be harder to transfer into. If changing your major isn’t difficult, don’t agonize over the decision. Choose a major that best aligns with your interests and strongest classes. Admissions officers will want to see that you have the academic chops to back up your intended major, so don’t pick biology if you’ve only taken one biology class and did poorly in it! If switching your major is difficult, make sure to choose a major that is related to a career you want and your personal strengths. Also, don't forget to apply to other colleges that allow you to choose your major on campus so you’ll have some choices. Again, the worst-case scenario is being locked into a major you eventually decide you don’t want to study, thereby making you unable to pursue something you're actually interested in! Favorite High School Subjects and Possible Majors There are often dozens, if not hundreds, of majors you can choose from in college, and some are very different from what you study in high school. This can make it hard to choose a major on a college application, regardless of whether you have to just indicate interest or actually apply to a major. If you want to explore college majors because you have to list one for an application but aren’t sure where to start, this list is a jumping-off point based on what you like in high school. Research interesting-looking majors by looking up their department websites at schools you’re interested in. For example, if you want to learn more about sociology, look up "[School Name] department of sociology." Majors are approached differently across universities, so it’s smart to have an idea of the different ways a major can be taught. Here are the various types of majors you can look for in popular fields depending on the subjects you've enjoyed so far in high school: If You Love English/Language Arts English Literature Comparative Literature Creative Writing Philosophy Journalism Communications Foreign Language Studies If You Love Math Accounting Business Computer Science Economics Information Technology Philosophy Mathematics Engineering (any kind) If You Love Science Biology Chemistry Physics Pre-Medicine Studies Environmental or Earth Science Environmental or Biochemical Engineering Geology Nursing Psychology If You Love History/Social Sciences History Anthropology Sociology Psychology Political Science International Relations Foreign Language Studies If You Love Theater/Fine Arts/Music Theater/Performance Studies Film Photography Art Art History Dance Communications Music Performance If You Want to Go Into Medicine Biology Chemistry Organic Chemistry Neuroscience Physics Psychology If You Want to Go Into Law Criminal Justice Economics English Literature History International Relations Philosophy Psychology Political Science Sociology If You Want to Go Into Business Accounting Business Administration Economics Human Resources Management Science Psychology Again, this is just a starting point. Many students explore classes outside their major once they get to college- and many end up in fields they never expected to. Use this list to help you find majors you might like, but don't feel as though you must study something. Should I Choose a Major or Be "Undecided"? Some colleges don’t require you to apply within a major but do give you the option to say what you want to study. This gives you a choice: should you apply undecided, or indicate a potential major? If you're leaning strongly toward an area of study and have the academic experience to back it up, it’s smart to go ahead and indicate that interest. This can help show colleges where to focus on your high school transcript. For example, if you want to study biology and have excellent grades in natural science and math and have even done a little research, put own biology as a prospective major. Doing this will put your experience in context and show how interested you are in the subject. That said, if you’re really not sure and simply want to explore academic subjects in college, there’s nothing wrong with applying undecided. Many universities expect undergraduates to browse a variety of fields and often require them to take classes in all major subjects. Furthermore, switching your major is very common in college- at some colleges, more than half of undergraduates end up switching! Just make sure that on your application, even if you don’t indicate a major, you demonstrate strong intellectual interests and aptitude, either through your essays or extracurricular activities. Final Tip: Apply to Non-Binding Colleges, Too As a final piece of advice, make sure at least a few of the colleges you apply to do not bind you to a major or undergraduate division before you get to campus. Your goal is to have as many options as possible once you get to April of your senior year. One way to do this is to apply to liberal arts schools. If you really have no idea what you want to study, liberal arts colleges can be good choices, as they encourage students to take a wide variety of classes and don’t expect you to enter knowing exactly what you want to study. Many universities also just accept general undergraduate applicants. Make sure as you compile your list of colleges that you do your research and see where they stand on binding versus non-binding school/major choices. To sum up, apply to a wide range of colleges and universities so you’re not stuck choosing between being a chemistry major at one school and an art major at another come April your senior year! What’s Next? The best way to maximize your admissions chances to the college of your dreams is with a high ACT/SAT score. If you're aiming for perfection, check out our expert guides to getting a 1600 on the SAT and a 36 on the ACT- both written by a real full scorer. Looking for an academically relaxed college experience? Find out what the easiest majors for your bachelor's degree are. Didn't get a good score on the ACT/SAT essay? You're not alone. Learn how to improve your essay on a retake with these ACT and SAT-specific essay guides. Not sure of the ACT/SAT score you should be aiming for? See how to set a target SAT score or ACT score based on the schools you want to get into. 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:

History and Development of Corrections Essay Example | Topics and Well Written Essays - 750 words

History and Development of Corrections - Essay Example According to Ignatieff (1978), when U.S. attained independence from England in 1776, The Britons did not have a foreign protectorate where they could imprison people without costing a lot of money. Hence, the convict system started in 1776 as a backslash to the loss of American protectorates. It was essential to find an intermediate punishment, incorporating correction of the body and mind. Publication of The State of Prison in England and Wales- a book written by John Howard- in 1776 offered a significant information on the conditions of prisons and the prisoners contained there (Ignatieff, 1978). The public’s concentration turned towards the penal condition in England after reading this book. Howard had stumbled upon something that was significant in the eyes of public. In the 18thC, there were two types of prisons: the house of correction and the jail. The 18thC’s jail was almost similar to the one in the late 20thC. Furthermore, it also housed people waiting for tri al. This group of people included those who could not afford bail and those sentenced for a short period (Barnes, 1972). The prisons or jails were used mainly for the detention of those accused of crime awaiting their trial and for the imprisonment of debtors and religious political offenders. A true account is that they were hardly ever used for the imprisonment of the criminal classes. Semple (1993) asserts that a health reformer called Jeremy Bentham stepped into the prison debate using Howard’s work as a basis. He had concluded that there were three kinds of prisons. His concepts had developed upon what was initially thought of as the status quo. These three kinds of prisons included the Black Prison, the House of Safe Custody, and the Penitentiary House. The House of Safe Custody was similar to an 18thC jail (Semple, 1993). Bentham believed that its main function was to house those waiting for trial and debtors. Nevertheless, the difference between the two was that, unli ke a jail, the House of Safe Custody did not imprison people sentenced for a short period. Penitentiary House was the second prison. It was a step above the House of Safe Custody. This is where temporary incarceration took place. In order to differentiate roles of the jail, these roles were divided between the Penitentiary House and the House of Safe Custody (Semple, 1993). The last type of prisons established by Bentham was the Black Prison. This prison provided longer stays compared to the Penitentiary House (Semple, 1993). In the Black Prison, two skeletons were to lie together either side of an iron door so as to strike terror into the hearts of the inmates since it reminded them that they were certainly a house of death from which there was no escape. According to Pollock (2005), there were several alterations made within the convict system in England shortly after Bentham published his concepts of what a prison must be. The first, main change was the silent system’s tri al period in 1834. The silent system offered slightly more liberty to prisoners, but any form of communication was totally prohibited. Prisoners were not imprisoned to cells though they worked together on different outside projects (Pollock, 2005). A harsh punishment would be issued in the event that the silence was broken. This system finally paved way for the popular separate system. The introduction of the separate system was the second significant change. The separate system

Ethics and Environment Essay Example | Topics and Well Written Essays - 2000 words - 1

Ethics and Environment - Essay Example To make it simpler, it can be said that it is the belief that the value of a thing or an action is determined by its utilityii. His theory consists of three basic elements: Consequentialism, Impartiality and Hedonism. It means that the moral worth of an action is determined by the consequence and therefore, makes it a form of Consequentialism. Utilitarianism emphasis more on majority and it is concerned with the happiness of the greatest number of people in the society. This theory opposes suffering and promotes happiness. Most appealing factor is the simplicity. The end result of any action is considered and deemed moral or immoral as per how much happiness that particular action is providing in that particular circumstance.iii On the other side, Deontology totally opposes Utilitarianism. This theory is the ethical theory of duties, moral obligations and rights which focuses on the rightness or wrongness of actions not on the consequence of those actions. The term is derived from the Greek word deon, which means â€Å"duty†. This theory is very rigid in a sense that it has fixed statements of duties. It is concerned with the intrinsic properties of action. This theory is very strict where rules are followed no matter how huge its cost may be. The most dominant deontological theory is presented by Immanuel Kant. Kant argues that to act in the morally right way, people must act according to dutyiv. Kant believed that the motives of any person make the action right or wrong. First of all, let’s analyse this situation keeping in view the utilitarianism theory of ethics. We need to know what the end results of this action are. The end result is a dam which will be providing waters to many areas as well as it would be creating electricity through hydroelectric. Farmers would have more water for their farms. In short, this dam will bring smiles in faces of thousands of people. But those who are moving for this