Complete Guide How to Accomplish a Nursing Term Paper that Wins an A+

Complete Guide How to Accomplish a Nursing Term Paper that Wins an A+ The Peculiarities of a Nursing Term Paper Generally speaking, nursing is a complex subject that deals with numerous multi-faceted concepts and phenomena. As a healthcare profession, nursing provides an important background for healthcare workers and ensures specialized education for nurses through practicing and caring for patients. That is why nursing research is of crucial scientific value as it can potentially improve nursing practice and facilitate the improved quality of care. The Nursing term paper is a type of written assignments that are usually completed by students engaged in nursing, healthcare, and other specialized subjects related to these fields. At the end of the course, students are usually required to write a Nursing term paper and expand practical skills by exploring their theoretical background and performing their own research. The project has much in common with a research paper. However, the term paper, being a kind of testimony of the attained knowledge and the level of proficiency, requires more in-depth research with the use of different statistics and complex methodology. To receive a good mark for your Nursing term paper, you should follow the professor’s requirements and perform individual research on a relevant topic. Since nursing is related to Healthcare and Medical Sciences, it is important to explore the subject of your analysis from different perspectives. Also, you should support your thesis with arguments and examples developed on the basis of reliable factual information and statistical data. The key element of a successful Nursing term paper is a critical evaluation of the main results and findings of the author’s research. Everything mentioned above proves that it is not easy to write a high-quality Nursing term paper. However, with some nursing term paper writing tips, youà ¢â‚¬â„¢ll ease the process and make it more interesting and understandable. Choosing a Topic for the Nursing Term Paper: Our Writers’ Advice A properly chosen topic for a Nursing term paper is a halfway to the successfully completed work. Usually, professors provide students with different topics to choose from. If you don’t happen to have them all or the existing topics do not match your skills or scientific interest, ensure to come up with your own topic. It should be related to the topics covered during the course. Besides, it is important to find a topic that you’ve always been interested in or the one that you care about. Assess the potential topic to see if your theoretical knowledge and practical skills are enough to create a research paper. The relevance of the topic to the contemporary nursing practice is not less crucial than its correspondence to your interests. You should choose a topic that has been discussed in recent years so that it would be easy to find credible and not outdated sources. At the same time, you should introduce some novelty into the topic as your research should be authentic and not copied from the existing scientific works. In this case, you can explore some well-known issues from a new perspective or change the variables or the individuals targeted in the study. Also, pay attention to whether it is wide enough to find a sufficient number of credible and relevant sources to develop a term paper. At the same time, the topic shouldn’t be too broad as it will be difficult for you to cover all the information and structure the paper properly. On the contrary, if the topic is too narrow, you won’t be able to expand your research in the future. To be sure that you can find the needed inf ormation, make a research work before the topic is chosen and agreed upon with your instructor. Check the topic’s relevance as well as the state of its scientific grounding in contemporary studies. Based on these tips, the potential topics for Nursing research paper can be the following: Nursing Care for Patients with Autism Spectrum Disorder Patient-Nurse Communication as a Determinant of Recovery Family Planning Strategies for Patients with HIV The Impact of Mandatory Overtime on the Quality of Care A Historical View on the Role of Pain Management Nurse The Effects of the Lack of Geriatric Training for Nurses Finding Trusted Sources for Nursing Term Paper Writing After choosing the topic, you should search for relevant and reliable sources to explore all the aspects of the topic in detail. You can search for them either in the library or on the Internet. Ensure to analyze the information found online critically as there are numerous websites that provide unreliable and unproven information. To ensure that your sources are reliable, you can use different specialized databases and academic journals. If your professor provides you with the list of helpful sites, visit them first and add them to your reference pages. The following online sources can be used for writing a Nursing Term Paper: websites ending with .gov or .edu since they are relevant and can be utilized for academic purposes; academic journals that specialize in Nursing, Healthcare, Medicine, and different sub-fields; general and specialized databases, online libraries. There are different websites and databases created specifically for nursing and medicine-related topics. The most popular among them are: PubMed – an online service that is a part of the National Library of Medicine; it provides numerous important citations as well as additional books and databases related to nursing and other life sciences; CINAHL Plus – an online database that contains helpful resources on nursing and allied health; Cochrane Library – an online library covering medical evidence helpful for grounding clinical treatment decisions; Nursing Reference Center Plus – a database that provides credible, evidence-based information on nursing practice; MEDLINE – a bibliographic database with academic articles in different fields of medicine, including nursing, veterinary, healthcare management, and others. Once you have enough credible sources to gather all the needed information for your Nursing term paper, you can start the pre-writing process, which is not less important. Pre-Writing Stage: Planning and Preparing Activities When you have the topic and some major sources for your Nursing term paper, it means that you have pictured your paper and its main accents in your mind somehow. However, you may not know where and how to start. To make it easier, you can turn to different pre-writing activities to establish the main focus of the paper and generate new ideas for successful research. First of all, pre-writing activities should be based on the information that you already know about the topic and the issues related to the topic. That is why it is important to start the research process and accumulate knowledge related to the topic before you define the main points of your paper. After that, you can use the method called â€Å"brainstorming.† Brainstorming implies writing down a list of all the ideas related to the topic that come up to your mind. The other helpful strategy, which is somehow similar to the first one, is â€Å"freewriting.† This strategy is about writing down ideas in the form of sentences. It can help to expand the initial idea and develop new perspectives, from which the topic may be further explored. The last strategy is known as â€Å"mind mapping.† While you should create a kind of graphic representation of your topic, the method mentioned above helps to visualize the ideas. More precisely, you have to decide what the leading ideas of your future paper are and write them down in circles. After that, you should also write down the supporting ideas and connect them to the primary ones by drawing lines. After the ideas are created, and the main aspects of the analyzed topic are defined, you can create an outline of your paper. It is a plan that will help you to structure all the parts of the paper and make it logical and consistent. The outline revolves around your topic and the thesis statement and lists the main points of your future paper. Also, the whole pre-writing process includes developing drafts and reviewing them to highlight the most important information. The Structure and the Format of the Nursing Term Paper To receive the highest mark, you should develop your Nursing term paper according to a particular structure and format. Look through the professor’s requirements and follow the format that is mentioned in the instructions. Usually, Nursing term papers are created with the use of APA format. In this case, the format defines the structure. An APA-formatted paper consists of the title page, the abstract, the main body, and the reference list. According to the requirements of the APA referencing style, your paper should be typed in twelve-point Times New Roman font. In-text citations should contain the author’s last name and the year of the work’s publication separated by a comma. If you insert the citation directly from a certain page of a publication or its online version, you can mention the page number as well. For more detailed instructions on how to format the paper, you can visit helpful websites like PurdueOwl or use citation-generating engines. You should decide on the structure of your Nursing term paper when developing an outline. If your professor has some special requirements regarding the structure of the paper, follow them. Traditionally, an APA-formatted Nursing term paper consists of the following parts: Title Page. The title page of the paper should contain the name of the topic, the running head, the author’s name, and the name of the institution he/she attends. It should contain some keywords that attract attention and help the audience to understand the main focus of the paper. Abstract. Write an abstract of your paper on a separate page typing the word â€Å"Abstract† in the center of it. The abstract should reveal the main points of your research with an emphasis on scientific novelty and relevance as well as your individual evaluation of the findings. Main Body. The main body should consist of the introduction, the main body paragraphs, and the conclusion. In the introduction, you should set the backgrounds of your research and explain the importance of the paper. The most significant element of the introduction is the thesis statement. It is usually the last part of the introduction section that explains the main argument of the paper. After that, in the main body section, you should explore in detail all the arguments mentioned in the abstract and in the introduction. The arguments should be supported by factual information, statistical data, real-life examples, other evidence-based information, and your own critical assessment. Conclusion. In the conclusion, you should summarize all the findings and accentuate the main purpose of the paper once again. The conclusion should not contain the information that was not mentioned in the paper before. Reference Page. The reference page is a separate page that goes after the main body. The title of this page contains the word â€Å"References† only. The sources used in the paper should be formatted according to the requirements of the APA referencing style and listed in the alphabetical order. Proofreading to Ensure Everything Looks Sounds Good Once you’re done with the writing part, you have to proofread and edit the piece if necessary. First of all, you should check grammar and punctuation as these elements reflect your overall academic knowledge. For this purpose, you can use some online websites like Grammarly that would help you find the most common mistakes and provide you with an explanation of your mistake. Ensure to check your paper for plagiarism as only authentic papers can receive high marks and show a high level of proficiency and knowledge. Besides, mind the word choice, and the overall style of the paper as academic papers have a certain requirement regarding their style. For instance, you should not use idioms, phrasal verbs, contractions or stylistically marked words. If it’s too difficult for you to detect your own mistakes, you can ask another person for help. For instance, your friend or parent can read your term paper and give you a helpful response highlighting the strengths and the weakn esses of your paper. Thus, you’ll focus your attention on the weak parts of the paper and improve them. Consequently, if you follow all the tips listed above, you will create a high-quality Nursing term paper, as well as improve your academic writing skills. Reference â€Å"Essay Help: 5 Tips for Writing Nursing Research Papers.† LinkedIn SlideShare, 16 Mar. 2013, www.slideshare.net/EssaysExperts/essay-help-5-tips-for-writing-nursing-research-papers. â€Å"How to Write a Term Paper: Outline, Topics, Format | EssayPro.† Essay Writing with EssayPro, Essay Writing with EssayPro, 11 July 2018, essaypro.com/blog/term-paper/. â€Å"100 Nursing Research Paper Topics for College Students.† Last Minute Assignment Help, 30 Dec. 2016, www.lastminuteassignmenthelp.com/100-nursing-research-paper-topics-college-students/. â€Å"Nursing: Databases for Articles, Etc.† Subject Course Guides, researchguides.uic.edu/c.php?g=252186p=1684967. â€Å"Tips for Writing a Research Paper.† NMU Student Organizations, May 2011, www.nmu.edu/writingcenter/tips-writing-research-paper.

Statistics on ACT Math Strategies for Mean, Medium, Mode

Statistics on ACT Math Strategies for Mean, Medium, Mode SAT / ACT Prep Online Guides and Tips Statistics questions on the ACT are often simpler than the statistics questions you have seen in class. Most all of the statistics questions on the ACT boil down to finding or manipulating means, medians, and modes of a set of numbers. If you are already familiar with these terms, you will have a good head-start on these types of problems. But even if you aren't familiar with these terms, most of ACT stats questions require that you understand and apply just a few key concepts (all of which we will go through in this guide). This will be your complete guide to ACT means, medians, and modes- what they mean, how you'll see them on the test, and how to solve even the most complicated of ACT statistics questions. What is a Mean, Median, or Mode? Before we look at how to solve these kinds of problems, let's define our terms: A mean is the statistical average of a group of numbers. In order to find the mean, we must add up the sum of the numbers in our set and then divide that sum by the amount of numbers in the set. (Note: on the ACT, the question will almost always use the word "average" instead of "mean.") What is the average speed of six runners if their race times were, in seconds: 85, 67, 88, 75, 91, and 80? To find the average (mean), we must find the sum of all the numbers and then divide that number by the total amount, which in this case is 6. $(85 + 67 + 88 + 75 + 91 + 80)/6$ $486/6$ $81$ The mean (average) race time is 81 seconds. The median is the number directly in the middle of a set of numbers, after they have been arranged in numerical order. (Note: the number will be halfway into the set, but is NOT necessarily the mid-value between the largest and smallest number.) For example, take a set of numbers {14, 15, 23, 37, 213}, the median would be 23, as it is in the middle of the set. This is true, despite the fact that 23 is NOT halfway between 14 and 213. If your set has an even amount of numbers, then you must take the mean (average) of both the numbers in the middle. Find the median value of the set of numbers {10, 2, 34, 47, 17, 8}. First, arrange the numbers in order from least to greatest. 2, 8, 10, 17, 34, 47 We have an even number of terms in our set, so we must take the average of the two middle terms. $(10 + 17)/2$ $27/2$ $13.5$ Our median is 13.5 The mode is the number or numbers in a set that repeat(s) most frequently. In the set of numbers {4, 6, 6, 4, 3, 6, 12}, our mode is 6. Even though the number 4 occurred twice, the number 6 occurred three times and is thus our most frequently appearing number. If each number in your set occurs only once, there is no mode. In the set of numbers {3, 11, 7, 23, 19}, there is no mode, since no number repeats. If multiple numbers in a set repeat the same number of times, your set will have more than one mode. In the set {4, 11, 11, 11, 13, 21, 23, 23, 23, 43, 43, 43}, we have three modes- 11, 23, and 43. All three numbers occur exactly three times and no other numbers occur more frequently, which means that we have multiple modes. The more you get used to statistics questions, the more quickly you'll be able to spot your answers. Typical Mean, Median, and Mode Questions Mean, median, and mode questions are fairly simple once you get the hang of how they work. Because these types of questions will appear 1 to 2 times on the test, you will see them in a variety of different forms. But always keep in mind that, no matter how unusual they look, mean, median, and mode questions will always break down to the concepts we outlined above in their definitions. For mean questions, there will be two types- weighted and unweighted averages. Unweighted averages are by far the most common, but you'll need to know how to tackle both. Unweighted Average Unweighted average questions are solved exactly how we found our means above. We simply find the sum of our set and divide this number by the amount of numbers in the set. The monthly fees for single rooms at 5 colleges are $\$ 370$, $\$ 310$, $\$ 340$ 380$, and $\$ 310$, respectively. What is the mean of these monthly fees? F. $\$ 310$G. $\$ 340$H. $\$ 342$J. $\$ 350$K. $\$ 380$ We must find the sum of our terms and divide by the amount of terms (in this case 5). $(370 + 310 + 380 + 340 + 310)/5$ $1710/5$ $342$ We have found our mean. Our final answer is H, 342. Weighted Average A weighted average, on the other hand, puts more emphasis on (gives more "weight" to) some numbers more than others. When this is the case, you must multiply each number in the set by its weight and then add their sums and divide as normal. Let us look at this process in action: In Karen's math class, the final class grade is determined by a combination of quizzes, homework, and test scores. Quizzes make up 30% of the final grade, homework accounts for 25% of the final grade, and test scores account for 45% of the final grade. Each assignment/test has a potential score of 100 points. Karen received a 92 and an 83 on her two quizzes, scores of 100 on her three homework assignments, and test scores of 78, 89, and 98. What is Karen's final grade in the class? First, we must find the average of each type of assignment as normal and then multiply that average by the weight allotted to the assignment. So, to find the number of total points she earns from her quizzes, we would say: $(92 + 83)/2$ $175/2$ $87.5$ She earned an average of 87.5 on her quizzes, but now we must multiply it by the percentage allotted to the quiz scores in terms of her overall grade (the weight). $(87.5)(0.3)$ $26.25$ Her quiz score will contribute 26.25 points towards her overall score. Now let us do the same for her homework. $(100 + 100 + 100)/3$ $300/3$ $100$ The homework is weighted as 25% of the grade, so we must multiply the average by its weight. $(100)(0.25)$ $25$ And again for her test scores. $(78 + 89 + 98)/3$ $265/3$ $88.33$ And again, we must multiply this average by the allotted weight. $(88.33)(0.45)$ $39.75$ Now, simply add them all together to find her final score. $26.25 + 25 + 39.75$ $91$ Karen's final grade in the class will be a 91. Now that we've seen our different types of mean questions, let's look at the other types of statistics questions on the ACT. Most all the statistics questions you'll see on the ACT will be on means/averages, but a few will involve medians. These are generally straightforward, so long as you understand how to find your median. What is the median of the following 7 scores? 42, 67, 33, 79, 33, 79, 21 A. 42B. 52C. 54.5D. 56E. 79 First, let us, as always, put our numbers in ascending order. 21, 33, 33, 42, 67, 79, 89 Since we have a set of 7 numbers, there is a number exactly in the middle of our set. Now that we've put them in order, we can see that the middle number is 42. Our final answer is A, 42. And lastly, mode questions very rarely show up on the ACT. You should still know what a "mode" means in case you do see a mode question on the test, but odds are you'll only be asked to find means and/or medians. Though the questions may appear different, just remember that they are all variations on the same few concepts. How to Solve Mean, Median, and Mode Questions Since you will see these questions multiple time on any given test, it can be easy to rush through them and/or underestimate them. But as you go through your test, remember to keep these ACT math tips in mind: #1: Always (always!) pay attention to exactly what the question is asking You will be asked to find means/averages the majority of the time, so it can become second nature to immediately start finding a mean when you come across an m-word in a math problem. It may seem obvious right now, but the pulse of a ticking clock and the adrenaline in your veins during the test-taking process can make it so that you misread the words in a math question, and try to find the mean instead of the median (or even vice versa). The test makers know how easy it is for people to make these kinds of errors and will provide bait answers to tempt anyone who makes a mistake. Always double-check that you are answering precisely the right question before you start solving the problem (and especially before bubbling in your answer!). #2: Write It Out Take the time to rearrange your set of numbers in order when dealing with medians and modes, and make sure you write out your equations when dealing with means. It can be tempting to solve problems like these in your head, but a single misplaced digit will give you a wrong answer. In order to avoid losing points to careless errors, always take a moment to write out your problem. It will not take as long as you think it will to reorganize your values and it will almost always lead you (quickly) to the right answer. #3: Use PIA/PIN When Necessary If you find yourself stuck on a problem and have some extra time to spare, don't hesitate to use your fallback strategies of plugging in answers or plugging in numbers where applicable. Always keep in mind that it will often take you a little longer to solve a problem using these techniques, but doing so will almost always lead you to the right answer. Practice and technique are required to master any skill, be it statistics questions or silly walks. Test Your Knowledge And now, let's put your knowledge of statistics to the test against real ACT math problems. 1. Tom has taken 5 of the 8 equally weighted tests in his U.S. History class this semester, and he has an average score of exactly 78.0 points. How many points does he need to earn on the 6th test to bring his average score up to exactly 80.0 points? A. 90B. 88C. 82D. 80E. 79 2. 3. What is the difference between the mean and the median of the set {3, 8, 10, 15}? A. 0B. 1C. 4D. 9E. 12 4. To increase the mean of 4 numbers by 2, how much would the sum of the 4 numbers have to increase? F. 2G. 4H. 6J. 8K. 16 Answers: A, B, A, J Answer Explanations: 1. In order to find out how much we need to increase our sum, we first need to find our original sum. Let us represent the original sum with the variable $x$ and use our mean equation to find it. $x/5 = 78$ $x = 390$ Let us use this original sum for our new mean equation with the set of 6 terms. We will represent the missing value with $y$ and set our equation to the needed 80 points. $(390 + y)/6 = 80$ $390 + y = 480$ $y = 90$ We have found the amount necessary to increase our sum in order to get an average of 90 with 6 terms. Our final answer is A, 90. 2. We are told that there are 43 soccer games, so we must find the percentage of each match and multiply this figure by the number of goals per match. For instance, there are 4 matches in which there were 0 goals. Which would give us: $(0)(4/43)$ $(0)(0.093)$ $0$ Now, we need to do the same for all the matches and add them together. $0 + (10/43)(1) + (5/43)(2) + (9/43)(3) + (7/43)(4) + (5/43)(5) + (1/43)(6) + (2/43)(7)$ $0.2325 + 0.2326 + 0.6279 + 0.6512 + 0.5814 + 0.1395 + 0.3256$ $2.79$ Finally, we need to round this number to the nearest 0.1, as we were told to. $2.8$ Our final answer is B, 2.8. 3. The numbers in our set are already in numerical order, so we do not need to rearrange them. Let us find our median: We have two numbers in the middle of our set, because there are an even amount of numbers in our set. This means we must take the average of the two middle numbers. $(8 + 10)/2$ $18/2$ $9$ Now let us also find our mean: $(3 + 8 + 10 + 15)/4$ $36/4$ $9$ We can see that the mean and the median are equal, so the difference between the two is 0. Our final answer is A, 0. 4. We have two different ways to solve this question- using algebra and using PIN. Let's look at both methods. Method 1: Algebra Let us represent both the sum and the mean by the variables $x$ and $y$, respectively in our mean equation. $x/4 = y$ $x = 4y$ Now, let's look at how this changes when we add 2 to to our mean. $x/4 = y + 2$ $x = 4(y + 2)$ $x = 4y + 8$ We can see that we need to add 8 to our previous mean of $4y$. Our final answer is J, 8. Method 2: PIN We could also use plugging in numbers in this case. So let us pick four numbers and find their mean. Let's just say our four numbers are: 3, 4, 6, and 10. (Why those numbers? Why not!) (3 + 4 + 7 + 10)/4 $24/4$ $6$ Now, we want to increase our mean by 2, which would make it: $6 + 2 = 8$ Which means that now we have: $(24 + x)/4 = 8$ $24 + x = 32$ $x = 8$ We can see that we need to add 8 to our sum in order to increase our mean by 2. Our final answer is again J, 8. (Or boy or other gender). Either way, go you! The raptors are proud. The Take Aways Once you know your way around the techniques of finding your means, medians, and modes, you will be able to tackle most any ACT question on the topic. All ACT statistics questions are simply variations on the same theme, so knowing your foundations is essential. As we saw above, there are often multiple ways to solve these types of problems, so don't hesitate to use PIA or PIN if you have the time to spare and if you feel uncomfortable with the algebra. Otherwise, always make absolutely sure you are answering the proper question and don't take for granted that these questions are simple (a careless error will still lose you precious points!). What's Next? You've tackled all there is to know about ACT stats questions and now you're hungry for more ACT math guides...right? Right! Well, lucky for you, we've got guides on all the ACT math topics you could ask for. Need to brush up on your formulas? How about your trigonometry? In the mood to tackle ratios (or set up your own ratios to figure out how many seconds there are in a year)? Browse through our ACT math tab to find what you're looking for. Think you might need a tutor? Look to our guides to find the best ACT tutor for you (and your budget). Running out of time on ACT math? Check out our guide on how to maximize your time (and your points!) before the clock runs out. Looking to get a perfect score? No matter your current level, we've got guides on what to do if you scored lower than you wanted as well as how to get a perfect 36. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Social Psychology - Theory Essay Example | Topics and Well Written Essays - 750 words

Social Psychology - Theory - Essay Example A group gives each of its members an identity and a role. Group identity gives an individual improved self-esteem, confidence level and sense of belonging. The individual is also socially and culturally influenced by the group. This study was conducted in 1971 by Philip Zimbardo of Stanford University, California, along with a group of researchers. It was a dramatic simulation of prison life conducted to study the behavior of good people when placed in an evil setting, to learn if humanity would prevail over evil or vice versa, etc. (Zimbardo). The independent variable in the study was the conditions the participants were assigned, the dependent variable being their consequent behavior (Haney, Banks and Zimbardo). The study was stopped halfway through due to the grim effects seen in the participants where the "guards" had become sadistic and the "prisoners" extremely depressed. The experiment was funded by the US Navy with a view to study the causes of conflict between the guards and prisoners in the naval prisons. Up until then, there was a belief that the guards entered their jobs with a "guard mentality" and were basically sadistic and insensitive whereas the prisoners were aggressive people with no respect for law. The study, however, disproved this dispositional hypothesis. Though the participants knew that they were part of a study, from the moment the "prisoners" were caught and arrested unawares from their homes and from the moment the "guards" were initiated into their roles a day before the prisoners were brought in, the participants fell so perfectly into their roles and they were affected by them so much that they seemed to believe in their assigned roles or positions. The participants were not preconditioned on their form of interactions and were free to interact in any way. Yet, their "encounters tended to be negative, hostile, insulting and dehumanizing" (Haney, Banks and Zimbardo). The negative emotions showed that the participants, both the prisoners and the guards, had internalized the situation or that they had started to believe in the situation. Though physical violence was strictly not allowed, forms of less direct aggressive behavior were noted. Another instance where the participants' internalization was evidenced was when five of the prisoners had to be released due to extreme depression. Though the prisoners were fully aware that they were only playing a role and could quit the study if they so wished, only two of the rest were ready to forfeit their earnings in consideration of "parole." When the study was terminated earlier than planned, the prisoners were delighted while the guards were disappointed. This was because the guards had grown to enjoy the power that they now held. Even the "prison officials," meaning the research team, had started behaving in a manner they thought was befitting the roles they played. The styles of responding to and coping with the new situation differed from individual to individual. While a few prisoners had to be released, a few endured the atmosphere. While some guards were "tough but fair, some went far beyond their roles to engage in creative cruelty and harassment" (Haney, Banks and Zimbardo). The preliminary personality tests done on the participants had not predicted this manner of a behavior

Learning Styles Essay Example | Topics and Well Written Essays - 250 words - 1

Learning Styles - Essay Example I consider myself as a very critical thinker and talented problem solver and as such, I can build on this to improve my training skills since I will be able to think and train objectively. I approve the message in the ASTD video in regard to the fact that employee training is a vital part of business and enterprise growth; furthermore, training inspires innovation which is critical in today’s competitive business world. I am more of a reflective learner although at times my learning style is often influenced by prevailing circumstances, I believe identifying ones learning technique/s is imperative in helping them improve their self-perception as leaners and trainers and boost their chances of success in both. Student one intends to acquire the necessary knowledge to enable her develop training skills as well as improve communication skills in day to day life. She has considerable background knowledge and experience training and she supports the message in the ASTD video. She believes that employee training is a vital part of business growth and considers herself to be a reflective learner. Student two is interested in learning about the technical aspects of the training in areas like design and developments. He is experienced in using technological tools to facilitate training and has also taken part in face to face technical training session. Moreover, he believes he has developed a knack for deconstructing and explaining complex concepts as a result of working in an industry that allows him to combing his technological and communication

Failure Analysis Essay Example for Free

Failure Analysis Essay Team D will analyze the organizations Samsung Electronics Company (SEC) and Research In Motion Blackberry (RIM). The study will analyze in depth the success of Samsung and the failure of Blackberry. The paper analyzes how Samsung evolved into one of the largest conglomerates in the world during the past decade the demise of Blackberry and how the company failed. Vision and Mission Statement Samsung Vision Statement, The vision of SAMSUNG Electronics is Leading the Digital Convergence Revolution (Samsung, 2013, p. 1). Mission Statement â€Å"To experience the joy of advancing and applying technology for the benefit of the public† (Samsung, 2013, p. 1.). Established in 1938, Samsung has gone thru many changes. During its various changes, Samsung continues to modify its mission statement according to its own change and to new developments globally. Economic contribution to the nation â€Å", Priority to human resources† â€Å" Pursuit of rationalism are slogans that represent important moments in Samsung’s history. The organization has grown from a national leader to a worldwide consumer leader. The constant fluctuation in the global economy, competition, and operations, Samsung transformed its mission statement in 1990. According to Samsung’s philosophy, We will devote our human resources and technology to create superior products and services, thereby contributing to a better global society (Samsung, 2013, p. 2.). The organizations attitude is a representation of its determination to contribute to the success of people globally. Key factors for Samsung is the dedication, creativity, and talent of its employees. The strong leadership and team support has made endless opportunities for new technology and achieving higher standard of living globally. Leadership at Samsung believe its success is due to its contribution to people worldwide and to the shared prosperity between national boundaries worldwide. This determines how they manage their  company. The objective for Samsung Electronics is to generate the future with its consumers. SEC can be considered as one of very few companies that manage to go beyond mere imitation of global competitors, leverage resources, accelerate the pace of organizational learning and manage to attain seemingly impossible goals ( Hamel and Prahalad, 1989). Vision and Mission Statement Blackberry vision statement, â€Å"Blackberry aims to be the premier center for management development excelling in developing managers of tomorrow; strengthening management capabilities and facilitating policy options to meet emerging challenges†. (Blackberry, 2013, p.1.). Mission statement, â€Å"To develop socially and professionally responsible and proactive managers and leaders with holistic perspectives and competencies. (Blackberry, 2013, p.1.) In realizing the above vision and mission, RIM focuses on the following strategic areas: In 1994, Blackberry (RIM) was created. The organization is located in Waterloo, Ontario Canada. Other locations include Europe, United States, Mexico, and Asia Pacific. Blackberry lead the design, fabrication, distributor of its wireless solutions for the global cellular communications market. The creation of combined software, services, and support, Blackberry provided solutions for email, cell phone, SMS, MMS, Intranet, and Internet applications â€Å"The beauty of this device was that users could do all of these functions even as they were striding down the sidewalk, far from any desktop computer† (Kim, 2008). . The organization provided services for Civil Service, local governance, and the private sector. This enabled Blackberry to strengthen and develop into a strong financial, self-supported Institute. The downfall of Blackberry began on January 9, 2007, with the introduction of the iPhone. Apple sold a million iPhones the first week of its release, signaling the era of the smartphone. In a conference call on March 29, 2012 CEO Thorsten Heins stated, â€Å"It is now very clear to me that substantial change is what RIM needs,† (All Thing D, 2012, p. 1.). The CEO is creating something Blackberry has not had for a long time, a vision. . â€Å"We believe that BlackBerry cannot succeed if we try to be everybody’s darling and all things to all people†, (All Things D, 2012, p. 1.). It might be too late but  the organization will undertake a complete review analysis of the way the company operates. Leadership style, management, organizational structure, and culture Samsung Electronics is a worldwide organization with nearly 160,000 employees and operates in countries worldwide. Samsung is devoted to having a healthy organizational culture. It believes that ethical management is not only a tool for responding to the rapid changes in the global business environment, but also a vehicle for building trust with its various stakeholders, shareholders, customers, partners, employees, and local communities around the world. Samsung’s aim is to become one of the most ethical companies in the world that is respected by its stakeholders, Samsung Electronics continues to train its employees and operate monitoring systems, while practicing fair and transparent corporate management. Samsung has established a good and safe working environment for its personnel, this improves employee morale and productivity and commitment to the organization. Employees respect all workers despite the positions they have. Workers and leaders have a good relationship that allows both side to work together on workers grievances relating to their work environment. The relationships between the workers and leaders are interactive and workers grievances relating to their working environment and other labor related issues work well. Workers at Samsung will respect all workers despite the roles they play. CEO Kwon Oh Hyun is a commanding leader, almost militarist in leading. In South Korea, this style of leadership is very effective; unlike in the United States a commanding leader for a non-military organization would be ineffective. Kwon Oh Hyun is direct, takes tight control, very demanding, disciplined, and demands immediate compliance within the company, from top to bottom. It is difficult to recognize what leadership style is within Blackberry. What has brought Blackberry to its demise is not having a clear vision from its upper executives. Their leaders had no sense of direction to innovate the organization. Blackberry ten years ago was a leader in the cellular business. Customers who owned a blackberry phone felt important, celebrities, Wall Street investment bankers. Today Blackberry is at jeopardy on becoming obsolete. Blackberry made some critical mistakes, which put the organization in jeopardy. The organization  disregarded the iPhone until it was too late. Prior CEO Lazaridis â€Å"told his employees that no one would buy the iPhone because customers did not want a personal computer on their cell phones.† (Forbes, 2011, p. 2.) Blackberry promoted a culture of unwillingness and closed communication. Upper executives did not want to listen to ideas from below. Additionally, a critical mistake was waiting too long to innovate new products into their product line. Their current product line is a big dinosaur and still look much like their first phones. To further trouble Blackberry, two major outages occurred on April 2007 and again in February 2008, each outage lasted for a few days. Leading Organizational Change Team D would use the Kotter’s Eight Steps Detailed guidance for managing change. First major change is to establish a sense of urgency, in order to create a compelling reason for change. The compelling reason for change is to seek new ways of innovation. Keeping up with the global rapid change in the telecommunications, industry is vital. [Change process theories describe a typical pattern of events that occur from the beginning of a change to the end, and in some cases they describe how earlier changes affect subsequent changes. The theories may identify distinct phases in the process, stages in the reaction of individuals, or effects of repeated changes on people.] (Gary Yukl, 2013, p. 1.) In order to keep Blackberry competitive with the market, the organization must find new products to introduce into the market. Introducing a new lineup of products such as new cell phone models is vital for the company to compete with its competitors. The sense of urgency is creating and updating our products in time to keep up with the competition. The team would create a coalition between upper management to establish the new change for blackberry. The coalition between top executives would facilitate the introduction of the new strategy into our new business plan. A major priority for blackberry and its top executives is to create a clear vision for the upcoming change of the organization. The next hurdle is to widely open up communication barriers and simplify the communication between upper management on down. Blackberry will promote a culture of open communication and willingness for all its employees. The open communication will enable the organization to communicate the vision throughout the company. Good communication will help the organization with employees who resist change. Communication between upper management and employees will help give a clear vision of the change. Inadequate communication will give employees a sense of false information for example believe that change is not feasible, fear of personal failure, loss of status, and economic threat. The CEO will empower other managers to act on the vision by encouraging risk-taking and removing barriers to help solve problems. The new plan will take two years to implement. The action plan will include short-term goals that move blackberry toward the new vision. The change will allow upper management on down to consolidate improvement. All management reassess all changes to include analytical information, the consolidation improvements will allow the organization to make any necessary adjustments in the new programs. All management will have to lead by example and demonstrate the success of the cultural change. The new plan will reinforce the changes by demonstrating the relationship between the new behaviors. The leadership styles will be between transformational and visionary leadership. These leadership styles will inspire the conviction of the new vision and will give blackberry a clear direction to succeed in the new change. Transformational leadership will inspire and develop empowering focus on the new plan. Conclusion During significant change to a company’s structure and strategies, personnel can experience high levels of stress on the job. Prior to executing the strategies, organizations must empower employees to adopt the role of change and encourage them to take action to solve the problems that stresses them. A large piece of the puzzle is communication between upper management on down. Personnel need to feel that they are empowered during the phase of the change. Although few organizations fully acknowledge their role in helping employees, cope with change. Individual reactions to change your complex and most experts agree that people tend to be uncomfortable with change; employees do not want to depart from their comfort zone.

Diomedes in Agamemnon :: essays research papers

Since Agamemnon refused to return the daughter of a priest of Apollo, Agamemnon agrees to release Helen only if Achilles gives him his prize of honor. This is when Achilles found it unfair and withdraws from the battle including all his soldiers. Achilles then asks the gods to grant him revenge. Agamemnon the had attacked because a dream had encouraged him to. Paris flees the battle with the help of a divinity and Menelaus rages on with his brother demanding the release of Helen. As the battle continues, Diomedes makes a heroic stand and kills many Trojans, bringing his Time', Kudos and Arete' up high. The term Time means the reputation among the prince/gods, Kudos is glory and Arete' excellence meaning, doing more than a man can do. It all started when Pamdaros had shot an arrow through Diomedes' shoulder, but Diomedes tells Sthenelos to pull out the arrow and he did. After this happened, Diomedes had prayed to thena asking her for help, here is where Diomedes is getting Kudos. Athena had decided to help Diomede just like she helped his father and she also heals him. Now not only did she heal him but she also gave Diomedes the power to see gods while he was in the battle only if he fights no other god but Aphrodite. Diomedes recieves Kudos when Aineias tells Pandaros that Diomedes may be a god. When Diomedes rejects Sthenelos advice to retreat, so instead he stands, he receives more Kudos. Diomedes now adds Time with the gods when he threw a pear at Pandarus with Athena’s help and kills him, when Aineias comes by to help his friend, Diomedes picks up a large stone and kills him by smashing the large stone on Aineias hip. More Time was added when he followed Aphrodite and then wounded her on her wrist and then shouted out to her "Away from the battle, you daughter of Zeus! Isn’t it enough that you beguile weak women? But is you will visit the battle field, I think after this is a battle will make shiver if you hear only echoes in the distance!" After this, Aphrodite tells Ares about Diomedes as she asked him for his horses to go home.

Acid and Shoe

CHAPTER 1 Introduction Background of the Study Like many other hygiene convenience, shoe polish or can also be called boot polish is usually a wax , cream or paste used by people to shine, water proof and restore the appearance of leather shoes. This extends the footwear’s life. This is made up of many kinds of chemicals and because of this; it can cause irritations, allergies to us. In our generation, shoe polish is used every day and companies produce a lot of it to meet the demands of consumers. This leads to chemical wastes.We the researchers would like to find or discover materials like banana peelings, leaves, or trash and use them as alternatives for these chemicals but without sacrificing the effectiveness of the shoe polish. Recently the Philippines has experienced flash floods and according to the disaster agency of the Philippines more than 338,000 people in 13 provinces were affected by the disaster, with nearly 43,000 still in schools, churches and gymnasiums. Thi s was mainly caused by illegal logging and improper disposal of garbage.If we are successful in using trash as alternative for making shoe polish we could lessen the trash in the streets because companies would be collecting these trashes to produce their product. As of now, Ateneo de Iloilo students and teachers are using leather shoes when going to school and when it rains it could damage the physical appearance of the shoes which would lead them to buy new ones. Many of them uses shoe polish to protect and clean their shoes and some are not safe when it comes in contact with skin, eyes or other sensitive parts of the body.Our investigation could benefit them because they would be able to homemade shoe polish that would not cause harm or irritations to them. The investigators chose this study because of curiosity and that the investigators are looking for other alternatives in making a shoe polish which is convenient and safe to use. It is through this experiment that most of us c ould greatly benefit in ways that are useful in our everyday lives. Statement of the Problem This study seeks to answer the following questions: What other components can be added in making the shoe polish that would make it a better alternative than those bought in stores?How effective is the presence of the glycerin, charcoal, citric acid in the making of the shoe polish? Will these alternative components be sufficient in making a great shoe polish? What factors affect the efficiency span of the shoe polish? Hypotheses In view of the preceding questions, the following hypotheses are advanced: 1. The harder the charcoal, the smoother and finer shoe polish can be made. 2. The given alternatives are sufficient in the making of shoe polish. 3. Considering that you undergo the process of heating, the more you stir the finer the shoe polish. . The more number of kerosene drops, the slimier the polish. 5. The greater the volume of the water added, the less effective the polish. Significa nce of the Study The investigators believed that the result of the study will be beneficial to the following: Students. This study could help the students by adding some information on their knowledge about shoe polishes. This could also enhance their creativity and resourcefulness while doing the study. Shoe shiners. This study can help shoe shiners by giving them alternative ways on how to create their own shoe polish.Instead of buying the industrial shoe polish, they can use their own creation. It’s more cheaper, less expensive and more convenient. Environment. This study can help the recycling department in our environment. Instead of using the normal ingredients, we can use trash as the main ingredient. In this study, we are not only learning on the alternative ways on how to make shoe polish but also helping the environment at the same time by recycling and reducing of things. Future investigators. This study could serve as a basis for them to do more esearch and add mo re information to the things that we have done. This could also be a form of help to them as a source of information on how to start the research. Scope and Limitations This study revolves or focuses only on the topics about shoe polish and it’s processes. The experiment is only limited to 2 sub trials per trial. The study is limited to safe components that can be used for comparative testing. Thus, flammable or corrosive materials will not be appropriate to use in the investigation. Definition of terms 1.Glycerin – is a thick liquid that is colorless and sweet tasting. It has a high boiling point and freezes to a paste. Glycerin's most common use is in soap and other beauty products like lotions, though it is also used, in the form of nitroglycerin, to create dynamite. (Merriam-Webster Online Dictionary) In this study Glycerin is used as a component in making a shoe polish. 2. Charcoal – a dark or black porous carbon prepared from vegetable or animal substances (Merriam-Webster Online Dictionary) In this study charcoal is used as a component in making a shoe polish. 1.Citric acid – is a natural,  weak organic acid  that is found in many fruits and vegetables, especially citrus. Because citric acid is also a byproduct of the  citric acid cycle, it is also produced by many living organisms, including mold. (Foodreference. about. com) In this study citric acid is used as a component in making a shoe polish. 2. Soap – A substance used with water for washing and cleaning, made of a compound of natural oils or fats with sodium hydroxide or another strong alkali, and typically having perfume and coloring added (Google. com) In this study soap is used as a component in making a shoe polish.

Slavery And Plantation In Trinidad And Tobago History Essay

Bondage and Plantations have ever been linked, driven by economic aims ( Williams 1994 ) , from the earliest period of sugarcane cultivation in the Caribbean. Despite the complexness of the events and fortunes that created this relationship, sugar growing and slavery both were dining during the comparatively peaceable early old ages of the eighteenth century. The European demand for sugar had been increasing, and England ‘s sugar demands led the battalion. The British islands like T & A ; T were a mono-crop society, with few colonists turning anything but sugar caneThe Business of SlaveryThe Triangular Trade is a term normally used in treatments of the slave trade. Slaves would be brought from Africa to the plantations, which would direct sugar and other local goods to Europe, who would in turn send goods to Africa. The goods normally sent to Africa were guns and other manufactured points because there was no industry in Africa. In the West Indian islands like T & A ; T, nevert heless, the merchandising of slaves was an of import portion of the economic system. The demand for more slaves was ever greater than the market could supply, and the West Indian companies were opened up in the 1700s to outside trade to assist supply extra slaves to settlements that produced sugar. The Gallic encouraged this trade on their islands by relieving slaves from most import and export revenue enhancements.Life on PlantationsWorking Conditionss: Slave Labour in Plantations ‘aˆÂ ¦the toughest season, a season of labor from dawn to twilight, bare mortise joints and calves stung by cowitch, knotted musculuss slashed by cane foliages that cut like consecutive razors, dorsums split unfastened by the whipaˆÂ ¦ ‘ The plantation land consisted of cane-fields, proviso evidences, forest and grazing land. Each plantation owner preferred to hold more than 200 estates of cane land. Provision evidences were used by the slaves to cultivate root harvests, plantains and veggies for nutrient. The forest provided timber and firewood and the grazing land was used for croping cowss ( Handler 1965 ) . The cane Fieldss had either freshly planted canes or ratoons. The ratoons were new shoots turning from old cane roots which were left in the land after a old harvest of cane was harvested. Normally a ratoon field was less productive. A typical sugar estate had factory edifices such as the factory, boiling house and hardening house. Around these mill edifices there were other smaller edifices and sheds in which, blacksmiths, wheelers, carpenters, Masons, Coopers and other artisan slaves worked. There would besides be a little â€Å" infirmary † for ill slaves, and a little â€Å" gaol † which kept slaves who were being punished. There were storage suites for tools and supplies and sheds which sheltered farm animal or stored cane rubbish or bagasse which was used as fuel. Not far from the mill edifices were little houses in which the European directors and supervisors lived. They were by and large superintendents, book-keepers, skilled craftsmen and office staff. In the biggest house lived the estate proprietor. The slave quarters were some distance off from the places of the directors. A work twenty-four hours consisted of 15-16 hours a twenty-four hours, during harvest clip and, could travel on during crop and milling for 16-18 per hebdomad 7 yearss a hebdomad and harmonizing to Stampp ( 1956 ) the slaves were given the undertaking to fix the land for seting. Their normal on the job twenty-four hours began before dawn and ended after sunset. They cleared the grass and shrubs by weeding and combustion ( kids between the ages of six and ten might be active as H2O bearers while kids between the ages of 10 and 12 were organized into packs and set to weeding ) . Cane holes were dug and into these cane tops were planted. As the cane grew, packs of slaves manured the field and weeded shrubs that sprang up around the cane workss. Female slaves did much of the weeding and the manuring. After 12 to 15 months the cane was now mature. The field was set afire to fire off the foliages from the cane chaffs and at the same clip to acquire rid of serpents which lived at that place . The field slaves, utilizing cutlasses, so cut the cane chaffs, packed them in packages and loaded them on to ox-drawn carts which transported them to the factory. At the factory, the cane was crushed and the juice flowed through troughs to big metal containers. The cane rubbish was removed and stored for usage as fuel for the boilers. The juice in the big containers was clarified by heating and the add-on of a little measure of calcium hydroxide. This clarified juice was so ladled into a Cu boiler in which it was boiled. After a piece, the juice from this Cu boiler was ladled into a smaller boiler and was boiled once more and so still further in a yet smaller boiler. By so, it had changed into gluey sirup which was allowed to chill, and so poured into wooden hogsheads standing on beams in the hardening house. Through little holes at the underside of the hogsheads, molasses seeped out and was collected in containers set below the beams. After about three hebdomads, the staying siru p in the hogsheads crystallised to organize sugar. The sugar remained in the hogsheads which were subsequently packed into ships for export to Europe. Some estates besides manufactured rum by fermenting juice from the first boiling and about the same measure of molasses. Almost all of this specialized work carried out in the industry of sugar and rum was done by skilled artisan slaves who were extremely valued by their proprietors. During the milling season, slaves worked in displacements throughout the twenty-four hours and dark. Even after the harvest season was over, the estate proprietor did non let his slaves to be idle. The Fieldss had to be prepared for the new harvest, weeding and manuring of the ratoons had to be done, and fixs to drainage and irrigation canals, fencings and edifices had to transport out. Work was even found for kids from the age of six old ages old. They collected firewood, cut grass to feed farm animate beings and fetched imbibing H2O to slaves working in the Fieldss. The plantation proprietors did non desire their slaves to affect themselves in idle conversation since they felt that the discontented slaves may utilize the juncture to plot rebellion.PunishmentsWhile each plantation had its ain set of societal, spiritual, and labour codifications, all had the basic format for an instilled hierarchy in which the slave maestro reigned as generalized anxiety disorder. He maintained the component of slave wretchedness, by commanding the grade of hurting ( Starobin 1974 ) . Treatments wer e given such as mutilation, stigmatization, chaining, and slaying which were purportedly regulated or prohibited by jurisprudence. Whippings, whippings, drownings, and hangings were every bit unpredictable as they were gruesome. It was clear to plantation proprietors that bondage could non last without the whip ( even though proprietors were out to intentionally kill or maliciously mangle a slave ) . Males and females were whipped randomly. The badness of floging depended on the figure of shots to the type of whip. Fifteen to twenty ciliums were by and large sufficient, but they could run much higher. Other points used for penalties included stocks, ironss, neckbands, and chainss. It was besides platitude that adult females could be raped by the proprietor of the plantation, his boies or, any white male.Methods of ControlThe White plantation proprietors in T & A ; T used assorted methods to keep complete control over their slaves. Their chief method was that of â€Å" divide and regulation † . Members of the same folk were separated on different plantations to forestall communicating between them. The purpose behind this was to forestall any programs to arise if they were together. This separation, ne vertheless, created a job of communicating, since the plantation would hold different groups of slaves talking different linguistic communications. Therefore, the plantation owners had to happen a manner to pass on with their slaves. Soon a new linguistic communication, known as Creole, developed and this became a common lingua among the slaves. When the British took control of the twin islands in the 19th century, English words were injected into the linguistic communication and it became the footing of the Creolised linguistic communication. Slaves were besides prevented from rehearsing their faiths. Quite a few slaves were Muslims while many others had their ain tribal beliefs. But since the Christian plantation owners saw non-Christians as heathens, they made sure that the slaves could non garner to idolize in the manner they were accustomed when they lived in Africa. Subsequently Christian missionaries were permitted on the plantations and they were allowed to prophesy to the slaves on Sundays. In clip, many of them were converted to Christianity ; it was the general feeling that the born-again slaves became docile and was non willing to back up rebellion on the plantations. Another means of control was the creative activity of a category system among the slaves. Field slaves formed the lowest group, even though some of them had particular accomplishments. The lowest ranking slaves, the anchor of the plantation economic system, were the field slaves. The field slaves were divided into ‘gangs ‘ harmonizing to their physical strength and ability, with the strongest and fittest males and females in the first pack. The inducement used to promote difficult work, was ciliums of the cart whip, which were freely administered by the drivers, who were ‘privileged ‘ slaves under the superintendent ‘s supervising. Higher up the slave hierarchy were the artisan slaves such as blacksmiths, carpenters and Masons, who were frequently hired out by the plantation owners. These slaves besides had chances to gain money for themselves on assorted occasions. Still higher up in this category system were the drivers who were specially selected by the White plantation owners to command the other slaves. The domestic or house slave had a particular topographic point in this agreement, and because they worked in the maestro ‘s house and sometimes having particular favors from the maestro, they held other slaves in disdain. Normally, the slaves in the lowest round of this societal ladder were the 1s who rebelled and frequently domestic slaves were the 1s who betrayed them by describing the secret plans to their maestro. Then there were divisions based on coloring material. In the early yearss, it was comparatively easy for a pure African to lift to the degree of a driver. But mixtures occurred through the birth of kids as a consequence of brotherhoods between White work forces and black adult females ( mulatto ) , White work forces and mulatto adult females ( mestee ) and mulatto work forces and black adult females ( sambo ) . Some slaves of wining coevalss therefore had lighter skin colors, and the White plantation owners discriminated in favor of them. These slaves with White male parents or White relations were placed in places above those of the field slaves. This was the beginning of color favoritism in the Guyanese society. Of class, in all of this, the Europeans – the Whites – occupied the highest round of the societal ladder and they found willing Alliess among the assorted or colored population who occupied the intermediate degrees. The pure Africans remained at the lowest deg ree Womans and Slavery in the Plantations Harmonizing to Bush ( 1990 ; 33 ) the primary ground for the presence of adult females in T & A ; T during the clip of bondage was due to their labour value. In the early yearss of bondage, plantation proprietors attempted to bring forth healthy forms of reproduction and encourage matrimony, but found it was economically unlogical to make so. Alternatively, it was more profitable to buy new slaves from Africa ( until the continued supply of female slaves being delivered from across the Atlantic was threatened by abolitionist force per unit area in the 18th century ) . Girls worked on estates from the early age of four. Occupations for misss between the ages of 12-19 varied from field work, to stock work, to domestic work, to rinsing e.g. vesture, dishes, etc. ( Reddock 1985 pg. 64 ) , . Other signifiers of work for mature adult females included accoucheuse, doctoress, and housekeeper. European plantation proprietors by and large regarded most slave adult females as suited for field w ork, which consisted of occupations such as delving holes for canes, weeding, and hoeing. In Jamaica, the bulk of adult females between the ages of 19 and 54 were working in the Fieldss. By the late eighteenth and early 19th century, there were more adult females working in the field than work forces due to their lower mortality rates. Despite the common stereotype whereby work forces are stronger and more physically capable than adult females, it can be argued that adult females were as of import, if non more of import, to field work during the period of bondage in T & A ; T. The importance of adult females in the plantation economic system is reflected in the monetary value of female slaves between 1790 and the terminal of the slave trade. The monetary value for a â€Å" new † male slave was about ?50-?70, while the monetary value for a new female slave was about ?50-?60. ( Bush, 1996:33 ) Apart from businesss such as doctoress, accoucheuse, and housekeeper, which were considered to be higher employment places for slave adult females during the clip, the slave elite was about wholly made up of work forces. Womans were confined to contending for lower places in the socio-economic hierarchy and were ever excluded from the more esteemed and skilled occupations ( i.e. woodworking ) . Among the limited sum of businesss available to Trinbagonian slave adult females, the most esteemed occupation was found to be nursing. One manner in which adult females slaves would on occasion accumulate income and resources for themselves was through sex trade ( Morrissey 1989 pg. 69 ) . This was a common manner for adult females slaves to salvage money for freedom, peculiarly in the eighteenth and 19th centuries in T & A ; T. The bulk of enslaved domestic workers in towns were expected to back up themselves through harlotry.Culture of Slavery and Plantation lifeHomePlantation slaves were housed in slave ‘s cabins. Small, impolitely built of logs with clapboard turnouts, with clay tinkling. Floors were packed soil. They were leaky and draughty and the combination of moisture, soil, and cold made them diseased environments. On the plantation, the slaves were housed in edifices which were some distance off from the maestro ‘s house. Most of these slave houses had thatched roofs and walls of old boards or of wattle and clay. The floor was the Earth itself and there were no furniture except some fundamenta l pieces that the slaves managed to do.ClothingSlaves were non well-clothed ; they had unequal vesture for people engaged in heavy labor all twelvemonth. Children would dress in long shirts. Men possessed small besides with two shirts and two cotton bloomerss. Womans were provided with an deficient sum of fabric and made their ain apparels. The fabric was inexpensive stuff, produced in England that was dubbed â€Å" Negro fabric † . The slaves besides obtained a vesture allowance approximately every twelvemonth. The work forces received a harsh woolen jacket, a chapeau, about six paces of cotton, and a piece of canvas to do a brace or two of pants. Womans received the same allowance as the work forces, but kids received none. The kids remained bare until they were approximately nine old ages old, or were given cast-off vesture that their parents managed to happen or were able to buy.FoodThe nutrient was by and large equal in majority, but imbalanced and humdrum. Typical nutri ent allowance was a batch of maize repast and three to four lbs of salt porc or bacon per hebdomad per individual. This diet could be supplemented by veggies from their gardens, by fish or wild game, and molasses ( non normally ) . The slaves prepared their ain nutrient and carried it out to the field in pails. While the slaves were provided with certain groceries by the maestro, they raised their ain subsistence harvests of veggies, plantains and root harvests on little garden secret plans that the maestro allowed them to utilize. However, they could merely make their personal agriculture on Lord's daies when they had no work on the plantation. They besides took the chance to angle on Lord's daies in the nearby canals, the rivers or the ocean. Each grownup slave was given one lb of salt-cured pod fish every Sunday by the plantation proprietor. The salt-cured pod fish was imported from North America. A kid slave was given a smaller allotment. On particular Christian vacation, there was an extra allowance of about a lb of beef or porc, some sugar and a measure of rum.ReligionThe general position held by the plantation proprietors was that the African slaves did non keep to a system of beliefs that could be described as a faith ( Mbiti 1969 ) . At best – so the members of the plantocracy and the church that served them felt – their beliefs amounted to nil more than pagan superstitious notion. Not a few of them, possibly, felt that the Africans were incapable of spiritual sentiment. But the Africans held spiritual beliefs derived from their fatherland. It may be utile to observe that some of the slaves, peculiarly these who came from the Fula-speaking country of Senegambia, were Muslims. The pattern of the plantation owners of dividing tribesmen from one another, and of detering the collection of slaves for any purpose whatsoever, was non calculated to let Islam to last. Again, the little figure of African Muslims that came to plantations in T & A ; T lacked the leading of Imams and the ownership of the Qur'an. Then, excessively, the plantation life did non impart itself for long supplications at fixed times, worship on a set twenty-four hours, fasting at prescribed periods, or banqueting on vacations which did non co-occur with those observed by the plantocracy. On the other manus, autochthonal African spiritual beliefs, which became labelled as â€Å" obi † , survived the troubles of estate life. But these beliefs underwent important alterations although they remained clearly â€Å" African † in construction ( Saraceni 1996 ) . Three factors were chiefly responsible for these alterations. In the first topographic point, African spiritual thoughts were capable of alteration in response to the new circumstance of estate life. Second, the pattern of African faith was frowned upon by estate governments. This meant that the faith could merely be practised in secret and irregularly. The consequence has been that some facets of African spiritual patterns withered off while others lost their nationality and linguistic communication and became garbled. Third, the exposure to Christianity led non merely to the transition of Blacks to that faith, but besides to the imbrication of African and Christian beliefs.Free TimeExcept for net inco mes enjoyed by the artisan slaves, most of the slaves depended on obtaining money by selling excess green goodss from their proviso evidences and besides the sale of farm animal that they reared. On Sundays, small town markets were held and the slaves seized the chance to barter or sell their green goods. On these occasions the slaves made purchases of a few pieces of vesture and other points for their places. The Sunday markets were besides occasions when slaves from different plantations were able to socialize and to interchange intelligence and pieces of chitchat. There were besides times of diversion. These were normally at the terminal of the â€Å" harvest † and at Christmas and on public vacations when the slaves were allowed to keep dances which had to stop by midnight.

French Subjunctive - Le Subjonctif

French Subjunctive - Le Subjonctif French Subjunctive - Le subjonctif Students of French tend to agree that the subjunctive is the most difficult French verb form, which is why I have over a dozen pages of lessons and info on the French subjunctive to help you learn all about it. While this is good for your French learning, it can make it more difficult for you to find the lesson you need - here is a simple index that can help. Definitions Subjunctive  Ã‚  |  Ã‚  Verb mood  Ã‚  |  Ã‚  Verb tense Subjunctive Conjugations Regular verbs  Ã‚  |  Ã‚  Irregular verbs Subjunctive Usage Using the subjunctiveSpecial uses of the subjunctiveAvoiding the subjunctiveDoes ___ need the subjunctive? Ask the Subjunctivator! Subjunctive Tenses Present subjunctivePast subjunctiveImperfect subjunctivePluperfect subjunctiveFuture subjunctiveVerb timeline Subjunctive Tests Regular verb conjugationsIrregular verb conjugationsSubjunctive or indicative?Translation exerciseTest on the past subjunctive

A Guide to Masters and Doctoral Comprehensive Exams

A Guide to Masters and Doctoral Comprehensive Exams Graduate students take two sets of comprehensive exams, both masters and doctoral. Yes, it sounds scary. Comprehensive examinations, known as comps, are a source of anxiety for most graduate students. What Is a Comprehensive Examination? A comprehensive examination is just what it sounds like. It is a test that covers a broad base of material. It assesses the students knowledge and capacities to earn a given graduate degree. The exact content varies by graduate program and by degree: masters and doctoral comprehensive exams have similarities but differ in detail, depth, and expectations. Depending on the graduate program and degree, comps could test course knowledge, knowledge of your proposed research area, and general knowledge in the field. This is especially true of doctoral students, who must be prepared to discuss the field at a professional level, citing material from coursework but also classic and current references. When Do You Take Comps? Comps are generally given toward the end of coursework or afterward as a way to determine how well a student is able to synthesize the material, solve problems, and think like a professional. Passing a comprehensive exam lets you move to the next level of study. What Is the Format? Masters and doctoral exams often are written exams, sometimes oral, and sometimes both written and oral. Exams are usually administered in one or more long test periods. For example, in one program written doctoral comprehensive exams are given in two blocks that are each eight hours long on consecutive days. Another program administers a written comp exam to masters students in one period that lasts five hours. Oral exams are more common in doctoral comps, but there are no hard and fast rules. What Is the Masters Comp Exam? Not all masters programs offer or require that students complete comprehensive exams. Some programs require a passing score on a comprehensive exam for entry to the thesis. Other programs use comprehensive exams in place of a thesis. Some programs give students a choice of completing either a comprehensive exam or a thesis. In most cases, masters students are given guidance on what to study. It might be specific lists of readings or sample questions from previous exams. Masters comprehensive exams are generally given to an entire class at once. What Is the Doctoral Comp Exam? Virtually all doctoral programs require that students complete doctoral comps. The exam is the gateway to the dissertation. After passing the comprehensive exam a student can use the title doctoral candidate, which is a label for students who have entered the dissertation phase of doctoral work, the final hurdle to the doctoral degree. Doctoral students often receive much less guidance on how to prepare for comps as compared with masters students. They might get long reading lists, some sample questions from previous exams, and instructions to be familiar with articles published over the past few years in the prominent journals in their field. What If You Dont Pass Your Comps? Graduate students who are unable to pass a programs comprehensive exam are weeded from the graduate program and cannot complete the degree. Graduate programs often allow a student who fails the comprehensive exam another chance to pass. However, most programs send students packing after two failing grades.

Gender Development in the Family Essay Example | Topics and Well Written Essays - 500 words

Gender Development in the Family - Essay Example This portrayal of boys and girls in television commercials and cartoons is expected to create more dominant males and submissive females. Boys will see masculinity as being rational, efficient, competitive, and ruthless while girls will be imbued with femininity by being compliant, emotional, and cooperative (Chandler 5). It should also be noted that commercials and cartoons portray these characteristics as â€Å"natural.† 2.  W hat negative or positive implications do current gender images have for families and our society?   Stereotypes generally create a double standard in the society (Double Standard 3). Current gender images promote discrimination and injustice by making people judged by what they are instead of what they do. In our present society, men are often given more career opportunities than women. An extreme example of double standard is the slut/stud, where a man who slept with ten women is generally envied and highly regarded by his peers while a woman did the same will become an object of disgust.   3.  How do different family ideologies influence goals that a family system might have regarding gender roles?   Family ideologies have huge implications on shaping gender roles. More conservative families tend to favor the more traditional and conventional values. In this type of ideology, girls are raised to be demure, gentle, sensitive, submissive, and dependent while boys are raised to be active, aggressive, and independent. Traditional families also favor male dominance.