Wednesday, November 27, 2019

7 Strategies for Women Who Want to be the Boss at Work

7 Strategies for Women Who Want to be the Boss at Work Even today, there are some unspoken double standards for women and men in the workplace. Sure, we’ve (hopefully) moved on from the worst of the Mad Men style of blatant sexism in the office, and these days you can find women working alongside men at all levels of an industry. Still, stereotypes and differences linger in every field, every industry, every job. So what can you do, as a professional woman, to help get through this minefield of professional issues and excel at work? 1. Dress the part.This is definitely one of those double standard gray areas. Do you let yourself dress casually (or even on the slouchy side) like some of your male colleagues might do, to show that you’re their equal? Or do you lean into the idea that women should be dressing more nicely at work? It’s a valid debate, but whenever a work dress code is up for discussion, always err on the side of dressing up a notch or two. But unfairly or not, women are often held to a higher standard- a nd the more professionally you dress, the more professional you seem.If you work in an office where jeans and sneakers are the unofficial uniform, you don’t need to bust out your fanciest pantsuit. A jacket or blazer over your jeans can bump up the professional factor in a super-cazh office, or that same blazer over crisp, tailored pants in a business-casual environment works as well. Always on the â€Å"don’t even think about it† list: low-cut anything, tops that show more skin than they cover, short skirts, and flamboyant jewelry or accessories. Wearing these things can distract attention from how well you’re doing your job, and give people a reason to take you less-than-seriously.2. Don’t let others undercut your authority.If you have direct reports or are in a position of authority, make sure people treat you accordingly. I’ve been in situations where clients would automatically start talking past me to my boss or to male colleagues in t he room, when I was actually the one responsible for making day-to-day decisions and getting things done on the client’s behalf. If you can feel someone eroding your authority (and they may not even realize they’re doing it), firmly remind them of your role. Make sure that people understand what you’re bringing to the table: â€Å"As Chip’s supervisor, I’ll be the one making sure our team reports the sales.† â€Å"In my experience as a ________, I can see what the challenges will be here.†You’ve worked hard to get to your role, and you deserve to be acknowledged for it.3. Be assertive (but not overly aggressive).In a perfect world, my advice would be â€Å"go for it, lady! Show them what’s what, in no uncertain terms!† In this imperfect world, however, women perceived as aggressive bosses or colleagues can quickly find themselves tagged as â€Å"witches† (or the similar word we all know), â€Å"ballbusters ,† and the like. This can be just as damaging to workplace respect and progress than being a pushover. It’s totally unfair, because everyone has their own personal style, and some people are just aggressive- but these perceptions are a fact of professional life, at least for now. So how does one find that place where one is upfront about what one wants but isn’t perceived as some kind of monster? Where is that sweet spot of straightforward respect and authority?Essentially, the best way to get there is saying what you want, but being careful about how it’s phrased. Making blunt demands, or giving feedback like â€Å"that’s wrong† is likely to turn off your audience, male or female. This is where stellar communication skills come in handy. Use a tone that’s non-confrontational, so that the other person isn’t automatically feeling defensive and ready to mutiny. And even when you disagree, try to find some common element that you c an use as an olive branch before explaining what you want to do differently: â€Å"I see what you’re saying, and although I do agree that we need to raise revenue, I see it a little differently.†One strategy is to ask questions instead of diving in with statements. That way, you can be part of starting a dialogue instead of something that can be perceived as an â€Å"attack.† Asking clarification questions like â€Å"where do you see this going?† or â€Å"how does this impact our goals?† opens up a communication line with the other speaker, and will give you an opportunity to say what you want to express as part of the back-and-forth.4. Don’t be afraid to speak up.When I was younger, I was told things like â€Å"never disagree with your boss in public.† And now that I’ve been around longer, I think that’s true- to an extent. I’d modify it to, â€Å"if you disagree, do it respectfully- and pick your moments.† One of the biggest challenges facing many professional women (especially younger ones) is the idea that they should hang back and let more senior people hash things out. And while I don’t recommend inserting yourself into every single debate in every single meeting just for the sake of being heard, remember that you’re in the room for a reason. If you disagree with something being discussed, don’t be afraid to say so- but again, always phrase it as respectfully and diplomatically as possible.And again, pick your moment. If your boss is giving a presentation in front of bigwigs, and you see that she’s wrong about something, don’t throw her under the bus in front of everyone, or give a loud and long dissent in the meeting. If you’re directly asked about your opinion, give it carefully. Or talk about it offline with your boss later. Your opinion is valuable, and your insights can earn you respect and acknowledgment if they’re expressed well.5. Don’t let people talk over you.We’ve all been there: you’re talking about something work-related, and a colleague (often older and male) breaks in and, in a dismissive tone, gives an opinion about why you’re wrong, without letting you finish the thought. Unless you’ve been filibustering the floor with a long monologue, this is poor form on the interruptor’s part. And no one likes this kind of bullying tactic. So how do you handle in the moment? Politely interrupt them back, and ask to finish your point, or try to turn it into a dialogue instead of a lecture.6. Advocate for yourself.This is, hands-down, one of the best things you can do to get respect at work. Knowing what you want, and how to ask for it, is a skill that will serve every professional (male or female) well throughout a career. Being able to negotiate is a key leadership skill, and one every woman should have at the ready as a professional. Asking for what you want is a great first step, but you also need to know how to navigate what comes next: an offer, a counteroffer, and when to agree or walk away.7. Know when to fold ‘em.If you’re in a work situation where you try all these strategies and you’re still not getting the level of professional respect you deserve, then it could very well be time to walk away. You’re not obligated to stay in a role where you are defined and treated according to stale old perceptions about what women are and should be, so if you find that you’re spending more time counteracting stereotypes than actually doing your job, it could be time to get out. There’s no shame in wanting to find a better environment for your skills and personality. And with your brushed-up negotiation skills, your next opportunity could be right around the corner.Every professional deserves respect: male, female, young, old, green, experienced. Stepping up to request and take that respect, however, can b e a big challenge. We still have a long way to go before everyone in the workplace is completely equal (even in the most gender-balanced fields and the most supportive companies, decades-old perceptions tend to die hard), but in the meantime, we hope you never stop striving to get everything you can out of your career.

Saturday, November 23, 2019

Et cetera, Re, and Sic

Et cetera, Re, and Sic Et cetera, Re, and Sic Et cetera, Re, and Sic By Maeve Maddox When the Latin-loving educated classes finally started taking English seriously enough to write their works in, they brought a lot of Latin terms with them. Some of the terms remain in the language, among them et cetera, re, and sic. Et cetera Commonly abbreviated etc., the Latin phrase et cetera is used at the end of a list to indicate things in addition to those already enumerated: When you go shopping, be sure to buy such staples as flour, rice, sugar, etc. In older texts, you may see it abbreviated as c. The symbol , called the ampersand, originated as a ligature for the Latin word et (and). Note: In writing and printing, a ligature is two or more letters joined together to form one character, like the letters e+t. Etc. is frequently misspelled as â€Å"ect† and mispronounced as [ek setera]. These errors can be avoided by noting that the first part of the phrase is et, not â€Å"ek.† The exact translation of et cetera is â€Å"and the others: et=and, cetera=the others. Re: Another Latin word commonly used in English is re. The Latin phrase â€Å"in re† means â€Å"in the matter of,† or â€Å"concerning.† Traditionally, the word has been written at the top of a letter, either in all caps or with an uppercase R and a lowercase e, followed by a colon: RE: Re: Until recently, Re: was understood as a way to announce the subject of the message to follow: Re: Your letter of May12, 2014 As is the case with many formerly familiar Latin expressions in English, the meaning of Re: has become blurred, and its use is shifting. Many web users believe that it is an abbreviation for regarding. Others use it in email subjects to mean â€Å"Reply.† Sic The Latin word sic in square brackets after a word in quoted material means that something in the quotation is in error. The writer quoting the material inserts [sic] to indicate that the misspelled word or inaccurate fact occurs in the original: The most usual use of [sic] familiar to the general reader is its use to signal a misspelled or word: According to the document, â€Å"Every store on Main Street has the responsibility to provide it’s [sic] own parking.† {Sic] is also used to signal an error of fact. For example: Simpson says, â€Å"In Malory’s Le Morte D’Arthur, that the young Arthur draws Excalibur [sic] from the stone and is recognized as the rightful king.† The error being flagged by [sic] does not point to a misspelling; it has to do with the fact that in Malory, the sword drawn from the stone is not Excalibur. Arthur obtains Excalibur much later, from the Lady of the Lake. Related posts on DailyWritingTips: Regarding Re: What Does Sic Mean? 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:36 Adjectives Describing LightExcited ABOUT, not "for" 50 Synonyms for "Song"

Thursday, November 21, 2019

Nike Fuel Band Essay Example | Topics and Well Written Essays - 1750 words

Nike Fuel Band - Essay Example That is why some people call it activity tracker and wear them on their wrist. This will help the wearers monitor their physical activity, their daily activities in line with physical fitness like for example tracking the amount of calories they are burning. With a sheer understanding of the product’s features, advantages and benefits, one can say that it is especially formulated for athletic and health-conscious people who are looking forward to keep their body in shape and boost their athletic performance. Now generally one can say that there is a potential market for this product offering, but performing market segment analysis and identifying the segment’s market characteristics, and target marketing analysis is necessary to be employed in order to possibly define a new market segment that will help increase the demand for a certain product. Definition of the market segment In this section, the work at hand presents the actual market segments that the Nike fuel band exists in. A pie chart is shown to present with ease the relevant market share and potential market relationship. According to the case that Digital Ad Blog (2013) presented concerning the Nike fuel band and its target market, athletic individuals from 24 to 35 years old with medium-high disposable income are the potential targets of the product. The blog mentioned that these are individuals with high social usage, as 18% of them appreciate the idea of social media websites as their ultimate way out to compete with friends and family concerning their exercise goals and achievements while they want to combine altogether the quality and image, and efficiency and fashion to work out. This is supported by an article that tries to establish the fact that Nike fuel band would make sense among people who are sports minded and want to compete with other friends alike (Amsden, 2012). While athletic individuals may be the ultimate targets of the Nike fuel band, the other potential market bel ongs to the individuals who may not necessarily sports minded, but are just after of achieving a significant health gain linked to their healthy decisions in life (Reid, 2013). In knowing the above information, below is an approximate division of the market segments linked to the Nike fuel band, which are also the potential source of market share for the said product offering. Illustration 1. The potential market segments for Nike fuel brand with their approximate market percentage. It is in the above market segments where Nike fuel brand generate its market share. In particular and as already stated, the primary market of the product is the athletic industry. Considering this point, the target segment, which includes the athletic individuals, should make sense. However, there is also another market segment that tries to interact with the prevailing market of the athletic individuals, and generally would include people who are becoming conscious in their health. By critically assess ing these segments, one can therefore formulate the idea that the market for athletic individuals and people who are conscious of their health cannot be too far, but complementary. In other words, a significant market share for Nike fuel band generally comes from the health industry, but in a little portion of it because it particularly focuses on the gadget. As to what percentage it takes generally from the health i

Tuesday, November 19, 2019

Solutions to Overpopulation Essay Example | Topics and Well Written Essays - 1500 words

Solutions to Overpopulation - Essay Example Consequently, this migration poses a shortage of people in remote areas and cause to stress in urban as well. Moreover, advanced medicine means a longer life span that result in the unequal balance between birth and death rate which in its turn gives rise to the lack of basic needs for the whole populace. Furthermore, overpopulation leads to environmental degradation due to pressure on natural resource. However, the issue of overpopulation can be tackled by providing financial incentives to small size families and diminishing poverty rate as well as achieving equal balance between birth and death rate. The first viable solution that could ameliorate the problem of overpopulation is to offer financial bonuses to the low sized families. In population control, money can be utilized as a form motivation to encourage people to a decrease in fertility rate. As Berelson states money is proven to be one of the most powerful motivators.(Cited in Donner, 2010a).Therefore, it is likely that people’s desire towards money will discourage them from having more children and large families. According to Donner (2010) financial incentives in the form of credits for the couples who decided to limit number of children would be an excellent motivation to curb family size. This policy could be implemented by creating a program that provides a credit to the couples by the government when they have their first or even second child but refunding the given credits as long as they exceed this number.

Sunday, November 17, 2019

The Principles of Morals and Legislation by Jeremy Bentham Essay Example for Free

The Principles of Morals and Legislation by Jeremy Bentham Essay Introduction Jeremy Bentham has written numerous texts but none has had the towering impact on philosophical and legal thinking as his 1789 work titled â€Å"An Introduction to the Principles of Morals and Legislations†. The book spells out a comprehensive theme on the moral and ethical sub structure on which utilitarian philosophy is built.   This is followed by an in depth analysis into the social and legal concerns of crime and punishment. What makes Benthams work extremely useful is the fact that both issues tackled by him have been highly controversial and extremely important topics throughout the modern era and continue to be fiercely debated and dwelt upon to this day. Bentham tackles the principle of utility and aims to link it with the legal verb. To Bentham, society sees highest achievable positive stimulus coupled with the lowest acceptable negative stimulus as something good, or worthwhile. On the other hand, societys perception of bad or corrupt is anything which leads to high negative stimulus and nil amount of positive feeling. These feelings are tangible and intangible, that is, they might be felt through the senses or may leave a mark on his/her soul.   Bentham assumes that these perceptions are integrated into the laws and regulations of a principality and suggests a criterion that calculates the positive and/or negative impact of any decisions flowing from the courts. Bentham identifies the magnitude of the decision, its time scale, its dependability, its qualitative aspects, its fruitfulness, its chastity, and the degree to which it engulfs the stakeholders as the binding tools using which the impact that a certain decision will have can be calculated and on the basis of which the idea of punishment can be studied and its effectiveness as a tool for social correction and betterment can be estimated, including its positive and negative effect on society. Bentham urges law makers and those who interpret of the law to measure the effectiveness of the punishment for it is possible that society, made up of many â€Å"selfs†, may perceive otherwise and the attempt to suppress a negative act may lead to greater manifestation of negativity in the society and its inhabitants. Bentham bases his hypothesis in view of his observation that laws and punishments lacking logic and common sense are not needed as they would lead to society towards greater negativity with far reaching consequences. Bentham then goes on to refute the notion that laws are a product of age, faith, literary compositions, fantasies of the human mind, distaste and fellow feeling. Instead laws, as Bentham sees them, should be constructed by careful examination of the positive and negative stimulus that these prospective laws would have on the society. Rugged Individualism is dangerous for Bentham sees it as a condition where the pursuit of happiness by the self will have adverse effects on those around him, leading to disorder. Thus, laws should be enacted in view of creating the maximum amount of positive stimulus and the lowest acceptable amount of negative feeling in favor of the highest number of people. Analysis Benthams views on the selfs pursuit of positive stimulus is up for scrutiny and synthesis. For Bentham, the self has two primary objectives, being to escape negative feeling and obtain the highest amount of positive feeling. Bentham argues that the pursuit for positive feeling is so strong that the individual self may seem keen to use others as a stepping stone so as to attain it. It is for this reason that Bentham argues against grouping of individuals for these metrics do not hold for long due to the selfs rugged pursuit of individual positive feeling. Thus, by all definitions, the self follows â€Å"utilitarianism†. Bentham banks upon many factors to support his view that humans have certain unique drivers that attempt to spread positivism or negativity amongst those around him. Long lasting political corridors are an example. Bentham makes use of the principles sympathy and antipathy by observing that the self fails to respond to certain actions as it does not feel threatened by them. However, if it does measure these actions in view of the personal effects it may have on itself, its reaction is going to be quite powerful. However, Benthams view of the self as a rigid decision maker on social issues is not without error. By narrowing down to what is right and what is wrong, the external influences on the self are disregarded. Bentham suggests that principle is something that points out some external consideration, as a means of warranting and guiding the internal sentiments of approbation and disapprobation. (Bentham, 75) Thus, the fact that external considerations are the ignition for shaping internal sentiments suggests that morality is also shaped by the environment in which the self resides. It is possible though that moral principle is distasteful. By disagreeing to accept principles, the self returns to its pre civilized state of affairs, that is, returns to its instinct. The tie between the catholic school of thought and the modern day autocratic system of government is explained by Benthams statement that plainness is against the law of human governance as explained by nature itself. To Bentham, both school of thoughts aim to force a code of ethics on the population as a whole, a task which is impossible to begin with. This point is best explained when criticizes using the words though many persons of this class have wielded the reins (sic) of empire, we read of none who have set themselves to work, and made laws of purpose. (Bentham, 73) Bentham goes on and projects a better measure on how to instill ethical considerations into society and improve the standard of governance, both stemming from a monarchist system of government. The Rule of Right under which the royals provided justifications that God had entrusted to them the power to rule was an important issue during Bentham’s lifetime. His theory of Utilitarianism had an answer to all problems of sociology except those arising out of monarchist rule. He argued that when a reformist asked for ethical change in society, the masses responded for this was perceived as something good. Thus, society would be justly governed if the maximum amount of positivism and the lowest amount of negativism would follow from it, Bentham argues that the pursuance of pleasure or positive feeling is paramount to any government. This pursuit of pleasure should extend towards administrative, law making, law enforcement and law making matters. This is evidenced by him saying It is not to be expected that this process should be strictly pursued previously to every moral judgment. (Bentham, 88) By giving thought to the ethical and moral consequences of judicial decision making, Bentham argued for radical reform. Thus, it was possible that simplicity could be sacrificed and ethics kept and thus ensure a fair administrative environment. This would also bring an end to the so called rule of right and its religious fervor.   Thus, Bentham managed to lay the groundwork on which future insight into the field of social morality was constructed. Bentham has a very simple yet powerful explanation to the classification of human positivism or negativism. To him, pleasure and pain are either simple or complex and thus never migrate into other stratifications. The basic observation on the pursuit of happiness and soreness has been termed as very shallow prompting Bentham when he says that â€Å"the simple ones are those which cannot any one of them be resolved into more, (Bentham, 90). Thus, for instance, Benthams remark that the end of the law is to augment happiness is a fair code of administration. (Bentham, 97). However, sometimes safety comes at a cost of pleasure and both sides of the coin are aptly discussed in his book. As the old maxim goes, â€Å"for every dark and light area there is a gray area†. Thus, it was a great feat that Jeremy Bentham managed to break new ground in the study of the origin of the rudiments of the individual’s drive and ethics. He provided a theoretical framework under which it became possible for a government to pursue pleasure for all and regard it as fair administration. While positive stimulus builds character, the probability that good might turn into the opposite s always high and present. Dishonesty has been and continues to be a major issue in governance. Further dwelling upon ways to record these good and bad characters reveals that any government which has positive stimulus at its corner stone ends up being corrupted by the individual’s circumstance. This work by Jeremy Bentham provides a while new insight into the world of ethics. Conclusion The Introduction to the Principles of Morals and legislations by Bentham has formed the sub structure on which the rest of English Utilitarian philosophy is built. It is an important commentary on the principle of utility, theory of action, and the tie between law and morality. Bentham examines morality as a subset of human reaction. The author seeks to enact social reform by trying to bring goal congruence between the interests of the individual and the masses. The history of social reform has not seen a great yet low profile philosopher like Jeremy Bentham. This might be due to the length and width of this draining work. Despite that, his work on utilitarianism has evolved as an important pillar in moral philosophy and his work laid the groundwork for this future development. You have succeeded in understanding the book if one manages to understand utilitarianism, its workings, and how egoism and neutralism converge when viewed in an ethical context. This would help the reader in scrutinizing the theory, internally and externally. However, a thorough reading of this text would ensure that works on this topic by later writers like Mill would seem quite easy to comprehend. Work Cited Bentham, Jeremy. Principles of Morals and Legislation. United States of America: Prometheus Books. ISBN: 0879754346.

Friday, November 15, 2019

Julius Caesar Essay: Marc Antony’s Power of Persuasion -- Julius Caesa

Marc Antony's Power of Persuasion in Julius Caesar      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In William Shakespeare's Julius Caesar, although Marc Antony is allowed to make a speech at Caesar's funeral, he must not speak ill of either the conspirators or Caesar.   Antony was infuriated with Caesar's assassination, and wants to seek revenge on his killers as well as gain power for himself in Rome's government.   He must persuade the crowd that has gathered that Caesar's murder was unjust, and turn them against Brutus and Cassius.   He tries to stir his listeners' anger, rousing them into action and yet say nothing bad about his enemies.   Marc Antony uses several persuasive devices in his speech, which allows him to successfully convince the citizens of Rome to turn against the conspirators.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first of these devices, specific evidence, allows Antony to oppose Brutus' explanation for the assassination and prove Caesar was a good ruler.   He says, "He hath brought many captives home to Rome,/Whose ransoms did the general coffers fill" (III.ii.97-98). He continues with, "When the poor have cried, Caesar hath wept" (III.ii.100).   Marc Antony uses these examples to show the crowd that Caesar cared deeply about Rome and its citizens, and to remind them of the contributions he made.   Caesar risked his life to take captives, and then gave the ransom money to the public.   Marc Antony says that Caesar was compassionate, he felt his citizens' sadness and wept with them.   The audience remembers what a good ruler Caesar was, and regrets that he's gone.   Brutus had told the citizens he killed Caesar because of his ambition, but Antony disproves this.   He says, "You all did see that on the Lupercal/I thrice presented hi m a kingly crown,/Which he did thri... ...ence to feel the opposite of what he's saying A.   "Honorable men" 1.   Tone of voice tells his feelings-sarcastic tone   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1.   Repetition-forget actual message B.  Ã‚   "No mutiny" 2.   Connects to "Honorable men" (134) 3.   Repetition-loses message IV.   Emotions- Appeals to citizens' sadness, horror, then anger A.   Sadness-shows his own grief 1.   (115) B.   Horror 1.   Carries in Caesar's body 2.   Shows where Caesar was stabbed-(186) C.   Anger-makes conspirators seem evil 1.   (235) 2.   (135) V.   Props-Keep interest and appeal to grief A.   Caesar's body 1.   Appeal to audience's emotions 2.   Show personal grief B.   The will 1.   Keep audience's interest a.   (140) b.   (155) 1.   Show audience how great Caesar was VII.   Conclusion-what happened after speech   

Tuesday, November 12, 2019

Stomp the Yard Review

Last night I watched one of the most unforgetable drama and dance movie; Stomp the Yard. The movie was about a young man called DJ Williams who is in a dance crew called the â€Å"Goon Squad† with his brother Duron and other friends. They were battling for a big deal of money and beat the home crew. The home crew responds by attacking the Goon Squad after the battle. Duron saves his older brother from getting beat up but ends up getting killed by a gun shot.DJ Williams gets arrested and ends up living with his aunt Jackie and Uncle Nate in Atlanta, Georgia. He is sent to attend Truth University where he meets April Palmer, a student, who eventually becomes his lover. Several fights occur throught out the movie between April's boyfriend and DJ. Eventually April goes with DJ and leaves Grant, her boyfriend which angers her father, the head of the university. During his stay at Truth University DJ gets introduced to a new dance called Steppin'.DJ then teaches his new crew some of his old krumping moves back from Los Angeles. They combined the two dance coreographies which made them win their final round in the National Steppin' Competition. I really enjoyed this movie and the dance moves were extremely extraordinary and exotic. The cast was also something I enjoyed about the movie. There were famous stars acting in the movie such as Ne-Yo, Columbus Short, Megan Good, Brian White and Chris Brown. I strongly recommend anyone to watch this movie. You will not regret watching it!

Sunday, November 10, 2019

Familiarizing students with basics of the science branches

The MYP 3 scientific discipline class incorporates basic information, cognition, facts, and practical applications of the scientific subdivisions, which are biological science, chemical science, and natural philosophies. The purpose of the class is to familiarise the pupils with the constructs and rudimentss of the scientific discipline subdivisions and to guarantee they develop appropriate accomplishments in managing theoretical scientific cognition presented in talk and practical applications offered in school research labs.Course aims:The MYP 3 scientific discipline class aims are based on the MYP aims. It encourages and enables pupils to: 1. Develop wonder, involvement and enjoyment towards scientific discipline and its methods of enquiry. 2. Acquire scientific cognition and apprehension. 3. Communicate scientific thoughts, statements and practical experiences efficaciously in a assortment of ways. 4. Develop experimental and fact-finding accomplishments to plan and transport out scientific probes and to measure grounds to pull a decision. 5. Develop critical, originative and asking heads that pose inquiries, work out jobs, concept accounts, justice statements and do informed determinations in scientific and other contexts. 6. Develop consciousness of the possibilities and restrictions of scientific discipline and appreciate that scientific cognition is germinating through collaborative activity locally and internationally. 7. Appreciate the relationship between scientific discipline and engineering and their function in society. 8. Develop consciousness of the moral, ethical, societal, economic, political, cultural and environmental deductions of the pattern and usage of scientific discipline and engineering. 9. Observe safety regulations and patterns to guarantee a safe working environment during scientific activities. 10. Engender an consciousness of the demand for and the value of effectual coaction during scientific activities. Categorization of life beings â€Å" Monera, Protoctista, Fungi, Plants and animate beings † . Metamorphosis and enzymes. Plant and animate being cells, specialised cells, tissues, conveyance mechanisms between cells and their environment ( diffusion, osmosis, and active conveyance ) , cell division † miosis and mitosis † . Chemistry: Chemical forms: solid, liquid and gas atoms, sub atomic atoms, atomic construction and isotopes. The Periodic Table: Elementss and the periodic tabular array, alkali metals, alkalic Earth metals, passage metals, halogens and baronial gases. Bonding: Ionic bonds and covalent bonds. Acids and bases: Properties of acids and bases, pH graduated table, neutralisation, mundane illustrations. Physicss: Beams and Waves: Beams and visible radiation, Torahs of contemplations, level and curving mirrors, refraction of visible radiation, lenses, mundane utilizations of mirrors and lenses, transverse and longitudinal moving ridges, wave equation. Appraisal: This class will utilize assortment of assessment tools including hebdomadal quizzes, unit trials, presentations, undertakings, lab work, aˆÂ ¦.etc. Most of these appraisals will be assessed harmonizing to the following MYP standards: Standard A – ONE Universe: This nonsubjective refers to enabling pupils to derive a better apprehension of the function of scientific discipline in society. Students should be cognizant that scientific discipline is a planetary enterprise and that its development and applications can hold effects for our lives. One universe should supply pupils with the chance to critically measure the deductions of scientific developments and their applications to local and/or planetary issues. At the terminal of the class, pupils should be able to: aˆ? explain the ways in which scientific discipline is applied and used to turn to specific jobs or issues. aˆ? discuss the effectivity of scientific discipline and its application in work outing jobs or issues. aˆ? discuss and measure the moral, ethical, societal, economic, political, cultural and environmental deductions of the usage of scientific discipline and its application in work outing specific jobs or issues. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil states one manner in which scientific discipline is applied and used to turn to specific jobs or issues – The pupil remarks upon the effectivity of scientific discipline and its application in work outing jobs or issues. -The pupil states how scientific discipline and its application interact with one of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. 3-4 -The pupil states the ways in which scientific discipline is applied and used to turn to specific jobs or issues -The pupil states the effectivity of scientific discipline and its application in work outing jobs or issues -The pupil states how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. 5-6 -The pupil describes the ways in which scientific discipline is applied and used to turn to specific jobs or issues. – The pupil describes the effectivity of scientific discipline and its application in work outing jobs or issues – The pupil describes how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. Standard B – Communication: This nonsubjective refers to enabling pupils to go competent and confident when pass oning information in scientific discipline. Students should be able to utilize scientific linguistic communication right and a assortment of communicating manners and formats as appropriate. Students should be cognizant of the importance of admiting and suitably citing the work of others when pass oning in scientific discipline. At the terminal of the class, pupils should be able to: aˆ? usage scientific linguistic communication right. aˆ? usage appropriate communicating manners such as verbal ( unwritten, written ) , ocular ( in writing, symbolic ) and communicating formats ( research lab studies, essays, presentations ) to efficaciously pass on theories, thoughts and findings in scientific discipline. aˆ? acknowledge the work of others and the beginnings of information used by suitably documenting them utilizing a recognized referencing system. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil uses some scientific linguistic communication. -The pupil communicates little or no scientific information. -The pupil paperss limited or no beginnings of information. 3-4 -The pupil uses some scientific linguistic communication right. -The pupil communicates scientific information moderately efficaciously. – The pupil paperss beginnings of information in a bibliography. 5-6 -The pupil uses scientific linguistic communication right. -The pupil communicates scientific information efficaciously. -The pupil paperss beginnings of information including bibliography and in-text mentioning. Criterion C – KNOWLEDGE AND Understanding: This nonsubjective refers to enabling pupils to understand scientific cognition ( facts, thoughts, constructs, procedures, Torahs, rules, theoretical accounts and theories ) and to use it to build scientific accounts, work out jobs and explicate scientifically supported statements. At the terminal of the class, pupils should be able to: aˆ? recall scientific cognition and usage scientific apprehension to build scientific accounts aˆ? use scientific cognition and understanding to work out jobs set in familiar and unfamiliar state of affairss. aˆ? critically analyze and evaluate information to do judgements supported by scientific apprehension. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 – The pupil recalls some scientific thoughts, constructs and/or procedures. -The pupil applies scientific understanding to work out simple jobs. 3-4 -The pupil describes scientific thoughts, constructs and/or procedures. -The pupil applies scientific understanding to work out complex jobs in familiar state of affairss. -The pupil analyses scientific information by placing parts, relationships or causes. 5-6 -The pupil uses scientific thoughts, constructs and/or processes right to build scientific accounts. – The pupil applies scientific understanding to work out complex jobs including those in unfamiliar state of affairss. -The pupil analyses and evaluates scientific information and makes judgements supported by scientific apprehension. Criterion D – SCIENTIFIC INQUIRY: This nonsubjective refers to enabling pupils to develop rational and practical accomplishments to plan and transport out scientific probes independently and to measure the experimental design ( method ) . At the terminal of the class, pupils should be able to: aˆ? province a focussed job or research inquiry to be tested by a scientific probe. aˆ? explicate a testable hypothesis and explicate it utilizing scientific logical thinking. aˆ? design and carry out scientific probes that include variables and controls, stuff and/or equipment needed, a method to be followed and the manner in which the information is to be collected and processed aˆ? measure the cogency and dependability of the method. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil efforts to province a focussed job or research inquiry. – The method suggested is uncomplete. -The pupil suggests simplistic betterments. 3-4 – The pupil states a focussed job or research inquiry and makes a hypothesis but does non explicate it utilizing scientific logical thinking. -The pupil selects appropriate stuffs and equipment and writes a largely complete method, adverting some of the variables involved and how to pull strings them. -The pupil makes remarks on the method, or the accuracy/precision of the informations. -The pupil remarks on the cogency of the hypothesis based on the result of the probe. -The pupil suggests some betterments to the method or makes suggestions for farther enquiry when relevant. 5-6 -The pupil states a clear focused job or research inquiry, formulates a testable hypothesis and explains the hypothesis utilizing scientific logical thinking. – The pupil selects appropriate stuffs and equipment and writes a clear, logical method, adverting all of the relevant variables involved and how to command and pull strings them, and depicting how the information will be collected and processed. – The pupil makes remarks on the method, and the truth and preciseness of the informations. -The pupil makes remarks on the how the hypothesis is supported or non by the data/outcome of the probe. -The pupil suggests realistic betterments to the method and makes suggestions for farther enquiry when relevant. Criterion E – Processing Datas: This nonsubjective refers to enabling pupils to roll up, procedure and construe sufficient qualitative and/or quantitative informations to pull appropriate decisions. Students are expected to develop analytical thought accomplishments to construe informations and justice the dependability of the informations. At the terminal of the class, pupils should be able to: aˆ? collect and record informations utilizing units of measuring as and when appropriate aˆ? organize, transform and present informations utilizing numerical and ocular signifiers aˆ? analyze and construe informations aˆ? draw decisions consistent with the informations and supported by scientific logical thinking. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil collects some informations and efforts to enter it in a suited format. -The pupil organizes and nowadayss informations utilizing simple numerical or ocular signifiers. -The pupil efforts to place a tendency, form or relationship in the information. -The pupil efforts to pull a decision but this is non consistent with the reading of the informations. 3-4 -The pupil collects sufficient relevant informations and records it in a suited format. -The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers, with a few mistakes or skips. -The pupil states a tendency, form or relationship shown in the information. -The pupil draws a decision consistent with the reading of the informations. 5-6 – The pupil collects sufficient relevant informations and records it in a suited format. – The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers logically and right. -The pupil describes a tendency, form or relationship in the informations and uses the informations to convey meaningful information. -The pupil draws a clear decision based on the right reading of the informations and explains it utilizing scientific logical thinking. -Numerical signifiers: may include mathematical computations such as averaging, or finding values from a graph or tabular array. Criterion F – Attitude IN SCIENCE: This nonsubjective refers to encouraging pupils to develop safe, responsible and collaborative working patterns in practical scientific discipline. During the class, pupils should be able to: aˆ? work safely and utilize stuff and equipment aptly aˆ? work responsibly with respects to the life and inanimate environment aˆ? work efficaciously as persons and as portion of a group by join forcesing with others. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil requires some counsel to work safely and some aid when utilizing stuff and equipment. -The pupil requires some counsel to work responsibly with respects to the life and inanimate environment. -When working as portion of a group, the pupil needs frequent reminders to cooperate with others. 3-4 -The pupil requires small counsel to work safely and small aid when utilizing stuff and equipment. .-The pupil works responsibly with respects to the life and inanimate environment. – When working as portion of a group the pupil cooperates with others on most occasions. 5-6 -The pupil requires no counsel to work safely and uses stuff and equipment aptly. -The pupil works responsibly with respects to the life and inanimate environment. -When working as portion of a group, the pupil cooperates with others. Student Teacher 0 0 . The pupil does non make a standard described by any of the forms below. 1 – 2 1 – 2 . The pupil requires some counsel to work safely and some aid when utilizing stuff and equipment. . The pupil requires some counsel to work responsibly with respects to the life and inanimate environment. . When working as portion of a group, the pupil needs frequent reminders to cooperate with others. 3 – 4 3 – 4 . The pupil requires small counsel to work safely and small aid when utilizing stuff and equipment. . The pupil works responsibly with respects to the life and inanimate environment. . When working as portion of a group the pupil cooperates with others on most occasions. 5 – 6 5 – 6 . The pupil requires no counsel to work safely and uses stuff and equipment aptly. . The pupil works responsibly with respects to the life and inanimate environment. . When working as portion of a group, the pupil cooperates with others.

Friday, November 8, 2019

Incarcerating the Mentally Ill essays

Incarcerating the Mentally Ill essays The Incarceration of the Mentally Ill Mental institutions in the United States were founded for a very important reason; to keep the mentally ill people of America off the streets, and into a place that will provide them with the necessary treatment. Prisons and jails on the other hand, were not designed for that reason. Although many of the mentally ill may commit a crime of some sort, I feel they should be set aside from society, but a prison is not necessarily the right place for them to be sent to. The workers in prisons have been through training to deal with inmates, but they dont have the education or the correct facilities to properly care for the mentally ill. Keeping the mentally ill off the streets is a concern of many Americans, and throwing them in prisons or jail is not a reliable solution; this problem needs to be addressed. It is understandable that there is a need to help people with brain disorders get off the streets, but incarcerating them isnt the right way to do that. They arent being properly cared for in those facilities (Torrey 1). The need and want of getting the mentally ill off the streets has become so bad they are throwing them into jails and keeping them there without a good reasoning (Shopinsky 2). A reasonable percentage of the population in jails and prisons is composed of mentally ill people (Bazelon 1). A study conducted in 1999 showed that almost 300,000 seriously mentally ill people are being kept in jail or prisons (Torrey 1). The reasons for detaining the mentally challenged range from disturbing the peace and threats (Torrey 2). Is punishing them the right thing to do? I feel that all they really need is help. Police are desperate enough to throw a homeless mentally ill person in jail for simply talking too loudly outside a public place (Shopinsky 2). I feel that the mentally ill should not be treated as criminals, but as human beings. It has been proven that...

Tuesday, November 5, 2019

HOW TO START A COLLEGE ESSAY

HOW TO START A COLLEGE ESSAY Interesting fact about writing a college essay is at the beginning. How to start a college essay? Stop being a responsible adult and start writing all possible ideas that come to your head. The ideas, details, anecdotes stories will come to you while a brainstorming stage. It is a great help if you read your essay ideas to your friend and discuss details with him or her. There is plenty of information on writing a college essay. Another important aspect of college essay writing is that you should keep your writing different from the ones you did in class. Make a list of all your likings and passions. If you find that one idea consistently comes back to your mind as writing topic, then it is worth your particular attention.   Planning the writing of a college essay is the core of the writing process. You are being asked by the admission officers to talk about yourself. Your own personality is now a focus of all your ideas. After a thorough research of yourself, link all of the listed qualities to the evidence. Then find connections that will help you to create an outline. Next step is drafting and introduction, body and conclusion writing. Finish up with thorough proofreading.

Sunday, November 3, 2019

Assesment Essay Example | Topics and Well Written Essays - 1250 words

Assesment - Essay Example build relationships based on mutual trust and confidence so that problems are identified and solved efficiently and workplace conflicts, if any, are amicably resolved. The work responsibilities are shared and follow structured techniques that give each team members gets equal opportunity to exploit his potential. (134) I am well versed in using information technology to enhance the performance and keep up with the advancing technology to provide competitive edge. Use of various computer programs like spreadsheet, database and word processing packages have greatly facilitated in creating database of information for effective analysis. Indeed, raising development fund and creating investment concept that have been an integral part of my work, had become easy because of the computer technology. The financial strategy and plans have involved conducting of efficient, accurate and meaningful analysis, including Capex and Opex analysis, benchmark analysis, financial analysis and investment plans to meet the demands for the various projects and assignments. I have been involved in creating effective and innovative financial planning to manage the organization’s long term and short term financial perspectives. (129) The leadership traits have been important part of my work curricula where changing roles of leadership have become intrinsic to the organizational goals and objectives. I have had to deliver the results within the tight schedules and therefore setting priorities had become important ingredients of the work model. Realizing that the role of leaders, managers and the administrators of the organizations become more challenging when new strategy and policy decisions are introduced in the organizations, the onus had often fallen on my shoulders to ensure effective feedback through participatory approach and helps solve the problems and workplace conflicts amicably. This was a key factor for promoting better understanding among the employees for easy adaptability

Friday, November 1, 2019

Evangelicalism Essay Example | Topics and Well Written Essays - 1500 words

Evangelicalism - Essay Example The term means, in it simplest denotation, pertaining to the evangel, which is the Christian gospel, or good news, that God redeems sinful humanity through His son, Jesus Christ. Evangelicals have stressed that people find salvation only through personal faith in Christ's atoning death and through the life-transforming power of the Holy Spirit. They find these views to be the central theme of the Bible, which they hold to be divinely inspired and the ultimate authority for their Christian faith and practice The label "Evangelical" also denotes these Christians' commitment to proclaim this gospel to others by word and deed. 1 Variations time and place have nuanced the term's meaning and usage, and loaded it with much historic freight. The "Evangelical" label was first used by the churches of the Lutheran Reformation in the sixteenth century, but it gained wider currency during the widespread revivals of the eighteenth and nineteenth centuries, when "Evangelical" became the common label for movements of spiritual renewal and evangelistic outreach within Protestantism. This generic understanding of "Evangelical" also makes it an appropriate label for contemporary Biblicist and charismatic movements within the Roman Catholic Church. In late twentieth-century usage, "Evangelical" also frequently connotes "conservative," in that the Evangelical movements and traditions have opposed theological li... Evangelical Christianity also has made rapid strides outside of the North Atlantic region, especially in the past twenty-five years. Religious statisticians claim that half of the world's Evangelicals now reside in the so-called Third World, and they project that by the year 2000, three-fourths will be from these regions. In Africa, for example, conversions and church-planting are projected to give that continent more Christians than North America by the turn of the next century. In parts of East Asia as well, notably in China and Indonesia, Evangelicals account for most of the recent dynamism Christianity has shown. In Latin America, where conversion to Evangelical Christianity outpaces the birthrate, Pentecostalism is the fastest growing alternative to traditional Roman Catholicism. Even in Europe, where the Christian inheritance of the Middle Ages, the Reformation, and the pietist/evangelical revivals of prior centuries has waned very rapidly, fresh renewal movements have begun an d are struggling against the secular tide. Because of these worldwide trends, students of religion have been scrambling to understand the history, character, and current thrust of the varied family of movements and traditions known as Evangelicalism. In the United States, where Evangelical revivalism was the dominant religious persuasion in the nineteenth century, a harvest of scholarship on religion in the Early Republic has appeared in the last twenty years, and it has underscored an important message: to know American Evangelicals is to know a great deal about the heart and soul of nineteenth-century America. 2 Thereafter, Evangelical Christianity began to lose its cultural dominance in the United States, and it