Should High School Students Attend a 2 year Community College then Research Paper

Should High School Students Attend a 2 year Community College then Transfer to a University, or go Straight to a 4 year Universi - Research Paper Example The four years University programs however are taken after enrolling for a specialized degree in an accredited institution. These universities may or may not be privately funded; however the expenses are definitely higher than the two years community college programs. As a general perception, students who are highly competitive and belong to high income groups are directly enrolled for these four years programs and once they get done with their degrees they get highly paid corporate jobs. This is the reason why the capitalist system strongly supports the university programs as the rigorous educational environment equips the individuals to compete for the highly competitive jobs. Community College programs were initiated from the beginning of the 19th century, while the enrollment rate was considerably low at that time. The scope of these community colleges at that time was limited as the students registered for these programs were strictly enrolled to study arts and humanities subjec ts. The Great Depression that hit U.S in the 1930`s owed much to the enhancement in the enrollment rate of students in these community colleges. Now the scope was widened as the students were now being trained to compete for job positions to reverse the effect of the economic depression. The 1960`s saw the most drastic explosion in the cultivation of community colleges and by the 1980`s about 4.3 million American students had been enrolled in these community colleges. Talking about the new century, about 1,076 community colleges had already been produced and the number has only been increasing ever since (Kasper, 2003). This ever increasing boom in these community colleges is an effort to make college education available to all Americans, irrespective of their ethnicities or backgrounds. These community colleges also aim to support international students in their struggle to pursue quality education (Chow, 2007). Thus, community college is a convenient alternative to the University education which is too expensive to be acquired by a common man. University education has become more of a privilege as those who belong to the lower income groups have to face a lot of hardships to get into a reputed university; the state funded universities are no exception to this rule. Let us suppose for a moment here that community colleges cease to persist, and all we`re left with are university degrees. In such a case, it is crucially important to analyze the future of those 29% prospective students with an annual income lower than $20,000 who attend a community college as a pre-requisite to a four years university program. Also, 35% of the students attending community college are those who have other dependents relying on their income, in the presumed scenario the future of these prospective students would be at stake. These community colleges are aiming at making an effort to bring higher education at the doorsteps of all kinds of people. The international students have to pay an even higher amount to get enrolled for these university programs, thus if they get enrolled for a two years community college program, they can save a lot of money which they can later utilize to get admitted to universities where they can complete the rest of the two years and thus compete for the relevant market positions. Community colleges

Risk Management - Article Review Example | Topics and Well Written Essays - 500 words

Risk Management - Review - Article Example He defines moral hazard as a case where a person is responsible for another’s interests but puts his or her interests first. He matches this with the CEOs who put their interests first but are responsible for the interests of the taxpayers. The CEOs give themselves excessive bonuses out of the funds they manage. The subprime scandal is one case he cites where he addresses how banks issued mortgages with the aim of holding them to maturity. It became a disaster and a contributing factor to the financial crisis because the banks used to make losses due to defaulting on the mortgages. More so, the banks used to sell the mortgages to other parties without considering whether they will default or not, as they were only interested in the initial payments received (Kelvin, 2009). The subprime was, as such, a greed game dubbed as â€Å"privatizing gains and socializing losses.† He, however, does not blame the CEOs only, but also cites the failure of financial risk management. He says that the assumptions made in risk management were not viable, for instance, assuming that financial risks follow the Gaussian distribution, assumptions involving market liquidity and so forth. More so, there were modelling errors in risk models that focused too much on the normal market conditions. The article has content relating to risk management and gives several examples of scandals and disasters happening to particular companies, and most of them leading to financial losses. The financial crisis is the basis for all of them. Several concepts of risk management are applied in the cases provided. Some of the corporations mentioned made some deliberate efforts to counter the losses, and took other measures to recover from the economic shock. Thus, there is risk response and recovery. Response is where the organization counters the disaster, and recovery is the restoration to the

Financial Crisis of the French Monarchy

Financial Crisis of the French Monarchy What was the nature of the financial crisis that faced the monarchy in 1789? The financial crisis of the French Monarchy during the 17th and 18th centuries has been an issue of controversy amongst historians, on one hand some historians do not consider the financial crisis to have been of great influence to the French revolution, whereas others believe that the financial crisis was a significant factor of the French revolution. Of the historians that believe the latter, there remains dispute over the nature of the financial crisis. There is somewhat of a classical interpretation, which maintains that the financial crisis was due to the system of taxation and privilege of France. This interpretation has been widely contested in recent years however, with a number of new factors coming to light. Historians such as Joel Felix, now speculate that the financial crisis was due to a vast number of factors such as, War, the governments policy of borrowing, finance ministers and the system of vested interest. In this essay I will examine each of these factors to deter mine what the nature of the financial crisis was, however it is my argument that despite these factors being important, evidence seems to suggest that it was nature in which the government handled the financing during the war that was the biggest contributing factor to the economic crisis. Firstly it is important to consider the crisis that the monarchy faced. In the 1780s it was suggested that the French government was burdened with a debt of 5 million livre, J. Brewer assessed that between the years of 1753 and 1764 the cost of the debt rose from 30% of ordinary revenue to 60% (Brewer, 1989). This debt was huge, however when considered against the history of the French Monarchy, which J. Bosher does in French Finances, there appears to have been deficits and debt burdens throughout, which did not amount to the financial crisis like that seen in 1789. For example Francois I began his reign with unresolved debt and borrowed heavily from Lyon bankers. Similarly Henri II ended his reign in a grand financial crisis; it seems on examination of the Bourbon monarchy, few had not struggled with finances and all had used emergency measures to control government finances. It is important, then, to understand that the situation that the French monarchy was in during the 17th and 18th century was different to the financial problems faced by previous monarchs but not new in its conception. With this in mind a clear evaluation can be made of the nature of the financial crisis of 1789. Firstly I will start with the classical interpretation that the financial crisis was caused largely by a system of taxation and privilege that drained money from the French people. Crucially the argument focuses upon the great tax burden. It was understood from this interpretation that because the first and second estates were exempt from taxation, the whole burden fell upon the third estate, and that these taxes were unusually high. There are several problems with this theory of tax burden upon the third estate as an explanation for the financial crisis. Firstly the Cahier de Dolances evidences that most complaints about taxation were concerned with the inequalities of the tax system as well as collection, complaints about tax burdens namely concerned seigneurial or feudal dues that did not contribute to the Kings annual revenue. Secondly a study by Peter Mathias and Patrick OBrien, which focused on respective tax rates of Britain and France, found that in fact the British were more heavily taxed then the French (Felix, 2006). This evidence suggests that the financial crisis did not come from a reaction to a tax burden. But what of privilege? It is clear that the system of privilege made the financial system of France unjust; also privilege was a crucial part of the ancien regime. Within this opinion it is argued that the privileged orders of France blocked reform methods that would have enabled the monarchy to receive more revenue and correct its huge deficits. It is true that there was opposition to tax reforms from the nobility, and example of this comes from the Parelments rejection of the third vingtieme, which led to Marion commenting, they only had self-interests at heart'[1]. This view point that the privileged sort to block reform to maintain their lifestyle is one that many classical historians attribute to the fall of the ancien regime, and it does enable one to link the issue of privilege to the issue of tax reform, but it does seem to be lacking in some crucial elements that need to be accounted for when evaluating the financial crisis. Firstly, the issue of privilege confuses taxation with finance as Joel Felix points out, it doesnt account for the lack of financial disclosure which caused the finance ministers difficulty in securing loans'[2]. Secondly, the argument that the privilege blocked reforms for selfish interest is destroyed by the Cahier de Dolances which shows that with rare exceptions the members of the nobility ha d unanimously expressed the desire to give up pecuniary privileges and become full'[3]. Thirdly, and probably the most damning criticism of this classical interpretation is that the clergy and nobility would have only added 32-36 million livres well below what was needed to balance the budget'[4]. It seems obvious then, that neither the tax burden nor the system of privilege can be attributed to the financial crisis of 1789, what needs to be considered is the system of taxation itself? It has been suggested that the labyrinth of taxes, franchises and laws amounted to the most powerful block of Monarchys desire to tax more equitably'[5]. The Crown relied on the service of intermediaries to manage. These agents were largely independent and often engaged in profit making enterprises. The financers controlled the borrowing process and had a vested interest in keeping the French finances the way they were. Not only would they lend money to the King at high interest rates, which I shall deal with later, but they took money away from the Kings revenue by charging to collect taxes. An example of this is the Farmers General, a collection of private entrepreneurs that made profit in collecting taxes, arranging payments and money transfers and lending to the Crown. Typically they made a profit of 10 25% or more of the revenue collected'[6] for the Crown, Darigrand suggested for this reason that there was no need for tax reform, just a means of recovering what was lost from collection'[7], he suggested that from 15,000 livre collected 3,000 was left for the Royal Treasury'[8]. Roussel also made this distinction and suggested that the defect of the current financial system was the inability to close the gap between what people paid in taxes and what the King received'[9]. Collection agents also strongly opposed the idea of French Bank system, The accountants, Farmers General and other financers would not tolerate a Central bank system because it would have cut down their profits'[10], which would have helped the French monarchy secure finance dramatically, I shall assess the consequence of this later on. Here it is necessary to make a comparison between Britain and France in terms of tax collection, which many historians such as White, Riley and Bosher, do when evaluating French finances. In Britain tax collection was in the hands of centrally appointed government officials, instead of the French system using independent tax collectors under the Farmers General, who were largely untrained and did not come under the control of the King. The British system was also largely centralised unlike the French system which varied according to region which made revenue policing and administration difficult (Brewer, 1989). It is clear that the tax system in France did contribute more than any other element considered so far to the financial crisis. Other than what I have considered already one of the most dramatic elements of the taxation system was the affect it had on public opinion. There was a deep sense of hatred for the Farmers General within French society, this coupled with the secrecy over French finances bread an attitude that considered the financial crisis to be a result of lavish spending of the government and poor management of finance, rather than other more important factors, J.Felix comes to this conclusion about the public, public who continually blamed the deficits on poor royal administration and expenditure of court rather than on cost of war and burden on privilege'[11]. Despite the damaging effect the taxation system had on French finances it should be considered that the Farmers General in reality took no greater percentage than any other tax collection agency of this period in history, with this considered it seems necessary to evaluate Louis XVI management of his finances and his contribution to the financial crisis. It was commented that France was not overburdened by taxes, but the political economy constrained the ability to finance state expenditure. By this I am not implying that the reason for the financial crisis was due to the Kings lavish spending at court, however the King did undertake in lavish spending in terms of Wars, and it is this which seems to be the most damaging factor concerning French finances. There are many issues to consider when looking at Frances involvement in wars. Many underestimate the impact of war on a countries economic situation, as war was often fought on foreign soil or at sea and is therefore less directly harmful to a kingdoms domestic economy'[12], however an in depth look at the nature at which the French government financed wars provides many answers in understanding the financial crisis. Some historians have said that the financial crisis was largely attributed to wars. The War of League of Augsburg 1688 91 and the War of Spanish Succession 1701-13 for example both occurred during the first 25 years of a cycle of economic depression which resulted in financial difficulties for the monarchy early on. Later in the 17th and 18th centuries three major wars contributed massively to a strain on the government finances. The war of Austrian Succession 1740-8, The Seven Years War 1756-63 and the American War 1778-83, overall the French were involved in 22 years of war compared with 21years peace'[13]. The costs of these wars were huge and resulted in a huge increase in government expenditure. An example of this is the War of Austrian succession in which expenditure exceeded normal income by 112million by 1748[14]. This resulted, as Joel Felix points out, in 8 years the government had to secure a sum of money that without war it would have taken 12years to collect'[15]. Obvio usly war increased the strain on government finance, but it was the governments handling of this that resulted in real financial crisis. The government relied on borrowing to finance these wars, especially in the 17th and 18th centuries, this resulted in numerous problems. The French system of undisclosed financial records and their lack of bank system meant that securing loans was difficult for financial ministers; the interest rates of loans grew according to the length of the war, accompanied by a general lack of confidence lenders had in the French finances. This meant that finance ministers had to offer higher interest rates and short term loans to lenders in order to generate enough revenue, for example Necker offered loans at rates between 6.5 9% (Felix, 2006). This system of lending meant that peacetime became dangerous territory in terms of French finances as they could no longer revenue higher taxes on the public but had large debts to pay off after the war. In respect of this, another issue comes to light, the French public who were already unsatisfied with the system of taxation were unwilling to an increase in taxes come peacetime, and also the need for immediate credit required to fight a war, meant that an increasing demand was put upon finance ministers to finance the war through credit. This is what finance minister Necker did with the American War. Although this solved the difficulty of increasing taxes it left the impression that it was not necessary to increase taxes to finance a war, which was further compounded when Necker published his Compte Rendu au Roi which showed a balanced budget neglecting to show the deficit caused by the war. The result of these measures taken by the French government to secure money for war was tha t it was increasingly incurring more debt without gaining an increase in revenue. Considering this it is again fitting to compare French finances with British finances, for in the same period of time Britain encountered 5 wars but enjoyed a system of adequate finance due to superior system of credit'[16], despite the fact that they too borrowed in order to finance war. There are several reasons for this; firstly the interest rates the British paid were far less than the French, at 3% (Bosher, 1970). This explains why; when Necker estimated the debt of 3,400,000,000 after the American war was equal to England he was wrong, as France was paying double the interest rate of Britain (Bosher, 1970). Secondly, the British had a different system in terms of administration and government control, and also a Bank, it left parliament in control of finances, giving them the control to raise taxes in order to suppress a deficit providing investment confidence. The same is true of its Bank system; it gave the British an effective way of raising funds. It is therefore understand able that Britain was preferable to France, as in Britain the debt was the states, whereas in France the debt was Royal (Bosher, 1970). By far the war had the most impact on the French finances; it pushed the deficit into a sum so large that it could not be counter-acted by increased taxation. It can therefore be used as an explanation of the financial crisis of 1789, but as I have demonstrated in this essay, it is not merely one factor that caused the financial crisis of 1789 but several. What needs to be considered is that it was not Frances involvement in wars that caused the financial crisis, but more the way the French government handled its finances. As can be seen the combined factors of the French keeping its financial details a secret from the public, the French borrowing at high rates, and the governments commitment to a system of privilege that seems to have formed the nature of the financial crisis. This conclusion of there being several factors that formed the nature of the financial crisis seems to have arisen fairly recently, one that modern historians draw upon more than old. J.C.Riley The Seven Years War and the Old Regime Page 212 Princeton University Press 1986 Joel Felix The Financial Origins of the French Revolution Page 44 Macmillian 2006 Joel Felix The Financial Origins of the French Revolution Page 45- Macmillian 2006 E.N. White The French Revolution and the Politics of Government Finance, 1770 -1815 Page 8 The Journal of Economic History, Vol. 55, No. 2 (Jun., 1995) Joel Felix The Financial Origins of the French Revolution Page 47 Macmillian 2006 J. Bosher French Finances Page 9 Cambridge University Press 1970 J.C.Riley- The Seven Years War and the Old Regime Page 204 Princeton University Press 1986 J.C.Riley The Seven Years War and the Old Regime Page 204 Princeton University Press 1986 J.C.Riley The Seven Years War and the Old Regime Page 194 Princeton University Press 1986 J.Bosher French Finances Page 17 Cambridge University Press 1970 J. Felix The Origins of the French Revolution page 60 Macmillian 2006 J.Felix The Origins of the French Revolution page 40 Macmillian 2006 J.Felix The Origins of the French Revolution page 40 Macmillian 2006 J.Felix The Origins of the French Revolution page 41 Macmillian 2006 J.Felix The Origins of the French Revolution page 41- Macmillian 2006 J.Bosher French Finances page 23 Cambridge University Press 1970

Uses of ICT in Theatres :: ICT Essays

Uses of ICT in theatres Databases may contain information regarding: * Props - & people who make them * Costumes - * Actors * Producers * Directors * Regular visitors * Scenery - makers, painters * Make-up people * Rehearsal times * Staff rotas Publicity: * Programmes * Filters * Press releases * Posters * List of contacts Smoke/fire alarms Emergency lighting A theatre may use ICT for a wide number of tasks: Ticket-booking systems (both on- and off-line) Internet site Staff rotas Promotional materials Cash flow Automatic lighting systems Central management system Accounts Scheduling User interfaces Alarms Data Protection Act -relates to any personal data (relating to living individuals who can be identified from that data) that may be stored. - Hence, general data collected from point of sale terminals and websites are not usually affected. - Requirements of Act also cover many categories of manually held data. - Rome types of data that must be registered under the Act: -- Public and internal directories (e.g. of students, customers, staff) - Includes contact information. -- Staff/customer biographical information pages. -- Online forms (registration etc), include contact information. -- Online research surveys - includes data that identifies any individual response to a survey. -- E-mail list subscriptions (e.g. keep up with the latest results). -- Other ways, such as scripts that allow a user to personalise web pages, server-based cookie file systems, etc. Companies collecting any of the data outlined above must appoint a data controller and register with the Information Commissioner. Data Controllers must notify the IC, before processing personal data, of: - Their name and address - The data to be processed - The category(s) of data subject to which they relate - The purposes for which the data will be processed Companies are checked to ensure data security before being registered. The Act places a legal obligation on DCs to follow the data protection principles: - Personal data shall be processed fairly and lawfully - Personal data shall be obtained only for one or more specified lawful purposes - Personal data shall be adequate, relevant and not excessive in relation to the purpose/s for which it is to be used - Personal data shall be accurate and, where necessary, kept up to date - Personal data processed for any purpose/s shall not be kept for longer than necessary - Personal data shall be processed in accordance with the rights of data subjects under the act - Appropriate technical and organisational measures shall be taken against unlawful or unauthorised processing of personal data, and against loss, destruction or damage to personal data. - Personal data shall not be transferred to countries/territories

The Act Of Bullying In Schools Education Essay

Bullying is the act whereby a individual hurts, persecutes or even intimidates a weaker individual. This is one act which is profoundly rooted in schools where the seniors take advantage of the juniors and maltreat them a great trade. The strong-arming action involves many incidences of combat, in which instance the toughs involve themselves in battles with the other pupils ( Whitted & A ; Dupper, 2010 ) . The victims of such an action are more frequently faced with quite a figure of jobs which are non encouraging. These may consist of disquietedness, really low ego regard, depression, really low-self assurance, and even hapless self-image ( Whitted & A ; Dupper, 2010 ) . The victims may be so much affected that they start losing involvement in school. Both the toughs and those bullied show hapless psychosocial operation than those who are wholly uninvolved ( Nansel et al, 2009 ) . This translates to really low school attending and attendant hapless public presentation in the academi c circles. This is so a major job which needs to be addressed with all the earnestness that it deserves. However, the instructors, in the procedure of controling this mystifier, may stop up passing instructional clip on the same, something that affects the overall academic criterions in the long tally. Background Covering with this facet of force in schools has become a teething job to most instructors. High profile degrees of force are most dealt with, but strong-arming is one signifier of force which is non considered to be utmost but ought to be taken attention of, lest it brings down the criterions of instruction due to its inauspicious effects. Harmonizing to research which has been carried out in the recent times, intimidation has been found to hold really deep effects on the general acquisition ambiance of a school. The ability of proper acquisition by the pupil is extremely affected due to apprehensiveness. This is brought approximately by the torment and all signifiers of bullying associated with intimidation patterns. If this job is non corrected, it can take to other signifiers of force, which might be more unsafe ( Whitted & A ; Dupper, 2010 ) . Back in the twelvemonth 2001, the â€Å" No Child Left Behind Act of 2001 † ( NCLB ) , a jurisprudence which was passed in the Uni ted States of America, sees unto it that safety in the school is upheld and of major importance to the school direction. Schools which are considered to be mature with job behaviours and therefore insecure are marked, and their pupils permitted to travel to safer schools. However, those schools which are considered to be safe demand be in the same vicinity or part. This shows the earnestness with which the facet of force, and in this instance intimidation, is taken with. Bullying, as one of the major job behaviours in schools, can really hold sedate reverberations on all the parties involved in it, and are at times long-run. The victims ever suffer a batch of jobs. They try to sequester themselves and this leads to depression and a feeling of insecurity at all times ( Crick & A ; Casar, 2009 ) . Students tend to detest and fear traveling to school, one thing that leads to many school dropouts ( Whitted & A ; Dupper, 2010 ) . The toughs besides suffer emotionally and their societal lives may be eroded in the long tally. These toughs may stop up in unsafe packs and groups in future. These are the people who get involved in condemnable activities and stop up being a menace to the society. Therefore, the earlier this job is taken attention of, the better. The informants besides bear some effects. Reports indicate that informants of these strong-arming actions suffer fright of being the following victims and marks of such mistreatments. They therefore suf fer hurt and are ever unhappy about the same. This translates to hapless public presentation in their faculty members since they concentrate on how to avoid the toughs and being the latter ‘s quarry, instead than concentrating on faculty members ( Chandler et al. ) . Anti-bully plans which are to win at the school degree need to aim the kids as persons. This will assist in altering the manner the pupils position and comprehend the whole affair, which translates to a safer acquisition environment. To accomplish this, all the parties have to be profoundly involved in these plans, that is, the victims, the toughs, those who witness these actions, and even their households ( Whitted & A ; Dupper, 2010 ) . For these types of plans to bear fruit, the instructors and decision makers must ever demo their involvement by manner of to the full back uping the plan. This involves passing fundss on them and guaranting that the plans are taught in category by manner of drifting them in the course of study. The instructors should take a firm stand on etiquette and acceptable behavioural tendencies amongst the pupils. School regulations need to be developed which prohibit strong-arming at all costs. Everybody in the school, need to take it as his or her ain enterprise to control this frailty and convey it to an terminal. No 1 should excuse this type of behaviour, and more so the caput of the establishment. The decision makers should affect everybody in coming up with policies that address this job and the policies need to be written 1s and distributed to the whole school community. One such policy should clearly specify what intimidation is and most likely a coverage system which is rather confidential. This will travel a long manner in promoting those who are victimized or have witnessed such an action in the establishment to describe without fright of being known ( Nansel et al, 2009 ) . An appraisal of the advancement of the anti-bully plans is supposed to be implemented in order to c over decently with this frailty. This can be done in signifier of questionnaires which are distributed most frequently. Through such appraisals, consciousness is created in the school and aid to take a firm stand the importance of good behavioural patterns. Such an appraisal besides assistance in the procedure of coming up with other schemes such as programs of implementing the plans which are set, since everyone is involved. Now that everyone is involved, consciousness and cognition over the same is enhanced, one thing that help cultivate virtuousnesss such as empathy in the pupil ‘s lives. Problem Statement The general survey is how the instructors covering with strong-arming during the category that involve physical maltreatment, psychological, and badgering that may ensue in hapless academic public presentation for the victims. The job of this survey is instructors taken the clip to turn to Acts of the Apostless of force in the schoolroom diminish instructional clip. Bullying is one pattern which is of a major concern to all schools. Not merely does it impact the academic criterions of the pupils and the school in general, but besides leads to eroding of the behaviours and ethical motives of those involved, particularly the toughs. This job needs to be sorted out for there to be a good and ample environment for larning to take topographic point efficaciously. Research has proven that most instructors take strong-arming for granted. They take it as mere childhood wonts and behaviours. The dining hall torment patterns, for illustration, are normally overlooked, and this forms the footing for this type of sick behaviour that needs to be done off with ( Whitted & A ; Dupper, 2010 ) . The job arises where the instructors tend to pass clip covering with intimidation instances, clip which could otherwise be used in productive academic work. This is because they are involved to the full in the decision-making procedures, which include coming up with poli cies which may be used in covering with this job. Execution of these policies is besides time-consuming ; particularly where they are floated after there is an dismaying rate of strong-arming incidences. Both school and student-intervention methods discussed earlier on should be implemented in order to cultivate an environment which is friendly and easy to cover with. Teachers who have incorporated instructions on strong-arming into their instruction course of study find it easy to cover with this frailty in ulterior yearss. This is because the pupils learn to appreciate each other and incidences of strong-arming are greatly reduced. A qualitative descriptive research methodological analysis is appropriate while transporting out this survey since it entails inside informations refering the ideas of people, particularly the instructors and their sentiments. The population group has to affect unfastened inquiries and a physical instruction instructor from Jacksonville, FL Schools. Purpose statement The intent of this descriptive qualitative survey is to derive some apprehension from instructors about their perceptual experiences and patterns environing strong-arming behaviours in category. This is based on the fact that teachers view this whole issue in a different position. This research survey is aimed at look intoing the grade and extent of job behaviour in schools nationally. The survey will imply all the signifiers of force in the school whether high-level or low-level. Problem behaviours which are regarded to be utmost or high-ranking include onslaught and even killings.This are normally given all the attending in most schools at the disbursal of the low-level signifiers of force ( Crick & A ; Casar, 2009 ) . Some signifiers of job behaviours are non viewed as being exterme, and are therefore overlooked. One such signifier of force is strong-arming and is truly widespread ( Whitted & A ; Dupper, 2010 ) . The environment and general temper of the school is ever affected by strong-arming patterns. The aftereffects of strong-arming are far much alarming and it ‘s a high clip the job is solved one time and for all. The other intent of this descriptive qualitative research survey is to look into the sort of attempts which are underway in schools to forestall job behaviour. Due to the inauspicious effects of the latter in schools, a batch is being done to make away with it. The instructors are the acknowledged leaders in this attempt ; nevertheless, duty for effectual anti-bullying plans must be the duty of the entire school community ( Nansel et al, 2009 ) . One of them is integrating strong-arming bar plans in the course of study. This aid in early instructions against job behaviours in the pupils. It besides creates awareness amongst the school community and will travel a long manner in forestalling any farther behavioural jobs in future. Policies to cover with intimidation jobs are besides established. This has to affect all the members of the school community for effectual execution and attachment to these policies. The caputs of the schools are besides at the head in the kerb of these behav ioural jobs. There bases are to be steadfast and should direct strong messages which prohibit these signifiers of force since they extremely and negatively hold both physical, societal, and psychological impacts. The concluding intent of this descriptive research survey is to look into how good the attempts to forestall job behaviour are being implemented. Some of the policies are implemented, but non in full, a thing which hinders the full realisation of the chief aim. The school squad responsible for inadvertence of the school ‘s blustery bar plan provides developing for all staff members on this issue and any other behavioural jobs and this commission trade with execution of all the set up policies ( Nansel et al, 2009 ) . This survey is to travel into the deepnesss of measuring and analyzing the correlativity between strong-arming and engagement in physical instruction categories, a thing which is to help the procedure of battling job behaviours in schools and their associated effects.

Judge and Court

COURT VISIT (REACTION PAPER) CRIMINAL CASE I. Court Setting I choose to enter the Regional/ Municipal Trial Court, 7th Judicial Region, Branch 9 at the Municipality of Cebu City. The Branch 9 trial court is air conditioned and inside the court has 6 accused people sitting at the right corner from the judge place. Witnesses who expresses there are sitting at the judge left side. Facing the judge are the families, friends and relatives of the accused and victims and also the lawyers of both side. There are 2 Policemen and 1 armed S. W. A. T. an and some students that were acquired to observe the court hearing. II. Court Producing The case that we attended was criminal cases. It was about killing the friend of the witness somewhere in V Rama. Bimbo was the name of the accused and he was shackled together with the 5 accused men. The witness was there but he didn’t saw Bimbo killing the victim but his brother saw what happened and was not able to be there and be the witness because he can’t talk for that time. Bimbo’s lawyer was not that good at presenting and it was so obvious that Bimbo is really guilty.III. Observation We arrive there at around 12 pm and there were no court hearings at that time cause its lunch time and the regular time of court hearing is 2 pm. As we stroll around the Capitol we saw many court rooms and some are not air- conditioned, some are also non- trial court. There are different cases in every court; some are drug, criminal cases and many more. As I observed, everyone inside the court are required to turn off their phones and stay quite while the hearing is going on. The judge is in charge of the courtroom.It is the judge's job to listen to everything that everyone says in court. When in court, people call the judge â€Å"Your Honor† when they talk to him. Another part of the judge's job is to know the law and to decide if there is enough evidence to prove the law was broken. As the hearing started it was first led by a prayer. The case that we attended was about Criminal Cases. Bimbo which is the accused was said to break the law of killing. I can see the guilt of Bimbo’s face there and I think his conscience killed him for that moment.I don’t know his intentions in doing such crime but I can say that his sorry for what he did. If Bimbo doesn’t want to be in jail, then he could have chosen a professional lawyer for him to be proven not guilty. But obviously he was guilty and the evidences presented of the victim’s witness and lawyer was really convincing. IV. Suggestion There were some mistakes that the translator did, to have a clear understanding between the witnessed and the lawyer, she must have slowly but surely translated what both sides says for everyone to know and understand what really happened.For me, the 2 policemen and the S. W. A. T man should be sitting near the accused people because everyone inside the court doesn’t really know what thei r capable off. What if, one of the accused can’t control his temper and got really angry at that time? Anyone could have got hurt if that happen. To avoid such incident they should be notified of some bases of unnecessary doings. Sarah May N. Valiente BFA- AA 2 (MWF 7:30- 8:30 am)

Air Nz Essay

Air Nz Essay Air Nz Essay Air New Zealand From Wikipedia, the free encyclopedia Jump to: navigation, search Air New Zealand /wiki/File:Air_New_Zealand_logo.svg/wiki/File:Air_New_Zealand_logo.svg IATA ICAO Callsign NZ ANZ NEW ZEALAND Founded 26 April 1940 (as TEAL)[1] Commenced operations 1 April 1965 Hubs Auckland Airport Wellington International Airport Christchurch International Airport Focus cities Los Angeles International Airport Sydney Airport Frequent-flyer program Airpoints Airport lounge Koru Lounge Alliance Star Alliance Subsidiaries Air New Zealand Link Fleet size 107[2] (incl. subsidiaries) Destinations 55 (incl. subsidiaries) Company slogan The airline of Middle earth[3] Parent company New Zealand Government (53%)[4] Headquarters Western Reclamation, Auckland City, New Zealand[5] Key people Christopher Luxon, CEO[6] Norm Thompson, Deputy CEO Revenue NZ$4,618 million (2013)[7] Operating income NZ$898m (2013)[7] Profit NZ$262m NET (2014)[8] Total assets NZ$5,612m (2013)[7] Total equity NZ$1,816m (2013)[7] Employees 11,000 (April, 2014) Website airnewzealand.com Air New Zealand Limited (NZX: AIR, ASX: AIZ) is the national airline and flag carrier of New Zealand.[citation needed] Based in Auckland, the airline operates scheduled passenger flights to 25 domestic and 26 international destinations in 15 countries across Asia, Europe, North America and Oceania.[9] The airline has been a member of the Star Alliance since 1999.[9] Air New Zealand originated in 1940 as Tasman Empire Airways Limited (TEAL), a flying boat company operating trans-Tasman flights between New Zealand and Australia. TEAL became wholly owned by the New Zealand government in 1965, whereupon it was renamed Air New Zealand. The airline mainly served international routes until 1978, when the government merged it and the domestic-orientated New Zealand National Airways Corporation (NAC) into a single airline under the Air New Zealand name. Air New Zealand was largely privatised in 1989, but returned to majority government ownership in 2001 after a failed tie up with Australian carrier Ansett Australia (when Ansett suffered financial issues and folded operations during that year). As of 2014, Air New Zealand carries 13.7 million passengers annually.[9] Air New Zealand's route network focuses on Australasia and the South Pacific, with long-haul services to East Asia, North America and the United

How Your Resume Speaks to Potential Employers

How Your Resume Speaks to Potential Employers How Your Resume Speaks to Potential Employers There are many reasons why you might want to update your resume. Perhaps you are seeking a promotion, or want to shift to another division of your company. Maybe the role and responsibilities of your current position aren’t what you expected, and you need to begin looking for a different job. Wherever you’re at in the workplace world, it’s essential to have a solid resume. Your resume is how you speak to potential employers. What is your resume saying about you? Here are six tips to consider when building your resume. To Embellish, or Not to Embellish In a study by Career Builder, over 2,500 hiring managers discovered applicants doing more than dress up a few things. 56% found applicants lying, with 54% taking liberties describing their responsibilities. A quarter caught people adding credits from companies for whom they had never worked! While it’s important to highlight your duties with a position, it’s vital to be straightforward when describing the scope of your responsibilities on your resume. Does Your Resume Reflect Career Progression? Your resume should be the story of your career; ideally one with an upward trajectory. Set the tone of the resume by including relevant experience or training for the job listing. Hopefully, your most recent job will fit; but if you’re still working on gaining career highlights, pull from another credit instead. If you’re switching career paths, or you already have varied work experience, it’s okay to structure your resume; for example, you might have one category outlining your research-based work, and a different group highlighting your people skills. Organizing your experience into categories allows you to present a fuller picture of your abilities. First Impressions are Important Many recruiters say that it takes them a mere six seconds to decide if they’re putting your resume in the â€Å"yes† or â€Å"no† pile. This is why first impressions are so crucial. You don’t need to use coloured paper or wild fonts, but you should give your resume some style. Remember, you aren’t trying to convince them of your design sense; you’re trying to avoid being tossed in the â€Å"no† pile after a cursory glance. Does your resume look original, and not based on a template? Even if you used a model to start, you can still give it a clean, polished look that doesn’t feel like a stark template. Are the length and overall appearance appropriate for the job? You want to make it easy to process with a quick look, as the person reading it might easily be looking at upwards of hundreds of resumes. Points to consider regarding appearance: Clear design with white space between sections Clean copy, with no typos or spelling errors Un-cluttered paragraphs Simple, effective bullet points Font Matters How you present your choice of words also matters. Font choice is such a vital part of displaying a favourable appearance that it deserves its own mention. The main point when choosing a font style is making your resume easier to read. There are a couple of essential points to be made regarding font choice: Choose a serif font for print Serif refers to those little tails or flags at the end of a letter - like this. Those tails are supposed to lead the eye forward to the next letter, making it easier to read, especially when you are reading a large number of pages. â€Å"Sans serif† means without a serif, meaning there are no added tails to the letters. Don’t be fashionable A common wisecrack is â€Å"Don’t use Comic Sans.† That’s because this niche font was momentarily very trendy and was vastly over-used. Know how it will be read Some fonts work better on paper; some fonts look better on screen. If you know how your resume will be read, then select a font that makes the most of that medium. If you’re not sure, fonts like Cambria work equally well in both media. Top Three Fonts for Print: Bookman Old Style Cambria Garamond Top Three Fonts for Online: Calibri Cambria Georgia If you want to delve deeper into it, there are many visually pleasing fonts that will assist in giving your resume some life and voice. Choose a font that is easy to read and pleasing to the eye, and your resume is likelier to end up in the â€Å"yes† pile for a second glance. Don’t Say Too Much It’s important not to bog down your resume with unnecessary details. Tailor make your resume to include specifics that make you a more desirable candidate. If a credit isn’t relevant to the job, remove it. There’s no need to clutter up your resume with experiences that don’t apply. Keep your resume clean; don’t add unnecessary flourishes. The same goes for introductions and cover letters. The ability to be concise will set you apart. Hobbies and Interests If your hobbies and interests are genuinely applicable to the job, by all means, add them. Be specific. Saying that you like music isn’t descriptive; saying that you have a membership to the symphony, or that you play with a band that goes to retirement homes is. Membership in groups like Toastmasters demonstrates a willingness for self-improvement, as well as an interest in public speaking. Bonus tip: Managing Your Online Presence Depending on your field, having an online presence could help you stand out. However, your online presence can also be a drawback. Companies and their clients don’t want to work with someone who will potentially bring them unwanted negative attention. Having a positive, work-relevant social media presence shows potential employers you know how to be professional. Always remember, anything that you put up online is trackable and could be noticed by the watchful eye of someone in your industry. Three ways to use social media positively: LinkedIn Make connections with business and colleagues Twitter Post relevant industry content on your @twitter account Facebook Have a separate Facebook account for work colleagues and your personal friends Follow these ideas and suggestions when you update your cover letter and resume. We’ve covered a lot, but taking it step-by-step will make the process less overwhelming. If your current circumstances leave you with little time, or you need help putting your best foot forward in print, can help. Whether you require basic editing assistance or are starting from scratch, our writing staff can help set you apart from other candidates. With over 200 professional, MA, MSc, JD, MBA Ph.D. accelerated writers, we can ensure that your resume is a step above the competition. You can contact toll-free at 1-800-573-0840, by email at sales@masterwriter.ca, or place an order online through our online service page.

The Learning Years of Medieval Childhood

The Learning Years of Medieval Childhood The physical manifestations of biological puberty are difficult to ignore, and it is hard to believe that such obvious indications as the onset of menses in girls or the growth of facial hair in boys were not acknowledged as part of a transition into another phase of life. If nothing else, the bodily changes of adolescence made it clear that childhood would soon be over. Medival Adolescence and Adulthood It has been argued that adolescence was not recognized by medieval society as a stage of life separate from adulthood, but this is not at all a certainty. To be sure, teenagers were known to take on some of the work of full-fledged adults. But at the same time, such privileges as inheritance and land ownership were withheld in some cultures until the age of 21. This disparity between rights and responsibilities will be familiar to those who remember a time when the U.S. voting age was 21 and the military draft age was 18. If a child was to leave home before reaching full maturity, the teen years were the most likely time for him to do so. But this did not mean he was on his own. The move from the parents household was almost always into another household, where the adolescent would be under the supervision of an adult who fed and clothed the teenager and to whose discipline the teen was subject. Even as youths left their families behind and took on increasingly more difficult tasks, there was still a social structure to keep them protected and, to some extent, under control. The teen years were also the time to concentrate more intensely on learning in preparation for adulthood. Not all adolescents had schooling options, and serious scholarship could last a lifetime, but in some ways, education was the archetypal experience of adolescence. Schooling Formal education was unusual in the Middle Ages, although by the fifteenth century there were schooling options to prepare a child for his future. Some cities such as London had schools that children of both genders  attended during the day. Here they learned to read and write, a skill that became a prerequisite for acceptance as an apprentice in many Guilds. A small percentage of peasant children managed to attend school in order to learn how to read and write and understand basic math; this usually took place at a monastery. For this education, their parents had to pay the lord a fine and usually promise that the child would not take ecclesiastical orders.  When they grew up, these students would use what theyd learned to keep village or court records, or even to manage the lords estate. Noble girls, and on occasion boys,  were sometimes sent to live in nunneries in order to receive basic schooling. Nuns would teach them to read (and possibly to write) and make sure they knew their prayers. Girls were very likely taught spinning and needlework and other domestic skills to prepare them for marriage. Occasionally such students would become nuns themselves. If a child was to become a serious scholar, his path usually lay in the monastic life, an option that was rarely open to or sought by the average townsman or peasant. Only those boys with the most notable acumen were chosen from these ranks; they were then raised by the monks, where their lives could be peaceful and fulfilling or frustrating and restrictive, depending on the situation and their temperaments. Children at monasteries were most often younger sons of noble families, who were known to give their children to the church in the early Middle Ages. This practice was outlawed by the Church as early as the seventh century (at the Council of Toledo) but was still known to take place on occasion in the centuries that followed. Monasteries and cathedrals eventually began to maintain schools for students who were destined for secular life. For younger students, instruction began with the skills of reading and writing and moved on to the Trivium of the Seven Liberal Arts: grammar, rhetoric, and logic. As they grew older, they studied the Quadrivium: arithmetic, geometry, astronomy, and music. Younger students were subject to the corporal discipline of their instructors, but by the time they entered University, such measures were rare. Advanced schooling was almost exclusively the province of males, but some females were able to acquire an admirable education nonetheless. The story of Heloise, who took private lessons from Peter Abelard, is a memorable exception; and the youth of both genders at the court of twelfth-century Poitou undoubtedly could read well enough to enjoy and debate the new literature of Courtly Love. However, in the later Middle Ages nunneries suffered a drop in literacy,  reducing available options for a quality learning experience. Higher education for females depended largely on individual circumstances. In the twelfth century, cathedral schools evolved into universities. Students and masters banded together into guilds to protect their rights and further their educational opportunities. Embarking on a course of study with a university was a step toward adulthood, but it was a path that began in adolescence. University One might argue that once a student reached university level he could be considered an adult; and, since this is one of the instances in which a young person might be living on his own, there is certainly logic behind the assertion. However, university students were notorious for making merry and making trouble. Both official university restrictions and unofficial social guidelines kept the students in a subordinate position, not only to their teachers but to senior students. In the eyes of society, it would appear that students were not yet completely considered adults. Its also important to remember that, although there were age specifications as well as experience requirements to become a teacher, no age qualifications governed a students entry into a university. It was a young mans ability as a scholar that determined if he was ready to pursue higher education. Therefore, we have no hard-and-fast age group to consider; students were  usually  still teenagers when they entered university, and legally not yet in full possession of their rights. A student beginning his studies was known as a  bajan,  and in many  cases,  he underwent a rite of passage called the jocund advent upon his arrival at university. The nature of this ordeal varied according to place and time, but it usually involved feasting and rituals similar to the hazing of modern fraternities. After a year at  school,  the  bajan  could be purged of his lowly status by expounding a passage and debating it with his fellow students. If he made his argument successfully, he would be washed clean and led through the town on an ass. Possibly due to their monastic origins, students were tonsured (the tops of their heads were shaved) and wore clothing similar to that of the monk: a  cope  and cassock or a closed-over long-sleeved tunic and overtunic. Their diet could be fairly erratic if they were on their own and with limited funds; they had to purchase what was inexpensive from the shops of the city. Early universities had no provisions for housing, and young men had to live with friends or relatives or otherwise fend for themselves. Before long colleges were set up to aid the less affluent students, the first being the College of the Eighteen in Paris.  In return for a small allowance and a bed at the Hospice of the Blessed Mary, students were asked to offer prayers and take turns carrying the cross and holy water before the bodies of deceased patients. Some residents proved to be insolent and even violent, disrupting the studies of serious students and breaking in when they stayed out after hours. Thus, the Hospice began to restrict its hospitality to students who behaved more pleasantly, and it required them to pass weekly examinations to prove their work was meeting expectations.  The residency  was limited to a year, with the possibility of a years renewal at the discretion of the foundationers. Institutions such as the College of the Eighteen evolved into endowed residences for students, among them Merton at Oxford and Peterhouse at Cambridge. In time, these colleges began to acquire manuscripts and scientific instruments for their students and offer regular salaries to teachers in a concerted effort to prepare candidates in their quests for a degree. By the end of the fifteenth century, few students lived outside colleges. Students attended lectures regularly. In the early days of universities, lectures were held in a hired hall, a church, or the masters home, but soon buildings were constructed for the express purpose of teaching. When not at lectures a student would read significant works, write about them, and expound on them to fellow scholars and teachers. All this was in preparation for the day when he would write a thesis and expound on it to the doctors of the university in return for a degree. The subjects studied included theology, law (both canon and common), and medicine. The University of Paris was foremost in theological studies, Bologna was renowned for its law school, and Salernos medical school was unsurpassed. In the 13th and 14th centuries  numerous universities  sprang up throughout Europe and England, and some students were not content to limit their studies to only one school. Earlier scholars such as  John of Salisbury  and  Gerbert of Aurillac  had traveled far and wide to glean their education; now students were following in their footsteps (sometimes literally). Many of these were serious in motive and driven by a thirst for knowledge. Others, known as  Goliards, were more lighthearted in nature- poets seeking adventure and love. All this may present a picture of students thronging the cities and highways of medieval Europe, but in  reality,  scholarly studies at such a level were unusual. By and large, if a teenager were to undergo any form of structured education, it was more likely to be as an apprentice. Apprenticeship With few exceptions, apprenticeship began in the teens and lasted from seven to ten years. Though it wasnt unheard of for sons to be apprenticed to their own fathers, it was fairly uncommon.  Sons of master craftsmen were by Guild law automatically accepted into the Guild; yet many still took the apprenticeship route, with someone other than their fathers, for the experience and training it offered. Apprentices in larger towns and cities were supplied from outlying villages in substantial numbers,  supplementing labor forces that dwindled from diseases such as the plague and other factors of city living. Apprenticeship also took place in village businesses, where a teenager might learn milling or felting cloth. Apprenticeship was not limited to males. While there were fewer girls than boys taken in as apprentices, girls were trained in a wide variety of trades. They were more likely to be trained by the masters wife, who often knew nearly as much about the trade as her husband (and sometimes more). Although such trades as that of seamstress were more common for females, girls were not limited to learning skills they could take into a marriage, and once they married many continued plying their trades. Youngsters rarely had any choice in which craft they would learn, or with what particular master they would work; the destiny of an apprentice was usually determined by the connections his family had. For example, a young man whose father had a haberdasher for a friend might be apprenticed to that haberdasher, or perhaps to another haberdasher in the same guild. The connection might be through a godparent or neighbor instead of a blood relative. Affluent families had more affluent connections, and a wealthy Londoners son was more likely than a country boy to find himself learning the goldsmith trade. Apprenticeships were formally arranged with contracts and sponsors. Guilds required that bonds of surety be posted to guarantee that apprentices fulfilled expectations; if they did not, the sponsor was liable for the fee. In addition, sponsors or the candidates themselves would sometimes pay the master a fee to take on the apprentice. This would help the master cover the expenses of caring for the apprentice over the next several years. The relationship between master and apprentice was as significant as that between parent and offspring. Apprentices lived in their masters house or shop; they usually ate with the masters family, often wore clothes provided by the master, and were subject to the masters discipline. Living in such close proximity, the apprentice could and often did form close emotional bonds with this foster family, and might even marry the bosss daughter. Whether or not they married into the family, apprentices were often remembered in their masters wills. There were also cases of abuse, which might end up in court; though apprentices were usually the victims, at times they took extreme advantage of their benefactors, stealing from them and even engaging in violent confrontations. Apprentices sometimes ran away, and the sponsor would have to pay the master the surety fee to make up for the time, money and effort that had gone into training the runaway. The apprentices were there to learn and the primary purpose the master had taken them into his home was to teach them; so learning all the skills associated with the craft was what occupied most of their time. Some masters might take advantage of the free labor, and assign menial tasks to the young worker and teach him the secrets of the craft only slowly, but this was not all that common. An affluent craftsmaster would have servants to perform the unskilled tasks he needed to be done in the shop; and, the sooner he taught his apprentice the skills of the trade, the sooner his apprentice could help him properly in the business. It was the last hidden mysteries of the trade that might take some time to acquire. Apprenticeship was an extension of the adolescent  years  and could take up almost a quarter of the average medieval lifespan. At the end of his training, the apprentice was ready to go out on his own as a journeyman. Yet he was still likely to remain with his master as an employee. Sources Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).Hanawalt, Barbara,  The Ties that Bound: Peasant Families in Medieval England  (Oxford University Press, 1986).Power, Eileen,  Medieval Women  (Cambridge University Press, 1995).Rowling, Marjorie, Life in Medieval Times  (Berkley Publishing Group, 1979).

Unit 2 jounal Essay Example | Topics and Well Written Essays - 1500 words

Unit 2 jounal - Essay Example Chapter 3 In this chapter, the writer will pay homage to roots of slavery in America, where the hidden origins of slavery are discussed. The writer opines that slavery took place in a very tactical and system manner, making it very difficult for it to be detected easily even by the Blacks who were to become victims later. At this point, the Blacks had come to realize the depth of deception that had been placed on them through slavery. This is because unlike what they were made to believe in earlier times, such as what we are presented in chapter 3, they realized a serious lack of identity and personality. What was worse, their land was also taken and so they would have to reclaim them back. The writer was very accurate in describing the attempts that the Blacks made in reclaiming their land and other possessions that they felt the act of slavery had taken from unjustifiably been taken away from them. There was also much explanation on the justification for this call that the Blacks were making for their land. Chapter 13 As the Black community had started making efforts to reclaiming what belonged to them, the writer used the 13th chapter to reflect on the level of success that had been achieved by far. There is therefore the caption, â€Å"To the land of hope†, to depict that the Blacks were still convinced that their dream was appropriate. The Blacks continued to view the North as a land of hope, where they had to be to make the consolidation of their personality and identity complete. Later in the chapter, tribute is paid to some of the specific successes of the Black in various places in America, including what was described as â€Å"Black Pride in Harlem†. ... n† and in other parts of the world like England and Australia; such descriptions do not exist even though there are English and Australians with Black origins. After reading pages 350 to 359, an understanding of how the term ‘African American’ is better understood. This is because as at this time in history, the African community had come to realize that they were part of a common people known as the Americans. Meanwhile, the indigenous American would refuse to appreciate this and so will draw a line of distinction. It is not surprising the writer described the situation as â€Å"Bomb the Color Line†. Pages 396 – 402 It has often been argued that true fighters are able to tell when it is that they must stop fighting based on the fact that continuing to fight will bring about defeat. In such situations, part of the options includes the deferral of the battle. This was exactly what the writer tells us was done after the rising wind of social justice had somehow been tamed by the authorities involved. To say the dream had been deferred may sound a defeatist approach but in reality, that was not what the true case was. The minority group within the American fraternity was only seeking the best means by which if they exploded, their explosion would create the best of effects. 2. Kaleidoscope 107-118 In these pages, Equiano gives a biographic description of his journey through America and England and how his experience as a Black voyager gave him a vivid idea of how slavery was intense in those lands where he was travelling. A very positive aspect of this piece of writing is that it serves as an advocacy as to how modern issues of slavery should be approached. This is because instead on accepting the status of slavery, Equaino fought for his personal freedom without

Di box Lab Report Example | Topics and Well Written Essays - 500 words

Di box - Lab Report Example The basic function was to enable the sound engineers to lay long lines of three core balanced cable between musicians and the engineer, who might be seated at the far end of the venue. In order to send him proper and noiseless signals, one would require balanced lines with high impedance. But the electric guitar, bass guitar, electric keyboard or the drum machine outputs are all unbalanced and low impedance outputs of around 50 kilo ohms. In order to convert it into impedances of around 3 kilo ohms, DI boxes are employed. They basically consist of an impedance matching transformer. A transformer consists of two coils – the primary and the secondary. The number of turns in each actually determines whether it is a step-up, a step-down or just an isolating transformer. Having a transformer also serves another very important purpose – isolation between the input and output signals. This helps to keep the expensive musical instruments out of the way of damage by the intrusio n of unwanted electrical impulses such as an accidentally switched on phantom power in the mixing console. In DI boxes, however, a step-down transformer is used. The number of turns in the primary coil is more than in the secondary coil. Therefore lesser amount of current is induced in the secondary coil, resulting in a mic level output (around -30dBV), from a line level input (around -10dBV).

Problems in the national curriculum for Pre-K-16 in the USA Research Paper

Problems in the national curriculum for Pre-K-16 in the USA - Research Paper Example One of the key reasons as to why a national Pre-K 16 curriculum would actually improve the quality of education as there is the overall continuum of education between K-12 and other post-secondary education system being followed at colleges as well as universities. It has also been argued that a lot of students actually entering the country’s college and university system are significantly unprepared for reading, writing as well as mathematics. These deficiencies can create the significant disadvantage for the students because of the gap between the high school competencies and readiness for college. There is, therefore, a critical misalignment between K-12 and post-secondary standards and it can create the significant disadvantage for the youth.   One of the common pitfalls of having a national Pre-K-16 curriculum is the lack of information regarding the overall expectations of various stakeholders involved. The misalignment between the goals and expectations of teachers an d institutions at both the post-secondary education institutions actually can make the case for development of national curriculum stronger. There is also a lack of shared knowledge as well as standards which can ensure uniform assessment of the students at various levels.   The implementation of the national pre-k 16 curriculum can therefore actually allow the development of a, therefore, by of assessment where less and less students will be required to enroll into remedial courses when they enter into post-secondary education.

Service Ops Management Essay Example | Topics and Well Written Essays - 2500 words

Service Ops Management - Essay Example According to industry sales data, compiled by the International Sleep Products Association (ISPA), a bedding industry trade group, approximately 700 manufacturers of mattresses and box springs make up the domestic conventional bedding industry. They generate wholesale revenues estimated at approximately $4.7 billion during calendar year, 2002. The market for conventional bedding represents more than 85% of the entire bedding market in North America. Approximately two-thirds of conventional bedding is sold through furniture stores and specialty sleep shops. Most of the remaining conventional bedding is sold through department stores, mass merchandisers, and membership clubs. Sealy has the largest market share and greatest consumer awareness of any bedding brand in North America. It is believed to be the largest manufacturer of bedding in the world. Sealy employs more than 6000 individuals, has 34 plants, and sells its products in over 7,000 retail outlets in the United States, including furniture stores, leading department stores, sleep shops, and mass merchandisers. Sealy is also a leading supplier to the hospitality industry. Sealy Asia Limited is the regional office of Sealy Corporation, a bed sets manufacturer established in Hong Kong in 2001. It is one of the major mattress manufacturers in the world, and it would like to explore the Asian market in the forthcoming years. Sealy’s vision is to be first, best, most and continuously the most improved player in the Hong Kong market. In sum, we want to have our customers view Sealy as first in product quality and service, as best at meeting their needs, and as the resource that offers the most in every facet of our business relationship. We have a healthy dose of self-criticism, so we are driven by an honest and a critical self-assessment in our quest for improvement in all aspects of

The process of growth and thus there is no optimum size of firm Essay

The process of growth and thus there is no optimum size of firm - Essay Example The economic theory believes in the premise that an organization would exponentially increase in size and shape if its growth and development regimes are in line with its requirements and desires in the long run. This brings to mind the debate that the process of growth is essentially linked with its success, both within the short term equation as well as in the long run scheme of things (Napach 1998). It is easily deducible from the said perspective that there is no optimum size of the firm but it is a relative matter nonetheless. The focus must remain on the manner in which the firm if growing to make it sound as big rather than going by the sheer size. The international and regional contexts of the firm are very important to understand because this is a sign of expansion and growth which are very appreciable within the thick of things. Thus the argument that the process of growth is linked with the firm in terms of its expansion and development seems valid yet devoid of its optimum size at the same time. This is because firms like to associate their own selves with the growing demands of the business rather than opening up offices which are neither manageable nor controllable. There is a dire need to comprehend that a firm will only grow if it wants to grow from its own roots, rather than banking on realms which are non-essential for its own basis. Size is therefore a by-product of a firm’s growth and is just a matter of the dimensions which are present within the context of the firm itself. These are hailed as trivial and have no role whatsoever in its growth and development regimes (Penrose 1995). The argument seems logical because a firm would only depend on its resources to get it to a position where it was never a part of, rather than depending a great deal on the aspects which would increase its size, which remains to be seen as a major force to reckon with in the changing

Site study report Research Paper Example | Topics and Well Written Essays - 1750 words

Site study report - Research Paper Example The company subcontracted to supply furniture was a Chinese firm called xxxx. We got to learn that the main reason the owner of the restaurant wanted it renovated and refurbished was so that it would look more attractive to customers. According to the owner of the restaurant, the restaurant looked dull, the floor looked old, the furniture were outdated and did not afford customers the kind of comfort that they deserved. By changing the outlook of the restaurant, it would look like it has been rebranded without having to change its name. The plan that had been developed by the construction company for the renovation of the site was a 2-D drawing made to scale. The floor plan outlined the arrangement of the restaurant in terms of furniture, and fixtures. It was quite evident that the new arrangement of the restaurant would be significantly different from the old one. Apart from the floor plan, the company had a 3-D model of what the restaurant would look like once it was completed and fully furnished. Instead of the old blue color, the restaurant would have a bright pinkish color. The floor would be finished using floor differently colored tiles in replacement of the concrete floor. According to the 3-D plan, the restaurant would have a reflected ceiling and that would host several colored lights. In the old plan, the ceiling was plain and only had one or two lights centrally located in every room of the restaurant. In place of the high energy white bulbs, the restaurant would be fitted with energy saving bulbs of different colors. The old partition that divided one of the sitting areas into two was demolished in line with the new plan. It was evident that the contractor made the final product look like it appeared on the space plan and 3d computer model. We learnt that the restaurant was to have a lively, almost natural theme and so many of the furniture would be made of natural materials such as bamboo and wood. The restaurant’s furniture were mainly of Chinese style to match the culture of the target customers. One of the things I got to ask related to the production of the plan and 3D- model. The plan had been developed by the contractor in consultation with the owner of the restaurant. While the space plan had been drawn using AutoCAD software before being printed, the 3D-model had been done using Autodesk Homestyler. It is worth noting that the use of software in modern design has many advantages as it saves the designers a lot of time and energy, allows for greater accuracy, and makes it easy to make changes to plans in case of need. I asked the supervisor to outline the process involved in satisfying a customer’s need with respect to construction and interior design. He stated that the process involved several stages that began with the customer providing a brief of his/her requirements or specifying their needs. Based on the specifications, a designer will ask the customer questions regarding how the facility will be used, how many people it should accommodate, and what the customer hopes to achieve from the work among other questions. Based on this information, a team of designers will engage in research before coming up with a creative design and technical drawings, with the customer’s budget in mind. It is at this point that different software are used to come up with the plans, models and renderings. The customer is then shown the design for approval. If the

The process of growth and thus there is no optimum size of firm Essay

The process of growth and thus there is no optimum size of firm - Essay Example The economic theory believes in the premise that an organization would exponentially increase in size and shape if its growth and development regimes are in line with its requirements and desires in the long run. This brings to mind the debate that the process of growth is essentially linked with its success, both within the short term equation as well as in the long run scheme of things (Napach 1998). It is easily deducible from the said perspective that there is no optimum size of the firm but it is a relative matter nonetheless. The focus must remain on the manner in which the firm if growing to make it sound as big rather than going by the sheer size. The international and regional contexts of the firm are very important to understand because this is a sign of expansion and growth which are very appreciable within the thick of things. Thus the argument that the process of growth is linked with the firm in terms of its expansion and development seems valid yet devoid of its optimum size at the same time. This is because firms like to associate their own selves with the growing demands of the business rather than opening up offices which are neither manageable nor controllable. There is a dire need to comprehend that a firm will only grow if it wants to grow from its own roots, rather than banking on realms which are non-essential for its own basis. Size is therefore a by-product of a firm’s growth and is just a matter of the dimensions which are present within the context of the firm itself. These are hailed as trivial and have no role whatsoever in its growth and development regimes (Penrose 1995). The argument seems logical because a firm would only depend on its resources to get it to a position where it was never a part of, rather than depending a great deal on the aspects which would increase its size, which remains to be seen as a major force to reckon with in the changing

Behaviorism and tantrums Essay Example for Free

Behaviorism and tantrums Essay Behaviorism and tantrums Jess’s story is an example of operant conditioning, because most of his behaviors are voluntary. Jess had already learned how to get candies and other sweets from his dad at the grocery. This is also an example of positive reinforcement, because Jess is getting something he loves when he misbehaves and throws tantrums, which eventually increases Jesss negative behavior in the future. Bills behavior can be defined as negative reinforcement, since he is giving donuts to Jess in order to get his shopping done without his son throwing tantrums. If Bill doesnt stop dealing with Jesss behaviors, he will not be able to control his son in the future and the problems will only increase in the future. If I was Bill, I would try these three things: 1. I would make some rules for Jess at the grocery store. Jess might seem too young to understand the meaning of rules, but it will be important to explain to Jess in easy and simple ways what the rules are, and why he should follow them. 2. I would use donuts or candy bars as rewards. If Jess can follow the rules at the grocery store, then I will give him a prize. Jess might throw a temper tantrum as soon as he enters the grocery store, but Bill has to be strong and follow through whatever the rules are. I would use negative consequences, like taking away the privilege of going to shopping with Bill if Jess’s behaviors continue. Jess might scream and cry, but Bill should ignore him until Jess stops. Once he stops, Bill should explain to his son why his behavior is not working. Bill can even make behavior chart and reward Jess when he has good behaviors, and ultimately give Jess a goal to reach. This will teaches Jess the right ways to get attention.

The Challenges In Implementing Erp Systems

The Challenges In Implementing Erp Systems ERP is the process of integrating all the business functions and processes in an organization to achieve numerous benefits. First, a single point of data entry helps to reduce data redundancy while saving employees time in entering data, thereby reducing labour and overhead costs. Second, the centralization of information, decision-making, and control leads to increases in efficiencies of operations and productivity, as well as coordination between departments, divisions, regions, and even countries. This is especially true for multinational corporations (MNC), in which global integration could result in better communications and coordination around the world. The global sourcing and distribution of parts and services could also provide appropriate benchmarks for operations around the world. Third, the sharing of a centralized database provides business managers with accurate and up-to-date information to make well informed business decisions. Further, it reduces data redundancy while improving data integrity at the same time. Fourth, functional integration will consolidate all sorts of data, such as financial, manufacturing, and sales, to take advantage of bulk discounts. ERP is especially important for companies who are intimately connected to their vendors and customers, and who used electronic data interchange (EDI) to process sales transactions electronically. Therefore, the implementation of ERP is exceptionally beneficial to businesses such as manufacturing plants that mass-produce products with little changes. Nevertheless, the revolutionary and innovative ERP software system quickly expands into other business areas such as finance and retailing. ERP also provides companies with a competitive advantage over their competitors. But despite these several benefits, there are also certain challenges faced by ERP, especially during the implementation phase. Some of the challenges faced during the implementation of an ERP system are explained in the following sections. Typically ERP systems are very costly, take a lot of time to implement and have a risk associated with implementation, and also affect the job profiles of many employees. Thus the three major dimensions involved are money, time and people involvement. In addition, there is also a requirement to re-engineer existing business practices to match the needs of the new ERP system. AN ERP IMPLEMENTATION PLAN The following flowchart depicts several activities that must be performed before implementing an ERP system. Step 1: Managers must conduct a feasibility study of the current situation to assess the organizations needs by analyzing the availability of hardware, software, databases, and in-house computer expertise, and make the decision to implement ERP where integration is essential. They must also set goals for improvement and establish objectives for the implementation, and calculate the break-even points and benefits to be received from this expensive IT investment. Step 2: The second major activity involves educating and recruiting end users to be involved throughout the implementation process. Step 3: Managers form a project team or steering committee that consists of experts from all functional areas to lead the project. Step 4: After a decision is made to implement ERP, a team of system consultants will be hired to evaluate the appropriateness of implementing an ERP system, and to help select the best enterprise software provider and the best approach to implementing ERP. In most situations, the consultant team also recommends the modules that are best suited to the companys operations (manufacturing, financial, human resources, logistics, forecasting, etc.), system configurations, and Business-to-Business applications such as supply-chain management, customer relationship management, e-procurement, and e-marketplace. Step 5: Adequate employee and manager training must be provided to all business, stakeholders, including managers, end users, customers, and vendors, before the system is implemented. Such training is usually customized and can be provided by either internal or outside trainers. Step 6: The system installation process will address issues such as software configuration, hardware acquisition, and software testing. Step 7: Data and information in the databases must be converted to the format used in the new ERP system and servers and networks need to be upgraded. A post implementation review is recommended to ensure that all business objectives established during the planning phase are achieved. Needed modifications are tackled during this phase too. Issues Faced while Implementing an ERP Although issues faced while implementing an ERP are numerous, but this report classifies them majorly into selection related issues, technical issues, psychological issues, organisational change related issues and time and cost related problems. Selecting an appropriate ERP The first and foremost challenge faced by many organisations is deciding what sort of an ERP system they should select to implement. The managers must decide on the size, type and scope of the ERP system they actually require and how to choose the best solution amongst the existing hundreds of systems in the market. This selection problem arises for all businesses without exception and should be considered as seriously as possible for the reason that ERP system choice defines a companys strategy for at least the following 6 to 10 years and, no doubt, has a major impact on the future success of the entire business. To decide on the implementation of a successful ERP program, the managers should have an in-depth understanding of the organisations current business processes, organisational structure, culture, work environment and financial and economic strength. Due to enormous impact on the competitive advantage of the company, top management must consider the strategic implications of implementing an ERP solution keeping in mind the size of the company and the modules installed. Management must ponder about several topics like:- à ¢Ã¢â€š ¬Ã‚ ¢ Does the ERP system strengthen the companys competitive position? à ¢Ã¢â€š ¬Ã‚ ¢ How does ERP affect the organizational structure and the culture? What is the scope of the ERP implementation only a few functional units or the entire organization? à ¢Ã¢â€š ¬Ã‚ ¢ Are there any alternatives that meet the companys needs better than an ERP system? à ¢Ã¢â€š ¬Ã‚ ¢ If it is a multinational corporation, the management should be concerned about whether it would be better to roll the system out globally or restrict it to certain regional units? Only when all these points have been taken care of, can an ERP system be selected for further implementation. Technical Issues Once the appropriate ERP is selected, the arduous task of implementation has only begun. The next part of implementation issues are related to the technical aspects of the project both hardware and software. These issues include the existing servers and workstations to be updated and new and modern ones to be ordered, purchased, and replaced. The internal network also has to be analyzed and modernized if required; the speed and bandwidth of the existing Internet access should be taken into consideration, along with possible technical concerns about the mobile devices being used. If these questions are underestimated, they can dramatically impact the overall result of the project and easily result in slow performance in the first few weeks, or in some cases months of ERP implementation hence resulting in a slackening of the existing pace of business. However the situation has been changed during the last few years, and plenty of software-as-a-service (SaaS) applications that have shown up on the market now allow the cost and headache of hardware problems to be minimized. More specifically, ERP systems need a Graphical User Interface at the front end, and are based on a client-server technology. They require the ability to access and share data across all applications across different platforms. Some servers and equipment might have a need to be custom built, and that can also cause a time lag in ERP implementation. In short, it can be said that the unique hardware and software needs of an ERP system, along with the continued use of pre existing applications in an organisation can prove to be tricky and are a major consideration while implementing an ERP. Data quality and consistency issues This issue is common in companies that are implementing ERP for the first time and transferring their legacy data into the new system from Excel spreadsheets, manual records, or old disparate applications. Basically, the question is that old data that have been used and stored for years can for many reasons appear approximate or even incorrect in the new ERP system. Integration of data from other older systems with the new ERP system is a major concern while implementing the system. A particular company might have accounting and finance systems operating on different mainframes (say IBM 370 architecture), MRP systems on a high end VAX, and a logistics system on an AS 400. The legacy systems of this company might be coded in COBOL. Thus, the implementation of a new ERP system for such a company needs to be done very carefully and requires technical judgement for the implementation of this new system. People related Psychological Issues This is the most difficult type of issue to resolve. These are the questions and issues that originate from the aspect of human nature that never accepts any change without seeing the visible advantages of it. People-related issues such as corporate philosophy and leadership style can play an important role in the ERP implementation process. Research has concluded that active top management support and commitment are essential to the success of any system implementation. Frequently, executive councils and steering committees consisting of top managers are developed to plan and manage the IT initiatives. Employees can be quite wary of any kind of change in the business processes, particularly during periods of economic downturn. Ill-trained employees who fight the changes in the business process tend to be poor performers. Therefore, to increase the chance of a successful ERP implementation and to reduce users resistance to change, employees, especially those who are very knowledgeable with the operations, must be involved in all stages of the implementation process. Employees must also be educated about the ERP installation. Such educational endeavours should include a concise introduction to the basic concepts and architecture of ERP systems, including actual screen shots of the function modules. During these training sessions, it is important to discuss the managerial issues involved and to build a basic understanding of the integration concepts prior to the actual installation of the ERP system. Further, any Business-to- Business initiatives, reengineering projects, alliances, an d the introduction of new technologies should also be addressed. Project managers must take charge of the implementation process at all times. They must oversee the reengineering of the key business processes, reassign job responsibilities, restructure the organizations chart, and redefine work relationships. Further, they must also learn how to manage the software vendors and any outside consultants. Employees working on an ERP implementation project put in long hours (as much as 20 hours per day) including seven-day weeks and even holidays. Even though the experience is valuable for their career growth, the stress of implementation coupled with regular job duties could decrease their morale rapidly. Leadership from upper management and support and caring acts of project leaders would certainly boost the morale of the team members. Other strategies, such as taking the employees on field trips, could help reduce the stress and improve the morale. Organisational Changes ERP implementation brings significant changes into a companys conventional business model and the day-to day practices it has been using for years or even decades. ERP implementation requires organizations to reengineer their key business processes in fundamental ways, revamping old ways of conducting business, redefining job responsibilities, and restructuring the organization. For major multinational corporations (MNC), the ERP systems must be customized to address global issues where different countries have different ways of doing business, and to incorporate country-specific business practices pertaining to accounting, tax requirements, environmental regulations, human resources, manufacturing, and currency conversion into the integrated systems. While integrating the information systems across various countries, three types of misfits (relating to data, process, and output) can occur due to incompatibilities between software functionality and organizational requirements as well as differences in cultural and regulatory environments. The unique context of each country in which an organization operates must be carefully included into the traditionally Western-biased business practices inherent in the ERP systems. Implementation Cost and Time Implementation Cost: Even though the price of prewritten software is cheap compared with in-house development, the total cost of implementation could be three to five times the purchase price of the software. The implementation costs would increase as the degree of customization increases. After training the selected employees, strategies such as bonus programs, company perks, salary increases, continual training and education, and appeals to company loyalty work to retain them. Other intangible strategies such as flexible work hours, telecommuting options, and opportunities to work with leading-edge technologies are also being used. Implementation Time: ERP systems come in modular fashion and do not have to be implemented entirely at once. ERP packages are very general and need to be configured to a specific type of business and may follow a phase-in approach with one module implemented at a time. Some of the most commonly installed modules are sales and distribution (SD), materials management (MM), production and planning, (PP), and finance and controlling (FI) modules. The length of implementation is affected by the number of modules being implemented, the scope of the implementation, the extent of customization, and the number of interfaces with other applications. The more the number of units, the longer the implementation time. Further as the scope of implementation grows from a single business unit to multiple units spread out globally, the duration of implementation increases. Conclusion An ERP implementation is a huge commitment from the organization, causing millions of dollars and can take up to several years to complete. However, when it is integrated successfully, the benefits can be enormous. A well-designed and properly integrated ERP system allows the most updated information to be shared among various business functions, thereby resulting in tremendous cost savings and increased efficiency. When making the implementation decision, management must considered fundamental issues such as the organizations readiness for a dramatic change, the degree of integration, key business processes to be implemented, older applications to be included, and whether or not new hardware needs to be acquired. In order to increase the chance of user acceptance, employees must be consulted and be involved in all stages of the implementation process. Providing proper education and appropriate training are also two important strategies to increase the end user acceptance rate. The o rganization is also going through a drastic change, with changes in the way businesses are conducted, the organization being restructured, and job responsibilities being redefined. And finally, the cost and time of implementation of an ERP system also are a major challenge faced during the implementation process.

A Very Old Man with Enormous Wings :: essays research papers

Miss Clairol In the story, Miss Clairol, written by Helena Maria Viramontes, was about a woman who goes to the store with her daughter to buy items for a date that she was preparing for later that night. Arlene, who was the woman that was getting ready for her date is a chicana (Mexican Amerian) who throughout the story refers to things or events that brought a smile to her face as â€Å"sounding right.† As I read the story I could not help but smile throughout the story because it was so close to home. I too am a chicana and could relate to all the events that were happening. I was able to picture myself there. The language Viramontes used was that of what we use at home too. Viramontes takes a woman who is in my eyes, is recalling all that made her happy throughout her years. I think that Arlene did what many women do, remember all that made them happy and try to capture a glimpse of how it used to be. And, how it made them feel. At the beginning of the story Arlene and her daughter, Champ, are at K-Mart. Arlene is looking for makeup and hair dye that will go with a dress that she is borrowing. This is where Viramontes first uses the phrase â€Å"it sounds right†. Now think, will this color go good with Pancha’s blue dress? – Pancha is Arlene’s comadre. Since Arlene has a special date tonight, she lent Arlene her royal blue dress that she deeps in a plastic bag at the end of her closet. The dress is made of chiffon, with satin-like material underlining, so that when Arlene first tried it on and strutted about, it crinkled sounds of elegance. The dress fits too tight. Her plump arms squeeze through, her hips breathe in and hold their breath, the seams do all they can to keep the body contained. But Arlene doesn’t care as long as it sounds right. (1-526 ) Here is a woman who tries on a dress that makes her feel young and beautiful. And, takes her back in my opinion to a time t hat outer beauty came naturally. Nowadays, beauty is so commercialized that a woman feels she must look a certain way to fit in. A beautiful woman, by the U.S. Standard of Beauty, should be Caucasian (but able to tan); she should preferably be blonde, and her hair should be long enough to provide a secondary fetish (after her body).