Standard & Poor’s

The course is appropriate for business and Nan-business majors. The course objectives are: To provide a basic understanding of core management tasks such as planning, controlling, leading and organizing, and to develop a similar understanding of organizational behavior at the individual, group and organizational levels. To develop a working vocabulary regarding these subjects and to become familiar with theories and concepts regarding them. To understand the application of course concepts to real world management and organizational behavior problems. LEARNING TOMES: The learning outcomes Of this course are as follows:You'll understand management and organizational behavior terminology and of the foundational concepts of thereof. You'll learn to diagnose and solve management problems, including but not limited to change management, leadership, and motivation. You'll gain knowledge of ethical issues often associated with organizational situations. You'll gain knowledge of global & cult ural differences in management and organizational behavior processes. TEXT & REQUIRED MATERIALS: 1 . Required Textbook: Jones & George, Contemporary Management Be with â€Å"Connect† access, University of Illinois BADLAND Edition, McGraw Hill.ISBN 9781259167645. Available at local bookstores. 2. Required Access to McGraw-Hill â€Å"Connect† software. This is bundled with new textbooks but can be purchased separately (if you have other access to a textbook). The internet site gives you the opportunity to purchase it directly from McGraw-Hill (this was about $60 in 2014) the first time you click on a Connect assignment. Details will be announced in the first class and on the course Compass site. 3. Required clicker. Available at ITS and the LLC of I bookstore. Either the original clicker or the clicker 2 will work for this class.NOTE: CLICKER REGISTRATION IS REQUIRED by Feb. 4, 2015. In order to credit you with points for clicker participation, we have to know your click er's Register by clicking the appropriate icon on the main page of the course Compass site. You must register your clicker on our Compass site even if you also registered it elsewhere. 4. Required Harvard Business School Change Management Simulation. Purchasing and registration instructions will be posted on Compass in mid-semester. Cost -? approve. $12. 5. Lecture notes can be downloaded from Compass site.They will be available before lecture in mime for printing if you wish. COURSE SCHEDULE: The planned schedule will be posted on Compass. Changes may be made to reflect the needs of the class. Any changes will be announced in class and/or on the course web site (Compass). It is the students' responsibility to stay aware of any changes made. Key dates: Exam 1: Tees Feb. 17, in class Exam 2: Thru Mar 19, in class ; Exam 31 Tees May 5, in class LEARNING APPROACH & HOMEWORK For this BAD 31 0 class, the activities (other than exams) are organized by weeks.In a typical week we will cover two chapters in class, and students will omelet different types of (typically online) homework related to the chapters. This can be done before or shortly after class. Each week readings will be assigned from the text. Read each chapter and use the Learners exercises to learn the material well. Then, do the interactive exercises for the chapter to gain additional familiarity with the chapter concepts. Homework activities will typically be due at 9:30 AM on Tuesday of the week after we cover the material. There is an extended deadline for assignments in the first week.Assignment due dates are on the Compass web site. 2 GRADING Your final grade in this class will be determined by your performance on: Max. Points Grading Component 1 . Learners Activities 18 chapters @ 9 points each, 2 lowest chapters grades dropped.. 2. Interactive Activities 18 chapters @ -16 points each, 2 lowest chapters grades dropped 3. Change Management Simulation AAA. Exam 1 (50 questions, mostly m/c & t/f but some fill-in) b. Exam 2 C. Exam 3 (M) Total Extra Credit Opportunities A. Optional Research Participation, up to 8 more studies @ 10 points each B. Clickers, participation in up to 20 classes @ 2 points per class. % afoot 144 7% 256 13% 100 500 25% 00% 2000 80 Final grades will be assigned based on the following point scale. A 1940+ 1860-1939=A 1800-1859 -A. 1740-1799 B+ 1660-1739=8 1600-1659 c 1540-1599 = C+ 1460-1539 -c 1400-1459 = c- D 1340-1399= D+ 1260-1339 -D 1200-1259 = D 1200 = F Grades will be accessible by password on IL Compass g. There are two exceptions: Grades for extra credit research studies will be maintained on the SONS system and will only be transferred to Compass after the last of the three exams.Grades for the Connect activities (interactive activities and Learners) transfer to Compass graybeard about 1 week after you turn in the assignment. For your security, grades will not be provided by phone or email. Because of the size of the class, grade breakpoints are fixed to maintain equity. Students with extenuating circumstances which require them to receive a certain grade or maintain a particular GAP (e. G. , graduation, loss of a scholarship, University probation or suspension, loss of a job offer, revocation of student Visa, etc. ) need to realize that they are responsible for working hard to achieve the needed class grade.Please ask for help if you see that you are falling short of the grade that you expect or need. We want students to succeed but you must know that we cannot make exceptions for individual students. Grades can be changed only if we have made an input or calculation error. It is important that you check your class grades and immediately notify us of any discrepancies. 3 Grading Components Learners Learners homework assignments are part of Connect, McGraw Hill's online learning platform. Learners is basically an â€Å"intelligent electronic flash card system. The system asks multiple choice, fill-in, and other quick ques tions.The â€Å"intelligence† is that if there is a topic you have difficulty with, the system ends to increase the number of questions so as to help you bring your knowledge up to par. The pedagogical purpose of these exercises is primarily to review the chapter concepts from lecture and your reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. Learners is treated as â€Å"mastery' exercises. The more cards you do, the higher your score gets until it says you have completed the exercise, whereupon you get full credit.The exercises are set so that McGraw-Hill estimates the average student can gain full credit with 30 minutes of work (and call us biased, but we are confident every IS of I student is above the average student in McGraw Hill's book). But, you can work on the activities for as long as needed to achieve the score you want. It should be possible for all student s who are willing to spend the time, to achieve scores near 100% on these exercises. Additionally, we drop your lowest two chapters' scores at the end of the semester. Learners gives no credit for late submissions. To start working with Learners, check the Compass site.If you have trouble gaining access, please contact McGraw-Hill first (phone # and web address on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the Mcgraw Hill service ticket # in the email in case we need to coordinate with them. The Learners exercises are normally due at 9:AMA on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have done on them.Con next† Interactive Activities â€Å"Connect† homework assignments comprise one to three modest interactive exercises for each of the 18 chapters in the text Some of these are â€Å"drag and drop† exercises which amount to a matching game where you connect a specific situation with a chapter concept. Others are video exercises in which you answer several multiple choice questions that emphasize chapter concepts as you view the video, and then answer some concept check questions at the end. The pedagogical purpose of these exercises is to help you become familiar with applying the chapter concepts from lecture and our reading.We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. These exercises are treated as â€Å"mastery/' exercises. That is, they are set up so all students can master the material. This is done by allowing you three tries at each exercise and taking only the highest score. You are also allowed to reference the textbook and notes as you work through the exercises. Students who are willing to spend the time should achieve scores near 100% on these exercises.Additionally, we drop your sweets two chapters' scores at the end of the semester. Each day you are late in submitting results in a 20% penalty. 4 To start working with the interactive activities, check the Compass site for an introduction. Tutorials are available. If you have trouble gaining access or working with the interactive exercises, please contact McGraw-Hill first (link on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the McGraw-Hill service ticket # in the email in case we need to coordinate with them.The interactive exercises re normally due at 9:30 AM on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have scored. IMPORTANT: In order to be as fair as possible to everyone in the class, deadlines for interactive activities and Learners have to be enforced. Please DO NOT wait until the last minute. If you wait until the deadline, issues such as illness or problems with the University server might make it impossible for you to complete the assignments.Change Management Simulation (SMS) Near the end of the semester, all students will participate in a simulation of an organizational change initiative published through Harvard Business School publishing. The simulation challenges you to acquire support among your company's management for an innovative idea. The simulation plays like a game, and students have found it very engaging. We hope that you find that simulation not only interesting, but a powerful learning experience where you see the results of effective and ineffective application of course concepts.IMPORTANT: You will need to register and purchase the change management simulation through the Harvard web site before we start the simulation. Instruc tions will be posted on Compass, probably in early to mid April. Announcements about this will be made in class. Exams There are three exams in the course. Each exam covers the material from one of the three parts of the course and consists of approximately 50 questions. Most are multiple choice and true/false questions, but some are short fill-in (e. G. , definitions, identification of concepts). Material on the exam is drawn room the textbook, class lecture and other assigned materials.The exams are closed-book and are given in class at the regularly scheduled class time. Specific Exam Policies: ; Indicate your exam answers on both your exam copy and on your answer (bubble) sheet. Both are collected when you leave. Your bubble sheet answers are what we must use, but if for some reason it is lost or illegible we may refer to the exam copy. If you do not turn in an answer sheet or a marked exam copy, you normally cannot receive any credit for the exam. Plan on remaining in the class room for at least minutes during exam days.Bring a #2 pencil to class and use it to fill out the exam. Bring a photo ID to all exams as the size of the class requires that we check IDs. 5 Dictionaries and electronic devices (calculators, dictionaries and translators) are not permitted during exams, on the recommendation of the college deans. We will answer questions about word meanings that are not related to class concepts. Additional exam policies and procedures may be discussed in class. Conflict Exams ; Exams are taken only at the regularly scheduled time except when events beyond your control prevent you from doing so.The most common exceptions are for excused absences (e. G. , illness or injury, family emergency, university sanctioned events) and out of-town job interviews. Please ask if you have an unusual situation. With approved exceptions you are able to take the conflict exam which has the same format as the regular exam. You MUST notify us IN ADVANCE if you need to take the makeup/ conflict exam. Email to the course email (see Compass). Failure to do so (unless you are physically unable to email) will result in an automatic zero for the exam. Documentation is required to take the makeup/conflict exam.For illness, injury, or family emergency, please obtain an official excused absence letter from the Dean of Students Office. The Dean of Students office is at 300 Student Services Building, 61 0 East John, 333-0050. For other situations check with the professor regarding required documentation. Extra Credit There are two primary sources of extra credit: Participation points through using the clickers and participation in research studies that brings exposure to the research process. â€Å"Clicker† Participation Points We use â€Å"clickers† to make lectures more participative and engaging.

Inner Beauty Matters Essay

Inner beauty matters How many times do we see ourselves in the mirror and make negative comments about our looks. I’m not pretty or I’m too fat or I’m too overweight. These are few of the phrases that first come to mind in most girls when they look at themselves in the mirror. Well, 90% of teenage girls do not like the way they look or appear. The reason for that is – in our society you get attention from people if you look attractive and stunning. Some girls who are overweight would get negative comments from peers like- ‘That girl is too ugly’ or ‘That girl looks like a bulldozer’. Fat is not something you have, it is something you are. We don’t say â€Å"You have fat,† we say, â€Å"You are fat. † We identify with our bodies. So the teenager gets the message that this fatness is badness. Some of the teenagers who don’t accept the way they look, try to change themselves by dieting which leads to illnesses and diseases like anorexia. Dieting is the practice of ingesting food in a regulated fashion to achieve or maintain a controlled weight. In most cases the goal is weight loss in those who are overweight or obese, but some people these days start dieting because they want to change the way they appear to the society. But what really matters in life? An old proverb states, â€Å"Beauty is in the eye of the beholder. † Something or someone is beautiful, depending on the perspective of the person looking in. But the major thing that matters is- Is the person good-looking from inside? Because Without a doubt inner beauty lasts forever whereas outer beauty fades. Anyone can fake the outside to make himself or herself look better and pretty but inner beauty can’t be faked. For example you could be the most beautiful person in the world but if you have a horrible personality it just makes you ugly. Your body image is how you perceive, think and feel about your body but this may have no link at all on your actual appearance. For instance, it is common in Western nations for women to believe they are larger and fatter than they really are. Only 16% of women are satisfied with their body weight. Our body shape is already decided before we are born. Each one of us is a unique human being with our own genes from our mum and dad. There is only one person in the world shaped like you. Dieting does not change body shape. The distribution of weight on your body is going to stay the same – so learn to love who you are. Dieting is not effective – dieting changes a person’s metabolism so that they are more likely to lose muscle mass than fat. Instead of dieting to look better and attractive, you can exercise, which is the best and safest way to become healthier. Feeling good about your body as it is helps you to maintain a positive outlook in other areas of your life.

Childhood Memory

I am an international college student from Vietnam, and have been through twelve grades with lots of memories. One thing I could say is the interval time between my sixth and eighth grade was the time that I cherish the most. It is not only because it was my most successful time with a bunch of fabulous achievements I obtained, but also because literally it was my great pleasure to be instructed by a very thoughtful teacher. She was my Mathematics teacher, and her name is Mrs. Nguyen. I did enjoy most of her lectures in class. Thanks to being taught by a great teacher, Mathematics gradually became my most favorite subject. At that time, Vietnamese teachers received just a small amount of salary every month due to the government did not have much money. They could have a good life if they live alone, and only spend money for their own. However, if they have a family, their husband or wife needs to have much better income to run the house and nurture their children. My teacher and her husband both do educational job. As a result, they do not have good income enough to run their house and to pay tuitions for their kids. Therefore, those who had the same situation like this usually opened extra classes at their home for a little income. The government prohibited teachers to give extra lectures at their home because they worried that if teachers give lectures at home, students would get bored of listening lectures in class. Childhood Memory As a child everything was so much more simple. Day after day I only had one objective on my mind, and that was to go outside and have as much fun as I possibly could before the sun went down and it became dark, that was when I had to be home. My cousins lived right next to me so i can always remember going outside and swimming in our swimming pool, and then we would go over to our grandmothers house for lunch, she lived on the other side of my house right next door, I will never forget going over their amd smelling the freshly baked cookies she always made us.There are alot of things i can remember from my childhood but everytime I think back this one seems to always stand out the most. I will never forget the early morning that my dad woke me up on my birthday. He woke me up and told me to get ready because we had to go. I remember asking him over and over again why I was up so early, and where in the world do we have to go its my birthday what about when all my friends come over. H e told me to not worry because he had a special suprise for me, I was so excited but I couldn't think of what the suprise could be.Driving in the car felt like it was taking forever, I was so tired i fell back asleep in the back seat. Once we got there my dad woke me up again but this time when i opened my eyes i saw my cousin michael and my uncle donny standing right next to my dad. I remember asking what is going on and thats when my dad showed my the fourwheeler he bought me. I couldn't have been any happier at that moment I was jumping up and down overwhelmed with joy. e put the fourwheeler on my uncles trailer but there was already one on it, thats when my cousin michael told me that his dad got him one too. I was so happy because we did everything together, nobody could sperate us. I couldn't thank my father enough on the way home, a fourwheeler was my dream I always wanted to have one they looked like so much fun all of the my older friends and cousins had one not to mention all the video games that I played with them. I couldn't believe that I finally had one now all I needed to do was learn how to ride it.This was one of my biggest challenges because nobody ever showed me how. When we finally got home my dad and my uncle took both fourwheelers off of the trailer and my dad showed me what to do how to use the gas, turn and how to stop with the brake. He turned the fourwheeler on for me and I sped away having no clue what I was doing, my cousin followed right behind me but he already knew how to ride because his brother had a fourwheeler and he taught him what to do. We rode all the way to the fields in my backyard behind the apple orchard.Right before the field there's a hill that has a deer feeder on it close to the woods my dad hunts in, i decided to try and drive up the hill I guess i wasn't ready to do something that experianced because when I got halfway up the hill I stalled the fourwheeler and hit the back brake and the fourwheeler flipped over and I fell off rolling down the hill the fourwheeler landed on my hand. My dad came running down to me and picked me up because I was screaming thinking my hand was broken, I always over exaggerated everything when I was younger.I went up to the house and put ice on my hand because it was really swollen. That ended my day because when my mom came home she was so worried she didn't want to ride my fourwheeler anymore because she thought it was too dangerous. I tried to tell her that it was an accident and I just did something I shouldn't have tried yet. She told me I could ride it again if i waited for my hand to heal, but of course I didn't listen to anything my parents told me because I was a wild child.So the very next day I was back out riding again with my cousin but this time we took it a little bit easier and went slow and I wouldn't dare attempt the hill again. My mom was ferious when she found out that I was riding when I wasn't suppose to be. I was bound and determined to b e the better than my cousin someday but I doubted it because he was two years older than me and he was always bigger than me so he had an advantage because we had the same fourwhellers and i was a little bit to small for it.Everyday we would wake up at the same time around eight in the morning and we both would meet at my barn where we kept the fourwheelers and we would go up to the house and fill up our tanks with gas and go ride in the fields behind my house and across the street. we would come home at dinner time so filthy, we would be covered in mud from head to toe but we didn't care at all because we were kids just having the best time of our lives. Now that I reflect upon my childhood I realize that I do not regret any choices that I made because that's what made me happy.I had alot of fun as a child and I miss every second of it, I didn't have a worry in the world. Now that I am getting older and about to graduate from high school I know that those days are over. At this poi nt in my life I need to get down and stay focused and determined to live a successful life, I feel that if I put my mind to it I will be able to do it. Just like how determined I was to be better than my cousin everyday I practiced, and I soon became much better doing things that he still to this day can not do. My childhood was perfect and I wouldn't change anything about it, these memories will live on forever with me.

Financial Markets & Risk Essay Example | Topics and Well Written Essays - 1750 words - 1

Financial Markets & Risk - Essay Example iness Council for Sustainable Development defines CSR as the business commitment and contribution to the quality of life of employees, their families and the society overall, to support sustainable development. In recent years, CSR has been incorporated into the business strategy of a majority of the companies and firms in UK and all over the world. This is because of a variety of considerations that have developed in recent years making it an essential component for the success of any business. Altruistic CSR involves contributing to the common good at the possible, probable, or even definite expense of the business. It may be humanitarian, or philanthropic. Humanitarian CSR involves firms to go beyond preventing or rectifying harms they have done to assuming liability for public welfare deficiencies that they have not caused. This type of CSR is relatively rare. Strategic CSR is done to accomplish strategic business goals – good deeds are believed to be good for business as well as society. With this, corporations give back to their constituencies because it is in their best financial interests to do so. This is philanthropy aligned with profit motives. Social goals are found profitable in the long run since market forces provide financial incentives for perceived socially responsible behaviour. CSR is also a positive business driven response to the business environment of today. It is not an add-on. CSR is not static. It is a dynamic, multidimensional concept covering social, economic and environmental concerns, and is continually evolving with the diversity of the market. Innovation is a critical aspect of CSR initiatives. CSR is not an alternative to regulation. CSR is voluntary in nature. It has become imperative for businesses today to incorporate CSR in their business activities. Apart from the pressures from various directions, there are several reasons that companies find CSR initiatives beneficial for them. Rapid political, economic and

Learning Statement -this paper is for The Aboriginal Peoples of Canada Essay

Learning Statement -this paper is for The Aboriginal Peoples of Canada class ( First Nation course) - Essay Example Due to the interest that I had in the course and my eagerness to learn more, I always strived to grasp everything that was taught and to also study on my own so that I could be able to grasp everything I could possibly get. This allowed me to appreciate the traditional Canada and the manner it has transformed over the years. I developed a lot of interest in this course, right from the beginning, when the various topics that we were to study were introduced. The main reason as to why I had lots of interest in this course is due to the fact that it is a course that gave me an opportunity to understand Canada and the various historical aspects of the Canadian society. This was made possible through the studying of several topics that are associated to the antiquity of the Canadian society. Some of the topic that were studied in this course that were interesting included study of the original inhabitants of the land, settling of foreigners in Canada, emergence of conflicts among the traditional Canadian societies, the conflicts with the foreigners, mediation that led to the settling of the issues that had been raised and the reemergence of self-governance (Dickason & Newbigging, 2010). This course covered various aspects of the society that included human population issues, social cultural factors in Canada and the economic aspects of the traditional Canadian community and society. This is in addition to looking at the various systems that existed in the traditional Canadian society and the transformation of the society and the systems. The topic that best fascinated me in this class is the topic on the aboriginal healing movement. The major reason why this topic was so much of interest to me is due to the fact that it demonstrated how the conflict that had been experienced in the Canadian community was solved through reconciliation. This in turn transformed conflicts into peace and allowed various communities to live together. Aboriginal healing

The Myth of Bermuda Triangle Essay Example | Topics and Well Written Essays - 750 words

The Myth of Bermuda Triangle - Essay Example As the paper outlines, no US government file has identified the location of Bermuda Triangle or for that matter, the Board of Geographic Names; still the name is synonymous with the mystery as a number of ships have disappeared, as is acclaimed without providing any logic behind their disappearance. Let’s focus on the geographical positioning of the Bermuda Triangle, which is considered to be off the Southeastern coast of the United States in the Atlantic Ocean, with its vertices touching Bermuda, Miami, Florida, and San Juan, Puerto Rico, roughly grounded in 500,000 square miles (Obringer, 2012). The adjective ‘Devil’ was associated with Bermuda because once Bermuda was called, â€Å"the Isle of Devils.† It is because the reefs surrounding the area are quite tricky to the sailing ships, resulting in the wreckage of sailing ships. An object becomes a mystery when the logic behind extra-ordinary happening near that object is not cross-checked, and rumors tak e a full circle, thus, making people believe in the reality of such rumors. The same is the case with the Bermuda Triangle where, it is stated that not only ships but aircraft also disappear while hovering over the mysterious region, called Bermuda Triangle. Actually, reports of sinking ships have not been authenticated by some government body, such as the U.S. Coast Guard, which finds nothing particular in the number of ships meeting with accidents in the region. It seems that the media have used the incidents of missing ships as a ploy or cheap propaganda to boost their magazines’ sale. A deeper analysis of the past happenings leads to believe that imagination was allowed to flutter its wings in the air freely, as no serious attempt was made to halt the propaganda. Ship accidents surrounding the Bermuda region have been linked to alien abductions or giant octopus, but research on marine accidents by Norman Hooke for Lloyd’s Maritime Information Services rejects the e xistence of any such mystery over the Bermuda Triangle. Any accidents caused were related to bad weather conditions only. Further research has also proved that some major casualties had taken place, but these occurred far away from the stated Bermuda Triangle (Obringer, 2012). The scientific evidence based on computer-aided research of ocean floors revealing that huge methane gas explosions had been taking place under the sea-bed, specifically over the Bermuda Triangle region seem to be more convincing, but more evidence is required to believe in the scientific theory of the sudden eruption of methane gas in the form of a mega-bubble, not only swamping ships but projecting upward in the air, also engulfing airplanes (Cat, 2010). The scientific base of the methane gas bubble is that when a ship comes in the contact of the methane mega-bubble, the ship becomes devoid of all buoyancy and goes sinking to the bottom of the ocean. If the circumference of the bubbles is large enough and it is sufficient in density, the methane bubble can also force an aircraft to dive to the bottom of the sea without creating a system alert? The possible explanations that aircraft engulfed in the methane bubble stops the engine, and-perhaps inflames the methane around, causing instant loss of flight, as the airplane dives into the ocean. The scientific explanation of the mystery surrounding Bermuda Triangle seems to be doubtful in the absence of any reliable reports of ships and airplanes almost engulfed by such a bubble.  

Public Health Program Evaluation Essay Example | Topics and Well Written Essays - 1000 words

Public Health Program Evaluation - Essay Example It will bring into focus the specific and detailed activities being conducted under the counseling program and provide an indication if such activities are generating positive or beneficial outcomes to the participants in terms of their ability to handle emotional, sexual and educational problems because of enhanced knowledge, perceptions or attitudes and skills. To accomplish an Outcomes-Based Evaluation, McNamara lists the following general steps: 1. Identify the major outcomes that are to be examined or verified for the program under evaluation. 2. Prioritize the outcomes and select the top priority outcomes that will be examined by the evaluation. Considerations for this prioritization are the limits of time and resources for conducting the evaluation. 3. For each outcome, determine the measures or indicators that will be observed which suggest that an outcome is being achieved by a participant. 4. Specify a target or goal for the participants. 5. Identify the information needed to show the indicators or measure the outcomes. 6. Determine how information can be efficiently and realistically gathered. 7. Analyze and report the findings. Outcomes are benefits or changes for individuals participating in the program. "They are what participants know, think, or can do; or how they behave; or what their condition is, that is different following the program (United Way). In the area of educational problems, a measurable outcome would be grades of the participants and incidence of absenteeism. This information can be gathered from school data before the program was started and after the one year period of counseling, then compared with data for the group which underwent treatment by psychologists and social workers. "Desired outcomes include positive changes in behavioral and emotional functioning, family relationships, academic achievement, or community functioning" (Nabors et al p. 206-209). Identify the stakeholders, and discuss their respective interests According to the Centers for Disease Control and Prevention (CDC), the key stakeholders of a public health program evaluation are 1. Those involved in program operations, in this case the Director and staff of the community health center, the funding agency if existent, the local community members who conduct the counseling sessions, and the psychologists and social workers treating the control group. Obviously, the primary interest of the community health center is to find out how effective the counseling the program is in achieving the desired outcomes of emotional, sexual and educational problem solving, and how this compares with the treatment program. The local community members, the psychologists and social workers would be interested in the efficacy of the activities being conducted and whether these should be institutionalized. The funding agency would want to know if funding efforts should be continued and/or expanded. 2. Those served or affected by the program, the teens a nd adults who are participants in the program, their parents, families, friends and school personnel who deal with the participants. The participants who are central to the effort will be the primary source of information for the evaluation. Their families, friends and school personnel who are affected by the participants problems and who provide support to the participants within and outside the program would

Public affair class media material plan Essay Example | Topics and Well Written Essays - 500 words

Public affair class media material plan - Essay Example We believe the students bear the most responsibility since they make individual choices depending on their preferences. A committee member reckoned, â€Å"The international students form a huge part and we are conscious of their different problems and they should therefore feel encouraged and safe while applying for courses in the United States†. â€Å"The main reason for this press release is to address the problem of online courses that are increasing radically† said the Chairman. It is challenging for the department to control the number of colleges that are advertising for international courses online since we do not have control or access to the information that is released to people all over the world. In this regard we are therefore, looking for ways to control the number of these adverts over the internet and engage other government department to help in curbing the problem. The Department of International Students has received these complaints from citizens currently in the United States and in other parts of the world. We want to reiterate that although it is possible to control the problem within the country the same cannot be replicated in other parts of the world. This is because some of the messages the students receive are scams and they may originate from the home country. We are advising all students that although the terms and conditions for some and not all of these institutions may seem credible, it is advisable if they could contact us so that we can get the information and relay to them whether it’s credible or not. We are looking to engage other student bodies and organizations in other countries to get their view on the methods that they use to eradicate the problem and see what we as a department can use to help the students. â€Å"However, as aforementioned, the student bears the highest responsibility since they make the independent choices on the best courses that are in line

Principles of Economics Essay Example | Topics and Well Written Essays - 1000 words - 1

Principles of Economics - Essay Example Practically, it is very hard to model actions since there are so many distinct variables. The problem of alcohol abuse is not easily overcome because alcohol is highly addictive. In this case, if the alcohol abuser is an economist, he or she will consider many things that he or she would use to help him or her overcome the situation. They will look at the opportunity cost whereby they will consider buying those goods that are best for their health other than alcohol (Mantzavinos, 2001). Additionally, they will use cost benefit analysis by viewing the benefits accrued from stopping the habit of alcohol consumption which in this case out weight the disadvantages for example, wastage of money in purchasing alcohol (O'sullivan et al, 2011). More so, they will consider rational behavior by assuming which actions are necessary when they stop consuming alcohol. Lastly, an economist would look at the market forces of demand and supply of alcohol in that they will analyze the level at which a lcohol is supplied to the market and the price that alcohol come with. When the supply is not sufficient, they would prefer to stop drinking alcohol rather than continuing with the habit of looking for a commodity that is scarce and costly. More so, they will consider the level at which alcohol is demanded; therefore, they will analyze the possible outcomes of many people drinking alcohol. The possible way to help alcohol abuser is to assist them to realize that they have alcohol consumption problem. Friends and family members can help make the abuser realize that drinking is affecting them by being specific in their discussion. In this manner, the abuser may be willing to look for assistance when they are faced with the harm their alcohol consumption causes to others. With the help of friends and family members, the abuser is likely to overcome the problem of alcohol drinking. Other groups such as Alcoholic anonymous help the abusers by giving the patients the chance to assist each other to avoid alcohol consumption. 2. Analyze how prescription drugs affect the demand and supply of other products and services in this country. Prescription drugs have direct inclination to the trends of supply and demand of goods and services in a particular state (Porter, 1998). The sectors that are most likely to be affected include; the beneficiaries which in this case are the patients, private insurers and to the extreme public policies. These effects are generally predisposed and become inevitable because of the rise in costs of these prescription drugs. Rise in costs of prescribed drugs connotes that the beneficiaries have to go an extra mile to settle their health bills. This may include outsourcing finances that were initially allocated for a different purpose. Cutting down allocations from a different sector in order to fill the health gap translates to low purchasing power from the deprived sectors. 3. Formulate a reason why the elasticity of demand is an important co nsideration when analyzing the impact of a shift in supply and why the elasticity of supply is an important consideration when analyzing the impact of a shift in demand. Include at least one (1) example in each scenario. Price elasticity of demand attempts to measure how price change affects the quantity demanded by the prevailing market condition. The formulae for determining the price elasticity is as shown below. Price elasticity (PEoD) = (percentage change in Quantity demanded)/ (percentage chang

Induction in health and social care Essay Example for Free

Induction in health and social care Essay Explain why induction is important for practitioners, individual and settings. Induction process is very valuable and of great importance for any early year practitioner, individual or organization. In my opinion this is an ongoing process starting from the advertisement. a) For practitioners: The process of Induction is important for the Early birds in the nest so as to help them integrate into their roles in the organization quickly and effectively. They should be familiarized with the campus first. Like cafeteria, restrooms, classrooms, emergency exits etc. After that introduction with her new colleagues, rules and regulations, benefits and facilities that she will enjoy working here will follow next. Necessary trainings in safety and all her questions/ needs should be addressed. Induction is also very important for the new employees to let them know the organizational structure of the work place. The mission vision of the workplace is introduced and they are informed as to what quality drive is expected from them. They are given an opportunity to know where they stand in the crowd. The timetable of the CPDs and school extracurricular activities are handed out to them. They are given documents related to class they are going to start teaching. b) For individuals: Induction should not be limited to the new comer only rather it should be executed for the old employees as well. I would like to organize induction process at least twice a year. One before the new session starts in September, because they might need a lot of motivation and enthusiasm after spending 6-8 weeks holidays away from school. This can also be extended to 4-5 days. In this process we can review policies and procedure to refresh their minds and remind them of the goals they have to achieve throughout the year, in case of some policies being altered it’s a good time to share with them and get their opinion. Some new incentives can also be shared to boost up their energy and loyalty with the organization. This is a good time to introduce a new staff if there is any or if any staff member is promoted then he/she can be given induction about the new responsibilities attached  with the new position. c) For organizations: If the employees are properly inducted then they will work more efficiently and happily for the workplace. The progress of each child will be consistent and improved, as a result parents are happy and a reputation is built and demand of that work place will increase more in market. 1.3 Explain the link between induction process, qualifications and progression routes in the sector. Every workplace wants to ensure that they recruit new teachers that are most suitably skilled and qualified for their jobi This they do by a rigorous recruitment process. Then through a structured induction process the workplace prepares them for a new role and motivates them so that they give their best. This also helps the newbie to develop upon the knowledge and skills they already have. An effective induction helps the new staff to meet the core standards of the work place and provide a foundation for CPDs towards becoming a more effective teacher. The leader is responsible for selecting mentors for the induction process from the staff depending upon the requirements of the induction process. The mentors should have the skills, expertise and knowledge to coordinate the induction effectively. The  observations and notes taken from the induction process states where the new staff is standing and now what skills and abilities should be focused for further development. Thus the progression should continue to give the new staff a chance to enhance their qualifications and skill where they lack. 1.4 Analyze the role of the induction process in supporting others to understand the values, principles and agreed ways of working within a work setting The induction is a planned process which involves various members. The process of induction depends upon how clear and effective your induction policy is. The policy clearly states the role of each member involved in the induction process; and there is a checklist present for each phase. In this way let a newbie join at the beginning of the session or in the mid of the session every newbie is going to enjoy the induction process so that she understands all her duties and responsibilities adhered to the job. This newbie will learn all the tricks of the trade going on in the organization pretty well including the mission vision and what quality work is expected from her to derive learning and motivation from the students. It is not a one day process it depends the new recruit. If he/she is already an experience teacher then induction for a few weeks are enough but if it’s newly qualified teacher then induction can go as long as 1 term or may be more than that. However if the new teacher is not being monitored as it should be by the mentor or instead of mentoring the mentor has started dictating than induction process loses its effectiveness. It merely becomes a chit chat session If the induction is done effectively with the old staff members as well. One of the advantages of the process is that you get to know where your staff stands. The members of your staff are hard working but lacking in some skills or the other, there you can hold different workshops and training sessions by calling the expertise. Also during the session the mission vision, policies new or updated can be explained/refreshed so your team  members avoid mistakes and know what you expect from them during their tenure. In this way you can ensure quality education for your students by providing competent staff members. However this can turn the table over if the policy does not fully cover all areas of induction and that there is no checklist to keep track of the induction progress. 1.5 Analyze the role of induction in safeguarding individuals and others with a work setting One of the aims of the induction process is safeguarding individuals from any harm coming to them. If I were to head the process of induction in my setting then first and foremost I would make sure that I have all the policies updated and required for safeguarding, e.g. fire safety, health and safety, child protection policies etc. I would make sure that each member of my staff undergoes basic child protection and first aid training, to raise awareness that equips them to recognize and respond to child welfare concerns. This training would start soon after a staff is appointed. They would also be induced on how to deal with emergency situations such as fire. I would hold a fake fire alarm schedule so that the staff and the children know how to react in emergency situations. However, this might not be effective if a large number of staff is present as time can become an issue. But yes if the process is scheduled in batches then this can be overcome. Once it happened in a classroom a child who was usually active was feeling low and wanted to lie down from time to time. Had not my colleague taken child safety training she would have let him sleep but she quickly responded and dashed to the clinic by the time the child had collapsed in her arms. The Dr. called the parents and the child was taken in an emergency to a nearby hospital. The Doctors praised the teacher for timely help otherwise the child’s condition could have worsened. The parents later on admitted that the child had fever and that they gave him medicine which had a  sedative effect. In the end I would like to conclude that to make induction effective w.r.t. time, money and resources there should be an effective carefully planned induction policy and checklist. This policy should be revised from time to time and should also involve feedback from the staff in order to update and make the policy more effective. The team chosen should be carefully chosen according to their abilities. However If there is no check list or policies and procedures up to date or not in place or the mentor is not qualified and knowledgeable enough then the induction process will lose its spirit and it can go totally wrong leaving behind a mere chit chat session.

Japanese Foreign Policy In The Prewar Era History Essay

Japanese Foreign Policy In The Prewar Era History Essay During the early 20th century, Japan was confronted with growing pressures on its already scarce resources that compelled its leaders to pursue increasingly militaristic solutions. In fact, during the first half of the 20th century, Japan engaged in a series of military adventures in Korea and China that were specifically designed to improve the availability and reliability of its supply chains for vital resources. In the 21st century, some scholars may question whether these same goals could not have been achieved through increased international trade rather than an expansionist policy. A close examination of the conditions in which these events occurred, though, shows that the proximate cause for these outcomes was the strategic naivetà © of the Japanese leadership based on its past successes combined with internal political rivalries. To determine the facts, this paper provides a review of the relevant literature concerning the causes of pre-war Japans policy of expansion, includ ing an analysis of the relative weight of various domestic and external factors to determine whether it would have been possible for pre-war Japanese leaders to pursue a pacifist trading-centered strategy that would become the defining characteristic of postwar Japanese foreign policy. A summary of the research and important findings are presented in the conclusion. Review and Analysis In many ways, the foreign policy decisions that led to Japans attack on Pearl Harbor were based on the opportunistic mindset that prevailed among the nations leadership that the nation would succeed in any military enterprise. This optimistic mindset was reinforced by several extraordinary events in the historical record that supported this view. According to Okazaki, Because the only two large-scale attempts at invasion of Japan in recorded Japanese history were both scattered by typhoons, the Japanese believe that they are a nation favored by God, and are optimistic about international affairs to a greater degree than any other nation (p. 5). This assertion is supported by Satos observation that, A nations foreign policy may directly or indirectly be affected by a variety of factors [including] weather conditions.  [1]  (p. 369). In addition, Japans favorable geographic proximity also reinforced a mindset among Japanese political leaders that the nation was naturally protected from outsiders. In this regard, Sato emphasizes that, A distinctive feature in the international environment surrounding modern Japan is its relative isolation from and peripheral position with reference to the worlds major powers.  [2]  The Japanese leadership interpreted the countrys relative isolation and its historic relationships with its larger neighbors as being sufficient grounds for a sense of national security. For instance, according to Okazaki, The historic background might explain this Japanese attitude towards national security. Certainly Japan was secure because China, the traditional superpower in East Asia, maintained restraint on foreign expeditions, including military ones, since the time that Japan entered international politics.  [3]  With the natural geographic advantage, Japan was accustomed to its success in international relations and wanted to achieve what the western countries have: Imperialism and Expansionism. This powerful combination of fortuitous weather-related events and geographic location instilled the idea that Japan was destined for greater things into Japanese foreign policymakers, a perception that was reinforced by the Bushido code and track record of military successes in the field. This type of outcome is congruent with Satos observation that national policymakers typically rely on their unique interpretation of these factors in formulating foreign policy.  [4]  For example, Sato advises that, Factors with the potential for exercising long-term influence on a nations foreign policy may be divided into three groups: the realities of the international environment and national power; the attitudes within the society toward the international environment; and the special characteristics of a nations foreign policy formulation process.  [5]  With the foreign policy formulating process already skewed to fulfill the goal to be a stronger and imperialistic country, Japan was a lmost destined to go towards the Empire route and begin its conquest for more resources and power. Furthermore, the international environment at that time was already a heavily imperialistic one as most of the countries in Asia were already in the state of colonization or something close to it. With these factors, the external and internal factors has heavily influence the long-term agenda for Japans foreign policy. More importantly for the formulation of pre-war Japanese foreign policy, this unique interpretation of world events and Japans destiny would have profound implications for choosing military solutions over diplomatic ones during the pre-war era.  [6]  After all, the historical record supported the expansionist view and Japans economic security was at stake. For instance, Sato emphasizes that, Aside from the confrontation between Japan and the Western powers over opening the doors of the country in the late Tokugawa period, the only instance of a direct threat to Japan s security occurred when Russia advanced into Manchuria and further increased its influence over Korea early in the twentieth century.  [7]  Saying Japan increased its influence over Korea early in the 20th century is like saying a drowning man has moist skin, though, and Japans formal annexation of its protectorate on the Korean peninsula in 1910 followed its victory in the Russo-Japanese War in 1905.  [8]   In reality, Korea was the keystone to Japanese expansionist policies during the first half of the 20th century due in large part to its strategic location between Russia to the north and China to the west. In fact, Okazaki emphasizes that, In all the wars involving Japan prior to World War II, the key strategic territory was the Korean peninsula. Even thirty years after the Korean War, deployment of U.S. forces in East Asia is centered on the Peninsula.  [9]  In this regard, Japanese expansionist policies during this period in history were not unlike the lebensraum, or living space policies used by Germany prior to and throughout World War II to expand its geographic territory and access to valuable resources. For example, Barhart reports that, The roots of Japans aggressive, expansionist foreign policy have often been traced to its concern over acute economic vulnerability.  [10]   During the period immediately preceding the outbreak of World War II, a growing debate over the proper course of Japanese foreign policy drive toward national economic self-sufficiency was hampered by divisive internal and external policies.  [11]  Despite growing pressure from the international community in general and the United States in particular, Japans foreign policy was shaped as much by military leaders as civilian politicians. According to Barnhart, Japans internal political dynamics, especially the bitter rivalry between its army and navy, played a far greater role in propelling the nation into war with the United States than did its economic condition or even pressure from Washington.  [12]  The role of the military in shaping Japanese foreign policy pre-World War II is also cited by Snyder who advises, A belligerent, zero-sum approach to politics was deeply rooted in the Bushido code of the samurai and permeated traditional Japanese culture. Thus, the Pacific war was simply a Kurosawa epic in modern battle gear.  [13]   This seemingly plausible explanation, though, fails to take into account the role played by the political leadership during this formative period in Japanese history. By fixing the lions share of the responsibility for Japans expansionist policies strictly on the military, historians run the risk of overlooking the other salient forces that were at work in shaping pre-war Japanese foreign policy. In this regard, Snyder emphasizes that, The Bushido code obviously served as the legitimating ideology of a military ruling elite, not just a belief system. Moreover, it leaves unexplained huge variations in Japanese strategic thinking over time and across groups.  [14]  The contribution of Japanese political leaders in shaping pre-war foreign policy was highlighted by Pyle who describes the Meiji leaders as being tired of Japans economic backwardness and sense of inferiority to the West.  [15]  As a result, Japanese political leaders were amenable to reshaping their country in a mod ern image notwithstanding what these actions would have on Japanese culture. In this regard, Pyle emphasizes that the Japanese political leaders were thus ready and willing to sacrifice time-honored institutions to achieve their goals. The Meiji leaders adopted European legal codes, imported thousands of advisers, and built the most centralized state in Japanese history.  [16]  The Meiji leaders also fought wars with the dual goal of acquiring resources while doing so in an orderly and legal fashion that would establish Japan as an equal with Western nations.  [17]   Taken together, it is apparent that there were increasing internal rivalries between political and military factions that had distinctly different visions of what type of foreign policies Japan should pursue in furthering its expansionist goals. In sum, a combination of expansionist policies combined with modernization reforms domestically was used by foreign policymakers to lead Japan into the second half of the 20th century. For example, historians such as Barnhart emphasize that this approach was responsible for Japans military adventurism in the pre-World War II years. In this regard, Barnhart advises, From the commencement of the Meiji Restoration to the conclusion of the Pacific War, Japan pursued the status of a great power through expansion abroad and reform at home.  [18]  Likewise, Barnhart notes that Japans experiences with Germany in World War I confirmed the need for domestic reform combined with expansionist foreign policies that would help ensure the nations econom ic security in the future. According to Barhart, the nature of warfare itself had changed substantively during the early 20th century and the waging of total war meant that national security required a viable domestic infrastructure that could withstand this type of all-out warfare long enough for Japan to prevail. In this regard, Barnhart emphasizes that, Certain officers [in the Imperial Army] concluded that, for their Asian empire, the lessons of the European conflict were ominous. Future wars would be fought not only with guns but with the entire resources of nations, from engineers to doctors, from cotton to iron ore. Without these requisites of economic security, the mightiest army would be paralyzed.  [19]   Given Japans lack of natural resources, these issues were even more poignant during this formative period in foreign policymaking. Indeed, Barnhart points out that, Without a modern industrial base that could be mobilized in time of need, even these requisites would prove useless. A nation that could not supply all of its own needs in wartime, a nation that was vulnerable to economic pressure from other nations, would be neither truly secure nor truly sovereign.  [20]  A fresh and expensive war with China in 1937, though, made it virtually impossible for Japan to realize the complete goal of becoming economically self sufficient, and this conflict in particular served to further underscore Japans economic vulnerability.  [21]  This threat to Japanese national security was balanced by the aforementioned positive Bushido-based mindset among some leaders that supported straightforward military solutions for these complex domestic problems on the one hand with others that sought a more moderate path to achieving Japans goals of acquiring new resources and achieving economic security. Indeed, some authorities suggest that the expansionist policies used in the pre-World War II era were less important for some foreign policymakers than the domestic reforms that would be required to sustain any gains achieved on the battlefield. Many Japanese foreign policymakers, though, defined the nature of the political, economic and social reality that was faced by Japan during the pre-World War II years in ways that were supportive of expansionist views rather than a strictly pragmatic analysis of world events and Japans place among the international community that was based in reality.  [22]   Conclusion Taken together, the events that led Japan into World War II appear to be inexorable in nature, and given the divisiveness among foreign policymakers during this period, the outcome could not have been easily changed from an expansionist policy to a pacifist trading-centered strategy. In fact, the handwriting was on the wall and Japans expansionist approach to achieving its goal of economic security was well underway. The research showed, though, that Japans internal political problems, including the intense rivalries between military leaders, served to shape pre-World War II Japanese foreign policy in ways that would make it difficult to respond to economic pressures from the Western world in general and the United States in particular without resorting to military solutions. In the final analysis, it is reasonable to conclude that if the Japanese leadership of the early 20th century could have foreseen what pacifist trading opportunities can do for economic security, they would not have resorted to the expansionist approach that included the annexation of Korea, warring on China and the rest of Asia and attacking Pearl Harbor. These efforts were clearly influenced by a misguided application of traditional Bushido machismo that resulted in Japan being leveled and rebuilt in the pacifist trading model anyway.

On Achievement :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites If a comatose person were to earn an interest of 1 million USD annually on the sum paid to him as compensatory damages – would this be considered an achievement of his? To succeed to earn 1 million USD is universally judged to be an achievement. But to do so while comatose will almost as universally not be counted as one. It would seem that a person has to be both conscious and intelligent to have his achievements qualify. Even these conditions, though necessary, are not sufficient. If a totally conscious (and reasonably intelligent) person were to accidentally unearth a treasure trove and thus be transformed into a multi-billionaire – his stumbling across a fortune will not qualify as an achievement. A lucky turn of events does not an achievement make. A person must be intent on achieving to have his deeds classified as achievements. Intention is a paramount criterion in the classification of events and actions, as any intensionalist philosopher will tell you. Supposing a conscious and intelligent person has the intention to achieve a goal. He then engages in a series of absolutely random and unrelated actions, one of which yields the desired result. Will we then say that our person is an achiever? Not at all. It is not enough to intend. One must proceed to produce a plan of action, which is directly derived from the overriding goal. Such a plan of action must be seen to be reasonable and pragmatic and leading – with great probability – to the achievement. In other words: the plan must involve a prognosis, a prediction, a forecast, which can be either verified or falsified. Attaining an achievement involves the construction of an ad-hoc mini theory. Reality has to be thoroughly surveyed, models constructed, one of them selected (on empirical or aesthetic grounds), a goal formulated, an experiment performed and a negative (failure) or positive (achievement) result obtained. Only if the prediction turns out to be correct can we speak of an achievement. Our would-be achiever is thus burdened by a series of requirements. He must be conscious, must possess a well-formulated intention, must plan his steps towards the attainment of his goal, and must correctly predict the results of his actions. But planning alone is not sufficient. One must carry out one's plan of action (from mere plan to actual action).

King Philip’s War Essay -- History Historical Essays King Pillip

King Philip’s War In 1675, the Algonquian Indians rose up in fury against the Puritan Colonists, sparking a violent conflict that engulfed all of Southern New England. From this conflict ensued the most merciless and blood stricken war in American history, tearing flesh from the Puritan doctrine, revealing deep down the bright and incisive fact that anger and violence brings man to a Godless level when faced with the threat of pain and total destruction. In the summer of 1676, as the violence dispersed and a clearing between the hatred and torment was visible, thousands were dead.(Lepore xxi) Indian and English men, women, and children, along with many of the young villages of New England were no more; casualties of a conflict that was both devastating to the lives and the landscape of New England, as well as the ideologies of both the Indians and the English Puritans that inhabited this land.(Lepore 18) King Philip’s war was not the basic Indian war that plagues American history. It was not the first archetypal Settler vs. Savage conflict, and nor would it be the last. King Philip’s war was a terribly violent and destructive conflict, which was sparked by the desires of maintaining cultural identity and preserving power and authority, both in societal and religious capacities upon what one believed to be his land. (Leach 21) Saying that this conflict left all of 17th century New England in a state of confusion is far more than an understatement. With nothing won, and terrific loss, the early Americans, both English and Indian, were unsure of their own, as well as each other’s identity. This crisis, whether they are aware of it or not, has impacted Americans and their ideologies of themselves for hundreds of years. (Lepore 18) The Puritans came to this New World roughly forty to fifty years before this conflict began, but the guarantee of this conflict arrived in the same boats as they did. Something often misunderstood is that the Puritans themselves were not separatists, in fact they left England with the firm desire of staying English, maintaining their cultural identity, and remaining faithful and true to the majesty of the homeland. They had left England with the desire of religious freedom, and with hope of having somewhere to practice freely and safely within the boundaries of English oriented society, but free of the sinful and heretical p... ...n, and made an outstanding effect on the development and cultural identity on New England. It altered the mind set of an expanding and driven people, and established a strong enough foundation for an ethnic debate that has been a constant throughout most of American history. These social, political, and cultural effects are what make this war such an event worth noting. As was stated before, this was neither the first, nor was it the last of the Indian wars in developing America, but it is the only one to expel such consequences and to so greatly effect the landscape that is American history. Works Cited Andrews, Charles M. The Colonial Period of American History Volume II: The Settlements. New Haven: Yale University Press, 1936. Drake, James D. King Philip’s War: Civil War in New England. Amherst: University of Massachusetts Press, 1999. Leach, Douglas Edward. Arms for Empire: A Military Hitory of the British Colonies in North America. New York: Macmillan Company, 1973. Lepore, Jill. The Name of War: King Philip’s War and the Origins or American Identity. New York: Vintage Books, 1998. Mather, Increase. The Day of Trouble Is Near. Cambridge Mass, 1674, 21-23.

How Different Approaches and Power of Leadership Manage Organizational Stress?

Affiliative leadership style is ineffective in complex challenges of an organization. As affiliative leadership refers to team building when a department re-organizes itself then no co-ordination in new members exists. Transformational leadership approach that causes change in individuals and social systems in organizational already working projects. Which consequence on management to reorganize the already done work that causes frustration and lack of compatibility in employees which in case increase stress in management. Negative leadership style of a manager can lead to low measures of organizational commitment of sub ordinates in their unorganized reports. Employees working under coercive managers are unlikely to be committed, and more likely to resist the manager, cause turnover of employees. When managers low consideration is given to organizational variables that influence the nature and impact of leadership. Management is effected by both internal and external factors . Internal factors conflicts, non-specific fears, fears of inadequacy, critical environment and diversification. External factors competition and threats . These factors effect the working environment, profitability, motivation of employees and organizational culture. Literature Review According to Erkutlu and chafra (2006) Bases of leader power and subordinate’s job stress are significantly related with each other. This literature suggest that individuals having power at various levels enforce job stress in hospitality industry. According to de Jong and hartog (2007) Among all 13 leadership behaviours one is so crucial and got little bit noticed from researchers. Leaders through idea generation and delebrate actions are fullfilng their duty by motivating employee’s innovative behaviour. In leading positions a connection seems between power and famininity which is different from that of western literature on leadership. So that sometimes females took advantage of their power in a negative way (Quader & oplatka 2008). With an international CEO and other significant’s interview, a distinct experience is extracted that shows no-one get relieve on the basis of gender discrimination (kakabadse, kakabadse, & lee-davies 2007). Result of this article shows that there are some common as well as different elements in both of the leaders. One consider himself that he can understand the learning problems and the other one about the teaching duties (Zhong & ehrich 2010). According to Hetzler and sebastian (2010)To enforce individuals to make unbiased decisions different changes have been made in procedures, structure and technology. A such enviornment is groomed in which humans and machines can interact with each other for better decision making. According to Fennel and Hope-Arlene (1999) This research gives a number of examples including: Organizationz in which power was given to women leaders, their will power to run school organizations and experience of those who work with them. To implement the ethics plan successfully it is necessary thet those plans must be practiced by organization’s stakeholders firstly. In an organization, to make certainity of ethics, strong planning is compulsory (Belak, duh, mulej, & strukelj 2010). System models were used to remove the hurdles, in an organization, towards its assessment. It is found that if more appropriate system models will use it will lead organization to superior results (Ambrozm & derencin 2010). The article shows that in market place the main logic of business is to have a good start-up of business and it will go on for long time. If more risk factor is involved it will result in higher profit. Boundries must be carefully chosen for the protection of core capital (Wasilewski & Michal 2010). According to Smith, Bruyns and Evans (2011) quantitative analysis of the stories to recognize many project managers’ optimism discussion that powerfuly effect IT project success. Futhermore, it was decided that IT project success was both positively and negatively effect stress. To improve the possibility of project success it was decided that IT project managers should have positive and based on reality level of optimism based on a highly approved project plan. While the project team should anticipate and willingly accept stress during the project , this shoul be carefully managed. As stress-related health-cost is more and more importance is attached on decreasing stress. Industries has identified the benefits of minimizing stress through increased productivity and decreased health-care costs. As worldwide competition increases , corporations who can teach their workers how to manage and control stress in positive side may well have find a strategic benefits (B. Donovan & H. Kleiner 1994). The conclusion of structural equation a example to disclose the following; job stress is the preceding of frustration, while frustration can to greater extent anticipate physiological stress for C-PMs; job stress is negatively connected only o their task performance; both frustration and physiological stress are negatively connected to their organizational proceedings; task performance goes positively to their interpersonal performance. Recommendations are given based on conclusions to increase their stress and performance level (Leung, Chan, & Dongyu 2011). According to Hede ( 2010) eliminate stress techniques are accepted for use by manager’s in practice to keep away from emotional reactivity and to manage stress. The TIME scale has five factors, and each has generaly approved internal firmness and test-retest accuracy. Time scale factors results were negatively connected with both turnover purpose and stress (Burt, et al 2010). According to Coffey, Dugdill and Tattersall ( 2009) Key Obstacle include major changes taking place within the organizations; staff are doubtful to management and showing doubt. deficiency of resources and difficulties in translating findings into actions. Key factors important for success includes: strong involvement from senior management, staff participation, realistic expectations,fullfilment of duties and time frames. According to Fevre, S. Kolt and Matheny (2006) There is little experiment to prove or disprove something on which organization based stress management interventions as first approaches. Secondary, individual-focused approaches be employed prior to the introduction of primary methodologies within a client organization. According to Donaldson-Feilde, Yarker and Lewis (2008) The manner of behaving or acting to recognize or establish as being a particular pers on or thing were grouped into a subject of discourse to create a framework of 19 management ‘‘competencies’’ for keep from occurring and minimizing stress at work. Level of recognize frustration is related to degree of recognize and understand stress and degree of to become aware stress is related to type of leadership employed by managers (S. Gill, B. Flaschner & Shachar 2006). It come forth into view or notices that individuals to change their ability to manage stress. Self perception, locus of control, behavioral designs or Styles and flexibility or inflexible and strict, all influence on stress management abilities (Treven & Potocan 2005). According to Yu and Miller (2005) In manufacturing industry the generational groups have different characteristics of work and require different styles of leadership and it is shown by research but in education sector there was no difference of work and style of generational group. The effects of these two types task –oriented and socio-emotional leadership is shown by this finding that the follower satisfied with this. To find interaction the product term method is used . interaction between pressure and support was nonsignificant (Casimir & Keith Ng 2010). According to Rohmann and Rowold (2009) Female leaders have more transformational behavior than male leaders and it is shown in four samples. Furthermore, female leaders were more effective and more satisfied than their counterparts. In the team and organization leadership style whether it is transformational , transactional or ambidextrous act as a strategic resource that has an operational effect in the learning development (Bucic, Robinson, & Ramburuth 2010). There is a misalignment in performance of organization due to the problem of climate and leadership style . t supports the third hypotheses partially and fully supports the fourth hypotheses (Haakonsson, Burton, Obel, & Lauridsen 2008). According to Awan and Mahmood (2010) The Professionals were not sensitive about the relationship of these three variables. A majority of professionals considered that there chief librarians had an autocratic leadership style, and they adopt bureaucratic culture and these are committed with thei r organizations and it shows that they are in the favor of result oriented culture. In public sector there is a tension between two aspects one is to revolution in bureaucracies because of improvements, innovation and high flexibility. And other is to maintain standards and procedures for better quality services. This study shows change in leadership style and organizational change (James, 2005). Employees’ job satisfaction depends upon the leadership style of managers. Nevertheless, participative management is not always a good management style. Managers should select the best leadership style according to the organizational culture and employees’ organizational maturity (Mosadegh Rad & Yarmohammadian, 2006). It is a path that provides support for some hypotheses. Strength of relationship between the leadership vision and two dimensions of organizational structure are effect due to predicted mediations. NFP’s scored higher on socially responsible culture orientation than FPs, while FPs scored higher on competitive culture orientation (Sarros, Cooper, & Santora, 2011). According toTabassi and Abu Bakar (2010)This research shows about leaders ‘different qualities and style such as leaders’ orientation with people, about their ask in effective way and their qualities which helps juniors to become efficient leader by going with their own decisions and work with employees empowerment. From the above literature review understand hypotheses were derived to analyze How Different approaches and power of Leadership Manage Organizational Stress? H1: Strong positive association of leadership style with stress management. H2: Strong positive association of leadership power with str ess management. H0: No strong positive association of leadership style with stress management. H0: No strong positive association of leadership POWER with stress management.

Abortion laws should be properly regulated Essay

Pro-Life or Pro-Choice? Abortion is one of the heaviest controversial topics discussed in the American politics. Abortion is the removal of a fetus before it has been born. The opposing sides of the debate each strongly believe that they are right. Pro-Choice believe that it is a woman’s right to choose what to do. Pro-Life are concerned about the life of the unborn child. Resulting of this debate leads to the case of Roe v. Wade in 1973. Roe v. Wade started when a woman in Texas wished to terminate her pregnancy but the laws in Texas didn’t allow abortion except only when the woman needs to be saved. The Court’s decision in this case was the disprove limitations of abortions to women. Somehow women find a reason to have an abortion such as their religious practices, attitudes towards their values and future, their philosophy, and so on. I support that women should be able to have the right to have an abortion in the first trimester. The reason being is because some women would have bee n raped and they don’t want to have a child who reminds them of a rapist and they can’t cope with that, or they’re not financially stable, or probably because of their religious practices. According to Roe v. Wade case, some of the people had a few reasons why they would want pass the law of prohibiting abortion and to justify it. When they allowed abortion, the abortion mortality rates were high. Another reason was that they wanted to protect prenatal life. They would only abort the fetus when the mother’s life is at stake. Finally, they didn’t want to encourage illegal sexual conduct. That is what the pro-life believes. Pro-choice say that women should have the right to privacy but pro-life tries argue that the constitution doesn’t specifically say any right to privacy. Pro-choice tries to prove that having a baby causes the woman to have a distressful life and future and that can cause some psychological harm. Some of the women will not be financially stable to have a child either due to being young or not having a stable and well-paying job. The debate on abortion is still going on today. In modern politics, our president-elect, Donald Trump, has plans for Roe v. Wade. He wants to appoint a justice who would overturn Roe v. Wade. If it was overturned, a woman’s right to abortion would depend on the state she lives in. Trump said that Roe v. Wade was â€Å"wrongly decided† which means that Trump is pro-life. He wants to prohibit abortion during his presidency. If abortion was prohibited by him, women would still always find a way to abort the fetus but in a harmful and unsafe way such as using a coat hanger or back-alley procedures. In my opinion, all women in every state should have access to abortion but only in the first trimester. I say only in the first trimester because, after that, it is when the fetus will start to develop feelings and organs. If a woman waits until the middle of the third trimester, that is almost fully grown a baby inside the womb who has all the organs, feelings and about to be born, it is basically known as a baby, no longer a fetus. Abortion should be legal for the first trimester. In Roe v. Wade, it helps many women to be able to get an abortion. They’re not trying to encourage people to have sexual interaction and the woman ends up becoming pregnant and take advantage of the system. They are trying to give women access who would be the ones who had been raped, too young, financially unstable, religious practices, health reasons, and so on. Women have a right to privacy which means that other people shouldn’t have to decide that she has to keep the baby. It is her body, her life, her future, her choice. Advocates of abortion may think that is seriously wrong, but women should do what is best for them and their babies. If abortion is to remain legal, it should be regulated and controlled and be a means to enhance the life of the mother and be beneficial to the society.

Capital One

One had accumulated huge amounts of data during so many years. It is clear that they had enough data that will be the source data for the data arouses; a part of the operational layer. Another important part of this layer is the performance, it has to have a minimal impact in their system, and Capital One had dozen of analytics doing thousands of test and as a result of those tests, they were creating files that needed to be stored and also needed to be accessed. Layer. Hat reflected in the creation of files that needed to be stored and at the same time been accessed, the performance had to reflected a minimum impact on the , the creation of files that need to be stored Also, in this layer, it has to be insider to have a minimal impact In order for capital One to use their huge amount of data , First of all , Capital One had a huge amount of data. The data that Capital One had was stored in It was clear that Capital One n Thudded to use its huge amount of data in a better manner. By using data In Cuba they call it ‘The Crisis of October, here in the USA we call it â€Å"the Cuban Missile Crisis†.It was 50 years ago when the world stood still. There was the possibility Of a nuclear war, it seemed to be imminent. An American spy plane was flying over Cuba when it snapped aerial photographs of Soviet sessile sites that had the ability to strike most of the United States. Those missiles were only 90 miles away. The Soviets had never installed any missiles outside Soviet territory until now, and they were in Cuba. It seemed that Khrushchev, the leader of the Soviet Union, felt that the US would do little to resist Soviet Expansion in Cuba, since US had to cut all ties with Cuba due to its embraced to communism.What was the real reason for those missiles? Were the Soviets trying to alter the perceptions of the balance of power? Were they trying to protect the Cuban communist regime against an US threat? Were they really meant to not commit any aggressio n on the US? Nobody knows the real reason, although some people think that the introduction of those ballistic missiles into Cuba was a strategy from the Soviets to equalize the balance of power. They were hoping that this move would bolster their strategic military power and diplomatic political strength. Let's remember that these two powerful countries have always been in a political contest.With this change of the Soviet military position they could even entice Latin Americans to embrace Soviet Communism, but the US did see the deployment of missiles in Cuba as a violation of international law. It Was a serious blow to the US. It was a deliberate political challenge to its leadership. A month previous to this crisis, Kennedy warned the Soviets that if any missiles were sneaked into Cuba a conflict will arise, so we can imagine that Kennedy's reaction to the discovery of the missiles was tough; it create a very tense relation between the USA and the Soviets. It was very clear that Kennedy was deceived by the Soviets.There were many public statements that made him believe there wasn't even the slightest intention of the Soviets to install any offensive armaments in Cuba. Even the Soviet ambassador to the United States, Anatoly Dobbin had inform Kennedy that the equipment being shipped to Cuba was for defensive purposes and did not represent any threat to the US. Kennedy had to act quick and firmly due to the political pressure and also to prevent a desalination of the balance of power, plus another reason; the elections were approaching, he had to get the missiles out of Cuba (â€Å"About the Crisis,† 2012).At this point, Kennedy believed that if the Soviet Union made the move, then they will get political advantage in its global struggle with the United States because it would blow the international prestige of the USA and, at the same time, strengthen the Soviet position in the Communist world. According to the transcripts from the Coxcomb tapes and the writings, Kennedy was also worried about Khrushchev challenge on the public opinion in Europe and all Latin America, he believed that he had to take actions against the Soviet union or they would think that he wont take any actions elsewhere.Kennedy announced quarantine as their first step in order to avoid any further introduction of more arms into Cuba. At the same time, an emergency meeting of the United Nations Security Council to back up the LOS in order to seek a dismantling and withdrawal Of the missiles in Cuba, all these under the supervision of the united Nations observers and a call for a convening of the AS (Organization of American States). Kennedy indicated that if the quarantine failed, then further actions will be justified. He was very clear in his speech; he said that the American forces were ready for al eventualities.At this point, Khrushchev realized that the US was ready to take any actions in order to get the missiles out of Cuba. Even though the quarantin e seemed extreme and put a lot of pressure on the Soviets, it was also a smart decision, he was trying to create minimum risk of a possible war. There were other responses that the CSS could've use in this situation, but this was the most flexible to take. They could've gone for an air strike or an invasion, but this choice left a room for the Soviets to reconsider and take off the Island all their offensive equipment.We can see that it was a very smart decision, a decision taken in a very diplomatic way. It gave both parties enough time to weigh their decisions before moving to the next step (Hansen, 2007). Khrushchev knew that the tensions between the two powers were at its high and any escalation could've led to a disastrous confrontation. Instead, Khrushchev agreed to the US demands to dismantle their offensive weapons in Cuba under the supervision of the United Nations, and in return the US made an agreement to never invade Cuba. Capital One One had accumulated huge amounts of data during so many years. It is clear that they had enough data that will be the source data for the data arouses; a part of the operational layer. Another important part of this layer is the performance, it has to have a minimal impact in their system, and Capital One had dozen of analytics doing thousands of test and as a result of those tests, they were creating files that needed to be stored and also needed to be accessed. Layer. Hat reflected in the creation of files that needed to be stored and at the same time been accessed, the performance had to reflected a minimum impact on the , the creation of files that need to be stored Also, in this layer, it has to be insider to have a minimal impact In order for capital One to use their huge amount of data , First of all , Capital One had a huge amount of data. The data that Capital One had was stored in It was clear that Capital One n Thudded to use its huge amount of data in a better manner. By using data In Cuba they call it ‘The Crisis of October, here in the USA we call it â€Å"the Cuban Missile Crisis†.It was 50 years ago when the world stood still. There was the possibility Of a nuclear war, it seemed to be imminent. An American spy plane was flying over Cuba when it snapped aerial photographs of Soviet sessile sites that had the ability to strike most of the United States. Those missiles were only 90 miles away. The Soviets had never installed any missiles outside Soviet territory until now, and they were in Cuba. It seemed that Khrushchev, the leader of the Soviet Union, felt that the US would do little to resist Soviet Expansion in Cuba, since US had to cut all ties with Cuba due to its embraced to communism.What was the real reason for those missiles? Were the Soviets trying to alter the perceptions of the balance of power? Were they trying to protect the Cuban communist regime against an US threat? Were they really meant to not commit any aggressio n on the US? Nobody knows the real reason, although some people think that the introduction of those ballistic missiles into Cuba was a strategy from the Soviets to equalize the balance of power. They were hoping that this move would bolster their strategic military power and diplomatic political strength. Let's remember that these two powerful countries have always been in a political contest.With this change of the Soviet military position they could even entice Latin Americans to embrace Soviet Communism, but the US did see the deployment of missiles in Cuba as a violation of international law. It Was a serious blow to the US. It was a deliberate political challenge to its leadership. A month previous to this crisis, Kennedy warned the Soviets that if any missiles were sneaked into Cuba a conflict will arise, so we can imagine that Kennedy's reaction to the discovery of the missiles was tough; it create a very tense relation between the USA and the Soviets. It was very clear that Kennedy was deceived by the Soviets.There were many public statements that made him believe there wasn't even the slightest intention of the Soviets to install any offensive armaments in Cuba. Even the Soviet ambassador to the United States, Anatoly Dobbin had inform Kennedy that the equipment being shipped to Cuba was for defensive purposes and did not represent any threat to the US. Kennedy had to act quick and firmly due to the political pressure and also to prevent a desalination of the balance of power, plus another reason; the elections were approaching, he had to get the missiles out of Cuba (â€Å"About the Crisis,† 2012).At this point, Kennedy believed that if the Soviet Union made the move, then they will get political advantage in its global struggle with the United States because it would blow the international prestige of the USA and, at the same time, strengthen the Soviet position in the Communist world. According to the transcripts from the Coxcomb tapes and the writings, Kennedy was also worried about Khrushchev challenge on the public opinion in Europe and all Latin America, he believed that he had to take actions against the Soviet union or they would think that he wont take any actions elsewhere.Kennedy announced quarantine as their first step in order to avoid any further introduction of more arms into Cuba. At the same time, an emergency meeting of the United Nations Security Council to back up the LOS in order to seek a dismantling and withdrawal Of the missiles in Cuba, all these under the supervision of the united Nations observers and a call for a convening of the AS (Organization of American States). Kennedy indicated that if the quarantine failed, then further actions will be justified. He was very clear in his speech; he said that the American forces were ready for al eventualities.At this point, Khrushchev realized that the US was ready to take any actions in order to get the missiles out of Cuba. Even though the quarantin e seemed extreme and put a lot of pressure on the Soviets, it was also a smart decision, he was trying to create minimum risk of a possible war. There were other responses that the CSS could've use in this situation, but this was the most flexible to take. They could've gone for an air strike or an invasion, but this choice left a room for the Soviets to reconsider and take off the Island all their offensive equipment.We can see that it was a very smart decision, a decision taken in a very diplomatic way. It gave both parties enough time to weigh their decisions before moving to the next step (Hansen, 2007). Khrushchev knew that the tensions between the two powers were at its high and any escalation could've led to a disastrous confrontation. Instead, Khrushchev agreed to the US demands to dismantle their offensive weapons in Cuba under the supervision of the United Nations, and in return the US made an agreement to never invade Cuba.

Classroom Observation Essay

Mrs. Cash’s 3rd grade classroom is a comfortable and safe environment for all of her 16 students. She has a very successful approach to education. Throughout the short amount of time I spent at Pelican Elementary, I was introduced to sheer creativeness. During my observation time, I was able to grasp the materials she used, the classroom environment, and the outcome of the classroom’s learning experience. Cash’s methods of teaching are primarily centered on teacher-student interaction. Her ability to serve a multitude of unique needs within the same class is no small feat. As it is an effective learning tool, the majority of the school days are filled with laughter. Because I observed on a Friday, though, I only got to witness test days. In the morning, her students begin with breakfast in the classroom. Mrs. Cash has ‘specials’ right after this because she is in the Green Hallway. ‘Specials’ consist of classes like art, gym, music, etc. She would then take them to lunch at 10:30. When they returned to the classroom, they headed straight into ‘A. R. Time’ where they would read a book on a certain level and then answer questions about that book on the computer. The questionnaire was for the teacher to know the students understood what they read. Each grade level is in a different colored hallway because their rotations are at different times in the day. The hallway that held her classroom was more toward the center of the school. The hallway to her left was the ‘Blue’ hallway for second grade and the hallway to her right was ‘Red’ for fourth grade. In the middle of all the hallways and the main focus of the school was the library. I liked this set up a lot because it showed how important books and reading was. This is where the school was able to show its diversity because there were posters on the walls with different ethnic children promoting sharing and equality. On the backside of the bookcases, there were anti-bullying posters and posters that encouraged speaking out and asking for help. This showed that the school helped students who were being bullied and who had problems at home. After all that was through, they started Language Arts. They took several quizzes where she would have the students put up privacy folders. Because I only witnessed test taking, I didn’t get to truly appreciate Mrs. Cash’s teaching method but I did get to see how she treated each student individually. She walked around the classroom and gave them pointers on how to hold their pencil and gave each child the time they needed to finish. She made the entire class look at her as she read spelling words aloud and then had them give her thumbs up when they finished writing them. The remarkable thing about Mrs. Cash is that she has a lot of patience and gives everyone the time they deserve. By doing this, it showed that she took the time to give everyone the time and materials they needed, regardless of racial background, to finish their work. She worked with everyone’s learning ability to help them succeed. When this subject was over, she took them outside to recess. I did not like this part of the day because it felt as though the day’s schedule was run by Mrs. Cash herself. She took them to recess when she thought it was necessary and then brought them back inside, after what felt like 10 minutes, because she was too hot. The schedule they had did not seem as though it was the school’s plan, but the teacher’s and that each teacher had their own. There were a few children who lost their privilege due to misbehaving and had to sit out while they finished late work. I thought this was a good method to use to teach students to turn in work on time. The academic lessons I watched with Mrs. Cash were focused on reading, writing, and spelling. The criteria seemed very enjoyable and quite natural to teach. The students are quite comfortable and challenged in a healthy way. When they completed a worksheet together, most of the class excelled in getting the right answers and Cash fed off of everyone’s contribution. She never pushed down an answer, even if it was wrong, and made everyone feel like their contributions were appreciated. I admire this because it is very difficult to achieve comfort of that level in a classroom for only a few short weeks. Being faced with adversity in the classroom is an everyday, perhaps every hour occurrence. Mrs. Cash engages her students’ adverse behavioral problems with ease. She agrees that â€Å"You must choose your battles†, and that, â€Å"Not every action deserves a reaction. † This concept, although not novel, is quite challenging for most. Luckily, she has had a lot of practice. I did notice, though, that she had the students who were grasping the material easier farther away from her desk than she had the ones who were struggling. I feel as though some of the students knew she did this and therefore did not want to try as hard. When facing diversity herself, though, Mrs. Cash did not treat everyone fairly. There was one boy in particular who she constantly picked on. He was of Latin descent and, I’m sure, spoke a form of Spanish, but he understood and could speak English. I understand that in most cases of diversity the language barrier is the biggest struggle, but there is more than one way to accommodate a student who does not understand English. I am not sure if he was just having a bad day, but he was being difficult with fulfilling requests. Cash would say things such as, â€Å"I know you understand English . . . † or â€Å"You’re not moving fast enough handing out those papers† as she would snatch them from his hands and turn away as though he were wasting her time. In these circumstances, I understand that she may have been flustered because it was a Friday, but I would have used different words and definitely a different tone of voice or even had an interpreter if I was struggling to communicate with him. The materials used within the classroom were varying. Mrs. Cash labeled everything to keep the classroom neat and organized. This also stimulated the students’ mind because they were subconsciously reading the labels and constantly learning where the materials went. They had purple folders during ‘A. R. Time’ that held their books and quiz scores in one place. They had cubbies that were assigned by seat number and all their school supplies stayed in there during the day. The subject text books were in bins lined up at the front of the class where a ‘Team Leader’ would retrieve them when needed. Mrs. Cash’s tidiness lends greatly to the success of her students. Her classroom is absolutely wonderful. She had an assortment of posters and class work tacked on the walls and a variety of knick-knacks all throughout. She had nicely scented soap that she bought for the class in an amusing pump on the sink, she had silly window stickers on the windows and she had a collection of funny pens and pencils on each table. The tables were set up in four groups of four individual desks and there were assigned ‘Team Leaders’ and â€Å"Material Monitors’. Her classroom decoration was fluid and made it a better learning environment because the students were facing each other, and not toward the teacher. This gave them opportunities to work together and to improve their social skills. What I did not like about the classroom was that it was openly joined with the one next to them. It was hard for some students to test because the class next door was being taught a lesson and therefore making a lot of noise. When Mrs. Cash asked the teacher to quiet her classroom down, she apologized but made no changes. This irritated me because it wasn’t fair to the students. I assume the classrooms were designed this way to save water, because of fewer bathrooms, but it is not a very constructive learning environment. A wife, mother and distinguished grade school teacher, Mrs. Cash has been an ideal observation candidate. Her approach to education is a successful one. Taken away is an informed standpoint about teaching young students in general that assists greatly to the morale of a perspective teaching professional.