How to Help Students Take Notes

Students often find taking notes in class a difficult proposition. Typically, they dont know what they should and should not include. Some tend to try and write everything you say without really hearing and integrating it. Others take very sparse notes, giving them little context for when they refer back to them later. Some students focus on irrelevant items in your notes, missing the key points entirely. Therefore, it is important that we as teachers help our students learn the best practices for taking effective notes. Following are some ideas that you can use to help students become more comfortable and better at note taking in the classroom setting. Scaffold Your Notes This simply means that you are giving your students clues to the key items you will be covering when you lecture to the students. At the beginning of the year, you should provide the students with a fairly detailed scaffold or outline. They can then take notes on this scaffold as you talk. As the year progresses, you can use less and less detail until you simply list out the key topics and subtopics you will be covering. However, it is important to note that you should give students a chance to read through the scaffold before you actually begin your lecture. Always Use the Same Key Words As you are lecturing, highlight key topics and ideas in some way. At the beginning of the year, you should be very clear when you are covering a key point that the students should be sure to remember. As the year goes on, you can make your hints more subtle. Though, remember, the goal of teaching is not to trip up your students. Ask Questions Throughout Asking questions throughout your lecture serves a few purposes. It keeps students on their toes, it checks comprehension, and it highlights key points you want them to remember. However, with that said it is important that your questions do cover key points. Introduce Each Topic Before Presenting Details Some teachers lecture by providing students with a lot of facts and expecting them to connect them to the overall topic. However, this can be very confusing. Instead, you should introduce the topic and fill in details always showing how it relates to the topic. Review Each Topic Before Moving On As you wrap up each key topic or subtopic, you should refer back to it again and restate one or two key sentences the students should remember. Teach Students to Use a Two-Column System In this system, students take their notes in the left column. Later, they add information in the right column from their textbooks and other readings. Collect Notes and Check Them Take a look at what students are doing and give them feedback to help them improve. You can do this right away or after they go home and finish out their notes from the textbook. Despite the evidence which shows that students need help taking notes, many teachers do not see the need to help them by scaffolding and using the other ideas listed here. This is very sad, for listening, taking effective notes, and then referring to these notes when studying helps reinforce learning for our students. Note taking is a learned skill, therefore, it is important that we take the lead in helping students become effective note takers.

Jane Austen s Life And Prejudice - 1430 Words

Jane Austen was born on December 16, 1775 in Steventon, Hampshire, England. She was the seventh child and second daughter of Cassandra and George Austen. Jane Austen s life was one of the most transformative eras in British history. The American Revolution, The French Revolution, family and societal views caused Jane Austen s life to be influenced in several ways. Jane Austen was a conservative female who spent most of her time writing novels that reflected her views on love, war, reputation, and class. This eventually influenced her to write a literary classic; Pride and Prejudice. Love in Jane Austen s life was one of the most influential factors in Pride and Prejudice. In her personal life, she had fallen in love with a man named Tom†¦show more content†¦In her personal life, after receiving a proposal from Mr. Bigg-Withers, although not having or showing affection towards him, accepted the proposal. However, the next day, she rejects. In the book, Mr. Darcy’s manners influence her to reject him. After she rejects him is when he starts to change his attitude and more suitable for Elizabeth’s needs. â€Å"It was a long time before she became at all reconciled to the idea of so unsuitable a match. The strangeness of Mr. Collins s making two offers of marriage within three days was nothing in comparison of his being now accepted† (Austen 120). During this scene, Elizabeth shows that she believes that love should be built on a foundation of love, trust, and respect for one another. Most women of the 1700s married for material comfort and solely for the respect of society. Jane Austen’s views reflect Elizabeth Bennett’s views in his book. Soon, Austen manages to start a career for herself in literature in which she wrote of her experiences associated with love and feelings. Her career as an author started after having read the works of William Shakespeare, Henry Fielding, Samuel Richardson, John Milton, and many others. The Austen family lived in an open for learning environment which encouraged and motivated towards creativity. â€Å"A woman must have a thorough knowledge of music, singing, drawing, dancing, and the modern languages, to deserve the word; and besides all this, she must possess a certain something

Inspiration of the Bible Free Essays

Divine inspiration of Bible, its significance is taken out for one of the most important reasons is the usage of Bible inspiration as an important element in the Scripture. It develop together all the accounts of Scripture and provides the most with value. The notion of the disputes according the Scripture point and inspiration case is carried throughout Orton Wiley’s Christian Theology. We will write a custom essay sample on Inspiration of the Bible or any similar topic only for you Order Now Wiley entered the dispute pretending to show the false meaning of the Bible . He clearly stated that â€Å"only three worthy monarchs, the kings have gathered a faith in their hands. It means that, they forced our Faith and put it into a false and unworthy position before God and man. † (Wiley, 6). He put the strong critique and abuse towards the Church’s prerogatives: â€Å"The Reformers themselves have fought earnestly to maintain the balance between the formal and the material rules of every day life. At the end the formal principal has superseded the material, so people began unconsciously to substitute the written, God-breathed Word for Christ by the Living Word. They have divorced the written word from the Personal God’s Word and thus were put into a false position. It was no longer the guidance from God, his speech, the Spirit’s presence, but just a recorded speech which bound men by legal rather than spiritual bonds. Nowadays people knowledge became formal rather than spiritual. The understanding of God became less true and real. It is not a consequence that Christ appeared to them as a historical figure, but not a Living Reality; and people sought more for a Knowledge of God’s will than for God Himself. They gave more attention to creeds than to Christ. † (Wiley 2). This paper is purposed discuss the importance of inspiration and the Bible as the God-breathed word. One of the most specific attentions in inspiration doctrine is paid to the content of the person’s doctrine of Scripture. It indicates the divine activity bringing scripture to the real life. Generally the doctrine of inspiration shows us the role of God in the life process. Secondly the idea of inspiration stresses on the place where everyone stands in the whole critical enterprise. Nowadays it has become one of the most disputable topics of the modern theological field. The core point to disputes lays in the way to find out which doctrine has been used recently in the biblical researches. The objective of this work is to explore the inspiration theory’s development and the position of the major part of modern theologians who support the Methodist tradition. Current field of study claims for more research and investigation to be done in the future. At beginning of the century an inspiration tradition experienced the powerful pressure from the side of different religious confessions. (Wiley 6) At those times it was difficult to find anyone who was willing to express their feelings combining a comprehensive and right account of inspiration. So there was a fruitful field for appearing the rival knowledge of doctrines related to inspiration theme and their development. In the early years of the twentieth century this tandem was replaced by pluralism and this fact was confirmed within the United Methodist Church of America. Olin Curtis (1850-1918) and Henry Sheldon (1845 – 1928) have brought us the blowing wind of changes. According to Dr. Curtis studying the special revelation as the very essence of the Christian faith helps us to recognize the traditional, rather apologetic claims for miracle. Here is a guarantee that revelation was inadequate as has been developed by his forebears. Dr, Curtis claims â€Å"the miracles are not created by a judicious defense or supernatural activity, he stresses that they are the acts of God, performed in his extraordinary way. The inspiration knowledge by Curtis seems to be a dynamic and essential system, which exists in the peace and consequence with God illuminating his inner life and acting vitally for Christian brotherhood and love. Dr. Curtis rejects the necessity of inerrant Bible implementing. (Curtis 177). In order to go through our investigation completely and to reach the target we need to answer the question: â€Å"What, actually, do we mean, by the inspiration? † The word inspiration firstly appeared in usage in Timothy 3:16, where we can read: â€Å"All Scripture is inspired by God and profitable for teaching, for reproof, for correction, for training in righteousness† (Henry 129). Following the word’s et ymology, we can assume that â€Å"inspired† is translated from the Greek as theopnuestos that means â€Å"God-breathed†. Some of translations give us the samples which could be adopted as â€Å"ex-spired† or â€Å"breathed out†. Looking through the Biblical sense of inspiration the firstly comes the idea that writers created exactly the things need to be written for God. This idea is supported in Peter 1: 20-21, where it is clearly stated that â€Å"no prophecy of Scripture is a matter of one’s own interpretation, for no prophecy was ever made by an act of human will. Well known theologian Carl Henry gives the work definition to inspiration as â€Å"a supernatural influence upon the divinely chosen prophets and apostles. So, the Spirit of God assures the truth and trustworthiness of their verbal and written proclamation†. According to his definition the writers who created the manuscripts were divinely â€Å"supervised† by the Holy Spirit choosing the necessary words and phrases used in their works. Although some places were totally dictated to writers, Finally the process of inspiration has been spread to every word of every known book and of the Bible, as the main source of people’s knowledge. Jesus opened this destiny to us, stating that inspiration is extended to the very words (Matt. 5:18). Following the discussion presented by Paul Merritt Bassett in his case study it is necessary to admit that Orton Wiley (our main opponent for current paper) shows us no slight doubt about the Bible as the primary source of Christian theology. He stated that â€Å"the Holy Scriptures constitute the quarry out of which are mined the glorious truths utilized in constructing the edifice of Christian doctrine† (Wiley 89). At the same time he has expressed some sort of ambiguity here because he told that â€Å"in a deeper sense, Jesus Christ, our Lord is Himself the fullest revelation of God. He is the Word of God-the outlived and outspoken thought of the Eternal. While we honor the Scriptures in giving them a place as our primary source.. Christ, must ever be held in proper relation to the Bible, the written Word. If the letter would be vital and dynamic, we must through the Holy Spirit, be ever attuned to that living One whose matchless words, incomparable deeds, and vicarious death constitute the great theme of that Book of books† (Wiley 90). Following our dispute I need to stress that even from the historical point of view the first place in the analysis of inspiration’s doctrine belongs to Bible. Scripture has its important place in the investigation but before turning to Scripture it will be a right thing to do to look to the institute of church throughout the history. From this point of view the understanding of liberal scholars will be easier and we will receive the opportunity to see whose position is in going with our opponents in the faith. Until the 19th century the church, as the essential institute, traditionally held the principals of inspiration of Scripture. Dr. Warfield, the famous theologian, said that â€Å"Christendom has always reposed upon the belief that the utterances of this book are properly oracles of God† (Warfield 141). In the 16th century the great reformers Martin Luther and John Calvin expressed their recognition of the divine source and authority of Scripture. The importance of inspiration is expressed in 2 Timothy 3:17. It says that all Scripture is God-breathed, so there is no place for error in it. In 2 Timothy 3 Paul also states about the importance of protection against the false teaching, the apostasy. To be firm in the truth of our faith and in Christ we should obtain the firm basis, because there are many people who are opposed to truth, â€Å"the evil men and impostors will proceed from bad to worse, deceiving and being deceived† (v. 13). All Christians â€Å"who desire to live godly in Christ Jesus will be persecuted† (v. 2). The Bible as the faith foundation cannot contain any errors. The entire Bible as a God-breathed book teaches us â€Å"correct, reprove, and train in righteousness†. So following the Bible we are adequate, and equipped for every good work. From the very beginning the Christian Church led us to the doctrine of verbal, plenary inspiration. People who denied the fact that the Bible reflects the true word of God had no basis, no additional foundation un derneath their faith. The Bible is the standard to judge us and our activity and we are not the judges of Bible at any times. Summarizing the ideas it is necessary to admit that the people who read the Bible are led by Holy Spirit, who confirmed to every single person that the Bible is the inerrant word of God, the message from Him. One of the strongest evidences of the Bible as the God’s word is the Book survival and influence during the last two centuries while all the multiplied attempts to destroy it have failed. The proclamations of Scripture are approved by our life experience, for example, the practical changes in the life of societies and individuals are evidential and true. The testimonial character of Scripture has found the confirmation in many areas and fields of the modern life. Even despite all these obvious evidences we have described above, if we were are not able to prove the inspiration of the Bible to anyone and to bring any serious foundation underneath our faith, we still can share its message, answer questions, help people to open their minds and hearts. Works cited: 1. Bernard, Ramm, Protestant Christian Evidences. Chicago: Moody Press, 1953, esp. chaps. 8 and 9. 2. Curtis, Olin. The Christian Faith. Boston and New York: Houghton Mifflin Co. , 1909, p. 177. 3. Henry, Carl. God, Revelation and Authority, vol. 4, The God Who Speaks and Shows. Waco, TX: Word Books, 1979, 129. 4. Warfield, God, Revelation and Authority, New York: Eaton and Mains, 1999), 4:141. 5. Wiley, Orton. Introduction to Christian Theology. Kansas City: Beacon Hill, n. d. 1929 How to cite Inspiration of the Bible, Papers

Reflection on Registered Nursing Practice †Free Samples for Students

Question: Discuss about the Reflection on Registered Nursing Practice. Answer: Think critically and analyses nursing Practice- Sub-clause 1.3 During my placement in the vascular surgical ward had to provide care and support to an Indigenous individual, who had undergone the vascular surgery. During my education I had learned that cultural competence and culturally safe care is very significant for providing quality care to the indigenous population (Berman et al, 2014). As a registered nurse I have applied critical thinking and analyse that cultural competence is the significant way through which health disparities and inequalities can be removed (Bainbridge et al, 2014). Form my registered nurse practice I have learnt that I should respect every culture for improving the quality of care and patient satisfaction. I used my critical thinking skills for providing evidence based and patient centred care to the patient as the registered nurse practice is based on providing evidenced based care (Biles and Campus, 2012). Evidence based practice has become the synonym of the Registered nurse practice that allows the RN to work according to the best available evidences that can be underpinned for clinical decision making (Registered nurse standards for practice, 2016). Hoffmann, Bennett and Del Mar (2013) examined that evidence based practice allows registered nurses to promote better well being of the patient. I also recognized that role of family is also very significant while providing care to the indigenous patients. Recognizing the family strength and respecting their culture and experience improves their trust in the health care services (Bainbridge et al, 2014). As a registered nurse I demonstrated the appropriate skills of responding to needs of the patient in a culturally competent manner, and my practice was based on patient centred approach that puts the patients at the centre of care and respects their needs and desires. For developing respect for every culture and to integrate cultural competence in my practice, I developed the evidence based knowledge for cultural safety, cultural awareness and cultural respect (Biles and Campus, 2012). My practice has been based on eliminating the gap between the health care services and the indigenous people. Engages in therapeutic and professional Relationships- Sub-clause-2.2 Registered nurses are required to build therapeutic and professional relationships with the patient in order to deliver quality care and to help patient in achieving better quality of life. The therapeutic and professional relationships are considered as the zone of helpfulness (Berman et al, 2014). The patient under my care was facing the problem of acute pain due o his vascular surgery and was unable to rest. Patient was uncomfortable and was not expressing his problems clearly and was not ready to take the medication for pain management. Thats when I engaged with him in the therapeutic and professional relationship with the patient. I communicated with him in a kind and compassionate manner, and also considered his culture values and belief (Registered nurse standards for practice, 2016). The therapeutic relationships are different from the personal relationships (Greenberg, 2014). The therapeutic relations are the purposeful formed for the engagement of the registered nurse with the patient by using their skills and knowledge. During the therapeutic relationships, the registered nurse also ensures that rights and dignity of the patient is maintained and valued during the communication (Aggar et al, 2017). According to registered nurse practice, it is important to apply the professionals values in practice. Communicating with the patient in a dignified, respectful and culturally competent manner is important for building therapeutic relationships with patients (Registered nurse standards for practice, 2016). This also helps to develop mutual trust and respect in the nurse-patient relationship. Therapeutic and professional relationship with patient is also important for promoting patients well-being and reducing negative outcomes (Lyneham and Levett-Jones, 2016). With effective and respectful communication I develop the trusting relationship with the patient in the vascular surgery ward. I believe that I fully met the chosen standard because patient started communicating his pains and problems and started trusting me. He also started respecting the recommendations I made for his care and interventions. Maintain the Capability for practice-Sub-Clause 3.4 The registered nurses have to ensure that they are capable of the practice, by ensuring safe, responsible and accountable care to the patients. Since, RNs are responsible for personal growth as well as for the professional growth and development of others (Registered nurse standards for practice, 2016); I focused on delegating and supervision of care to the enrolled nurses in a safe and competent manner. The duty of providing sponge cleaning and changing patients cloth was delegated to the enrolled nurse working under my supervision. I informed the enrolled nurse about all the patient information, current care plan and future objective before delegating her with the duty (Ashley, 2013). I believe that this was the correct way of professional practice and I applied the standard into my practice in a correct manner. According to the standard of practice for the registered nurse, RN is responsible for their personal actions, as well as responsible and accountable for the actions of other to whom the duty has been delegated (Registered nurse standards for practice, 2016). Therefore, I monitored, analyzed and evaluated the way by which enrolled nurse interacted with the student. I believe that I was able to meet the standard fully, as I was able to accept the accountability for decisions, actions, behaviours and responsibilities for my own actions and actions of the enrolled nurse. I also provided the support and education to the patient for enabling them to make informed decision about their health. According to the studies registered nurses are in correct position to realise that patients are responsible for ringing change in their life (Rasj Wrk et al, 2015). I fulfilled my roles and responsibilities with complete care. I ensured that enrolled nurses under my supervision should be engaged in life-long learning and development. I also ensured that I should responds in a timely manner whenever there is a concern about the practice of any health care professional. I engage myself in my development as well as development of others. Bibliography Aggar, C., Bloomfield, J., Thomas, T.H. and Gordon, C.J., 2017. Australias first transition to professional practice in primary care program for graduate registered nurses: a pilot study.BMC nursing,16(1), p.14. Ashley, S. 2013. Clarifying the roles, responsibilities and accountabilities ofNursing Professionals and Aboriginal and Torres Strait Islander Health Practitioners in primary care, including general practice. Accessed May 26, 2017. www.ants.org.au/ants/pluginfile.../20130620_doc_rolesandresponsibilitiesv1.pdf Bainbridge, R., McCalman, J., Clifford, A. and Tsey, K., 2014. Cultural competency in the delivery of health services for Indigenous people.Pat. Berman, A., Snyder, S.J., Kozier, B., Erb, G.L., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Moxham, L., Park, T. and Parker, B., 2014.Kozier Erb's Fundamentals ofNursing Australian Edition(Vol. 3). Pearson Higher Education AU. Biles, J. and Campus, A., 2012. Australian Indigenous Cultural competence and nursing. Accessed May 26, 2017. https://fyhe.com.au/past_papers/papers13/7G.pdf Edmonds, L., Cashin, A. and Heartfield, M., 2016. Comparison of Australian specialty nurse standards with registered nurse standards.International nursing review. Greenberg, L., 2014. The therapeutic relationship in emotion-focused therapy.Psychotherapy,51(3), p.350. Hoffmann, T., Bennett, S. and Del Mar, C., 2013.Evidence-based practice across the health professions. Elsevier Health Sciences. Lyneham, J. and Levett-Jones, T., 2016. Insights into Registered Nurses' professional values through the eyes of graduating students.Nurse education in practice,17, pp.86-90. Rasj Wrk, G., Trnkvist, L., Hasselstrm, J., Wndell, P.E. and Josefsson, K., 2015. Nurse?led empowerment strategies for patients with hypertension: a questionnaire survey.International nursing review,62(2), pp.187-195. Registered nurse standards for practice. 2016. Nursing and Midwifery Boardof Australia. Accessed Accessed May 26, 2017. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/registered-nurse-standards-for-practice.aspx

Death For Your Country Essays - France, Battle Of The Somme

Death for Your Country Is it glorious to die for your country?.... This question has been posed to many young people about to embark on war although the answer has usually been 'yes' in response to their country due mainly to the fact that the government instills it in the people of the country to support one's country and one way is to send young abled bodied men into the army. If you were one individual that was not in favour of fighting for your country you would surely become an outcast by the countries people. To avoid ridicule and becoming outcasted by the people living around you, you would join the army just in the thought that you were obligated to for the sole sake of your country. Such thoughts were reinforced by the government promotion of propaganda. Glorifying death is not needed to be taught and should be up to the sole individual. School systems should teach an unbiased point of view of war to enable the child to make their own decision to fight for one's country. Within the education system it was instructed to the teachers to teach the children at a young age during the brink of war to instill that their the life of the country and for them to defend their country against the enemy. Teachers showed being in a army was representing honour and the pride of the country. Guilt was laid on the students who showed rebellion by the teacher. Many times the teacher would try to show a soldier that looks happy and content trying to represent being a soldier makes you happy and content. Many young inexperienced soldiers were sent to training camps near the battle fields that they would soon be sent to fight, for their country and their life. The training camps were situated on similar enviroments that resembled the battle fields of where the fighting would take place. Reinforced displine to the young and ignorant men. Trench warfare is when many soldiers of opposing countries fight against each other across a vast desolate, dirt covered land, and the only sense of cover was to crouch in a usually water logged trench. The sense of death engulfed your very soul, the conezt bombardment of shells echo in your mind long after it had ceased. On the Western front conditions were horrible to say the least, stench of death remained coneztly in the air, bodies riddled with bullet wounds lay across the bottoms of the trenches, dismembered bodies scattered across the landscape and the sounds of agonizing and dying men echo across the battle grounds. Very limited rations offering very little in flavour was the only food available to the soldiers. Often raining, it caused muddy, damp conditions. The men staying in a trench filled with water and muddy conditions often caused such diseases as trench foot and trench mouth. Contagious diseases were spread quickly. Lack of cleaniness gave many soldiers lice and rats would run through the trenches feeding on the garbage and human wastes. Thousands of soldiers would line up under the cover of their trenches for a stretch of miles and wait for the leading officer to give the signal for the charge. When the signal was given the thousands of soldiers would all try to run across the no-man's land to attempt the breach of the enemies trench. This charge would be under conezt machine gun fire and mortar shelling by the enemy. These kind of attacks usually failed maily due to the fact the odds were already stacked against the attacking party. The diezces the charging men had to run to get to the enemies trench was far enough for the enemy to use it's conezt shelling and it's machine gun fire to dwindle the attacking army significant enough for the attacking army to retreat. Counter attacks were quickly attempted after the attacks. The counter attacks were similiar to the actual attacks except the difference was that the counter attack involved the killing of the retreating of the enemy instead of attacking someone under the cover of the trench. During the war all soldiers were affected either physically or phsycologically. Shell shock was an

Numerical Expressions

Numerical Expressions Numerical Expressions Numerical Expressions By Sharon There are many expressions in English which reflect our need to classify and put a value on items. Here are a few: First water This is most often heard in the phrase a diamond of the first water. The expression means the best quality. The best diamonds are nearly as clear as water, and this is the origin of the expression. Second fiddle This expression means a secondary role, as in She played second fiddle to her best friend. The lead violinist sounds the notes that guide the rest of the orchestra, so this position is more important than the second violin or second fiddle. Third degree When youre given the third degree, you get a verbal grilling. No ones quite sure where the expression originates, but a popular tale has it that the third degree of masonry was difficult to attain and candidates had to answer a lot of questions in order to attain it. Fourth estate The fourth estate is the press, as distinct from the other three estates in the UK. The other three are the spiritual lords, the House of Lords and the House of Commons. Fifth column This expression is reportedly of Spanish origin. During the Spanish Civil War, a general who was leading four columns of his army to fight, claimed to have a fifth one in Madrid. The expression refers to a group of people who support their countrys enemies. 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 Expressions category, check our popular posts, or choose a related post below:Congratulations on or for?"Certified" and "Certificated"8 Great Podcasts for Writers and Book Authors

Is Technological Progress a Thing of the Past Essay

Is Technological Progress a Thing of the Past - Essay Example Government debt means that less money is being ploughed into funding technological process. As a result, people rely on private funding for technological invention, and this is hard to come by in most cases. In addition, the baby boomers generation means the society largely has older populations, who have already seen the best of technology. In the main, this means that there are fewer young and passionate inventors than there were before, and for that reason, there is a possibility of fewer inventions than seen in the past centuries. Computers have revolutionized operations in the world and enables people conduct operations that they were unable to do before. Its application in technological process means that there are more unlimited possibilities in the future for technological advancements. In the main, no single technological operation that exists without computer applications and simulations. The lecturer affirms that not all the low-hanging fruits of technology have been picked. Computers have the possibility to result in operations that were not possible before. Even so, there is the possibility of technologies that may revolutionize the world. For instance, the concept of a flying car can be quite interesting. Recently, hybrid cars have been invented, and they have proven their advantages in terms of fuel consumption and safety considerations. Although most important technologies have already happened, the future has unlimited possibilities. Simulation of chemical properties often results in new materials, which were undiscovered before. In addition, computer models sometimes result in accidental inventions, which may be both detrimental and beneficial. This means that technological progress may be both intentional and unintentional, and thus the future is unpredictable. In conclusion, the limits of technological progress are boundless and one cannot necessarily rule out technological advancement as outdated. Although it

Description of Business Resources Coursework Example | Topics and Well Written Essays - 750 words

Description of Business Resources - Coursework Example The notion that managing resources and controlling budget cost can improve the performance of a business is also discussed in a clear and outright way. There are several physical and technological resources required in the operation of the advertising and publishing company. One is building and facilities, it is apparent that the business needs a premise to operate from in Oman. Buildings play a significant role in the image of a company and can influence different types of customers. The location of the business is important for distribution purposes. By locating the business at Oman, Mohammed should ensure it is located a place where it is accessed by many people as there will be more profits.1 Another one is the machinery to be used in the company. Mohammed should ensure that the company obtains the required machinery in the publishing process. Also, there must be computers where the adverts will be designed from before publication. Mohammed will need to ensure that he abides by the health and safety laws. This is by providing the employees with a safe environment as some of the equipment and machinery may be hazardous to health. The stock is another requirement needed by the company. The advertising and publishing company requires the stock of papers and ink that will be used in the printing process.2 The management of human resources can improve the performance of the selected organization. Mohammed should ensure that the right approach is used to the employees planning and management of their profession. Human resource management is important to the company as it enables employees to perform efficiently increasing the production. Some of the methods Mohammed can use in managing human resource management are training, appraisal, motivating and personal development skills. Also, the staff to be employed must have the right skills and papers for a particular Job role.

Professional Role Transition Assignment Example | Topics and Well Written Essays - 750 words

Professional Role Transition - Assignment Example Data sources that contained information related to the topic were also used during the research process. The studies presented evidences such as quoting those who were interviewed during the study. This showed that students were given equal opportunity to answer the questions directed at them. The studies also took a while to be completed. A slow research ensures that the researcher gains all the information required. Things tend to change with time and by conducting a research study within a long time, the researcher gets to record every change that may take place and also predict how the study will be in future. What I know about the journal is that it intends to understand the challenges that students face when transitioning into BN from LPN. The journal identifies all the challenges and helps to explain methods that can be used to curb them. The journals target LPN students who may be interested in studying BN. The study will help them understand the challenges they are bound to face. The journals also target other scholars that focus on studying the topic. These journals will give them a point of reference for their study. Educators in the institutions that the students enroll for BN are also a target audience for the study because they will have the knowledge of how to help the students adapt to the transition. Because of the challenges faced when transitioning from LPN to BN, students opt to turn to their mentors at their places of work to guide them. These mentors are in a great position to help them put into practice what they have studied. The journals have also helped explain why the LPNs choose to expand their knowledge. One of the reasons given by the participants is that at the work place, they are considered less of nursing practitioners and their opinions are not valued. Some of them had to endure being called Little Pretend Nurses instead of their real titles. For the students who have

Young Gangs And Criminal Behaviour In Malaysia

Young Gangs And Criminal Behaviour In Malaysia According to the National Youth Development Policy in Malaysia (as cited in United Nations, 2002), people between the ages of 15 and 40 are considered youth. However, the United Nations defines youth, as those persons between the ages of 15 and 24 years. The Merriam-Webster (2010) defined youth as the time of life when one is young, the period between childhood and maturity. Statistically, youth aged 15 to 24 contribute to the largest proportion of the total population (Economic Planning Malaysia, 2010). The youths are the future leaders of tomorrow. Therefore, the government of value and stressed on the development of youth. Recently, the government had allocated RM20 million to the 1Malaysia fund for youth development under the Budget 2011 (Bernama, 2011). As youth constituted to the biggest section of Malaysias population, their involvement in youth gang and criminal behaviours has received great attention from everyone. According to the Oxford Advanced Learners dictionary (1997), the term gang can be described as a group of young people, who are typically troublesome; regularly associate together. Kennedy and Baron (as cieted in Ngail, Cheung, Steven, 2007) defined gang as a group oriented and committed to anti social, deviant, and criminal activities. Howard (1997) stated that youth gang is a self-formed association of peers having identifiable leadership and collective actions to carry out illegal activities. Background of Study The risk behaviour among youth is an ever growing problem in Malaysia. A study revealed the risk behaviour among adolescents revealed that truancy (34.4%) was the major risk behaviour and followed by loitering in public places (21.5%); bullying friends (14.4%), stealing (12.9%) and smoking (12%) (Hidayah, Hanafiah, Idris, Rosnah, Ibrahim, Nonnah, 2009). An academic analysis on the rise of crime in Malaysia showed that there is an increase of crime from 70,823 in year 1980 to 156,455 in 2004 (Sidhu, 2005) . This amount to an increase of 120 percent which indicated that crime rate has increased dramatically. The crime index continue to grow from 156,315 cases in 2003 to 224,298 cases in 2007 which indicated the increased of 45% over the past four years (Crime and Safety, 2008). The three major races of Malaysian are Malay, Chinese and Indian. The Economic Planning Unit of Malaysia calculated the population of Malaysia in 2010 stated that Malays (21%) constituted to the largest group; Chinese (22.6%); and Indian (6.8%). Although Indian represents a small minority group, they have contributed to the criminal and gang related problem. Mr. Ramli Yusuff, deputy national chief of detectives, disclosed that there were 38 Indian crime gangs in the Peninsular of Malaysia with a total membership of around 1,500 in 2000. Indians are a minority in the country but criminals from the ethnic group are committing the most number of serious crimes compared with other races, he said (Concern in Malaysia, 2000). Aliran (as cited in Suryanarayan, 2008) provided statistical details that 40 percent of serious crimes in Malaysia are committed by the Indians; furthermore, Indians recorded the highest number of those detained in prison. Chapter II Literature review Most gang members begin their involvement in gangs as youth. Snyder and Sickmund (as cited in Sharkey, Shekhtmeyster, Chavez-Lopez, Norris, Sass, 2011) reported that most gang members join between the ages of 12 and 15 years. Three former gangsters has been interviewed and reported to joined gang during their secondary school life (Alagappar, Len, George, Lee, Wong, 2005). These studies indicated the crucial developmental period of youth is during the high school period. The Social Activities of Youth Gang Youth gang engaged in various gang activities. Futrell (as cited in Yahaya, Boon, Buang) stated that activities carried out by the gangsters in school consist of being harsh to teachers, threatening acts, stealing, and bullying or beating students. Another study indicated that youth gang especially high school students reported to have high prevalence of alcohol use, engaged in physical fighting, drug use and drug selling (Swahn, Bossarte, West, Topalli, 2010). Gang members have found to have greater involvement in delinquent behaviors and the gang affiliation increases adolescents involvement in violence (Madan, Mrug, Windle, 2010). The youth gang issues in Malaysia have been frequently reported by the media. In 2006, news published in Daily Express regarding gang fights and police rounded up eleven boys, among them were four secondary school students. At the same year, a group school girls engaged in gang fight by bullying another student was reported (The Star, 2006). This year, cases have been reported over newspapers. Guang Ming Daily (2011) reported that a gang of youth has been engaging in theft behavior and three teenagers has robbed and injured a sergeant. Recently, five men, aged 18 to 30 were arrested in connection with a clash involving 40 members of two rival gangs. In the ensuing fight, at least five members were injured and two vehicles burnt (Tahir, 2011). Sin Chew Daily (2011) has revealed teenagers vandalized the public property; a group of Mak Rempit refused to listen to advice and stabbed innocent person. The news being reported has indicated the significance of youth gang problems and the sev erity of the problems can range from vandalism to killing people. Risk Factors for Gang Membership Strain theory The traditional strain theories stated that some individuals are drawn to crime when they are prevented from achieving cultural goals such as monetary success or higher social status (Froggio, 2007). A more conventional approach of strain theory suggested that if young people are treated badly, they become upset and respond with aggression, crime and other deviant behaviors (Agnew, as cited in Froggio, 2007). Agnew stated that strain refers to relationships in which others are not treating the individual as he or she would like to be treated. Poverty. Sharkey et al. (2011) stated that people living in poverty experience strain due to the inability to achieve the ideal economic success; consequently, people may grow to feel despair and turn into criminal activities in order to achieve sense of gratification. There were 41 percent vagrants and beggars in Malaysia has been reported by Aliran (as cited in Suryanarayan, 2008) to be Indians. This may indicate the higher poverty rate is among the Indian community; hence, they have higher risks to engage in crime. A recent research in Malaysia reviewed majority of bullies were from rural schools and families with low income (Uba, Yaacob, Juhari, 2010).Young people living in poverty may find it difficult to meet basic physical and psychological needs; one way to earn cash is to join a gang involved in the drug trade (Gang, 2008). Gangs provide the perfect structure and leadership necessary to maximal criminal success (Sharkey et al., 2011). Inequality. Malaysias social workers and politicians said that Indians turn to crime because they feel marginalized from government development plans and lack equal education, business and job opportunities (Concern in Malaysia, 2000). When groups of people are denied access to power, privileges, and resources, they will often form their own anti-establishment group (Gang, 2008). Regan (as cited in Sharpe, 2003) explained that individuals joined gang as the gang provides sense of acceptance to them. Social control theory The control theory suggested that entry into deviant peer groups is a function of a lack of social control experienced by youth (Hirschi, as cited in Hill, Howell, Hawkins, Pearson, 1999). Youth are less likely to join a gang if they are committed and able to adapt to the community expectations (Sharkey et al., 2011). School. School as a social control system contributed to a childs adaptability to community expectation. High academic expectation and teachers expectation tend to play the role. The risk factors identified in joining a gang included academic failure; negative labeling from teachers; low commitment to school; high delinquent in school (Hill et al., 1999). Social learning theory Social learning theory believed that people learn through modeling. The role models of family members and peers tend to be the most influential in youngsters. Family. Family members are important models from whom youth learn from. Howell (1997) indicated that family members in a gang will contribute to the risk factor of youth for gang membership. Other studies related to family revealed that students with no parents, students from broken family and poor family management had greater odds of joining gang (Hill et al., 1997). Consistently, the findings obtained from Alagappar et al. (2005) interviews indentified former gang members in Malaysia were from troubled and lack understanding family (refer to Appendix A; Appendix B). Peers. In self-report studies, association with deviant or delinquent peers is consistently one of the strongest predictors of an adolescents own delinquency (Esbensen, Peterson, Taylor, Freng, 2009). Affective ties to delinquent peers are also strongly and consistently linked with youth gang involvement (Sharkey, et al., 2011). Consistently, a study of gangsterism in Malaysia secondary school showed that friends were the most influences referred to by the students as compared to their family (Yahaya et al., 2001). Other peer-related factors included limited or lack of association with pro-social peers or low commitment to positive peers (Howell, 1997). Cognitive developmental theory Cognitive developmental theory regards inadequate cognitive development as a cause of delinquent behaviours and gang involvement (Ngai, Cheung, Steven, 2007). Cognitive development manifests itself in ones ability to process and analyze information in order to formulate solutions to problems (Husband Platt, as cited in Ngai, Cheung, Steven, 2007). Raine (as cited in Ngai et al., 2007) explained that the ability involves empathy, perspective thinking, and ethical reasoning which are cognitive guides of ones behaviour. Ngai et al. further discussed that delinquency arises out of ignorance of others. As a result, anger, quarrel, and even violence against others may happen due to inability to understand and tolerate others. Maslows hierarchy of needs According to Maslows model of hierarchy, people have basic hierarchal needs, which include physiological (hunger, thirst, shelter), safety (security and protection), belongingness (love, affection, family, acceptance, friendship), esteem (self-esteem, achievement, recognition, respect), and self-actualization (self-fulfilment; Maslow, 1970). Findings from several youth gang research have been found to support Maslows theory. Physiological needs. A focus group of youngsters who associated with gang, aged 17-21 were interviewed by Alagappar and her group in 2005. When the researchers asked the participants what makes them more likely to join gangsterism, majority of the participants answered in need of material goods and money. Safety. A recent study reviewed by Taylor, Freng, Esbensen Peterson (2011) demonstrated that most youth reported joining a gang for protection. Research in Malaysia has found that some students were victims of bully before they join into a gang (Alagappar et al., 2005; refer to Appendix C). Belongingness. In a qualitative analysis, an ex-gangster was asked why he joined gangsterism, he replied: 9 out of 10 of my friends are gangsters; I would be left out and alienated if I do not join them (Alagappar et al., 2005). This result further supported the social learning theory as youth obtain the sense of belonging and identity through peers (refer to Appendix A). Esteem. Alagappar et al. (2005) indicated that one of the reasons youngsters involve in gang is to gain popularity and recognition from other students in school (refer to Appendix A). Additionally, joining gang will provide higher privileged for youngsters to vent out their anger. Once in a gang, self-esteem is increased through power, wealth, and status (Sharkey et al., 2011). Sharkey and his group further described that gang provide members with self-esteem and respect that they do not receive from others. Gang can function as adaptive social mechanisms for satisfying needs of some youths that are not met through traditional and socially acceptable means. Gangs offer many benefits that are unmet in their homes, schools, and neighborhoods (Sharkey et al., 2011). Regan (as cited in Sharpe, 2003) explained that gangs serve a valuable role in the development and socialization of an individual as they seek the approval of their peers and their identities; acceptance and identity is provided by the gang and thus makes membership an attractive possibility. Studies postulated that failure in academic or social areas motivates youth to antisocial behavior and involve in gang provide self-esteem, peer acceptance, increased pride, feelings of empowerment, and a sense of family, where other institutions have failed to provide (Kee, Sim, Teoh, Tian, Ng, 2003). Youth Gang and Suicide Madan, Mrug, and Windle (2010) worked on a sample of 589 ethnically diverse adolescents indicated that gang membership was associated with suicidal behavior. As gang members reported higher level of delinquency and witnessing community violence, this will mediate the effects of gang membership on suicidal behavior. Thus, higher involvement in criminal activities and witnessing violence may be responsible for increased suicidal behavior in adolescent gang members. Adolescent gang members not only are at risk form harming others but also themselves. Additionally, violence exposure is associated with an increased symptom of post-traumatic stress disorder (Suglia, Staudenmayer, Cohen, Wright, 2009). As the gang members exposed to violence frequently, the risks for them to develop post-traumatic stress disorder is high which will in turn contribute to the suicidal behavior among youth gang members. CHAPTER III DISCUSSION CONCLUSION There was several risk factors found associated with youth gang membership. Although each risk factor has been reviewed independently, the exposure to multiple risk factors may increase the risk for gang membership. Analyses of the effect of exposure to multiple risk factors done by Hill et al. (1997) indicated that exposure to greater number of risk factors in childhood greatly increased the risk of joining a gang in adolescence. In other words, youths may be resilient to the disadvantage posed by several individual risk factors, but as these accumulate, this resiliency may deteriorate and delinquency may result (Esbensen, Peterson, Taylor, Freng, 2009). Thus, exposure to multiple risks factors will increase the probability of problem behavior such as violence or gang membership. The case studies in Malaysia indicated several factors that students joined gang (refer to Appendix A; Appendix B; Appendix C). The factors include family problem, academic failure, peer pressure, being bu llied, to gain protection, to earn recognition, being recognized and have privilege in expressing anger. From the developmental perspective, youth are experiencing physical and psychological changes. The period of youth has been recognized as transient, characterized by typical trials and tribulations (Idris, Yee, Tamam, Hamzah, Wong, 2008). In some circumstances, due to difficulties experienced, youth may manifest behavior that is deviant, abnormal and distressing. During this period, the socio-cultural milieu plays an important role in molding youths value and culture. Parenting, peers, school and society thus are vital in shaping youth. Western countries have contributed to the major part of intervention toward youth gang. A school-based gang prevention programme, Gang Resistance Education and Training (G. R. E. A.T.) in United States has shown positive preliminary results in reducing gang affiliation and delinquency (Howell, 1997). This programme provides students with age-appropriate skills to deal with life stressors. At the same time, the programme offers training for parents, schools and police officers to prepare them to deal with youth gang problem. Malaysia as a multi-cultural and multi-ethnic country, the use of intervention with youth should be wise and well considered. The major problem that needs to be addressed is the lack of awareness on Malaysian on the youth gang issues. The insufficient of youth gang research done locally has lead to the lack of prevention and treatment programme to deal with youth gang issue in Malaysia. This is the major limitation for the implication of intervention toward Malaysian. More studies involving the cultural diversity of Malaysians need to be conducted in order to get a better understanding of the profile of youth gang and the risk factors for gang membership, in turn enable better treatment and prevention protocol. PART B: INTERVENTION PROGRAMME Program Title: Esprit de Corps Aim: To prevent and reduce students from involving in gang As most researchers indicated that the risky age of youth to be involved in gang is during the secondary school years (Alagappar, Len, George, Lee, Wong, 2005), this intervention programme is designed to target secondary school students. This is a school-based programme that will be carried out during classes, in order to involve full participation of students in the school. Instead of naming the programme of anti-gangsterism, an attractive and unique name has been designed. The word Esprit de Corps means unity; to strengthen the bond among students, and teacher. Various programmes will be carried out during the month of April and May (refer to Appendix D, overview of programme). Programme 1 Educational programme According to Thraser and Lal (as cited in Yahaya, Boon, Buang, 2001), the occurrence of youth gang is often out of the sight of the teacher. Therefore, the first step to evaluate the occurrence of youth gang is to identify its existence. The programme will begin with an educational programme targeted on teachers. Training will be provided to teachers, in order for them to run activities during the month of Esprit de Corps. Purpose: to increase teachers awareness and understanding of the phenomena of youth gang and to equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Duration: 1 month (once per week) Week Duration Person In Charge Objective Description 1 9am-12pm Speaker: Social Worker Raising awareness The professionals served to provide information to the teachers Brief introduction on youth gang in Malaysia Prevalence Where, when, how, and why youth gang cases happen in school Risk factors QA session 2 9am-12pm Registered counsellor To equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Counsellors share their experience and skill while handling with the youth gang cases Role play session 3 9am-12pm Counsellor and Social Worker Help the teacher to be well prepared and be confident when handling the real situation Focus on case study to sharpen teachers counseling skill Information exchange with the professional to have a better understanding on handling the youth gang issues. 4 9am-12pm Social Worker and Teachers To prepare teachers to run activities To modify better activities before implementation Run activities (drama, debates, poster design, teambuilding games) that will be carried out with the students. share information and idea on how to strengthen the activities to match with the purpose. Month: April (every Saturday) Various activities that attempt to reduce students impulsive and risk-seeking tendencies are carried out by teachers after undergo the training. Programme 2: Ex-gang member testimonial Purpose: Create awareness about youth gang and consequences of joining youth gang through talks and sharing by ex-gang member. Target: Students Duration: 1 hour Venue: School hall Description: A former gang member will be invite to share his experience. There will be a brief introduction on the ex-gang member background. He will share about the reasons that he joined gang and his experiences as a gang member, as well as what makes him feel regrets and what had changed him. Due to his real life experience, his words may have greater impact toward students. Programme 3: Drama Purpose: Provide student a chance to involve with different character and understand the different roles of youth in different situation. Duration: 30 minutes Venue: Classroom (during moral class) Description: A class of students will divide into four groups. Each group will get a different title (bystander, cultural differences, vandalism and fighting). The students will be given a week of time to prepare for the drama. Each group will be presenting on each week. Other students will be the audience. Through this, the performer can get into the role and able to think as if they were in the shoes of others. In the end of the drama, pupils are invited to share their ideas and feedback will be collected. For example, the group with bystander will be assign to a scenario and it is accompany by the roles card which include Bully, Bullied, Bystander, Collude, and Challenger. The students will have to play different roles in order to enhance their emphatic feelings. Programme 4: Poster Design Purpose: Enable student to express their own view on youth gang and Esprit de Crops in drawing form. Duration: 1hour Venue: Classroom (During art class) Description: A3 drawing paper will be provided and students need to prepare their own drawing material. The best drawing will be voted by students in the same class and the best poster will be printed on T-shirts and sell to the public. The fund collected will be used in the next community caring program. Programme 4: Community Caring Program Purpose: increase youths moral convictions, social conscience/responsibility, and altruistic values through helping others; visiting underprivileged people may help students to be grateful. Duration: 5 hours Day: Saturday Venue: Orphanage, old folks home, center for disabled, rehabilitation centers, shelter home and other related places. Description: The teachers will discuss with their class to decide a place for them to visit. Students can buy some daily utensil through the collected fund or donate the money to the center. Besides that, they may prepare some activities to interact with the people at the center. Also, students may work together in cleaning the place and provide comfortable setting for the underprivileged one. Programme 6: Debates Purpose: Provide a setting to let student to freely speak out their mind at the same time enhance their critical thinking skill. Duration: 30 minutes Venue: Classroom (During moral class) Description: The title for debate is: youth gang, voluntary or involuntary? The title will be given two days prior the debates. Each of the panel has to prepare their own information. During the day of debate, each team is given three minutes to arrange their information. The first debater of each group is given 3 minutes to make his introduction. The second debaters will have 4 minutes to voice out their point. The third debaters will be given 5 minutes to argue the opponents point and affirm their stands. For the last debaters, 2 minutes will be given to restate their stands and conclude. An open discussion on the debate title will be held in class after the debate. Programme 7: Teambuilding games Purpose: To enhance teamwork among students; let them feel being involved, and accepted; strengthen the bond among peers. Duration: 30 minutes Venue: School field or basketball court (During physical education class) Description: All the students will be divided into small groups (8-10 people per group). Game instruction will be given. This game required team work where all members will have to get into the hula hoop which will be placed on the ground. The members in the circle can only stand with one leg. Group members need to help each other to ensure everyone is able to get inside the circle; the group needs to keep their position for at least 10 seconds. The game ends with an explanation on the purpose of game. Standing with only a leg is to illustrate that everyone has limitation and they need to tolerate and help each other in order to accomplish the given task.

Facts Surrounding the Film Gone with the Wind :: essays research papers

Gone with the Wind: Directed by Victor Fleming Victor Fleming's production, Gone with the Wind, made an impact on the large amount of people suffering from the depression because of his talent, the storyline of the film, and the 'get away place' it served as. Victor Fleming, the director behind multiple motion pictures, was a very talented man. Before his career in the movie business, he lived an interesting lifestyle. Fleming's days before being famous are reported in multiple reference books and online documentations such as the Victor Fleming biography (written by the AEC One Stop Group Incorporated  ®). He was born in Pasadena, California, on the twenty second of January in 1889. Fleming was a racecar driver and chauffeur in his earlier days. Most people believed his career would be centered on automobiles, but they were most defiantly wrong. Later he got a job as a stunt man, the stunts were mainly car related stunts, which was easy for him because he was around mechanics a lot. This got him started on the art of filmmaking. He longed to be behind the camera just like all the other directors, and he was going to work hard to get it. He soon got jobs, a lot with Douglas Fairbanks, as a cameraman at first. Later, directing became hi s passion and all movie lovers soon knew his name. As a man in film, Fleming was terrifically dedicated and successful. His job as a stunt man was started in 1910, and by 1929 he released his major first film, the Virginian. The black and white western is about two cowboys and former friends fighting over the affection of a young woman. He later went on to create the two movies that raised him to the peek of his career, the Wizard of OZ and Gone with the Wind. Being the nice man he was, the Yahoo!  ® search engine records show he remained friends with some of the actors and actresses he worked with until his death on the sixth of January 1949. The Internet Movie Database, in a Victor Fleming biography, states that among these were Gary Cooper, Richard Huston, Vivien Leigh, Leslie Howard, and Clark Gable. Gone with the Wind is a breathtaking film that is still enjoyed today as much as it was in 1939. The film has a captivating storyline that draws people in easily, it is hard to stop watching it.

Point paper

A program is a series of steps to be carried out for goals to be accomplished. In other words it is the group of activities directed towards achieving defined objectives and targets. A target audience is a group of people that are targeted by business organization, advertising campaign etc. for appealing there product.Waterfront job requires well knowledge in respect of protection of ship and protection of environment. It also included as how to avoid fire danger, prevent corrosion and electrolysis, follow safe procedures during fueling etc. So handling of all these activities require well equipped knowledge with the working of waterfront. Thus, from the above points it is clear that the position of person working as a waterfront is highly technical and risky as person is always play with his life while performing any of his duties.A pilot program includes the creation and use of new business associate classification. This program helps to distinguish different class of people on the basis of certain factors. There is lots of scope in waterfront job as there is growing interest in this field and new ideas are generating everyday. The course in relation to this undertakes a long apprenticeship training which makes the person expert in his field and to face any difficult circumstances. The persons undergoing this training are in great demand due to their special feature of job and also provide them opportunity to grow big in the respective industry. It is very appealing to young peoples who are adventurous in nature and always ready to take the risk. The job provides lots of scope for promotion in their field to members.If a person wants to grow his position into big and great, waterfront job provide a lot opportunity to achieve the target. The person holding the position as waterfront is in great demand due to function performed by Waterfront fitness Specialist working with various ships is to provide fitness assistance for physical program.As stated in the ques tion that less persons are going on training under this area. His indicates that the job is not much focused or paid attention but takes in him immense scope for attracting more and more person for training. The sum of money received in this job is very handsome due to its risky behavior but this special feature helps to increase the people for training. The position of waterfront is earlier seen in west coast but in recent days east coast are also actively involved for training position. The people are more and more becoming aware of the advantage of score in respective field comes to undergo training.The person acting as a trainer to attract more and more individuals in this job around the world a person is needed a four year degree from authorized university with a major in exercise physiology, physical education or related field. Must possess current fitness certification like (American College Sports Medicine (ACSM), Cooper Institute of Aerobic Research, National Strength and C onditioning Association, American Exercise Council (ACE) or other nationally recognizing certifying agencies. In depth knowledge of the principles of training to be imparted is needed. Ability to perform maintenance and minor repairs of fitness equipment are extensive oral and written communication skills.There is lot of scope of this course in university and colleges as young peoples study there and always willing to take risk at any cost. The money in this job is quite handsome; this will drag the attention of students. Therefore it is very successful to launch this internship program in the universities due to fresh environment and enthusiastic manner. The internship program time period is very long and very deep practical knowledge is imparted to the persons. With this training they become quite confident to take their task in effective manner. Thus, it is easily conclude that initiating of training program in universities and colleges is quite successful by dragging attention o f maximum numbers of person for training.Generally the company imparting internship program hire the same persons whom they provide training by providing effective job according to their area of interest. So they trainer can tap the resources from local universities and colleges by set up an internship program in the campus of university and hiring them for job increase the personnel in the respective field. With the internship program it is possible to appoint individuals after their program is completed and put qualified individuals on the areas and ships. The students completed their graduation can opt for this training at their own campus and after depositing the specified fees. The providing of training at university and college campus is very intelligent decision to tap the young talent in this field which is emerging field. This provides immense help to students who doesn’t know a bit about this training and course, so it is very convenient for them to take deep knowle dge of the course.Therefore, the above mentioned program is immensely helpful to the entire newcomer trying to take any such internship training or program. The success is guaranteed of providing training to students by trainer by its unique feature and freshness of the job. So the decision to impart training for waterfront job is very correct and very successful.REFRENCEReferred to sites:-1.   http://www.baycrossings.com/Archives/2001/10_November/working_waterfront.htmWorking   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  WaterfrontDated 19th September 2007

Mineral Pictures Index

Mineral Pictures Index If youre interested in rock collecting, you know that rocks you find in the real world rarely look like the polished specimens you see you rock shops or museums. In this index, youll find pictures of minerals like those youll most likely encounter in your expeditions. This list starts with the handful of common minerals called the rock-forming minerals, followed by the most common accessory minerals- youll find them scattered in many different rocks but seldom in large amounts. Next, youll see a set of rare or notable minerals, some of which are common in commercial rock shops. Finally, you can check out some special galleries designed to help you to identify your specimens. Rock-Forming Minerals Rock-forming minerals are among the most common (and least valuable) minerals in the world. They form the basis of igneous, metamorphic, and sedimentary rocks, and are used to classify and name rocks. Some examples include: Biotite- Black mica, common in igneous rocks. Calcite- The most common carbonate mineral, making up limestone. Dolomite- Magnesium-rich cousin to calcite. Feldspar- A group making up the most common mineral in the crust. (Feldspar Gallery) Hornblende- The most common mineral of the amphibole group. Muscovite- White mica, found in all kinds of rocks. Olivine- A green mineral found strictly in igneous rocks. Pyroxene- A group of dark minerals of igneous and metamorphic rocks. Quartz- Familiar as crystals and as noncrystalline chalcedony. (Quartz/Silica Gallery) Accessory Minerals   Accessory minerals may be included in any rock you pick up, but unlike rock-forming minerals, they are not a basic part of the rock. In other words, a rock must contain quartz, feldspar, and mica  in order to be classified as granite. If the rock also happens to contain the mineral titanite, the rock is still granite and the titanite is classified as an accessory mineral.  Accessory minerals are also not  particularly abundant, and so they may be more valuable than rock-forming minerals. Some examples include: Andalusite- Makes collectible crossed crystals. Anhydrite- What gypsum becomes deep underground. Apatite- The phosphate mineral making up teeth and bones. Aragonite- Calcites close carbonate cousin. Barite- A heavy sulfate sometimes found in roses. Bornite- Peacock ore copper mineral tarnishes a crazy blue-green. Cassiterite- Ancient and principal ore of tin. Chalcopyrite- Foremost ore of copper. Chlorite- The green mineral of many metamorphic rocks. Corundum- Natural alumina, sometimes known as sapphire and ruby. Epidote- Metamorphic mineral of a pistachio/avocado green color. Fluorite- Every rockhound has a piece of this soft, colorful mineral. Galena- A heavy, glittering mineral, principal ore of lead metal. Garnet Almandine- The true garnet-red garnet mineral. Andradite- Green crystals from central California. Grossular- A greenish garnet illustrated by a well-formed crystal. Pyrope- Wine-colored grains in a California eclogite. Spessartine- A honey-colored set of crystals from China. Uvarovite- Emerald-green crystals from Russia. Goethite- The brown oxide mineral of soils and iron ore. Graphite- The stuff of pencils has more rugged uses too. Gypsum- Shown in its prettiest form, desert roses. Halite- Also known as rock salt, this evaporite mineral sits at your table. Hematite- Iron oxide mineral of many forms including this kidney ore. Ilmenite- Black titanium ore lurks in heavy sands. Kyanite- A sky-blue mineral formed by high-pressure metamorphism. Lepidolite- Lithium mica mineral with a fine lilac color. Leucite- Feldspathoid mineral also called white garnet. Magnetite- Magnetic iron oxide also known as lodestone. Marcasite- Close crystal cousin of pyrite. Nepheline- Feldspathoid mineral well known to potters. Phlogopite- Brown mica mineral closely related to biotite. Prehnite- Bottle-green mineral of low-grade metamorphic rocks. Psilomelane- Manganese oxides make up this black crusty mineral. Pyrite- Fools gold and the most important sulfide mineral. Pyrolusite- The black manganese mineral of dendrites. Rutile- Needles of this oxide mineral occur in many rocks. Serpentine- The group of green minerals that yields asbestos. Sillimanite- Indicator mineral for high grades of metamorphism. Sphalerite- The major zinc ore and an interesting mineral. Spinel- Rugged oxide mineral of metamorphosed limestones. Staurolite- A typical crossed pair of crystals in a mica schist matrix. Talc- The softest mineral of them all. Tourmaline- The common black variety called schorl. Zeolites- Group of low-temperature minerals with many industrial uses. Zircon- Both a gemstone and a precious source of geologic information. Uncommon Minerals and Varieties This collection of minerals includes metals, ores, and gems. Some of these gold, diamond, and beryl for example are among the most valuable and coveted minerals in the world. If you find these in your rock hunting excursions, be sure to keep them safe. Some examples include: Amethyst- The purple form of crystalline quartz. Axinite- Minor silicate of striking crystal form and color. Benitoite- Very blue, very rare and weird ring silicate mineral. Beryl- Gemstone of many names, including emerald. Borax- This household commonplace is mined in desert lakebeds. Celestine- Pale, sky-blue strontium carbonate. Cerussite- Spiky gray lead carbonate. Chrysocolla- Bright green-blue mineral found near copper ore. Cinnabar- Lipstick-red mineral and major ore of mercury. Copper- Native metal shown in its natural wiry form. Cuprite- Red copper ore and sometimes spectacular specimen stone. Diamond- Natural diamond crystal from the Congo. Dioptase- Bright-green crystalline sign of copper deposits. Dumortierite- Blue boron mineral of gneisses and schists. Eudialyte- Striking red vein-maker in nepheline syenites. Fuchsite- Chromium colors this mica mineral a flashy green. Gold- The native metal shown in an Alaskan nugget. Hemimorphite- Handsome pale crusts of hydrous zinc silicate. Herkimer Diamond Quartz- Doubly terminated crystals from New York. Labradorite- The butterfly of the feldspars has dazzling blue schiller. Lazurite- Ancient mineral source of ultramarine pigment. Magnesite- Magnesium carbonate ore mineral. Malachite- Ultra-green copper carbonate, a favorite mineral of carvers. Molybdenite- Soft metallic mineral and ore of molybdenum. Opal- Precious silica mineraloid may display a rainbow of colors. Platinum- Rare crystalline nuggets of the native metal. Pyromorphite- Flashy green lead phosphate mineral. Pyrophyllite- Soft mineral closely resembling talc. Rhodochrosite- Calcites manganese cousin with distinctive rosy color. Ruby- Deep-red gemmy variety of corundum. Scapolite- Streaked clear crystals of metamorphosed limestones. Siderite- Brown iron carbonate mineral. Silver- Wiry specimen of the rare native metal. Smithsonite- Carbonate of zinc appears in many forms. Sodalite- Deep blue feldspathoid and a rock carvers staple. Sulfur- Delicate crystals accumulate around a volcanic vent. Sylvite- Red potassium mineral distinguished by its bitter taste. Titanite- Collectible brown crystalline mineral once known as sphene. Topaz- Hardness and good crystals make it a popular mineral. Turquoise- The most precious phosphate mineral. Ulexite- One of many borate minerals, ulexite forms the unique TV rock. Variscite- This phosphate comes in veins like slabs of green candy. Willemite- Prized by collectors for its bright fluorescence. Witherite- Scarce barium carbonate mineral. Tools for Identifying Minerals It isnt always easy to identify minerals, even if theyre fairly common. Fortunately, there are tools used by geologists to aid in identification. Special tests for luster and streak can help; so too can these galleries of relatively common minerals of different colors. Black Minerals Blue and Purple Minerals Brown Minerals Green Minerals Red and Pink Minerals Yellow Minerals Mineral Habits Mineral Lusters Mineral Streak Mineraloids

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A Study On Employee Engagement Strategy Management Essay Engagement is about creating opportunities for employees to connect with their colleagues, managers and wider organisation. It is also about creating an environment where employees are motivated to want to connect with their work and really care about doing a good job. Why is employee engagement relevant to ITC? Almost all examples quoted in the consultant findings demonstrate an out-and-out lack of employee engagement; moreover, the opposite appears to be the case. At this point, it is important to note that a global survey by BlessingWhite Intelligence (2008) on the state of employee engagement found that that â€Å"Indian workers are among the most focused and satisfied in the world†. In the Asia-Pacific groupings, full engagement for Indian employees reaches 34% in comparison to the lowest of only 10% for China. Moreover, over 65% of respondents said ‘yes when asked if, assuming they had the choice, they would hope to remain within their organisation in 2008. From this, the apparent lack of employee engagement and retention issues apparent within ITC would appear to point to something we are doing wrong as a company. The first question should be: Why is employee engagement important? Links between employee attitudes, employee management and business performance have been repeatedly demonstrated in CIPD (2009) research, and the Aberdeen Group (2009) reported only this year that 82% of ‘Best-in-Class organisations attributed employee engagement initiatives directly to transformations in revenue and / or profitability. Employee engagement spills into the concept of the ‘psychological contract. The ‘psychological contract is a popular framework within which aspects of the employee relationship can be studied (Bratton Gold, 2007; 14). Guest and Conway (2002) define it as â€Å"the perceptions of the two parties, employee and employer, of what their mutual obligations are towards each other†. These obligations tend to differ from individual-to- individual and are often imprecise / unspoken and inferred â€Å"from actions or from what has happened in the past, as well as from statements made by the employer†(CIPD; Employee engagement; RevisedNovember 2009). This contract forms the basis for employer brand (The psychological contract. Revised January 2009) and often employed to promote in staff retention and recruiting drives. For all of the latter reasons, ITC should pay close heed to this contract. After all, taking account of the emotional needs of the employee ought to be a consideration when we consider they are the only resource within our organization that can simply â€Å"walk out†, taking their skills and possible opinions of negative employer brand with them. Customer service issues With regards the consultant reports of customer service issues, several studies have found that employee engagement is an important variable on this front. The CIPD (2009; 2) reported that Visa Europe figures show that employee engagement levels ran parallel with an increase in customer satisfaction. Likewise, it seems institutive that an increase in customer satisfaction would henceforth lead to an increase financial performance. In a recent study within the customer service industry by Chi and Gursoy (2009), empirical support for this link was indeed presented. On the engagement level, while they found employee satisfaction did not appear to impact on financial performance directly, they did find an indirect relationship between the latter, with customer satisfaction acting as the mediator. Storey, on the other hand refers to engagement as EIP (employee involvement and participation) and stated that it is â€Å"thought to contribute to improved levels of worker satisfaction and commitment and, subsequently, organisational performance.† From this it would appear that engaged and satisfied employees are a requirement for customer satisfaction, with customer satisfaction being the strongest indicator in financial performance. It would also appear, however, that all three variables are required to be woven into the same fabric for overall business success. For ITC, without employee engagement / satisfaction, there will little customer satisfaction, and without customer satisfaction there will be no success. The obvious lack of ITC employee engagement at this moment in time is a worrying factor with regards this tripartite equation. Therefore, the obvious question should be how do we tackle employee disengagement, how do we go about driving employee engagement? Employee engagement drivers According to the CIPD (Employee engagement; Revised November 2009), there is no absolute list definitive of engagement ‘drivers. Their research has shown, however, the key employee engagement drivers are: Opportunities to feed employee views upwards Feeling well-informed about what is happening in the organisation The employee believing that their manager is committed to the organisation Most writers agree that one of the most important factors at play with regards employee engagement is reciprocal communication between management and the requirement to keep all employees well informed, etc. As you might imagine, these factors are also very much involved in the psychological contract; it is also suggested that, in a crisis, â€Å"mutually recognised expectations are best shaped by honest communication and solid information† (Dietz 2009). At this moment in ITC history, we might be described as being on the verge of crisis point. Intranet 2.0 One suggestion that appears oddly lacking in ITC since its inception is our lack of corporate Intranet. All of the key engagement drivers suggested above can to some end be addressed with the implementation of an Intranet solution, this of course would not solve all of our problems, but it would at least supplement any other measures we ultimately put into place. This Intranet should not be of the antiquated variety, that is, one where static pages existed, with the sole purpose of providing information. We should be embracing all that Web 2.0 tools have to offer (i.e. highly dynamic / interactive internal social networking tools, instant messaging, wikis, blogs, discussion forums, and RSS feed technologies, etc.). Intranet 2.0 is still very much in its infancy, so the ability to introduce a rich networking environment is very much in line with core business strategies of innovation and creativity. We also have a largely young workforce, and Web 2.0 technology tools are something the younger generation have grown accustomed, and this acquaintance can be employed to our advantage in the recruitment field. When it comes to the employees call to connect with managers, the desire to believe in their commitment, and having the opportunity to have views fed upwards, the sharing medium of Intranet 2.0 is ideally suited to help facilitate these key engagement drivers. Web 2.0 tools flatten company hierarchy by providing a transparent path of communication between employees at all levels, from the Company Director down to the shop floor worker. It can provide staff across geographical location, irrespective of position or intellect, the opportunity to ‘float ideas on new products ranges, best practices, working procedures, etc. via live suggestion boxes. These ideas can appear in real time and will open to further comments / suggestions by all staff. Intranet 2.0 can also provide a channel for feedback on organisational news announcements, strategies, etc. This type of feedback can help â€Å"managers to gain insight into the needs and motivations of employees† (BlessingWhite, I nc. 2008). Indeed, employee attitude surveys[1] can be a regular feature of the system, the results of which can used to measure employee engagement and gauge feeling amongst the workforce, all of which can help ITC identify areas to focus improvement towards. The ability of such an Intranet to training and development tool cannot be underplayed. It can provide the workforce with the most up-to-date product information, tutorials, and marketing material, etc. This information does not have to appear in the way it did pre-Web 2.0, where static pages were displayed across the organisation, meaning each employee would be required to wade through pages in order to arrive at the relevant ‘nugget of information. Intranet 2.0 provides levels of personalisation to the point of providing â€Å"each employee with news updates focused on their job role† (Nielsen, J. 2009). This would be of particular benefit when it comes to areas such as the customer complaints we have been receiving from the call centre regarding staff not being â€Å"up-to-date† on products. For example, this type of system has capability to consistently display individual staff with the most â€Å"up-to-date† products details and Q A scripts, etc. As this Intranet 2.0 proposition is based on helping the flow of communication across the entire organisation, then logically, we would require all staff to have appropriate access to such a system. Head Office, call centre and retails staff are likely to have ready access to PC, laptop, mobile phone technologies in order to do this. In the factory, however, such access is very likely limited. To get around this, deployment of PCs / touch-screens at specific locations throughout the factory is recommended; perhaps inviting factory floor staff to use the system during lunch breaks, etc. Following the suggestion that we allow all employees across the site access the canteen, situating access in this area would also make sense. Web 2.0 technologies and business performance Beyond the obvious communication-flow benefits of Web 2.0 technologies, recent findings by the Aberdeen Group also provide positive figures for their business performance benefits. Saba (2009) reported that they found that 52 % of organisations who employed social networking tools, blogs, and wikis achieved ‘Best-in-Class compared to only 5% for those who did employ them. They also provided figures for Web 2.0 tools relation to employee engagement. They found an 18% average year-on-year increase in employee engagement for organisations employing Web 2.0 technologies in comparison to a mere 1% for those who did not Bratton, J. and Gold, J. (2007) Human Resource Management: Theory and Practice BlessingWhite, Inc. (2008) The State of Employee Engagement 2008 PDF download under heading of ‘Asia Pacific Overview Website: http://www.blessingwhite.com/research.asp?pid=1 Chi, C. G. and Gursoy, D. (2009) School of Hospitality Business Management, Washington State University, Pullman, WA 99164-4742, United States International Journal of Hospitality Management 28 (2009) 245-253 Website: http://www.sciencedirect.com CIPD (2009) An HR directors guide to employee engagement; Discussion paper PDF file available at: http://www.cipd.co.uk/NR/rdonlyres/8DD2561A-D3E3-4E63-9F63-EF74736A17B1/0/hr_director_guide_employee_engagement.pdf CIPD (Revised January 2009) The psychological contract http://www.cipd.co.uk/subjects/empreltns/psycntrct/psycontr.htm CIPD (Revised November 2009) Employee engagement -How do employers build an engaged workforce? Website: http://www.cipd.co.uk/subjects/empreltns/general/empengmt.htm Dietz, G. (2009) The psychological contract during the downturn Website: http://www.management-issues.com/2009/8/10/opinion/the-psychological-contract-during-the-downturn.asp Guest, D.E. and Conway, N. (2002) Pressure at work and the psychological contract. London: CIPD Lombardi, M. (2009) Human Capital Management; Employee Engagement is Critical for Organizations Today Website: http://research.aberdeen.com/index.php/analyst-insight/human-capital-management?start=8 Nielsen, J. (2009) Jakob Nielsens Alertbox: 10 Best Intranets of 2009 Website: http://www.useit.com/alertbox/intranet_design.html Saba, J. (2009) Web 2.0 in Talent Management Website: http://research.aberdeen.com/index.php/human-capital-management/86-human-capital-management-insights/588-web-20-in-talent-management