Long and Foster Real Estate Companies Essay Example | Topics and Well Written Essays - 1000 words

Long and Foster Real Estate Companies - Essay Example The Siemens system after full incorporation will serve the Long and Foster Reston office agents with an aim to bettering their services. In order to efficiently use the services of the system, the agents will need to be trained in its operations so as to ensure the smooth incorporation of the system into their every day working environment. After the successful integration of the phone system into the organization’s system, the company will immediately notice changes in its productivity levels. This system will, in the long run, boost the productivity levels of the company by more than 30% as it ensures efficiency in every task that it is programmed to undertake, including but not limited to the forwarding of calls from the office to the agents in a timely manner. This ensures that the agents are free to execute the rest of their mandates tasks thus making them more efficient. The system will also allow for the optimization and streamlining of the business itself, as well as meet all of the needs of this growing business. With this in mind, I have chosen to undertake this study with a view to studying this magnificent system and the impact it is going to have to this company both immediately after incorporation and also looking at the company as an organization that has to survive. Technology is rapidly changing in our world and an organization must embrace this change or be left behind. For an organization to run efficiently while ensuring maximum productivity, it requires resources that will facilitate its functioning noting to increase its productivity. These resources are brought in to facilitate the smooth running of the organization while enabling it to meet its set objectives. The telephone system is very important to an organization. One of the obvious reasons for this is to ensure that the organization maintains contacts with its clientele.  

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay How does the opening scene of Romeo and Juliet grab the audiences attention? How does Shakespeare prepare us for what happens in the rest of the play? Romeo and Juliet is one of Shakespeares most famous romantic tragedies, which was written in 1599. This tale of romance and hatred starts with a dramatic first scene of the opposing families. These characters are shown in the first scene, focusing on the way Shakespeare captures the audiences attention and how he created this action packed, tense first scene to prepare us for the rest of the play. Shakespeares Act 1 Scene 1 sees two angry characters enter armed with swords and bucklers which are publicly seen in their possession. In the society of that time, this would have been common and the audience would not find it strange whereas the society of today would find this threatening, as well as illegal. This gives us an impression of what the people and the society was like 400 years ago. These two fiery characters are Capulet servants called Sampson and Gregory who start the first scene off with humour: Well not carry coals Sampson. No, for then we should be colliers Gregory. This would have been funny in Shakespearean times as Gregory is contradicting what Sampson has said, and is taking him literally to make light of the situation. Shakespeares audience would have understood the reference whereas a modern audience would see the implication differently and the joke wouldnt be understood, as the Shakespearean language is not commonly known these days. Shakespeare uses sexual references towards the Montague household and Sampson comments that he is a pretty piece of flesh. This sexual reference would have been amusing to the Shakespearean audience, and even though we do not fully understand the comment, we would still pick up what he is implying. We still have amusing sexual references in plays and films today which show how the society then and the society now use sexual comments in their scripts to create humour. This humour helps to capture the audiences attention. These two characters help start off the first scene as they help us to realise the anger and hatred between the two families, and prepare us for what we hope will be more fighting and excitement later on in the play. The next two characters to enter are Montague servants called Abram and Balthasar. Sampson and Gregory are clearly angered by their arrival, and comment that they will bite their thumb at them. This action was an insult in Shakespearean times, and would have been taken in an offensive way. The two Montague servants begin quarrelling with the Capulets, and they begin provoking each other: Do you bite your thumb at us sir? Abram No, sir, I do not bite my thumb at you Sampson Later on in Act 1 they continue: Do you quarrel sir? Gregory Quarrel, sir? No sir. Abram. As the provocation warms up, and the two opposing families begin to get angrier, the pace of the play quickens. Modern audiences may not have understood the insult of biting thumbs, but we would feel the tension that was building up on stage between the Montagues and the Capulets, and would see that the characters are very much alike in the fact that they detest the other family and use aggressive language to try and provoke each other. These two characters are added to make the plot more interesting, although they do not show the anger they have for the Capulets as much as the Capulets show us their hatred for the Montagues. Evidence of this is that Sampson and Gregory in Act 1 Scene 1 talk about how they will inflict pain and violence on the Monatagues if they come across one: A dog of the house of Montague moves me. The bickering between these four characters adds tension and excitement to the first scene of the play, and helps move the scene along. The next character to enter is Benvolio and he is clearly angered by the fighting that has occurred between the two families. He beats down their swords saying put up your swords; you know not what you do. We can already see a big contrast between Benvolio and the other four characters: Benvolio is a peacemaker who wishes for the family feud to end, whereas the others provoke each other into a fight, quarrel and hold hatred for each other. Tybalt then enters, angry and fired up over the Montague presence. He speaks of how he hates the word peace as he hates hell, all Montagues and thee. We begin to learn that Tybalt is a very angry and aggressive character that would love to get his own revenge on the Montague household. Although the language is still written and spoken as if in Shakespearean times, we would still feel the tension and pace quickening, and understand the personalities of the different characters. Shakespeare has given Benvolio and Tybalt different tones of language: Tybalts is strong, aggressive and angry whereas Benvolios is a little less strong and is more polite when talking. These two characters, I feel, are created by Shakespeare to add tension and excitement to the play, and prepare us for more action packed scenes with the two characters later on. The contrast between these two characters would grab the audiences attention and leave us wondering what will happen between these two later on in the play. This fighting leads to several citizens (which are split between the Monatgues and the Capulets) that next enter the scene. A big fight ensues between the two families, and the citizens get involved. This would make us (and the audience 400 years ago) very edgy and would add tension in the audience. These characters are added to show us the hatred that has built between the Capulets and Montagues, and to show us that the anger and contempt between them goes as far as the citizens. Watching this on stage would add fear and tension between the characters on stage and the audience, and Shakespeare would have added swords and angry colours to show the hatred. Capulet, Lady Capulet, Montague and Lady Montague enter and when seeing the upheaval of the fights go to join in. The Ladies of the two households try to calm them down but they are defiant; Hold me not; let me go. Montague This shows us that the women in the society of that time did not have any power or say over their husbands, and is a factual part of the play that helps us understand what society was like 400 years ago. During these fights, our next character, Prince Escalus, enters. He immediately stops the fight and issues his last warning. If ever you disturb our streets again, your lives shall pay the forfeit of the peace. In Shakespearean times, there was no government to help rule the country: it was the princes last word that everyone followed. Shakespeare uses this language as it is a clear and stern statement that easily makes the audience anticipated on what may happen further on in the play. This would add contrast to the play as we would know that we were to expect more fighting, but the Princes ultimatum would leave us wondering what was going to happen next, which would create more interest in the play and change our first thoughts of what we were to expect as we think that Shakespeare will cause more hatred and fighting between his characters to keep us interested. Shakespeare creates a very clear, polite but strong character here with an easy dialogue that audiences of today would easily understand. All the characters exit leaving Montague, Lady Montague and Benvolio talking of what happened. In this part of the scene, Shakespeare shows us that not only is Benvolio a peacemaking character, but also a truthful one that we can trust. This ensures us that whatever may happen later on in the play, we can trust Benvolio to tell the truth. The language Shakespeare uses is clear and to the point, giving as much detail as possible without giving to much away of what is to come later on in the play. They then start talking about Benvolios cousin, Romeo. This is when Shakespeare introduces his main, love struck character. We learn that Lady Montague is particularly caring about her son: O where is Romeo? Right glad I am he was not at this fray. They talk of how he shuts up his windows, locks fair daylight out, and our first impressions of Romeo is that he is a very miserable, lonely person (not the person we originally think of when we hear his name). Shakespeare leaves us again confused of what may happen later on in the play as the name Romeo is synonymous with romance, but when we hear what Romeo is like, we are left wondering if the play will be as it was first expected. Modern audiences would understand this part of the play, as the language is clear and understandable. The dialogues are introducing the contrast of hatred to love but at the same time it also stays informative and gives us our first impressions of Romeo. This part of the play is important as it helps move the scene along from the fighting earlier on, and informs us on our first of the main characters, Romeo. Our main character now enters and Shakespeares language tells us a lot of how Romeo is feeling: Is the day so long? Ay me! Sad hours seem long. We learn that Romeo is an extremely depressed character who doesnt seem to be this romantic character (that we suspected from his name) we first imagined. Shakespeare keeps us wondering about why Romeo is depressed, giving Romeo small dialogues of little information. We later learn that Romeo is out of her favour where I am in love. This now tells us more of Romeos character and instead of what our first impressions were, we now feel that he is a soppy romantic who is in love with love. Romeo later talks in riddles as he states: O heavy lightness O loving hate feather of lead This shows us how he feels confused over his feelings of love, and that he will feel no love like this. Again our impression is that he is very romantic and loves to be loved. This part of the scene from when Romeo enters prepares us for more romance and we feel that the romance and love will be the cause of the fighting later on in the play, which links to Prince Escalus warning. In conclusion, I feel that this first scene is successful in helping us predict but also wonder what will happen later on in the play. It prepares us for more fighting and for a romance that may be the cause of death, betrayal and hurt. Ive learnt of how inferior the women were 400 years ago, and how royalty ruled everything. Shakespeare has used the period that he lived in to create this play, and along with being an interesting love tale, it is in some ways factual as well. This play is very dramatic, tense and action-packed and I feel that this first scene starts the play off brilliantly.

Difficulties Listeners Face Processing a Foreign Language

Difficulties Listeners Face Processing a Foreign Language INTRODUCTION Recently, listening has gained more and more attention in foreign language learning. In learning a foreign language, it is suggested that the most important step should begin with an effort to listen. (Rubin Thompson, 1994) Listening provides input for learners to make learning occur and listening exercises draw learners attention to new forms in language, such as new vocabulary items. (Rost, 1994) Listening can be regarded as a necessary skill in the diagnosing and preparation of foreign language students and can even be served as a good predictor of language achievement. In consequence, listening comprehension acts as a pivotal role in foreign language learning. (Oxford, 1993) In this essay, three issues are discussed. Issue 1 states listening difficulties in second language acquisition. Underwood (1994), Chiang and Dunkel (1992) and Rubin and Thompson (1994)‘s viewpoint are discussed. Issue 2 proposes taxonomies of the factors affecting listening difficulties. Boyle (1984), Yagang (1993) and Rubin (1994) ‘s point of view of the factors affecting listening comprehension are referred to. Issue 3 mentions studies in listening difficulties of L2 listeners in foreign countries. Tauroza and Allisons (Rubin, 1994) study is about speech rate. Boyle (1984)s study is factors most frequently mentioned in listening comprehension. Lynch (1997)s study is a case study of a intermediate-level learners progress in listening comprehension. Goh (2000)s study discusses listening comprehension problems. Chapter 1 Listening difficulties in second language acquisition Underwoods (1994) point of view Underwood (1994) identified seven potential difficulties in listening comprehension as: (1) lack of control over the speed at which speakers speak, (2) not being able to get things repeated, (3) the listeners limited vocabulary, (4) failure to recognize the signals, (5) problems of interpretation, (6) inability to concentrate, (7) established learning habits. Many language learners believe that the greatest difficulty with listening comprehension is that the listener cannot control how quickly a speaker speaks. (p7) They are so busy working out the meaning of one part of what they hear that they miss the next part. Another difficulty is that listener is not always in a position to get the speaker to repeat an utterance. This is particularly likely to be the case when students are ‘on the edge of conversation outside the classroom. For people listening to a foreign language, an unknown word can be like a suddenly dropped barrier causing them to stop and think about the meaning of the word and thus making them miss the next part of the speech (p 17). And students need to learn to listen for the ‘signals in order to be able to connect the various utterances in the way the speaker intended them to be connected. (p18) Students who are unfamiliar with the context may have considerable difficulty in interpreting the words they hear even if they can understand their ‘surface meaning. (p19). Inability to concentrate can be caused by a number of things, but in listening work it is a majo r problem, because even the shortest break in attention can seriously impair comprehension. (p19) Outside factors may well make concentration difficult, too. An inferior machine or poor recording can make it very hard for the students. As for establishing leaning habits, when the learner can more readily accept the frustrations involved, he will be more prepared to strive for a partial and incomplete understanding of what is being said. (pp16-19) Rubin and Thompsons (1994) point of view Rubin and Thompson list three common problems in learning to listen to a foreign language. The first problem is that the speaker talks too fast. If the listener can not follow the speaker, the listener can let the speaker know that he is not following. He can ask for repetition and slowing down the speed, seeks clarification, rephrase, and repeat. The listener can pay attention to intonation and tone of voice, focus on question words such as who, what and when and assume that the ‘here and ‘now are relevant. That is, the sentence is directly related to the subject they have just been discussing. Assume that what a person says is directly related to something he or she is experiencing at that very minute. The second problem is that the listener is not getting anything out of foreign language TV and movies. If the listener could not understand the foreign language TV and movies, they should try to take control of his listening by predicting what he was likely to hear. For e xample, use visual clues and use his background knowledge. Anticipate information in a segment by relying on your knowledge of what such a segment is likely to contain. Listeners could also use information from the segment itself and determine the genre of the segment. Knowing the genre of a segment will help you determine how best to approach it. For instance, if it is an interview, then concentrate on the questions. If it is a news report, a who, when, where strategy will work best. If it is a drama, look for the story line. Listeners could listen to familiar elements, listen to familiar-sounding words, listen to and jot down repeated words, learn to recognize numbers and learn to recognize proper names. The third problem is that the listener tends to stop listening when he hears an unfamiliar word or phrase. Many learners, particularly in the early stages of language learning, panic and lose their concentration when they hear an unfamiliar segment. As a result, they miss portions of the passage that might have helped clarify the unfamiliar word or segment. The listener should concentrate on familiar elements and keep listening. Understanding something is better than getting nothing at all. If you continue listening, chances are that you will comprehend at least some parts of the massage. It is possible that the portions you missed were not very important after all. Chiang and Dunkels (1992) point of view Chiang and Dunkel (1992) pointed out that listeners comprehension in English may be thwarted by a number of cognitive and linguistic factors as well as academic and cultural issues, including: (a) inability or lack of opportunity to engage in communicative interaction with the second/foreign language teacher or lecture; (b) inability to detect the main points of the lecture or to â€Å" grasp the usual goals of particular genres of discourse situation of which the discourse is a part; (c) unfamiliarity with the structure and type of the discourse ; (d) inability to apprehend discourse markers and logical relationships in the English lecture; (e) inability to comprehend lecture speech delivered at faster rates of speed; (f) limited short-term memory for English input; (g) failure to use appropriate cognitive or learning strategies; (h) poor inference abilities in English; (i) limited proficiency in English; (j) lack of prior knowledge about the content of the spoken or written text; and (k) inability to process L2 input devoid of speech modification such as elaborations or redundancies. Of these difficulties confronting L2 learners, Chiang and Dunkel explored the effect of three of them. The first situation was when the listeners had limited listening proficiency in English, the second situation was when they lacked prior knowledge about the topic of the L2 lecture, and the third situation was when they were not supplied with modified speech. The results revealed a significant interaction between prior knowledge and text type. Chapter 2 Taxonomy of the factors affecting L2 listening difficulties Boyles (1984) three categories of factors Boyle (1984) began with a survey of the factors most frequently mentioned in the literature on listening comprehension, including three categories of factors. The first category referred to the listener factors, including experience in listening to the target language, general background knowledge of the world, educational background and type of school, knowledge of the target language in its various aspects, memory, powers of analysis and selection and motivation and attitude of the listener to the speaker and to the message. The second categories, the speaker factors, contain language ability of the speaker: native speaker—beginning level non-native speaker. Speakers production: pronunciation, accent, variation, voice affect, too. Speed of delivery and prestige and personality of the speaker count. The third category, factors in the material and medium, comprise difficulty of content and concept, especially if the material is abstract, abstruse, highly specialized or technic al, lengthy or poorly organized. Acoustic environment such as noise and interference and amount of support provided by gestures, visuals also have influence on listening comprehension. Yagangs (1993) four aspects of factors Instead of three categories, Yagang (1993) proposed that the sources of listening difficulties came mainly from the four aspects: the message, the speaker, the listener, and the physical setting. The message factors comprised content and linguistic features. In content which is not well organized, listeners cannot predict what speakers are going to say. And if listening materials are made up of everyday conversation, they may contain a lot of colloquial expressions, such as guy for man. Students who have been exposed mainly to formal or bookish English may not be familiar with these expressions. The speaker factors consists of redundant utterances, such as repetitions, false starts, re-phrasings, self-corrections, elaborations, tautologies, apparently meaningless addition such as â€Å" I mean† or â€Å" you know† and speakers personal factors such as their accents. Learners tend to be used to their teaching accent or to the standard variety of British or American Engli sh. They find it hard to understand speakers with other accents. The listener factors played a more important role in EFL students listening. For example, foreign language students might be not familiar enough with clichà © and collocations in English to predict a missing word or phrase. For example, they can not be expected to know that rosy often collocates with cheeks. EFL students might be lack of sociocultural, factual, and contextual knowledge of the target language. (Anderson and Lynch 1988).It can present an obstacle to comprehension because language is used to express its culture. Factors in physical setting included noise, both background noises on the recording and environmental noises, could carry the listeners mind of the content of the listening passage. Listening material on tape or radio lacks visual and aural environmental clues. Not seeing the speakers body language and facial expressions makes it more difficult for the listener to understand the speakers meaning. Unclear sounds resulting from poor quality equipment can interfere with the listeners comprehension. Rubins (1994) five categories of factors Rubin (1994) classified these listening factors into five categories: text, interlocutor, task, listener and process characteristics. Text characteristics referred to acoustic-temporal variables, acoustic-other variables and morphological and syntactic modifications (including restatements). Acoustic-temporal variables are speech rate, pause phenomena, and hesitation. Acoustic-other variables are level of perception, stress and rhythmic patterning perception and L1 and L2 differences. Variables of morphological and syntactic modifications are redundancy, morphological complexity, word order and discourse markers. Text characteristics referred to text type. Visual support for texts is also an important variable. Interlocutor characteristics referred to variations in the speakers personal characteristics, such as gender, pronunciation, accent, expertness and so on. Listener characteristics are listeners language proficiency level, memory, attention, affect, age, gender, learning disabi lities in L1, and background knowledge as well as aptitude, processing skills, background biases, motivation, and confidence level. Process characteristics referred to how listeners interpret input in terms of what they know or identify what they dont know. Top-down, bottom-up and parallel processing is being examined in L2 contexts. Current views of listening comprehension propose that listeners actively process language input. Two types of processing have been discerned: cognitive strategies and metacognitive strategies. Research on listening strategies includes: work on several languages; work contrasting strategy use at several proficiency levels; work with interactive or transactional listening; work with cognitive and metacognitive strategies; work considering the relation of strategy use to text, task, and setting. Chapter 3 Studies in listening difficulties of L2 listeners in foreign countries Tauroza and Allisons ( )studyspeech rate Griffiths suggests that different language have different â€Å"normal† rates and the rates defined in studies using English can not be applied exactly to studies of other languages. Most research quotes a normal speech rate of 165 to 180 words per minutes for native speakers of English. On the other hand, while Foulke reports a threshold (the rate at which comprehension begins to decrease rapidly) level between 250-275 w.p.m., others states that comprehension decreases as a function of mental aptitude and difficulty level. Tauroza and Allison compare normal speed of British speakers for four types of speech. They found that while the mean for radio and interview speech events lies within the range of 160 to 190 w.p.m., the means for conversation and lecture categories are outside this range. The mean rate for conversation in words per minute was 210, while for lectures, 140. They note further that thirty-three percent of their lecture data was slower than 130 w.p.m. and twent y-three percent of the conversation data was faster than 220 w.p.m. The issue of normal speech rate is one that still needs a great deal more research that takes into account all of the variables mentioned above. (Rubin, 1994) Boyles (1984) study—factors most frequently mentioned in listening In Boyles (1984) study, 30 teachers and 60 students in Hong Kong were asked to list the six factors which they considered the most important in aiding or hampering the effectiveness of listening comprehension. It was interesting to know that the students gave much more importance to vocabulary than teachers did. It was surprising that the students mentioned two factors, memory and concentration, barely mentioned by the teachers. In addition, the students considered that there was a possible relationship between their reading habits and their listening comprehension, which was not mentioned by the teachers. On the other hand, the teacher seemed to specify the linguistic factors more sophisticatedly. The teacher would specify the factors as ability to pick up clues, complex syntactical structures, stress and intonation and interference from Chinese. On the contrary, the students just indicated that the lack of general language ability or the difficulties in English listening comprehens ion. Lynchs (1997) study—a case study of an intermediate-level learners progress Lynch (1997) conducted an ethnographic study of a Japanese student who attended English language courses at the Institute for Applied Language Studies, the only one taking an undergraduate course in economics at the University of Edinburgh. His scores on the listening tests were relatively low in comparison with his reading and grammar scores with the other students in class. A number of possible reasons were found to explain his difficulties in listening comprehension. First, he was the youngest member in his class so that he was unwilling to engage in negotiation with his seniors. Second, he was the only undergraduate student with an economic background in his English class so that he viewed himself as insufficient in some general background knowledge. Third, he joined Course 3 in the EAP program, skipping the basic class, Course 1 and 2. Therefore, he thought he needed more time to get used to negotiate with others in English. Fourth, his lowest listening score disappointed him gr eatly. The perceptions of the subject had made a substantial influence on his English learning. Gohs (2000) study—listening comprehension problems Goh (2000) investigated the comprehension problems of second language listeners in a cognitive perspective. She identified real-time listening difficulties faced by 40 Chinese undergraduates and examined their difficulties within the three-phase model of language comprehension proposed by Anderson. (1995). The data were collected from learners self-reports in their diaries, semi-structure interviews and immediate retrospective verbalizations. The data revealed 10 problems that occurred during the cognitive process phases of perception, parsing, and utilization. She also, made a comprehension between two groups, high ability listeners and low ability listeners. Each group consisted of eight students selected according to their grades in a post-instruction standardized proficiency test, the SLEP test of Educational Testing Service 1991. She found that listeners with highly ability and low ability both had a perception problem with recognizing words they knew. Another problem they both shared was parsing problem that they quickly forgot what they thought they had understood. In addition to these two problems, high ability listeners reported a utilization problem that they were often unable to extract the meaning out of the message even if they had understood all the words. On the other hand, low ability listeners reported another perception problem that they often did not hear the next part of a text because they spent too much time thinking about what they had just heard. REFERENCES Boyle, J.P. (1984). Factors affecting listening comprehension. ELT Journal, 38 (1), 34-38 Chiang, C.S. Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency in EFL lecture learning. TESOL Quarterly, 26(2), 345-374 Goh, C.C.M. (2000). A cognitive perspective on language learners listening comprehension problem. System, 28(1), 55-75. Lynch. (1997). Life in the slow lane: Observations of a limited L2 listener. System, 25 (3), 385-398 Oxford, R. (1993). Research update in L2 listening. System, 21(2), 205-211. Rost, M. (1994). Introducing listening. London: Penguin. Rubin, J. (1994). A review of second language listening comprehension research. Modern language Journal, 78(2), 199-217 Rubin, J. Thompson, I. (1994) How to be a more successful language learner: Toward learning autonomy. MA: Heinle Heinle Publishers. Underwood, M. (1994). Teaching listening. Longman Handbooks for Language Teachers. Yagang, F. (1993).Listening: problems and solutions. English Teaching Forum, 31 (2), 16-19

NT Migration Techniques :: Information Technology, Networking

Overview Recently approval has been granted to change our main operating environment from Windows XP to Windows ’98. It was determined that this would allow us to better protect our machines from unauthorized access through the use of BIOS passwords. This would also allow for a more consistent operating environment within the office. However, after analyzing the task of this migration it has been determined that perhaps a different environment would better suit Option Energy’s business needs. Proposal Option Energy’s business needs may better be fulfilled by utilizing the operating environment that Windows NT provides. Windows NT allows for a much more secure network environment, and offers the system administrator much more control over network traffic. It would require a longer migration time but the benefits would far outweigh the time that setup would take. Benefits of NT over Windows 98  Eliminates the need for BIOS passwords by requiring a username and password to be authenticated by the new Windows 2000 server. These accounts and passwords can be managed and changed from the server.  Allows for tighter controls when managing user and group accounts.  Offers a more stable operating environment than Windows 98. (Dynamic memory allocation allows for multiple programs to be run in separate memory space)  Windows NT was designed for small business network environments, Windows 98 was designed mainly for home use.  Offers the administrator more control over programs that can be installed on each PC and allows more restrictions to be placed on the end user.  I have personally been certified in many areas of the Windows NT operating environment.

How to improve students’ Performance Essay

The success of any educational system is crowned by the success of the students in their academic performance. Every classroom layout and school structure should therefore be created to provide the most intrinsic way with which the learners can be motivated toward the learning process which consequently implies their good performance. Many schools and learning institutions have captured the interest of the student success as the central point which therefore provides a future benchmark for a continued strong portfolio in the academic context in the community. An important process which can provide a stepping stone towards students’ success is that of classroom organization which implies that the learning needs of every student are catered for within the dimensions of their placement within the classroom setup. Majority of the learning and classroom organization involves various assessment methods with which students can be evaluated of the learning and academic achievement levels. Tutors are required that they collect various information that can be extracted from the assessment methods and consequently analyze it which they can therefore use to create the most lucrative methods of advice and strategies that align with the demands and needs of their academic achievement (http://www. rmcdenver. com/useguide/assessme/reflect. htm). The foremost precept which can be employed in evaluating the level of success by a student is a cordial evaluation and interpretation between whatever content that a student could have mastered and that which has not in order to intuitively evaluate the area of concern which needs improvement. The choice of re-teaching a certain area of concern that has already been taught to students requires an evaluation on the number of students that have mastered the section or those that have not mastered the same. In the event of a large number having successively mastered such an area of concern, the remaining small group can be grouped in some group works and consequently accessed in terms of re-teaching or offering them with assignments. The general theory of learning provides that success or failure of a student in the learning process depends on the statutory context of the materials and resources that are offered to him/her as learning aids and the effort that the teacher applies in instilling educational competence and learning to the students. From this description, we can internalize two important aspects that underlie the primary basics towards the academic success of the student. First, is the level and content of the educational resources that are provided for the student in the learning process. Secondly, is the degree and scope of efforts and teacher commitment towards the teaching process in the classroom. From these two premises, we can delineate that students should be offered with the most adequate and promissory facilities and resources that provide them with a hub of fountain learning environment. Either, the efforts and the level of teacher commitment is of necessity important in leveraging a promising success in the student achievement in the learning process (http://www. rmcdenver. com/useguide/assessme/reflect. htm). As an important component, it goes without saying that the role of each participant in the learning context of the student is one such an important aspect that provides a likelihood of parametric concern in the students’ success. In this context, various key role players including the teachers, parents, the student themselves and the school boards are all fundamental in laying foundations and framework with which the student success can be supported. Therefore, each should play their respective roles in the most resilient manner which consequently provides an ideal environment for the student’s success.

Ethics Research Paper Detailed Guide on How to Craft It with Ease

Ethics Research Paper Detailed Guide on How to Craft It with Ease An ethics research paper is an academic piece of writing that focuses on various topics in the ethics field of study. The research paper may be based on deontology, social issues, morality, and theories that explain human social behaviors, such as egoism and utilitarianism. Developing a research paper follows an original investigation of particular ethics topics, analysis of gathered material, and interpretation of the research findings to form inferences. Your professor may ask you to write a research paper on any field of the ethics areas of study. Other requirements may focus on the purpose of the paper such as exploring peoples views regarding certain moral issues such as abortion. Questions you should ask yourself before beginning the research paper writing process include: What ethics research topics do I choose and how do I begin the ethics research paper? What gaps exist in current research regarding the chosen topic and where do I find adequate and relevant information? How do I formulate the research paper title, thesis statement, hypothesis, and research questions? What form of research is appropriate for my paper and why? Do I need current and scholarly sources for my research or do I need to base the paper on any kind of information concerning ethical topics? This ethics research paper writing guide provides a step-by-step outline that will help you write a high-quality ethics research paper. Writing a research paper is a tedious process that may consume considerable time during your study period. Therefore, you should consider it a significant part of your education process. The ethics research paper writing tips presented below help you learn how to craft an A-grade ethics research paper easily. The first and important element in the writing process entails deciding on what to research and write about. Therefore, coming up with an ethics research topic is an important first step in the writing process. Picking a Suitable Topic for Your Ethics Research Paper A topic in your research paper forms the main organizing principle that guides the analysis of your ethics research paper. A topic offers an occasion for writing and a sense of focus that governs what one intends to convey through the paper. Thus, the topic you select for your paper should present the core subject matter of your area of study. The ruling principle in topic selection concerns passion. In other words, select topics that interest and challenge you because the topics that drain your interest and those that do not offer adequate challenges contribute to loss of enthusiasm and diminish the efforts you may put towards researching and putting the research paper together. Choosing a research topic is not an easy task even when you have readily available ideas. Your professors use three ways to ask you to write about a research problem in ethics: The lecturer may provide a general topic from which you are expected to study a particular aspect and explore in writing; The professor may provide you with a list of possible topics on ethics; The professor may provide you with the freedom to choose a topic for your research paper. If you are given a topic: Identify concepts and terms that make up a topic statement and the paper content; Review available literature to help you refine your approach and focus on the topic; Search for the sources you can use to expound on your main arguments and look for the sources of criticism, new ideas, and historical perspectives from the literature; Outline your paper based on the gathered information; If the lecturer provides a list of possible topics: Search and review the available literature on each of the topics to identify those with adequate resource materials; Choose the topics with readily available information; Identify the scope of the subject matter to ensure it is neither too narrow nor too broad; in this case, check topics that are manageable based on the research paper length and intended scope; Select a topic that interests you and fits the objectives of the research paper. If the lecturer requires you to identify an issue for analysis: Brainstorm for ideas by exploring any ideas and strong opinions you have on ethical issues such as abortion, contraceptives, and assisted suicide, among other possible ideas. The ideas can be developed from daily occurrence, media coverage or from conversing with peers about ethical and moral issues. Try to remember recent topics or information acquired recently that piqued your interest in ethics topics. Conduct research by scanning through ethics journals, articles, and books to gain an overview of an appropriate research topic based on already written paper, gaps in the literature, or subtopics in ethics. Reading information on various topics that constitute the ethics field of study allows you to see how ideas relate and the scope of topics. Focus on a probable research topic to ensure it is manageable. In this case, once you have settled on a topic, use limiters and expanders to ensure it is not too broad or too narrow. You can use limiters such as eras. For instance, you can select to focus your research topic on Socrates ethics. However, you cannot settle on a topic such as ‘The Contribution of Socrates to Ethics,’ because the noted topic is too broad. In this case, you can use limiters, such as an era or an element during Socrates’ development of moral philosophy. For example, you can limit the topic to, ‘An Analysis of Socrates Idea of Ethics in Euthyphro.’ Define the chosen topic as a research question by formulating questions about the topic. A research question also helps to limit and broaden the research topic and its scope. Possible topics for your ethics research paper include: The Intractable Difficulties for the Doctrine of Double Effect: The Problem of Closeness and Focus on Concern; Explore Utilitarian and Deontological Ethical Perspectives on Organ Transplant; Abortion and Ethics: The Philosophy of Aristotle and David Hume; Ethical Issues in Stem Cell Research and Human Cloning; Gay Adoption: an Ethical Examination. Formulating an Appropriate Thesis Statement for Your Ethics Research Paper A thesis statement is an important element of your research paper because it presents the paper’s arguments and your position on the claims. The thesis statement should provoke an analysis, describe ideas, and provide direction for your research paper. Therefore, your ethics research paper should have a strong thesis statement that articulates the unifying theme of your paper. When creating a thesis statement, ensure: It presents the research paper main argument; It provides your position on the argument; It makes a connection between the major argument of your paper and evidence provided in the research paper paragraphs; It provides room for the intended audience to refute the articulated claims. Importantly, your thesis statement should present a point of view that readers and other writers can agree or disagree with. It should also provide reasons for choosing specific claims over the others. An Appropriate Structure for Your Ethics Research Paper as Advised by Our Writers An ethics research paper has three main sections just as any other type of paper. However, a scientific research paper comprises six major parts, namely the title, the abstract, the introduction, the body, the conclusion, and the reference section. The variation results from the topic selected, the intended type of research, and the length of the research paper. The body section of a scientific investigation that involves exploring people’s views on certain ethical practices may have various sub-sections, such as methods, results, and discussion. Title of the research paper. In addition to the topic of your research paper, you should have a title that defines your research. This title often appears on its own and is the first aspect that a reader sees. The presentation of the title on the research paper may vary depending on the chosen writing style because different writing conventions have varied requirements concerning how the title page of your research paper should appear. However, common elements include the name of the author, the title of the research paper, and the publication date. Abstract. Your professor may ask you not to include an abstract. However, it is appropriate for research papers on ethics to present a brief section that describes the research, states its significant and major arguments, and summarizes the general conclusions. The abstract is written last despite appearing at the beginning of the research paper. Introduction. The introduction part of your ethics research paper should comprise about 10% of your research paper. Depending on the topic and length of the paper, the length of the introduction may vary. This implies that it may go beyond the noted 10%. The introduction should articulate the aim of the ethics research paper, background information concerning the discussion topic, the significance of the research paper, the intended audience, the purpose statement, the outline of the paper, and the thesis statement. Body. The body of your research paper forms the main part of the study. All the major arguments should be discussed here, either in prose or using subtopics. The research paper body should present your claims on a particular ethics research topic, provide relevant evidence that supports your arguments, counter-arguments and supporting data, and relevant existing literature. Each major argument should be presented in a stand-alone paragraph with a topic sentence. You should then provide the supporting evidence by giving facts, statistics, or information from the existing literature on the chosen ethics topic of discussion. Often, listing one fact as supporting evidence is not sufficient. Thus, you need to list more than one fact. The body section can appear as indicated below. Paragraph 1: Main idea 1 with a topic sentence Supporting evidence 1 with facts, statistics, existing literature Supporting evidence 2 with facts, statistics, existing literature Paragraph 2: Main idea 2 with a topic sentence Supporting evidence 1 with facts, statistics, existing literature Supporting evidence 2 with facts, statistics, existing literature As indicated earlier, some ethics research papers requiring people’s opinions are more elaborated and are based on the scientific method of inquiry. If your selected ethics research paper is based on a purely scientific method of inquiry, the body section of your paper should have more than thematic paragraphs. In this case, you need to divide the paragraph into sections that explain how you will gather information (opinions) from individuals, how you will analyze the gathered data, and your discussion of the analysis and findings. Methodology. The methodology section highlights the methods you use to gather information. In this section, you need to discuss the subjects of your study, how you recruited them, and the instruments and materials you used to gather data. Results/Findings. In this section, you should highlight the main features of the collected information by providing a complete description of the study participants’ opinions. The presentation can be done in tables and figures where possible. For instance, you can tabulate the mean and standard deviation of people who believe that abortion is ethically appropriate and those who have a contrary opinion. Discussion. Findings from your analysis should be presented in this section along with your interpretation of the results. In this section, you need to compare your findings with theoretical frameworks and findings from the existing literature. The discussion section should also highlight your response to the research questions. Conclusion. The conclusion of your ethics research paper should summarize your research paper and restate your thesis statement. A good conclusion should restate and not simply repeat your thesis statement, present a summary of synthesized research findings, and provide recommendations and implications of your ethics research. Reference Section. The reference section highlights the literature cited. Use appropriate formats as dictated by your professor or by your chosen writing convention. Post Writing Tips to Add the Finishing Touches Once you are done with your ethics research paper, take a break, preferably one day before engaging in the research paper review. The break provides you with a new outlook once you go through your paper. If one day is too much, take at least one hour break. You should review paragraph issues, sentence-level issues, and content coherence.

A Tribe Apart Review essays

A Tribe Apart Review essays After reading the book A Tribe Apart, I was able to notice many similarities between what the adolescents in the book were going through and what we have read in Santrock and heard in lecture. In Chapter 2 and 8 we meet Jessica Jones, a thirteen-year-old girl who has recently gone through some dramatic changes at home, as well as growing up in general. Jessica is a typical teenage girl, very active in activities, has friends, has goals for her self and so on. At the beginning of the chapter she says her mother has finally stopped lecturing her on how she ought to use her desk for homework. This is evident in the theory of Parent-Adolescent Conflict. According to Santrock, much of the conflict involves the everyday events of family life, such as keeping a bedroom clean, dressing neatly, getting home at a certain time, not talking on the phone forever, and so on. (Santrock, 159) This would explain the constant arguments about her messy room, grades, and so on. Since her older sister has recently had a baby there have been some major changes in the household. Jessica feels that her sister and her dont really talk anymore, because her sister is too busy. According t o Santrock, both younger and older adolescent siblings viewed older siblings as sources of social support for social and scholastic activities. (Santrock, 167) This is definitely impacting Jessica, because she feels that she cant go talk to her about whatever problems she might have and so on so that saddens her. Jessica is in eighth grade now, which makes her the top dog of the school. She describes it as the seventh graders are still walking around in a daze, and the eighth graders walk around, full of them selves. This is commonly referred to as the top-dog phenomenon, in which the circumstances of moving from the top position to the lowest position. (Santrock, 228) This was true of Jes...

Essay Sample on Different Types of Communication

Essay Sample on Different Types of Communication To write an essay on communication, students should know what communication is. Communication is a two way process in which the receiver and sender, both should be involved actively. Communication involves means such as listening, speaking, writing and reading. All these means can be used for an active communication process. Essays on communication should be able to depict any one or many means of communication. Essays on communication can be of many types like essay on communication skills, essay on interpersonal communication, essay on team communication and essay on public relations. ‘Communication skills’ is a broad field and essay on communication skills should contain some information about the communication skills that are relevant to the topic of essay on communication. For essay on interpersonal communication, the relationships between the two communicators should be highlighted in the essay on communication. Similarly, essay on team communication should contain information about how a team can develop interpersonal communication between each other. For all kinds of communication essays, the writers of the communication essays should keep in mind that they should write keeping view the topic of the communication essays. The matter in an essay on communication should be relevant to the topic and should be informative regarding to the topic of communication essay. For writing communication essays, the writers have to follow some guidelines, which will help them in writing a communication essay that will be of good quality. Essay in also a form a communication so it should be communicated with clear messages and simple language so the reader faces no problem in comprehension of the idea delivered in the essay on communication. Essays on communication should have a well-defined introduction, some body paragraphs for the discussion in terms of communication topic and a conclusion, which should summarize the whole essays and should come to one point after the discussion that is done in the body section. In case of well-organized communication essay, the reader of an essay on communication will be able to get the arguments written by a writer of essay on communication. Every paragraph given in an essay on communication should be able to describe only one idea or thought, in case of more than one idea or thought in one paragraph, the reader faces di fficulty in getting the meaning of the whole passage as it is jumbled down with a number of ideas. The introductory paragraph should have the description of the topic of your essays on communication. There should be a thesis statement. A thesis statement is stated in one sentence or more than one sentence but it is suggested that it should be one sentence. The thesis statement gives the main idea of the essays on communication. There are also custom writing sites like us from where you can get plagiarism free essay on communication, and get professional assistance how to write an essay on communication issues.

How a leader should react in certain situations Term Paper

How a leader should react in certain situations - Term Paper Example That is where effective leadership enters. The leaders tend to lead more efficiently and effectively if they were provided with a path of passion with regard to their work. This path of passion can be their true goals in life which would make the leader more determined towards achieving their task. In my life I have gone through many instances in which I have to effectively lead a certain team to success. To effectively lead a team I have been through many problems but I had to overcome them to lead my team to success (Cameron & Green, 2008). 8 In managing the team of my company I had to gain confidence of my team firstly so that they could view my goals and perspectives the way I wanted them to. To gain confidence I took advice of all my team members so that I could put in their views and set up the goals to prosper my company. Moreover, I set up my own values and was influenced by many other leaders like my boss who took my company to the position on which it is now. The pressures which came during this leadership process were effectively handled by me and my peers. Thus all this helped me to reduce the pressure being inflicted on me and my leadership went smooth. 8 Recommendations 8 Leadership is able to learn by anybody with the fundamentals. However a terrible group of leadership cannot be trained for the reason that leadership is a learner skill. About 80% of their expertise on the job Leaders can learn. They get experience from observing other leaders and try to follow their behavior and activities. They select paradigm and try to find out advisers. They inquire other leaders on the subject of how to control circumstances. Leaders can get better by receiving criticism and using it. The finest leaders look for criticism from their superior, their examiner and their sub standards. Then they adjust their behavior with the intention that they achieve improved consequences. Leaders can also get knowledge by struggling stuff out and then analyzing their recita l. The barely crash they know is the crash to learn from practice. Effective leaders can have power over their own progress. They search for preparation occasions that will create dissimilarity in their presentations (Popper, 2005). Effective leaders can also look for guidance plans that will help them grow particular talents that they can employ on the work. And then when they go back to job, they apply precise, purposeful endeavor in real life what they erudite in the preparation classes. 9 Conclusion It is not necessary to born as a leader, though every person born with exclusive powers that facilitates him in leadership jobs - they are among us, and with nearly all people, they live inside. The concept that leaders are born, and other as a result can never be leader, is irrational, miserable and seriously restraining to every person in the world. The thought recommends that the time when babies are born they have the heredity to become a leader, or they do not. This case prospec tively all right if the meaning of leadership, and leaders, had been stable for the past 60 years, but it is not. Certainly, more has been exposed about leadership and human activities in the last 30 years. Leadership is a talent and a behavior. Approximating the majority talents and behaviors, those get better with observing; turn out to be extra talented the habit conquests. Unworried regarding the

Job Analysis Research Paper Example | Topics and Well Written Essays - 2000 words

Job Analysis - Research Paper Example Quirin (1991) defines job analysis as a systematic approach for the collection of information regarding a job including roles, responsibilities and the skills required to perform those tasks. It is an important part of planning in human resource enabling the manager to determine job necessities, needed tools and skills, supervision of the employees and their interaction with the management. This paper focuses on all the elements of job analysis, based on the statement that job analysis is the backbone of an organization’s efforts to meet its vision, mission and objectives. Based on the contingency theory of organizational behavior, a job analysis of my immediate former position will be made in a bid to ensure that it is filled and operated satisfactorily. Organizational Behavior Theory Guiding this Job Analysis: Contingency Theory This is a radical shift from both the classical and neoclassical theories of organizational behavior in terms of its view on conflict at the workpla ce. While the two are focused on avoiding conflict since it interferes with equilibrium in the organization, contingency theory recognizes the fact that conflict is virtually inescapable, but manageable at the same time. Thus, organizations naturally evolve and adapt to meet their strategic needs through actions that are rational and sequential. Effectiveness is a key component in dealing with changes in the environment (Walonick, 1993; Chandler, 1962; Lawrence & Lorsch, 1969). This is the most applicable theory in job analysis since it provides for adaptability and variation in all aspects of a job, especially considering the fact that a job description should be able to accommodate uniqueness. Creating a job description that meets the specific objectives of the organization is preferable than copying what is already being used in other firms. Aspects to be analyzed for the Job Job analysis is aimed at collection of information about the job. To begin with information will be gathe red concerning the specific duties and tasks required by the job. A review of any possible physical requirements according to the environment of the job will then be done since the working conditions may not be accommodative to all people. The tools and equipment used will then be explored in detail, followed by establishing the inter-relationships of the position with superior, equal and junior staff. Finally, the requirements of the job from a prospective recruit will then be analyzed in terms of knowledge, skills and abilities (Branick and Edward, 2002). Job Description Several methods can be used to collect information for a job description including interviewing the incumbents and supervisors, observation, structured or open questionnaires and exploration of work logs among others (McNamara, 2010). A lot of these methods will not be applicable in this case since I am the incumbent. I will utilize the knowledge I have from my previous position to create a job description. Import antly, I will utilize Gibb’s Reflective Cycle that will enable me to reflect on my entire service for that position, coming up with an evaluation of the things I did well, where I went wrong and finally the best course of action I would undertake if I was to find myself in similar position (Jasper, 2003). The other method is to interview my former

Structure and Functions of the United Nations Organization Research Paper - 1

Structure and Functions of the United Nations Organization - Research Paper Example It also has an Economic and Social Council which has 54 members and an international court of justice consisting of fifteen judges. It has a Trusteeship council and a secretariat which are discussed subsequently. The United Nations through its five bodies is helping to maintain international politics in such a way that the whole world remains in peace and harmony. It is basically acting as a judge of politics so that countries do not fight or the populations of the countries do not suffer either financially or physically because of any threat. In order to develop a norm for all the countries, international laws are laid down by the United Nations which have to be followed by all the member countries. These international laws are regulated by treaties between the UN and the countries. These treaties are broad as they consider many aspects of the society such as human rights, refugees and border restrictions (United Nations 2010) Rwanda Genocide is cited to be one of the failures by the United Nations organization which shows that the UN has not been very successful in achieving its objectives. On the contrary, many other successful scenarios of UN can also be analyzed all over the world which shows that they have regulated international politics in such a way that many wars have been avoided. An example of Indo Pak can be cited here which was stopped with the help of UN intervention. It can clearly be seen that the UN Security Council after the genocide got more particular about warnings. It sought out its policies in such a way that future incidents occurring all over the world could be avoided. The policies which were taken by UN regarding the war on Afghanistan can be cited here which have served to be purposeful in decreasing the terrorism rate in the world. The UN Security Council urged all its member countries to follow the rules as laid down by Resolution 1267.

The Past, Present and Future of RFID Research Paper

The Past, Present and Future of RFID - Research Paper Example It is that need for an obscure, yet handy source of data information storage that led to the development and rising use of the Radio Frequency Identifier chips. With the use of the RFID, all necessary information has become just a tag scanner away. No more losing files or misfiling information. RFID is the wave of the future although it is currently mired in doubt and controversy due to privacy issues and the high cost of creating the chip. But as the RFID becomes a truly integral part of our daily lives, the cost and distrust of the technology is bound to go down. Through this research paper, evidence shall be presented showing that there is a growing use for the RFID technology and that the public as slowly learning to get over their apprehensions of the technology's use. As more and more industries come to use the RFID technology in non obtrusive ways, we will find the people more accepting of it and perhaps some people, won't even be aware that have it on their person. In the end , this research paper will show that the RFID technology is the future of our society. It shall play an integral part in our military, social, medical, and financial field. RFID technology cannot be ignored. It is here to stay. The Past, Present, and Future of RFID The history of the RFID system can be traced back to the early RADAR detection systems of World War II. the RADAR technology was first discovered by Sir Robert Alexander Watson-Wyatt in 1935. His technology was created in order to identify incoming planes but it could identify if the plane was friend or foe. It was during this time of war that the passive RFID system was first developed by Germans who reflected the radar signals back as their rolled their planes upon return to base in order to identify themselves as German instead of allied aircraft. (Roberti, The History of RFID Technology). This particular technology led the British to develop the Identify Friend or Foe (IFF) system which was a transmitter located insid e each British plane. The system would receive ground RADAR signals and then send back a signal identifying it as friend. That is the concept that the modern RFID is based upon with a slight difference. An RFID receives a transponder signal which is then interpreter by the chip and answers with either a signal (passive) system or it broadcasts a signal as an active system. (Roberti â€Å"History of RFID Technology†) The early scientists had already seen the possible real world applications of the radio frequency technology beyond wartime use. Which is why research in the RF communications system continued well into the 1960's with the United States, Europe, and Japan all collaborating on its possible remote uses in the field of object identification. Commercially, stores began tagging their items in an effort to curb shoplifting by using radio waves to determine the payment status of an item. This is done through the use of electronic surveillance tags that are either turned on or off. Upon payment of the item, the cashier turns the tag off and it can clear the detectors standing at the exit doors of the store. (Roberti â€Å"History of RFID Technology†) The first patent for the RFID tag with a rewritable memory was awarded to Mario W. Cardullo on January 23, 1973. Charles Walton also received a patent in the same year for his passive transponder invention that could be used to unlock a door without a key. (Roberti â€Å"

Certified Aviation Manager Program Essay Example | Topics and Well Written Essays - 500 words - 1

Certified Aviation Manager Program - Essay Example This personal and corporate assurance is a first step into the responsibility of management, and is also serves as a guide to my future obligations to the industry. My goal of working as a department manager will necessitate that I prepare for this additional responsibility. A department manager is accountable to corporate interests as well as being responsible to their employee's concerns and needs. These may be the interactions that take place on a professional level between employees, or may involve the long-term corporate strategy of aviation scheduling or security. CAM Certification provides the foundation for insuring that the qualified manager has the breadth of education and experience required to operate in that capacity. It will assure that I not only have the scope of knowledge necessary, but will also provide me with the confidence that I have the most up to date information and state of the art methods available. The aviation industry is a rapidly changing landscape. Increased regulation, new technology, and heightened security concerns place a high demand on managers in aviation to demonstrate their capability to address many different issues. CAM Certification is a focal point where like minded aviation professionals can exchange ideas and remain current on the state of aviation.

Motivation in work place Assignment Example | Topics and Well Written Essays - 4750 words

Motivation in work place - Assignment Example actor of motivation of the employees in the workplace is extremely important for deciding the performance levels of an organization which functions in the healthcare segment. As such, this research is conducted to evaluate the existing motivation levels, strategies and performance within the organization. Also, the motivation strategies that can be used by the business managers in the organization are considered and their practical application is analysed. The research would be mainly based on secondary research methodology in which data would be gathered from the employee groups working in the NHS foundation Trust. The research report is structured in a methodical and step by step manner. Suitable research aims and objectives are designed followed by a thorough review of the available literatures on the topic of motivation. The literature review would help to provide a base for the development of the research work and for analysing the collected data from a theoretical perspective. The research methodology including data collection techniques and data analysis methods are discussed. This is followed by the finding and interpretations that are derived by analysing the secondary data collected from the research. A well formulated conclusion is given to summarize the findings from the research. Also, a reflective diary that includes the approaches, views and opinions of the researcher is documented. An annotated bibliography is added to review the academic references used for the research work and for highlighting the purpose and use of these literary sources in the paper. The main aim of the research is to evaluate the factor of motivation in workplaces. This is done by understanding what motivation actually is and studying the different dimensions of motivation. The researcher aims to explore motivation form different perspectives and looks into the role of motivation in a workplace. Also, he looks into the different strategies that may be used by the human

The Past, Present and Future of RFID Research Paper

The Past, Present and Future of RFID - Research Paper Example It is that need for an obscure, yet handy source of data information storage that led to the development and rising use of the Radio Frequency Identifier chips. With the use of the RFID, all necessary information has become just a tag scanner away. No more losing files or misfiling information. RFID is the wave of the future although it is currently mired in doubt and controversy due to privacy issues and the high cost of creating the chip. But as the RFID becomes a truly integral part of our daily lives, the cost and distrust of the technology is bound to go down. Through this research paper, evidence shall be presented showing that there is a growing use for the RFID technology and that the public as slowly learning to get over their apprehensions of the technology's use. As more and more industries come to use the RFID technology in non obtrusive ways, we will find the people more accepting of it and perhaps some people, won't even be aware that have it on their person. In the end , this research paper will show that the RFID technology is the future of our society. It shall play an integral part in our military, social, medical, and financial field. RFID technology cannot be ignored. It is here to stay. The Past, Present, and Future of RFID The history of the RFID system can be traced back to the early RADAR detection systems of World War II. the RADAR technology was first discovered by Sir Robert Alexander Watson-Wyatt in 1935. His technology was created in order to identify incoming planes but it could identify if the plane was friend or foe. It was during this time of war that the passive RFID system was first developed by Germans who reflected the radar signals back as their rolled their planes upon return to base in order to identify themselves as German instead of allied aircraft. (Roberti, The History of RFID Technology). This particular technology led the British to develop the Identify Friend or Foe (IFF) system which was a transmitter located insid e each British plane. The system would receive ground RADAR signals and then send back a signal identifying it as friend. That is the concept that the modern RFID is based upon with a slight difference. An RFID receives a transponder signal which is then interpreter by the chip and answers with either a signal (passive) system or it broadcasts a signal as an active system. (Roberti â€Å"History of RFID Technology†) The early scientists had already seen the possible real world applications of the radio frequency technology beyond wartime use. Which is why research in the RF communications system continued well into the 1960's with the United States, Europe, and Japan all collaborating on its possible remote uses in the field of object identification. Commercially, stores began tagging their items in an effort to curb shoplifting by using radio waves to determine the payment status of an item. This is done through the use of electronic surveillance tags that are either turned on or off. Upon payment of the item, the cashier turns the tag off and it can clear the detectors standing at the exit doors of the store. (Roberti â€Å"History of RFID Technology†) The first patent for the RFID tag with a rewritable memory was awarded to Mario W. Cardullo on January 23, 1973. Charles Walton also received a patent in the same year for his passive transponder invention that could be used to unlock a door without a key. (Roberti â€Å"

Motivation in work place Assignment Example | Topics and Well Written Essays - 4750 words

Motivation in work place - Assignment Example actor of motivation of the employees in the workplace is extremely important for deciding the performance levels of an organization which functions in the healthcare segment. As such, this research is conducted to evaluate the existing motivation levels, strategies and performance within the organization. Also, the motivation strategies that can be used by the business managers in the organization are considered and their practical application is analysed. The research would be mainly based on secondary research methodology in which data would be gathered from the employee groups working in the NHS foundation Trust. The research report is structured in a methodical and step by step manner. Suitable research aims and objectives are designed followed by a thorough review of the available literatures on the topic of motivation. The literature review would help to provide a base for the development of the research work and for analysing the collected data from a theoretical perspective. The research methodology including data collection techniques and data analysis methods are discussed. This is followed by the finding and interpretations that are derived by analysing the secondary data collected from the research. A well formulated conclusion is given to summarize the findings from the research. Also, a reflective diary that includes the approaches, views and opinions of the researcher is documented. An annotated bibliography is added to review the academic references used for the research work and for highlighting the purpose and use of these literary sources in the paper. The main aim of the research is to evaluate the factor of motivation in workplaces. This is done by understanding what motivation actually is and studying the different dimensions of motivation. The researcher aims to explore motivation form different perspectives and looks into the role of motivation in a workplace. Also, he looks into the different strategies that may be used by the human

Apple Essay Example for Free

Apple Essay The following are the procedures used to make a disappearing ink using the apple extract. The following are the materials; Q-tip, paper, apple juice and a Candle (any source of heat will work, ex. lamp, iron, oven). Begin by pouring a bit of the apple juice into a bowl. Use a q-tip, toothpick, or a paintbrush to write your message on the paper. Let the paper dry thoroughly. This will take about an hour. To decode the message, you will need to heat up the paper. The best way to do this is with a candle. Hold the paper over the candle until the words become visible. The words will become a brown color as they are heated up. The result of my study is that apple extract/juice can be used to make a disappearing ink. Based from the date gathered, the following conclusions were drawn: It works because the apple juice oxidizes in the air. Heating it causes that process to speed up. The juice will turn brown on its own in time. Chapter 1 Problem and Its Background Introduction Apples are obtained from the medium sized tree belonging to the rosaceae family. Scientific name: Malus domestica. The apple tree is originated in the mineral rich mountain ranges of Kazakhstan, and is now being cultivated in many parts of the world. Apple fruit contains good quantities of vitamin-C and beta-carotene. Vitamin C is a powerful natural antioxidant. Sliced apple turns brown on exposure to air due to conversion in iron form from ferrous oxide to ferric oxide. Background of the Study Juice extracted from the apple is used to make invisible ink. Since apples oxidizes when exposed to air turning the color of the juice on paper to brown, heating it up makes the process faster. Statement of the Problem/Objectives Problem # 1: Can we use apple juice extract as an invisible ink? Alternative Hypothesis: Yes, we can use apple juice as an invisible ink. Null Hypothesis: No, we cannot use apple juice as an invisible ink. Problem # 2: Is apple juice a better alternative than other materials? Alternative Hypothesis: Yes, apple juice is a better alternative. Null Hypothesis: No, other materials such as baking soda or lemon juice is a better alternative. General Objectives: 1. To be able to investigate if apple juice can be used as an invisible ink Specific Objectives: 1.To be able to use apple juice as an invisible ink 2.To be able to know how fast the juice oxidizes which would make the hidden words visible. Significance of the study This study aims to find out if apple juice is a good source of invisible ink compared to other fruit juices or materials. Scope and Limitation You need to extract a lot of juice from the apple to be able to complete words on the paper compared to other materials which is readily available. Definition of Terms Apple a fruit which is considered by everybody as delicious and healthy. Color may be red or green. Invisible ink – an ink that is not visible to the naked eye. Chapter II Review of Related Literature The world as we know it began with the apple. According to Genesis 3:6, Eve partook of the forbidden fruit, gave it to Adam and their eyes were opened. This fruit of knowledge is generally represented by the apple. Were it not for Eve’s transgression, mankind would never have been born. In the eyes of Christians, at least, our world began with the apple. Malus pumila, the paradise apple has been symbolic of many things throughout history. The genus name Malus comes from the Latin root â€Å"mal† which means bad or evil. In the Garden of Eden it represents sin and knowledge. â€Å"†¦the apple of my eye† are the words used by Jehovah in the Old Testament of the Bible, to describe his favored people. The ‘apple’ of the eye is the pupil, the center. God said he kept the children of Israel in the apple of his eye as a way of saying to them that they were central and favored, that he watched over them even in their trials. Cutting an apple cross-wise will reveal more symbolism. The shape revealed is a five-pointed star. This pentagram, though often mistaken for a satanic symbol, is actually a Christian symbol which represents the atonement. This five pointed star is also called the Star of Bethlehem, representing the star that appeared at the birth of Jesus Christ. The seeds within the star of the fruit represent the Resurrection and Immortality or Rebirth, as this is how the fruit continues its life. This one fruit symbolizes the Birth, Sin and Death of man, then the Birth of a Savior who will Atone and Resurrect him to Immortality and Eternal Life. This symbolism was carried though to several ancient pagan cultures as well. The Scandinavians had their goddess, Iduna whose name meant ‘at-one-ness,’ very close to the word ‘atonement.’ According to legend, she tended the apple orchards at Asgard a land for the Immortals. To Asgard the other gods went each night to renew themselves. Their immortality depended on partaking of Iduna’s apples. Like Asgard, Avalon was another place for the Immortals. It was believed that Celtic heros like King Arthur didn’t die but sailed through the mist to reach Avalon. Avalon was the â€Å"Apple Island†. The name came from the Welsh word â€Å"afal† or apple. The Irish mythological heros were summoned to Emain Ablach, (Emain of the Apple Trees) or the Avalon equivalent, â€Å"Avallach†. This was done by an â€Å"other-worldly woman who brings the hero a silver-white blossomed apple branch from Emain†¦Ã¢â‚¬  Some believe these legends to be rooted in descriptions of druidic ceremonies. In addition to being a fruit rich in symbolism, there is much plant lore assigned to the apple. Apple boughs hung above the door frame of a house are said to bless the couple that resides therein with added peace and love. Others have used the apple in a love spell that involves cutting the apple cross-wise and sharing it with the one that you love to increase the attraction. In Danish folklore, however, apples are believed to wither around adulterers. Many American children have bobbed for apples on Halloween. This child’s game may have originated from and Irish Tradition, â€Å"La mas nbhal.† This was â€Å"the feast of the apple gathering† which took place on All Hallow Eve. There was a spicy cider and toast beverage in which apples were floated. â€Å"It was usual for each person who partook of the spicy beverage to take out an apple and eat it, wishing good luck to the company.† In England on Christmas Eve, there once was a popular custom called, â€Å"wassailing the orchard trees.† The farmer with his family and workers would honor the most productive trees in the orchard with cider and hot cakes while saying the following toast three times: Almost everyone has eaten an apple, but have you ever asked the question where do apple trees grow? The apple trees we know today originated from the a wild apple tree that was native to Central Asia. It can still be found growing in the mountainous regions of Kazakhstan, Kyrgyzstan, Tajikistan and China. Amazingly, this original apple tree is the ancestor of almost every variety of apples that are available today, but unfortunately this species is not listed as vulnerable to extinction. Most species of apples prefer a cool or temperate climate for optimal growing conditions. They tolerate cold conditions very well, but should be planted in full sunlight and away from any frost pockets (the area where cold air settles). They require some maintaining, such as watering and fertilizing, but are generally easy to care for. There are some specially developed species that can tolerate hot and humid weather, but most apples are still grown in cooler regions. Many countries now grow apples for commercial purposes. China and the United States are the world’s top apple producers, followed by Iran, Turkey, Russia, Italy and India which all produce over two million tonnes per year. The world production of apples now sits at just under sixty five million tonnes. Within the United States over 60% of total production takes place in Washington state where conditions for growing apples are ideal

Management Of Pressure Ulcers In Elderly Patients

Management Of Pressure Ulcers In Elderly Patients Pressure ulcers are an injury that damages skin and the layer(s) of tissue beneath, which have been exposed to pressure (NHS, 2014). They can occur in patients of varied ages; however, the most vulnerable age group who are at risk of developing pressure ulcers are patients aged 75 and above (Hope, 2014). Elderly patients tend to have co-morbidities due to the ageing process, which can sometimes leave them with limited mobility or bedridden and this then can put them at further risk of developing pressure ulcers (Jaul, 2010). Due to having a growing elderly population, it is extremely important to address the risks of pressure ulcers. There is no particular environment in which pressure ulcers occur, as they are a concern in all settings where social care is being provided, medical treatments are carried out including private homes. This paper will review the evidence regarding the risks and management of pressure ulcers. The focus of this paper will be elderly patients and the follo wing topics will be discussed; risk assessment, patient assessment, pressure recognition and removal, non-surgical treatments/advice, complications of pressure ulcers and surgery. On recognition of a pressure ulcer or the possibility of one developing on a patient, a suitably trained health or medical professional should do a documented risk assessment (NICE, 2014). This risk assessment should cover two interlinking areas, risk factors and signs/symptoms. It is important to assess an elderly patients current health status and not just the status of their health as documented previously on records or on admittance to see a professional, as a variety of factors can affect the development of a pressure ulcer some factors more rapidly than others. Questioning into previous medical history and also looking at previous medical notes is often very informative and usually allows the professional to know of any co-morbidity which could present a further risk or act as an indirect cause of the development of a pressure ulcer. Diabetes and musculoskeletal disorders are often flagged up on assessments as a factor which can impact a pressure ulcer (Benbow, 2012). Sometime s due to the elderly patient suffering from a type of dementia, their ability to communicate or remember life events deteriorates and therefore they cannot provide the professional assessing the ulcer with key medical information. Also, some patients may be in trauma or are not conscious; this, again, makes the information gathering stage of the patients current health status difficult for the assessing professional. In such complex cases, the patients wider network such as relations or the multi-disciplinary team of health and social care professionals who have previously supported the patient may have more knowledge on the patients life history. Nursing home staff are required by the Care Quality Commission to keep records of their residents care plans and more specialist homes have routine logs written about their residents; these often can act as a good indicator of physical, mental and behavioural status and changes which have occurred with the elderly patient (CQC, 2015). Determining any other condition which an elderly patient may suffer from is important, because this needs to be considered in the patients care plan and management of the Pressure ulcer as it could have direct impact on the healing of a pressure ulcer. For example, if the elderly patient has diabetes, their wound healing process maybe prolonged (Leik, 2013). Furthermore, as elderly individuals have thinner skin; this already puts them at greater risk of skin damage due to pressure. Musculoskeletal disease such as osteoarthritis is usually diagnosed in elderly individuals and it can limit the mobility of the patient or their ability to do specific activities (NHS, 2014). This may result in patients being in the same position for long periods of time, which may then put pressure on that area of the body, putting them at greater risk of developing a pressure ulcer. Also, elderly individuals who are less mobile are more likely to have poor circulation, which can impact on the time taken for a pressure ulcer to heal. Therefore, blood flow should also be taken into consideration when doing the risk assessment. Above are some examples of how the management of Pressure ulcers can become complex; there are more diseases such as terminal diseases and other medical conditions that need to be taken into consideration when planning the care or prevention of a pressure ulcer. Often both the lack of nutritional intake and loss of weight are two interrelated common concerns in elderly patients, unless the cause is due to a different factor such as underlying pathology of disease. Therefore, in addition to including these factors in the risk assessment, health education to encourage the patient to eat needs to be provided to the patient, their relations and health and social care staff supporting the patient. Health advice/education/guidance is important because an underweight elderly individual is more likely to have less tissue around their bones and possibly poorer blood vessel quality, hence making them more at risk of damage from pressure and also poorer healing (MNT, 2014). Also, a lack of protein in an elderly patients diet, which supports tissue growth and repair, can also cause greater damage to their skin from pressure. Low nutritional intake can also cause fatigue and frailty in elderly individuals and this can impact an elderly individuals engage ment and ability to do daily activities (Morelli and Sidani, 2011), hence impacting their psycho-social status, which may disengage them from supporting their own health, whether it be by following the guidance of a medical practitioner or by being active in their healthcare decisions generally (Morelli and Sidani, 2011). This then can make patient centred care difficult for those providing care for the elderly patient, as patient choice/preference is compromised and indication of pain, which is usually expressed verbally via description or recommended pain scales such as Braden or Waterlow, may not also be provided by the patient (Nice, 2014 and Benbow, 2012). Therefore, the patients involvement in managing the pressure ulcer is vital. Pain management is difficult in Pressure ulcer management if the elderly individual has an altered perception of pain due to a spinal cord injury or other related nerve damage injuries. This may prevent the patient from recognizing that they have an ulcer developing, hence delaying the treatment of the ulcer (MNT, 2014). Therefore, it is good practice if the elderly individual is a patient in hospital to routinely ask the patient if they have seen any abnormalities on their skin and also recommend them to change positions regularly. Alongside the detailed risk assessment, a pressure ulcer assessment/skin assessment should be done on recognition of a pressure ulcer developing. This is not only to manage the Pressure ulcer but also to be aware of those individuals who may have difficulty, as mentioned above, in detecting changes in their skin or possibly even possess a disability. Complaints of pain from the patient should be considered in the skin assessment, followed by a categorization of the ulcer as a stage 1,2,3 or 4 Pressure ulcer (NICE, 2014). This will include assessing discolouration, variations in heat, firmness and skin moisture. The categorization of the Pressure ulcer is extremely important because it allows suitable preventative measures to be put within the individuals care planning, to try to maintain the skins integrity and to support healing (NHS, 2014). The overall patient assessment will directly impact decisions on the frequency of positioning for the patient and the suitability of the support surface on which the patient is sitting or lying (Benbow, 2012). These changes are vital to pressure removal and hence, managing the development of the Pressure ulcer better because they will be included in a repositioning timetable that health and social care professionals will work to as part of the care plan. The frequency of positioning varies based on the risk, patients physical ability/state and also their acceptance to be regularly repositioned; for example, a patient in a wheelchair may need to be repositioned every 15 minutes due to the pressure of sitting in the same position for long periods of time. Elderly patients who are bedridden should be repositioned every couple of hours, depending on the need determined in the risk assessment (NICE, 2014). A physiotherapist can often advise on repositioning that will be safe and that will also allow pressure release. Equipment can also support pressure removal. Cushions on wheelchairs not only provide comfort but they can also lessen the pressure on the hip and upper leg area of the body. However, some specialists advise that air, water or foam filled support devices are better than traditional cushions (Benbow, 2012). Small pillows/foam pads can also support areas of the body from touching each other, such as between the knees or ankles. These can also be used for comfort and support when laying in different angled positions; for example, when a patient is lying on their side, their legs may need further support (Benbow, 2012). Reclining chairs/automated chairs can also be set at different positions to support pressure removal. Patients, relatives and supporting professionals need to ensure that the skin of the patient is regularly checked, as repositioning regularly can also cause skin damage due to the skin of an elderly individual being thinner. Specialised mattresses can also reduce pressure in comparison to standard mattresses. Furthermore, some specialist mattresses can be connected to an air flow system which can automatically regulate the pressure, hence making the care and management of pressure ulcers in bedridden patients easier for health professionals or carers/relatives. This may be a change that medical/health professionals recommend to elderly patients at home or even for patients in long term care/rehabilitation; however, research is still lacking on how much contribution mattress change actually has on directly lessening the risk of pressure ulcer development (Vanderwee et al, 2008 and UCSF, 2011) in comparison to other cost effective changes. Depending on the wound of the ulcer and the skin damage, often dressings and ointments are used to manage the pressure ulcer and to manage infection. Antibiotics may be prescribed, but not often, as usually antiseptic creams can be applied directly on the wound to prevent the spread of infection to connecting tissues. Ointments and creams may also be used to prevent or treat skin damage such as incontinence-associated dermatitis. The skin assessment should be able to identify those at risk of developing such dermatitis, as these patients often have one or more of the following conditions: incontinence, oedema or dry skin (NICE, 2014). Dressings which have been specially designed to promote wound healing and cell regrowth should be used on a pressure ulcer wound. Examples of suitable dressings include hydrocolloid dressings and aliginate dressings (NHS, 2014). These dressings also can support the regulation of skin moisture, which is important to manage the Pressure ulcer. Research an d development into wound repair technology is advancing and specially designed dressings give less trauma to the patient upon removal. Therefore, the correct dressing is vital as unsuitable dressings may cause further skin breakdown. As briefly mentioned earlier in this paper, the patients diet may need altering to ensure that the elderly patient is taking nutrients which will support wound healing. Hydration is also important to maintain skin moisture and avoid flaky skin (Convatec, 2012). Hydrotherapy can also be used to keep skin clean, with possible natural removal of dead cells. In some cases, the wound healing process may be compromised due to necrotic tissue and this dead tissue will need to be removed via a debridement method. Debridement methods vary depending on the clinical situation. Larvae therapy can be used as an alternative method to debridement; this therapy consists of putting maggots on the wound for a few days via a dressing and gauze. Maggots can also promote healing due to the release of a substance that kills bacteria. Sometimes when grade 3 or 4 Pressure Ulcer wounds do not heal or they become complicated cases, surgery is needed. This is usually either surgery which directly closes the wound or flap reconstruction. To conclude, this paper has attempted to cover the overall management of pressure ulcers in elderly patients. Despite, the treatments and clinical practice carried out by medical/health professionals being similar to younger patients, the risks of pressure ulcer development and healing due to the ageing process are different. Also, co-morbidity is more identifiable in elderly patients and skin structure/composition differs due to the thinning of the skin. There are clear guidelines on managing pressure ulcers by NICE; however, further research needs to be done to optimize the management of pressure ulcers in elderly patients (Cullum, 2013). Bibliography Benbow, M. (2012) Management of Pressure ulcers. [Online] Available from:Â  http://www.nursinginpractice.com/article/management-pressure-ulcers Care Quality Commission. (2015) Regulation 17 – good governance. [Online] Available from:Â  http://www.cqc.org.uk/content/regulation-17-good-governance Convatec. (2012) The Role of Modern Wound Dressings in Stage I Pressure Ulcers and Patients at Risk of Pressure Ulcer Formation. [Online] Available from:Â  http://www.convatec.co.uk/media/9572137/aquacel-foam-dressing-shown-to-protect-against-ski-11546.pdf Cullum, N. (2013) Study reveals pressure ulcer research uncertainties. [Online] Available from:Â  http://www.manchester.ac.uk/discover/news/article/?id=10016 Jaul, E. (2010) Assessment and management of pressure ulcers in the elderly: current strategies. Journal of Drugs and Aging. 27 (4). p. 311-325. Leik, M.T.C. (2013) Adult-Gerontology Nurse Practitioner Certification Intensive Review: Fast Facts and Practice Questions. 2nd ed. Springer Publishing Company: New York. Medical News Today. (2014) What are bedsores (pressure ulcers)? What causes bed sores? [Online] Available from:Â  http://www.medicalnewstoday.com/articles/173972.php Morelli, V and Sidani, M. (2011) Fatigue and Chronic Fatigue in the Elderly: Definitions, Diagnoses, and treatments. Clinics in Geriatric Medicine. 27 (4). p. 673 – 686. National Health Institute. (2014) Osteoarthritis. [Online] Available from:Â  http://www.nhs.uk/Conditions/osteoarthritis/Pages/Introduction.aspx National Health Service. (2014) Pressure ulcers – Treatment. [Online] Available from:Â  http://www.nhs.uk/Conditions/Pressure-ulcers/Pages/Treatment.aspx National Institute for Health and Care Excellence. (2014) Pressure ulcers: prevention and management of pressure ulcers. [Online] Available from:Â  https://www.nice.org.uk/guidance/cg179/resources/guidance-pressure-ulcers-prevention-and-management-of-pressure-ulcers-pdf University of California at San Francisco. (2011) A critical analysis of Patient Safety Practices – evidence report no.43. [Online] Available from:Â  http://archive.ahrq.gov/clinic/ptsafety Vanderwee, K, Grypdonck, M, Defloor, T. (2008) Alternating pressure air mattresses as prevention for pressure ulcers: A literature review. International Journal of Nursing Studies. 45 (5). p. 784-801