School Library Media Coordinator Essay Example | Topics and Well Written Essays - 1250 words

School Library Media Coordinator - Essay Example Whereas pedagogy used to be the norm from kindergarten and through the school years and even within the portal of the colleges, now the focus is shifting to enable students grasp the methodologies for self-learning in the primary school years. The library used to be more of a place for reading entertainment. However, now the library has taken its rightful place as powerhouse of knowledge and information, almost a window to the world. Today, the wonders of knowledge and information and their utility occur with little gap in between. Take, for instance, the fields of information and communication technologies. These have become so all-encompassing and intertwined that students are getting the opportunity to use them long before they learn the fundamentals of what drives them and how they operate. Mobile phones, video games, the internet, gadgets like mp3, iPod, iPhone, etc. have students knowing lot more about these even before they start learning the dynamics of electrons, magnetism, calculus, conversion of energy and so on. The importance of the school library has dramatically increased in the past few decades. Knowledge and its application have become far too advanced and quicker than ever before for libraries to remain like a silent spectator in the background. Today, the function of library is a... The library has become a window to every activity from simple reading room containing literature classics to the volumes containing information about intriguing botanies and awe-inspiring planetarium. The library is now the buzzword for every subject, the initiating and training grounds for knowledge building in social sciences, physics and mathematics, the forerunner to specialization in different fields of science and arts (School Library Media Activities Monthly). Before the advent of the information era, the scope for utility of knowledge had to wait till the student completed studies and entered her/his career. Indeed, there was such a wide gap between learning and application of knowledge that most students had forgotten all that they had learnt in schools and colleges in view of the system-oriented assembly-line method of operating prevailing in every corporation, institution and agencies. This way, students simply became nothing less than robots performing the same mundane activities on rote. Education was a dull, repetitive, cyclic and boring affair. The information and communication era has changed all this. Nowadays, education must focus on specialization besides general knowledge to provide students the cutting edge in their area of interest and ability to grasp. There is the need for libraries to provide extensive information beyond the limited dose provided in graded textbooks. Thus, the treatment of library by learning institutions is becoming the litmus test for its efficacy and reputation. The value and importance of learning and teaching with the use of libraries must be the rule rather than the exception. Knowledge is far too advanced and complex now. It is not possible to depend solely on pedagogy style, classroom teaching. The

Business Law Essay Example for Free

Business Law Essay An agreement must contain four essential ingredients to be regarded as a contract. These four elements are offer, acceptance, Intention of legal consequences, and consideration. If any one of them is missing, the agreement will not be legally binding. An offer is defined as the manifestation of the â€Å"willingness to enter into a bargain so made as to justify another person in understanding that his assent to the bargain is invited and will conclude it. † There must be a definite, clearly stated offer to do something. An offer does not include ball park estimates, requests for proposals, expressions of interest, or letters of intent. An offer will lapse when the time for acceptance expires, if the offer is withdrawn before it is accepted, or after a reasonable time in the circumstances (generally the greater the value of the contract, the longer the life of the offer). Only what is offered can be accepted. This means that the offer must be accepted exactly as offered without conditions. If any new terms are suggested this is regarded as a counter offer which can be accepted or rejected. There can be many offers and counter offers before there is an agreement. It is not important who makes the final offer, it is the acceptance of that offer that brings the negotiations to an end by establishing the terms and conditions of the contract. Acceptance can be given verbally, in writing, or inferred by action which clearly indicates acceptance (performance of the contract). In any case, the acceptance must conform to the method prescribed by the offerer for it to be effective. A contract requires that the parties intend to enter into a legally binding agreement. That is, the parties entering into the contract must intend to create legal relations and must understand that the agreement can be enforced by law. The intention to create legal relations is presumed, so the contract doesnt have to expressly state that you understand and intend legal consequences to follow. If the parties to a contract decide not to be legally bound, this must be clearly stated in the contract for it not to be legally enforceable. In order for a contract to be binding it must be supported by valuable consideration. Consideration consists of either a benefit to the promisor or a detriment to the promisee. That is to say, one party promises to do something in return for a promise from the other party to provide a benefit of value (the consideration). Consideration is what each party gives to the other as the agreed price for the others promises. Usually the consideration is the payment of money but it need not be; it can be anything of value including the promise not to do something, or to refrain from exercising some right. The payment doesnt need to be a fair payment. The courts will not intervene where one party has made a hard bargain unless fraud, duress or unconscionable conduct is involved. When there is a breach of contract, an unexcused failure to perform, the other party is usually given damages, rather than specific performance. The rules of damages vary, but are usually intended to make the injured party whole. A party who was supposed to be paid something for that partys performance gets the amount of the payment due, if the performance has been rendered. A party who was supposed to get something of value sometimes gets the difference between the price agreed and the market price. Or, if the party has already paid the paying party sometimes gets the money back.

The Man with the Twisted Lip by Sir Arthur Conan Doyle :: English Literature

The Man with the Twisted Lip by Sir Arthur Conan Doyle In ‘The Man with the Twisted Lip’, Sir Arthur Conan Doyle used the disrespect of the Victorian public with regards to the Police to create his own successful amateur detective. The reason for this clear lack of respect is that the notorious Jack the Ripper was roaming the streets of London, and the police could do nothing to stop him. Indeed Jack the Ripper was never caught by the Police. Sir Arthur Conan Doyle also uses the fear that Victorians had of the knowledge that Jack the Ripper was present on London streets. Sir Arthur Conan Doyle uses words such as, â€Å"lurking† and â€Å"sluggishly† to describe Upper Swandam Lane and the way the River Thames flowing, adding to the feeling of disquiet and revulsion within the reader. Sir Arthur Conan Doyle also describes Upper Swandam Lane as being, â€Å"vile† All three of these words make the reader feel uncomfortable about the settings because the words represent life and creatures that are evil and dangerous. Sir Arthur Conan Doyle also tells us of a, â€Å"low room thick and heavy with the opium smoke† In the Victorian period, opium was legal and was smoked by many people. The thick smoke in the room made it difficult to breathe clean air. The word, â€Å"sottish† is used to describe an opium smoker who clearly has no control over his mind and body. This could be a hint that Sir Arthur Conan Doyle did not approve of the smoking of opium that took place in that time. Sir Arthur Conan Doyle also describes those opium smokers as being, â€Å"bodies lying in strange fantastic poses, bowed shoulders, bent knees, heads thrown back and chins pointed upwards, with here and there a dark, lack-lustre eye turned on the newcomer† This sentence gives the reader a further suggestion that the people in the opium den are intoxicated under the influence of opium, and also Sir Arthur Conan Doyle’s dislike of the habit of opium smoking. Sir Arthur Conan Doyle describes the path down to the opium den as, â€Å"a steep flight of steps leading down to a black gap like the mouth of a cave† This could be likened to a descent into hell, reminding the reader of the dreadful descent into the railway cutting in ‘The Signalman’, and suggesting that the opium den is not a place where religious people could be found. Sir Arthur Conan Doyle manipulates the importance that Victorians placed on social values and respectability. The Victorians were very proud people, and knew that money meant respect. This is shown when the character of Neville St.

My First Step Into College Essay

As I have started my college career I noticed that the writing is a lot harder than it ever has been before. More in depth, more to do and of course the deadlines and due dates are much shorter. Time and time again I’m reminded that my time management skills have really brought down my writing ability and that I need to apply myself to my writing more to avoid failing a paper or even a class. My experience in first taking English 1100 and having to retake it have pushed me to better manage my time and focus on writing well put together essays that are college level. I learned that the whole structure of this class is a little bit a new experience and some I have done before. Just like everyone, I’m not perfect, I have strengths, and many weaknesses in my writing that I could improve on but I would really like to improve my writing. Last semester was a hectic and not very good start to my college career because I failed to deal with the pressure from the expectations given by my teachers, and my parents. The teacher gives the due dates and the instructions to the students, me included, but the only thing I could seem to follow perfectly is the deadline aspect of the papers. That was an important yet easy expectation to follow because if you did not turn it in on time then you don’t get a grade for it basically, which is something I didn’t want to let happen, although my lack of time management skills did not help the content of that essay live up to the teachers expectations. I have learned from this that it is hard to finish a paper when you get home from work at 10:30 dead tired, and you stay up till one in the morning finishing it when you could have done it on your day off and not have had to worry about it the night before. That was after the two days of pre writing I did for the paper. It was another narrative but more personal. It was about either a place or person that is significant in your life. I chose my girlfriend, I love her to death and I don’t go out much so she was the only thing listed under the prompt that I could write a significant and relevant to the prompt narrative. It was going well I was asking my girlfriend for help as far as proofreading and editing. It was great to have her there because she is a much better writer than I am. That paper was going well until I had to stay up late the night before to finish it. Needless to say I didn’t feel good about how it was going to turn out and I was kind of right. I was given a C minus, mostly for a lot of spelling issues and run on sentences, which could have been fixed if I did not have to rush to finish the paper and if I would have hit the spell check button. I fell a little short of my parent’s expectations who expected C plus’s, B’s, and A’s out of me. It was a little hard telling them my grade and explaining why it was so low and how I should have taken more time on it and how I should not have slacked off. As hard and annoying as it was to hear it they were right, I couldn’t slack off and pass the class. Unfortunately I couldn’t buckle down in time enough to save my grade and I ended up failing the class with a C minus which for my major is not passing. Through out the rest of the semester I did improve my writing later on especially personal essays and comparison reflections the relate to me. I did also learn that by fixing my time management skills and taking more time in the whole writing process improved my last two papers which were a research essay and a reader reflection of a text I received a B and a B plus which was surprising to me but was the reward for my learning to apply myself and handle the pressure of the expectations given to me by my teacher and my parents. Throughout my first semester of college in English 1100 I have learned how important the expectations that my teachers and parents give me are. They are set in place so that I can grow as a better, more organized student, as well as growing as a writer and better understanding what makes a good essay, the experience taught me a lot and now I am ready to apply myself and redeem myself.

Finding Nemo: Overcoming Fear and the Hero’s Journey

In this movie, Marlin, the hero, must find and rescue his son, Memo, who has been captured by divers. Although Marlin is afraid he wills himself to Journey to the deepest, darkest, most dangerous areas of the ocean to find Memo. In Finding Memo, through three critical stages of Joseph Campbell monthly, Marlin discovers that he must overcome his fears in order to save his son. In the â€Å"Ordinary World† stage of the hero's Journey, Marlin expresses inordinate fear towards the ocean and taking risks.While preparing for the first day of school in is anemone, Marlin inquires, â€Å"What's the one thing we have to remember about the ocean? † â€Å"It's not safe,† replied Memo with a heavy sigh. In this ordinary world, the fear that Marlin will conquer is introduced with his parenting. Marlin teaches Memo to fear because of his horrendous past experiences. While Marlin is cultivated and cautious, Memo, on the other hand, is innocuous and imprudent. Because of this, M emo's father is set on sheltering Memo from the outside world. At this point in the journey, Marlin has extreme anxieties that are yet to be conquered.Additionally, Marlin begins to conquer his fear of the â€Å"big blue† and gambling with life as he enters the â€Å"Crossing the Threshold† stage of Campbell monthly. When Memo ventures out into open water to touch â€Å"the butt† (boat), he is nabbed by divers, and Marlin rushes to action and chases the boat. â€Å"l have to find the boat! † he exclaimed as he raced through the violent water. It is at this point that Marlin realizes that fear fades when there is danger at hand. For example, it only takes a split second for Marlin to think before plunging into the thing that has frightened him for years.He takes the first step to vanquishing the terror that controls his life due to the possible death of his son. Memo's capture empowers Marlin to venture on a search and rescue mission, regardless of the per il he is bound to face. During the second critical stage, Marlin begins to apprehend why and how he must stand in the face of danger to surmount his fears. Moreover, during the â€Å"Road Back† stage of the hero's Journey, Marlin releases all of his fear and discovers that some chances are worth taking. Marlin comes to this realization when Dory and several other fish are engaged within a fishing net, andMemo uses his newly found knowledge to hatch a plan to help them elude their cruel fates. â€Å"l can do this,† pleads Memo. Marlin replies with a look of pride and understanding, mire's right. I know you can. † Marlin finally understands that keeping Memo from attempting anything outside of the box because of his own fear. Once he sees that Memo's method worked, he realizes that he does not have to fear for Memo as much as he previously thought. By giving Memo permission to consummate his plan, Marlin quells his fear of trying new things and finally learns to tr ust his son.Because of this close encounter with danger and death, Marlin is able to rid himself of the fear that has controlled him ever since the birth of his son. In the last critical stage of Marlin's Journey, he pulls together all of the erudition he has gathered from his quest to realizes that his fear can be overcame with action. Three critical stages of Joseph Campbell are exemplified as Marlin manumits his son from the clutches of his captors while conquering his fears. From the hero's journey in Finding Memo, one can learn that no matter the size or rationality of the fear, it can be overcome if it is faced head on.

How to stay focused at work during the holidays

How to stay focused at work during the holidays Every year, as the weather gets colder and holiday shopping ads start appearing on TV (though admittedly those start showing up around Labor Day now), even the most diligent and focused employees find their attention wandering a bit. There’s a lot going on- travel plans, potluck food appearing like magic in the office, everyone feeling a little more festive and social- and the daily grind can get lost in all of that. So how do you keep on top of your actual job, despite holiday disruptions? Be prepared to shut out distractions.This doesn’t mean you have to hunch over your desk like Ebenezer Scrooge, frowning disapprovingly at your cheerful slacker colleagues. It just means finding ways to keep your own attention focused on the daily tasks you need to accomplish. For some, that means wearing noise-canceling headphones while working on a project or setting blocks of â€Å"head down† time where you don’t allow yourself to be distracted by things like online s hopping, social media, or extracurricular conversations with coworkers. It’s time to be honest with yourself and figure out what works best at keeping you on-task. If that means setting calendar reminders for everything, do it. If it involves using an app to keep you from wandering to particular distracting websites, go for it.Try to avoid multitasking, because that can lead to†¦flexible attention span. If you’re giving all of your effort to a particular task, you’re more likely to get it done. Even if you’re usually an A+ multitasker, try to limit the number of things you’re doing at once.Lean in to (some of) the distractions.This may seem counterintuitive to #1, but it’s also important to embrace the non-work stuff as part of your day. It’s far more realistic to plan for small bursts of non-work activity than to think you’ll be able to shut it out completely. Be sure to schedule some breaks when you can check those fligh t prices or stop and grab a cookie with a colleague. If you start making the down time part of your workday (in small chunks), it’ll be easier to move from â€Å"holiday mode† back to â€Å"work beast mode.† Moderation is key here- it’s not an â€Å"hour of work, hour of goofing off† proposition. Think of it as more like a standard coffee break, but instead you’re taking a few minutes to check out your Facebook friends’ pets in various holiday sweaters.Come up with a â€Å"rest of year† plan.Chances are, your workload has a combination of things that will need to be accomplished either now or in the near future, and things that can reasonably wait until January. It’s time to sit down and make a comprehensive list of must-dos, should-dos, and can-do-laters. Your to-do list should be realistic and have milestones/deadlines included wherever possible so that you can plan your time. If you need to, talk through your end of y ear priorities with your boss to make sure you’re hitting everything you need to do before everyone checks out. This has the added benefit of showing your boss how organized and driven you are, even as everyone else might already be starting to slip a little.While you’re making the list, also make note of what you’ll need from other people. This time of year people can be in and out of the office, so if there’s something important that you’ll need from Andy by mid-December, start thinking (and talking) about it now in case Andy’s planning on taking time off. If you’ve waited until the last minute and then you’re faced with Andy’s â€Å"Bye, see you next year!† Out of Office message, it’s too late.Reset your work-life boundaries.Setting a clear line between your work day and your personal time can help you stay focused at work if you know you can get all the fun stuff or personal logistics accomplished later . If you’re usually a â€Å"stay late† kind of person, start leaving at a set time every day. If you’re usually a â€Å"wander in a little late in the morning† kind of person, start putting in extra effort to get to work on time. And whenever possible, you should avoid taking work home- instead, set a realistic workload and to-do list for the official workday. That way, family/friend/personal time gets its own spotlight in your day, separate from work, and you’ll feel less inclined to â€Å"catch up† on the outside stuff while you’re at work.Don’t forget to take care of yourself.The time leading up to the holidays can often take a physical toll as well, if you’re indulging in special food, more drinks than usual, and/or later bedtimes to account for social activities. All of those can set you up for failure at work and make you feel lousy, so try to set up some extra healthy habits to compensate this time of year.Take sh ort walks and exercise breaks instead of coffee breaks.Stay hydrated (and not with egg nog).Practice some desk yoga.Aim for half an hour more sleep.Bring a healthy lunch so you can sneak in some extra calories later.These can all help you feel better during the workday and more ready to devote your time and mental sharpness to accomplishing what needs to be done.No matter what the distractions are between Thanksgiving and the New Year, staying organized is not a lost cause. It’s all about being realistic and developing some extra coping mechanisms to defeat those â€Å"it’s the holidays, woo!† impulses and stay productive. Fully embrace the good cheer of the season- just make sure it’s on your to-do list, next to all the other things you want to get done.

Foundation of Business

Foundation of Business Executive summary In the paper, a research is carried out to determine the effectiveness of four initiatives that are put in place by the management of Beaufidul Limited to improve the level of employee satisfaction in the company. The company had a declining trend in the level of profit due to lack of motivation among the employees. Questionnaires were sent to a sample of 500 employees and only 445 responded.Advertising We will write a custom report sample on Foundation of Business Beaufidul Limited specifically for you for only $16.05 $11/page Learn More The analysis shows that resources training and promotion process are the most significant determinants of employee satisfaction in the company. As a recommendation, the management needs to improve the level of satisfaction among male, full-time and part-time employees. Also, also the management needs to review and improve the promotion process, resources and training in the company. Introduction Beaufidu l Limited, a company that manufactures a variety of beauty products, was experiencing a decline in the bottom line. The drop in perform was caused by staff-related issues. Specifically, the company was experiencing high turnover and absenteeism of employees. Thus, the management established that low employee satisfaction contributed immensely to the poor performance. In response to these problems, the management came up with four initiatives that aimed at improving overall satisfaction of the employees. In this paper, analysis will be carried using various tools to establish the effectiveness of these measures. Research design A survey was conducted in the company to collect data. The questionnaire that was used to collect the data had three sections. The first section had five questions that focused on personal information such as gender, age, and income among others. The second section has one question that was dedicated on the level of employee satisfaction. A Likert scale of ten points was used to collect some data (Bade Parkin, 2013). The final section concentrated on determinants of employee satisfaction. Four questions were asked in this section and each had a Likert scale of ten points. The random sampling technique was used to select a sample of 500 customers. 100 employees were selected from each of the five departments. The questionnaires were sent to the 500 customers and only 445 responded (Zikmund, Babin, Carr, Griffin, 2012). Analysis The first test shows that the overall employee satisfaction is statistically different from the goal of 6 out of 10 (Baltagi, 2011). The estimated mean is 5.59 and it is less than the goal. The result of the second question shows that the satisfaction of male employees is lower than that of female employees.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The third test indicates that there is a difference in the overall satisfaction across the various bases of employment. Further, there is a difference in the gender composition across the five departments as indicated in the fourth test. The level of employee satisfaction in response to the initiatives of ‘increased communication with management’ and ‘resources training’ differs as indicated by the results of the fifth test. The sixth test shows that there is a negative relationship between the employee’s years of employment and their overall satisfaction. The final test shows that ‘resources training’ and ‘promotion process’ are the significant independent variables while ‘salary’ and ‘level of communication with management’ are insignificant variables (Verbeek, 2008). Recommendations The analysis above shows that the goal was not attained. Thus, the management needs to take into account some of the recommendations that are summarized below. The lev el of satisfaction of male employees should be improved. There is a need to implement measures that can improve the level of satisfaction of full-time and part time employees. The company should increase the availability of ‘resources and training’. This will improve the quality of service delivery. The process of promotion in the company needs to be reviewed and improved because it has a significant impact on overall employee satisfaction. References Bade, R., Parkin, M. (2013). Essential foundations of economics. USA: Pearson Education. Baltagi, B. (2011). Econometrics. New York: Springer Publisher. Verbeek, M. (2008). A guide to modern econometrics. England: John Wiley Sons. Zikmund, W., Babin, B., Carr, J., Griffin, M. (2012). Business research methods. USA: Cengage Learning.Advertising We will write a custom report sample on Foundation of Business Beaufidul Limited specifically for you for only $16.05 $11/page Learn More Appendix Hypo thesis Test 1 Does the current level of employee satisfaction differ from management’s goal of 6 out of 10? Null hypothesis: The current level of customer satisfaction = 6. Alternative hypothesis: The current level of customer satisfaction ≠  6. Statistical test In this case a one sample t-test will be used to test the hypothesis. This is based on the fact that customer satisfaction is a continuous variable. Test in Excel: t-test: paired two sample for means Results t-Test: Paired Two Sample for Means Variable 1 Variable 2 Mean 5.588764045 6 Variance 5.089513109 0 Observations 445 445 Pearson Correlation Hypothesized Mean Difference 0 Df 444 t Stat -3.84532424 P(T=t) one-tail 6.8998E-05 t Critical one-tail 1.648292755 P(T=t) two-tail 0.000137996 t Critical two-tail 1.965321285 Interpretation The mean of employee satisfaction is 5.59. The results show that t-calculated is greater than t-critical. Also, the p-value (0.00013799 6) is less than alpha (0.05). Therefore, the null hypothesis will be rejected at the 95% confidence level. This implies that the current level of customer satisfaction differ from management’s goal of 6 out of 10. Hypothesis Test 2 Is there any difference between the overall satisfaction of male and female employees within the business?Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Null hypothesis: There is no difference in the overall satisfaction of male and female employees. Alternative hypothesis: There is a difference in the overall satisfaction of male and female employees. Statistical test Independent sample t-test will be used to test the hypothesis. This can be attributed to the fact that employee satisfaction between two mutually exclusive groups will be compared. Test in Excel: t-Test: Two-Sample Assuming Unequal Variances Results t-Test: Two-Sample Assuming Unequal Variances Variable 1 Variable 2 Mean 4.857798165 6.290748899 Variance 4.270008033 4.888542357 Observations 218 227 Hypothesized Mean Difference 0 Df 443 t Stat -7.066280319 P(T=t) one-tail 3.10771E-12 t Critical one-tail 1.648300534 P(T=t) two-tail 6.21541E-12 t Critical two-tail 1.96533341 Interpretation The mean satisfaction for female employees is 4.86 while for male employees is 6.29. Further, t-calculated (7.066) is greater than t-critical (1 .96). Also, the p-value (6.21541E-12) is less than alpha (0.05). Therefore, the null hypothesis will be rejected at the 95% confidence level. This implies that there is a difference between the overall satisfaction of male and female employees. Hypothesis Test 3 Are there any differences in the overall employee satisfaction across the three bases of employment? Null hypothesis: There is no difference in the employee satisfaction across the various bases of employment. Alternative hypothesis: There is a difference in the employee satisfaction across the various bases of employment. Statistical test ANOVA is the most suitable technique for testing hypothesis that entails comparing the mean of more than one group. One way ANOVA will be used because there is only one independent variable. Test in Excel: ANOVA: Single Factor Results Anova: Single Factor SUMMARY Groups Count Sum Average Variance Casual 79 505 6.392405 4.523531 Part time 101 594 5.881188 5.685743 full time 265 1388 5.237736 4.719783 ANOVA Source of Variation SS df MS F P-value F crit Between Groups 92.3115 2 46.15574 9.412445 9.9E-05 3.01613 Within Groups 2167.43 442 4.903693 Total 2259.74 444 Interpretation The mean level of satisfaction for casual employees is 6.39, 5.88 for part-time, and 5.24 for full-time employees. In the results above, the value of F-calculated (9.41) is greater than the F-critical (3.02). Besides, the p-value (9.9E-05) is less than alpha (0.05). Therefore, the null hypothesis will be rejected at the 95% confidence level. This implies that there is a difference in the overall satisfaction across the various bases of employment. Hypothesis Test 4 Are there any differences in the gender compositions across the five departments? Null hypothesis: There are no differences in gender composition across the five departments Alternative hypothesis: Gender composition is different in at least o ne of the departments. Statistical test A Chi-squared test will be used in this case because a comparison is made between two definite variables. Test in Excel: Chi-square test Results Observed values Accounting Sales marketing RD Purchasing Manufacturing Total Male 48 32 22 40 76 218 Female 31 69 71 42 14 227 Total 79 101 93 82 90 445 Expected values Accounting Sales marketing RD Purchasing Manufacturing Total Male 38.7011236 49.47865169 45.55955 40.170787 44.08988764 218 Female 40.2988764 51.52134831 47.44045 41.829213 45.91011236 227 Total 79 101 93 82 90 445 CHI-TEST 1.1081E-17 Interpretation The p-value (1.1081E-17) is less than the alpha (0.05). Thus, the null hypothesis will be rejected and this implies that there is a difference in the gender composition across the five departments. Hypothesis Test 5 Is there any difference in employee satisfaction in response to the initiatives of ‘increased resources and training’ and ‘increased communication with management’? Null hypothesis: Employee satisfaction in response to the initiatives of ‘increased resources and training’ equals to satisfaction in response to ‘increased communication with management’ Alternative hypothesis: Employee satisfaction in response to the initiatives of ‘increased resources and training’ is not equal to satisfaction in response to ‘increased communication with management’ Statistical test In this case, a paired sample t-test will be used to test the hypothesis. The test is the most suitable for comparing the mean of two related variables. Test in Excel: t-Test: Paired two samples for means Results t-Test: Paired Two Sample for Means Resources and training Increased communication Mean 6.2 6.950561798 Variance 6.714414414 5.619171981 Observations 445 445 Pearson Correlation 0.048180595 Hypothesized Mean Difference 0 Df 444 t Stat -4.620628718 P(T=t) one-tail 2.51033E-06 t Critical one-tail 1.648292755 P(T=t) two-tail 5.02065E-06 t Critical two-tail 1.965321285 Interpretation The mean level of employee satisfaction in response to initiative of ‘resources and training’ is 6.2 and ‘increased communication with management’ is 6.95. The results show that t-calculated (-4.62) is greater than t-critical (1.96). Also, the p-value (2.51E-06) is less than alpha (0.05). Therefore, the null hypothesis will be rejected at the 95% confidence level. This implies that there a difference in employee satisfaction in response to the initiatives of resources and training and increased communication with management. Hypothesis Test 6 Is there a relationship between an employee’s years of employment and their overall satisfaction? Null hypothesis: There is no relationship between years of employment and their overall satisfaction. Alternative hypothesis: There is a r elationship between years of employment and their overall satisfaction. Statistical test Simple regression this test will establish if there is a linear relationship between overall employee satisfaction (dependent variable) and employees’ years of employment (independent variable). Test in Excel: Regression Results Regression Statistics Multiple R 0.857319 R Square 0.734995 Adjusted R Square 0.734397 Standard Error 1.162665 Observations 445 ANOVA df SS MS F Significance F Regression 1 1660.901 1660.9 1228.67 8E-130 Residual 443 598.8426 1.3518 Total 444 2259.744 Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0% Intercept 8.179436 0.092197 88.717 3E-284 7.9982 8.36063 7.99824 8.36063 Years of employment -0.298434 0.008514 -35.05 8E-130 -0.3152 -0.2817 -0.3152 -0.2817 Interpretation The value of R-square shows that the number of years of employment explains 73.50% of variation in employee satisfaction. Further, the value of significance F (8E-130) is less than alpha (0.05). This implies that the overall regression line is significant and that the independent variable explains a significant proportion of the dependent variable. Further, the significance value of the t-statistic (8E-130) is less than the alpha (0.05). This shows that the independent variable is significant. Thus, the null hypothesis will be rejected and this implies that there is a relationship between the employee’s years of employment and their overall satisfaction. Hypothesis Test 7 Are any of the initiatives proposed by management related to the overall satisfaction of Beaufidul Limited employees? Null hypothesis: There is no relationship between the initiatives proposed by the management and the overall satisfaction of Beaufidul Limited employees. Alternative hypothesis: There is at least one relationship between the in itiatives proposed by the management and the overall satisfaction of Beaufidul Limited employees. Statistical test Multiple regression analysis this test will establish if there is a linear relationship between overall employee satisfaction (dependent variable) and other independent variables. Test in Excel: Regression Results SUMMARY OUTPUT Regression Statistics Multiple R 0.92948 R Square 0.863933 Adjusted R Square 0.862696 Standard Error 0.835948 Observations 445 ANOVA df SS MS F Significance F Regression 4 1952.27 488.067 698.427 5E-189 Residual 440 307.476 0.69881 Total 444 2259.74 Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0% Intercept 1.587012 0.19798 8.01604 9.9E-15 1.19791 1.97612 1.19791 1.97612 Salary 0.015156 0.01632 0.92878 0.35351 -0.01691 0.04723 -0.0169 0.04723 Resources and training 0. 034421 0.01675 2.05444 0.04052 0.00149 0.06735 0.00149 0.06735 Level of communication with management 0.013664 0.01678 0.81422 0.41596 -0.01932 0.04665 -0.0193 0.04665 Promotions 0.964636 0.02039 47.3024 1E-174 0.92456 1.00472 0.92456 1.00472 Interpretation The value of R-square shows that explanatory variables explain 86.39% of variation in employee satisfaction. Further, the value of significance F (5E-189) is less than alpha (0.05). This implies that the overall regression line is significant and that the independent variables explain a significant proportion of the dependent variable. Further, the p-values of t-test show that ‘resources training’ and ‘promotion process’ are the significant independent variables while salary and ‘level of communication with management’ are insignificant variables. Thus, the null hypothesis will be rejected and this implies that there is at least one relationship between the initiatives proposed by th e management and the overall satisfaction of Beaufidul Limited employees.

How to Do the Flame Test

How to Do the Flame Test You can use a flame test to help identify the composition of a sample. The test is used to identify metal ions (and certain other ions) based on the characteristic emission spectrum of the elements. The test is performed by dipping a wire or wooden splint into a sample solution or coating it with the powdered metal salt. The color of a gas flame is observed as the sample is heated. If a wooden splint is used, its necessary to wave the sample through the flame to avoid setting the wood on fire. The color of the flame is compared against the flame colors known to be associated with the metals. If a wire is used, it is cleaned between tests by dipping it in hydrochloric acid, followed by a rinse in distilled water. Flame Colors of Metals magenta: lithiumlilac: potassiumazure blue: seleniumblue: arsenic, cesium, copper(I), indium, leadblue-green: copper(II) halide, zincpale blue-green: phosphorusgreen: copper(II) non-halide, thalliumbright green: boronpale to apple green: bariumpale green: antimony, telluriumyellowish-green: manganese(II), molybdenumintense yellow: sodiumgold: ironorange to red: calciumred: rubidiumcrimson: strontiumbright white: magnesium Notes about the Flame Test The flame test is easy to perform and does not require special equipment, but there are drawbacks to using the test. The test is intended to help identify a pure sample; any impurities from other metals will affect the results. Sodium is a common contaminant of many metal compounds, plus it burns brightly enough that it can mask the colors of other components of a sample. Sometimes the test is performed by viewing the flame through blue cobalt glass to strip the yellow color from the flame. The flame test generally cant be used to detect low concentrations of metal in a sample. Some metals produce similar emission spectra (for example, it may be difficult to distinguish between the green flame from thallium and the bright green flame from boron). The test cannot be used to distinguish between all metals, so while it has some value as a qualitative analytical technique, it must be used in conjunction with other methods to identify a sample.

Discussion Topics Essay Example | Topics and Well Written Essays - 250 words - 9

Discussion Topics - Essay Example If not, there will be a total disaster. For instance, last summer, I volunteered in a health organization. Things there were not smooth because of the lack of communication between the manager and supervisor. The power games in the sector, according to Metoyer (2009), are based on resource and technical skill. The political roles displayed by Metoyer (2009) are sub-divided into three parts; firstly, decisional, which relies heavily on information; secondly, interpersonal, which ensures that information is well conveyed and; lastly, informational, which is the back-bone of all these roles and managerial tasks. All these need to be harmonized in the best way possible to have an effective team and ensure no conflicts occur (Johnson, 2008). In case of a conflict, it needs to be effectively resolved to avoid future reoccurrences. Conflicts are solved depending on the nature of the problem (Metoyer, 2009). The manager plays an important role to harmonize the two parties in conflict. A good manager resolves conflicts when perceived in the early stages to avoid the situation to escalate further (Johnson, 2008). The manager should resolve the conflict, appoint a unit to address employee issues and develop a system of encouragement by offering rewards to individuals who do an outstanding job. This, in turn, will initiate team building, as well as create healthy competition among the

Do Merit-Based Scholarships Make Sense Research Paper

Do Merit-Based Scholarships Make Sense - Research Paper Example This essay discusses why merit-based scholarships do not actually make sense and why they are unfavorable and unfair for financially needy students. Because of their vested interests, university and college managements seek to attract meritorious students through merit-based scholarships to enhance the public image and fame of their institutions. Merit-based scholarships are provided irrespective of the beneficiary’s financial status, often resulting in the provision of scholarships to those who can already afford their education, and may also result in the disproportionate distribution of financial aid at the expense of need-based scholarships. These scholarships are usually based on admission tests that are not designed for this purpose, and therefore, they are unfair and damage the educational system. In fact, it appears that merit-based scholarships are designed to satiate the interests of college managements and often violate the rights of those actually in need of financ ial aid. These scholarships do not really make sense because financial assistance is provided to the student irrespective of whether he/she needs it or not. As will be discussed further on, merit-based scholarships do more harm than good to the education system. ... A look at Lewis & Clark College scholarships shows that meritorious students in fields such as music and forensics, and those with leadership qualities and other such traits are more favored. Peter Schmidt (2007), in his article, â€Å"At the elite colleges - dim white kids†, argues that the admission policies of most colleges are not usually fair and that more preference is often given to whites from affluent families or those with connections. According to him, students with â€Å"connections† or are from wealthy families obtain entry into colleges and universities selectively through recommendations from wealthy alumni and donors who grant endowments to those educational institutions. Schmidt further argues that the endowments received by educational institutions are also disproportionately distributed. According to him, only 40% of the money from financial aid is being distributed to students having financial need. The remaining is being used for merit-based scholar ships to â€Å"potential recruits who can enhance a college's reputation, or appear likely to cover the rest of their tuition tab and to donate down the road†. As Grossman puts it, â€Å"colleges are like any business for whom â€Å"quality† customers enhance the reputation of the product and attract other customers† (1995). Educational institutions must move on from being mere â€Å"businesses† with vested interests to being cradles of quality education with equal educational opportunities for all. It is seen that merit based scholarships are provided irrespective of the beneficiary’s financial status. Even if a student is wealthy enough to afford his fee, he avails merit-based scholarships based on his exceptional achievements. Other needy students who cannot afford their education

Barclays Essay Example | Topics and Well Written Essays - 750 words - 1

Barclays - Essay Example Any partner can go out through a defined process and even a new partner can be admitted to an existing partnership. Partners are fully liable for any debt due in the name of the firm. A company is a legal entity having the status of an individual. This means that a company can sue and can be sued on its own name. A â€Å"private limited company† is for small business setup but the entrepreneur may offer some of the shares to the investors in return for capital, while retaining the major shareholding. Only a â€Å"public limited company† can offer its shares to general public through stock exchange. A well-designed business plan focuses on various factors including budgets. It figures out all the expected costs and revenues that are expected to be incurred and generated respectively. All the planning about how the business is to be carried out, how the sales are to be made and how the funds are to be raised to meet up the expected costs, all are laid down in that plan sheet. While making budget, Tim ONeill must have kept in mind that how much money is needed and for what purposes. Assumptions should also be considered for some variable factors like interest rates, volume of sales and cost of goods. Cash flow is another important factor to be considered so that one can foresee if the business’ income will cover its expenditure. It is very rare that a business starts earning profit from its maiden year only. Difficulties do arise to establish a business and goodwill. Any business that needs to be set up requires a large amount of finance to arrange premises, equipments, stock and other essential items. After bringing in the capital by the owners, partners or shareholders, the owners of the business seek different sources to obtain finance to meet their day-to-day expenses and payment of bills. Some sources are given below: This service enables the account holder to go beyond its available funds up to a certain

Health care Education Essay Example | Topics and Well Written Essays - 750 words

Health care Education - Essay Example It is vital to place persons as well as their families in suitable context. Comprehending the wider cultural context in which families are entangled can help as important related data for directing assessments and scheduling intervention approaches. Ethnic facets such as ethics, principles, customs, and pattern of family may be utilized as clues, as a portion of the entire information gathered concerning clients who are taught. Gay (2000) has described culturally responsive teaching as consuming the cultural knowledge, previous involvements, and individual needs of diverse students in order to make learning more suitable and operative for them.  He has also defined culturally responsive teaching as comprising of these characteristics: Ethnicity is also a vital variable in how people with disabilities and/or illness are looked upon and treated by the members of their family as well as how their household, in turn, is observed by their community overall. Cultural influences facilitate ways in which symptoms are recognized and understood, suitable manners of expression of pain as well as discomfort, whether a specific chronic condition is extremely denounced or established, and whether the dependence that escorts chronic illness is disvalued or deliberated upon as a portion of the normal sequence of life. Finally, ethnicity may have a major impact on the ways in which families cooperate with health specialists and deliberations that practitioners must give for their care to be most operational. For instance, in the Latina culture, as a symbol of respect, elder persons should be spoken to by using their last name. Signalling should not be used because apparently benevolent body or hand movements may have contrary connotations in the rest of the cultures. Outright interrogative of expert such as a physician is offensive in some

Publix Brand Products And Name Brand Products Term Paper

Publix Brand Products And Name Brand Products - Term Paper Example This emanates from the fact that rival competitors may opt to retail widely known brands while Publix presumes to use solely packaged brands and ends up confusing the consumer (Davis, Melissa, and Jonathan Baldwin 233). Opportunities: The retail chain has the potential capabilities to grow the demand for its superior brands. For example, with an employee tally of over 100,000 in the 1,400 outlets, Publix management should focus on the employees for consumption of the brands, who reach the public (Plunkett 216). Threats: With Publix ranking 14th amongst the retail chains, competition seems vulnerable. Further, there are other packaging companies with stronger brands than the supermarket, and this poses a threat to the company’s operations (Plunkett 245). It faces giant outlets, for example, Wal-Mart, and other dairy and grocery brands. The most pressing issue to the outlet is the longevity taken for a brand to tame the desired consumer market (Davis, Melissa, and Jonathan Baldwin 248). Competitors: Publix’s brands compete in two distinct dimensions. First, the dairy, deli, and bakery products compete with widely recognized brands from specialized companies. These rivals pose threats to the growing retail chain as they generate enough revenue, which they can use to compete effectively. The competitors include BI-LO, Piggly Wiggly, and Ingles among others (Plunkett 249). The fact that these competitors have diversified throughout considerable American markets implies stiff opposition for market entrants thus; Publix may be harbored from entering new markets on a future date. On the retail chain platform, Publix competes with giants, for example, Target, Wal-Mart, and Costco who also owns in-house brands. These competitors pose drawbacks to Publix operations. Product offering: The chain store giant ranked among the most competitive chain stores in the U.S.A because of its continuous urge to produce and avail healthy nutrition to the clientele group. For example, the Aprons’ branding criteria have continuously won consumer loyalty as Americans find it salient in the provision of various delicacies for use in their homes and food kiosks (Plunkett 250).

Week 3 Journal Essay Example | Topics and Well Written Essays - 250 words - 1

Week 3 Journal - Essay Example All these are issues that people battle with, but may not necessarily have the answers for at the end of the day.It is true that the current declining state of America’s cultural, economic, and even social setting may be attributed to the education system in place. A lot of emphasis is placed on getting top scores in education institutions, forgetting that self-education may be the best way a person can benefit their lives, in the long run. This emphasis forces students to resort to different tactics to be at the top of their class. As far as being the biggest scam in America is concerned, college institutions are making a killing at their students’ expense (NIA 1). Loans are taken up by students with the aim of acquiring an education, only to pay that back after being employed. Problems arise when there is little to show for this education in a declining job market. NIA’s aim was to show that individuals can do without college education, claiming that self-education can create the necessary skills needed to succeed, an assumption countless individuals may concur

Publix Brand Products And Name Brand Products Term Paper

Publix Brand Products And Name Brand Products - Term Paper Example This emanates from the fact that rival competitors may opt to retail widely known brands while Publix presumes to use solely packaged brands and ends up confusing the consumer (Davis, Melissa, and Jonathan Baldwin 233). Opportunities: The retail chain has the potential capabilities to grow the demand for its superior brands. For example, with an employee tally of over 100,000 in the 1,400 outlets, Publix management should focus on the employees for consumption of the brands, who reach the public (Plunkett 216). Threats: With Publix ranking 14th amongst the retail chains, competition seems vulnerable. Further, there are other packaging companies with stronger brands than the supermarket, and this poses a threat to the company’s operations (Plunkett 245). It faces giant outlets, for example, Wal-Mart, and other dairy and grocery brands. The most pressing issue to the outlet is the longevity taken for a brand to tame the desired consumer market (Davis, Melissa, and Jonathan Baldwin 248). Competitors: Publix’s brands compete in two distinct dimensions. First, the dairy, deli, and bakery products compete with widely recognized brands from specialized companies. These rivals pose threats to the growing retail chain as they generate enough revenue, which they can use to compete effectively. The competitors include BI-LO, Piggly Wiggly, and Ingles among others (Plunkett 249). The fact that these competitors have diversified throughout considerable American markets implies stiff opposition for market entrants thus; Publix may be harbored from entering new markets on a future date. On the retail chain platform, Publix competes with giants, for example, Target, Wal-Mart, and Costco who also owns in-house brands. These competitors pose drawbacks to Publix operations. Product offering: The chain store giant ranked among the most competitive chain stores in the U.S.A because of its continuous urge to produce and avail healthy nutrition to the clientele group. For example, the Aprons’ branding criteria have continuously won consumer loyalty as Americans find it salient in the provision of various delicacies for use in their homes and food kiosks (Plunkett 250).

Electronic advertising Literature review Example | Topics and Well Written Essays - 2500 words

Electronic advertising - Literature review Example In the survey the researcher emphasizes on the persuasive power and nature of advertising and how it is able to shift the customer preferences in relation to the products. The purposes of advertisement is to alter the preferences and tastes of the customers and consumers in relation to the products of the established companies and businesses or in relation to the operations of the company reputations (Doraszelski, Ulrich, Markovich, & Sarit, 2007).This information falls in line with the study of the use of electronic advertising for the purposes of obtaining a competitive advantage in Ghana since it has a comprehensive investigation into the nexus between electronic advertisement and the competitive advantages to companies (Yucelet, Uger.L., & Erderner, 1999). Developments in Advertising Advertising is a very important aspect of companies ability to sell out its products to the consumers .Consumers are very sensitive to the trends , fashions and the development of products within the economy. Forecasts show that the electronic media advertising in Ghana has been developing exponentially over the years (Asiamah, 2012). Research in this area of electronic advertising in Ghana has taken various avenues with many researchers having done case studies of the approaches and methodologies that are applied by the major companies in the country and the results of their means of electronic advertisements. (Asiamah, 2012) analyzed the impacts of the electronic media in the sales of in the country and the relative efficiency of this type of marketing on the business profitability .Further analysis and studies by Zoubkov et al. emphasized on the developments that have occurred in the industry of electronic advertisements in the country and how effective it has had impacts on the developments in the business industry of the country (Ford & Rochwell, 2002). Marketing and especially electronic advertising the act of arresting the intelligence of the humans for the longest time possible so as to be able to get money from the individuals (Bagdikian, 2000).Advertising has been in existence since the early centuries and the first of advertisement were observed in 300 BC when the Babylonians were observed to have been using store signs and street barkers for the promotion of their wares in stores and their business (Zoubkov, Johnson, Young, Fletcher, & Thomas, 2004).With the evolution and development of the mass media advertising has been embedded in our daily lives ,hence the electronic advertising has become the chore of the advertising with many advertisements barraging the daily entertainment and mass media communication means from the social sites to public media like the television ,radio and internet (Christine, 2010). The advertising industry has advanced in the techniques of operations with every year hence the development and sophistication of the approaches that are used at almost all the levels ,nationally and internationally hence the need for qui ck adaptations to enable sustainability and success of businesses. Advertising has lead to the development of consumerism and has made the luxuries of society to turn into needs and made needs to be where they

Similar to Sister James Essay Example for Free

Similar to Sister James Essay Similar to Sister James I was left in doubt throughout the story regarding what was true and what was not. One aspect of the story that did not leave me in doubt was the juxtaposition of the very different philosophies of Sister Aloysius and Father Flynn. One the far end of rigid sternness was Sister Aloysius with her dislike of anything new or changing and who felt the children should be dealt with stern rigid methods. On the complete opposite side was Father Flynn who felt the children should be related to with kindness and love and favored progression to transform the school. Even within the structured religious institution there was the classic dichotomy between black and white, light and dark, good and bad; although there is doubt about which character reflects which aspect, for most of the story I felt Sister Aloysius represented the black and Father Flynn the white. Through their conversations and actions the two waged a war of words and wills which left Sister James caught in the crossfire wherein she subsequently lost her innocence and was possibly the biggest victim of all. Although she was perceived as ignorant by Sister Aloysius I feel Sister James simply had a new and progressive attitude towards the education of her students. Sister Aloysius quickly cut through her ideals on how she should teach and be regarded by students in favor of her own stern methods and approach while subsequently igniting the flame of doubt within Sister James. It is the doubt that quickly corrupts Sister James changing how she views herself and the world around her. She goes from perceiving the world from an optimistic and happy place to that of pessimistic and paranoid which she says makes her â€Å"feel as if I’m less close to God†. It struck me as highly unbecoming of anyone ordained as a nun to cause another sister to stray away from God and Sister Aloysius’s excuse of â€Å"In the pursuit of wrongdoing, one steps away from God† was weak at best. She seems to have had it out for Father Flynn from the beginning and done everything she could to get rid of him and even though she did the problem (if there was one) simply moved locations. Her actions can be easily justifiable only if her suspicions were correct and as the truth is never revealed the reader is left in doubt. I feel there is a lot of meaning in the title and that the story would hold a different meaning if it were simply titled â€Å"Doubt†. Adding the words â€Å"A Parable† change my perceptions and connotations about the underlying themes and messages of the work. Regarding parables while talking with Sister James Father Flynn says â€Å"You make up little stories to illustrate. In the tradition of the parable†, and later â€Å"What actually happens in life is beyond interpretation. The truth makes for a bad sermon. It tends to be confusing and have no clear conclusion†. In this play we never get at the truth and we never see or learn what really happened, all we have is the story that illustrates a point; in this case doubt. Father Flynn’s message of doubt and of the story were revealed in the first act in his sermon: â€Å"Doubt can be a bond as powerful and sustaining as certainty. When you are lost, you are not alone†. Sister James is the only character in the play that experiences profound doubt which may have lead her away from God or it may have created the strong bond and connection Father Flynn spoke of. Either way I am still left in quite a bit of doubt.

Market Failures and the White River National Forest :: Economics Environment Research

Market Failures and the White River National Forest The two and one quarter acre White River National Forest is located in the heart of the Colorado Rocky Mountains, approximately two to four hours west of Denver on I-70. The scenic beauty of the area, along with ample developed and undeveloped recreation opportunities in the forest, accounts for the fact that the White River consistently ranks as one of the top Forests nation wide for total recreation use. The Forest provides for an excellent variety of recreation opportunities in all seasons with eleven ski areas, eight designated wildernesses, several national trails, approximately 70 forest service administered developed sites (campgrounds, picnic grounds), and over one and one half million acres for general motorized and non-motorized backcountry enjoyment. Popular recreation activities in the Forest include downhill and cross-country skiing, developed and dispersed camping, four-wheel driving, sightseeing, photography, hunting, fishing, hiking, boating, snowmobiling, picnicking, bicycling, horseback riding and backpacking. The elevation of the Forest ranges from 5,000 to 14,000 feet. Warm days and cool to freezing nights can be expected in the mountains during the summer. July and August are usually the warmest months, and afternoon thunderstorms are common. Fall in the Forest is brief but spectacular, as changing aspens cloak the mountains in gold. Peak color time is normally the last part of September. Crisp, sunny days mingle with early snowstorms in what many consider the premier season of the year. Winter brings the abundant powder snowfall that Colorado is famous for. Most winter recreation, including skiing and snowmobiling, occurs between Thanksgiving and Easter, but high elevation sites offer good snow much later into the spring. The park itself is obviously a source of great enjoyment to all and offers a plethora of opportunities for recreation. Unfortunately though, the park, as well as the surrounding environment, has become the victim of an increased population in the area, a growth in the number of annual tourists to the region, and an economic expansion which has utilized natural resources found within the park boundaries for the purpose of producing goods and services. Because White River National Forest is a national treasure, measures have been introduced to protect the environment in accordance with pollution limits, resource consumption, and economic efficiency. In the past few decades, forestry officials have implemented strategic plans for the preservation of the wilderness and resources with White River and update those plans every fifteen years or so.

Physics of Techniques for Roadbuilding on Permafrost Essay -- physics

Building safe, adequate, durable roads over permafrost soil presents unique challenges to the construction industry. It is not suprising that the mechanisms that lie behind these challenges are explained by the laws of physics. Consequently, as concerned professionals from the engineering community look for inovative ways to deal with the permafrost specter, it is in the realm of physics where they look for the elusive techniques that will enable the extension of the transportation infastructure into the northcountry in a safe, efficient, wise, and economic way. This paper will explore the techniques used to build road embankments over frozen soil. In exploring these techniques, every effort will be made to demonstrate the physical concept that is pertinent. But prior to our examination of diferent methods of permafrost resistent roadbuilding techniques we must start by going back to basics. To understand the construction methodology of arctic roadbuilding we need to understand the mechanics and properties of permafrost. It's All About Heat * What is Permafrost? Permafrost is defined as ground that has been at a temperature below the freezing point of water for more than two years. A large portion of the ground in Alaska is defined as permafrost (some estimates say as much as 80 percent). Permafrost can extend to a depth of several hundred feet, or it can be as little as several feet deep. * Is there permafrost in Fairbanks? Yes. We live in an area defined by "discontinuous" permafrost. This classification refers to the fact that some of the ground is frozen, and some of it is not. Also, it is important to note that the permafrost in this area is known as "warm" permafrost. Warm permafrost is at a temperatur... ...ely be used. Both of these systems are currently being experimented with. Time will tell if these promising techniques provide an economical means of constructing roads over frozen ground. Bibliography Experimental Roadways on Permafrost, McHattie, Esch, Zarling, Conner, Goering, State of Alaska Department of Transportation and Public Facilities, July 1983 ACE and Thermosyphon Design Features Loftus Road Extension Project, Goering, State of Alaska Department of Transportation and Public Facilities, December 2001 Permafrost at the Geological Survey of Canada, http://sts.gsc.nrcan.gc.ca/permafrost/ Alaska DOT Deals With Permafrost Thaws, Stidger, Ruth,Better Roads , June, 2001 Permafrost, A Problem of Building in Alaska, Seibert, Alaska Co Operative Extension Service The Permafrost Investigation ,Jernstrom, Alaska Housing and Finance Corporation

Are there differences in the forms of Christianity and Judaism that are dominant in both the East and the West?

I would like to disagree with the statement that there are differences in the forms of Christianity and Judaism that are dominant in both the East and the West. Religion is a ritualistic institution. The rules, belief systems and also the goals of each specific religion are agreed upon and standardized across the globe. Whatever differences are seen between each are simply variations that come as a result of culture. There are cultural differences inherent between every nation. The difference is not a result of religion changing forms but of people having different ethnic traditions and cultural backgrounds.These alter religion only in the fringes, in the aspects where the most basic and core functions of the said religion are not applicable. For example, languages used in different Christian churches are different. This can result in a slightly different message but in the end there is only one core message: Jesus Christ is the Lord and Savior. Judaism, a stricter religious form tha n Christianity, is much the same in the West and in the East. Again, the difference lies only in the cultural difference and the developmental changes that occur as a result of being in different places.However, the skeleton, the framework, of the religion still holds true and thus I believe that there are no specific differences between Eastern and Western versions of religion except for cultural factors which cannot be helped and which do not affect the basic essence of religion Comment on James Otis’ response: I agree that the underlying values and traditions of teachings of religions like Christianity are essentially the same across the West and the East. The presentation of Otis’ ideas, however, seems to be confusing in that they try to tie up the different religions with one another.The problem is not the differences between religions but rather the difference between the practice of these religions in the West and in the East. I also disagree with the fact that slavery, self-preservation, and becoming a free nation are reasons for watered down versions of morality in the West. There are many nations in the East that were colonized by Western powers. Being colonies, most of the natives in these countries were subjected to statuses much like slaves in the East and were also at the receiving end of a strife for self-preservation and freedom.Following the logic of slavery, self preservation and free nationhood in the West, morals in the East should also have been watered down. This reasoning, therefore, does not hold and there is no reason to believe that these are the reasons for the differences of practice in Western and Eastern versions of Christianity and Judaism. It is a matter of culture and tradition and not of issues of nationhood and the like. QUESTION # 2 Response: I don’t think it’s fair that there should be a comparison of importance of people’s lives. However, in my opinion, Alexander the Great was able to con tribute the most to the development of Asia.Although he was a conqueror and although he subjugated different nations of Asia, he was also what I would consider to be the first instrument of globalization. He did not only encourage the interaction of cultures but he also established a unifying language as well as a unifying currency between the lands he conquered. Alexander the great encouraged the mingling of cultures between the West and the East. Debates still continue today to on whether Alexander wanted to better the world or whether he simply wanted to rule it. Either way, his legacy in Asia is indubitable.He was able to found at least 70 cities in both Asia and Africa. Alexander also established many trade routes in order to establish better economic flows between East and West which enriched both sides. Of the three men, I also believe that Marco Polo was able to affect the development of Asia the least. This is because all he was really known to have done was to travel and d ocument his travel along the Silk Road to China. I am not undermining the efforts of Marco Polo but in comparison with Alexander the Great and Genghis Khan’s contributions to Asia, he can easily be said to have contributed the least to the history of Asia.I believe that if it hadn’t been Marco Polo, someone traveling along the Silk Road would have eventually documented it too and it would have been their book that would have increased curiosity and interest in Asia. Marco Polo was by no means the first traveler along the Silk Road. However, he was the author of the most well-known book about travel to China. As a result, he has held a position of esteem in history. However, the efforts of Alexander the Great and of Genghis Khan in developing Asia far outstrip that of Marco Polo’s thus my belief that he has the least important role in the development and progress of Asia.Comment on Patrick Carter’s response: Genghis Khan was not only a conqueror bent on im proving military skills and on expanding the territory of his kingdom. Many negative impressions of Genghis Khan and his Mongolian Horde persist until today. However, it’s also true that he left many positive legacies for Asia. For one, he was responsible for the cohesion of the Silk Road. This allowed for the creation of better lines of communication and trade between the West and the East. Also, he was much like Alexander in that he tolerated different religions. This would explain why the religions of China persisted even after the Mongols ruled there.Genghis Khan was a strong leader who passed on his belief systems and passion to the Mongol rulers who came after him. Although Carter is right in saying that Marco Polo’s travels and writings increased knowledge about the East, this knowledge was only highly significant to those in the West. Development of Asia was not dependent on having the Western society learn more about Eastern customs and practices. Thus althoug h Genghis Khan was a military man with violent tendencies, I still believe that he was more able to enhance the growth of Asia as opposed to Marco Polo. QUESTION # 3 Response:The Mughal Dynasty was the ruling power over India around 1526-1720 while the Ming Dynasty ruled China during 1368-1644. The two dynasties overlapped chronologically and in terms of their contributions to both India and China, there have also been many similarities. Some of the major architectural works in both countries were created during these periods. The Taj Mahal and the Forbidden City are two of the most popular, although definitely not the only, structures from the Mughal and Ming Dynasty. Both dynasties showed a flourishing of the arts. Literature, music, and language grew and developed during both dynasties.Trade and economy also developed during both dynasties. In the Mughal dynasty, but not in the Ming dynasty, religion also flourished as the Mughal emperors were tolerant of different religious syst ems. With regards to economics, development was also different in form. In the Mughal dynasty, trade flourished thanks to the trade routes established to the Arabic and Turkish lands. In the Ming dynasty, on the other hand, economy flourished as a result of an imposition of higher taxes on richer individuals and redistribution of wealth and land to the poorer citizens.The Mughal dynasty was also able to adapt a new form of government, one that was centralized. This was not previously practiced in India. The Ming dynasty, on the other hand, simply adopted the form of government taken by the past dynasty, the Yuan Dynasty. In my opinion, both dynasties were able to contribute much to their respective countries. However, I also believe that the Mughal Dynasty contributed more to the present day life of India as opposed to the Ming Dynasty.Centralized government, tolerance for religion and the architectural works created during the Mughal Dynasty continue to permeate the lifestyle of th e citizens of India today. Also, the legacy of the Mughal Dynasty were unique to them. No dynasty before them were able to inspire such radical and important changes in India. The Ming Dynasty, on the other hand, was not the only dynasty to encourage the flourishing of arts in China. Its economic reforms were also not radically astounding that they changed the way of life of the Chinese up to this day. This is not to say that the legacy of the Ming Dynasty is irrelevant.It is simply an argument that it was not a greater cause of change in China as compared to the Mughal Dynasty’s effects on India. The Forbidden City, one of the greatest architectural works during that time, also had counterparts in past dynasties such as the Great Wall and the Great Canal. Visuals and literary works were also equally distributed across dynasties. It is my belief, therefore, that the Mughal Dynasty was able to contribute more to India. Comment on Shane Coursey’s response: Simply enumera ting the different aspects of both dynasties does not serve the purpose the response was supposed to have.It is not clear from this response in what ways both dynasties are similar and in what ways they are different. Yes, both dynasties are great in their own right but there is still a point of comparison with regards to which was able to contribute more to their respective countries. A dynasty, being a ruling power in a given country, is unique to that country and will therefore have striking differences from other dynasties within the same country and across dynasties of different countries. This should be the main thrust of the response.An analysis of which of the two dynasties was able to give more to either India or China. It is not a discussion of what these dynasties brought but rather, it is a discussion of how one fared in comparison to the other. In my opinion, India’s Mughal Dynasty fared better than China’s Ming Dynasty. This is seen when one dissects the aspects of both dynasties. There are clear differences both in economy and style of government. In terms of art and literature, both flourished but when placed in the context of the past Chinese dynasties, the Ming dynasty was not unique in this flourishing of the arts.Thus the Mughal Dynasty was able to contribute more to present-day India and its culture as opposed to the Ming Dynasty and present-day China. QUESTION # 4 Response: China, Korea, and Japan are thre Asian countries that are inextricably linked in terms of cultural roots. There are those that claim that all three nations are derived from an early form of Mongolian ancestry as the Mongols were very much scattered across Asia in the earlier parts of history. However, all three nations would also claim to have religious origins, believing themselves to have descended from gods, thus rejecting what common ancestor they might all have had.In terms of culture, however, it is very clear that both Japan and Korea have Chinese roots. Japan’s link with China may be explained by the fact that it was once colonized by mainland China during its early history. As a result, Japanese today are seen to utilize Chinese characters in their Japanese alphabet. Some games in Japan have Chinese origins. An example would be the Japanese game called Go which was actually derived from the Chinese board game Wei Ch’i. Korea, on the other hand, may be linked to China due to its proximity. The colonization of Korea by Japan may have also been a bridge for cultural transfer.There have also been numerous Chinese immigrants to Korea over time which may also explain the Chinese roots that Korea has today. Evidence of Korea’s link to China is the meditative practice of Son which was derived from the Chinese meditation of Chan. On another note, this also has a version in Japan which is called Zen. Despite similarities between the three countries, the differences between them remain clear. Because of Japan†™s isolation from the outside world, they were able to develop a unique culture separate from China and Korea. China’s long uninterrupted history has also assured it a unique identity.Korea, on the other hand presents a unique mixture of Chinese, Japanese and Mongolian culture based on the unique history of Korea, itself. Today, all three countries are on tenuous grounds with regard to their relationships. However, South Korea and China would seem to be more aligned as agreements between the two countries are under discussion. Japan and China, however, are finding it hard to look eye to eye in many issues as they have numerous controversies regarding economics, politics, and even technology. Comment on Nhia Francis’ response: The response failed to address the link between Korea and China.Although the relationship of China and Japan is clearer, there are links between Korea and China. How did the exchange in cultures occur? What mechanisms brought about the belief th at Japan and Korea have Chinese roots? Is it in terms of ancestry or is it simply because of the closeness of the cultures they exhibit? I agree that many of the cultural practices of Japan have derivations from China. However, does this indicate that Japan has Chinese roots? Or does it simply mean that their cultures are similar? Also, the relationship of the three countries today should be analyzed.

Activity Based Learning in Commerce Education Essay

Vocational education covers education and skill developed at all levels from post-primary to tertiary education both through formal and non-formal programme. Technical and Vocational Education, defined it as a â€Å"Comprehensive term embracing those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in the various sectors of economic and social life. The main objectives of the vocational education are to fulfill the national goals of development and the removal of unemployment and poverty, to impart education relevant to increased production and productivity, economic development and individual prosperity, to meet the need for skilled and middle-level manpower for the growing sectors of economy, both organised and unorganized, to attract sizeable segment of population to varied vocational courses so as to reduce the rush to general education courses of universities and institutions for higher learning and to prepare students for self-reliance and gainful self-employment. The primary objective of Commerce education the preparation of people to enter upon a business career, or having entered upon such a career, to render more efficient service therein and to advance from their present levels of employment to higher levels. † During the post independence era, commerce education has emerged as one of the most potential pursuits in the wake of industrialization. Most of the Education Commissions have held that commerce education is primarily meant for providing the students in-depth knowledge of different functional areas of business so as to prepare people required by the community for the purposes of trade, commerce and industry. Commercial activity is present in almost every day-to-day activity that takes place in our environment. Formal courses at schools and colleges are only systematic, scholarly presentations/records of the experience. For teaching any subject effectively first of all teacher should be clear about its general as well as specific objectives of each topic/concepts because this will only help the teacher in selecting the appropriate approach and method of teaching according to the content. So for teaching commerce effectively teacher has to be thorough with the objectives of teaching commerce at all levels. Commerce is a subject which is very close to us, so for effective teaching of commerce it is all about listening, questioning, being responsive, and remembering that each student and class is different. For this teacher should adopt Socratic instruction approach. It’s all about eliciting responses and developing the oral communication skills of the quiet students. It’s all about pushing students to excel, which is basic requirement of commerce teaching. Commerce is a subject where a teacher can use all the methods effectively such as lecture, discussion, role playing, seminar, supervised as well as independent study, project method, field trip, etc. A major concern however is that teacher should actually use these methods in classroom teaching. Activity method is quite suitable for teaching Commerce as a Vocational Subject. In the wards of Rousseau, â€Å"Instead of making the child stick to is books keep him busy in workshop where his hands will work to the profit of his mind. † Thus learning by doing, by activity and experience is the first and the most natured form of learning. One of the arguments against using these methods is that they consume more time but if we use different methods according to the needs of the content then it will help in achieving HOTS at the same time they are not at all time consuming. For example if you field trip as a method for teaching banking it will consume at the most two-three hours to take students to the nearby bank and observe the functions of the employees of the bank and then the teacher can just discuss about the observations of the students in the class room and with this the chapter will be over. This will also help in retention of knowledge for longer period. This is also one of the ways to facilitate learning i. e. relating the curriculum to the student’s lifestyles. Teaching of commerce can be made more effective by relating the subject/content with the daily life of the students and commerce is such a subject who can be related with the daily life of the students by giving examples, by adopting project based learning method. Right from the beginning we are saying that commerce is a practical subject as well as related to real life, so for teaching it effectively we should encourage students’ participation. For students participation teacher should provide opportunity to students to ask questions, answer questions in a meaningful way, offer challenging and thought provoking ideas, plan interactive activities, show approval for students’ ideas, incorporate student’s ideas into lessons, and ask students whether they have understood the concept before proceeding. Keeping in view the importance of activity method for commerce education we present this paper entitled â€Å"Activity Based Learning in Commerce Education – With Special Reference to Vocational Commerce Education†. The main objectives of this paper is to: †¢Describe the meaning and importance of activity-based education. †¢Apprise the Service Activities in commerce based vocational education. †¢Explain the Internship/On-the Job Training activities in commerce based vocational education. †¢Analyze the School/College based Enterprise Education – Production-cum Training activities in commerce based vocational education. †¢Examine Education and Business Partnership/Institute – Industry Linkages activity in commerce based vocational education. Meaning and Importance of Activity based Learning Activity-based instruction involves the activities. This is in opposite of pure lectures. It means hands-on approaches to instruction, using manipulative to engage multiple senses, as opposed to just listening to a lecture. For instance, the teacher used note cards in a lesson to teach complete subjects and predicates. On the note cards he wrote (from a prompt) complete subjects and complete predicates, separate from each other, and had the students find their match. As opposed to just listen the teacher tells them what the differences are, they see them, evaluate them, and synthesize them. Activity-bases instruction revolves around students learning though hands-on activities. This method can be great, especially for tactile learners. It breaks up the monotony of the basic teacher-led lecture; students listen and take notes system. Let’s face it, not all students learn from listening to their teacher drone on for 50-90 minutes a day. Activity-based allows students to demonstrate an understanding of the material and, usually, work with a partner or group, which leads to socialization Activity based learning, on the other hand, helps children connect their learning to real life and encourages them to innovative ideas. In the end, it is only creativity that leads to path breaking discoveries and inventions in the world. Activity based learning, therefore, holds the key to better and more relevant education. What is Hands-On Learning? Hands-on learning is learning by doing. Hands-on learning involves understanding things while doing and experiencing them which as we know are the highest form of understanding. This can be done through simple activities and toys based on elementary scientific principles which closely simulate real-life scenarios, give enough scope for innovation and challenge and make learning science fun and exciting. Vocational education has always understood that if you want someone to learn to repair an automobile, you need an automobile to repair. If you want to teach someone to cook, you put him or her in a kitchen. Did anyone hear of teaching someone to swim in a traditional classroom? Likewise, we do believe we are learning that in order to truly teach science, we must â€Å"do† science. Hands-on learning means many different things to different people. It has become a slogan and is often used to describe any activities in classrooms that use materials. Hands-on learning, however, is not simply manipulating things. It is engaging in in-depth investigations with objects, materials, phenomena, and ideas and drawing meaning and understanding from those experiences. Other terms for this are inquiry learning, hands-on, and minds-on learning. Learning by well-planned activities and experiences in a well-engineered program is a quality instructional approach. It causes students to rely on the evidence instead of upon authority (encyclopedia, minister, doctor, text, teacher, parent). Most students live in an authoritarian world with little or no opportunity to practice decision-making because nearly everyone tells students what to do and when to do it. We continually graduate students, who do not yet have the ability to set up a simple experiment with controlled variables, collect and interpret evidence, or make correct interpretations based upon that evidence provides students with a similar set of experiences so everyone can participate in discussions on a level playing field regardless of their socio-economic status. In this way, special benefits are not awarded to those who, by virtue of their wealth or background, have a greater number of experiences under their belts forces student thinking by requiring interpretation of the observed events, rather than memorization of correct responses. Activity based learning method is adopted in vocational commerce education in +2 level Vocational Education Programme and developed curricula & instructional material. For development of vocational commerce curricula we invite the experts from professional institutions, university departments, vocational commerce teachers and industrial experts for preparing in activity based. In this curricula we not only provide the syllabus but also provide the activities like course introduction, job opportunities, job description, job analysis which includes knowledge, skills & personality traits, course objectives, scheme of studies & examination, on-the-job training site & syllabus, inputs for the course, agencies for procurement of inputs, suggested list of collaborating organizations, teaching staff and their qualifications, suggested list of reference books, career mobility, and list of experts involve for development of the curriculum. Simultaneously, we also developed activity based instructional material to involving the industrial experts. We also utilize the services of industrial experts for curricular transactions, skill/practical training, on-the-job training, apprenticeship training and evaluation of student’s performance and conducting campus interviews for placement of students. For implementing activity based learning in vocational commerce education the following activities are mainly adopted apart from the transaction of theory and practical activities: Service Learning Activities Service learning activity is a method of teaching whereby students learn and develop through active, unpaid, participation in organized academic and practical activities that are conducted in and designed to meet the needs of their communities. Service learning links activities to the school/college curriculum and provides students with a real-world context in which to apply their academic skills. Through service learning, students learn critical thinking, communication skills, teamwork, civic responsibility, mathematical reasoning, problem solving, public speaking, vocational skills, computer  skills, scientific method, research skills, and analysis. Service learning may take place in the school/college, the community at large, in non-profit community agencies, private businesses, or government agencies. This service is also a vehicle through which schools and colleges can teach the skills of democratic citizenship. By allowing students to venture out of the classroom to examine the world around them, and by providing them with opportunities to address the problems they see, service learning teaches young people that they have the power to change their communities and their world for the better. Equally important in any discussion regarding service learning is the connection of these types of activities to the academic programs experienced by all students. The following elements are essential to any service-learning program: †¢Integrated curricula wherein community service activities are a natural adjunct to classroom learning experiences. †¢Preparations whereby students identify and analyze a problem, select and plan a project, and receive training and orientation prior to the service. †¢Action, which is meaningful, appropriate for the ages and abilities of the students primarily, involved, is supervised, and provides for a feeling of ownership by the students during and at the conclusion of the project. †¢Reflection time consisting of structured discussions, readings, working on a project, etc. , all designed with the idea that students should be thinking critically and learning from their experiences as an individual or as a group. †¢Celebration of the achievements and accomplishments of the students to be shared with the students and the recipients of the services as well. Through service learning activities, students come into contact with decision makers in their communities (e. g. , business people, government officials, and other members of the community). Because of projects that address real needs, students must seek the assistance of community members and leaders, and the community is able to see its young people as problem solvers and full members of the community. The more students work in the community, and the more successes they experience, the more likely they are to continue to be involved after they leave schools and colleges. The following student service learning outcomes: Service Outcomes: †¢development of strong values and reasonable morals †¢a sense of personal worth and competence †¢positive self esteem †¢a willingness to explore new roles and interests †¢a willingness to take risks and an acceptance of fresh challenges †¢acceptance of the consequences of behavior †¢ability to take responsibility for problem solving †¢sense of the obligations of public life in a democratic republic Intellectual Development and Academic Outcomes: †¢increased basic academic skills such as reading, writing, calculating, speaking, and listening †¢enhanced ability for problem solving, reviewing choices, analytical criticism †¢learning-from-experience-skills, such as observation, questioning, knowledge †¢application, summarizing, testing and assessing results †¢motivation to learn and retain what has been learned. Social Growth and Development Outcomes: †¢concern for the welfare of others †¢social responsibility †¢political strategies †¢civic preparation †¢exploration of service-related career paths †¢sensitivity toward people from a wide range of backgrounds †¢development of character, judgment, insight, and sensitivity to underlying themes Internships/On-the-Job Training Activity Internship means unpaid work-based experiences where a student â€Å"samples† a particular industry or business for a period of time by working on a single project or a number of different projects. It defines â€Å"Internships† as highly structured workplace experiences taking place over a number of weeks during which a student completes a planned series of activities or a project(s) and achieves a set of learning objectives designed to give a broad understanding of a business or occupational area. On the Job Training (OJT) refers to that component of vocational curricula which takes place in a real job situation under the supervision of an expert in plant supervisor or master craftsman, aiming at the development of proficiency and self-confidence. On the Job Training (OJT) is an integral part of the vocational curricula, which enables the students to use theoretical knowledge in the real work situation. This helps the student to observe and understand the practical intricacies and make them well equipped, confident and motivated so that he will be able to take up any task with ease. As an initial step, it is proposed to train the students for 30 days in the concerned industrial firm during end of the academic year, which gives exposure to the latest technology, and equipment, which are not available in the schools and colleges. Thus the scheme will definitely improve the vocational skill, competency of the students and thereby the quality of Vocational Commerce Education. The on-the-job training provides the student a guarded exposure to the real world of work under the supervision of expert worker and teacher guide, before the individual fully/really enters the job on permanent basis as an employable worker. The research studies indicate that the on-the-job work experience makes a person suitable for taking up self-employment since this training develops motivation, self-confidence and proficiency in production. It is the only mode of instruction in vocational courses, which goes beyond the level of skill training and takes the persons into the domain of intricacies of the occupational field. The overall impact of on-the-job training is to train the student in the competency of work, to attain self-confidence and work habits and attitudes before these individuals enter the actual occupational field that is to prepare square pegs for the square holes. Internships/on-the-job training help students transcend from school/college  to the work place by offering â€Å"hands-on† learning in real work settings over a relatively long period of time. The experience is designed to give students a better sense of the jobs within a particular business or industry. Further, the internship provides students with information about all aspects of the business to aid them in understanding, through experience, how each part of a company aids the other in meeting the goals and objectives of a business or industry. Internships are designed to allow students to accomplish the following: †¢Apply basic skills to the workplace by observing the relationship between academic skills and knowledge and a particular job †¢Develop employability and problem-solving skills which can be transferred back to the classroom †¢Increase self-esteem by becoming a valuable and productive worker in an adult environment †¢Focus on a career interest through participating in an in-depth, day-to-day job experience †¢Recognize the connection between school/college and the workplace and how both are related and necessary to achieve personal and professional goals. Internships involve many more partners than just the participating students. At a minimum, the following individuals and organizations should be included in any internship program: †¢Students who will be working with a teacher and a business or a community organization as an intern †¢Parents/guardians who will be providing support to the student and/or soliciting cooperation from various businesses and industries in the community. †¢Educators who will be working with the students to define the internship activities; provide continuous instruction, advice and supervision; help the student integrate their workplace activities with the classroom; and, coordinate the logistics of the internship †¢Business and community organizations which will collaborate with the teacher and the student, provide opportunities for the students to complete their intern activities, instruct and evaluate the student and coordinate internship activities with the schools and colleges †¢Community partners (e. g., chamber of commerce, labor unions, service organizations, etc. ), which can provide internship, experiences for students and help to recruit other community organizations and businesses. As part of the internship/on-the-job experience, students will be expected to: †¢Discuss all assignments with both the teacher and the workplace supervisor. †¢Review and understand all of the performance criteria established for the internship assignment and understand what constitutes an acceptable level of performance. †¢Know the job site expectations, rules, culture, and the nature of the job to be performed. †¢Accept feedback and constructive criticism from the job supervisor. †¢Develop a regularly scheduled time for meetings with the job supervisor to review past performance and discuss future tasks and expectations. †¢Maintain communications with the teacher assigned to coordinate the internship program regarding both positive and negative feelings regarding the assignment. †¢Learn about the overall nature of the business or industry before the internship begins. †¢Become familiar with the specific work being done in the area assigned, the employees with whom you will be working, and the job tasks they perform. †¢Become knowledgeable about your particular assignment and how your tasks will fit into the overall operations of the business. †¢Determine the workplace expectations regarding dress and generally accepted business practices. †¢Know and understand the hours to be worked and the procedures to be followed if late or absent from the job. †¢Become knowledgeable with any machinery and the safety measures to be used when operating the equipment. †¢Learn the tasks to be completed and the person(s) other than the supervisor to whom one can turn to with questions or to help resolve problems. †¢Complete all forms, materials, and evaluation sheets required prior to and during the internship. School/College Based Enterprise/Production-cum Training Activities Small business is the lifeblood of our economy. Research, breakthrough thinking, idea generation, processes, and relationships are the elements entrepreneurs bring to the marketplace. Students need to learn and explore the challenges that are inherent in beginning a new business or maintaining an existing business. Entrepreneurs embody the marketing concepts in creating goods, services or ideas for consumers. Entrepreneurship begins with forming the attitudes and unique talents associated with that of a risk-taker. Entrepreneurship, entrepreneurial skills, and the economic role of citizens are all part of the study of business, industry, labor, and agricultural organizations and their role in a local, state, national and international economy. General knowledge of business operations and economics is not only critical to a student’s ability to get a job, it is important to job success and to the vitality of employing businesses. Agencies working with small business development say lack of appropriate management and marketing skills are the most common factors in small business failures during the first year of operation. For many entrepreneurs, business success depends on the skills they gain in school/college. Work-based learning and marketing education bring knowledge of business operations and economic systems into the general and the vocational commerce curricula. All students, regardless of future career aspirations, need an understanding of marketing, business, and economics. Students involved in a marketing, school/college-based enterprise activity have the responsibility to: †¢Design a career development plan to achieve personal, educational and career goals. †¢Use a variety of communication technologies to effectively communicate with associates, customers, employers and suppliers. †¢Explain the nature of risk management. †¢Explaining and comparing types of unit inventory control systems. †¢Describe and explain the types of economic systems, factors which affect pricing and determine pricing strategies. †¢Prepare policies and procedures for extending credit and evaluating credit risks. †¢Prepare a cash flow and profit/loss statements. †¢Determine the factors related to lease or purchase of a facility. †¢Develop an organizational plan. †¢Write job descriptions, personnel policies, and establish standards for job performance. †¢Develop a business plan and establish objectives for the business. †¢Describe the factors entering into the selection of a business location. †¢Analyze various types of business ownership. †¢Describe and interpret major guidelines provided by the Occupational Health and Safety Act. †¢Distinguish between business ethics and social responsibility. †¢Identify a manager’s role in customer relations. †¢Recognize problems and implement plans of action to bring about change. †¢Explain the relationship between span of control and delegation. †¢Describe the role of management and employees in the achievement of quality. †¢Describe the customer focus of total quality management. †¢Interpret market research to identify target marketing. †¢Estimate market share for a particular product or service. †¢Choose a marketing plan and project the outcomes of the plan. †¢Develop a promotional plan for a business. †¢Develop a promotional plan and preparing a promotional budget. †¢Develop a sales promotional plan. †¢Explain the key factors in building a clientele and developing effective buyer/seller relationships. †¢Design a sales training program. Establishing Business and Education Partnerships/Institute Industry Linkage Activities. It is well known that schools alone cannot provide students with all of the necessary academic and technical skills necessary for them to be successful. What is needed is the support and cooperation of the community at large and the business and industry sector in particular. Through the formation of business and education partnerships, teachers and employers can create learning opportunities, which will expose students to the skills, experiences and attitudes necessary in today’s work place environments. Not only do these associations provide a real world context where students can apply what they have learned in the classroom but they also provide significant rewards to the employer as well. Features In Developing Linkages †¢Identification of vocational opportunities. †¢Development of curricula and instructional material †¢Utilization of facility/infrastructure in industry for specific skills training, specialized skill training, on-the-job training and apprenticeship training. †¢Utilization of professionals and technicians for curricular transaction and skill training †¢Evaluation of student progress and certification. †¢Placement in Industries and business organizations The following are some of the benefits to the business and industry sector as a result of establishing a partnership with the schools/colleges: †¢Developing employee satisfaction from sharing time and talents with the students †¢Enhancing the business image in the community. †¢Creating the prospect of identifying and attracting better future employees †¢Favorable publicity for all partners †¢Creating the opportunity to influence the course of education †¢Improving morale of the students, teachers, administrators, and staff †¢Giving students a better understanding of the free enterprise system †¢Communicating the community at large and the business and industry sector in particular the school/college goals and the obstacles faced in meeting those goals. †¢Increasing school/college pride with placement of students †¢Improving school attendance, punctuality and academic achievement For developing a plan for business/education partnerships, it is necessary to survey the community. In conducting this recruiting research, the following questions should be considered: †¢What businesses and industries are located in the district? How large are they? †¢Are the businesses and industries local, statewide, national, or international corporations? †¢Do the organizations have public service programs and/or a public relations staff who would be interested in furthering a business and education partnership? †¢What businesses currently employ parents of students or family members of teachers in the school district? †¢To what extent does the business or industry offer goods and/or services, which would, are of benefit to the students’ education? †¢Who is the ultimate decision maker in the business or industry being recruited? The School’s/Colleges Role in Establishing Business and Education Partnerships The following are some of the steps a school or college should take when attempting to establish a collaborative relationship with business and industry: †¢Create awareness within the school/college community of the concepts and the development of business and education partnerships. †¢Develop a business and education partnership task force to explore various partnership opportunities. †¢Develop a partnership plan that reflects the needs of the school/college community and the capabilities/offerings of the business/industry sector. †¢Seek a commitment from the school/college board, school/college administration, teaching staff and the senior management staff of the business or industry. †¢Ensure that the goals and objectives of the partnership are clearly understood by all parties involved in the program. †¢Incorporate the partnership into the school’s/colleges activities to the maximum extent possible. †¢Develop an ongoing support system for the partnership. †¢Ensure that the partnership is curriculum focused. †¢Establish evaluation criteria and a recurring evaluation timetable for the partnership. †¢Publicize partnership activities throughout the community and highlight the positive results achieved through the cooperative arrangements. †¢Create partnerships in critical academic areas where normal business and industry interests may not be available. †¢Designate specific program coordinators at both the school/college and the business/industry sites. †¢Provide overall coordination for the maintenance and support of the partnerships. †¢Maintain flexibility regarding the needs of the school/college and the business or industry. †¢Ensure that the relationship between the school/college and the business partners is reciprocal. The Role of Business and Industry in the Partnership As a partner in the education program, the cooperating businesses and industries will have the responsibility to: †¢Provide role models and mentors. †¢Exemplify the benefits and advantages of an education. †¢Enhance a student’s self image. †¢Encourage regular school/college attendance and punctuality. †¢Share employment readiness information with the student, the coordinating teacher and the parent/guardian. †¢Serve as advisors on partnership task forces and curriculum development committees. †¢Encourage parental involvement in all phases of the business and education experience. †¢Initiate special projects to increase student involvement and experience. †¢Serve as resources for teachers regarding current workplace skills; business operations; technological and operational changes to the business resulting from market place demands; and keeping current with the trends in labor market information Business and education partnerships have a positive effect on and increase the effectiveness of school coordinated, student work programs. Moreover, by working together, these collaborations have been shown to be a critical component of any successful program, which has established working alliances between schools/colleges, local businesses and industries, and the community. Through these partnership agreements, each partner can share important information, build a mutual collection of resources, and clearly focus the programs on the students. While the majority of partnerships exist in urban and suburban areas, they are also being successfully implemented in rural communities. They reduce the isolation and expand the resource base of small schools by getting businesses more directly involved in the education of youth and the professional development of teachers through the sharing of expertise, resources, and experiences. Be it an urban or rural, the increased communication between business and schools helps students make a smoother transition from the classroom to the workplace. Communities and businesses receive the benefit of better prepared workers, while schools become more efficient at promoting career development and planning, preparing students for further education and citizenship, enhancing student self-esteem, and reducing dropout rates. Conclusions and Suggestions Commerce based vocational education is totally service and practical activity based education.