The Business Organization Of McDonalds Essay Example | Topics and Well Written Essays - 3000 words

The Business Organization Of McDonalds - Essay Example The gradual transition that saw the move from the previous industrial age an into the information age has been seen to bring management and leadership changes within various organizations. It has been argued that the machine view of organizations is essentially a closed system and is not able to satisfactorily accommodate the required in the rapidly changing information age environment. It is imperative that all organizations ensure that they progressively become more flexible in nature so as to remain competitive in addition to being able to adequately respond to the growing number of various economic pressures, the extremely rapid pace of change, the expanding globalization, as well as the seemingly increasing influx of both technology and information. The constant need for organizations to be flexible has been seen to precipitate organizational structures that are seen to be inherently leaner, flatter as well as more cooperative. As opposed to mechanistic organizations where chang e is invariably seen to be mostly controlled at the task or action level, the metaphor of viewing organizations as the human brain is seen to involve a process of double-loop learning. A double-loop learning system is seen to look at the various variable that is seen to govern actions, this essentially means attempting to understand the deeper assumptions that happen to normally be taken-for-granted underneath the usual operational norms. People are encouraged to attempt and critically examine their own behavior.... This innovative move on the part of McDonald’s is seen as being responsible for helping the company maintain both its franchisee and manager loyalty despite the harsh and often highly competitive market (Mceachern, 2006). It was during the 1960s that the company went on to develop the face of Ronald McDonald as the company brand’s main face. The company also released the Big Mac Burger during the sixties and the big Mac Burger went on to quickly becoming McDonald’s most popular burger product. It was during the 1970s that the McDonald’s corporation started giving back to the society via its Ronald McDonald House Charity (Shenron, 2009). In an aggressive growth strategy, McDonald’s spread its branches to Japan by 1971 and then on to both China and Russia in 1990. The company also worked on expanding to areas outside the United States and by the year 1995, it was estimated that more than half of all the company’s restaurants were actually locat ed in areas that were outside the United States. By the year, 2000, McDonald’s had grown to serving an estimated over 50 million individuals worldwide on a daily basis (Duiker and Spielvogel, 2013). McDonald’s Corporation is currently perceived as being the worlds’ largest store chain composed of hamburger fast food restaurants. According to McDonald’s website the company is the global leading fastfood service retailer and has an estimated over 34,000 local restaurant outlets in about 119 different countries globally.These restaurants help the company serve over 69 million people each day (aboutMcDonalds’s, 2013). The company employs a franchisees and suppliers business system that are attributed to the success of the McDonald’s

Financial Statement Analysis Essay Example | Topics and Well Written Essays - 4500 words

Financial Statement Analysis - Essay Example The Task III is an overall performance report with particular reference to effects of performances on market prices of each of the companies. Wal- Mart Stores Inc is largest organization in the corporate sector in the world. At present it is also the largest retailer, generating three times revenue of number two retailer France’s Carrefour SA. Wal- Mart originated in 1962 when its founder Samuel Walton and his brother J.L.(Bud) Walton opened their store in the city of Rogers in Arkansas. Its stocks began over the counter trading in 1970 and were listed with New York Stock Exchange in 1972. In US itself Wal- Mart has around 1500 discount stores, 1471 Super centers, 538 Sam’s club, and 64 neibourhood markets. Its business has now spread to 13 countries including Argentina, Brazil, China, Canada, Germany, Mexico, UK, and others. In all there are around 7800 stores in 14 markets, and they are serving more than 176 millions of customers in a year. The objective of Wal- Mart is to serve the customers at large with far reaching range of goods at cheaper prices. In words of Sam1 â€Å"if you think about it from the point of view of customers you want everything: a wide assortment of quality merchandize; the lowest possible prices; guaranteed satisfaction; friendly knowledgeable service; and a pleasant shopping experience. You love it when a store exceeds your expectations, and you hate it when a store inconveniences you, gives you a hard time, or pretends you are invisible.† These were the thinking of founders of Wal- Mart; and that’s the reason that Wal- Mart was bound to reach at a level of success where it stands today. Wal- mart is relentlessly indulging in social responsibility activities and that shows the commitment and responsibilities of Wal- Mart towards the society at large. Its environmental goals are to be supplied by 100% renewable energy; to create zero wastage through activities of its

How has internet helped students?

How has internet helped students? Introduction Internet is one of the most important inventions in the past twenty years. The appearance of the internet made our lives become much more colorful and also made us feel much closer with each other. It is easily to make a video call with our relatives and friends who are thousands of miles away within only a few seconds. Today, internet has penetrated into every corner in every industry; in this article I will mainly focus on how has the internet helped students in education. It can be said that the application of the internet in education is already very extensive, such as online distance education, Internet resources for education and so on. In this article I will talk about the following aspects First part is online courses in this part I will both talk about online learning and online tutoring; Secondly, I am going to describe how students use internet as a research tool to find information; Students use it as a delivery tool; Students use internet as a communication medium with teachers or other students; Finally I am going to give a new plan which brings to internet education. Online courses Online learning, Online tutoring Definition Learning by distance has been available for over 100 years but it has increased dramatically with the appearance of the Internet. (Phillips, B. (2003), pp, 3)So the online courses were invented. 40 years ago Open University offered the first online courses. During the last 40 years online courses has been improved greatly. At present time online courses are very popular all over the world. Online courses should been separated into two parts, one is online learning another is online tutoring. As contribution to Wikipedia have suggested, online learning is a term which is commonly used. Most frequently it seems to be used for distance education, with no face-to-face interaction. Online tutoring refers to the process of tutoring within an online virtual environment or networked environment where teachers and learners are separated by time and space (Bates, A. W. (1997) http://en.wikipedia.org/wiki/On-line_tutoring) Goals and benefits of online courses Reducing environmental impact People who take part in the online courses dont need to travel every day, thus it reduces the overall carbon output indirectly. In the fact it also allows the decrease of paper usage, so that a plenty of trees could live on. With online tests instead of paper tests and online assessments instead of paper assessments, online courses are a more environmentally friendly education method. Fees much cheaper As last point said you dont need to travel every day, as a result you can save a large number of travelling expenses. Whats more compared with the high cost of tuition fees in school the cost in online courses are much lower. Take Brighton School of Business Management as an example let us look at the picture 1 we can find that most online courses fees are only around  £2000. It is much cheaper than the normal courses such as my MSc degree tuition fee about  £13700. It really can save a large number of money. Convenience and flexibility to learners Generally speaking, for the part-time or full-time job workers and some disabled people they are impossible to be reeducated. They cannot go to the class because time is not allowed. While after the appearance of online courses, the dream of those people comes true. In many contexts, online courses are self-paced and the learning sessions are available 24*7. Learners are not demand to attend classes in a specific day time. They can also pause learning sessions at their convenience. Research tool find information With the development of the internet, people get information more and more easily. In the past if somebody wants to read books or find some specifically information. They always need to borrow reference books from library or buy new books and magazines. Its a large spending and also not convenience you have to remember when you need to return them. However, those things would not happen if you use the internet sources. Nowadays people especially the student use the internet as a research tool very frequently. We can find all the information we want online from daily things to academic books. Google the most famous online search engine, it has more than 100 language and we can also use the advanced search for academic learning. Whats more, I think every university has a mass of online resource for the particular subject. For instance in the university of Sheffield we have a powerful network resources. Its known as the MUSE (picture 2). So wherever we are, we still can get almost all t he information about our subjects as long as we can access the internet. Delivery Tool What is online delivery? One of the most all-embracing definitions is made by Tony Bates. He said it is a Student-centered education approach, which contains a number of technologies, in order to make the activity and communication opportunities asynchronously and synchronously. This model is based on mass selection and appropriate technology in the campus, open Learning systems and distance education. This approach allows teachers determine the learning environment flexibly to meet the different needs of Students, and at the meantime provides high-quality and cost-effective Learning. (Bates, A. W. (1997), pp, 98 99) Benefits of online delivery In this part I will use the online delivery to compare with the traditional delivery, so that we can find the benefits clearly. Firstly, we can focus on all over the world such as choosing courses which is offered by other countries. Secondly, online delivery is available in everywhere at anytime instead of going to school at a specific time. Whats more we can all learn in interest, I think student can study a subject best when they are interested in it. Last but not least it also gives the disabled student and staffs. They get a good chance to be re-educated. Case study of online delivery Open University Open University is one of the oldest universities which offer online courses. After about 40-years development, its online course system is very perfect. Next I will take the Open University as an example to explain the online courses. How do you apply for entry According to the Official Website (http://www.open.ac.uk/new/apply-for-entry.shtml), For most courses, you dont need to apply for entry. You simply register for the course you want to take. How do you pay First of all, you have to choose the subject you want, you will find an overall situation about the subject such as the starting date, the ending date, fees, course offering and so on. Then you Register your course and pay it by card. Finally you will get your username and password. How do you learn Every time you sign in to the OU website you can access to the home page of your course. Now you can begin to study online. You can make a suitable studying schedule. After that you take the online classes, and discuss with teachers or classmates online, or hand on your homework online etc., it is very convenient. Communication medium with teachers or other students Communication is the most important and also the most basic human activity in our daily lives. You need to communicate with others from waking up in the morning to going to bed in the evening, unless you always stay at home and not use the telephone, while it is impossible. For students the communication between teachers and students is the premise of studying well. Before we have internet we could only touch with teacher at school. It was really restricted. If we had some problem after class, we only had to wait until the class began again on the next day. Students wasted a lot of time on waiting. However, on these days with the help of the internet our communication becomes more and more convenient. From now on the class is not only in the classroom, but also it extends to everywhere at anytime. E-mail is the most widely used communication medium among student teacher and other classmates. It doesnt matter when you havent finished your work on time in class or if you didnt understand a certain question. You can send them to your tutor by E-mail immediately when you finish them. For instance in Christinas class (my summer school academic writing teacher in University of Sheffield) we are always asked to write a short article in class and check by Christina one by one. While time is usually limited, so at that time the rest of us would be asked to send the articles to her by E-mail. It is very efficient and can save time. Of courses there are other methods to communicate such as online chat, Skype and MSN. They are all very useful. New plan brings to internet education At last I want to give you a new plan of my own opinion which I think will assist the development of the internet education. That is: using the online tutoring when the student graduated from the primary school instead of the middle school. Maybe some people think that this suggestion is absurd, but I believe that some day in the future it will come true. Now I am going to explain why I have such idea. There are several possible reasons. First of all, adapt to the internet education ahead of schedule. In real life, students usually use internet to help study when they came to college or university. That is good but it brings some drawbacks to them. They dont know how to use the internet correctly. A lot of students plagiarizing from internet result in lose their marks. And also some students dont how to research the information they want, so that they dont believe internet is a good learning method. The information on internet is not always healthy. There are some violent and pornographic information. For many people, this is the first time they contact with Internet so closely especially the student in developing countries; they cannot withstand the temptation and misleading information. Internet cannot have the desired effect. Senior high school and university study are both very important, it seems important that we need to cultivate a most efficient learning methods before this period, so secondary school is the best period of time. Whats more high school students have strong ability to accept new things and there are not many rebellious thoughts. So do you agree with me now? Conclusion As we can see from the report internet is playing an increasingly important role in our lives. Because internet is connivance, fast, secure and necessary, if you are always working and studying in primitive way, it will be more and more ineffective and uncompetitive. We need to learn and have a good use of the internet in our study; it really helps you a lot. As a person also a student who is living in the new age we have the responsibility to use and create new technologies. That is the requirement of social development. At last I enumerate several suggestions: It is a good idea to use internet in your study Never spend too much time on internet Learn to distinguish right from wrong Reference Bates, A. W. (1997) the impact of technological change on open and distance learning. (Online) Booker, D (2000)getting to grips with online delivery. Australia: NCVER Ltd Smith, S.C. (2002) from online learner to online teacher. (online) Phillips, B. (2003) overview of online teaching and internet resources for statistics education. Australia: Swinburne University of Technology David, M. (2001) an Online Course in Information Literacy. Open University of Hong Kong Wikipedia encyclopedia.11/08 E-Learning http://en.wikipedia.org/wiki/E-Learning viewed 23/08/09 Timeshighereducation. 18/05/2001 Evolution not an e-revolution http://www.timeshighereducation.co.uk/story.asp?sectioncode=26storycode=166182 viewed 25/08/09 Wikipedia encyclopedia. 25/08/09 Online tutoring http://en.wikipedia.org/wiki/On-line_tutoring viewed 28/08/09

Description of eclipse in The Eclipse by Virginia Woolf :: essays research papers

Description of eclipse in "The Eclipse" by "Virginia Woolf" Virginia Woolf, English novelist, essayist, and critic has beautifully portrayed the natural phenomenon of eclipse. She has also enlightened the importance of the sun. She has narrated the essay dramatically and has regarded sun as an actor that was going to come on the stage to perform as if a drama was going on. The sky served as a stage. She has made the scene vivid and ravishing by the usage of colors, images and similes. The way she has described it is so highly coloured and realistic that the readers visualize the eclipse to be occurring before their eyes. People were anxiously going towards a hilltop from where all would view the sun with reverence. People had gathered on the hilltop and stood in a straight line that it seemed they were statues standing on the edge of the world. As the sun rose, clouds glowed up. Light gleamed and peered over the rim of the clouds. The sun raced towards the point where eclipse had to take place. But the clouds were impeding it. The sun with a tremendous speed endeavoured to escape the mist. At some point it came forth then again was shrouded by the fleecy clouds. The sun then appeared hollow as the moon had come in front of it. A substantial proportion of the Sun was covered and the loss of daylight became noticeable. The writer has efficaciously described the sun’s efforts to break free from the cloudy hurdle. She has continuously personified sun as it was putting its best efforts to make its face appear before the world. The clouds were stifling the sun’s speed. The sanctified twenty-four seconds had begun but still the sun was entrapped and was striving to disencumber itself from the clump of clouds. â€Å"Of the twenty-four seconds only five remained, and still he was obscured.† The time of the eclipse was passing and it seemed that the sun was losing. It was continuously obliterated by the clouds. The colours of the valleys seemed to disappear. Everything was fading as ‘All the colour bega n to go from the moor.’ The colours were changing, â€Å"The blue turned to purple, the white became livid as at the approach of a violent but windless storm. Pink faces went green, and it became colder than ever.† The light and warmth were vanishing.

Language, Identity and Cultural Difference Essay

According to Hall (1997a), enunciation theories suggest that even though we may talk of ourselves from our experiences, the person who speaks and the subject being spoken of are never identical. Identity in this regard is to be conceived as a production which is never complete- â€Å"always in process, and always constituted within, not outside, representation†- (Hall, 1997a) as opposed to viewing it as a complete fact which is then represented by the new cultural practices. However, this view shakes the legitimacy and authority upon which the term cultural identity bases its claim. There are two ways in which cultural identity can be thought of. The first view sees it in terms of a single shared culture, some kind of a collective ‘one true self’ that is hiding inside many other more artificially imposed selves that people with a shared history and ancestry hold in common (Hall, 1997b). Within this view of description of cultural identity, our cultural identities mirrors those historical experiences that we hold in common and the shared cultural codes which offer us as a people, a stable, immutable and continuous frames of reference and meaning, under the shifting classes and fluctuations of our actual history (Hall, 1997a). Singapore was envisioned by her leaders as a multiethnic society in which the constituent ethnic groups shared participation in common institutions while at the same time retaining their distinct languages, customs and religions. The ethnic categories represented self-evident, natural groups that would continue their existence into the indefinite future. Singaporean identity therefore implies being an Indian, a Chinese, or a Malay but in relation to other groups. This model of ethnicity demands the denial of important internal variations for each ethnic group and the recognition of differences between the categories (Tsui & Tollefson, 2007). The second view of cultural identity recognizes that there are similarities and important differences which make up what we really are. We cannot persistently refer with exactness to one experience and one identity without recognizing the other dimension. This other dimension represents the rifts and discontinuities that comprise cultural uniqueness. In this second sense, cultural identity is viewed as an issue of both â€Å"becoming† and â€Å"being†, something that belongs to the future as much as it belongs to the past. Cultural identities in this regard have histories and therefore changes constantly. In other words, cultural identities are subject to the uninterrupted play of history, culture and power (Hall, 1997a). Identity is the name given to the different ways we are placed, and put ourselves within the tale of the past. This second conception of cultural identity is more disturbing and less familiar. How can the formation of identity be understood if does not proceed from a straight line or a fixed origin? The Singaporean identity can be thought of as composed of two vectors that operate simultaneously. These are the vectors of rift and difference, and similarity and continuity. The Singaporean identity can be seen with regard to the relationship between the two vectors.   Similarity and continuity brings to fore the realization that it is the experience of fundamental discontinuity that the Indians, Malays and Chinese share and among these are immigration, colonization and Asian origin. It is therefore interesting to look at how the concept of identity, language and cultural differences were created and how these concepts are related within the context of Singapore. The analysis herein presented will be based in Hall’s view of the link between language, identity and cultural difference. Relationship between Language, Identity and Cultural Difference The relationship between language, culture and identity has emerged to be a hotly contested topic in social sciences. The questions that mainly arise concern the apparent difference between cultural and ethnic identity. Are these types of identities similar or should they be differentiated conceptually. Various scholars hold varying views on the role of language in the definition of one’s identity. A major question that one may be compelled to ask is whether a culture or ethnic group can be considered to be unique if it does not have its own language or in the least its own rendition of a common tongue. Cultural identity is universal whether it is expressed with regard to humanity or otherwise since people from every part of the world are conscious of some kind of specificity that sets them apart from others. In contrast, ethnic identity only appear to take place within complex societies when it seems functional to separate individuals into categories founded upon something other than age, gender or occupation. Ethnicity is associated with cultural identity since one must make reference to cultural, linguistic or religious particularities in order to categorize individuals. According to Hall (1997b), culture is produced by representation. Culture concerns shared meaning and the medium through which we make sense out of things is through the use of language. It is through language that meaning is produced and exchanged. The only mechanism of sharing meaning is through a common access to language. In this regard, language is fundamental to meaning and culture and has always been conceived as the major bank of cultural values and meanings. However, one may be compelled to ask how meaning is constructed through language. According to Hall (1997b), language constructs meaning via its operation as a representational system. Language is one of the mechanisms through which ideas, thoughts and feelings are represented in culture. In this regard, representation through language is fundamental to the processes through which meaning is produced. Our sense of identity is derived from meaning and therefore meaning is linked with questions about how we use culture to define and maintain identity and difference within and between groups. In every social and personal relationship in which we participate, meaning is constantly being produced. Meaning is also produced through our expression in and consumption of relevant cultural materials. Our conducts and practices are also regulated and organized by meaning which help in the setting of rules, norms and conventions upon which social life is ordered and governed. The question of identity therefore emerges in relation to various other divergent moments or practices within the cultural circuits; in our construction of identity and the defining of difference, in the production and consumption and in the regulation of social conduct. In all these instances, language is one of the most important medium through which we produce and circulate meaning.

The Role of Assesment in Higher Education

Table of Content NoTitlePage No 1Introduction 2Role of assessment in curriculum design , learning & teaching 3Assessment for learning v Assessment of Learning 4. Issues and concerns ? Abstract Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences.Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these industry relevant skills lecturers suggest assessment be integral to teaching and how learning activities are structured. Hence , this report reviews the role of assessment in curriculum design & change, it’s importance of continuous assessment for enhancing learning, c ommon assessment practices and it issues and concerns. 1. Introduction: In this report, literature researched was with regards to the role of assessment in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of assessment in curriculum design, implementation and enhancement of learning. 1. What is curriculum and the role of assessment in curriculum development and enhancement? 2. What is Assessment of learning v Assessment for Learning and the practices in higher education 3.Issues and concerns on assessment in teaching and learning at institutions of higher learning? 2. Assessment as a part of curriculum practice Curriculum is a Latin word and it refers to a ‘course’ or a ‘track’ to be followed. In education, the focus is learning, then the most appropriate interpretation for the word curriculum is viewed as a course or ‘plan for learning’ (ef. Taba , 1962). (Howell and Evans, 199 5) defines curriculum as the ‘what’ of teaching. I would define curriculum as a course of study.Then the process of curriculum development can be seen in short where one develops a product, which involves an ongoing improvement. Curriculum development is a long cyclic process of research, designing, implementing and evaluating learning outcomes based on the interest, needs and capabilities of learners, and the many stakeholders, which directs enhancement. The literature review report is in relation to the role of assessment in curriculum development and enhancement of Teaching and Learning. What is Assessment?Assessment is any process that evaluates an individual’s knowledge, understanding and skills. Van den Akker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates about student learning, the curriculum and the academic policies. Thus educators strongly believe that assessmen t and curriculum be integrated in the curriculum cycle. For example, Students achievement of knowledge and skills are determined by assessment.Lecturers manage teaching and assessment of student competence according to the level of the course, giving grades, guiding and counselling and so on. These can only be possible if there are effective assessment procedures in the curriculum administration and practice. â€Å"In 1995 the Assessment Forum of the American Association of Higher Education led by Thomas A. Angelo went through an interactive process to develop a definition of assessment. The end-result of that definition process is as follows:† â€Å"Assessment is an ongoing process aimed at understanding and improving student learning.It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expec tations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7)† In order to measure a student’s learning outcome, progression and competence attained, various types of information need to be gathered to determine the degree of student’s attainment in the learning outcomes for the curriculum. Various methods of formal and informal observation of students during their learning, examinations and quizzes, performance on assignments, projects and presentations are used to gather this information. Lecturers advise that there should be a plan for assessment at programme, course and lesson level, which is often overlooked.As P ratt (1998) stated, to make sure student achievements and grades reflect the learning outcomes established, assessments must be carefully planned, conducted, subject to continuous analysis, evaluation and enhancement. Learning outcomes (knowledge and competence of students), assessment, and teaching are all parts of an integrated whole. Assessment is believed to be essential to the teaching process in delivery and experience of the curriculum. But some students think of assessment as a form of control for lecturers. As (Pratt, 1998; Haladyna & Downing, 2004) stated when students progress from one semester to another they become displeased and suspicious about the assessment practices, and regarding them to be unfair and a means to demonstrate favouritism and punishment. † In institutions of higher learning, educators have the choice to choose the assessment types and practices. Since assessment results affect academic competence, educators are required to create a conducive le arning environment and make assessment integral to educational processes.In an encouraging learning environment a healthy dialogue takes place, trying out ideas, reflection, discussion, ask questions and enjoy the process of learning. (Pratt, 1998) Assessment is an important component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the classroom is also an important kind of assessment. This allows the instructor to gauge how well the lesson is going and whether learning is taking place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment helps in identifying learning difficulties, students’ strength and weakness. This then allows the instructor to set questions that can help build on the student’s weaknesses both formally and informally. Secondly assessment provides feedback on the learning. Information from assessment helps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government sectors, accreditation body, and professional bodies.Assessment in the form of quizzes, tests, class projects, assignments and informal observations declare how well a student has achieved the learning outcomes and grade in his/her course, module or unit (Nittko, 2004). Besides, assessment points students to pedagogical priorities and directs students approach to experience course curriculum. Classroom questions test and examinations would indicate to students, important topics of the curriculum. Example, if questions are based on trivial information, then students focus would be at factual recall and knowledge.If tests require substantive knowledge and deep understanding then students change their perspective to curriculum. Assessment motivations, improves self image and a sense of self power of students. When assessment is well designed, it produces su ccess in learning; it motivates and stimulates student confidence and wanting to learn. Meherus and Lehman (1991) describes assessment as an important tool as it increases motivation towards their course, which establishes healthy study habits, which also provides feedback to lecturers to determine students’ strengths and weaknesses.Assessment gives lecturers an opinion on students’ learning. Assessment results enable the lecturer to provide further guidance about their learning. Therefore, lecturers in institutes of higher learning should be aware of the significant role of assessment in curriculum and thus have the skills and tools to effectively setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be defined as: †¢a form of positive formal feedback [ e. g. ecturers comment; self-assessment systems] †¢provides informal feedback [ e. g. dialogue teaching; peer interaction] †¢i t gives an opportunity to the student to try and apply knowledge, skills and their understanding †¢ assessment tasks that are relevant †¢it guides students to develop independence and †¢it has an appropriate balance between summative and formative assessment. There should be a balance between formative and summative assessments. Continuous assessment or assessment for learning is practiced less compared to summative assessment.As stated by Careless (2004), lecturers in institutions of higher learning tend to choose more for theoretical knowledge than for practical and procedural knowledge in assessing students. Such assessment focuses on theory and concepts really do not help students for the real world. This limits the students of skills that employers look for. Brown & Glaser (1999) states improving on assessment practice improves student learning. Further to that, standards of learning rose through ongoing assessment practice. It is noted that students’ beha viour and attitude towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging problems with assessment for learning. Problems identified by Black and William (2004) with regards to assessment for learning in institutions of higher learning as: †¢Assessment methods used by lecturers are not effective to promote good learning †¢Grading practices gives rise to competition rather than self improvement and †¢Feedback on assessment if practiced, often has a negative impact on less performing students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the basic problem with assessment practice in institutions of higher learning, as a mismatch between learning outcomes and the assessment methods and criteria used by lecturers to assess and grade their students. Frequently, learning outcomes are expected to demonstra te critical thinking and problem solving skills, but the assessment type used would most frequently focus on recalling and recognition of content learned. Assessment used for the purpose of promoting student learning is described as assessment for learning.Assessment used for accountability purpose, grading or certification is assessment of learning. Assessments that promote enhancement to learning is one where there is a continuous process of back and forth between the student and the lecturer which provides feedback on progression until the outcome is well met. This sort of assessment is called ‘assessment for learning’ when assessment evidence is used to adjust teaching to meet learners needs and difficulties (Black & William 1998). Assessment is part and parcel of learning. Assessment in fact, shapes learning.Much has been discussed and written that to enhance student learning, assessment has to be integrated with teaching (Wright, et. al, 1997). Gibbs and Simpson ( 2005) regards assessment for learning as a system which directs and controls student learning based on the power of summative assessment and grades in addition to providing feedback. Assessment and teaching has to be blended to contribute to the goal of improving learning. Good instructors do pay careful attention to assessment and teaching, and to have learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real importance of assessment. As Black & William (1998) says this could also be because lecturers are not well trained in this area. In most institutions of higher learning assessment is used to test knowledge and does not test the critical and problem solving skills. Example, multiple choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In contrast to this, the industries demand for transferable skills like communication, information retrieval, critical thinking, problem solving.And because of this, institutions have fast inclined to formative, holistic form of assessment which is described as ‘authentic’ assessments. However, as Black & William (1998) argues that traditional form of assessment cannot be easily replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that conventional assessment method based on theories and psychometric principles conflicts with implications of assessment for learning which is based on cognitive and constructive learning standards.James (2003) findings indicate a number of major effects with assessment methods and students self-perception and confidence level. For many students, they were disappointed with feedback, on how to improve their level of competence, for others was the concern on how to achieve higher marks. Term exams were rarely discussed or available so that students could use them to improve their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guiding principles for this to happen. James (2003) had put forth the following guiding principles for assessment for learning: †¢Ensure ssessment methods used promote and reward desired learning activities and outcomes. †¢Students have got clear instructions on assessment requirements. †¢Provide effective and timely feedback with comments on a continuous basis. The first principle is based on Bloom’s taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James: 65) states the following: â€Å"Assessment procedures in higher education are likely to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed marking procedures and techniques is obvious, if collective responsibility for candidates is maint ained, full openness between colleagues and demonstrable internal consistency of courses and related assessment procedures are vital importance† There can be a problem in generalised good assessment practices for learning. Different subject discipline like Engineering versus psychology would have different pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may differ for different subjects (Black & William, 2004).Boud (1990) suggests alternate developments in student assessments in higher education, which is careful monitoring of assessment to see how relevant they are to the students. He also challenges that current assessment methods do not really prepare students to the real world. Meherns & Lehman, 1991 & Nitko 2004, state quality teaching and assessment are intertwined. They greatly improve students’ learning. Teaching will be effective when teaching activities, learning outcomes and assessment methods are well aligne d.As Nitko (2004) suggests 4 key questions lecturers got to ask themselves when preparing for teaching and to implement continuous assessment. †¢Is my lesson going well? Is there progression in student leaning? To align to these questions suggested assessment methods could be classroom observation during class activities, response to questions and students’ interactions. †¢How can I improve to make the learning activity better? Diagnosis types of errors made by students, identify students who are not participating and also at the assessment methods used. †¢What feedback to be given about the student’s learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. †¢Finally are the students ready to progress to the next level? Informal observation, checking and questioning students about their understanding of homework, test, quiz and grades obtained to decide on their progress to their next learning or do they require remedial instructions. Lecturers should use a variety of assessment methods to help student achieve the learning outcomes as stipulated in the course curriculum. In most cases lecturers generally use pen-and-paper achievement tests.Meherns & Lehman (1991) argue that classroom evaluation should not be restricted to pen-and-paper but other forms like observation techniques, checklists etc. Continuous assessment is practical for everyday classroom use. Test, presentations, projects, journal, collaborative works are some that could be used to assess students and lecturers their stand in relation to knowledge and skills. Smith (2003) and Shepard (2001) stated that assessment trends are moving away from traditional methods to a variety of new approaches. For instance, Observation is greatly used by experienced teachers to identify students’ progression or having difficulties.Portfolio or records of work are also another form of assessment practice. Portfolio is a kind of file where student’s written works are kept. Portfolios provide cumulative evidence of learning over time in much detail and substance than a mere list of scores. Self and peer assessment are also essential to learning. Students’ self-reflection and their understanding are used to inform for further teaching and areas the lecturer needs to spend more time and effort. Brookhart (2001), Shepard (2001), and Stiggins (1999, 2001) maintained that students should be actively involved in self-evaluation as a form of assessment.Their argument was that students need to monitor their own progress by applying ongoing feedback that is helpful in showing them how to meet the ultimate learning outcome. However, self-assessment is only possible when lecturers help students develop assessment skills, because it is difficult for students to think of their work in terms of learning outcomes (Black & William, 2004). Peer-assessm ent is also another important form of assessment. The learning task is placed in the hands of the students. While the lecturer is able to observe and reflect on what is happening and frame helpful interventions.The lecturer finds this form very helpful indeed. Misconceptions are highlighted and these are discussed when they go over the assessment. These forms of assessment require student active learning. As one student stated ‘after a student marking my assignment, I can now acknowledge my mistakes easier. I hope that it is not just me who learned from the work but the student who marked it also’ (Black & William, 2004:16). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state ways for improvement.Grades or marks are not providing enough feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, Back & William (2004) stated marks are likely to set comparison; while only feedback and comments help them to improve. Research studies on feedback showed 60% improvement on performance. Feedback with no comments was more of judgement or grade with no indication for improvement (Black & William, 2004) Hence it is important for the enhancement of student learning that lecturers emphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment will be the lecturers. Especially here in Malaysia in the private sector , many lecturers lack the knowledge in assessment practices. Universities and college do not believe in investing in training. Another factor is lecturers have heavy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. Cost Costs to the faculty and institution are an important factor. Some form of assessment processes can be time consuming, involving student supervision in observation of activities.Time, of course, is money. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use innovative methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weightage on coursework, so student achievement has appeared to improve the assumption coursework is easier then exams. In some cases institutions do not have a quality system in place. Validity and reliability of assessment could be questionable. ConclusionAssessment is a vital component of curriculum practice that has important contribution for effective practice and operations of curriculum. Lecturers’ acknowledgement for continuous assessment practice has significance for students learning of knowledge and skill. Lecturers should set assessment tasks that are practically challenging, provide feedback as they assess and get students e ngaged in the assessment process. Finally lecturers should change their views and practices of assessment and be committed to prepare competent graduates with the knowledge and skill in their specific field of study for the market place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An Introduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in Education 5(1) Black,P. ,and William,D. (2004). Inside the Black Box: Phi-Delta kappan, 86(1):9-21 Diamond, R. M. (1998). Designing and Assessing Courses and Curricula: A practical Guide. Sanfrancisco: Jossey-Bass Inc Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education 15(5): 101-111 Gibbs, G. & Simpson, C. 2004-5) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S. M. (2001). Successful students’ formative and summative use of a ssessment information. Assessment in education 8, 153-169 Brown S. And Glaser A. (1999). Assessment Matters in higher Education: choosing and Using Diverse approaches. Great Britain: St. Edmunds bury press Ltd, SRHE and Open University press Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. Paper Presented at Chinese University of Hong Kong.Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational measurement:Issue and practice 23(1), 17-27 James,D. (2003). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann filer (2003). Assessment: Social practice and social product. London: Rutledge Meherens, W. A. , and Lehmann, J. I. (1991). Measurement and Evaluation in Education & Psychology (4th ed). Wadsworth: Thomson learning Nitko, A. J. (2004). Educational Assessment of Students (4th ed). Ohio: Merrill Prentice Hall Pratt,D. 1998). Curriculum planning: A handbook for professionals. London: Harcourt Brace College Publishers Smith, K. J. (2003). Reconsidering reliability in classroom assessment and grading. Educational measurement: Issue and practice 22(4), 26-3. Stiggins,R. J. (1992). Relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et. al (1997). Teacher and classroom context effects on student achievement; Implication for teacher evaluation; Journal of personnel Evaluation in Education, 11,57-67.

Aerial, Areal, and Ariel

Aerial, Areal, and Ariel Aerial, Areal, and Ariel Aerial, Areal, and Ariel By Maeve Maddox The word aerial has long been in common usage as an adjective to describe things having to do with the sky and atmosphere. Although documented in English as early as the 1670s, the word areal is fairly new in popular usage. The first time I encountered it, my misspelling detector tingled, but I soon realized that it could have nothing to do with the air because it was being used to describe such things as computer memory and flooding. Aerial has to do with air, but areal has to do with area. aerial: adj. relating to the air or atmosphere. From Latin aerius airy, from Greek aerios of the air. As a noun, an aerial is a wire, rod or other structure by which airborne radio waves are transmitted or received. Aerial View of Oil Leak Shows Size Branching of Aerial Roots in Aranda Orchids Air Power: World War I Aerial Combat areal: adj. of, pertaining to, or of the nature of, an area. Linguistics: of, pertaining, or relating to the comparative study of languages or dialects in terms of geographical distribution and contact rather than historical development. Areal Flood Watch in Force Effects of pulse duration and areal density on ultrathin foil acceleration Evidentials and Areal Typology: A Case Study from Amazonia In computer speak, areal density is defined by PC Magazine as The number of bits per square inch of storage surface. It typically refers to disk drives, where the number of bits per inch (bpi) times the number of tracks per inch (tpi) yields the areal density. In meteorology, areal flooding differs from flash flooding in that it covers a larger area and is of longer duration. Ariel Like aerial, the name Ariel is related to air. An early meaning of the noun aerial was a creature or spirit of the air. The 1800 reference in the OED tells us that some aerials have feathers, like pigeons, and others have wings of skin, like bats. Long before the 1989 Disney movie in which Ariel is the name of a mermaid, writers were using the name for supernatural creatures. The sprite in Shakespeares The Tempest is named Ariel. Milton made his Ariel into an evil angel. Alexander Popes mock epic The Rape of the Lock is narrated by a playful spirit named Ariel. For a very long list of real people, places, and fictional characters all named Ariel, see the Wikipedia article with the title Ariel. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How to Format a UK Business LetterTaser or Tazer? Tazing or Tasering?

Animal Farm Essay 2 Essays

Animal Farm Essay 2 Essays Animal Farm Essay 2 Paper Animal Farm Essay 2 Paper Essay Topic: Animal Farm Blankets Animal Farm Animal Farm Ethos, Pathos, and Logos are three different persuasive strategies, Ethos is an appeal based on the characters of the speaker; Pathos is an appeal based to emotion; and lastly Logos is an appeal based on logic or reason. Animal Farm by George Orwell is about a pig named napoleon who takes over the other animals on the farm after the animals rebel to be free. Another pig named Squealer, is Napoleon’s right hand man, and tries to prove to Napoleon that he can persuade the other animals into believing that Napoleon is the best of all animals. The character Squealer is the one who uses ethos, pathos, and logos to persuade the other animals into believing him. One persuasive strategy used by Squealer is ethos. For example, the animals were hesitant about trading with humans because they are afraid the humans might try to take over again, â€Å"He assured them that the resolution against engaging in trade†¦never been passed†¦Ã¢â‚¬  (48). Squealer talked/ spoke for Napoleon and shows that Squealer is easier to listen to. He is one of the pigs that don’t mind listening to the animals’ problems and tries to reason with them which makes him more understanding. In addition, after the pigs slept in beds, everyone believed that they broke one of the commandments, but Squealer reassured them they didn’t, â€Å"We have removed the sheets from the farmhouse beds, and sleep between blankets† (48). This pig has found â€Å"loopholes† in the seven commandments, and uses them to his advantage to persuade the animals into thinking its okay. He does everything and anything for Napoleon and speaks for the pigs and not himself. As a result, Squealer is the speaker of the pigs and proves him to make everyone think Napoleon came up with all of it. Another technique that was used by Squealer is Pathos. For example, when the animals at the farm are slacking and losing confidence, Squealer tells them that it being any slower bad things would come, â€Å"One false step and our enemies would be upon us, surely comrades you do not want Jones back? † (39). The animals take Squealer’s word because Squealer uses a sympathetic and sneaky strategy to get to them. Squealer wants the animals to work at their best, so the farm can be perfect for everyone. In addition, before one of the battles with the humans, Squealer tries to make everyone happy and confident in themselves to fight harder, â€Å"Surely none of you wishes to see Jones back? (48). The pigs think, especially Squealer, that the other animals show weakness in points of where Jones is concerned. Squealer makes the animals believe life before Napoleon was worse, which it wasn’t. As a result, Squealer plays with all the animals’ emotions to get what he wants as a pig. Lastly, logos is the last persuasive technique used by Squealer. For example, when Squealer tells the animals how good everything is going, he is just making up statistics to make the animals happy, â€Å"lists of figures proving the production of every class of food staff had increased by two hundred percent† (63). Squealer has to lie about the percentages of food productions because they are worse than before, when Jones was there. Napoleon and Squealer were too busy working and taking the food for themselves to care about the others, and they believe the animals are stupid enough to believe the statistics. In addition, when Squealer tells the other animals they as in the pigs are more important they say that because they want more food than the others, â€Å"We pigs are brainworkers† (25). The reason the pigs use for more food is persuading the animals into thinking the request was reasonable. The pigs, (Squealer) make up reasons that do not make any sense, just to get what they want. As a result, Squealer’s made up; unreasonable excuses fool the animals so the pigs can have/do anything they want. Animal Farm, by George Orwell, is using three persuasive techniques used by Squealer, one of the characters in the book, and those techniques are ethos, pathos, and logos. First thing is when Squealer uses loopholes in the seven commandments and tells the animals it’s okay. Especially when Squealer tells all the animals that the pigs can sleep in beds without sheets, or when the pigs can trade with the humans. Then, Squealer plays with the animals’ emotions and threatens them by saying Jones will come back. Lastly, Squealer tries to tell the animals that they are doing so much better with food production when they weren’t. All of these techniques prove Squealer being persuasive through emotions, to statistics, to other characters, this is because Squealer shows all the characteristics of someone who can be easily listened to.

How to Write the University of Notre Dame Essays 2018-2019

The University of Notre Dame, located in South Bend, Indiana, is a private Catholic research University ranked #18 on the U.S. News and World Report’s Best National Universities List . Boasting a football team with 11 national championships, the nation’s top Italian program, world-renowned business and architecture schools, rich alumni connections, Notre Dame offers all the benefits of a small tight-knit college community in the context of a larger top-notch research institution. Over 80% of the university’s undergraduate students live on campus in one of the 31 single-sex residence halls, each with its own traditions, legacies, events, and sports teams. There is no greek life on campus, but the majority of students live in the same residence hall for all four years. The university is affiliated with the Congregation of Holy Cross, with over 47 chapels on campus, however, religious affiliation is not a criterion for admission. The university boasts over 120,000 alumni, including noteworthy graduates like Condoleezza Rice, Nicholas Sparks, and Joe Montana. Notre Dame’s acceptance rate for the class of 2022 was roughly 17.6% with applications up 4% over the previous year. With three 150 word short responses, Notre Dame’s writing supplement allows you to set yourself apart from the 20,000+ applications that vie for the coveted spots. To apply to Notre Dame, candidates may submit either the Common Application, or the Coalition Application. The college does not prefer one or the other. Candidates may apply through the Restrictive Early Action process (due November 1st), or the Regular Decision process (due January 1st). In addition to the required essay in the Common Application or Coalition Application, Notre Dame requires three supplemental essays: applicants are all required to complete the first prompt, but may choose from 4 different options for the second and third prompts. Read on to find out how to tackle them! Like other schools, Notre Dame has a â€Å"Why X School?† prompt to understand why the applicant is passionate about applying to Notre Dame. While this type of essay will rarely be the reason why an applicant is accepted to a certain school, it can demonstrate commitment and understanding of that school. Simply put, Notre Dame wants to understand why you want to attend their institution over all the other schools you are applying to — what makes them unique in your list. There are a few qualities that will make your essay stand out . Be as specific as possible — specificity is the key to writing a good, eye-catching essay. Try to include specific details about Notre Dame. Is it the non-existence of greek life, the religious dedication of the school, or the research-based curriculum that intrigues you? Is there a specific program that Notre Dame offers that other schools don’t or is it the rich alumni connections that provide you stronger internships and job prospects that you really care about? These are the type of details that Notre Dame wants to hear from you — how do the programs, opportunities, and curriculum that they offer fit into what you are looking for in your college experience? Generic statements like â€Å"Religion is important to me†, or â€Å"I enjoy the study abroad options available† are too broad and non-unique , they are cookie-cutter and can be used for many universities across the US (many colleges have a religious affiliation and most colleges offer opportunities to study abroad). Rather, turn this around to demonstrate how going to a strong Catholic institution will strengthen your spiritual roots or how a service trip that Notre Dame offers to Nicaragua can give you the chance to work with underserved communities and utilize your Spanish skills. The more specific, the better your essay will be and the more you will stand out. Don’t be afraid to refer to specific professors, labs, internships, study abroad opportunities, and even classes that you are excited to take. This shows that you have done the research for Notre Dame and aren’t simply using another school’s essay and replacing the school name to Notre Dame. A quick note about choosing prompts. Before immediately setting your mind on two prompts, try brainstorming ideas for each of the four options provided. Start to draft mini paragraphs and sense which prompts you may be more passionate about. There is no right of wrong prompt, but some prompts will allow you to unleash more of your personality or tell more of your story — which will frame your application in a more positive light. Here are a few questions to ask yourself before you choose your prompts, especially for Notre Dame: Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. Essentially, this prompt is asking, â€Å"How have you supported others?† The stronger essays will be more personal about a time you helped out a family member, friend, neighbor, or community in need. You want to show how you specifically had an impact on someone else and were there to support them through a rough time. Avoid talking about raising money for an organization or 5Ks (or 10Ks) that you did for a certain cause. While those activities may mean a lot to you, they don’t show the direct impact your actions had to support someone. Rather, something more powerful to write about would be the time your friend was really confused in math class and you sat down and helped him/her through the homework problems even though you had to skip tennis practice to do that. This shows your more humane, compassionate side — which is what Notre Dame wants to see. Really try to focus on the small gestures that had an impact on someone else. For example, you could write about the time you acted as a mentor to underclassmen, showing them around school on the first day when they were lost. While this may seem like a nonessential action that you took, it demonstrates how you supported freshmen and made them feel welcome in their new high school environment. The essay really wants you to show how you welcomed, supported, and helped a person (or group of people). Another thing to note is that your action doesn’t need to have an earth-shattering impact on someone else. However, the more reflective you are, the stronger the essay will be. Talk about how you felt helping someone else(were you worried? Confident? Nervous?) — add a more humanizing element to the essay to show that you are more than your GPA and test scores. Focus on a time you supported someone, be specific, provide details, and include how your actions impacted that person. This essay is straightforward, and with only 150 words, make sure to be concise, yet include specific details and reflections to make the essay stand out. This prompt is very open-ended , and allows you to be creative. You could write about anything from a pet, a lucky pencil, or even a stuffed animal that you will bring to college with you. The college admissions officers are not going to judge you for what you necessarily say as the one item (make sure to keep it appropriate of course), but what they care about is your explanation of why that certain item means a lot to you. For example, if you are bringing your favorite stuffed animal that is a pig, they want to know why this stuffed animal is so important to you. Have you had this stuffed animal since you were a small child or was this the stuffed animal that you always went to when you were down and made soaking wet with your tears? This type of detail and personal touch will make your essay stand out from the more generic ones. Adding specific elements that are personal and showcase the reasons why that object is important to you will help the college admissions officers understand you as an applicant better. You may also want to consider bringing something that is not tangible. Bringing certain emotions, memories, or ideas can be a spin on this essay. For example, bringing an inspiring phrase your grandmother always told you or your dedication to saving the environment, can take this essay in an interesting direction. Whatever one thing you choose, make sure to include personal details explaining why it means a lot to you. While this question may seem straightforward, it is definitely one of the harder of the 4 essay options. Rather than starting with how to answer this prompt, let’s start with how not to answer this question . Do not talk about the time that your parents didn’t say â€Å"good job† for your stellar grades, or how your teacher didn’t notice that you were the one that put together the entire presentation by yourself (even though it was a group presentation). Also, do not compare yourself with a sibling and comment how your sibling always gets praised and you don’t. These are all situations that come off as whiny, immature, and accusatory . Instead, the way to go about this essay is talking about the personal accomplishments you made over the past four years. Talk about your own personal goal to run a mile everyday for a year or your new resolution to eat dessert only once a week. These may all seem like trivial aspects of your life — but they give insight into who you really are. Running a mile everyday for a year shows college admissions officers that you have the drive and hard-work necessary to continue something for an entire year while eating dessert only once a week demonstrates your self-control and discipline. You may not have received recognition for these actions (as many may not even know that you are doing them), but they mean something to you . Another way to approach this essay is to talk about a personal challenge you had to overcome. Maybe it was a social problem you had to face in high school forcing you to stand up for a close friend, or a friend that passed away. These type of situations may not come off directly as proud accomplishments, but can be turned around to demonstrate how proud you are afterwards for sticking up for that friend or for being able to move on and be level-headed after that funeral. These type of situations show college admissions officers that you are able to turn lemons into lemonade. Your proudest accomplishment doesn’t have to be about the good times, it can also be about the bad— but if your choose this route, make sure to clearly explain why you it was a proud moment. This option allows you to be completely creative and take a bold risk . You could write about a community service project you are part of, why you think McDonalds is better than the West Coast In-N-Out, or your passion for figure skating (even though you always fall). The best essays will be ones where you unleash your inner personality and give insight into who you really are. You can take this in two ways. If you are funny, take a jab and write a humorous piece about the life of a high school AP Chemistry student. If you are very serious, maybe take time to reflect on how being serious your entire life has helped, or even hurt, you. Notre Dame wants you to take that risk with this essay and really express who you are (keep in mind you only have 150 words to do this though). If you have taken a creative writing class, or done some personal writing that is on the more creative side, this is the prompt for you. Explore with different forms of writing — poetry, satire, comedy, or even an extremely short 150 word story. This will be sure to stand out from the other applicants. If you feel uncomfortable with creative writing, you can go the more traditional route and talk freely about something you are passionate about. This more traditional essay pairs well if you have dedicated your past four years towards something you are really passionate about whether that be a certain political movement, club that you started, an organization you are on the board for, or research that you have done every summer. If you have something like that, this essay gives you the opportunity to expand on why those personal projects mean so much to you.    This essay could go incredibly well, or easily come off the wrong way to someone who doesn’t know you. So be sure to have other people read your essay (especially someone who might not know you well!). Taking this option, while it may have a high risk, also has high rewards. Want help on your Notre Dame application or essays? Learn about our College Apps Program . Want us to quickly edit your college essay? Submit it to our Rapid Review program , and we’ll get it back to you quickly with comments from our expert team. We'll send you information to help you throughout the college admissions process. Joyce Ivy Foundation Scholars-A Summer Opportunity for Women from the Midwest If you’ve ever received emails or correspondence from various organizations that claim you can be a part of an elite group of individuals, you are probably not alone. Many times, the opportunities offered sound too good to be true, and when you delve a little deeper, you learn that you can be this scholar or that scholar for an exorbitant fee. If you receive an email from the Joyce Ivy Foundation   making similar claims, don’t toss out the mail or delete the email. The Joyce Ivy Foundation is an organization that offers young women from across the Midwest the opportunity to become a Joyce Ivy Foundation Scholar, a position which includes myriad benefits, but without any hidden fees! If you are a woman from the Midwest and have aspirations of attending a highly selective university, read on to learn about how the Joyce Ivy Foundation can help you achieve your dreams. The Joyce Ivy Foundation was started in 2006 after a group of Midwest natives who had attended colleges such as Princeton, Harvard, Dartmouth, and Brown, came together with the goal of providing other young women from the Midwest the same educational opportunities they had. The founders realized that students from the Midwest were under-represented on the campuses of these highly selective universities due to lack of awareness about the opportunities and scholarships that were available to them. They also recognized that many students in the Midwest were unable to recognize their own talent or felt that they couldn’t compete with students from other parts of the country, and the foundation wanted to encourage young women to pursue various opportunities outside of their comfort zone. The Joyce Ivy Foundation created the Summer Scholars Program , which gives young women from the Midwest the opportunity to venture away from home during the summer to attend some of the most highly selective universities in the country. The foundation provides critical information about admissions, the financial aid process, the interview process, and connects scholars with peers and mentors to boost their confidence. Each year, the Joyce Ivy Foundation (JIF), names young women from Michigan, Ohio, Nebraska, Missouri, South Dakota, and North Dakota Joyce Ivy Foundation Scholars. In 2016, 78 Scholars were named from 70 different schools. Once selected as a JIF Scholar, students are offered the opportunity to attend summer programs at schools such as Yale, Harvard, MIT, Johns Hopkins, and more. The programs at these institutions vary in length, but most range from two to seven weeks. In some cases, students may be eligible to receive college credit for the coursework. Once on the campus of your selected university, you will be immersed in college classes, studying alongside university students. You will be taught by university professors, live in the college dorms, and experience life in a city. This experience allows you to have a college experience during your summer vacation that may prove to be life-changing. There are many highly qualified individuals that apply, and the selection process is very competitive. Selection criteria are based on academic record, intellectual qualities, involvement in extracurricular activities, and leadership in school and your community. You are more likely to be named a Joyce Ivy Scholar as a rising junior or senior, although there have been instances when an exceptional rising sophomore is selected. If you choose to apply as a rising sophomore, please understand that you will be competing against some of the top students in your state. The application is available in December for female students in their sophomore or junior year of high school.   On occasion, exceptional students may be chosen as rising sophomores. The application is very similar to the Common Application .   You  will be required to fill out similar forms and write essays from past and present Common Application prompts, which allows you to get a better understanding of the college application process. If you are applying for need-based financial aid, you will need to submit your parent’s tax documents to verify financial need. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. The Joyce Ivy Foundation has three levels of funding available for summer study. Funding levels are $6,000, $3,000 and $1,000. The funding is based on demonstrated financial need and is calculated estimating the full cost of attendance which includes tuition, room, board, travel, and spending money. The $1,000 award is merit-based, and although the application is the same, you will not be required to submit tax documents for this level of funding. Students will typically receive a partner scholarship from the university, and scholarship amounts will be determined by the cost of the specific summer program the student chooses to attend. In order to receive funding from the University and the Joyce Ivy Foundation, you must complete separate applications for the summer program as well as the Scholar program, and you must identify yourself as a Joyce Ivy applicant.   The Foundation encourages students to complete both applications early as funding is limited. Being named a JIF Scholar is not a prerequisite to attend a summer program. All programs that partner with JIF are open to any student, but being named a JIF Scholar confers additional financial and networking advantages. Once you are named a JIF Scholar, you will attain access to peer mentoring and support from the foundation regardless of whether or not you can attend a summer program. However, the funding you may receive can only be used for a summer program prior to graduating from high school and cannot be used for undergraduate study. The foundation has created geo-circles where students from across the Midwest are connected to each other and mentors from the organization to share information, concerns, questions, victories and defeats. The Scholars often find themselves connected for years to come and many form life-long friendships. â€Å"Receiving the opportunity to attend a summer program at Brown University stretched my comfort zone, and it provided me a first-hand experience of connecting with peers in a college environment. It opened my perspective and perception of others as I ventured outside of North Dakota, which I learned to thrive independently in a vibrant metropolitan city. Engaging in a high level academic environment allowed me to see how passionate other students were in their fields of study. The Joyce Ivy foundation served as my foundation to pursue my passion for education, as it fulfilled my desire for knowledge and learning to allow me to get into my dream school.† – Lynna, North Dakota JIF Scholar 2016 â€Å"My summer program at WashU was a life-changing experience. I came back home feeling more independent and confident than ever. Before that, I didn’t know if I had what it took to make it in to a prestigious university, but now I know that I can do anything I set my mind to. Without the generosity of the Joyce Ivy Foundation, I never would have had the amazing opportunity to travel, study, and meet people from all over the world!† – Megan, Michigan JIF Scholar 2016 Fun Facts about the 2016 JIF Scholars: The Joyce Ivy Foundation serves as a resource for young women throughout the Midwest. They believe in the transformative power of educational experiences that challenge students and raise aspirations. Each year, JIF also hosts a College Admission Symposium , where young women and their families are given the opportunity to connect with admission counselors from selective universities to learn more about the application process, financial aid and interviewing techniques. The symposium is held in May and pre-registration is required. The symposium is open to young women and their families regardless of if they are named a JIF Scholar. Each year, the foundation also hosts a gala for Joyce Ivy Scholars where they are recognized for their accomplishments. Scholars have the opportunity to visit with their peers throughout the evening, which provides an opportunity to make life-long connections with other young women that have similar dreams and aspirations. At , we work with students to help them develop a compelling admissions profile. This includes advising on summer opportunities. Learn more about our Mentorship program and how we can help you establish a competitive profile.

Imogene King's theory of goal attainment Research Paper

Imogene King's theory of goal attainment - Research Paper Example A mutually shared communication between the nurse and the patient is assumed to happen according to the theory. This in turn formulates the goal towards which they work together. The patient’s perception of the world as a total person making transactions with the other individuals and groups of individuals has been considered a major assumption of the discussed theory. The major concepts which are covered by the theory of goal attainment are based on different systems of interaction which includes; personal systems, interpersonal systems and social systems. The most remarkable advantage of the theory is that it considers all human beings of equal worth (King, 1999). The very fact that the theory of goal attainment considers interaction between the nurse and the patient as a key factor of goal setting and attainment makes it applicable in practical nursing situations. Interaction, transaction and communication which happen between the nurse, patient and also the allied systems of interactions decide what is to be achieved. Here, the goal which is set becomes case specific and thus becomes more effective. In other words, the nurse and the patient as a result of their interaction, communication and transaction decide together what is to be considered as a goal in terms of the health care of the patient. This approach is more inclusive as it considers a number of factors including social, interpersonal and personal concepts. Thus the goal becomes holistic and the achieved results becomes of long term implications. In the local nursing scen ario, this would mean that the treatment will have long term positive implications. The theory of goal attainment leaves the nurse at the advantage of having the freedom to take participatory decisions with the patient. This strengthens the personal interaction between both the parties. The application of this theory in practical nursing practice is thus of huge

NKT cells Research Paper Example | Topics and Well Written Essays - 1000 words

NKT cells - Research Paper Example Immunologists have been striving to unearth the connection between NKT cells and the inflammatory characteristics of asthma, in a bid to design new intervention strategies. This paper will review the biology of Natural Killer T cells and the prevention strategies of asthma and allergic diseases. Biology of NKT Cells Natural Killer T cells form a subset of lymphocytes as scientists have described. Depending on the T-cell receptor repertoires, NKT cells fall into three categories. The first type of NKT cells is the classical NKT cells that exhibit conserved T-cell receptors (Akbariet al 2006). Immunologists have been described type 1 NKT cells in mice and humans, with those in humans named invariant NKT cells. Type 2 is also available in both mice and humans but have a diverse range of T-cell receptors. However, type 2 faces a restriction from CD1d. The third type forms the independent category of NKT cells characterized as expressing either Ly49 or NK1.1 (CD161 in humans). Moreover, i t proved quite difficult to isolate this type of NKT cells. Immunologists have succeeded in isolating type 1 and associating it with the development of asthma. NKT cells present numerous similarities to Th2 Cells, which trigger the processes that cause the development of asthma. ... However, the two types of cells exhibit different activation processes (Wohlleben&Erb, 2006). Processes Leading to the Development of Asthma and related Atopic Diseases Experts seeking to understand the immunologic processes that lead to the development of asthma, have described the process in detail. Asthma results from the Th2 responses taking place in the lungs. The production of Th2 responses result from the action of allergen specific CD4+. The basis of asthma development is that there must be activation of transcription factors from the downstream factors resulting to the production of Th2 effector cells. The effect of these processes is the production of cytokines such as interleukins IL-4, IL-5, IL-9, and IL-13. Moreover, these processes trigger the recruitment of eosinophils and allergen specific immunoglobulin E by beta cells (Mallevaey et al, 2006). Granulation of eosinophils and mast cells occurs with as they indulge in a cross-linking with immunoglobulin E (igE). This ca uses the production of mucous and airway hyper-reactivity and a chronic inflammation of the airway. These are the central attributes of asthma.Processes that trigger Th2 responses often lead to airway hyper-reactivity and inflammation. Immunologists have highlighted that Th1 responses do not trigger this hyper-reactivity and inflammation defining asthma and other atopic diseases. There is evidence suggesting that children contacting bacterial infections that trigger Th1 responses in their earlier years have a less likelihood of developing asthma. NKT Cells and Asthma There is evidence that NKT cells have the potential to trigger Th2 responses that often lead to development of asthma and other atopic diseases. This is because of their ability to recognize glycolipid

Movies and TV Essay Example | Topics and Well Written Essays - 1250 words

Movies and TV - Essay Example Through complex and often contradictory signs, this episode shows that people cannot change their economic, political, cultural, religious, social, and gender conditions, because they subscribe to implied stereotyped myths that simplify their lives and renders complex issues of degraded humanity and declining culture as invisible. The episode depicts the complicated signs of myths in direct and indirect manners, especially those pertaining to teaching and religious signs. People accept myths, where they are â€Å"more than true† (Seger 347). Myths â€Å"connect and speak† with many people. One of the myths in the Simpson’s episode is the myth of a great teacher (Moore 404). This myth argues that a funny and creative teacher can change his/her students’ lackadaisical attitudes and behaviors toward learning and life (Moore 404). Lisa’s teacher aims to change them to model students, but in a bad way, because she has been recruited by the Movementarian sect already. The â€Å"sign† in the episode can also be indirect and contains conflicts, because Lisa struggles with her grade-sensitive personality and the need to assert her independence against social brainwashing tactics. When she falls into the brainwashing of society, the episode underscores the futility of fighting powerful institutions. Myths are better, because they make life simple and easier to understand. Another myth being dismantled in this episode is the myth of faith in God. The episode shows signs that directly attack sects like the Movementarian that takes advantage of the weak-willed and weak-minded. It, however, draws parallel with the Catholic Church, because the latter also takes money from its members in form of donation and promotes â€Å"truths† about life and how it should be lived. The Church also uses seemingly hypnotizing, repetitive chants. The main argument of this episode is that God has been turned into a lucrative business. The hero s ymbol is also present when people idolize God, because â€Å"glamour is always vulnerable to those who love it† (Postrel 354). People want a savior, someone who is more than themselves and yet seemingly similar to themselves. The episode cautions people who easily fall into the trap of blind faith, such as when people do not even check who that man waving inside the Rolls Royce car is and if there actually is a spaceship inside the barn. With the myth of faith and the superhuman God, people are lambs that can be led astray to their misfortune and death. The Simpsons also perpetuates and questions gender roles and stereotypes. Neuhaus argues that The Simpsons presents a comparatively placid appraisal of domestic gender roles (762). On the one hand, it â€Å"playfully and humorously questions the function of the nuclear family in American society† (Neuhaus 762). Marge always forgives Homer, no matter how insensitive and irresponsible he can be as a husband and father. On the other hand, the episode also imbibes the â€Å"centrality of female domesticity to the very definition of ‘a family’ † (Neuhaus 762). Marge follows her husband’s decision, although she feels wary about it. She is still under the male grasp. The episode, however, portrays a conflicting role, when Marge escapes the Movementarian’s community and seeks help from Reverend Timothy Lovejoy. She and the Reverend save Homer

Lease Essay Example | Topics and Well Written Essays - 500 words

Lease - Essay Example he FSAB standards, the lease agreement is for the use of the combustion turbine which could qualify as a capital lease because it is an agreement for the use of a piece of property that could be classified as an asset. The first item to be assessed is the legal fees arising in connection with the lease, i.e., $500K to Stipe, Berry, Mills and Buck, together with $1 million in legal fees incurred by Goliath Co. These expenses would fall under the category of external expenses that are not incurred on a sustained basis, but rather are a one-off expense. They do not fall under the category of a recurring expense and moreover, the total value of the payments as mentioned above, is unlikely to add up to a sum that is greater than 90% of the fair value of the leased asset, i.e., the combustion turbine. This expense can however be included in the Balance sheet of the Company as an establishment expense, which would fall under the category of a one-time expense for setting up the lease. The a dvantage of this method is that it could contribute towards the payment of lower taxes to be paid on incomes gained from the leased property during the first year of lease. In regard to the second provision, the lease is a capital lease that would fall under the category of a direct financing lease, because lease payments are being made by a bank and Goliath Company which is leasing out the asset does not gain any share in the profits of Big Bear. The default provision in the lease requires a penalty payment from Big Bear if there is a â€Å"material adverse change† in its financial condition. Although this term is not specifically defined under the agreement, nevertheless the direct inference would be construed as any change in financial circumstances that lead to Big Bear being unable to make its payments. The inclusion of a penalty payment is a fairly standard provision within a lease document, but the instigating factor is a default in the bank’s credit arrangement. This

Marketing Plan for The Times Newspaper Essay Example | Topics and Well Written Essays - 2750 words

Marketing Plan for The Times Newspaper - Essay Example This essay stresses that marketing strategy is primarily concerned with the process where a need satisfying product or service is exchanged for a certain value and there are mainly four variables that constitute a market offering and they are: product, distribution/place, price, and marketing communication. To a greater extent, the success of any marketing strategy employed by any company is strongly dependent on the effectiveness of its marketing communication. There must be a good flow of information between the buyer and the seller to enable the buyers to make informed decisions which always take precedence before the actual purchase. In its endeavor to establish a new product, The Times ought to adopt strategies that would allow them to clearly distinguish their target market in a bid to have some competitive advantage over other rival competitors who also operate in the same industry. This paper makes a conclusion that communication plays a very important role in marketing a product to the customers. The advent of the internet has brought about sweeping changes in the way organisations operate as well as market their products. There is need for an organisation to segment its market in order to clearly identify their target customers in order to have a competitive advantage over other rival competitors that may exist in the market. As noted, there is need for The Times newspaper to effectively use marketing communication in order to successfully launch a new product to the customers.

Movies and TV Essay Example | Topics and Well Written Essays - 1250 words

Movies and TV - Essay Example Through complex and often contradictory signs, this episode shows that people cannot change their economic, political, cultural, religious, social, and gender conditions, because they subscribe to implied stereotyped myths that simplify their lives and renders complex issues of degraded humanity and declining culture as invisible. The episode depicts the complicated signs of myths in direct and indirect manners, especially those pertaining to teaching and religious signs. People accept myths, where they are â€Å"more than true† (Seger 347). Myths â€Å"connect and speak† with many people. One of the myths in the Simpson’s episode is the myth of a great teacher (Moore 404). This myth argues that a funny and creative teacher can change his/her students’ lackadaisical attitudes and behaviors toward learning and life (Moore 404). Lisa’s teacher aims to change them to model students, but in a bad way, because she has been recruited by the Movementarian sect already. The â€Å"sign† in the episode can also be indirect and contains conflicts, because Lisa struggles with her grade-sensitive personality and the need to assert her independence against social brainwashing tactics. When she falls into the brainwashing of society, the episode underscores the futility of fighting powerful institutions. Myths are better, because they make life simple and easier to understand. Another myth being dismantled in this episode is the myth of faith in God. The episode shows signs that directly attack sects like the Movementarian that takes advantage of the weak-willed and weak-minded. It, however, draws parallel with the Catholic Church, because the latter also takes money from its members in form of donation and promotes â€Å"truths† about life and how it should be lived. The Church also uses seemingly hypnotizing, repetitive chants. The main argument of this episode is that God has been turned into a lucrative business. The hero s ymbol is also present when people idolize God, because â€Å"glamour is always vulnerable to those who love it† (Postrel 354). People want a savior, someone who is more than themselves and yet seemingly similar to themselves. The episode cautions people who easily fall into the trap of blind faith, such as when people do not even check who that man waving inside the Rolls Royce car is and if there actually is a spaceship inside the barn. With the myth of faith and the superhuman God, people are lambs that can be led astray to their misfortune and death. The Simpsons also perpetuates and questions gender roles and stereotypes. Neuhaus argues that The Simpsons presents a comparatively placid appraisal of domestic gender roles (762). On the one hand, it â€Å"playfully and humorously questions the function of the nuclear family in American society† (Neuhaus 762). Marge always forgives Homer, no matter how insensitive and irresponsible he can be as a husband and father. On the other hand, the episode also imbibes the â€Å"centrality of female domesticity to the very definition of ‘a family’ † (Neuhaus 762). Marge follows her husband’s decision, although she feels wary about it. She is still under the male grasp. The episode, however, portrays a conflicting role, when Marge escapes the Movementarian’s community and seeks help from Reverend Timothy Lovejoy. She and the Reverend save Homer

Marketing Plan for The Times Newspaper Essay Example | Topics and Well Written Essays - 2750 words

Marketing Plan for The Times Newspaper - Essay Example This essay stresses that marketing strategy is primarily concerned with the process where a need satisfying product or service is exchanged for a certain value and there are mainly four variables that constitute a market offering and they are: product, distribution/place, price, and marketing communication. To a greater extent, the success of any marketing strategy employed by any company is strongly dependent on the effectiveness of its marketing communication. There must be a good flow of information between the buyer and the seller to enable the buyers to make informed decisions which always take precedence before the actual purchase. In its endeavor to establish a new product, The Times ought to adopt strategies that would allow them to clearly distinguish their target market in a bid to have some competitive advantage over other rival competitors who also operate in the same industry. This paper makes a conclusion that communication plays a very important role in marketing a product to the customers. The advent of the internet has brought about sweeping changes in the way organisations operate as well as market their products. There is need for an organisation to segment its market in order to clearly identify their target customers in order to have a competitive advantage over other rival competitors that may exist in the market. As noted, there is need for The Times newspaper to effectively use marketing communication in order to successfully launch a new product to the customers.

A Biographical Approach to the Poem The Whipping by Robert Hayden Essay Example for Free

A Biographical Approach to the Poem The Whipping by Robert Hayden Essay Robert Hayden is one of the best-known American poets of his time. However, he is also one of the most underrated poets of all time, arguably not as much accolades as other poets of the same era. His poems exude admirable sincerity and tremendous grasp of poetic devices. His beautiful poem â€Å"The Whipping† is regarded as one of his finest work. A biographical approach to the poem would reveal to us that Hayden transforms his bitter memories to a sumptuous work of art. The poem is basically about a woman whipping a boy, for some reason that is not explicitly stated in the poem. The second line â€Å"is whipping the boy again† tells us that violent act is being carried on regularly. The reader immediately would assume that the woman is the mother of the boy, regardless if the woman is the boy’s biological or foster parent. The picture that Hayden had painted is vividly painful. The lines â€Å"she strikes and strikes the shrilly circling / boy till the stick breaks† suggests the level of anger of the woman and the fear and pain of the boy. The woman stopped whipping the boy only when the stick was already broken. Halfway through the poem, the author shifts from third to first person â€Å"words could bring the face that I / no longer knew or loved†¦Ã¢â‚¬  Those first person lines suggest to the readers that the speaking persona could have undergone the same kind of treatment. The line â€Å"well, it is over now, it is over† is a potent hint that the narrator is recalling his past. He is able to forgive the one that whipped him. However, he is unable to shake off the memories of being whipped as a boy. A peek to Hayden’s biography is likely to lead us to clues that had led him to conceive this poem. Hayden was born and grew up in a Detroit ghetto which the people there called Paradise Valley. During that time, violence, in the form of corporal punishment, was not uncommon. Hayden also had an irregular family life as a child. His biological parents were separated even before his birth. A couple who also exhibited a volatile relationship took him in. As a child, Hayden had witnessed domestic violence from both his biological and foster parents (Greasely 251-252). Hayden had shown us admirable honesty through his poem â€Å"The Whipping. Corporal punishment is not much talked about by adults, probably because they are now currently the ones guilty of whipping their children. Hayden had shared his memories to us to convey a message that would be vital for any community. He is suggesting to us that corporal punishment is more likely to generate childhood trauma than discipline. Moreover, he is also arguing that violence to a child is injustice. Parents blaming their child for their â€Å"lifelong hidings† are the primary reason why this vicious cycle of violence is still ongoing.