Hello

My weaker points in English are essay writing, especially introduction and conclusion paragraphs and poetry analysis. Based on what I know about the course, I feel like I will have to put in a lot of effort to pass the APE exam due to my weakness in essay writing. This year I would like to focus on getting my writing skills up to par for the APE exam. ASK ABOUT THIS PARAGRAPH I recently turned 16 as I said earlier. I live with my mother and 14 year old brother, who also goes to Stanton.My dad is in the Ana so right now he's stationed in Pensacola and comes home every other weekend. We live on the west side and my neighborhood school is Baldwin. I was born in Jacksonville but moved to Virginia for 4 years the summer after 5th grade. We moved back to Jacksonville 5 years ago. I play softball for the school, I think it starts sometime in the beginning of the 2nd quarter. I hope to participate in multi this year but I haven't decided what group I want to try out for yet. I like to read a s I mentioned before.The two series I'm interested in I can only get the books at the library after putting them on hold, so it's taking me a while to finish the series. Over the summer I put â€Å"Insurgent†, the second book in the â€Å"Divergent† trilogy, on hold but when it arrived at the library we were on vacation in Grenade. I can be reached through email at [email  protected] Net. My home phone number is 904-329-3237. My cell phone number is 757-256-9756. It would be best to call the house phone if it is something important. Hello Date of Submission January 14, 2013 Problem Statements: Paragraph 1 This paragraph should contain five sentences only. Write about your culture, something about your family generation before your parent's generation, how are you connected to the generation prior to your parent's generation, tell us about your parents and siblings, your community when growing up and your current community, and something about yourself. All paragraphs with over five sentences will receive a minus five points per extra sentence.Please only five sentences. A culture was not really told to me the only thing that my sibling and I were told was to not get pregnant before we are married and have a career and to always get a good education. The only thing I know about my grandparent’s generation is that my mother’s parents did not finish elementary and that my father’s mother was held back a grade because of her height. I am very connected to my grandparents, they just do not talk much ab out their past.I have a little sister, who is 18 years old and a little brother that is 6 years old; the community we grew up in was in the suburbs and was very quiet, the neighbors were friendly and we all got along, we never had break ins because it was a gated community. The community I live in now is the total opposite it is always loud music playing, homes are getting broken into, people are always arguing; I am 21 I am a senior, I am funny, smart, and goofy. Paragraph 2 Write about your major, why you have chosen the major and what have you done prior to college to prepare for success in your current major. There must be five sentences.Why are you taking this course? Please do not say as an elective. Tell us how it fits into your overall academic goals. All paragraphs with over five will receive a minus five points for each extra sentence. Please only five sentences. My major is Special education. I originally was a elementary schools education major but I had gotten a job tha t involved working with individuals who had special needs and I enjoyed it I still do till this day, I decided to change my major to special education. Prior to attending college I did not really do anything to prepare for success in my major because I started out as a nursing major.I am taking this class not only as an elective, but so I can get the content I need to know to be able to successfully teach early childhood students as well as students with special needs. This class fits into my overall academic goals because without this class I cannot get my endorsement to teach early childhood students. Paragraph 3 From the readings in â€Å"Current Readings in Nursery School/Kindergaten Education† – pages 129-141 â€Å"The New First Grade: Too Much Too Soon? † share with us, what your experience was like in the first grade. Combine the readings with your real life experiences.You must include citations from the readings for credit. List the page number and para graph number of the citation. 10 sentences required. What I can remember about my experiences in first grade where that we had these little white books that had 5-7 words on each page. We would receive a book every day and were required to read it that night to a parent or guardian and have them initial a paper saying that we had read the book to them. In the book, it state â€Å"Kids are tested every eight weeks to see if they are hitting school, district and statewide benchmarks†(pg. 133P 3).I remember having to take these benchmark tests, because the class that had the highest benchmark test scores would get a pizza party or extra time at recess. In the middle of the school year the teachers would stop teaching all the other subjects and would start teaching us what was going to be on the TAAS test. My parents did not believe that I was getting challenged enough in the G. T program (Gifted and Talented), so they moved me to a private school. I remember this because my firs t day of school I felt so behind because for one I was moved on the middle of the school year and two the students were already learning how to subtract.At the school I had just left we were only adding single and double digits and subtracting single digits. My new school the students had already been taught how to subtract double digits and they were learning the hundreds place value. After my first week of school I was so far behind that they asked my parents about putting me in remedial classes my parents were upset that someone would ask them that and got me a tutor, since then I have received excellent grades. Hello KENDRIYA VIDYALAYA SANGATHAN CCE CALENDAR OF ACTIVITIES 2012-13 CLASS VII (Seven) ENGLISH FIRST TERM: APRIL –SEPTEMBER 2011 | | |Unit/Lesson/Topics to be covered |Mode of Assessment |Skills |Suggested value points | | |*Prose: The Three Questions |Comprehension check |Reading |Understanding | | |Poem: The Squirrel |Quiz ( Ants ) |Compeering |Pronunciation | | |*Supp: The Tiny Teacher |Recitation |Listening |Fluency | | | |Diary Entry |Speaking |Confidence | | | |Narration |writing |Format | | | | | |Expression | | |*Prose: The Gift of Chappals |Comprehension Check | Reading |Understanding | | |Poem: The Rebel |Informal Letter |Writing |Fluency | | |*Supp: Bringing up Kari |Anecdote (looking after an animal or needy without |Creative |Accuracy | | |*Supp: The Desert |elder’s knowledge. |Thinking Skill |Content | | | | |Speaking |Presentation | | |*Prose: Gopal & the Hilsa Fish Poem: The Shed |Comprehension |Understanding |Expression | | |*Supp:The Cop & the Anth em & Golu Grows a nose. Dramatization |Vocabulary |Presentation | | | |Spellings |Speaking |Confidence | | |Reading 20 |Diary Entry |Acting |Content | | |Writing 20 |Comic Creation |Drawing | | | |Grammar 15 | |Writing | | | |Literature 25 | | | | | |REVISION | |FA I 10 | | | | |FA II 10 | | | | |SA I 20 | | | | |TOTAL 40 | | | | | | | | | | | |SECOND TERM : OCTOBER 2011 –MARCH 2012 | |Topics | Mode of Assessment |Skills |Value Points ( areas) | | |*Prose: The Ashes that made Trees Bloom Poem: |Comprehension check |Understanding | | | |Chivvy |Outline story construction The Woodcutter& the Axe |Writing | | | | |Recitation |Speaking | | | | | | | | | |*Prose: Quality | Reading Paragraph/Slogan writing on Trees | Understanding |Confidence | | |Poem: Trees |Speech on Freedom is Life |Creative skills |Expression | | |*Supp :I want something in a cage | |Speaking |Content | | | | | |Fluency | | | | | |Presentation | | |*Prose: Expert Detectives | Comprehension check | Understanding Skill |Compre-hension | | |Poem: The Mystery of the Talking Fan. *Supp: |Project on Sherlock Holmes |Writing |Content | | |Chandini | |Analytical |Presentation | | | | | | | |*Prose: The Invention of Vita -Wonk | Comprehension |Reading |Content | | |Poem: Dad & The Cat &The Tree |Paragraph Writing on Wonders of Science |Writing |Pronunciation | | |*Supp: The Bear Story |Recitation |Speaking |accuracy | | | |Discuss –Shoot animals with a Camera-,not a gun. Listening | | | |*Prose: Fire: Friend and Foe |Comprehension |Understanding |Confidence | | |*Prose: A Bicycle in Good Repair |Fire Safety Measures Speech |Speaking |Accuracy | | |Poem: Meadow Surprises |Article Writing –SAVE TIGERS |Writing |fluency | | |*Supp : A Tiger in the House | |Creativity | | | |*Prose: The Story of Cricket I & II |Bio sketch of a favourite cricketer |Writing |Expression | | |Supp: An Alien Hand |Findings about Planet Mars. ( Mini Project) |Investigating |Presentation | | |*Poem : Garden Snake |Cricket quiz |Compeering |Confidence | | | | | | | | | | | | | | | | | | | | | | | | | |Reading 20 | | |FA III 10 | | |Writing 20 | | |FA IV 10 | | |Grammar 15 | | |SA II 40 | | |Literature 25 | | |TOTAL 60 | | |Revision | | | | | | | | | NOTE: In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the Upper Primary Stage (Classes VI, VII and VIII) through the lessons given in the Main Text Books. †¢ Determiners * Passivisation * Linking Words * Adjectives (Comparative and Superlative Forms) *Adverbs (Place and Type), *Modal Auxilliaries * Tense Forms * Word Order in Sentence Types * Clauses * Reported Speech Hello Date of Submission January 14, 2013 Problem Statements: Paragraph 1 This paragraph should contain five sentences only. Write about your culture, something about your family generation before your parent's generation, how are you connected to the generation prior to your parent's generation, tell us about your parents and siblings, your community when growing up and your current community, and something about yourself. All paragraphs with over five sentences will receive a minus five points per extra sentence.Please only five sentences. A culture was not really told to me the only thing that my sibling and I were told was to not get pregnant before we are married and have a career and to always get a good education. The only thing I know about my grandparent’s generation is that my mother’s parents did not finish elementary and that my father’s mother was held back a grade because of her height. I am very connected to my grandparents, they just do not talk much ab out their past.I have a little sister, who is 18 years old and a little brother that is 6 years old; the community we grew up in was in the suburbs and was very quiet, the neighbors were friendly and we all got along, we never had break ins because it was a gated community. The community I live in now is the total opposite it is always loud music playing, homes are getting broken into, people are always arguing; I am 21 I am a senior, I am funny, smart, and goofy. Paragraph 2 Write about your major, why you have chosen the major and what have you done prior to college to prepare for success in your current major. There must be five sentences.Why are you taking this course? Please do not say as an elective. Tell us how it fits into your overall academic goals. All paragraphs with over five will receive a minus five points for each extra sentence. Please only five sentences. My major is Special education. I originally was a elementary schools education major but I had gotten a job tha t involved working with individuals who had special needs and I enjoyed it I still do till this day, I decided to change my major to special education. Prior to attending college I did not really do anything to prepare for success in my major because I started out as a nursing major.I am taking this class not only as an elective, but so I can get the content I need to know to be able to successfully teach early childhood students as well as students with special needs. This class fits into my overall academic goals because without this class I cannot get my endorsement to teach early childhood students. Paragraph 3 From the readings in â€Å"Current Readings in Nursery School/Kindergaten Education† – pages 129-141 â€Å"The New First Grade: Too Much Too Soon? † share with us, what your experience was like in the first grade. Combine the readings with your real life experiences.You must include citations from the readings for credit. List the page number and para graph number of the citation. 10 sentences required. What I can remember about my experiences in first grade where that we had these little white books that had 5-7 words on each page. We would receive a book every day and were required to read it that night to a parent or guardian and have them initial a paper saying that we had read the book to them. In the book, it state â€Å"Kids are tested every eight weeks to see if they are hitting school, district and statewide benchmarks†(pg. 133P 3).I remember having to take these benchmark tests, because the class that had the highest benchmark test scores would get a pizza party or extra time at recess. In the middle of the school year the teachers would stop teaching all the other subjects and would start teaching us what was going to be on the TAAS test. My parents did not believe that I was getting challenged enough in the G. T program (Gifted and Talented), so they moved me to a private school. I remember this because my firs t day of school I felt so behind because for one I was moved on the middle of the school year and two the students were already learning how to subtract.At the school I had just left we were only adding single and double digits and subtracting single digits. My new school the students had already been taught how to subtract double digits and they were learning the hundreds place value. After my first week of school I was so far behind that they asked my parents about putting me in remedial classes my parents were upset that someone would ask them that and got me a tutor, since then I have received excellent grades. Hello My weaker points in English are essay writing, especially introduction and conclusion paragraphs and poetry analysis. Based on what I know about the course, I feel like I will have to put in a lot of effort to pass the APE exam due to my weakness in essay writing. This year I would like to focus on getting my writing skills up to par for the APE exam. ASK ABOUT THIS PARAGRAPH I recently turned 16 as I said earlier. I live with my mother and 14 year old brother, who also goes to Stanton.My dad is in the Ana so right now he's stationed in Pensacola and comes home every other weekend. We live on the west side and my neighborhood school is Baldwin. I was born in Jacksonville but moved to Virginia for 4 years the summer after 5th grade. We moved back to Jacksonville 5 years ago. I play softball for the school, I think it starts sometime in the beginning of the 2nd quarter. I hope to participate in multi this year but I haven't decided what group I want to try out for yet. I like to read a s I mentioned before.The two series I'm interested in I can only get the books at the library after putting them on hold, so it's taking me a while to finish the series. Over the summer I put â€Å"Insurgent†, the second book in the â€Å"Divergent† trilogy, on hold but when it arrived at the library we were on vacation in Grenade. I can be reached through email at [email  protected] Net. My home phone number is 904-329-3237. My cell phone number is 757-256-9756. It would be best to call the house phone if it is something important. Hello KENDRIYA VIDYALAYA SANGATHAN CCE CALENDAR OF ACTIVITIES 2012-13 CLASS VII (Seven) ENGLISH FIRST TERM: APRIL –SEPTEMBER 2011 | | |Unit/Lesson/Topics to be covered |Mode of Assessment |Skills |Suggested value points | | |*Prose: The Three Questions |Comprehension check |Reading |Understanding | | |Poem: The Squirrel |Quiz ( Ants ) |Compeering |Pronunciation | | |*Supp: The Tiny Teacher |Recitation |Listening |Fluency | | | |Diary Entry |Speaking |Confidence | | | |Narration |writing |Format | | | | | |Expression | | |*Prose: The Gift of Chappals |Comprehension Check | Reading |Understanding | | |Poem: The Rebel |Informal Letter |Writing |Fluency | | |*Supp: Bringing up Kari |Anecdote (looking after an animal or needy without |Creative |Accuracy | | |*Supp: The Desert |elder’s knowledge. |Thinking Skill |Content | | | | |Speaking |Presentation | | |*Prose: Gopal & the Hilsa Fish Poem: The Shed |Comprehension |Understanding |Expression | | |*Supp:The Cop & the Anth em & Golu Grows a nose. Dramatization |Vocabulary |Presentation | | | |Spellings |Speaking |Confidence | | |Reading 20 |Diary Entry |Acting |Content | | |Writing 20 |Comic Creation |Drawing | | | |Grammar 15 | |Writing | | | |Literature 25 | | | | | |REVISION | |FA I 10 | | | | |FA II 10 | | | | |SA I 20 | | | | |TOTAL 40 | | | | | | | | | | | |SECOND TERM : OCTOBER 2011 –MARCH 2012 | |Topics | Mode of Assessment |Skills |Value Points ( areas) | | |*Prose: The Ashes that made Trees Bloom Poem: |Comprehension check |Understanding | | | |Chivvy |Outline story construction The Woodcutter& the Axe |Writing | | | | |Recitation |Speaking | | | | | | | | | |*Prose: Quality | Reading Paragraph/Slogan writing on Trees | Understanding |Confidence | | |Poem: Trees |Speech on Freedom is Life |Creative skills |Expression | | |*Supp :I want something in a cage | |Speaking |Content | | | | | |Fluency | | | | | |Presentation | | |*Prose: Expert Detectives | Comprehension check | Understanding Skill |Compre-hension | | |Poem: The Mystery of the Talking Fan. *Supp: |Project on Sherlock Holmes |Writing |Content | | |Chandini | |Analytical |Presentation | | | | | | | |*Prose: The Invention of Vita -Wonk | Comprehension |Reading |Content | | |Poem: Dad & The Cat &The Tree |Paragraph Writing on Wonders of Science |Writing |Pronunciation | | |*Supp: The Bear Story |Recitation |Speaking |accuracy | | | |Discuss –Shoot animals with a Camera-,not a gun. Listening | | | |*Prose: Fire: Friend and Foe |Comprehension |Understanding |Confidence | | |*Prose: A Bicycle in Good Repair |Fire Safety Measures Speech |Speaking |Accuracy | | |Poem: Meadow Surprises |Article Writing –SAVE TIGERS |Writing |fluency | | |*Supp : A Tiger in the House | |Creativity | | | |*Prose: The Story of Cricket I & II |Bio sketch of a favourite cricketer |Writing |Expression | | |Supp: An Alien Hand |Findings about Planet Mars. ( Mini Project) |Investigating |Presentation | | |*Poem : Garden Snake |Cricket quiz |Compeering |Confidence | | | | | | | | | | | | | | | | | | | | | | | | | |Reading 20 | | |FA III 10 | | |Writing 20 | | |FA IV 10 | | |Grammar 15 | | |SA II 40 | | |Literature 25 | | |TOTAL 60 | | |Revision | | | | | | | | | NOTE: In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the Upper Primary Stage (Classes VI, VII and VIII) through the lessons given in the Main Text Books. †¢ Determiners * Passivisation * Linking Words * Adjectives (Comparative and Superlative Forms) *Adverbs (Place and Type), *Modal Auxilliaries * Tense Forms * Word Order in Sentence Types * Clauses * Reported Speech

Social Responsibility Theory

Social Responsibility Theory To combat the pressures that threatened freedom of the press, this theory was first introduced in 1947 and was recommended by the Hutchins Commission on Freedom of the Press. It stated that the media should serve the public, and in order to do so, should remain free of government interference. It defined guidelines that the media should follow in order to fulfill its obligation of serving the public. Ethics and the Media The Social Responsibility Theory claimed that the media could be self-regulating by adhering to the following precepts: †¢ Media has obligations to fulfill to a democratic society in order to preserve freedom. †¢ Media should be self-regulated. †¢ Media should have high standards for professionalism and objectivity, as well as truth and accuracy. †¢ Media should reflect the diversity of the cultures they represent. †¢ The public has a right to expect professional performance. The proponents of this theory had strong faith in the public’s ability to determine right and wrong, and take action to preserve the public good when necessary. ) The social responsibility does not only fall upon the reporters and producers of media. The responsibility also falls to the consumers to become media literate and maintain high, yet reasonable expectations of the media. In theory, if these things happen, there will be no need for government intervention. The Social Resp onsibility Theory was set forth as the ideal way for the media to conduct business. Over the years since its introduction, this theory has met with much criticism as well as support. It has become the standard for United States media practices. It has also set the standards for much of the currently accepted media ethics. [pic] [pic]Since the Hutchins Commission produced its famous theory, the United States has developed better educated journalists, seen a reduction in news sensationalism and enjoyed more accuracy in reporting. Many journalists are now also advocates for the public and for social issues and reform, getting heir messages out through the media. Read more at Suite101: What is the Social Responsibility Theory? : Written by the Hutchins Commission on Freedom of the Press http://press-freedom. suite101. com/article. cfm/what_is_the_social_responsibility_theory#ixzz0hYd9u8dH Social responsibility Social responsibility is an ethical or ideological theory that an entity whether it is a government, corporation, organization or individual has a responsibility to society at large. This responsibility can be â€Å"negative†, meaning there is exemption from blame or liability, or it can be â€Å"positive,† meaning there is a responsibility to act beneficently (proactive stance). Businesses can use ethical decision making to secure their businesses by making decisions that allow for government agencies to minimize their involvement with the corporation. (Kaliski, 2001) For instance if a company is proactive and follows the United States Environmental Protection Agency? EPA) guidelines for emissions on dangerous pollutants and even goes an extra step to get involved in the community and address those concerns that the public might have; they would be less likely to have the EPA investigate them for environmental concerns. â€Å"A significant element of current thinking about privacy, however, stresses â€Å"self-regulation† rather than market or government mechanisms for protecting personal information† (Swire , 1997) Most rules and reg ulations are formed due to public outcry, if there is not outcry there often will be limited regulation. Critics argue that Corporate social responsibility (CSR) distracts from the fundamental economic role of businesses; others argue that it is nothing more than superficial window-dressing; others argue that it is an attempt to pre-empt the role of governments as a watchdog over powerful multinational corporations (Carpenter, Bauer, & Erdogan, 2009). Socially responsible Corporate social responsibility (CSR), also known as corporate responsibility, corporate citizenship, responsible business, sustainable responsible (SRB), or corporate social performance,[1] is a form of corporate self-regulation integrated into a business model. Ideally, CSR policy would function as a built-in, self-regulating mechanism whereby business would monitor and ensure their adherence to law, ethical standards, and international norms. Business would embrace responsibility for the impact of their activities on the environment, consumers, employees, communities, stockholders and all other members of the public sphere For each business, different measures are taken in consideration to classify a business as â€Å"socially responsible†. Each business attempts to reach different goals. There are four areas that should be measured regardless of the outcome needed: Economic function, Quality of life, Social investment and Problem solving. [citation needed] that is trying to be achieved should be measured to see if it meets with the cost guidelines that the business is willing to contribute. [edit] Emerging Normative Status of Social Responsibility Social responsibility as a non-binding, or soft law principle has received some normative status in relation to private and public corporations in the United Nations Educational, Social and Cultural Organization (UNESCO) Universal Declation on Bioethics and Human Rights developed by the UNESCO International Bioethics Committee particularly in relation to child and maternal welfare. (Faunce and Nasu 2009) The International Organization for Standardization (ISO) is developing an international standard to provide guidelines for adopting and disseminating social responsibility: ISO 26000 – Social Responsibility. Due for publication in 2010, this standard will â€Å"encourage voluntary commitment to social responsibility and will lead to common guidance on concepts, definitions and methods of evaluation. † (ISO, 2009) The standard describes itself as a guide for dialogue and action, not a constraining or certifiable management standard. Social Responsibility |[pi|Practiced in the US in the 20th century | |c] | |[pi|Purpose is to inform, entertain, sell, but also to raise conflict to the plane of discussion | |c] | | |[pi|Ownership is private | |c] | | The social responsibility theory is an outgrowth of the libertarian theory. However, social responsibility goes beyond â€Å"objective† reporting to â€Å"interpretive† reporting. A truthful, complete account of the news is not necessarily enough today, notes the Commission on the Freedom of the Press: â€Å"It is no longer enough to report the fact [pic]truthfully. It is now necessary to report the truth about the fact. † Today's complex world often necessitates analysis, explanation, and interpretation. As the Commission stated in 1940: The emerging theory does not deny the rationality of man, although it puts far less confidence in it than the libertarian theory, but it does seem to deny that man is innately motivated to search for truth and to accept it as his guide. Under the social responsibility theory, man is viewed not so much irrational as lethargic. He is capable of using his reason but he is loath to do so. If man is to remain free, he must live by reason instead of passively accepting what he sees, hears, and feels. Therefore, the more alert elements of the community must goad him into the exercise of his reason. Without such goading man is not likely to be moved to seek truth. The languor which keeps him from using his gift of reason extends to all public discussion. Man's aim is not to find truth but to satisfy his immediate needs and desires. It is the press, therefore, that must be the â€Å"more alert element† and keep the public informed, for an informed populace is the cornerstone of democracy. Today's large media conglomerates, however, may not function naturally as a public forum, where all ideas are shared and available. â€Å"The owners and managers of the press determine which persons, which facts, which versions of these facts, shall reach the public,† writes the Commission. In this same light, Siebert, Peterson and Schramm warn: †¦ he power and near monopoly position of the media impose on them an obligation to be socially responsible, to see that all sides are fairly presented and that the public has enough information to decide; and that if the media do not take on themselves such responsibility it may be necessary for some other agency of the public to enforce it. The Canons of Journalism, adopted by the America n Society of Newspaper Editors addresses these same obligations when it calls on newspapers to practice responsibility to the general welfare, sincerity, truthfulness, impartiality, fair play, decency, and respect for the individual's privacy. Siebert, Peterson and Schramm also note that â€Å"freedom of expression under the social responsibility theory is not an absolute right, as under pure libertarian theory†¦. One's right to free expression must be balanced against the private rights of others and against vital social interests. † For example, it likely would not be socially responsible to report how the terrorist, using some new method, evaded security measures and smuggled a bomb onto a commercial airline.

THE HUMAN PRACTICE IN SCIENCE-DB Essay Example | Topics and Well Written Essays - 250 words

THE HUMAN PRACTICE IN SCIENCE-DB - Essay Example Scientists conduct experiments with an attempt to prove genuine hypotheses; scientists by accident discover new things. However, scientists must be keen to observe and interpret observations of their experiments (Chris, 2009). A prepared mind means that a scientist should have a deep understanding of their field of specialization. This will enable the scientist to interpret the accidental observations and relate the new phenomena with his or her existing work. When there is a chance of discovering new things only those who have prepared minds discover and learn these new things. Scientists, who have a positive attitude and are dedicated to their work, are the ones who have the capability to identify chances of learning and make discoveries out of the chances. Scientific knowledge enables people to interpret accidental observations based on the on the knowledge. Scientific experiments involve risks especially when the scientists are using chemical elements. Marie Curie used radioactive elements, which releases enormous energy through radiation. Unknowingly, these radiations could have led to serious damage if they were not handled carefully (Chris,

Leading Service Firms Essay Example | Topics and Well Written Essays - 1500 words

Leading Service Firms - Essay Example They rarely allow themselves the time to try to gain an understanding of the entire marketplace context in which they compete, this means sometimes while marketing a new service to gain competitive advantage, they often overlook the research part and just introduces the service, which sometimes gives loss (Suzzane, 2004:4). Today every service firm tries to get a commanding position so that it can by having range of services, competitive distinctions, and innovations that can dictate the particular service industry in which it is competing. And it should become the future trendsetter (Suzzane, 2004:8). Each of these looking out techniques serves to give a professional service firm a reliable sounding board on which to evaluate new opportunities or threats. Collectively, they help a professional service firm to develop concrete grounding for future business decisions and new strategies (Suzzane, 2004:15). The professional service sector, whose very foundation is based on intellectual capital, has yet to apply its collective brainpower to truly dig into its marketplace. Put simply, digging deeper means doing the targeted organizational and analytical work it takes to compete more effectively. But today, despite the availability (and increasing affordability) of powerful software applications, few firms conduct formal data mining to discover the unmet needs of clients and prospects. Digging deeper means capturing, organizing, and mining valuable client data to the point that one can discern past and potential client and marketplace patterns. Research shows that most professional service firms take the easy way out on efforts to differentiate themselves, avoiding the more successful but harder initiatives. Digging deeper means going beyond image-based positioning and branding campaigns to become truly different from competitors (Suzanne, 2004:11). Embedding innovation It involves deliberately incorporating support of innovation into a firm's practices and policies. As a whole, the professional service sector relies too heavily on technology-based "knowledge management" and promotion-based "thought leadership" as platforms on which to develop new services (Suzanne, 2004:12). For every service in order to cater prospect clients and in order to retain existing ones, is always been a priority in their day-to-day business processes. Because they know it's the clients who are responsible for their cash flows and their existence. All the leading service firms market themselves by using advertisement and for that they use different media so that their message could reach to their target market. Usually an advertisement made by a service firm before it's going to be online through any media, has two objectives: To create a brand image in the clients' mind. To publicize features of services they are offering, for the prospect clients and also to provide a recall for their existing ones. Nowadays the basic purpose of advertisement is not to have a one-way communication with the

Juvenile Offenders with Life Sentences Research Paper

Juvenile Offenders with Life Sentences - Research Paper Example Therefore, it is reasonable to assume that to take a life through a forced confinement for the period of that life is as cruel and unusual for someone who cannot form mature intent as it is to forfeit that life. A proposed study of the effects of this sentence on these offenders will allow for a better understanding of the effects of the imposed consequence of their criminal actions. A review of secondary research provides overwhelming evidence that a moratorium on life sentences without parole is reasonable, Constitutional, and globally supported. As well, the effects on both the offender and on the community create support for this end to life without parole for these offenders. The proposed study would allow for offenders who have experienced adult prisons with no hope for release to come forward and share their stories with a researcher so that a better understanding of the real-life consequences can be studied and analyzed. The study of children who have been given life sentences within the United States brings to light a great need for further work to be done to realize the full impact of this practice. There is a glaring gap in the literature concerning juvenile delinquency about the effects of lifelong incarceration on children. The psychological differences between that of an adolescent mind and that of a mature adult have been disregarded where these instances are concerned and heinous consequences have been levied against children due to mandatory minimums and blind justice laws. Because of this neglect, penal institutions are ill-equipped to handle the special needs of an adolescent within the adult prison system, depriving these children of proper care and resources that are necessary for growth. In creating a study that looks at the experiences of children who have been sentenced to life without parole, the support for the abolition of this practice can be established through real-life experiences. On the other hand, the experiences might also show that life in an adult prison for these offenders is no crueler than it is for those who as adults are sentenced to life without parole. The secondary research supports the abolishment of this practice, however, and it is hoped that further study of the situation from an experiential point of view will support the hypothesis. In discovering the real-life stories of these children who grow into adulthood behind bars, researchers can better determine how to recommend change and growth within the juvenile justice system.

Successful mentors are those who develop relationships that foster Essay

Successful mentors are those who develop relationships that foster growth & development in others(Walsh 2010).Supporting your an - Essay Example This paper will primarily focus on mentoring in relation to the characteristics or traits that enable mentors to undertake their duties and responsibilities. The paper will also analyse the extent to which successful mentoring is informed by these characteristics or enabling traits, and finally highlight strategies that could see mentors enhance their mentoring qualities. A mentor is expected to exhibit a given level of experience or a set of qualities/attributes that enhance effective and efficient mentorship Walsh (2010). Such attributes allow the parties involved to relate in a way that is mutually beneficial and productive in their respective fields. In a bid to enhance mentees’ growth and development, mentors should build functional relationships that best address the issues, concerns, or interests of the mentees. To do so, mentors require a number of traits, personal characteristics, attributes, or qualities. These aspects allow them to establish strong ties with their m entees, as they work to inspire, encourage, motivate, empower, and challenge the mentees. The first quality or attribute in this line is respect. Mentors have to be respectful to their mentees. Although mentors are most likely more experienced than the mentees, the mentors have a duty to respect their mentees in order to produce the desired results. Without respect, the resultant relationships are less likely to be functional, and the whole mentoring process could fail. It is important to note that the respect factor in this case should be mutual. That is to say that mentors will respect mentees who will show some respect in return. Otherwise, mentors will find it difficult to deal with disrespectful mentees if their respect is not appreciated. According to Elcock and Sharples (2011), respect is a critical factor in any given form of relationship, regardless of the setting within which the relationship is established. The relationship between mentors and mentees is built on trust; t his is according to Hinchliff (2004). Either of the two parties involved should find it easy to confide in the other. Without trust, the entire mentoring process becomes prone to operational difficulties, especially if trust issues emanate from the mentor’s side. Mentors who are trustworthy are highly likely to work cooperatively and collaboratively with the mentees, thereby ensuring that mentoring process achieves its purpose. Trustful grounds are created when mentors accord their efforts towards building the mentees’ life positively. Basing this on inspire, motivate, and challenge mode of mentorship allows the mentor to focus on every aspect of the mentee’s life within and without the learning environment. The form of interaction between mentors and mentees calls for mentors to be understanding. Mentees are normally faced with critical issues, concerns, or interests. Striking a balance between them and the mentee’s personal life can prove to be a diffic ult task. While it may or may not seem to be the case with the mentors, the understanding trait for mentors is fundamental in order to effectively relate with, enhance the growth, and develop their mentees. Working with people whom they do not understand could result in negative results to the mentees. Mentorship, in the light of Aston’s and Hallam’s (2011) arguments, requires that mentors place themselves

Compare the education between Saudi Arabia and United state Essay

Compare the education between Saudi Arabia and United state - Essay Example Saudi Arabia and the United States are allies. However, while learners in the United States continue to access valuable education and subsequent employment, learners in Saudi Arabia continue to undergo substandard education. Saudi Arabia needs to be at the same level of education as the United States, if the two countries are to gain meaningful cooperation. A lot of scholars have written on the current trends in education in Saudi Arabia and what future holds. Such literature acknowledges that most of the elite in Saudi Arabia have schooled in the United States and provideslessons that Saudi Arabia can learn from the United States (Lippman, 2012). In order for Saudi Arabia to compete globally with nations such as the United States, theformer needs to borrow from the educational system of the latter. It would be very beneficial for Saudi Arabia to emulate the United States in terms of learner-centered instructional methods, more investment in libraries, more emphasis on higher education, and the use of online

An experiment paper on the effectiveness of the Pandan plant in Essay

An experiment paper on the effectiveness of the Pandan plant in repelling cockroaches from food - Essay Example More often than not, people avoid cockroaches or try to kill or repel them, mainly because they carry disease and germs, and the fact that many people either find cockroaches disgusting, or are afraid of them. This is why these people spend money on insecticides, repellants, exterminators and other chemicals and gadgets for the purpose of getting rid of cockroaches. As commonly known, cockroaches are attracted to food, and are often found in dark confined places of the home. These cockroaches that we see are actually only a small percentage of the actual number of cockroaches in your home. According to an article by extension.umn.edu, â€Å"Cockroaches are nocturnal, hiding during the day and becoming active at night. The number of cockroaches people see is usually a small percentage of a much larger population.† And this means that there are definitely more cockroaches in your home than you expect. The problem with trying to maintain a cockroach-free home is that it costs quite a bit of money, and most extermination or repellant methods are difficult to apply, or have off-putting odors. This paper's aim is to test a natural, non-toxic, easy-to-use, and environment-friendly way of repelling cockroaches from your food, or your home and rooms. It aims to test the effectiveness of the pandan plant in repelling cockroaches.

Assessment and assessment techniques Essay Example | Topics and Well Written Essays - 2000 words

Assessment and assessment techniques - Essay Example The difference between both of the variables permits progress in teaching interactions. Students who attend their Montessori school sessions are more critical to identify and improve. Class room assessment is a tangled task which is to be performed by the teachers however it is very much useful as it provides numerous instrumental techniques to get the students’ performance improved in varied senses. It is more critical because of admitted correlation amidst learning and assessment. It is as closer as lessons and examination. To have better results in final examination and learning objectives, students are intended to get passed through simulations so that they can be able to perform accordingly. Plan for day to day formative assessment for infant school children has been devised here. It is being justified as per contemporary practices as well based on children psychology. Planning for a formative strategic plan for infant school (or Montessori) children is very critical and difficult. It is because children in this age are unaware of communicating their views properly. On the other hand, children psychologists refer it as a simplest phase of human development because children of three to five years are in continuous learning phase. They are completely dependent upon their parents and teacher for every aspect of study and life. They are easy to mould and adjust in any milieu. However teachers find it difficult to conduct assessment sessions with them in order to take verbal feedback from them because feedback cannot be taken in direct manner. They are required to design assessment surveys and questionnaires which further elaborate the actual scenario of what they have learnt so far. Following steps are devised to outline a plan comprising day to day formative assessment strategies for infant school children. 1. Questioning Questions are asked from children in order to get their beginning points and related to performance indicators. Applicable questions are asked in chronological order from lower to higher degree of their understanding. The questions are designed according to their capabilities in simpler mode of communication. The nature of questions differ in comparative manner for all ages of children. 2. Observations After questioning, it comes the turn of observations. It provides cohesive linkers to connect and find the relationship between answered given in response to certain questions. Teacher is directed to watch the activities of children in order to observe to what extent they are implementing their learning. It is also helpful for moral training for children which was intended to make a part of syllabus. 3. Discussion It is disguised way to observe the activities and mindset of children through two way interactive discussion sessions. It is very important because it gives a chance to clearly discuss the problems which are to be addressed. In the milieu of Montessori children’s education, teachers are required t o synthesize interactions among students and themselves. 4. Reviewing understanding After discussion sessions, it is advised to engage the children in such activities which can elucidate their academic understanding of what they have learnt earlier in class rooms. It basically implies to practical approach of theory taught to the pupil. It may include planned or unplanned recall events which can give a feedback to teacher regarding what was planned for class room learning. In such recall tests, a teacher may