Postgraduate Options in Australian Universities Assignment

Essays on Postgraduate Options in Australian Universities Assignment The paper "Postgraduate Options in Australian Universities" is a wonderful example of an assignment on education. Post graduate education in the world is in high demand today. This is probably because of numerous technological, environmental, social, and economic changes in society. To cope with these sudden changes, people opt to pursue postgraduate education in various higher institutions so as to keep up with the competitive world. Their choices vary in terms of learning institutions, and courses. This difference is brought about by the diverse personality attributes, as well as their demographics.Therefore, this essay attempts to create a decision matrix based on university and postgraduate options of three individuals. Secondly, the paper will calculate their evaluative rankings based on a compensatory rule, and then analyze personality traits. It also explores the respondents’ difference in choices and evaluative rankings and uses demographic and personality theories to analyze their choices.Table of contentsIntroductionCurrently, there is a high demand for postgraduate education because the world is getting more and more competitive. In effect, individuals resolve to take postgraduate education so as to cope with these changes. Nevertheless, their choices are determined by various issues relating to demographics and personality traits. Some of the demographic factors include age, income, gender, and family situation. On the other hand, postgraduate choices are determined by personal traits like extraversion, agreeableness, neuroticism, conscientiousness, and openness to experience.Postgraduate options in Australian universitiesMasters in Business Administration (Marketing) at Charles Stuart University (CSU) in AustraliaMaster of Science (Computer Science) at Central Queensland University (CQU)Masters of Science (Environmental Science) at University of Melbourne (UM)Masters of Science (Psychiatry) at University of New South Wales (UNSW)Masters of S cience (Nursing) at University of Western Australia (USW)Masters of Economics at Charles Stuart University (CSU) in AustraliaEvaluative criteriaTuition feesDuration of the programLevel of interest of the courseProgram reputationDistance from workDecision matrixJane’s evaluationOptionsTuition feesDurationInterest levelProgram reputationDistanceEntry requirementsMBA(Marketing) at CSU; rank=4525543Msc. Computer science at CQU; rank=5532534Msc (Environmental science ) at UM; rank=2343424Msc. Nursing at USW; rank=3543434Msc. Psychiatry at UNSW; rank=5422544M. Economics at CSU; rank=4534544David’s evaluationOptionsTuition feesDurationInterest levelProgram reputationDistanceEntry requirementsMBA(Marketing) at CSU; rank=5524523Msc. Computer science at CQU; rank=5443522Msc (Environmental science ) at UM; rank=3334435Msc. Nursing at USW; rank=3543524Msc. Psychiatry at UNSW rank=4433452M. Economics at CSU; rank=2432534

Obesity and Government Control Free Essays

Obesity and Government Control In today’s society there are many Americans who are either overweight or obese and have diabetes. David Zinczenko in â€Å"Don’t Blame the Eater† argues that fast food companies ate to be blamed for the obesity that is now very common in the US. Radley Balko argues in â€Å"What You Eat is Your Business† that the government is responsible for the obesity epidemic that the US is found in today. We will write a custom essay sample on Obesity and Government Control or any similar topic only for you Order Now The government should have some in not all control or regulations on what the people of the country decide to eat. With no control the US is headed for a nation of overweight, obese, diabetic, and unhealthy people. Before the early 1990’s, diabetes found in children were usually because of genetic disorders and around five percent of the children were obsess or had Type Two diabetes. According to the National Institute of Health, about thirty percent of the children population has Type Two diabetes. Because of the increase in the amount of people who are being diagnosed with diabetes, the amount of money spent on health care costs is a surprising one hundred billion a year. Since 1969 that has been a dramatic increase of about ninety-seven billion. (Zinczenko) Zinczenko argues that many fast food restaurants don’t give information on the calorie count their food contains. Unlike grocery items, there aren’t many fast food companies that provide their clients with the calorie information on their food labels. By not giving out this important information, consumers aren’t aware of the unhealthy consumptions. Although this is a good point, we as humans are smart enough to know that if we walk into a fast food restaurant, the food we buy isn’t going to be the healthiest and that if we eat this type of food twice a day every day or even every other day, we will eventually put on a great amount of weight and make our body vulnerable to health risks such as diabetes. The government should make it a law for restaurants such a McDonald’s, Burger King, and Wendy’s put exactly how many calories each thing on their menu has. The fast food industry doesn’t only target adult but also children by selling kids meals that come with a toy from that popular movie every child wants or has watched or that popular toy company. This is how they attract kids but in return for the money, they give kids that delicious but unhealthy burger with a toy that usually ends up lost or in the garbage after a few days or even hours. Instead of giving a side of fries and soda, what they should do is give kids a daily fruit serving with he choice of either orange or apple juice. There should be a regulation on the amount of calories children can consume at these restaurants. These children are the future of the country and if they grow up having horrible eating habits, how this country going to get anywhere with people who aren’t able to do a certain job because of their health problems? The government should put very tight restrictions on how the fast food industry carries itself when it comes to selling food that isn’t healthy. According to Zinczenko, â€Å"prepared foods aren’t covered under Food and Drug Administration labeling laws. † (Zinczenko 393) This is one very important thing that the government should definitely change. People need to be informed with the amount of calorie intake that delicious Whopper has. If the person sees how many calories they are eating they may second guess about eating fast food four times a week. Changing this regulation can make a difference on someone’s life. Balko states that, â€Å"state legislatures and school boards across the country have begun banning snacks and soda from school campuses and vending machines,† (Balko 396) and that this is not the way to combat obesity. By the government banning the unhealthy foods we eat, they are taking responsibility on our health care and wellness, instead of us worrying and taking care of ourselves. Although Balko makes a good point, right now the government had no control on our food consumption choices and we are still making horrible health choices. If the government takes control on the food we can and can’t eat, we soon will accustom ourselves to pick a fresh apple over some deep fried onion rings. Pretty soon the US will find itself in a society where the amount of people who are diabetic and obese isn’t sky rocketing. Like everything, there is always going to be those people who don’t agree with the government telling us what to eat and what not to eat. The way I see it right now, in this specific time in life, I would agree with the government helping us out. A little push won’t hurt and in the long run it can make a huge difference on our own health and for the health of those we care most, them being our children, parents, family, and friends. Works Cited Graff, Gerald, and Cathy Birkenstein. â€Å"Don’t Blame the Eater. † They Say / I Say: The Moves That Matter in Academic Writing. New York: W. W. Norton , 2010. 391-94. Print. Graff, Gerald, and Cathy Birkenstein. â€Å"What You Eat Is Your Business. † They Say / I Say: The Moves That Matter in Academic Writing. New York: W. W. Norton , 2010. 395-99. Print How to cite Obesity and Government Control, Papers

Khkh free essay sample

The colonist were a good profit for them and din t want to risk loosing them. Also the British thought it wasnt right for you to just break away from your king. Reason the colonists broke away is because they felt like they were being unfairly taxed because they had no representative in the Parliament. The king would not let the colonists govern themselves. After the colonist protested against the Sugar and Stamp Act, the Parliament passed the Declaratory Act. This Act was meant for the colonists to do what ever theParliament said. This made the colonists upset because they would have no say in anything they had to do. The colonists were also not allowed to trade with whoever they wanted to trade with. The British then passed the Navigation Acts. This Act made the colonists only be allowed to trade with England. This angered the colonists because they wanted the right to choose who they traded with. We will write a custom essay sample on Khkh or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Because of the French and Indian War, the British had to raise taxes. The British created the Sugar Act.Since the Parliament and King saw it just as another tax, the colonists were angered because they had no say in the Parliament. After the colonists protested the Sugar Act it was repealed and then the Stamp Act was created. Then the Townsend Act was created which taxed lead, paint, tea, etc. Then the colonists protested against this which caused it to be repealed except for the tea. The tea tax caused the Boston Tea Party. So the Parliament passed the Intolerable Acts which forced colonists to quarter soldiers. All this led up to the colonists breaking away from the British.

Theory Z William Ouchi free essay sample

Theory X The Theory X manager assumes that the only motivation that works for employees is $$money$$. Theory Y The Theory Y manager assumes that employees are motivated by their needs to fulfill their social, esteem, selfactualization, and security. The Theory Y manager believes that employees see work as a natural activity and will seek out opportunities to have increased responsibility and understanding of their tasks. The Theory Y manager believes that workers will respond best to favorable working conditions that do not pose threats or strong control. Theory Z The Theory Z manager assumes that employees are motivated by a strong sense of commitment to be a part of something worthwhile the self-actualization need. The Theory Z manager believes that employees will not only seek out opportunities for responsibility, in fact, they crave opportunities to advance and learn more about the company. The Theory Z manager believes that employees should learn the business through the various departments, come up through the ranks slowly, and that the company will get the best benefits from that employee by making it possible for him/her to have lifetime employment. We will write a custom essay sample on Theory Z William Ouchi or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The result will be strong bonds of loyalty Workers attitude toward work. The Theory X manager assumes that the employees dislike work, avoids responsibility, and seeks only security from work (the paycheck! ). The Theory X manager believes that workers will only respond to coercion, control, direction (telling them exactly what to do), or threatening punishment or firing. What will work with employees: Theory Z Lecture Notes Page 2 developed by long-term employment and shared responsibility for decisions. Big Ah-Has! Theory X Managers assume the average worker  ·  ·  ·  ·  · is gullible and not very bright. is indifferent to the organizations needs. dislikes work. is motivated only by financial incentives. must be closely supervised. Theory Y Managers assume the average worker: feels work is natural. can enjoy work. is motivated by the desire to do a good job.  · might do a better job if control is minimized.  · has potential for development and advancement.  ·  ·  · Theory Z Managers assume the average worker wants to be involved in managing a company and building trust among all organizational members is cent ral to raising productivity. Ah-Ha ? How does Theory Z stand up against the baby boomers and Gen Xers in terms of the work ethic? a Pamela A. Braden, WVUP, 2000. No part of this material may be reprinted or r eproduced without written permission Email: [emailprotected] co. uk [emailprotected] com for any assistance plz do ask.. Good luck

How to Explain Employment Gaps

How to Explain Employment Gaps School happens, children happens, illnesses happen. But at the end of these trials and triumphs, the workplace is there waiting for us, ready to judge.  Of course it should forgive the dreaded work gap, especially given your very excellent reasons for taking some time off the job, but don’t rely entirely on the one-in-a-million boss that understands the idea of work life balance. Take the following three steps to ensure your application doesn’t suffer because of employment gaps.Explain It on  Your ResumeYou can’t ignore the gap. But you don’t want to get too defensive about it either. Instead, add a brief â€Å"Career Summary† section at the top, a simple and concise paragraph that explains your gap professionally. If your time off was for personal reasons, briefly touch on that. If it was for an additional degree or qualification, this should be emphasized as a strength, rather than a weakness to be explained. Sell it, baby!Go into Detail Your Cover LetterThe whole point of a cover letter is to make a personal connection, and provide valuable context for your application. It’s the best possible way to convince them- on paper, anyway- that you’re right for the job, with or without the work gap.Find a way to make lemonade; even if you were just exhausted, you can always sell that time as time spent recommitting yourself to your career purpose. Be honest, professional, and show the hiring manager all your silver linings.Prepare to Discuss It in Your  InterviewDon’t just plan to skate through the interview and hope the topic doesn’t come up. You must be prepared to discuss your work gap. Have a few answers prepared- and practiced. And then just focus on being yourself: warm, professional, likeable, and competent.Make sure you find some way to use the work gap to your advantage. It can make the interviewer see you as a stronger, more insightful person. Or a sharper and more driven future employee. The bottom line here is to make the absolute best you can out of this gap in your employment history. In most cases, you can turn this liability into an asset with a bit of perseverance, thought, and charm.

Analysis of Feathers, a Short Story by Raymond Carver

Analysis of 'Feathers,' a Short Story by Raymond Carver American poet and author Raymond Carver (1938 - 1988) is one of those rare writers who is known, like  Alice Munro, primarily for his work in the short story form. Due to his economical use of language, Carver is often associated with a literary movement known as minimalism, but he himself objected to the term. In a 1983 interview, he said, Theres something about minimalist that smacks of smallness of vision and execution that I dont like. Feathers is the opening story of Carvers 1983 collection, Cathedral, in which he began to move away from the minimalist style. Plot of Feathers SPOILER ALERT: If you dont want to know what happens in the story, dont read this section. The narrator, Jack, and his wife, Fran, are invited to dinner at the home of Bud and Olla. Bud and Jack are friends from work, but no one else in the story has met before. Fran is not enthusiastic about going.   Bud and Olla live in the country and have a baby and a pet peacock. Jack, Fran, and Bud watch television while Olla prepares dinner and occasionally tends to the baby, who is fussing in another room. Fran notices a plaster cast of very crooked teeth sitting on top of the television. When Olla enters the room, she explains that Bud paid for her to have braces, so she keeps the cast to remind me how much I owe Bud. During dinner, the baby begins fussing again, so Olla brings him to the table. He is shockingly  ugly, but  Fran holds him  and delights in him in spite of his appearance. The peacock is permitted inside the house and plays gently with the baby. Later that night, Jack and Fran conceive a child even though they had not previously wanted children. As the years pass, their marriage sours and their child demonstrates a conniving streak. Fran blames their problems on Bud and Olla even though she saw them only on that one night. Wishes Wishes play a prominent role in the story. Jack explains that he and Fran regularly wished out loud for things we didnt have, like a new car or the chance to spend a couple of weeks in Canada. They dont wish for children because they dont want children. It is clear that the wishes arent serious. Jack acknowledges as much when he describes approaching Bud and Ollas house: I said, I wish we had us a place out here. It was just an idle thought, another wish that wouldnt amount to anything. In contrast, Olla is a character who has actually made her wishes come true. Or rather, she and Bud together have made her wishes come true. She tells Jack and Fran: I always dreamed of having me a peacock. Since I was a girl and found a picture of one in a magazine. The peacock is loud and exotic. Neither Jack nor Fran has ever seen one before, and it is much more dramatic than any of the idle wishes theyve been making. Yet Olla, an unassuming woman with an ugly baby and teeth that needed straightening, has made it a part of her life. Blame Though Jack would place the date later, Fran believes their marriage began to deteriorate precisely on the night they had dinner at Bud and Ollas, and she blames Bud and Olla for it. Jack explains: Goddamn those people and their ugly baby, Fran will say, for no apparent reason, while were watching TV late at night. Carver never makes it clear exactly what Fran blames them for, nor does he make it clear exactly why the dinner gathering inspires Jack and Fran to have a baby. Perhaps its because Bud and Olla seem so happy with their strange, squawking-peacock, ugly-baby lives. Fran and Jack dont think they want the particulars - a child, a house in the country, and certainly not a peacock - yet perhaps they find they do want the contentedness that Bud and Olla seem to have. And in some ways, Olla does give the impression that her happiness is a direct result of the particulars of her situation. Olla compliments Fran on her naturally straight teeth while she herself had required braces - and Buds devotion - to fix her crooked smile. At one point, Olla says, You wait until you get our own baby, Fran. Youll see. And as Fran and Jack are leaving, Olla even hands Fran some peacock feathers to take home. Gratitude But  Fran seems to be missing one fundamental element that Olla has: gratitude. When Olla explains how grateful she is to Bud for straightening her teeth (and, more generally, giving her a better life), Fran doesnt hear her because she is picking through the can of nuts, helping herself to the cashews. The impression is that Fran is self-centered, so focused on her own needs that she cant even hear someone elses expression of gratitude. Similarly, it seems symbolic that when Bud says grace, Olla is the only one who says amen. Where Happiness Comes From Jack does note one wish that came true: What I wished for was that Id never forget or otherwise let go of that evening. Thats one wish of mine that came true. And it was bad luck for me that it did. The evening seemed very special to him, and it left him feeling good about almost everything in my life. But he and Fran may have miscalculated where that good feeling was coming from, thinking it came from having things, like a baby, rather than feeling things, like love and appreciation.

Discuss the basic qualifications in an organized crime group Essay

Discuss the basic qualifications in an organized crime group - Essay Example Therefore, the most common characteristics of an organized crime group are that they have no political goals; they are hierarchical and have exclusive or limited membership. Organized crime groups also do belong to a unique subculture, perpetuates itself and are willing to use illegal violence to obtain whatever they intend to. Finally, all organized crime groups are monopolistic and get governed by set rules and regulations. Activities that are carried out by organized crime groups involve money laundering, illegal drug distribution, illegal prostitution and human trafficking. Organized crime syndicates are not all the same. They differ in structure because they have different objectives to accomplish. They have different funding methods and how they communicate too. The most salient aspect of a syndicate is the loyalty of its members and their ability to keep their operations a secret. Any member of a syndicate usually has a death penalty for not being loyal to the

Socio-Cultural Impacts of Tourism on Shanghai Research Paper

Socio-Cultural Impacts of Tourism on Shanghai - Research Paper Example Shanghai is the most industrialized metropolis in China and is counted as one of the major metropolitan cities of the world. Shanghai has more than 5,800 square kilometers. Most tourists visiting Shanghai are usually advised to travel with maps in order not to get lost. The metropolis is not only identified as a financial, economic, and trade center, but is also admired for its cultural as well as historical heritage. The capital city, Beijing, is approximately 1460 km away from Shanghai. Most tourists in China, who wish to visit Shanghai, usually take the two hour flight from the capital to Shanghai, or take a 17 hour train journey that allows them to enjoy the scenery. Shanghai tourist attractions are easy to get to from its main center. Some of these include the Yuyuan Gardens, the Bund, which is the embodiment of Shanghai's history in prominent architectural structures, the lake Dianshan Hu, and the Four Cornered Pagoda, which is locally referred to as the Fang Ta. Shanghai, which is China's business and financial headquarters, has in the recent past benefitted from a double-digit growth. The city got over 80 million foreign and domestic tourists in 2001, alone. No town in China has fully embraced modernity and technology in the same way as Shanghai has. When in Shanghai, a tourist may get the illusion that he or she is in Europe or America and not Communist China. Shanghai radiates a cosmopolitan quality that is characterized by the contemporary lifestyles of its citizens, busy industrial and financial districts, skyscrapers, one of the busiest harbors in the area and ultra-chic business centers like museums, hotels, and shopping malls. While Be ijing is recognized as the center of the political government of China, which sponsors the Chinese academic institutions, Shanghai is known worldwide as China’s economic center and an incredibly enterprising city. Once a tiny and sleepy fishing rural community in the 1800s, Shanghai has been turned into a most enchanting, decadent and refined Chinese city. According to (Moscardo 3), â€Å"Shanghai has been dubbed as the "Paris of the East." International tourism takes place when citizens from different nations travel across intercontinental borders outside their normal homes as well as places of work, and stay for more than 24 hours in their places of visitation. The motivations for such trips are diverse, but usually recognized as being largely influenced by health, recreation, friendship and family visits, education, business, sports, and religion. As one of the most significant sources of foreign exchange revenue, and an investment catalyst, knowledge disseminator, and em ployment generator, international tourism has grown to be one of Shanghai’s most significant industries. Tourism has developed swiftly in Shanghai. At present, China is investing a lot of capital in promoting tourism and revising laws that govern its tourist industry. In the coming years, China expects to experience even more growth in this area, with the lion share of this development taking place in Shanghai. China’s tourism industry was somewhat affected by SARS scare but recovered swiftly. China is projected to be the world’s most fashionable tourist destination in the next decade. According to (Pike and Ryan 333), â€Å"tourism in Shanghai is a colossal labor intensive business that

What Is Dry Needling Essay Example for Free

What Is Dry Needling Essay Recently, Physical Therapists have been seeking to incorporate what is being named Dry Needling into their patient treatment regimens. Dry Needling is indistinguishable from acupuncture, yet is often based on two or three day seminars, featuring only 16 to 24 hours of classroom education with no needle technique clinical internship training being included. Is Dry Needling the same as Acupuncture? â€Å"Yes,† according to all major state and national organizations involved in the certification, professional representation and educational development of the field of Acupuncture and Oriental Medicine. The Council of Colleges of Acupuncture and Oriental Medicine (CCAOM) states â€Å"It is the position of the CCAOM that any intervention utilizing dry needling is the practice of acupuncture, regardless of the language utilized in describing the technique.† 1 Medicare agrees. â€Å"The only code for Medicare that would cover something like dry -needling would be an acupuncture code,† said Assistant U.S. Attorney Kevin Doyle .† Will Dry Needling practice affect Acupuncture practice? Patients do not discern between types of needling treatments. When a patient receives a therapy involving needling, their perception is that they have received acupuncture. When acupuncture is performed by practitioners without adequate classroom and clinical education, the experience of acupuncture is not optimal. When acupuncture is performed by practitioners without needling technique education, without Clean Needle Technique certification, and without needle technique clinical internship, the experience of needling can be hazardous. Adversely performed acupuncture negatively impacts all those practitioners who are licensed to practice acupuncture. Negative patient feedback especially affects the availability of new patients for Licensed Acupuncturists. It makes good business sense for practitioners of Traditional Chinese Medicine and acupuncture to safeguard, protect and regulate the teaching and practice of their chosen healing art, Acupuncture. Coalition for Safe Acupuncture Practice seeks to inform and warn the public of the healthcare hazards and the potential for serious injury that exists in undergoing Dry Needling treatment by any healthcare practitioners, including Physical Therapists, who are not also fully trained and licensed as Acupuncturists.

Investigation into the kinetics of the reaction between peroxodisulphate(VI) ions and iodide ions :: essays research papers

PLAN Introduction: After having built up knowledge about the kinetics of reactions I decided to do an investigation in this area. I was initially introduced to this particular reaction1 in EP6.4 and then in AA2.1. I was interested in using this reaction as a means of potentially supporting and quantifying some of the theories that I have studied along with also perhaps extending on them. Aim: Using a clock reaction I shall: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Investigate the effect of concentration for each reactant and use the results to find the rate equation for this particular reaction. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Investigate the effect of temperature on the rate and use the results to find the activation enthalpy for this particular reaction. Background detail The Reaction:2 The reaction I am studying is often referred to as an ‘iodine clock reaction.’ A clock reaction is where the time taken to form a definite, small amount of a product at the beginning of a reaction is recorded to work out the rate. This reaction involves the oxidation of iodide ions to iodine molecules which are soluble in water and are visible as a pale brown clear solution. The formation of the iodine can easily be detected because all other species in the reaction mixture are colourless. The addition of starch to the reaction mixture further enhances the colour change by forming a dark blue-black complex with the iodine. The overall ionic equation is: (the spectator ions K+ have been left out to see the electron transfer clearly) S2O82- (aq) + 2I- (aq)  2SO42- (aq) + I2 (aq) The initial rate of the reaction can be measured by measuring the time it takes to produce a fixed small amount of iodine in the reaction as mentioned above. This can be done by adding thiosulphate ions into the reaction system which instantaneously revert the iodine molecules to iodide ions. When the amount of thiosulphate ions run out, iodine is produced and there is a sudden colour change. A sudden colour change makes the time required for the iodine to be produced very obvious. This reaction is shown in the equation: 2S2O32- (aq) + I2 (aq)  S4O62- (aq) + 2I- (aq) The total amount of iodine produced in the reaction mixture can be calculated by the equivalent amount of thiosulphate added to the reaction mixture. This way the rate can be measured in concentration of iodine produced per unit time rather than just as a reciprocal of time. This is important because it enables me to work out the rate constant, k, in the rate equation which I will discuss later.

Case: Problem in Pay System

MGT 302 Case: problems in pay system Xiamiao Zhu 1. Are the CCUA department’s current pay practices concerning data processor IIs and computer analyst Is externally equitable? Explain your answer. Pay practice in CCUA: * Data processor II position: * $11. 00—$12. 70 per hour. * $24,960 per year based on their 40-hour workweek. * Health and life issuance is provided by the company at a cost of $950 per year per employee. * Computer analyst I position: * Salary range $25,500—$32,500. * The average salary paid to the eight incumbents is $31,500. Health and life issuance is provided by the company at a cost of $950 per year per employee. Survey data: | CCUA| Average salary| Mfg/ Consumer| Mfg/ Industrial | Banking | Other Financial service| DP services| Wholesale distribution| Junior analyst and programmer| 31,500| 35,156| 33,750| 40,714| 35,000| 32,143| 37,500| 32,875| Data processor| 24,960| 27,500| 26,000| 29,000| 28,000| 26,500| 26,000| 27,000| * Data processor I I position closely matches the survey’s Data processor. Computer analyst position is most comparable with survey’s junior analyst and programmer. * Both DP II’s and CA I’s at CCUA are underpaid compare to the market. * Both DP II’s and CA I’s at CCUA have $950 health and life insurance. 2. What specific action, if any, do you recommend be taken now? Be specific and justify your recommendations as fully as possible. * Conduct a wage survey: Who is the relevant labor market? What is the competition paying? What sources for market data? What benchmark jobs should be included?Get the survey done in the rural southwest area more in the locality where department is situated so that data is more comparable and find the other benefits of the survey companies. * Choose a pay policy and develop a pay structure: decrease the number of the employee and pay the higher salary. Or hire employee buy using less recruitment cost and training cost. Hire and pa y employee following the policy and the structure. 3. What specific strategy do you recommend for the future so that these types of problems can be anticipated and avoided. Exit interviews: understand the reason for not stay in the company and find the solution to avoid it. * Better scanning of local and regional external pay referents, do let employee think you are paying much less than others. * Better two-way communication with employee. Do the employee satisfaction survey once a year before somebody is trying to quit. * Provide no monetary benefits * Provide larger budget for job categories 4. What additional information in this situation would have enable you to improve the quality of your recommendations? Improve the exit interview and focus on the questions like: * What is your primary reason for leaving? * Did anything trigger your decision to leave? * What was most satisfying about your job? * What was least satisfying about your job? * What would you change about your job? * Find some information about pay equity information: http://www. hrsdc. gc. ca/eng/labour/equality/pay_equity/about/guide. shtml * Conduct the web search O*NET to find if there is any help. 5. Occupations:| Wage & employment trend:| Computer systems analysts:| Median wages (2011) $37. 7 hourly, $78,770 annual Employment (2010) 544,000 employees Projected growth (2010-2020) Faster than average (20% to 28%) Projected job openings (2010-2020) 222,500 Top industries (2010) Professional, Scientific, and Technical Services (33% employed in this sector)Finance and Insurance (14%)| Computer programmer:| Median wages (2011) $34. 92 hourly, $72,630 annual Employment (2010) 363,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 128,000 Top industries (2010) Professional, Scientific, and Technical ServicesInformation| Computer and information system manager:| Median wages (2011) $56. 4 hourly, $118,010 annual Employment (2010) 308,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 102,800 Top industries (2010) Professional, Scientific, and Technical ServicesFinance and Insurance| Operations research analysts:| Median wages (2011) $34. 59 hourly, $71,950 annual Employment (2010) 65,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 30,000 Top industries (2010) Professional, Scientific, and Technical Services (23% employed in this sector)Finance and Insurance (22%)Government (17%)|

Role of Sex Education

| PSYCHOLOGY REPORT| EXPLORE THE ROLE OF SEX EDUCATION AND AIDS INFORMATION IN THE CLASSROOM| | Submitted To Prof. Navin Kumar Submitted By Aayush Guide:Dr. Navin Kumar1 Vellore Institute of Technology University, Vellore April 2013 Abstract The study deals with social outlook towards sex education and AIDS patients. It aims to understand public perception towards the same. The study was carried out in 3 steps. The research outreach involved university students over a period of 11/2 months.The students were required to answer a questionnaire dealing with sex education and day to day interactions with an AIDS patient. The research delved into the varied responses to understand general understanding of the terms ‘Sex Education’ and what deals with it and behavioural approach towards an AIDS patient in your immediate workspace or private life. The study allows us to conclude that the outlook to sex education and dealings with AIDS patients are liberal and progressive though t process of the society. Keywords: sex education, sex, education, students, HIV, parentsINTRODUCTION: What is sex education? Sex education is needful and necessary for today’s youth. Being aware of the exposure given to students in school, in the media and among their peers, sex education not only teaches them about sexual intimacy, but also enlightens them on their reproductive systems, birth control, and sexually transmitted diseases. It also exposes them to their gender identity, gender role, family role, body images, sexual expression, intimacy and the marriage relationship. Why is it important?Sexual health can be identified through the free and responsible expressions of sexual capabilities that foster harmonious personal and social wellness, enriching life within an ethical framework[1]. Sex Education in schools addresses the issue of sexual health and also makes students aware of the above mentioned points, thus our society can only benefit from sex education. Sex ed ucation has been and is still a taboo to the Indian society but according to the Justice Verma committee, set up after the Delhi gang rape case,there is no basis to say sex education leads to early sexual initiation by children [2].The committee suggests that sex education be introduced in schools in a clinical manner through trained teachers and child  counsellors. Children should be able to access informed, non-prejudiced sources in sexuality rather than misinformation through internet ormisleading advertising. Ever since the internet boom and the outburst of the social media platform many teenagers turn to the internet and seek solutions for their queries regarding sex and the information they get is not always right and is often misleading.Some common misconceptions: 1. Many people  believe that washing the genitals after sex protected them from STDs. Likewise, urinating after sex and use of oral contraceptives are considered as ways of preventing STDs [3]. 2. You can get ST Ds from toilet seats. 3. You can tell if someone has a STD. Educating students about STDs has also become very important in recent times. Most people have a stigmatizing attitude toward people living with HIV aids and also misconceptions about its transmission routes.Hence sex education can bring about a positive change in the society. Methodology: 1. Research method: This research is on the analysis of sexual education in schools. Over 230 university students were the respondents for this research. As this research needed the respondents to make their evaluation on their experience of sexual education thus, it was suitable for the university students to be the respondents since their age and cognitive level are at its best level to evaluate [4].In the background of this research, the respondents are matured thinkers that are able to make comparison and evaluation on their experience of sexual development that they have gone through since school. 2. Research instrument: This researc h was based on the qualitative method and the instrumentation of the research was on structured questions where the respondents needed to answer 14 questions. 3. Procedure: Questions were decided after an exhaustive group discussion.A questionnaire (appendix A) was prepared using Google forms and it was posted on various social media platforms. Reponses were then recorded over a time period of 3 weeks. The data was analyzed using Microsoft excel tools. Results and findings: Responses given by people for various questions: 1) Was Sex Education provided in the classroom? The poll abovesuggest that there is an equal number of students on either side of the line. So as to say that an equal number of students received sex education in the classroom and an equal number did not.Now there can be various reasons to this, such as the kind of school these students received their education in. Also, not attending or bypassing such sessions (when they are provided to them). Another reason beingn ot paying attention to detail. Discrepancy in the data is another reason, which can be due to not taking the survey seriously (although a sincere attempt has been made to cordon such answers) 2) When were you provided Sex Education? The above result clearly indicates the findings that most of the students have received their sex education between 9th-12th standard.This gives an idea that students generally receive sex education in the Age Group of 14-17 years. Now, the remaining 24% receive their sex education while in college, this indicates that these students receive their sex education through friends mostly, as no such sex education is provided specifically in college. 3) Where did you get your Sex Education, if not in Classroom? This clearly indicates that students not receiving their sex education in school premises receive it primarily through ‘Friends’ and ‘Internet’.Now this points out the fact as to why so many students get misleading information about HIV and Sex, because internet and peer groups are themselves not fully aware of the nuances of these things. This leads to dispersal of wrong information which can, at times, be dangerous. 4) What do you think is the right age to receive Sex Education? This poll substantiates our findings about most number of students receiving their sex education between Classes 9th-12th. This indicates that the people who are providing sex education are providing it at a correct age and to the correct age group. ) Did you share your Sex Education experience with your parents? Now this was something very much expected as most of the students do not share their sex education experience with their parents. Now the particular reasons to this can be like being Not so extrovert with parents, a situation similar to when kids leave the room when an advertisement on condoms or HIV is projected on television. Also, the society and culture of our country where things such as sex and HIV are considered taboo. Another reason being fear of the fact as to how the parents would react to it.Some of the possible solutions can be parents taking the initiative with their children, also parents should try to teach their kids the ‘Bees’ thing so as to give them a fair idea of sex and HIV. Also, children can initiate the issue with their mothers/fathers whoever they feel more comfortable to discuss with. 6) Do you think ‘Teen Pregnancy' will be reduced by Sex Education? To a certain extent this result was expected, 90% of the people believe that ‘Teen Pregnancy’ will be reduced by the help of sex education.Reasons as to what we feel why students think this way in these regards is that Sex Education introduces them to condoms and contraceptives; this helps students to realize as to how the mechanism of birth can be controlled. Apart from this, it opens them up to more ideas and they might have a healthy discussion as to how it can be controlled, which helps th e overall reduction of Teen pregnancy. We also believe that sex education does help the youth in understanding the way intercourse can be performed and at the same time drawing the line.Also, it is the duty of the individuals to take care that a mistake does not occur which might hamper their personal and professional lives. 7) Should we have ‘Condom Vending Machines' in public? This result draws a very positive focus on the fact that students are basing their answers on something that is very essential, also it points out as to how the youth has totally transformed into something more modern which makes it less vulnerable and open minded. 8) Have you ever tried finding about AIDS at your own will?This is a very positive aspect of the students that can be seen through the above poll, the tenacity to want to learn more about the subject of HIV on their own makes us feel that the students, who of course hold an image of the future in them, are taking an initiative on their own t o get to know more about this ghastly problem AIDS. 9) Have you ever met someone with AIDS? This does not come as a surprise as to very few students have actually met an AIDS infected person.It also draws light on how many students have wanted to visit an AIDS infected person (though in a very subtle manner), because those who have met might have met them out of their own accord or while working with an NGO. 10) What will you do if you find out that an AIDS infected person? The goal of this poll was to find out how students would react if they find out that they are dining with an AIDS infected person. Now we are happy to realize that there have been answers on both ends which show that an AIDS infected person can be maltreated, albeit in some cases only. 1) Do you think HIV+ people should have different schools and colleges? A very optimistic result, which again projects the positive mentality of students who would not want AIDS infected people to be maltreated. 12) Will you change your attitude towards your best friend if you find out him/her having AIDS? This poll projects the honesty of individuals in specifying the way they would treat or change their behaviour if they find out about their best friend being infected with AIDS.It shows that more number of people (92%) are ready to not change their reaction towards their AIDS infected friend (if they come across such a case). Conclusion: There were so many facts and opinions related to Sex Education and HIV which were presumed to be true, but with the help of this survey, we can now clearly accept these facts and statistics reason being that most of the questions had a ‘one-sided’ weight age which shows that these question were correctly answered and can be accepted.It also points out that Sex is still treated as a taboo topic in India where most of the students, not only those surveyed, still do not discuss Sex and HIV with their parents and instead receive and discuss these issues with their friends and over the internet, which leads to students leading to receiving ‘misleading’ information. The survey also draws light on the positive aspect of ‘student thinking’ when it comes to taking personal initiative to enquire more about AIDS and HIV, which shows the enthusiasm and ‘wanting to learn’ capacity of the students apart from personal awakening.Overall, the survey has indicated the thought process of the student community in a college curriculum. References: 1. Coleman E (2002), Promoting sexual health and responsible sexual behavior, J Sex Research, Volume 39, Page no. 3-6. 2. The Economic Times, 25-01-2013 3. Richard A Crosby et al (2000), Misconceptions about STD protective behavior, American Journal of Preventive Medicine, Volume 19, Page no. 167-173. 4.JohariTalib et al (2012), Analysis of Sex Education in Schools across Malaysia, Procedia- Social and Behavioral Sciences, Volume 59, Page no. 340-348 AIDS & Sex Education Survey A survey to understand the role of sex education and AIDS information at the classroom level. ————————————————- ————————————————- Top of Form Specify your sex *   Male *   Female Mention your Age Was Sex Education provided in the classroom? *   Yes *   NoWhen were you provided Sex Education? *   Class 7th – 8th *   Class 9th – 12th *   College Where did you get your Sex Education, if not in Classroom? *   Parents *   Friends *   Magazines *   Internet What do you think is the right age to receive Sex Education? Did you share your Sex Education experience with your parents? *   Yes *   No *   I was given Sex Education by parents itself Do you think ‘Teen Pregnancy' will be reduced by Sex Education? *   Yes *   N o Should we have ‘Condom Vending Machines' in public places?   Yes *   No Have you ever tried finding about AIDS at your own will? *   Yes *   No Have you ever met someone with AIDS? *   Yes *   No What will you do if you find out that an AIDS infected person is dining with you at a restaurant? *   Will continue dining *   Will switch places or leave Do you think HIV+ people should have different schools and colleges? *   Yes *   No Will you change your attitude towards your best friend if you find out him/her having AIDS? *   Yes *   No Bottom of Form

Investigating the Matching Hypothesis Essay Example

Investigating the Matching Hypothesis Essay Example Investigating the Matching Hypothesis Essay Investigating the Matching Hypothesis Essay For my research I will be investigating the matching hypothesis theory, first proposed by Goffman. He suggested that people chose partners who were of a similar level of attractiveness as themselves.  This was not further researched until Walster et al. in 1966 devised a Computer Dance. Over 700 student participants were involved in the study. They were first rated on attractiveness by 4 independent judges and then given a questionnaire, which to their knowledge was to match them to a partner similar to them. However, it had no relevance to the study, and the participants were paired randomly, with the only exception being that no man was paired to a woman taller than them. During the dance the participants were asked to rate their date. It was found the more attractive students (according to the independent judges) were rated more favourably.  This did not validly support the hypothesis as the meeting was only brief and therefore the participants could only be rated on superficial characteristics. It also gave no example of a correlation between male and female attractiveness.  Therefore a follow-up study was conducted 6 months later. This gave more evidence to support the hypothesis, as it was found that the dates who had become couples after the dance were highly likely to be of a similar level of attractiveness (according to the ratings given to them previously by the independent judges). In 1969 Walster and Walster conducted a similar study, but this time where the participants met each other first. This gave them time to interact more, learn about each other and therefore assess their dates other characteristics, such as intelligence, sense of humour and general personality. This study had greater ecological validity than the original, and the results also supported the hypothesis partners that were similar in terms of physical attractiveness expressed the most liking for each other. One reason for this was proposed by Huston. He suggested that people were more likely to favour those of the same level of attractiveness as themselves because of a fear of rejection and a need for companionship. This need for companionship has been supported by a lot of research so may be a reasonable suggestion, but does not take into account self-concept as people may rate themselves differently than impartial judges. Brown then argued in favour of the matching hypothesis, but only because we learn what is fitting. This means that we learn our place in society and what we have to give others, and then adjust our rating of potential partners accordingly. This seems to be a more comprehensive explanation, eliminating criticisms of Hustons theory, as often our self-concept is influenced by society. In my research I will be conducting a similar study to Murstein, who asked impartial participants to rate photos of both men and women, all of whom were in a couple with someone else in the photos. His research also supported the matching hypothesis as partners were rated similarly on attractiveness.  He concluded that: Individuals with an equal market value for physical attractiveness are more likely to associate in an intimate relationship such as premarital engagement than individuals with disparate values. My method of research will be a correlation study. The difference between an experiment and a correlation study is that an experiment measures the difference between two variables, while a correlation study measures the relationship between two variables. This is advantageous because I do not have to manipulate anything within the study. However, one problem with a correlation study is that it cannot infer that any relationship shown in the study is a cause-and-effect relationship. As I will be conducting a correlation study and not a traditional experiment, I will not be studying an IV and DV. This is because I am simply studying a relationship between two variables, and not cause and effect. Instead I will be observing two variables: the attractiveness of the male in a married couple, and the attractiveness of the female in a married couple.  My hypotheses are as follows, with my experimental hypothesis (H1) being one-tailed (meaning I expect a direction of correlation).  My experimental hypothesis (H1) is:  It is predicted that there will be a positive correlation between the male and female in a couple, when rated by participants on physical attractiveness. My null hypothesis (H0) is:  It is predicted that there will be no correlation between the attractiveness of males and females in couples as rated by participants.  Method  Design and Overview  My investigation will be a correlation study. I chose this method of study because it is the best method of examining a relationship between two variables (in this case males and females in couples.) I chose to carry out the correlation study through surveying participants as I thought this would be the most efficient way of obtaining accurate results.  My method of research means I do not have a participants design e.g. as I am not conducting an experiment, I do not need a design such as repeated measures or independent groups. I will simply have one set of participants who I will ask questions to. I do also not need an IV and DV, simply the aforementioned two variables to be measures: the attractiveness of the male in a couple, and the attractiveness of the female in a couple. I will be conducting the experiment in the following way. I will be asking 10 female participants to rate 10 male photos on physical attractiveness, on a scale of 1 to 9 (1 being lowest, 9 being highest, 5 being average). The scores will be given independently for each photo, e.g. the scores for the photos do not have to be ordered. I will then ask the male participants to do the same but for the females. I will need to brief each participant first and gain their consent before conducting the study. I will make sure that the conditions of the experiment are controlled, by ensuring all participants take part on their own so there is no influence from other people.  Subjects and Participants  My target population was the students at Exeter College. I checked the participants were not psychology students, to make sure they did not know the extent of the study (therefore eliminating demand characteristics). I also checked that they were in the age bracket 16-19. This applies to the majority of students at college, but I checked because to have 1 or 2 mature student participants could greatly alter the results as these students may have a very different perspective. From this I used opportunity sampling to find 20 participants 10 male and 10 female. For this I stood in the main college building and found people available and willing to partake at the time. Opportunity sampling is the quickest and easiest way to find participants from my target population, although can be seen to be biased as participants often have the same sort of qualities. However, as my college caters for a large range of people with a large range of interests, I did not think my results would be too greatly influenced. I did not ask for any personal information from my participants e.g. name as I didnt think this was relevant to my research. Therefore my participants were anonymous. I also separated consent forms so that no other participants could see the signatures of those who had taken part before them.

Summer Programs at U of Colorado Boulder for High Schoolers

The University of Colorado Boulder (CU Boulder) is not just a prestigious university; it’s also the setting for some terrific summer programs for high school students. Not only does the city of Boulder offer a wide array of activities such as hiking and enjoying nature, but the programs give you a rigorous yet rewarding pre-college experience. You’ll discover what college life is like at CU Boulder during unchaperoned programs and, in some cases, will even be able to earn college credit to jump-start your education. What can you gain from a summer program at CU Boulder, and what are your options? Find out why you should participate in a summer program at CU Boulder and discover the right niche for you. Colleges want to see you spend your summers doing something meaningful and furthering your goals. Some students pursue internships, part-time work, volunteer opportunities, or other activities. While these activities enable you to explore your interests and even potentially earn wages, summer programs are unique in that they also give you a taste of college life. In a summer program, students can experience campus life firsthand by living in a dorm, taking college-level courses, and engaging with faculty in their field of interest. You’ll make connections with peers, pursue your passions in a new environment, and have access to the host college’s unique resources and facilities. Not only will you enjoy the freedom you’ll experience as a college student, but you’ll also get a head start on facing the rigors and challenges of college-level work. CU Boulder offers a variety of credit and noncredit pre-college programs for students looking to get a deep dive on an academic area of their choice. These programs vary in cost and length and many offer both residential and commuter options. (Note: prices are approximated and vary based on whether the student is a residential or commuter participant.) Delve into the world of astronomy, physics, mathematics, and scientific programming. Through this program, you’ll have the exciting opportunity to perform astronomical work and observations in teams. Students will learn about the celestial coordinate system and create â€Å"observing proposals,† before going on nightly â€Å"observing runs.† Final observations are submitted to the Minor Planet Center of the International Astronomical Union. Ready to apply? You can find the application here. Deep dive into different topics within science, engineering, technology and mathematics during this two-week noncredit intensive. Each of the CU Boulder STEM Academies encourages students to perform hands-on laboratory and field work in the curriculum option of their choice. Learn more about the Academies here , and apply via the application . (Note: financial aid/scholarship information is not available for this particular program.) Aerospace Aeronautics and Astronomy Area of specialization: Engineering Area of specialization: Engineering Area of specialization: Life Sciences/Biology Area of specialization: Life Sciences/Biology Area of specialization: Computer Science Explore the research process by working directly with CU faculty and graduate students over the course of this four-week program. You’ll also have the option of participating in a weekly Research Methods course to build your skills. Ready to apply? You can find the application here. Band, orchestra, and piano students will receive world-class instruction by faculty members, graduate students, and guest conductors and artists. Students are placed in either the wind ensemble or string orchestra in this one-week program. They will also have the opportunity to participate in electives aimed at preparing them for college-level music degree programs. Financial aid/scholarship available: Yes Ready to apply? You can find the application here. (Note: As part of the application process, students are required to submit materials including an excerpt of their music attesting to tone quality and technical ability.) Does your child need help finding and applying to summer programs? Consider the benefits of the Mentorship Program , which helps students build their portfolios with the best activities and provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.  

Eco luxury Essay Example | Topics and Well Written Essays - 2250 words

Eco luxury - Essay Example Since it requires a special skill and talent to be able to create clothing that can be use and re-use for decades, our future fashion designers, seamstresses, and tailors are being challenged to design and manufacture creative pieces of fashion designs that are classic and elegant. Also known as the â€Å"earth-friendly fashion†, â€Å"ethical fashion†, or an â€Å"eco fashion† (Fletcher); a sustainable fashion is a significant â€Å"part of the fashion industry that recognizes social and environmental responsibility† (Matthews 117; Preston 150). In general, there are some designers who would design and create garments for the purpose of â€Å"wear, wash, and throw away† (Matthews 119). Since the main purpose of promoting sustainable fashion is to enable the local and international fashion designers to establish a system that will indefinitely be supported by the public in terms of becoming an environmentalist and a responsible member of the social, sustainable fashion designers should avoid creating garments of poor quality and low class design. The concept of a sustainable fashion is slowly becoming a special part of the continuously developing trend in sustainable design. As part of a sustainable design which aims to decrease levels of carbon emission in our environment, a lot of people started creating different products that are environmental friendly (The Economist). In order to save the mother Earth, the concept of â€Å"environmentalism† has been adopted in the world of fashion. For instance, to actively participate in charitable work, some members of the fashion industry are giving out a small percentage of their total sales as a donation to non-profit organizations who are reaching out to the less fortunate individuals. Likewise, there are some famous fashion designers around the world who are actively promoting the use of environmental friendly materials such as the â€Å"natural and renewable fibers† that does not use pesticides (i.e.

Tort Law Essay Example | Topics and Well Written Essays - 2000 words

Tort Law - Essay Example This analysis will take into account the various damages that may be available to the plaintiffs according to the breaches of the Civil Code and tort in Common Law. The analysis of liability will therefore be pursued in a manner that will ensure that people that were harmed by negligence and battery will be justly compensated and the persons who breached the law are punished. Liability The Company Under common law, the company may be liable for battery since the chemicals that were ingested by the townspeople and the children originated from the company. The company is guilty since the elements of battery are present in the case. Offensive contact is proved by the coming into contact of the people and the chemicals through water, which resulted into injury in death. There is a lack of consent on the part of the townspeople on the dumping of the chemicals in the water. Additionally the company does not have the privilege of dumping toxic wastes in the public systems. The case for batt ery however lacks the element of intent since the company has proved that it educated its workers on proper disposal and as such not intended to careless dump of its chemical waste. In Garratt v. Dailey [1955] 2 d 46 [HL]1 the plaintiff brought battery charges against the plaintiff a five year old of pulling the chair she was about to sit on causing her injury. The issue was in question was whether battery charges are improvable since intent of the child is not easily proven. The company is therefore not liable for battery. The company may also be sued on negligence since it is because of its workers actions that the injury to the townspeople and children occurred. The three elements of negligence; duty of care, breach and proof of injury are all present in this instance. Duty of care entails that the company owes it to the community to be careful in the disposal of waste. A breach would entail the non-adherence to such care, which would result to an injury. This exemplified by the case of Talmage v Smith, 101 Mich. 370, 374, 59 N.W. 656 2 in which it was held that liability is proved upon the consideration of a reasonable man’s precautions towards the happening of an injury. The duty of care was breached when the company allowed its chemicals to infect the public water system resulting into injury for the townspeople3. The company did not ensure the proper disposal of chemicals by its staff and as such liable for negligence. Under strict liability, the company may argue that it was not aware that the tanks might leak chemicals into the system. It might also be argued that the company had trained its staff with regard to the handling of such chemicals. Strict liability usually has only one element; liability arises from the happening of an injurious event. Under strict liability there is no need top prove intent such as in battery but simply that injury occurred. Under strict liability doctrine, the company is liable in that even though it took all prec autions, under common law, it is still liable in tort. A good example of this is the case of Cambridge Waster Company v. Eastern Counties Leather [1994] 2 AC 2643 (HL) the rule is that even as people have a right of enjoyment of land, the keeping of anything on the land will result to liability if it escapes from the land4. The UAE Civil Code does not

Knowledge Management Essay Example | Topics and Well Written Essays - 500 words

Knowledge Management - Essay Example Coming to the skills and ethics that I have and the skills that are required for carrying out the research, it is clear that there is some amount of gap between my current skills and what is required. I have very good and promising plans for the research, but these ideas can come to fruition only if they follow the set path of academic data gathering and research and knowing how to write properly. I have to carefully follow ethics and maintain the required ethical behavior while conducting the research. The ethical behavior can be compromised in a number of factors such as bias, plagiarism, reuse of data, institutional review board, reviewing and reporting results. Bias can occur from actions of the researcher as well as the respondents. It is true that many of my colleagues would be ready to help me complete the research and I also would have sufficient organizational support. However, this should not lead to a situation where ethics are compromised. I should not wittingly or unwitt ingly attempt to goad and direct the research subjects to give responses that I want. In effect, the research should be clear, unbiased and be natural. It is also important that all instances of plagiarism be avoided and this extends to beyond citing sources used in the paper. Efforts should be taken to carefully avoid any previously published research and the research should be original in content, thoughts and spirit. Plagiarism can be avoided by paraphrasing; carefully rewriting the content but this is not observing the spirit.

Design and Implementation of Galvanic Skin Resistance

Design and Implementation of Galvanic Skin Resistance CAREER EPISODE 1 Introduction CE1.1 Chronology : 2007-2011 Name of the organization : Netaji Subhash Engineering College. Geographical location : West Bengal University of Technology, Kolkata, India Project Title : Galvanic skin resistance Position : Undergraduate Student (Bio Medical Engineer) Background CE1.2 This career episode reflects a brief summary of my contribution towards the successful completion of the project which I did in my 8th semester of my bachelor degree in Biomedical Engineering at Netaji Subhash Engineering College, Kolkata, India and how I managed the technical problems to the best of my knowledge. I ensured that I have provided genuine information and also ensured that I have mentioned every point of my experience. Aim and Objective CE1.2.1 The main aim of this project is to design and implement the Galvanic Skin Resistance. Organizational Chart CE 1.2.2 Roles and Responsibilities CE 1.2.3 Major areas of my responsibilities were as follows: As Bio medical engineer is actively working in numerous fields like designing, developing, aviation, and maintain equipment. Provide engineering and technical expertise on all matters related to innovative technology, especially in the process of planning, review and evaluation. Responsible for planning, scheduling and coordinating the technical aspects of projects. Discussion with the project guide and Head of Department on ways to improve the design and to optimize performance. Ensure effective engineering and project guide communications. Listing down the selected items for projects and testing them. Negotiate with team members to generate ideas and clarify specifications Perform other duties within the scope of the job and its technical capacity and expertise. Finally, I prepared a project report. Personal Engineering Activity CE 1.3 Based on my knowledge, I applied the ideas and concepts to forecast how to accomplish the project. My plan involved determining where to place the components and how to connect them, determining the size of the components used, subject to performance criteria such as the grade of service. Initially, I collected the substantial amount of information that provided me with sufficient knowledge required to commence the project work. Galvanic skin resistance CE 1.3.1 During this project, I studied skin conductance also known as GSR, EDR, PGR, SCR and SCL is a method of measuring the electrical conductance of the skin, which varies with its moisture level. The sweat glands are controlled by thesympathetic nervous system,so I used skin conductance as an indication of psychological or physiologicalarousal. I did research of electro dermal activity and dealt with spontaneous fluctuations or reactions to stimuli. Our device measures theelectrical conductancebetween 2 points and is essentially a type of ohmmeter. When correctly calibrated, the skin conductance can measure these subtle differences. CE 1.3.2 I checked there is a relationship between sympathetic activity and emotional arousal, although one cannot identify which specific emotion is being elicited. We calculated the resistance instead of impedance it’s measured in ohms and may includeresistance (R),inductive reactance(XL), andcapacitive reactance(XC). I used Resistance concept for DC (direct currents) whereas impedance is the AC (alternating current) equivalent. I considered the galvanic skin response (GSR) feedback instrument measures skin conductivity from the fingers and palms. I used GSR feedback in the treatment of excessive sweating (hyperhydorses), related dermatological conditions, relaxing and desensitization training. I used the polygraph or lie detector in police investigation which is especially used in the United States. The lie detector uses the galvanic skin response to determine if the subject is lying or not. Hypnotherapy CE 1.3.3 I have undertaken the Hypnotherapy with a subject in hypnosis. A person who is hypnotized displays certain unusual characteristics and propensities, compared with a non-hypnotized subject. I used Hypnotherapy in relation to childbirth and sometimes used during pregnancy to prepare a mother for birth, childbirth to reduce anxiety, discomfort and pain. Since sweat gland activity is controlled by sympathetic nerve activity, I considered this measurement as an ideal way to monitor the autonomic nervous system. We described to underlie theelectro dermal response(EDR) to sympathetic stimulation. Physiology of the skin CE 1.3.4 I considered the interpretation of skin conductance or skin potential requires some understanding about the structure of tissues and beneath the skin surface. I researched the most superficial layer is called theepidermisand consists of thestratum corneum, thestratum lucidum, thegranular layer, theprickle cell layer, and thebasalorgerminating layer. The surface of the corneum (i.e. surface of the skin) is composed of dead cells, while at its base one finds healthy, living cells. We increased the conductance results from the hydration of the corneum due to the flow of sweat across the duct walls. As a consequence the effective skin conductance can vary greatly, depending on present and past eccrine activity. CE 1.3.5 Later, I noticed that the loading of ducts with sweat can be taking place before any release of sweat from the skin surface or noticeable diffusion into the corneum. I noticed that the main function of the skin is to protect the body from the environment. One aspect is to prevent the loss of water by the body. However, at the same time, the evaporation of water as a means of regulating body temperature must be facilitated. I carried out the requirements by the stratum corneum as a barrier layer that prevents the loss of water to the outside except through the sweat glands, whose activity can be controlled. This in turn is mediate by the autonomic (sympathetic) nervous system. I implemented the simple and basic concept underlying EDR and its application to psychophysiology. Electro dermal measures CE 1.3.6 I monitored the electro dermal response is associated with sweat gland activity is well established. And there are two major measures of the electro dermal response. I researched whether the measurement is of the (tonic) background level (L), or the time-varying (phasic) response (R) type. I exposed simple ideas that lead to a number of specific measures, each described by a three letter-abbreviation. I used abbreviations to distinguish the type ofelectro dermal measurements and Structure of skin resistance with equivalent electrical circuit. I suggested the epidermis that consists of keratin derived from dead cells of lower layers arranged in a flattened irregular fashion. When a person is tense or emotional, the sweat glands become more active, increasing moisture on the skin; this allows the electric current to flow more readily. I used this response in relaxation training. Theoretical Considerations Basic Block Diagram Circuit Diagram Of +- D.C 15v Regulated CE 1.3.7 I checked every IC should be supplied with positive and negative dc voltages of +15 and –15 volts respectively. We measured the output at the pin-6 with respect to the breadboard ground. Pins 1 and 5 are used for output offset voltage compensation. These two pins are not required for normal applications. GSR SENSORS CE 1.3.8 GSR Sensors was believed a lack of salivation was attributed to anxiety and therefore guilt with today’s technology. I checked there is no need for rice as biomedical sensors can measure skin conductivity from the fingers and palms to provide a modern mechanism to measure emotions. I understood theGSR sensoris highly sensitive to emotions in some people and can be used as a polygraph, or lie detector test.I used theS220 Galvanic Skin Response (GSR) Sensor tomeasure the psycho-galvanic reflex. This reflex generates a change in skin conductivity during periods of stress, excitement or shock. Galvanic Skin Response GSR sensor is just a cut 9V LEGO motor wire and some aluminum foil wrapped around fingers with tape. WIRELESSS GSR SENSOR CE 1.3.9 I considered the Shimmer GSR (Galvanic Skin Response) to monitor skin conductivity between two reusable electrodes attached to two fingers of one hand. We connected the Shimmer GSR to the Shimmer main board via the internal connector pin, and it’s contained within the Shimmer enclosure, with two leads connecting to the fingertip electrodes. Pin Diagram of V-F Convertor CE 1.3.10 I checked LM231/LM331 family of voltage-to-frequency converters is ideally suited for simple low-cost circuits like analog-to-digital conversion, precision frequency-to-voltage conversion, and many other functions. I considered the inherent advantages of the voltage-to-frequency conversion techniques it’s easy to apply in all standard voltage-to-frequency converter applications. We divided the entire project work into several subdivisions and the work was done accordingly. The subdivisions includes the design and fabrication of the power supply unit, V-I conversion, V-F conversion and Skin response monitoring through calibration. The power supply unit CE 1.3.11 Our objective was to obtain a constant D.C current source from an A.C source. Initially the 220volt A.C power supply was allowed to pass through a Transformer. I used a step down transformer and obtained the desired output. It resulted in a stepped down current supply of about +-18volt which was in turn subjected to a bridge rectifier for rectification. We converted the voltage to current and I used two major integrated circuits IC741 and IC LM331. I involved the measurement of resistance or conductance between two electrodes placed in the demarcated region of the skin. I was responsible for tabulated the obtained results accordingly. From the obtained result, graphical interpretation was carried off and accordingly we carried out the calibration as per skin response. Calculation formulations CE 1.3.12 I found the load current IL passing through the load resistance RL. From Ohm’s law we can wrote, V= IL*RL. I found the output voltage through the potential divider carrying the previously calculated load current. I calculated the output voltage across the load resistance and from the rule of potential divider is Vo= (RL/(R+RL))*VCC†¦.where Vo= output voltage I tabulated the results with the above mentioned formulae by changing the skin resistance. I compared the Practical values and theoretical values and evaluated that practical values were very close to theoretical values. And I observed the output frequency from the previously calculated input voltage or the v-f conversion. Fout= (Vin/ (2.09*Vcc))*(Rs/RL)*(1/RtCt) CE 1.3.13 The successful completion of this project provided me an opportunity to apply my theoretical knowledge into real time job application. I could accomplish this task successfully by studying every process of developing in detail with its specifications and implementation. I got positive approach and approval from guide for other projects. I had a meeting with the project guide and team members to understand the requirement. I had to complete this project within the given deadline based on the requirements. Technical Difficulties faced by me CE 1.3.14 I faced some difficulties like the validity of this technique has been much disputed, because there is no way of knowing for sure that the stimulus provided by the researcher (the advertisement) was the cause of the response. Its proponents argue that it is more objective than research that relies on voluntary responses like interviews or surveys. The other difficulties are Sources causes of skin resistance and its properties were providing certain difficulties to be understood and counteracted. Summary CE 1.4 Galvanic skin resistance, commonly called the GSR is the measurement of electrical resistance of skin. In the project we have produced a calibration curve by plotting frequency against the corresponding change of skin resistance. The errors that may have cropped up in the process such as Manual errors, Assumption errors, System and instrument errors, Ambient factors and external errors, Presence of sweat on skin and Presence Skin hair etc. We found the resistance of the skin by placing two electrodes on the epidermis and noting down the corresponding frequency. I checked the values from the calibration curve, the value of the resistance can be known. We designed a simple GSR was more or less successful as the practical results were very close to the theoretical values.

Television and Censorship - Violence Rating System Needed for TV Essay

Violence Rating System Needed for TV Programs While society recognizes the detrimental effects of general television on children, parents and other child advocacy groups don't feel as though there is an adequate rating system. Consequences of ineffective rating systems are that children's personalities are being negatively affected. The Federal Communications Commission (FCC) has made legislation to address this issue, but the children's advocacy community is still dissatisfied. This community includes The National PTA, the American Psychological Association, The Center for Educational Priorities and other child advocacy groups. Current discussions include the government and FCC's disregard for parent's feedback on current ratings systems, the violence chip's effectiveness as a simple solution and the current movie-based ratings system. Educational shows like Sesame Street significantly increase general school readiness skills, but the average American child is exposed to 25 hours of television each week and parents demand a sys tem they feel accurately evaluates all television shows. As part of this legislative process for Telecommunications Act of 1996, Public Law 104-104, statistical research on television's effects was done. For example in 1972, the Surgeon General reported that evidence shows a link between television violence and aggressive behavior (APA 1998). The American Psychological Association goes on to say that these lawmakers aren't responsive enough to feedback done by parent groups. They contend that the government isn't active in enforcing or defining the phrase "educational and informational"(CEP 1997). This results in the entertainment industry gaining profit by continuing to increase detrimental conten... ...~burniske/utopia98/student/causal/smith/www.pta.org accessed October 11, 1998. Center for Educational Priorities "Telecommunication Act of 1996" available online. http://www.cwrl.utexas.edu/~burniske/utopia98/student/causal/smith/www.cep.org accessed October 15, 1998. Center for Media Education "Children's Television Act Toolkit" available online. tap.epn.org/cme accessed October 28, 1998. Children Now Organization "Summary of Key Differences Between V-Chip Rating Systems" available online http://www.cwrl.utexas.edu/~burniske/utopia98/student/causal/smith/www.childrennow.org accessed October 26, 1998. Jeremy Craig. "Understanding the Ratings System" Children Now Organization. Available online. (c)1997,1998. http://www.cwrl.utexas.edu/~burniske/utopia98/student/causal/smith/www.childrennow.org/current_action_alert.html> accessed October 11,1998. Television and Censorship - Violence Rating System Needed for TV Essay Violence Rating System Needed for TV Programs While society recognizes the detrimental effects of general television on children, parents and other child advocacy groups don't feel as though there is an adequate rating system. Consequences of ineffective rating systems are that children's personalities are being negatively affected. The Federal Communications Commission (FCC) has made legislation to address this issue, but the children's advocacy community is still dissatisfied. This community includes The National PTA, the American Psychological Association, The Center for Educational Priorities and other child advocacy groups. Current discussions include the government and FCC's disregard for parent's feedback on current ratings systems, the violence chip's effectiveness as a simple solution and the current movie-based ratings system. Educational shows like Sesame Street significantly increase general school readiness skills, but the average American child is exposed to 25 hours of television each week and parents demand a sys tem they feel accurately evaluates all television shows. As part of this legislative process for Telecommunications Act of 1996, Public Law 104-104, statistical research on television's effects was done. For example in 1972, the Surgeon General reported that evidence shows a link between television violence and aggressive behavior (APA 1998). The American Psychological Association goes on to say that these lawmakers aren't responsive enough to feedback done by parent groups. They contend that the government isn't active in enforcing or defining the phrase "educational and informational"(CEP 1997). This results in the entertainment industry gaining profit by continuing to increase detrimental conten... ...~burniske/utopia98/student/causal/smith/www.pta.org accessed October 11, 1998. Center for Educational Priorities "Telecommunication Act of 1996" available online. http://www.cwrl.utexas.edu/~burniske/utopia98/student/causal/smith/www.cep.org accessed October 15, 1998. Center for Media Education "Children's Television Act Toolkit" available online. tap.epn.org/cme accessed October 28, 1998. Children Now Organization "Summary of Key Differences Between V-Chip Rating Systems" available online http://www.cwrl.utexas.edu/~burniske/utopia98/student/causal/smith/www.childrennow.org accessed October 26, 1998. Jeremy Craig. "Understanding the Ratings System" Children Now Organization. Available online. (c)1997,1998. http://www.cwrl.utexas.edu/~burniske/utopia98/student/causal/smith/www.childrennow.org/current_action_alert.html> accessed October 11,1998.

Mongol invasion on the Muslim world

The Mongols entered history as just one among a number of nomad tribes on the steppes of central Asia. The rise of the Mongols and the beginnings of the Mongol conquests arose out of a dramatic shift from such disunity to unity, and it was achieved through the personality and military skills of one man. In all probability he was born in 1167. He was given the name of Temuchin. The nomad world he entered was a fierce and unforgiving one of rivalry and survival skills. Like all Mongol children, Temuchin learned to ride with great skill and to handle a bow and arrows. After an eventful younger life his thoughts turned towards the opportunity of defeating his rivals and taking control of the unified Mongol tribes. Many years of warfare followed, the decisive victory being Temuchin's defeat of the Naimans. In 1206 a grand assembly was called at the source of the Onon River. A white standard symbolizing the protective spirit of the Mongols was raised. Its nine points represented the newly unified Mongol tribes. The gathering then proclaimed Temuchin as Genghis Khan (‘Universal Ruler') (Turnbull, 2003). Before we turn to the Mongols beliefs and their attitudes towards the religions of others, some general observations are in order. We cannot take it for granted that the motives for, or indeed character of, â€Å"conversion† in the thirteenth century will be identical with those we would recognize today—or certainly those which would meet with the approval of the purist. In particular, such motives might have more to do with political, diplomatic or economic considerations than with inner conviction. We should be wrong to emphasize the individualistic over against the communal, the internal over against the outward form of law or cultic practice, and the profoundly personal transformation over against the adoption of additional cultural norms. For instance, the Uighur conversion to Manichaeism in the late eighth century had owed something to economic relations with Sogdian merchants, and it has also been called—like the Khazar afghans adoption of Judaism—â€Å"a declaration of ideological independence.† (Jackson, 2001) Like earlier steppe rulers, the Mongol qaÄÅ'ans presided over public debates between representatives of different faiths. The impulse behind these events is unclear. In a recent article, Richard Foltz points out that the effect of the whole policy was to make mischief, but he stops short of suggesting that the aim was to divide and rule. It has been proposed that a debate took place at the point when the sovereign meditated a change of religious allegiance. There may be some truth in this: Juwaynis account of the conversion of the Uighurs some centuries previously, indeed, appears to be based upon the idea that such debates were always the means of bringing the ruler to a new faith. But we cannot discount the possibility that one purpose was entertainment—that the public religious disputation, in other words, was the intellectual counterpart of the bloody gladiatorial conflicts which the Mongols staged between captured enemy soldiers (Fiey, 1975). Lastly, the frontiers between different faiths were not impermeable. â€Å"Shamanism† was itself an amalgam, and we occupy no vantage point that enables us to distinguish some pristine model from accretions that might have attached themselves to the Mongols' beliefs in the few centuries preceding the rise of Chinggis Khan (Franke, Herbert 1994). A syncretistic approach had long been the hallmark of the nomads religious beliefs; it is reflected in the Secret History of the Mongols, where elements from the mythical history of the early Turks, the Khitans and other steppe and forest peoples are appropriated and integrated into the Mongolsown origin myths (Amitai-Preiss, 1996). Intent as the Mongols may have been on sharing the world only with subjects, they were also compelled to share it with a plethora of spirits, often malevolently inclined and in any case termed â€Å"demons† by Western European writers. When Rubruck's little group in 1253 passed through a difficult stretch in the Tarbaghatai range, his guide asked the friars to chant a prayer that would put the demons to flight. Diagnosis of the activity of these invisible powers, and if possible their harnessing for good purposes, was the job of the shamans; and there is no dearth of testimony that by the middle decades of the thirteenth century Mongol rulers manifested a heavy dependence upon shamans and fortune-tellers. Shamanistic activities are geared to influencing conditions in this life, not to securing an after-life. The Mongols ancestral beliefs and practices and the great world religions, in other words, were valid for different spheres: hence the â€Å"tolerant† policy of the Mongol qacans, to which we shall return (Elias, 1999). So it was not at all incongruous that a Mongol sovereign or prince should make some formal gesture towards, say, Christianity or Islam while continuing to observe the â€Å"shamanistic† practices of his forebears: Rubruck saw even those of Mà ¶ngke's wives who had no knowledge of the Christian faith venerating the cross (Charpentier, 1935). We do not have to see this as some kind of celestial insurance, as if any of the several faiths with which the Mongols were confronted might embody the Truth and so it was advisable to court them all, although the idea finds support in a speech ascribed to Qubilai by Marco Polo. On leaving the camp of the Mongol prince Sartaq, Rubruck was told, â€Å"Do not call our master a Christian: he is not a Christian; he is a Mongol.† (Heissig, 1980) Although he goes on to say that â€Å"they regard the term Christendom as the name of a people† (i.e. presumably the Franks of Europe), it is doubtful whether this necessarily supports DeWeese's contention that religion in Inner Asia was a communal affair. It may well have been so; but Rubruck (whose interpreter was proverbially inadequate) could easily have misunderstood the reason for the warning, and a different explanation comes to mind. We should notice that on several occasions the Mongol terms for religious specialists seem to have been interpreted as denoting the religious community as a whole. Rubruck, for instance, employs the Mongol word toyin (Chinese daoren, â€Å"man of the path,† i.e. Buddhist priest) as a designation for the Buddhists (â€Å"idolators†) in general (Fennell, 1983). And the use of erkeÄÅ'à ¼n (â€Å"Christian priest†) betrays a similar confusion in the thirteenth-century sources. This might explain the apparent bewilderment of the Qacan Gà ¼yà ¼g at Innocent IV's request that he become a Christian and the anger in the camp of the Mongol general Baiju over the same injunction on the part of Ascelin. The QaÄÅ'an Mà ¶ngke, too, objected when Rubruck was misrepresented as having called him a toyin. It is possible that with one exception the Mongolian lexicon recognized only religious specialists and contained no word for the respective religious community en masse. The exception was the Muslims who confronted Chinggis Khan in the shape of the powerful KhwÄ razmian Empire. Here two words were available: sartacul, employed in the Secret History to designate the KhwÄ razm-shÄ h's subjects, and dashman (from Persian dÄ nishmand, literally â€Å"learned man†), which denoted the Muslim religious class. But to the best of our knowledge the language contained no word for â€Å"Christian† or â€Å"Buddhist,† as opposed to erkeÄÅ'à ¼n or toyin for priest/monk. Even in the late thirteenth century Persian authors in the Mongol empire equated â€Å"Christian† (Persian: tarsÄ ) with â€Å"Uighur† on account of the large number of Christians among that people (Allsen, 1994). At what juncture â€Å"Shamanism† merits being called a religion, it is difficult to say. It has been proposed that in any consideration of the religious beliefs and practices of Inner Asian peoples we need to distinguish between â€Å"popular† cultic practice—â€Å"folk religion, † as Heissig calls it —and what has been termed â€Å"Tenggerism, † centered on the sky-god, i.e. those beliefs and practices associated with a monarchy based on divine sanction. DeWeese is skeptical, and sees the dichotomy as between, not two competing levels of religious thought and ritual, but â€Å"imperial† and â€Å"domestic† styles of evoking essentially the same system of religious values and practices (Amitai, 2001). A clash between the aspiring steppe emperor and the representative of popular traditions might, nevertheless, provide a framework within which we can locate the downfall of Teb Tenggeri (Kà ¶kà ¶chà ¼), the shaman who had been instrumental in Chinggis Khan's enthronement but had then got above himself and was eliminated. RashÄ «d al-DÄ «n seems to suggest that Teb Tenggeri had a following among the ordinary Mongols, who were ready to believe in his spiritual accomplishments. The difficulty with this scenario is that it was Teb Tenggeri who invoked Heaven's mandate and Chinggis Khan who disregarded it (Bundy, 1996). The notion that the early thirteenth-century Mongols worshipped the supreme sky-god, Tengri (Tenggeri), has been challenged on the basis of the way in which the term tenggeri is used in the Secret History, the only Mongolian narrative source that has come down to us. But Anatoly Khazanov makes the plausible suggestion that the Mongols were experiencing the pull of monotheism, as Tengri took on more of the attributes of the omnipotent God. Indeed, a shift is visible during the early decades of the conquest period, to judge from the comments of contemporary observers. The Mongols believed in one God, creator of all things visible and invisible, though they did not worship Him, as was fitting, reverencing idols instead. Subsequent observers, at any rate, were ready to class the Mongols as monotheistic. Rubruck assumed that they had acquired monotheism from the Uighurs. â€Å"You are not a polytheist,† Qadi HamÄ «d al-DÄ «n SÄ biq SamarqandÄ « told Qubilai Qacan during the clampdown on Islamic observance in China in the 1280s, â€Å"because you write the name of the great God at the head of your edicts (yarlighs)† (Jackson, 1994). This development, of course, made it easier for representatives of the different confessional groups to claim the Qacan as one of their own. Reference: Allsen, Thomas T. â€Å"The Rise of the Mongolian Empire and Mongolian Rule in North China.† In CHC. Vol. 6: Alien Regimes and Border States, 907–1368, eds. H. Frank and D. Twitchett. Cambridge, 1994, pp. 321–413. Amitai, Reuven. â€Å"The Conversion of Tegà ¼der Ilkhan to Islam.† JSAI, 25 (2001), pp. 15–43. Amitai-Preiss, Reuven. â€Å"Ghazan, Islam and Mongol Tradition: A View from the MamlÃ… «k Sultanate.† BSOAS, 59 (1996), pp. 1–10. Bundy, David. â€Å"The Syriac and Armenian Christian Responses to the Islamification of the Mongols.† In Medieval Christian Perceptions of Islam: A Book of Essays, ed. John Victor Tolan. New York and London, 1996, pp. 33–53. Charpentier, Jarl. â€Å"William of Rubruck and Roger Bacon.† In Hyllningsskrift tillà ¤gnad Sven Hedin pak hans 70-akrsdag den 19. Febr. 1935. Stockholm, 1935, pp. 255–67. Elias, Jamal J. â€Å"The Sufi Lords of Bahrabad: Sa'd al-Din and Sadr al-Din Hamuwayi.† Iranian Studies, 27 (1994), pp. 53–75. Endicott-West, Elizabeth. â€Å"Notes on Shamans, Fortune-tellers and yin-yang Practitioners and Civil Administration in Yà ¼an China.† In The Mongol Empire and Its Legacy, eds. R. Amitai-Preiss and D.O. Morgan. Leiden, 1999, pp. 224–39. Fennell, John. The Crisis of Medieval Russia 1200–1304. London, 1983. Fiey, J.M. â€Å"Iconographie syriaque: Hulagu, Doquz Khatun †¦et six ambons?† Le Musà ©on, 88 (1975), pp. 59–68. Foltz, Richard. â€Å"Ecumenical Mischief under the Mongols.† CAJ, 43 (1999), pp. 42–69. Franke, Herbert. From Tribal Chieftain to Universal Emperor and God. The Legitimation of the Yà ¼an Dynasty. Sitzungsberichte der bayerischen Akademie der Wissenschaften, phil.-hist. Klasse, 2. Munich, 1978 [Reprinted in H. Franke. China under Mongol Rule. Aldershot, 1994]. Heissig, Walther. The Religions of Mongolia. Tr. Geoffrey Samuel. London, 1980. Jackson, Peter. â€Å"Christians, Barbarians and Monsters: The European Discovery of the World beyond Islam.† In The Medieval World, eds. Peter Linehan and Janet Nelson. London, 2001, pp. 93–110. Jackson, Peter. â€Å"Early Missions to the Mongols: Carpini and His Contemporaries.† In Hakluyt Society. Annual report for 1994, pp. 14–32. Stephen Turnbull, 2003. Genghis Khan & the Mongol Conquests, 1190-1400, Routledge            

It Happened On The Way To War Paper Essay

It Happened On The Way To War is a book by Rye Barcott. This book talks about a marine who dreams of making a difference in the world. We read about his life, feeling as if we were a part of it. Three values that he clearly shows in this book are balance, leadership and Inspiration. Somebody once said that in order to succeed in life, you have to have a balance between your personal life and your professional life. Rye Barcott not only shows us the importance of having a balance, but he also shows us how hard it is to find that balance. While he was a part of the Marines, he was expected to transition easily from the combat mode to peace keeping mode. He thought that he will be able to separate the founder of Carolina for Kibera(CFK) from the marine that he was meant to be and vice versa. However as he started his journey, he soon realized how difficult finding balance actually is. After he came back from Kibera and started bootcamp. Rye noticed a difference in his performance. His said that for the first time in his life, he was in the bottom half of the class. â€Å" It’s like a dual culture shock† (90 Barcott, Rye) thats what is what his mother said that he was going through. This was the first time, we see Rye struggling to keep his personal and professional life separate. As time went by he was able to over come the cultural shock, however once he was an official marine. he was presented with a new challenge. He had to look at children that he was trying to improve the lives off, as potential suspects. As a marine he had to check kids that looked innocent for bombs and weapons and then then as a founder of CFK he had to go and help them. In my leadership class, I have been taught that in order to be a good leader you need to do 5 things. You have to model the way, inspire a shared vision, encourage the heart, challenge the process and enable others to act. In the book, Rye demonstrates most if not all of these 5 qualities. He modeled the way, by showing people that you don’t need to be rich in order to make a difference in the world, you just need dedication and a good group of people who are willing to work with you. When Rye met Salim, he decided to take take Salim’s vision of Kibera and make it his own. He inspired a shared a vision, Salim told Rye his dream about Kibera’s future and how he is currently trying to achieve it, however he probably did not expect Rye to actually support the dream or even come back to Kibera. However Rye shocked him by not only coming back to Kibera, but also by working with him to achieve his goal. Tabitha’s meeting with Rye is a great example of how Rye encouraged the heart.He had just met Tabitha and she was asking him to trust her and help her. There was no guarantee that Tabitha would succeed, but Rye supported her and helped her achieve her dream. Challenging the Process requires you to stand up and stand out of the crowd. There are many books published about a person and the amount of good her or she does in the world. However the reason that Rye’s story is different from others is because Rye is a marine. People are attracted to this book, because on the front cover the caption reads â€Å"A Marines Path To Peace† Which is very unique. When people think about the Marines, they think of war not peace. There aren’t many books about a marine that fights a war in the day, and runs a non-profit organization by night. The work that Rye does in his book, things like organizing soccer tournaments and trash clean ups, enables others to act. In order for the kids to play the sports, they have to help the community by cleaning up the trash. It taught the kids positive feedback. They did something good for others and in return they got something good out of it. This practice motivated the people of Kibera to act! This wasn’t the only way he enabled other to act, he was able to convince his friend Nate to help others and modeled the way for him. Inspiration is a huge deal in Rye’s life. He would have not achieved some much in his life, if he wasn’t inspired by the people he met in his life. Tabitha and Salim showed him that even though they have faced many hardships, it is still possible to achieve your dreams as long as you work hard with passion and integrity. His teachers/professors at UNC helped him tremendously. When him and his friends weren’t able to get many funds, it was his professors that helped him get through, and motivated him and gave him guidance that eventually got him the funds that he needed. Not only did they guide him, but they helped him with his project. Professor Peacock and Kohn who he met in his freshman year helped him with his thesis in grad school and taught him how to run an effective non-profit organization. Even when he was a kid, his father’s marine friends were mentors for him. â€Å"My good fortune started when I was a bot.† (110, Barcott, Rye) They guided him and helped him realize his future plan. They guided him because they knew that he would in return be an inspiration and guide others in the future. Which is exactly what he did. He became an inspiration for the kids of Kibera. Rye Barcott’s journey in this book, wasn’t an easy one. The three values that he demonstrated in this book, balance, leadership and inspiration made him very unique. When he first started his journey, he did not have all three values, however as he grew as a person, he developed these values and tried to perfect them. Work Cited †¢ Barcott, Rye. Carolina For Kibera. N.p., n.d. Web. . †¢ Barcott, Rye. It Happend on the Way to War. USA: Bloomsbury, 2011. Print.