Bangbang Essay Example

Bangbang Essay IDS 355 Introduction to Operations Management Fall 2012 INSTRUCTOR: Prof. Aris Ouksel Office: UH 2411 Phone: 312-996-0771 E-mail:[emailprotected] edu Office Hours:By appointment in UH 2411 INSTRUCTOR: Prof. Doug Lundquist Office: UH 2320 Phone: E-mail:[emailprotected] edu Office Hours:By appointment in UH 2320 TAs/INSTRUCTORS FOR LAB SECTIONS: TA/Instructor:Tapas Patil E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Viswanath Ramachandran E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Rajeev Ravikumar E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Melroy Rodrigues E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Venkatram Samavedula E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Imran Shaik E-mail: [emailprotected] edu Office Hours:by appointment |Call # |Day |Time |Room |TA |e-mail | |14004 |Monday |8:00 – 8:50am |L270 EPASW |Vishwanath Ramachandran |[emailprotected] du | |14005 |Wednesday |3:00 – 3:50pm |L270 EPASW |Tapas Patil |[emailprotected] edu | |14006 |Friday |9:00 – 9:50am |L270 EPASW |Venkatram Samavedula |[emailprotected] edu | |14007 |Tuesday |2:30 – 3:20pm |L270 EPASW |Rajeev Ravikumar |[emailprotected] edu | |14008 |Thursday |4:30 – 5:20pm |SEL 2249 (not 2249F! |Melroy Rodrigues |[emailprotected] edu | |14009 |Friday |3:00 – 3:50pm |L270 EPASW |Venkatram Samavedula |[emailprotected] edu | |14010 |Tuesday |8:00 – 8:50am |L270 EPASW |Imran Shaik |[emailprotected] edu | |14011 |Mo nday |5:00 – 5:50pm |SEL 2058 |Melroy Rodrigues |[emailprotected] du | |30295 |Wednesday |9:00 – 9:50am |L270 EPASW |Vishwanath  Ramachandran |[emailprotected] edu | |30296 |Thursday |9:30 – 10:20am |L270 EPASW |Rajeev Ravikumar |[emailprotected] edu | |30297 |Thursday |5:00 – 5:50pm |L270 EPASW |Imran Shaik |[emailprotected] edu | |30298 |Thursday |3:30 – 4:20pm |L270 EPASW |Tapas Patil |[emailprotected] du | 1. General Information Operations Management is the management of systems or processes that create goods and/or provide services. It is about how efficiently a company can produce goods and /or provide services. As companies are increasingly competing on the basis of time, cost and service, managing operations becomes critical for the competitiveness of any business. Studying operations management gives you important knowledge concerning how they do this. Since operations are a key part of the existence of a company, everyone in business de als with them directly or indirectly. We will write a custom essay sample on Bangbang specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Bangbang specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Bangbang specifically for you FOR ONLY $16.38 $13.9/page Hire Writer If you are involved in making a decision concerning marketing or accounting or finance or human resources or information systems, you should be concerned about operations. In this course, you will learn about the operations manager’s view of the company and will learn about the techniques and procedures of making good decisions in managing operations. Activities in the lab will show you how you can use analytical tools to assist in decisions affecting operations. 1. 1 Course Components Lectures: Lectures will follow the course outline, although minor adjustments may occur during the semester. Most of the lecture time will be devoted to reviewing and applying reading from the book. Videos may be shown in class to illustrate some of the concepts explained throughout the lectures. We may also cover technical issues related to lab exercises and homework. Students are expected to read the relevant textbook chapters and PowerPoint slides prior to lecture. Laboratory (Discussion) Sections: There will be 10 lab sessions during the semester. In these sessions you will work on problems related to the topics discussed in the lecture classes using Excel, TreePlan, and MS Project. The problems assigned for homework assignments will be similar to the problems discussed in the lab sessions. Attendance will be taken in the lab sessions. A brief outline of topics that will be covered in this course and the schedule of classes and lab sessions are provided at the end of this document. 1. 2 Course Materials Textbooks This course uses two texts: †¢ Operations Management Fall 2012 (portions of Operations Management by Stevenson, 11th edition, and Service Management, 7th edition, by Fitzsimmons Fitzsimmons). Available as an e-book download from McGraw-Hill (instructions posted on Blackboard). ISBN: 9781121623026 o The text used in Spring Summer 2012 (just titled Operations Management) contains all chapters used this semester and four additional ones and may be available in the UIC bookstore. o Students may certainly also purchase the entire Stevenson Fitzsimmons textbooks. †¢ A. Ouksel and D. Lundquist, Lab Manual Lecture Notes (1st edition). This will be on sale in the UIC bookstore by the second week of classes. Software All software needed for this course is available in the UIC computer labs. Students who wish to use their own computers will, of course, need to acquire their own copies of the software. This course uses: †¢ Microsoft Excel †¢ Microsoft Project †¢ TreePlan add-in for Excel (available as a free demo at www. treeplan. com) 1. 3 Blackboard Sites We will be using the Blackboard facility for this course. If you are enrolled in this course, you will also be enrolled on two Blackboard sites. Everyone taking IDS 355 this semester will be enrolled on the main IDS 355 site. This site will give most of the information concerning this course as well as PowerPoint slides for lectures. You will also be enrolled in another Blackboard site for your lab/discussion section. You will use the lab site to post homework assignments and to check your lab grades. To access these sites, point your browser to http://blackboard. uic. edu. Your Blackboard login name is your UIC NetID (lower case! ). This is the part before the @ in your UIC e-mail address; your password is your usual UIC password (the one you use to access UIC computers). If you have any problems using Blackboard, contact your TA. Be sure to give the TA your name, NetID, and lab section. All major announcements about the course will be posted on the main Blackboard course site. Important notices will generally be forwarded to your e-mail address. However, you are ultimately responsible for checking Blackboard to keep informed regarding any course updates. 1. 4 E-Mail Communication Professors and teaching assistants will generally respond to your e-mails within 48 hours. However, the large number of students can generate large volumes of e-mail and sometimes we overlook a message. If you do not receive a response within 72 hours, please resend it. However, please do not e-mail us questions about an assignment two hours before the deadline and expect an immediate response! When e-mailing the professors or your TA, please include the following in your subject line: IDS 355, Lab Section, TA Name. For example, if you are in the Monday 2pm lab section, and your TA is named Smith, please have your subject line read: IDS 355, M 2pm, Smith. This will help us process your request faster. Also, when using Blackboard’s e-mail tools, please send e-mail only to the intended recipient, not one of the group options, which may cause your e-mails to be marked as spam. Homework and Labs: Questions about homework assignments (like assistance and grading) or labs should be sent to your TA (see e-mail addresses on the first page). †¢ Lectures and Exams: Questions regarding lecture material, content to be covered on exams, or exam grading should be sent to Prof. Lundquist ([emailprotected] edu). Once again, please make sure to follow th e outlined policies regarding course communication. It is in your best interest to contact the right person so your issue can be resolved as soon as possible. 1. Attendance Policy It is important for you to attend lectures and labs. As a courtesy to your instructors and fellow students, please arrive on time and, if you must leave during lecture, do so quietly. In lecture, major concepts and definitions will be presented and discussed. Your best information about exam content will come from lectures, lab sessions, and homework. If you miss class, you can find out what was covered from an updated course syllabus (available on Blackboard) or from consulting with fellow students. Valid Excuse: Although it is not possible to list every possible valid excuse for missing class, good examples are medical emergencies (either your own or a dependent’s), participation in UIC athletic events, military obligations, and court dates. As a general rule, if you have scheduled the reason yourself, it is not a valid excuse for absence! If you miss a midterm without a valid excuse, you will receive a zero for it. If you miss a final exam without a valid excuse, you will receive an incomplete for the course; to pass the course, you will need to take the final exam in a future semester. You may only be excused from the regularly scheduled times for the midterms and final under the two following circumstances (in either case, proof of your excuse will be required): 1. If you provide a note from a doctor concerning your unavoidable absence. 2. If you provide the instructor with a valid reason for your absence in advance. If you miss an exam with valid cause, you should notify your instructor as soon as possible to schedule your make-up exam. If you miss a lab session, please inform your TA. Should you be absent for an extended period of time, you should notify your instructors, TA, and your college advising office; for most students, this will be the undergraduate office of the College of Business Administration. 1. 6 In-Class Behavior During class, please help create a good learning environment by remaining reasonably quiet and keeping your cell phone silent. As our class has over three hundred students, students talking can make it very difficult for anyone to hear. If you must communicate with your fellow students, please use silent options like texting or writing notes or, better yet, wait until after class. Students who cannot comply with these basic tenets of courtesy will be publicly shamed by one or more of the following: †¢ Being requested to stand up and introduce themselves to the class †¢ Being asked what is so urgent that it cannot wait until the end of lecture †¢ Being asked to leave for the remainder of the lecture or lab 1. 7 Students with Disabilities The University of Illinois at Chicago is committed to maintaining a barrier-free environment so that individuals with disabilities can fully access programs, courses, services, and activities at UIC. Students with disabilities who require accommodations for full access and participation in UIC Programs must be registered with the Disability Resource Center (DRC). Please contact DRC at (312) 413-2183 (voice) or (312) 413- 0123 (TDD). 2. Grading You will be responsible for reading the textbook, learning material presented in lectures and labs, and doing homework assignments using Excel, TreePlan and MS Project. You will be evaluated on lab attendance, homework, two midterms, and a final exam. Also, quizzes may be given during lectures without advance notice announcements. Lecture quizzes will be given as extra credit worth 10pts (or 1% toward your course grade) and may total up to 50 points of bonus points (an extra 5%). No additional extra credit opportunities will be offered. Excluding quizzes, the breakdown of points is as follows: |Homework (5 assignments @ 40pts) |200 | |Lab Attendance (10 labs @ 5pts) |50 | |Midterm (2 exams @ 200pts) |400 | |Final | 350 | |Total: |1000 | . 1 Grading Scale Grades at the end of the semester will be based on the total points that you accumulate. The minimum point total required to earn a grade may be adjusted downward but will not be adjusted upward. The tentative grading scale is: |900 and up |A | |800 to 899 |B | |700 to 799 |C | |600 to 699 |D | |Below 600 |F | 2. 2 Exams There will be two midterm exams worth 200 points each, and a final exam worth 350 points. For each exam, an FAQ file will be posted on Blackboard. The final exam will be comprehensive but will emphasize material covered after the second midterm; specific details will be given in the week before the final. The midterms and final will be scheduled as per the course outline on the last page of this syllabus. Exams are multiple-choice and given on scantrons; bring pencils. For all exams, students are allowed to use calculators and a 3†x5† â€Å"cheat card† with any notes or formulas you choose to put on it. 2. 3 Homework Assignments There are 5 graded homework assignments worth 40 points each. They will be posted on the Blackboard lab site at one week prior to the due date. Your solutions and answers must be submitted through the Blackboard site for your specific lab section by the due date and time for you to receive full credit. Please do not submit your homework via e-mail or the Digital Dropbox on Blackboard! The homework should be submitted using the same link from where it can be downloaded from Blackboard. Note that it is not possible to alter or resubmit an assignment once it has been uploaded. Please name your homework files as [NetID]hw#. For example, if your netID is csmith2, the file for your third homework assignment should be named csmith2hw3. If you ask your TA at least two days in advance, you can receive a three-day deadline extension without penalty. Otherwise, late submissions will have 10pts automatically deducted and will not be accepted after the corresponding solutions are posted (usually less than a week after the deadline). You are urged to submit your homework long before the deadline, as the system may not be up at the deadline time. It is your responsibility to make sure that the homework is uploaded on time. 2. 4 Lab Attendance Attendance will be taken at the start of each lab session. Attending each lab session from start to finish will earn full credit (5pts). Two points will be deducted for arriving late. If you are more than twenty minutes late for the lab, you will receive no attendance credit. Students who must leave lab early will receive pro-rated attendance credit, approximately one point per ten minutes spent in lab. 3. Course Administration This course and its coursework are being administered under the policies of the University of Illinois at Chicago (UIC) College of Business Administration Honor Code. All students are expected to respect and uphold this code. Violations of the Honor Code are just causes for discipline under the University of Illinois at Chicago Student Disciplinary Procedure, and all allegations of Honor Code violations shall be handled pursuant to that Procedure. 3. 1 Honor Code for the College of Business Administration As an academic community the College of Business Administration at the University of Illinois at Chicago is committed to providing an environment in which teaching, learning, research, and scholarship can flourish and in which all endeavors are guided by academic and professional integrity. All members of the college community – students, faculty, staff, and administrators – share the responsibility of insuring that high standards of integrity are upheld so that such an environment exists. In pursuit of these high ideas and standards of academic life, as a student I hereby commit myself to respect and uphold the University of Illinois at Chicago (UIC) College of Business Administration Honor Code during my entire matriculation at UIC. I agree to maintain the highest moral and ethical standards in all academic and business endeavors and to conduct myself honorably as a responsible member of the college academic community. This includes the following: †¢ Not to seek unfair advantage over other students, including, but not limited to giving or receiving unauthorized aid during completion of academic requirements; †¢ To represent fact and self truthfully at all times; †¢ To respect the property and personal rights of all members of the academic community. 3. 2 Plagiarism and Inappropriate Use of Others Work The University standards on originality of submitted work apply in this course: don’t copy from other students or turn in other students’ work as your own. If there is clear evidence of copying another student’s work on a quiz, test, exam or homework, the involved students will receive zeroes for that grade and formal disciplinary action may be undertaken. Homework assignments: Talking to other students about homework assignments is a good way to enrich your understanding of the material. However, each student must write up the assignment on his or her own. To avoid misuse of your work, you should not share your papers or files with others. COPYING WILL RESULT IN YOUR RECEIVING A ZERO SCORE FOR THE WHOLE ASSIGNMENT, EVEN IF COPYING IS LIMITED TO A SINGLE QUESTION. Each student must independently create an Excel file and enter the data and formulas in their own spreadsheet. You may not submit another student’s file, and groups of students may not submit copies of the same file. Cutting and pasting from another student’s file is also not allowed. If the same file is submitted by more than one student, all involved students will receive a grade of zero for that assignment. If it is obvious that the information was cut and pasted from another student’s file, all involved students will also receive a grade of zero for that assignment. Repeated incidents will result in failing the course. Exams and quizzes: There is to be no copying or collusion during exams and quizzes. Submitting exams or in-class quizzes for other students will be regarded as cheating. To inhibit cheating, multiple versions of exams will be provided. |IDS 355 Fall 2012: Course Outline | |This outline is for planning purposes only. The actual schedule may vary as the course proceeds. |Week |Topic |Reading |Lab |Lab Topic |Homework | |Week 1 |Introduction to Operations |Ops. Mgmt. |No Lab | | | |August 27 |Management |pp. 2 – 38 | | | | |Week 2 |The Nature of Services |Ops. Mgmt. |No Lab | | | |September 3 | |pp. 9 – 56 | | | | |Week 3 |Service Strategy |Ops. Mgmt. |Lab 1 |Exercise 1: Efficient Use of | | |September 10 | |pp. 57 – 81 | |Excel | | |Week 4 |Forecasting |LM LN, |Lab 2 |Exercise 2: Data Tables and |Homework 1 Posted | |September 17 | |pp. 2 – 23 | |Graphs | | |Week 5 |Strategic Capacity Planning for |Ops. Mgmt. |Lab 3 |Exercise 3: Forecasting |Homework 1 Due | |September 24 |Products and Services |pp. 82 – 111 | |Methods for Stationary Series| | |Week 6 |Midterm 1 (Monday) | |Lab 4 |Exercise 4: Forecasting |Homework 2 Posted | |October 1 |Competitiveness, Strategy, and |Ops. Mgmt. | |Methods for Non-Stationary | | | |Productivity |pp. 112- 144 | |Series | | |Week 7 |Decision Theory |LM LN, |No Lab | |Homework 2 Due | |October 8 | |pp. 30 – 38 | | | | |Week 8 |Service Facility Location |Ops. Mgmt. |Lab 5 |Exercise 5: Decision Theory | | |October 15 | |pp. 145 – 171 | |Problems | | |Week 9 |Inventory Management |LM LN, |Lab 6 |Exercise 7: Location |Homework 3 Posted | |October 22 | |pp. 52 – 67 |Assignment Problems | | | | | | |Exercise 8: Data Sorting | | |Week 10 |Inventory Management | |Lab 7 |Exercise 9: Inventory |Homework 3 Due | |October 29 |(continued) |Ops. Mgmt. | |Management | | | |Supply Chain Management |pp. 72 – 208 | | | | |Week 11 |Quality Control |Ops. Mgmt. |Lab 8 |Exercise 10: Monte Carlo |Homework 4 Posted | |November 5 | |pp. 226 – 269 | |Simulations | | | |Midterm 2 (Friday) | | | | | |Week 12 |Project Management |Ops. Mgmt. |Lab 9 |Exercise 11: Simulations for |Homework 4 Due | |November 12 | |pp. 308 – pp. 359 | |Inventory Decisions | | |Week 13 |Project Management | |Lab 10 |Exercise 12: Project Planning|Homework 5 Posted | |November 19 |(continued) | | |with Microsoft Project | | |Week 14 |Technology in Services |Ops. Mgmt. |No Lab | |Homework 5 Due | |November 26 | |pp. 209 225 | | | | |Week 15 |JIT and Lean Operations |Ops. Mgmt. |No Lab | | | |December 3 | |pp. 70 307 | | | | |Week 16 |FINAL EXAM |Thursday, December 13th, 3:30 – 5:30pm |LOCATION TBA | |December 10 | | | | NOTE: The midterms are given during lecture time. It is your responsibility to arrive on time for them. If you are late, you will have correspondingly less time for your exam.

What Are Good Questions to Ask in a College Interview

What Are Good Questions to Ask in a College Interview SAT / ACT Prep Online Guides and Tips College interviews are becoming increasingly common, especially among selective colleges. Manystudents go to interviews ready to answer questions but forget that it’s important to askinteresting questions as well. In this article, I’llestablish the basics ofhow to prepare for college interviews and explain what questions you should and shouldn’t askduring an interview, so you feel totally ready on the day of. About College Interviews A college interview provides the college with an opportunity to give you more information about the college and answer any of your questions about the school and the application process. Furthermore, the interview gives the school an opportunity to learn more about you, your interests, and how you’ll be able to contribute to the school. Very few colleges require an interview.Most large public universities don’t offer interviews because there are too many applicants.Typically, the colleges that offer interviews are very selective or private colleges.A few colleges that offer interviews include Columbia, Occidental, and Bates.Check a college’s website or contact the admission office to determine if interviews are offered and how to schedule one. Interviews can be on campus, usually with an admissions representative, or off campus near where you live, usually with a graduate of the college. If you have the optionto interview, you should do so.Interviewing shows the school that you’re genuinely interested in attending, and demonstrating interest can help your chances of gaining admission. Plus, the interview gives the school another opportunity to get to know you outside of what’s on your application. Don’t stress the interview too much. As long as you’re polite, attentive, and prepared, it should only help your chances of getting accepted. Live Life Happy/Flickr How to Prepare For an Interview Before your interview, research as much about the school as possible.Focus your research on why the school is a good match for you and your interests. You should have done a good amount of research before you decided to apply, so hopefully, this shouldn’t take much time. Your research before an interview should be mostly review and focusing on specifics about how the school fits your needs.For example, if you’re considering a specific major or program, you can research the course requirements, facilities, and professors. If you’re a singer who wants to be part of an acapella group in college, you can research the different acapella groups on campus. Most likely, at some point in the interview, you’ll be asked why you want to attend that school. If you’ve indicated that you want to pursue a specific major, you’ll be asked why. Your research should help you provide detailed responses.Use the school’s website, college finders, guidebooks, and search websites to help you learn about the school. Prepare questions to ask during the interview based on your research. Besides preparing questions for your interviewer, you should be ready to answer some typical interview questions. You can try to simulate the interview experience with a counselor, friend, or parent and practice answering these questions: Why do you want to attend the college? What can you contribute to the school? What are your strengths and weaknesses? What are your future goals? What is your favorite book and why? You may not be asked allof these questions, and you'll most likely be asked at least one question that you're not expecting. Be honest and thoughtful. You want to come off as conversational (not like you're reading from a script) butwell-prepared. On the day of your interview, make sureto dress professionally and be punctual. Dressing well and being on time show the interviewer that you're responsible and want to make a good impression. Feel free to rock a suit to your interview. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Why Should You Ask Questions During Your Interview? Asking questions shows your interest in the school and that you truly care about the college application and selection process. Ideally, it alsodemonstrates that you’re engaged and have been attentively listening to what the interviewer has been saying throughout the interview. Good Questions to Ask a College Interviewer Remember that your questions should demonstrate thought, that you’ve done your research, and that you’ve been listening to the interviewer.There are three major types of questions to ask: research-based questions, personal questions to the interviewer, and questions based on information the interviewer revealed during the interview. Good Research-Based Questions There are a ton of good research-based questions. Keep your questions focused, and make sure that they coincide with your interests. Prepare these questions in advance. Because you’ll be answering questions for the majority of the interview, you only need to prepare a few questions. Avoid asking questions that have answers that can be easily obtained with simple research. Here are a couple of hypothetical examples of good research-based questions: I would love to take advantage of the opportunities you offer for students to study in China, but I’m wondering if I’ll be able to do so if I’m on the volleyball team. Are there student-athletes who study abroad given the time commitments they have to make to their sport? I’m very interested in the internship program you have for journalism students. Do you know about specific internships students have gotten and how those internships have helped students academically or on their career paths? Good Personal Questions These are questions in which you ask for your interviewer’s perspective or opinion. Personal questions can be great questions because your interviewer is likely to want to provide guidance, and many people enjoy talking about themselves. Here are a couple of good personal questionsto ask your college interviewer: What advice would you have for me as an incoming freshman? What do you wish you would have known as an incoming freshman? I read about (insert popular on-campus event or tradition). Have you participated? What’s it like? This last type of question is good because it shows you’ve done your research and people tend to like to talk nostalgically of their college experience. Good Questions Showing You’ve Been Listening You can’t really prepare for these types of questions, but they’re good to ask because they show that you’re engaged, interested, and paying attention. If you can ask a question based on something the interviewer has told you during the interview, go for it.For example, if the interviewer discusses a tutoring program, you can ask the interviewer if he was involved in it, or you can ask for more details about how the program works. B Rosen/Flickr What You Shouldn't Ask There are some topics you should avoid asking about during your interview. Don’t ask about your chances of gaining admission.Definitely, don’t ask about whether you’ll get in. You may be seen as presumptuous, and your interviewer may not even be qualified to give you an honest answer. Often, interviewers are current students or alumni who haven’t seen your application, and other than what they report back to the school about the interview, they have no say on admissions decisions. Don't ask too many non-academic questions.Focus most of your questions on academics.While it’s perfectly acceptable to ask about campus life and extracurricular activities, remember that you’re primarily in college to study and learn. If the majority of your questions are about parties or sports, you may not be seen as a serious student. Don’t ask about any information that can be easily obtained from the college website or basic research.If you ask an interviewer where the school is located or if they have a certain major, you’re showing that you’ve spent little time preparing. Don’t ask about rankings or anything like â€Å"What’s your best department?†While colleges like to tout their rankings on their websites or in their brochures, your interview is not a good time to discuss them. Remember that the interviewer is trying to learn about you and determine your fit for that school. You don’t want to come across as being overly concerned with reputation or rankings. Also, the interviewer will be hesitant to say that any program or major is the best because she will be hesitant to imply that any program is worse or not as good. Keep your questions formal and professional.If your interviewer is a current student or alum, you can ask about her experience at the school and why she chose that particular college. However, don’t ask anything too personal. Your questions should be about topics that would be appropriate to discuss with a teacher or boss. Final Advice Do some research to prepare for your interview. Asking good questions is an excellent way to show you’re interested in the school and engaged. You can bring in your questions written down in case you forget one of your questions. However, most of the interview should just be a conversation. You don’t want to come off like you’ve tried to memorize everything you’re saying. If you’re worried about your interview, you can try to practice with a parent, teacher, counselor, or friend.If the person you practice with isn’t knowledgeable about the interview process, you can practice answering the common interview questions.Similarly, if you’re wondering if your prepared questions are good, ask one of your teachers or your counselor. Check out our guide to the best tools to help you prepare for your interview, including a notebook towrite your questions in. What's Next? To help learn more about different colleges and make the college selection process easier, consider going on college tours. If you need to improve your grades to strengthen your application, check out this article about how to get a 4.0 GPA. Finally, if you're working on your college applications, make sure you know how to write a great college essay. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Training & Development Term Paper Example | Topics and Well Written Essays - 2000 words

Training & Development - Term Paper Example It has been observed that â€Å"formal training and most organizational processes mandate that every training program have stated objectives and evaluation† (Carliner, 2002, â€Å"Adapting Design Techniques for Informal Learning†). In the context of Maddox, the training program has to be formalized and the first step will be to form a focus group consisting of representatives from the management, administration, HR department, maintenance department, and operational and functional associates. A comprehensive agenda that covers the vital areas of development/implementation, training guidelines, time-frame, mode of training, etc. will be designed. The training initiatives will be augmented through training brochures, best practices, troubleshooting and there shall also be testing/evaluation, analysis of performance as well as operational effectiveness. The entire process will be supported by information technology (IT) to ensure no communication-gaps exist.2.2. TNA Survey 2.2.1. Explanation of TNAAccording to the observations of the Cabinet Office (1988), training needs are said to arise â€Å"when a learning need cannot be met within the normal day-to-day processes or when meeting a learning need in this way will take too long, involve too high a risk/cost, not result in the required standard of performance, and when training is the most cost-effective way of meeting the need† (â€Å"The Identification of Organizational and Individual Training and Development Needs†).

Network Acquisition Essay Example | Topics and Well Written Essays - 500 words

Network Acquisition - Essay Example Therefore, for successful network acquisition, Veil (2010) asserts that one has to understand completely whether the legal name and the web presence of the company when merged. The effects of geographical distance and the inter-organizational networks on the acquisition strategies in these high technology industries will be examined via an analysis of mergers and acquisitions that occurred in the computer networking industry during the 1990s. It is during this period that the said industry encountered massive growth of entrants, innovative products, and the VC investments. The Cisco Systems, which has a dominant presence in the networking industry, acquired over 70 firms. It is, therefore, the biggest public company in terms of market capitalization (Yurov, 2008). For any successful acquisition, it is important to carry out a background check. As such, with every IT venture, customer retention and innovation would be the ultimate strength. However, threats such as the eminent rise of other companies would rise. The company’s biggest weakness would be the replication of efforts and subsequent failure brought stemming from a weak organizational structure, and poor decision making. Management experts are employed in order to achieve the company’s prosperity. While it is a merger, there’s the possibility of restructuring because of the centralization of the business. In such a state, it is instrumental to carry out hypothesis testing or questionnaires to help the management run simulations on the possible performance of the organization. Precaution has to be highlighted to avoid acquiring projects that are similar in size and competence. A more realistic concept would be to focus the acquisition activities strongly on projects involving more companies to create economies of scale. Online marketing is good when the websites of the individual companies are either merged or partnered with

Children and the Internet Essay Example | Topics and Well Written Essays - 2250 words

Children and the Internet - Essay Example The aim of this paper is to explore the reasons why parents should monitor the time their children spend on the internet, and show the serious dangers that children come across when their internet time is not being supervised. It is very strange that some parents, who are normally very protective of their children, supervise their behavior in public spaces and warn them against the dangers of the strangers with candy; are not aware that internet is also a public sphere full with dangerous people. The biggest danger of the internet is that it is a virtual space. Hence, when parents think that their children are safe at home in the privacy their rooms, they are neither safe nor private if they have an unsupervised internet connection in their rooms. Thus, the internet creates an illusion of safety and privacy, while the children engage in various activities in the social networking sites. While some parents, whose children are probably better at using technology, are unaware the danger s of the internet; some people, including the educators, know its dangers but still advocate unmonitored internet usage in the name of â€Å"teen privacy†. ... Hence, monitoring internet activities of the children has nothing to do with their privacy, since they engage in social activities on the internet. Frances Jacobson Harris is one of the people, who underestimate the threats of the internet posed to the children. In her article â€Å"Teens and Privacy: Myths and Realities†, she called the parental concern with regard to the dangers of the internet as â€Å"technopanic†. Indeed, she seems very naive in a sense that she resorts to the testimonies of her students as evidence of her rather weak arguments. She simply believes that children would automatically block the sexual predators and she supports her naive â€Å"belief† with her students’ responses like this: â€Å"This guy wouldn't give up asking to meet me in real life (through a game site) so I blocked him.† And this is â€Å"end of story† for her (76). However, students’ responses to the casual questions of their teacher are far fr om being credible sources for an article; thus, her argument is not convincing. Plus, her students’ responses would not change the fact that many children still fell victim to the sexual predators. Indeed, Prevent Child Abuse Kentucky warns families and asks them not to be naive and think â€Å"my child knows better† (3). In â€Å"Internet Safety Toolkit†, they point out the fact that â€Å"predators are skilled at using manipulation. They portray themselves to be a friend, boyfriend, girlfriend, mentor or confidant to a child and even sometimes to the child’s parents or caregivers as well. They sometimes make themselves out to be helpful, interested and wanting to improve the life of their potential victim in some way† (3). Hence, children may not automatically block the masters of sexual manipulation as Harris

British Punk Movement Causes

British Punk Movement Causes Was the Punk movement in Britain merely a working class response to the advent of Thatcherism and free-market ideas? Im in love with Margaret Thatcher; that is what the Notsensibles ironically sang, or let us say yelled, in 1979 (Im in love with Margaret Thatcher). Maggie, Maggie you cunt! added violently the Exploited in 1985 (Maggie, Horror Epics). The corpus of songs written on, or rather against, Margaret Thatcher is quite extensive, not only during the Punk years, which is not surprising since she was the only British Prime Minister in the 20th century to win three consecutive terms-May 1979, June 1983 and June 1987. At the time of her resignation in November 1990, she was Britains longest continuously serving Prime Minister since 1827. During the eleven years she spent at number 10, the change of style she imposed on British politics and economy was tremendous to the extent that to some commentators there was no turning back (Jones et al. 666) and it would be a euphemism to say that nobody remained unconcerned about Mrs Thatchers revolution. No wonder then, that between the Punks wearing their leather jackets, smoking sixty cigarettes a day and staying up all night on speed (Savage 133), and the dressed up to the nine woman from Grantham, who was an Oxford educated Conservative and a Methodist, the clash was inevitable. That is the reason why it is chiefly interesting to ask the following question: Was the Punk movement in Britain merely a working class response to the advent of Thatcherism and free-market ideas? In other words, is it possible to relate to a major shift in politics one of the most famous, aggressive, contradictory, and yet ephemeral phenomenon of British popular culture? If such a question might appear quite obvious given the contemporaneousness between the emergence of the Punk culture-or subculture-and Thatchers rise to power, it will nevertheless require a balanced answer. Indeed, one of the key elements of our analysis will be, first, to take a closer look at the sociopolitical context in order to break the stereotypes. We will then be led to wonder whether the message conveyed by the Punks was rather concerned with a certain type of society at large. Finally, we will observe that the artificiality of Punk music and its merchandising definitely challenges the so-called proletarian revolt against a new political and economic order. There is nothing easier but to systematically oppose Thatcherism and the British Punk movement since they approximately emerged at the same time. Margaret Thatcher had become leader of the Conservative Party in 1975 and had begun formulating her own brand of Tory policy while the following single from the Sex Pistols-probably the most famous and influential Punk band in Britain-was released in November 1976: Anarchy in the UK (Savage 563). Nevertheless, that would be forgetting that most of the social strain had been accumulated under the Callaghan-Labour-government: By July 1975, England was in recession. The unemployment figures for that month were the worst since the Second  World  War . . . . Not only had output shrunk, but public spending had risen to 45 per cent of the national income, and was threatening to unbalance the whole economy. (Savage  108) Dave Laing, in One Chord Wonders, analysed the subject-matter of the lyrics on the debut albums of the first five punk groups to achieve prominence in 1976-7 (27) and very interestingly concluded that the overwhelming number . . . of social and political comment lyrics came from the first Clash album [The Clash] (29). That proves that social (economic, political, etc.) preoccupations were already there before Margaret Thatchers first premiership, before a truly Thatcherite government was ever established. Therefore, the idea according to which the Punk movement would be a mere response to Thatcherism is being challenged quite importantly here. We have used the word Thatcherism several times already, but what does it really mean? An attempt to define what that could be might prove very useful to our analysis. According to Overbeck: Thatcherism is a reasonably coherent and comprehensive concept of control for the restoration of bourgeois rule and bourgeois hegemony in the new circumstances of the 1980s . . . The central elements in the Thatcherite concept are the reorientation of Britains foreign policy and the redefinition of its place in the world; its attack on the position of the trade unions and the Labour Party (Thatcher aims to eliminate socialism as a serious political force); the restructuration of the role of the state in the economy; and finally a reordering of the balance of power between different fractions of capital in Britain. (in  Jessop  et  al. 3) That long definition seems to establish Thatcherism as a political theory, an ideology, such as Marxism for instance. Nevertheless, most modern commentators share the . . . view that Thatcherism does not represent a coherent ideology (Evans 2). Indeed, as Peter Riddell reminds us: the [first] Thatcher administration has not followed a pure free-market or monetarist programme, though strands of both have clearly been important (6). He suggests another definition: Thatcherism is essentially an instinct, a series of moral values and an approach to leadership rather than an ideology (7). We have to leave there the definitional considerations for it would be too long to go through all of them-full books have been written on the matter-but it was interesting to point those out because since some specialists argue that there is no such thing as Thatcherism, we could have a hard time trying to prove that the Punk movement in Britain merely was (or was not) a working class response to it. As far as the working class is concerned, when one reads the lyrics of Maggie, a song by the Exploited we have already alluded to in our introduction, it is true that it clearly refers to its financial difficulties: Twenty five quid to live on, seven days a week to survive! Five and twenty pictures of the queen! You wont see the starvation in her eyes! Twenty five quid to dish out and youre already ten in debt, so with fifteen singles left over the landlord gets the rest! Maggie, Maggie you cunt! Maggie, Maggie you cunt! Maggie, Maggie you cunt! Maggie, Maggie, Maggie, Maggie you fucking cunt! Twenty five reasons for trouble! Three million mouths to feed! Theyre destroying your mind and body while they increase their own needs. Twenty five quid of insult! Two meals soon kills your health! They want to see you suffer! They want to see you dead! (Horror Epics) Indeed, despite the end of the recession in 1982, unemployment continued to rise [and] reached a peak of 3.2 millions in 1985 and the cost of unemployment benefit . . . on those in work continued to increase (Evans 29). One of the government counter-measures was to ma[ke] it less easy to qualify for unemployment benefits (op. cit.). But, nevertheless, if we take a look at the structure of the popular vote in the 1979 and 1983 general elections we observe that the working class-a shrinking category-vote swung from the left to the right. This is a phenomenon called dealignment, which Peter Dorey defines as such: the changing allegiance and electoral behaviour, particularly with regard to identification with, and regular support for, a political party (154). The reasons for dealignment are numerous and we cannot go through all of them here but let us just say that, among other things, the crisis had brought on a great uncertainty about the future and that Labour was not trusted anymore to solve social issues. Furthermore, Mrs Thatchers law and order policy was appealing to people living in poor and unsecure areas. As a result, Labour . . . witnessed its working-class support fall to 50 per cent in 1979 (and to 42 percent in 1983) (Dorey 155). Finally, British punk bands political orientation was ambiguous: La semaine oà ¹  «Ã‚  God Save the Queen  Ã‚ » sortit, les Sex Pistols furent simultanà ©ment accusà ©s dà ªtre communistes, anarchistes et mà ªme dappartenir au National Front (Chastagner 80). Thus, it was hard to see who they were fighting for-but themselves. Moreover, as Laing points out: Right to work by Chelsea was one of the best known of the early punk songs. Its title echoed the slogan of a left-wing campaign against the rising jobless totals of the mid-1970s. But though the song is a protest about standing around just waiting for a career, its diagnosis of the cause of unemployment was impeccably right-wing: the lyric blames the power of the trade unions. (31) Bearing in mind all those considerations, we should now wonder whether the Punk movement in Britain was a reaction against a certain type of society as a whole rather than just a working class response to Thatcherism and free-market ideas-for that view proved being too restricted and often even wrong. The Punks were born in a society which had left them very little hope for the future-in God Save the Queen (Never Mind the Bollocks, Heres the Sex Pistols) the terms Theres no future for you and No Future are repeated many times and were even taken as a leitmotif to describe the punk generation later on-and they reacted violently against a social system which had deprived them of their very essence. To exist, their only chance was then to incorporate the conventional symbols of that society and to throw them back at people in the most absurd and incomprehensible manner-thus foreshadowing post-modernism: quelle que soit la rà ©ussite [des] diffà ©rentes sous-cultures à   exprimer le d à ©sarroi de groupes sociaux, gà ©nà ©rationnels ou ethniques et leur identità © collective, cest bien leur fonction de rà ©sistance symbolique qui est soulignà ©e (Le Guern 46). Otherwise, who could understand the significance of a safety-pin used as a jaw piercing for instance, or the blurred political messages conveyed by the successive punk bands-from Stalinism to Nazism? Of course, what we called a kind of society as a whole also includes music and we should not forget that the Punk movement was also a response to the rock establishment: Rocks neo-elite no longer spoke to this new generation . . . and rock superstars were overindulged rich men who lived in foreign countries to avoid paying taxes that helped to service the working class. As a form of protest against the rock establishment, punkers adopted the attitude of rebellion and dressed themselves in the leathers of the original teen rebels of the American fifties, a sharp commentary on the twisted values of establishment rock. (Eliot 188) As Chastagner pointed out: Le mouvement punk redonnait la musique aux sans-grade, aux malhabiles, aux frustes. Pas besoin dapprentissage, dinitiation, nimporte qui pouvait monter sur scà ¨ne et jouer (81). The One Chord generation was born and their music was vilified by many. Analysing how punk rock was described in the daily and weekly newspapers, Dave Laing noticed a great variety of words pertaining to the following semantic fields: mental illness, physical illness, unpleasant effects, and violence (100). One could think of such an opposition as being the main cause of the short-lived punk experience but it actually was reinvigorating; according to Philip H. Ennis: punk concentrates all the passion once carried by mature rock into an explicit repudiation of adult life (366). Therefore, punk rock could both be seen as a political, social, and artistic movement (independent and nurtured on new trends, such as International Situationism), and as the renaissance of rocknroll in its true form, i.e. before the latter became a product of the consumer society. Rock Roll was once loathed-Franck Sinatra declared: Rock n Roll is the most brutal, ugly, desperate, vicious form of expression it has been my misfortune to hear (in Burnett 29)-and produced by independent labels; it is this existence on the fringe of society that also gave to punk music its apparent authenticity: If BBC radio 1 had been willing to give immediate heavy rotation treatment to, say, the Sex Pistols God Save the Queen the day it was released, then the disc would probably never have been conceived. Popular culture, if it is to be progressive, must embody an element of opposition to the establishment, provocatively questioning the status quo. (Bennet 167) It is definitely not surprising then, that in the case of the Sex Pistols it was their arrival at commercial stardom [that] marked the end of their social relevance (Eliot 188). But we will look into that more extensively later on. For now, we would like to shed light on some of the Punk movements intrinsic contradictions. We have just alluded to independent labels in the previous paragraph. It is relevant to observe here, that many of the anti-Thatcher records were released on independent labels-arguably themselves models of Thatcherite entrepreneurial flair (Heard  BBC News). Moreover, we must remember that Mrs Thatcher asserted the primacy of the individual (Savage 110) and that she valued very much self-reliance, obviously derived from Samuel Smiles notion of self-help described in the late 19th century (Self-Help). We cannot help thinking that those values were not totally incompatible with the kind of selfish attitudes that had emerged during the events of 1968 and which extensively developed in the 1970s along with the Punk movement-one of the Sex Pistols first singles, released in 1976 along with Anarchy in the UK, was titled I Wanna Be Me (Savage 563). To Muggleton: subcultures are manifestations of self-expression, individual autonomy and cultural diversity (167). After those reflections on punk musics relationship with society and culture, we are now obviously led to question the credibility of the Punk movement. We have gathered some obvious clues so far, but what will put another nail in the coffin of Punk music is its artificiality. Indeed, it developed mainly under the influence of Malcolm McLaren and Vivienne Westwood, whose preoccupations were very often far from the working class: La naissance du mouvement punk doit beaucoup à   Malcolm McLaren,  «Ã‚  crà ©ateur  Ã‚ » des Sex Pistols. Il ny a rien de spontanà ©, rien de la rà ©volte brute des opprimà ©s, aucune rà ©bellion des damnà ©s de la terre dans le travail de McLaren. Cest un intellectuel, ancien à ©tudiant des Beaux-Arts et nourri des à ©crits situationnistes. Fascinà © par mai 68, il essaya, avec sa compagne de là ©poque, Vivienne Westwood, de faire violence au corps social britannique en se servant de la mode. Ils ouvrirent une boutique de và ªtements sur Kings Road, à   Londres. . . . Le succà ¨s narrivant pas assez vite, McLaren eut lidà ©e de se servir dun groupe de rock comme vitrine pour ses và ªtements et porte-parole de ses thà ©ories. . . . On se rend bien vite compte que la naissance des Sex Pistols et le mouvement punk qui en a dà ©coulà © nest pas une rà ©action spontanà ©e aux conditions sociales de là ©poque. Il y a au dà ©part . . . une stratà ©gie bien à ©l oignà ©e de la rà ©volution prolà ©tarienne. . . . La rhà ©torique  «Ã‚  classe ouvrià ¨re  Ã‚ » est surtout un argument publicitaire. (Chastagner 77-78) The first Sex Pistols concerts took place in Art Schools, it was not a music born in the streets-unlike what is very often said-and it could then be seen as a form of art which message was primarily dedicated to an enlightened university educated elite, and delivered with a fake working class accent. Dave Laing stresses that Lydons pronunciation was very artificial, notably in the song Anarchy in the UK in which the unnatural rhyming of the last syllable of Anti-Christ with Anarchist shifts the attention away from the message to the rhyme-scheme and could momentarily set up an ambivalent signal about the sincerity of the whole enterprise (58). The artificiality was also found in the names. Johnny Lydon was rechristened Johnny Rotten-the legend says that it was because of his very bad dental hygiene-and John Simon Ritchies stage name was Sid Vicious. Moreover, McLarens will to sign his group with a major company is another proof of punk musics ambiguity: it seemingly struggled to fit in the very system it was claiming to reject, to destroy. We witnessed to a love-hate relationship with the music industry, particularly with the very famous EMI episode: The Pistols received a $100,000 advance upon signing, only to be released two days later after a wave of protests from shareholders.  .  .  . (Eliot 188). The band changed record companies several times before finally becoming one of Virgins best selling artists-even though the relationship with Virgin was very tense too. It is also interesting to point out that God Save the Queen was originally titled No Future but that the name was changed into a more commercially effective one to coincide with Elizabeth IIs jubilee and, according to Eliot, [the song] shot to number two, and the group disbanded. Success killed the message; a familiar rock scenario (189). As early as the summer of 1977, cracks started to appear within the punk movement; it looked like things were being made safe again, opposition was being channelled and recuperated, rebellion commodified (McKay 73). A new vanguard known as the post-punks denounced the business punk music had become, even giving a new lease of life to the formerly declining record companies while the punk message had always been-at least, politically speaking-to clearly dismantle the establishment. But as Laing observes: Whether or not punk rock was dead after 1978 [i.e. after the Pistols fragmentation], the punks themselves were not. . . . By 1981 the performances of bands such as The Exploited had all [the characteristics of punk music] (109). He continues, referring to Crass who attacked punk bands who had sold out' (113). Crass is very interesting to look into since they were seen by anarchist thinkers to be the only band carrying the political-musical line forward.  .  .  . (McKay 77) and b ecause one of their bà ªtes noires was, of course, Margaret Thatcher. Their opposition to the Iron Ladys Falklands war was very strong and gave birth to no less than two songs: Sheep Farming in the Falklands, which was one of the best-selling punk records of 1983. . . . (Laing 113), and How Does It Feel (To Be the Mother of a Thousand Dead)? (McKay 81). Crass found themselves largely alone on the punk scene in . . . criticizing the actions of the British government. . . . [Nevertheless, they still managed] to avoid recuperation [and] to maintain political and artistic autonomy in the music industry of all places. That is such an achievement. If punk was a discourse of authenticity, . . . Crass must be placed at the centre of [it]. (McKay 81-82) However, we do think that their do it yourself, DIY attitude-described by McKay as a strategy of bricolage (78)-seems to echo Thatchers thought in an uncanny fashion: recovery can only come through the work of individuals. . . . And the worst thing a Government can do is to try to smother it completely with a sort collective alternative (Speech to Conservative Rally in Cardiff). Some individualistic values were shared-we already observed that before with the Sex Pistols-both by the Punks and Margaret Thatcher, therefore it remains impossible to clearly oppose them. To conclude, we shall remember that we attempted to demonstrate that, for various reasons, the British Punk movement was not a mere working class response to Thatcherism and free-market ideas. Firstly, punk social protests started before the emergence of Thatcherism-if such a political doctrine can even be considered to exist at all. Plus, both the lack of clarity in the punk political message and the working class disillusionment for left-wing ideals led us to think that the issue was far more complex. That is the reason why we then tried to briefly analyse the implications of the Punks criticism of society, notably as a strong symbolic force, and as a vehement opposition to the establishment in general. However, we finally realized that the artificiality of the Punk movement, along with its intrinsic ambiguities pervading our analysis, prevented us to define it as being truly anti-Thatcherite, proletarian, or opposed to free-market economy.

The links between social class and educational achievement Essay

The links between social class and educational achievement There have been many theories about social class and educational achievement and this essay will concentrate on the conflict theory and the functionalist theory. This essay will examine the links between class and achievement. It will describe and critically analyse the different sociological theories on education relating to class, and apply these theories to educational experiences, structure and practices. The different perspectives will be used to analyse inequality in relation to different social classes in the UK. This essay will also provide evidence of inequality in British education and identify and evaluate key policy developments in education provision in relation to social class Functionalist theory focuses on the ways the education system as a whole meets the needs of society. It emphasises the interdependence of the social system and stresses the process and behaviours that maintain it. Durkheim (cited in Haralambos et al: 2000:777) ‘saw the major function of education as the transmission of society’s norms and values’. Functionalist theory believes that schools should serve intellectual, political and social purposes (Sadovnik et al: 2001). Functionalists believe that schools ‘foster the value of equality of opportunity’ by placing pupils in the same situation in the classroom (Haralambos et al: 779). They maintain that education sorts students based on their ability, as argued by Parsons: †¦[students] conduct is assessed against the yardstick of the school rules; their achievement is measured by their performance in examinations†¦the same standards are applied to all students regardless of ascribed characteristics such as sex, race, family... ...will have long term positive results’ (Haralambos et al 2004: p621). Sure start was criticised that its impact on children and their parents was unsatisfactory. ‘However it is too early to assess its impact on children’s formal education’ (ibid). These policies have been created because there is a LINK between class and achievement for example working class pupils do less well in school. Summary This essay has discussed and critically analysed the different social theories of education relating to class, it has applied these theories to educational experiences, structures and practices. It has addressed different social theories of inequality in relation to social classes. This essay has also provided evidence of inequality in British education and finally identified and evaluated key policy developments in education provision in relation to social class.

Psychology Articles Essay

1. Glazer, H. R., Clark, M. D., & Stein, D. S. (2004). The Impact of Hippotherapy on Grieving Children. Journal of Hospice and Palliative Nursing 6(3), 171-175. This article is a study on the effects of hippotherapy or therapeutic riding on grieving children affected by the death of a family member. The topic focuses on the grieving of children specifically because of the observation that their bereavement often coincides with issues relating to their natural growth and development. Thus, sometimes it is difficult to ascertain whether a child’s reaction should be properly classified as growth or grief (Glazer, Clark & Stein, 2004). In order to add substantial information on the literature on children’s bereavement, the authors conducted a study that would determine how a 6-week hippotherapy program would work on grieving children. They sought to determine how stakeholders, such as the parents, children, and adult volunteer would perceive the program (Glazer, Clark & Stein, 2004). The study involved a 6-week program where selected children with ages 4 to 14 stayed at the Buckeye Ranch for sessions that taught them how to ride horses. Each session ended with the children telling the things they learned for that session. The parents and adult volunteers were also asked to reflect on their perception of the therapeutic riding session. The authors found positive results from the study, consisting of increased confidence, self-esteem, and trust among the children. The children also gained communication skills as a result of the study. Finally, both guardians and parents found the riding therapy as a positive experience. Thus, they concluded that riding therapy is a good way for finding expression of grief. 2. Andrews, C. R. & Marotta, S. A. (2005). Spirituality and Coping Among Grieving Children: A Preliminary Study. Counseling and Values 50, 38-50. This article describes grief as a â€Å"natural part of human experience.† The authors of this paper, however, note that literature on grieving mostly focus on adults’ coping mechanisms. Particularly, literature on adult bereavement focuses on religious practices and spiritual beliefs as effective coping mechanisms. Therefore, the authors aimed to extrapolate from such literature and attempt to apply major themes among grieving children (Andrews & Marotta, 2005). The authors completed a sample size of 6 children between the ages of 4 and 9, coming from various institutions. All participants experienced death within the family in the past 18 months before the period of the study. Parents’ consent was secured from each participant. During the 3-month study period, children, parents, and main caregivers were given semistructured interviews. Such interviews led to qualitative data. There were also check-in sessions conducted every month. The study utilized a phenomenological approach so that specific aspect so f bereavement could surface (Andrews & Marotta, 2005). The authors found that children’s grief are not necessarily similar to that of adults’. Children grieve repeatedly as they go from one developmental stage to the next. Certain objects or mechanisms were also found to have been effective in dealing with the grief of children, such as puppets, games, bibliotherapy, and drawings. They also note that certain spiritual aspects like linking objects and connection through metaphorical play may play a huge role in comforting grieving children (Andrews & Marotta, 2005). 3. Abeles, N., Victor, T. L. & Delano-Wood, L. (2004). The Impact of an Older Adult’s Death on the Family. Professional Psychology: Research and Practice 35(3), 234-239. This article reviews extant literature on issues of death and dying. Specifically, it is concerned with the impact on the death of an older member of a family to surviving members, particularly on surviving adult children. It also aims to derive implications for treatment based on the study (Abeles, Victor & Delano-Wood, 2004). The methodology involved a simple review of literature, both on theoretical and empirical levels, on the topic of death and bereavement. Based on such literature review, the authors suggested individual or play therapy, psychoeducation, and different interventions as treatment options for grief. The authors likewise concluded that each individual may cope with loss or death of a family members in different ways. Some may not undergo the usual stages of grief. Thus, understanding of various coping mechanisms could also help surviving family members in dealing with grief (Abeles, Victor & Delano-Wood, 2004). 4. Ens, C. & Bond, J. B. (2007). Death Anxiety in Adolescents: The Contributions of Bereavement and Religiosity. Baywood Publishing Co., Inc., 169-184. This article aims to determine possible relationships between religiosity, bereavement, and death anxiety levels of adolescents. This is done to achieve greater understanding of adolescents, who face difficult challenges during bereavement (Ens & Bond, 2007). The authors conducted a study with 226 adolescents as participants. These participants have ages ranging from 11 to 18 and come from rural and urban private schools. Both the parents and student participants gave written consent before participating in the study. The authors formulated one questionnaire that consisted of several scales that measure bereavement, religiosity, and death anxiety. This questionnaire was administered to participants and the data was analyzed (Ens & Bond, 2007). The data showed a strong correlation between death and grief due to death in the family. Consequently, the authors concluded, â€Å"grief due to bereavement was the only factor found to independently contribute death anxiety for adolescents.† Finally, the authors found weak relationship between death anxiety and personal religiosity (Ens & Bond, 2007). 5. Papadatou, D., Metallinou, O., Hatzichristou, C. & Pavlidi, L. (2002). Supporting the bereaved child: teacher’s perceptions and experiences in Greece. Mortality 7(3), 324-339. This article reports a national survey conducted by the authors, aimed at determining how Greek teachers perceived bereaved children. More specifically, this study aimed to analyze experiences of children who grieved the death of a relative and a classmate. These aims result from the belief that grief is affected by the level of support received by bereaved children (Papadatou, Metallinou, Hatzichristou & Pavlidi, 2002). The authors selected participating population by applying a specific criterion on a list of Greek schools provided by the Ministry of Education, National Statistical Service. The authors handed out 3,500 questionnaires among Greek educators, and data was gathered from the responses (Papadatou, Metallinou, Hatzichristou & Pavlidi, 2002). The national survey resulted in several important findings. For one, it appears that Greek educators feel that the experience of death in the family or classmate negatively affect the performance of a bereaved child in school. Moreover, educators who had more years in experience as teachers had more opportunity to observe grieving children and the effect of bereavement on them. Finally, most educators appeared comfortable talking to bereaved students and cooperate with their family to help them cope with their loss (Papadatou, Metallinou, Hatzichristou & Pavlidi, 2002). 6. Charkow, W. B. Inviting Children to Grieve. Professional School Counseling. This article discusses the importance of grieving for children who have experienced death in the family. It reviews literature and shows how society and families often shield children from the fact of death. This paper aims to establish the importance of grieving for children by showing how shielding children affects them (Charkow). The article basically reviews literature on death and the responses to its experience. These factors affect how the loss of a person through death could be traumatic to a child. For example, the relationship of the child with the deceased is a relevant factor to consider. Through the study of extant literature on bereavement, the author laid down several implications for stakeholders, such as parents, teachers, and counselors. The author concludes that being up front with children about the realities of death would lead them to cope properly through understanding and grieving appropriately. 7. Cohen, J., Goodman, R. F., Brown, E. J. & Mannarino, A. (2004). Treatment of Childhood Traumatic Grief: Contributing to a Newly Emerging Condition in the Wake of Community Trauma. Treatment of Childhood Traumatic Grief After 9/11, 213-216. This article is a response to the events of the 9/11 attack in New York City, which resulted in the death of many parents. The authors report that more than 10,000 children lost parents and loved ones on that fateful day. Hence, the authors’ concern about childhood traumatic grief (Cohen, Goodman, Brown & Mannarino, 2004). This article basically reviews extant literature on childhood traumatic grief, particularly those relating to treatment interventions and psychotherapeutic approaches to childhood traumatic grief (Cohen, Goodman, Brown & Mannarino, 2004). After reviewing literature on interventions to childhood traumatic grief, such as client-centered therapy, the authors discussed various factors that affect the assessment and treatment of the condition. Finally, the authors provided suggestions for future directions, particularly since the literature on childhood traumatic grief is still in its infancy (Cohen, Goodman, Brown & Mannarino, 2004). 8. Crenshaw, D. A. (2005). Clinical Tools to Facilitate Treatment of Childhood Traumatic Grief. OMEGA 51(3), 239-255. This article aims to describe strategies and techniques that address childhood traumatic grief in order to how clinicians how to address youth experiencing such condition. These strategies use themes such as abandonment and attachment (Crenshaw, 2005). This article’s methodology consisted mainly in reviewing and describing various techniques and strategies used in dealing with grieving children. The authors then analyzed how such techniques helped children with their bereavement (Crenshaw, 2005). The strategies described in this article illustrate how themes such as facing unknown dangers and leaving behind loved ones and family help children cope with loss and address unresolved issues (Crenshaw, 2005). References Abeles, N., Victor, T. L. & Delano-Wood, L. (2004). The Impact of an Older Adult’s Death on the Family. Professional Psychology: Research and Practice 35(3), 234-239. Andrews, C. R. & Marotta, S. A. (2005). Spirituality and Coping Among Grieving Children: A Preliminary Study. Counseling and Values 50, 38-50. Charkow, W. B. Inviting Children to Grieve. Professional School Counseling. Crenshaw, D. A. (2005). Clinical Tools to Facilitate Treatment of Childhood Traumatic Grief. OMEGA 51(3), 239-255. Cohen, J., Goodman, R. F., Brown, E. J. & Mannarino, A. (2004). Treatment of Childhood Traumatic Grief: Contributing to a Newly Emerging Condition in the Wake of Community Trauma. Treatment of Childhood Traumatic Grief After 9/11, 213-216. Ens, C. & Bond, J. B. (2007). Death Anxiety in Adolescents: The Contributions of Bereavement and Religiosity. Baywood Publishing Co., Inc., 169-184. Glazer, H. R., Clark, M. D., & Stein, D. S. (2004). The Impact of Hippotherapy on Grieving Children. Journal of Hospice and Palliative Nursing 6(3), 171-175. Papadatou, D., Metallinou, O., Hatzichristou, C. & Pavlidi, L. (2002). Supporting the bereaved child: tracher’s perceptions and experiences in Greece. Mortality 7(3), 324-339.

Free Essays on Child Development

Child Development As children grow older they go through a process labeled as child development. Child development is defined as the discipline devoted to the understanding of all aspects of human development from birth to adolescence. Child development is more or less a new field of study and that is because of the viewpoints of children that were predominant before. For instance, historical perspectives influenced the view of children as miniature adults and burdens. The perspective of them as miniature adults were present more so in the middle ages when children were treated like adults, such as in their style of dress, their responsibility of work and sometimes even marriage and monarchy. The other perspective was of children being burdens instead of blessings. They were considered burdens because before modern day contraceptives, many children were unplanned for and unwanted, they only represented another mouth to feed and back to clothe. As times progressed though the view began to change thanks to psychologists and new laws that protected the welfare of children. Also, an influence on the field of child development was philosophies of the moral nature and development of children. Three major philosophies were original sin, the view of children being born full of sin and needing guidance to salvation from their parents, tabula rasa developed by John Locke, which viewed children as blank slates needing to be molded by their parents but treated with kindness and love, and lastly the philosophy of noble savages stated by Jean Jacques Rousseau said that children were gifted with the concept of wrong and right and didn’t need the interference of parents. Rousseau was one of the first to place emphasis on the idea of maturation, which is the unfolding of the genetically determined patterns of growth and development. Child development involves different areas of development that are genetically determined, such as physical, cognitiv... Free Essays on Child Development Free Essays on Child Development Child Development As children grow older they go through a process labeled as child development. Child development is defined as the discipline devoted to the understanding of all aspects of human development from birth to adolescence. Child development is more or less a new field of study and that is because of the viewpoints of children that were predominant before. For instance, historical perspectives influenced the view of children as miniature adults and burdens. The perspective of them as miniature adults were present more so in the middle ages when children were treated like adults, such as in their style of dress, their responsibility of work and sometimes even marriage and monarchy. The other perspective was of children being burdens instead of blessings. They were considered burdens because before modern day contraceptives, many children were unplanned for and unwanted, they only represented another mouth to feed and back to clothe. As times progressed though the view began to change thanks to psychologists and new laws that protected the welfare of children. Also, an influence on the field of child development was philosophies of the moral nature and development of children. Three major philosophies were original sin, the view of children being born full of sin and needing guidance to salvation from their parents, tabula rasa developed by John Locke, which viewed children as blank slates needing to be molded by their parents but treated with kindness and love, and lastly the philosophy of noble savages stated by Jean Jacques Rousseau said that children were gifted with the concept of wrong and right and didn’t need the interference of parents. Rousseau was one of the first to place emphasis on the idea of maturation, which is the unfolding of the genetically determined patterns of growth and development. Child development involves different areas of development that are genetically determined, such as physical, cognitiv... Free Essays on Child Development Child development is the most vital stage of development. The development of the brain and nervous system is very critical during the first year of life; it grows more rapidly than any part of the body. Physical development isn’t the only significant stage of development at this age; social development is also very important. Early attachment is the foundation for all other relationship throughout a person’s life. This was the reason a high quality day care like, Mommy Daycare, was created. Mommy Daycare is the place where your child would love to come to and you would love to leave them in. We have a low staff so that your young one is not overwhelmed with different faces and will feel comfortable with our caregivers. We assign one teacher for every three infants and one teacher for every four toddlers. Our system is set up this way so that each child would acquire the attention that is needed for social development. Our main goal is to assure that children feel comfortable and can emotionally bond with their caregivers. Our caregivers are warm, emotionally expressive and responsive to children. They plan age-appropriate activities so your children may mature in various ways. Early attachment is very important to us at Mommy Daycare. If a child does not have attachment at an early age, future relationships will never occur or will be very difficult to attain. It is also proven by (Cummings Kagan et al., 1992) that â€Å"securely attached children mature into popular, independent, socially skilled, and self-assured children. Insecurely attached children become children that lack curiosity, perform poorly in school, and are emotionally withdrawn.† Another important fact you should know is that finding studies suggest that placing children in day care after 2-1/2 years of age may be emotionally disruptive and require more adjustment only when their attachment behaviors are well established. We w... Free Essays on Child Development Its been stated, the concept of personality is a broad one. The personality theorist has an interest in what individual human beings think, feel and do including how the social situation affects and is affected by the individual. Personality theory is concerned not only with differences between individuals, but also with the basic processes of adaptation through which people interact with the conditions of their lives? (Ehrenreich 33). The development of personality has long been an area of extreme interest to psychologists and psychoanalysts alike. Because of this, many different theories of personality have developed over the years. From Sigmund Freud to B.F. Skinner, everyone seems to have not only an opinion of what personality is and how it develops but also an idea as to what is the best way to measure and report their findings. In order to test their theories, it was necessary to formulate methods of research that were effective, ethical and would provide a solid foundation for future personality research. Personality Psychology is the study of the whole person. The practice of psychology, which stems from a portion of philosophy that addresses the issue of behaviorism, evolved into a significant discipline of its own. Psychology eventually came to represent the very essence of mental performance and therefore, personality theory. Throughout history, there have been a number of modifications that have altered the direction of psychology as a discipline. However, this has not deterred the ongoing realization that there may be more to a particular personality theory than what has been passed down by the masters? In studying personality psychology there are four major themes used. Those are intrapsychic mysteries, interactive episodes, interpretive structures, and interpersonal stories. Intrapsychic mysteries are based upon our unconscious. It focuses on the forces in our daily lives that we are unaware of. Inter... Free Essays on Child Development Attachment in childhood is related to functioning in adulthood. Due to the dependency on their parents, children are raised to live by their parents, cultural standards of living. Following rules, helping care for elders and younger children, and most importantly staying with parents throughout a lifetime in order to help with agricultural businesses are common among eastern and Spanish countries. Children are raised with a fear of being disowned or denied by the family if these rules are not followed (Usita 2001). It is understood that if the children are disowned, they are left with absolutely nothing. Family, money and a â€Å"name† is all stripped due to the lack of respect placed on one’s family. Because of the strict living standards, these children who have now grown into adulthood are left to believe that they are in need of their parent’s acceptance, and therefore begin to raise their own children in the same manner (Tsao 2000). Their decisions are now t hat of a communal affair. They do not move away, In the story of the Japanese immigrant daughter who wanted to move away from her mother to attend college, her decision to move away was seen of abandonment and disrespect (Tsao 2000). It was explained that her mother had taken care of her own mother, which was something that was practiced culturally, and was a sign of respect and gratitude for the care and food that was provided when she was a child. Her care for her mother was not that of a hassle, but one that was due to every young person when their parents grew old. When Sou-Young decided to move away from her home and attend a school in another part of California, her mother did not see it as an accomplishment, but a sign of ignorance and disrespect (Tsao 2000). The idea of children forming an attachment upon their parents seems to be implemented in the good spirit of parents becoming dependent upon their children as they age, forming interdependence. I believe that d...

A Guide to Elliptical Constructions

A Guide to Elliptical Constructions A Guide to Elliptical Constructions A Guide to Elliptical Constructions By Mark Nichol An elliptical construction is one in which a word or phrase implied by context is omitted from a sentence, usually because it is a repetition of a preceding word or phrase. The three principal types of elliptical construction, with the omitted text enclosed in brackets, follow: Noun ellipsis: â€Å"I went swimming, and John went [swimming], too.† Verb ellipsis: â€Å"She favors romantic comedies, and Jane [favors] musicals.† Verb-phrase ellipsis: â€Å"He went for a walk, but they didn’t [go for a walk].† In a sentence in which repeated elements recur in more than one clause, a comma marks the elision of these words or phrases, and the clauses are separated by semicolons: â€Å"Igneous rock is formed from the cooling and solidification of magma of lava; sedimentary, from sedimentation of surface and underwater material; and metamorphic, from heat or pressure action on igneous, sedimentary, or another metamorphic type of rock.† In simpler sentences, you may omit the comma if you also replace a semicolon with a conjunction: â€Å"Molten rock is called magma in its subterranean form and lava during and after eruption.† But if you retain the semicolon, retain the marker comma as well: â€Å"Molten rock is called magma in its subterranean form; lava, during and after eruption.† Elliptical construction is particularly useful when listing statistics: â€Å"In 2010, he hit fifty-five home runs; in 2009, thirty-seven; and in 2008, forty-six,† or â€Å"In the school election, Tom received 345 votes and Tina 322.† Proper ellipsis in sentences spoken by different people varies: When John says, â€Å"Mary graduated,† Jane can simply reply, â€Å"She did?† rather than echoing, â€Å"She did graduate?† or â€Å"Did she graduate?† But if John says, â€Å"Mary graduated with honors,† Jane can’t respond, â€Å"Jim with highest honors.† When a verb form is omitted in one of two instances, its repetition, not its original appearance, should be omitted: â€Å"My sister has never gone mountain climbing, and never will,† not â€Å"My sister has never and will never go mountain climbing.† (â€Å"My sister has never . . . go† is ungrammatical.) When using an elliptical construction that in its full form would employ the comparative terms as and than, do not omit the first instance of the terms before the conjunction: â€Å"Golden eagles are as large as and just as majestic as bald eagles,† not â€Å"Golden eagles are as large and just as majestic as bald eagles.† Similarly, do not omit than: â€Å"Coyotes are smaller than but just as impressive as wolves,† not â€Å"Coyotes are smaller but just as impressive as wolves.† To test for grammatical soundness, temporarily omit the phrase including the conjunction and the comparative up to the object: â€Å"Golden eagles are as large . . . bald eagles† and â€Å"Coyotes are smaller . . . wolves† are ungrammatical. Also, be sure to omit only the words not essential for clarity: â€Å"The bus doesn’t go to or return from the city,† not â€Å"The bus doesn’t go or return from the city.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)English Grammar 101: Verb MoodNarrative, Plot, and Story

Painting and sculpture gallery Essay Example | Topics and Well Written Essays - 1250 words

Painting and sculpture gallery - Essay Example The extent of the material elasticity greatly determines its stability under such a load. Continuous increase in the load applied to a structural element lead to an increased deformation. There is a limit reached where the material loses it elastic nature. This limit is refereed to as the elastic limit. Further stretching of the structural member beyond this limit results to permanent deformation of the material. Beyond the point of elasticity, hooks law ceases to apply, the material behaves in a plastic manner, plastic material do not return to their original shape after the load has been removed. At yield point the material may collapse. It is upon the structural engineer to perform comprehensive calculation of the loads applied to a building and come up with a suitable structure to resist the calculated load. There are two types of loads. There is the live and dead load. Structural elements are also subjected to compressive loads. This causes a decrease in the original size of these elements and a consequent increase in the cross-sectional area of the element. A compressive force in a building affects structural elements such as columns, struts and beams. Excessive compressive forces results to the buckling of these structural materials. The designer must calculate these compressive load and select materials that can withstand buckling.Creep is another structural effect that affects materials used in building and construction; udder creep the material is slowly and progressively deformed. This mainly occurs when structural members are subjected to high temperatures, continuous vibration from heavy machines and repeated cyclic stress. Creep leads to the gradual sagging of ties and beams and the loosening of bolts use... Tension, which is the degree of material deformation due to the material being subjected to a pulling force results changes in shape of the ties that are used during the construction of trusses, the tension should be accurately calculated to ensure that the deformation on the structural members does not exceed the yield point.Structural elements are subjected to compressive loads. This causes a decrease in the original size of these elements and a consequent increase in the cross-sectional area of the element. A compressive force in a building affects structural elements such as columns, struts and beams. Excessive compressive forces results to the buckling of these structural materials. The designer must calculate these compressive load and select materials that can withstand buckling. Creep is another structural effect that affects materials used in building and construction; udder creep the material is slowly and progressively deformed. This mainly occurs when structural members a re subjected to high temperatures, continuous vibration from heavy machines and repeated cyclic stress. Creep leads to the gradual sagging of ties and beams and the loosening of bolts use to join the structural elements. The designer has therefore to take into account such unnoticeable changes that may lead to rapture of the material. Creep lead to material fracture. The progressive fracture of material leads to fatigue and finally the material fails.

Discuss the actual and potential implications of Osman for the law of Essay - 1

Discuss the actual and potential implications of Osman for the law of tort - Essay Example In accordance with the decision of the new President of the Chamber, Mr. Bernhardt, the hearing took place in public in the Human Rights Building, Strasbourg, on 22  June 1998. The Court had held a preparatory meeting beforehand. The applicants were citizens of London, Mrs. Mulkiye Osman, who was widowed by Mr. Paul Page-Leiws on March 7 1988 when he shot and killed her husband Ali Osman, as well as Ahmet Osman, her son who studied under Paget-Lewis at Homerton House School. The Osman’s press charges against UK authorities for failing to act on threats Paget-Lewis was making against their family. The family argued that authorities were given ample enough warning to act and prevent the murder and assault that occurred on their family. The application of the exclusionary rule formulated by the House of Lords in Hill v Chief Constable of West Yorkshire Police ([1989] AC 53) as a defense against actions brought against the police, constituted a disproportionate restriction on their right of access to a court which proved to be in breach of article 6.1 of the European Convention on Human Rights. Likewise, in the specific case of Osman v U.K, it was the Osmans’ position that law authorities had neglected the rights provided them in act 2 of the European Convention on Human Rights 1 Under Article 2, it was ruled by The Court that the states had three main duties, a duty to refrain from unlawful killing, a duty to investigate suspicious deaths and, in certain circumstances, a positive duty to prevent foreseeable loss of life. In the case Osman v UK [1998] it was summarized that â€Å"United Kingdom – alleged failure of authorities to protect right to life of first applicant’s husband and of second applicant from threat posed by individual and lawfulness of restrictions on applicants’ right of access to a court to sue authorities for damage caused by said failure 2† Criminal Procedure Code was established in 1952 and made