College Education Essay Example for Free

School Education Essay Task: Should an advanced degree center around developing and empowering the creative mind of understudies or on showing fundamental realities and guidelines so we as a whole offer a specific measure of basic information? Katherine Paterson once expressed in The Spying Heart, â€Å"Our major undertaking as people is to search out connectionsâ€to practice our minds. It follows, at that point, that the essential undertaking of instruction is the consideration and taking care of the creative mind. Our errand as educators and authors, craftsmen and guardians is toâ nourish the imaginationâ€our own and that of the kids endowed to our consideration. † This implies our objective as people is to assemble their creative mind. The activity for training is to take care of the creative mind. A grown-ups work is to assist the kids with building their creative mind. An advanced degree should concentrate on developing and empowering the creative mind of understudies rather than on showing fundamental realities and measures with the goal that we as a whole offer a specific measure of regular information. One motivation behind why an advanced degree should concentrate on building creative mind is on the grounds that dreamsâ are more grounded than realities. Albert Einstien once stated, â€Å"The genuine indication of insight isn't information yet creative mind. † Also Robert Fulghum states in his book, All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts On Common Things, â€Å"I accept that creative mind is more grounded than information. That fantasy is more strong than history. That fantasies are more remarkable than realities. That trust consistently triumphs over understanding. That chuckling is the main solution for despondency. What's more, I accept that affection is more grounded than death. † If Dr. Martin Luther King Jr. Didn't dream and depended uniquely on realities, I dont figure the United States would have been the equivalent. This is the reason universities should concentrate on the creative mind of their understudies and not the amount they know. A few people accept that school ought to exclusively be based off realities and information. Aristotle once stated, â€Å"All men want knowledge†. However, is that information expected to live. The understudies ought to realize what they are studying, however ought to likewise utilize creative mind to a class or two. Recollect â€Å"education is the most remarkable weapon which you can use to change the world†.

Part Time Job Influenced Student’s Study Essay

The predominance of auxiliary school understudies working low maintenance is connected to monetary cycles: when there is a financial upswing, more understudies work; when economies are discouraged, less work. Most understudies who work do as such in low-paying assistance, administrative, or deals employments, with some proof that proportionately a larger number of understudies from white collar class families work than understudies from either poor or rich families. There seems, by all accounts, to be a general view that there is an association between working more than 15 to 20 hours out of each week and decreased school accomplishment regarding scholastic accomplishment, just as an expanded danger of dropping out of school. Be that as it may, it isn't evident whether expanded work causes the issues, or whether scholarly disappointment drives more understudies who are neglecting to build their work hours. Writing Review A scope of writing has been evaluated and a few subtleties from this writing are shared beneath. The predominance of work It isn't clear what extent of understudies work, however in a (U. S. ) investigation of 21,000 senior secondary school understudies, 75% were working low maintenance for a normal of 16. 4 hours every week (Gordon, 1985). The investigation found that working was identified with a requirement for sure fire salary and to an absence of enthusiasm for school. In Canada, 40% of young people matured 15 to 19 had occupations in 1993, however these information incorporate full-time summer employments (Canadian Social Trends, Winter, 1994). B. C. young people are bound to be utilized than adolescents in Ontario, Quebec, or the Atlantic areas, with 44% utilized in B. C. Somewhat higher adolescent work rates than B. C. ’s were accounted for in Manitoba, Saskatchewan, and Alberta. At the point when just low maintenance work is thought of, 72% of those utilized worked low maintenance. 3% of full-time Canadian understudies matured 15 to 19 worked during the school year. The Statistics Canada (StatsCan) information announced in Canadian Social Trends show up low in contrast with other information, however one potential clarification might be the separation among full-and low maintenance understudies, a distinction not generally explained in certain reports. Bernier (1995), utilizing Canadian Labor Force information, found that 40% of Canadian full-time understudies took an interest in the work power, contrasted with 77% of low maintenance understudies. There might be impressive contrasts across financial gatherings, however there is minimal firm information to help this: Lawton (1992) states that white collar class understudies are bound to work than either lower-or high society understudies. Lawton additionally demonstrates that around 66% of understudies in senior evaluations hold low maintenance occupations, discoveries closer to Gordon’s concentrate than to the information provided by StatsCan. The impact of working low maintenance on students’ scholastic accomplishment Most research shows that there is an impeding impact on accomplishment if auxiliary understudies work for more than 15 hours per week (Stern, 1997). Such understudies have lower grades, do less schoolwork, are bound to drop out, and are more averse to enter post-auxiliary instruction. Those understudies who work less hours endure less negative outcomes. These finding are upheld by a Toronto study (Cheng, 1995), and are like StatsCan information (Canadian Social Trends, 1994), which show that understudies who worked less than 20 hours seven days had a lot of lower dropout rates than the individuals who worked for over 20 hours every week. There were alarming contrasts between guys who worked less than 20 hours (16% dropout rate), and the individuals who worked longer than 20 hours (33% dropout rate), in spite of the fact that the most noteworthy female dropout rates (22%) happened among females who didn't work at all while at school. There is one significant admonition to the connection between low maintenance work and stamps: there is blended proof with respect to whether imprints decay since understudies work more, or whether understudies whose imprints are declining decide to work more. Notwithstanding, Singh (1998) in an investigation which calculated in financial status and revious accomplishment, expressed that the more hours worked, the more prominent the negative impacts on understudy accomplishment. The ramifications for more youthful understudies working longer hours could be more serious than for more established understudies (Barone, 1993). Numerous understudies who work discover a few issues adjusting school and work requests (Worley, 1995). Numerous who work low maintenance have restricted interest in extra-curricular exercises (Hope, 1990). The impact of working low maintenance on students’ generally prosperity Stern (1997) and Cheng (1995) both express that understudies get profits by working, as long as the hours are beneath 15 every week. Harsh recognizes an advantage to future procuring potential and a progressively uplifting demeanor to work framed while working or during work involvement with school. These discoveries are likewise bolstered by Canadian information. Notwithstanding, Lawton (1992) contends that the individuals who bolster this contention likewise will in general help a professional as opposed to a liberal perspective on training. Greenberger and Steinberg (1986), in an examination of psycho-social parts of working secondary school understudies, reasoned that â€Å"it may make them scholastically rich however mentally poor. They likewise contended that as opposed to imparting great work propensities, numerous understudies who worked low maintenance figured out how to cheat, take, and manage exhausting work. Mortimer (1993) found no proof to help the case that working extended periods encouraged smoking or expanded school conduct issues, yet there was proof of expanded liquor utilization. Different in vestigations, in any case, have discovered expanded medication and liquor use, and higher paces of misconduct related with higher number of hours worked by understudies. A 1991 Oregon Task Force found the quantities of 16-and 17-year-olds who were attempting to have expanded as of late. Occupations were frequently low-paying, unfulfilling, and offered little in the method of instructive worth or groundwork for grown-up work. Canadian information recommend that patterns in young work are connected to financial cycles, with numbers rising and falling with light or discouraged economies. Most Canadian understudies (69%) work in administration, administrative, or deals enterprises, with more females (84%) than guys (57%) in these businesses. Multiple times the quantity of guys (16%) contrasted with females (4%) were utilized in development. Research likewise shows that such a large number of long stretches of work for young people builds exhaustion and may cause lower scholarly execution. Carskadon (1999) depicts changing rest designs during youthfulness and talks about the impact of work on rest designs. She found that understudies working at least 20 hours announced later sleep times, shorter rest times, progressively visit scenes of nodding off in school, and all the more late appearances in school. An article in the American Federation of Teachers’ distribution, American Teacher (February 1999), refered to a report delivered by the (U. S. ) National Research Council (NRC) and the Institute of Medicine (IOM) which gave proof of what it claims is a think little of 70 reported passings of kids and teenagers because of wounds at work, and 100,000 youngsters looking for treatment in clinic crisis wards because of business related wounds. In light of these information, a panel set up by the NRC/IOM is calling for Congress as far as possible to the quantity of hours worked every day by young people, and to direct teenagers’ work start-and finish-times on weeknights.

Business Analyst Resume Examples, Template Tips

Business Analyst Resume Examples, Template Tips Finding a perfect job position as a business analyst might seem somewhat of a hassle, but knowing how to write the perfect resume will make it easier for you to find just the right job where your skills which you have to offer will be valued immensely.Literally, every company needs a business analyst who can not only develop and monitor data quality metrics but also ensure that the business data and reporting meet the required company standards.Its important to create a detailed business analysis, outline potential problems, find possible opportunities and solutions for business and knows how to plan and budget the companys future projects.All of this requires that you have one important trait which combines all of your skills together, and that is â€" organization! And what better way to highlight your organization skills than to include your previous business accomplishments in your resume.Speaking of resumes, did you know that hiring agents spend on average just 6 seconds looking at a resume? If you think about it, it makes perfect sense because they get hundreds, if not thousands of resumes a day, so they know exactly what to look for in a resume.Knowing this, you need to write a resume which will get an employer’s attention as soon as possible, and that’s not an easy thing to do. So, in order for you to stand out from other people in the crowd, you need to know:How to articulate your resume in such a way that just by looking at it, an employer knows that you’re the right person for the job.How to keep the required length of the resume (two pages max), and what to write on such limited space.How to highlight your past workplaces, positions, and skills that you offer to the company.How to include what is important and keep out what’s unimportant from your resume (no one needs to know you’ve worked in Starbucks for one summer break).You still don’t know how to write the perfect resume? Don’t worry. Just follow one of our templates for the perfec t resume, and you’ll land your dream job in no time.Affiliate Partnership Developer Resume Example Right Business Support Analyst Resume Example Right Create your own resumeThese were just two examples of how your resume as a business analyst should look like.Now, to make everything clear to you, we are going to go through each section step by step to ensure that you write the right information and what to avoid in your resume.GUIDE ON WRITING THE PERSONAL INFO SECTIONWhen writing your resume, the first thing you will need to do is share your personal information with your employer and that being said, you should look at this section as your business card, so you need to know how to introduce yourself in the proper manner.Full NameWhen writing your name, you should stay away from nicknames by which your friends and family call you, because it’s not only unprofessional but also highly inconvenient for the employer to know your nickname as most serious companies have a strict code of conduct.The rules are pretty much self-explanatory. Just write your first name and second name, maybe even a middle name but that also can be too muc h sometimes. So you should write something in the line of:Richard Walker RightRichie Walker WrongProfessionYour employer must know what your field of expertize is and also your current employment status so you should write your proper profession.If you have multiple fields of expertize, write the one which fits the job description the best and leaves the others for the Skills section of your resume. Follow the example below:John Merriman, Operations Manager RightJohn Merriman, Business Analyst WrongPhotoA photograph of yourself isn’t always required, but it isn’t a bad idea to include one in your resume as some companies will ask the applicants to have a photograph in their resume or cover letter.If you are thinking of having your picture taken for your resume, be sure to get a professional photograph, maybe in business attire so that you look presentable for your potential job position.Phone NumberIt’s important for you to share your contact information with your employer , especially your phone number so that you can get a call from them if they are interested in interviewing you for the job.Besides, how many times have you missed an important E-Mail and wished that you’ve received a call instead?Luckily, there are no rights or wrongs when it comes to phone numbers, although, if you want to be really fancy, you can get a separate business phone number so that you don’t mix up your work with your personal life.AddressUsually, you’re not required to share your home address, but you won’t get tracked by the company you might potentially be working for in the future, so there’s no harm in sharing your address.Unless you’re applying for a job in the CIA or the FBI, but trust me, they already know where you live.E-Mail AddressHaving the appropriate E-Mail address is also essential for your Personal Information section, not only because you are more presentable when you have an E-Mail address just for your job, but also it makes the companys jo b easier when they register you in their database.That being said, you should avoid the common mistake given in the example below:leonard.holmes@gmail.com RightLeothegamer87@gmail.com WrongSocial MediaNowadays, it’s important to have a LinkedIn account mainly because it can be used as your secondary resume or your portfolio. You can list anything you want in your LinkedIn profile, and it’s pretty convenient for the company to see what other skills you have to offer besides the ones you’ve listed on your resume.That being said, as with your E-Mail address, you should also keep your LinkedIn address clean and sharp meaning you should personalize your URL before attaching the link in your resume:linkedin.com/in/simon-paul/ Rightlinkedin.com/in/simon-paul/3y83u5644 WrongIn addition, you can also add your Twitter account if you want to but just be careful not to post anything inappropriate as your company will surely track your activity on social media so be cautious when compl aining about your new job on the Internet.To summarize, in the Personal Info section you shouldnt write information such as your drivers license, social security number, blogs and other info which isnt required by your employer and instead, you should keep it clean and simple by writing your basic personal information weve presented you.In addition, you can use our resume builder to quickly add or delete sections which you want to include in your resume, and you can choose the right template which meets your requirements.GUIDE ON WRITING THE SUMMARY SECTIONNow we should move on how to write your summary section the right way, and you want to do this properly because employers are going to look at this section first before they decide if they’re going to continue reading your resume.In this section, you should briefly explain relevant information about:Your educationPast work experiences and job positionsSpecial skillsReasons why you want to join the companyBasically, you should wr ite two or three sentences about why you are a valuable asset to the company and why should they hire you and not someone else. Definitely avoid the most common mistake shown in the example below as it will make you seem uninterested in not just the job, but life itself:SummaryI am an MIT graduate with minors in Economics and a 4.5/5 GPA score. I have worked for companies such as NYCM Insurance Company and West Point Home. I have great work ethics, and I am very time manageable also, working on group projects is my stronger side. RightSummaryI have a minor in Economics and have worked for a few insurance companies. I am looking for the opportunity to apply my skills. WrongNote that there is nothing wrong with flattering yourself by writing your GPA score, the University you’ve graduated and the companies you’ve worked for in the past as you worked hard in order to be in the position you are now and you should let your employer know that he is hiring someone who is worth the jo b.GUIDE ON WRITING THE EXPERIENCE SECTIONNext up is writing your past work experience section, and before we begin, please note that if you don’t have a past job in the work field, you’re applying for, then you should list some internship that you were maybe involved in so that you at least have something to offer your employer.When writing your past job positions, you should keep an eye on details such as:Write for how long have you’ve worked for your past company, for example â€" August 2017 â€" March 2018.Write your greatest accomplishments while you were working there.List the full name of the company, unless it is a well-known company.Stay clear of unimportant job positions which have nothing to with the job you’re applying for.You should especially be careful when listing your accomplishments, and you should try to implement some statistics other than just describing your position:ExperienceImproved document organization by 50%.Had meetings with 30 stakeholders and gat hered valuable information for the company.Wrote 14 monthly reviews on both current company state and future plans and projects. RightExperienceOrganized documents.Organized meetings with stakeholders.Wrote monthly reviews. WrongAnyhow, this way you are showing the employer that you’ve actually made a company you’ve worked for in the past function better and he will surely want you to do the same with his company and this is especially true when you’ve worked for a company which is in competition with the company you’re applying for.GUIDE ON WRITING THE EDUCATION SECTIONPeople say that education isnt important and that employers just want to know if you know how to finish the job in the most effective way possible, but that isnt always the case as some employers choose carefully who they want to hire and are sometimes petty when it comes to the Education section.But this doesn’t have to bother you because this section can be your entrance gate to your dream job even if y ou don’t have some past work experience, because every employer wants someone who was successful at school and who can be taught literally anything.When writing the Education section, you should list:The name of the university youve graduated.Your minors or majors in a specific subject.Awards you’ve achieved.Your GPA scores, if it is really high.Online courses, certificates, and licenses from online universities.Projects, panel discussions, presentations, written papers on specific topics, and so on.Anything you’ve achieved that you want to flaunt with you should list because you never know if someone is interested in that paper you’ve written on the topic of How to Reduce Carbon Footprints.GUIDE ON WRITING THE SKILLS SECTIONLast but not least, we have the Skills section which is maybe the most important section of your resume even though its usually written last and at the bottom but if nothing that youve written previously doesnt impress your employer, this section might.F or this section, it is important to list what skills you have to offer to the company which can be vital for the job position youre applying for. That being said, you should write something similar to this:SkillsGreat at working against the clock and making the plan work in the end.Meticulous at organizing documents and files.Time and calendar management.Fluent in Italian.Great knowledge of MS Office pack. RightSkillsCan play the piano.Can ride a bike with one hand.Cooking noodles in a coffee maker is my ultimate skill.MS Office pack. WrongNote that things such as other languages are very important and people have landed jobs just because they know how to speak Mandarin, German and even Arabic so be sure to list that as well.TIPS AND TRICKSSome of the tips we would like to share with you include:Less is more â€" You should keep your resume as short as possible, so no more than two pages, but one page should be perfect because as we already said, employers don’t spend that much t ime reading resumes.Check for any mistakes â€" Always have your resume reviewed by someone who reads tons of resumes daily because you are sure to make a mistake or two.Proofreading â€" Check to see if you have any grammatical errors in your resume as it can be very embarrassing and just imagine the hiring agent laughing because you’ve mistaken “you’re” for “your”.Make lists and bullet-points â€" This way, you are keeping your resume organized and the important things are highlighted so that your employer can spot them immediately when he opens your resume.Using the right grammar â€" You need to be able to articulate your resume in such a way that you’re letting your employer know why he should hire you. Additionally, you should stay away from slang words and idioms as they are too much informal. Stick with the formal format of writing.Writing the right resume for the job â€" You should write a different resume every time you are applying for a new job because not ever y job needs the exact same skillset you have to offer in your resume and also your resume needs to be tailored for that job position.Use our resume builder â€" By using our resume builder, you can write a perfect resume with ease because you can add or delete the sections required for your job position and you can choose the outline of the resume which most appeals to your needs.Formatting â€" You should always have multiple copies of your resume and in different formats such as PDF and TXT because you never know if your employer might not be able to open the resume you’ve sent him.Highlighting â€" Know what things to highlight and whatnot, not all information you list need to be the first thing your employer sees when he opens your resume but is still essential, so approach highlighting with care.FINAL THOUGHTSTo summarize, writing a resume isn’t always easy, but it can be used to really highlight your previous accomplishments, and you can use it to your advantage to show your employer that you will be a valuable asset to his company.Not to mention that it’s always flattering to see all of your achievements throughout your career on a piece of paper because everyone feels good about themselves knowing that they have the skills needed to work in a great company doing the things they love. Also, the paycheck at the end of the month is a great feeling too.We hope that this guide was helpful and that you will get the job you’ve always wanted! Create your own resume

Client Interaction Strategy Free Essay Example, 1000 words

Training in the organization will involve taking a small group that will mainly consist of the managers and making them understand how the changes that are to take place in the organization will work basing training on the own interaction of the managers in the staff (Hall, 2003). The next phase in the implementation would involve researching on the strategies in the organization. This will involve going to different levels of the organization and finding information such as what they think about on the new strategies and obtaining the right feedback. The last phase that might be used in leverage the existing power structure to facilitate the different phase is application of the strategies through management of the organization. The applications that will be made on the strategies will be through the consideration of feedback from the research (Hall, 2003). Influential tactics that can be used in implementing the new strategies Power tactics is one aspect that can be used in implementing the new strategies. This involves identifying the power strategies that are used in the organization and the flow of information. We will write a custom essay sample on Client Interaction Strategy or any topic specifically for you Only $17.96 $11.86/pageorder now Legitimacy can be used where power is associated to rank that is held in the organization (Moschini, 2005). Legitimacy can be used in the organization where the top managers will influence the others below them in the organization to the new strategies. Rational persuasion can also be used in the organization such that one that is an expert in the fields where the changes are to be made can use logic and evidence to influence the others into the new strategies. Rational persuasion can be used by the departmental managers in convincing the other top managers in making decisions on implementing the new strategy. The convincing would be possible as there will be provision of facts on the strategy that is to be implemented. Inspirational appeal can also be used to convince and influence the others in the organization so that they are able to comply with the new strategies in the organization (Moschini, 2005). Inspirational appeal in the organization is that which will involve taping the emotions, values and beliefs that are in the organization to be able to gain this can be used in the employees as they are the ones that are mainly involved in the production and other activities that the organization is involved. Consultation is another tactic that can be used in the organization in implementation of the new strategies in the organization. This tactic can be used in departments as the managers in the departments as they are in the same level.

Nebraska Colleges and Universities Pursuing Online and Campus Based Education in Nebraska, the Cornhusker State 2019

Despite its heavy dependence on agriculture, Nebraska offers a strong economy with a diverse labor market. Nebraska colleges and universities provide training and research opportunities for working professionals and full-time students. With an unemployment rate well below the national average, Nebraska college graduates can expect to find a wealth of career prospects in their field of study. Top Nebraska Industries Employ Graduates of Nebraska Colleges and Universities Nebraska derives its nickname, the Cornhusker State, from its reliance on agriculture. Colleges and universities in Nebraska perform extensive research to promote scientific farming throughout the state. Additional industries are insurance and telecommunications in Omaha and Lincoln. Prominent Nebraska employers include: Offutt Air Force Base located near Omaha. ConAgra Foods headquartered in Nebraska. Data Transmission Network headquartered in Nebraska. Mutual of Omaha headquartered in Nebraska. Omaha World Herald headquartered in Nebraska. Sandhills Publishing Company headquartered in Nebraska. TD Ameritrade headquartered in Nebraska. .u690b9a0e70cc9d05cc8d092af5f021fa { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u690b9a0e70cc9d05cc8d092af5f021fa:active, .u690b9a0e70cc9d05cc8d092af5f021fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u690b9a0e70cc9d05cc8d092af5f021fa { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u690b9a0e70cc9d05cc8d092af5f021fa .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u690b9a0e70cc9d05cc8d092af5f021fa .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u690b9a0e70cc9d05cc8d092af5f021fa:hover .postTitle { text-decoration: underline!important; } READ Acquiring Your Teaching Degree On The InternetStrong Economic Profile Encourages Nebraska College Graduates to Seek Local Careers The most recent data from the U.S. Department of Labor and U.S. Census Bureau reveal healthy conditions in Nebraskas economy. Nebraska college graduates have little reason to search for out-of-state careers in a state that boasts: The September, 2017 Nebraska unemployment rate was 3%, compared to the national average of 4%. 959,200 people are employed in Nebraska. The 2016 2017 Nebraska median household income was $46,587, on par with the national average. The 2017 Nebraska gross state product was $68 billion. Flexible Education Options Provide Convenient Access to Nebraska Universities and Colleges Students of all life situations can easily access the network of colleges and universities in Nebraska. Combinations of campus-based and online programs are now available through schools, such as: Kaplan University at Hamilton College: Lincoln College Campus, Omaha University Campus, and Online Programs. University Of Phoenix: Omaha College Campus and Online Programs. ITT Technical Institute: Omaha University Campus and Online Programs. .ua4567868b1ee6e5c12384b3ac5686801 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .ua4567868b1ee6e5c12384b3ac5686801:active, .ua4567868b1ee6e5c12384b3ac5686801:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .ua4567868b1ee6e5c12384b3ac5686801 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .ua4567868b1ee6e5c12384b3ac5686801 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .ua4567868b1ee6e5c12384b3ac5686801 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .ua4567868b1ee6e5c12384b3ac5686801:hover .postTitle { text-decoration: underline!important; } READ Projects and Project Management TrainingA complete list of Nebraska colleges and universities is available through College-Pages.com, the leading education and career resource website. Prospective students will also find links to informative articles on making education and career decisions in the state of Nebraska. Related ArticlesDelaware Colleges and Universities Pursuing Online and Campus-based EducationNorth Dakota Colleges and Universities Pursuing Online and Campus Based Education in North DakotaMontana Colleges and Universities Pursuing Online and Campus Based Education in Montana, the Treasure StateNevada Colleges and Universities Pursuing Online and Campus Based Education in Nevada, the Silver StateVermont Colleges and Universities Pursuing Online and Campus Based Education in Vermont, the Green Mountain StateRhode Island Colleges and Universities Pursuing Online and Campus Based Education in Rhode Island

Attorney Client Privelege Free Essays

Attorney-Client Confidentiality Tammy Sepulveda CJS/220 January 16, 2013 Deborah DiFalco Attorney-Client Confidentiality The attorney-client privilege, which dates back to the reign of Elizabeth I, was originally based on the concept that an attorney should not be required to testify against the client and, thereby, violate a duty of loyalty owed to the client. At that time, it was the lawyer who held the privilege. Today, the privilege is held by the client; while it may be asserted by the lawyer on behalf of the client, only the client can waive the privilege. We will write a custom essay sample on Attorney Client Privelege or any similar topic only for you Order Now Silverman, 1997) Although Silverman states that only the client can waive the privilege; he forgot to mention that if a client discloses to his attorney that he plans on committing a crime that would harm someone else, the attorney is then obligated to report it to the authorities. If a client is discussing a matter with their attorney in a public place and someone over hears it; that can be used in court. Only conversations between the attorney-client in private are considered privileged information. The attorney-client privilege is important to our criminal justice system for the simple fact that a client would be more apt to tell the truth to their attorney. When the attorney does not have all of the facts at hand; they may not be able to represent the client appropriately. If a client knew the information they were disclosing to their attorney wasn’t in confidence; they may not tell the attorney what they need to know. Our Constitution protects us from wrongful imprisonment and the US Supreme court upholds the very old legal concept. If there wasn’t attorney-client privilege then the defense would not need to fight for their client in court, thus making it easier for the prosecution to not have to properly present their case. This could result in innocent people going to prison being stripped of their liberty. One of the major concerns facing attorney-client privilege is e-discovery. With the prevalence of electronic communication, preserving client confidentiality during document production is more challenging than ever. An attorney must track and find all the information that is pertinent to their case. This includes investigating possible electronic information. If the attorney does not have the same information that the prosecution may have; it can damper the case. Electronic information is not included under attorney-client privilege. Therefore, the client should privilege the attorney with any information that may be available to the prosecution through e-discovery. Reference Silverman, A. B. (1997). Silence is Golden- The Attorney-Client Privilege. Journal of the Minerals, Metals and Materials Society, 49(6), 62. Retrieved from http://www. tms. org/pubs/journals/jom/matters-9706. html The Courts in Our CriminalJustice System, by Jon’a F. Meyer and Diana R. Grant. Published by Prentice-Hall. How to cite Attorney Client Privelege, Essay examples

Freedom Today Essay Example For Students

Freedom Today Essay What exactly is freedom today and how does it affect us? The Oxford English Dictionary defines freedom as The state of being able to act without hindrance or restraint, liberty of action (524). More often than not, people do not take the time to realize all of the freedoms in existence around the world today. Bronislaw Malinowski states that Freedom is the most dynamic, essential, and general factor in the problems of to-day (22). Take a moment and realize the importance of freedom based upon the many struggles today and in the past for this ideal. Many major campaigns, wars, and conflicts have been driven by the conquest for freedom. The definition of freedom can be explained best using the literary concepts of description, exemplification, and negation. Freedom is a very complicated word to define in any one way. Sometimes the ideal is thought of as the driving force of the cultural process. It presents many challenges in our direction (22). The concept of freedom has been fought f or by many groups of people including Americans and is an ideal that is very dear to many peoples hearts. The basic word freedom is appealing to most cultures emotionally and is used very often in political speech (23). It can be interpreted various ways because there are so many freedoms that are available to discuss and consult. If people were not allowed basic freedoms, such as freedom of speech, the world would be a drastically different place to live in. Malinowski wrote, Freedom is a symbol which stands for a sublime and powerful ideal. The same symbol, however, may become a dangerous weapon in the hands of the enemies of freedom (24). Indeed, freedom is quite powerful and when the wrong person possesses the power, it can become very limiting upon societys basic freedoms. Bronislaw Malinowski wrote, Freedom can be defined as the conditions necessary and sufficient for the formation of a purpose, its translation into effective action through organized cultural instrumentalities , and the full enjoyment of the results of such activity (25). It is true that many prerequisites must be met to get a freedom established. Freedom has never come easily and most likely never will for anyone or any place. Many people have to join and fight to obtain the freedom required. In the past, freedom has been thought of as a fighting word. In todays society, it is considered more of an honorific word. People with great freedom in their lives are always proud and delighted at the achievement. Many countries have large demands for more freedom, but have not been capable of acquiring it. Whether we turn to Japan or Ceylon, to West Germany, Latin America, or the new African states, we find discussion ragingsometimes not confined to wordsover the nature, meaning, implications, limits, and justifications of freedom (Hook 2). There are certain concepts that can be compared to freedom, but are not the same in true meaning. The relationship between freedom and wisdom could be compare d quite easily (13). While wisdom is related more to intelligence, freedom is related to independence and sovereignty. Sidney Hook states that All choice of freedoms commits us ultimately to an ethical position (13). This is stating that once a group of people has a certain freedom declared to them, they then have a standing position about the issue. Across the world, many people desire to have all freedom possible. It is not reasonable to ask for the freedom to do anything that is wanted, because it is impossible to have all freedoms (10). If all freedoms were granted worldwide, civilization would eventually turn into chaos. Freedom is based upon culture and daily expectations. People cannot live without any type of freedom at all. The reason freedom is sought after so often is that not being free can be a painful and unpleasant experience. Look back at the days of slavery in the United States. Although this is something that everyone would like to forget about, freedom was fought for among our own culture. This is definitely a defining point of freedom. In the end, the definition of freedom boils down to being able to act with liberty and without hindrance to a certain action (OED). We should all have our own definition of freedom that comes from our heart based upon our cultures. .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 , .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .postImageUrl , .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .centered-text-area { min-height: 80px; position: relative; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 , .ufdc9b8a4a6f80b41bf1f8e9ba75ad265:hover , .ufdc9b8a4a6f80b41bf1f8e9ba75ad265:visited , .ufdc9b8a4a6f80b41bf1f8e9ba75ad265:active { border:0!important; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .clearfix:after { content: ""; display: table; clear: both; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265:active , .ufdc9b8a4a6f80b41bf1f8e9ba75ad265:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .centered-text-area { width: 100%; position: relative ; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265:hover .ctaButton { background-color: #34495E!important; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265 .ufdc9b8a4a6f80b41bf1f8e9ba75ad265-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufdc9b8a4a6f80b41bf1f8e9ba75ad265:after { content: ""; display: block; clear: both; } READ: Family Heritage Paper Essay BibliographyWorks CitedFreedom. The Oxford English Dictionary. 2nd ed. 1989. Hook, Sidney. The Paradoxes of Freedom. Berkeley: University of California Press, 1962. Malinowski, Bronislaw. Freedom and Civilization. Westport: Greenwood Press, 1944. Governmental Issues

ABBOTT Surname Meaning and Origin

ABBOTT Surname Meaning and Origin The Abbott surname means abbot or priest, from the Old English abbod or Old French abet, which in turn derive from the Late Latin or Greek abbas, from the Aramaic abba, meaning father. Abbott generally originated as an occupational name for the chief ruler or priest of an abbey, or for someone employed in the household or on the grounds of an abbot (since celibate clergy usually didnt have descendants to carry on the family name). According to a Dictionary of American Family Names it may also have been a nickname bestowed on a sanctimonious person thought to resemble an abbot. The Abbott surname is also common in Scotland, where it may be of English origin, or possibly a translation of MacNab, from the Gaelic Mac an Abbadh, meaning son of the abbott. Surname Origin: English, Scottish Alternate Surname Spellings:  ABBOT, ABBE, ABBIE, ABBOTTS, ABBETT, ABBET, ABIT, ABBIT, ABOTT Where in the World is the ABBOTT Surname Found? The Abbott surname is now most commonly found in Canada, especially in the province of Ontario,   according to WorldNames PublicProfiler. Within the United Kingdom, the name is most common in East Anglia. The name is also fairly common in the U.S. state of Maine.  Forebears surname distribution data places the Abbott surname with the greatest frequency in the former British Caribbean colonies, such as Antigua and Burbuda, where it is the 51st most common last name. It is next most commonly found in England, followed by Australia, Wales, New Zealand and Canada. Famous People with the Last Name ABBOTT Berenice Abbott - American photographer and sculptorGrace Abbott - American social worker best known for her work improving rights of immigrants and advancing child welfareEdith Abbott - American social work pioneer; sister of Grace AbbottSir John Abbott - former prime minister of CanadaJeremy Abbott - U.S. national figure skating championGeorge Abbott - American director, producer and playwrightBud Abbott -  comedian best known for playing the straight man of Abbott and Costello   Genealogy Resources for the Surname ABBOTT Abbott DNA ProjectIndividuals with the Abbott surname or any of its variations are invited to join this Y-DNA surname project of Abbott researchers working to combine traditional family history research with DNA testing to determine common ancestors. The Abbott Family GenealogyThis site compiled and written by Ernest James Abbott collects information on primarily Americans with the Abbott surname, and includes sections on authors, occupations, famous descendants, courses, and Abbotts in the military and ministry. Abbott Family Genealogy ForumSearch this popular genealogy forum for the Abbott surname to find others who might be researching your ancestors, or post your own Abbott query. FamilySearch - ABBOTT GenealogyExplore over 1.7 million historical records and lineage-linked family trees posted for the Abbott surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. ABBOTT Surname Family Mailing ListsRootsWeb hosts a free mailing list for researchers of the Abbott surname around the world. DistantCousin.com - ABBOTT Genealogy Family HistoryExplore free databases and genealogy links for the last name Abbott. The Abbott Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the common Abbott last name from the website of Genealogy Today. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins

Conquer Your Inbound Marketing Strategy with this Process (4 Templates)

Conquer Your Inbound Marketing Strategy with this Process (4 Templates) If you’re working in digital marketing in 2019, chances are the majority of your activities revolve around inbound marketing. Many marketing teams take an ad hoc approach to inbound, with bits of PPC, content marketing, and social media sprinkled here and there. Rarely do teams have a full fledged inbound marketing strategy and process in place. Laying a good foundation and process for your inbound strategy has a couple of great benefits. Drives more leads into your marketing funnel. Better addresses target persona pain points. Ensures all team members are working toward the same goals. Aligns cross-channel messaging. Before showing you how to create a bullet-proof inbound marketing strategy and process, you’ll want to download these templates. You’ll receive a†¦ A keyword planning spreadsheet  to help drive better results for your inbound activities. A content audit guide  to help identify your content deficits. A content mapping template  to map your content to each funnel stage. A user persona worksheet  to help you target the right people. in oneplace. Save 20 hrs this week alone and every weekafter. If youve ever kicked the tires on , nows the time to see what its reallylike. Schedule Your Demo Success! Your download should start shortly. Clean up the chaos with your editorial calendar! With , youll Save time with blogging, social, and email think HOURS every week Schedule your social posts in batches and increase your posting frequency super easily Get your sht together and hold yourself accountable to publishing like the boss you are! Now’s the perfect time to start your 14-day free trial to see for yourself! Start Your Free Trial

Argument Supporting Work-Life Balance Initiatives Essay

Argument Supporting Work-Life Balance Initiatives - Essay Example Furthermore, many companies now make a block leave mandatory, along with implementing work cut off hours. In addition to that, companies offer volunteer-work leaves in a calendar year which an employee can use to perform his or her philanthropic work. All of these are very attractive to a very wide range of people. So companies that offer these initiatives are able to target more potential employees than companies that don’t. Â  Work life balance is not just about the employee and his benefit. Hall reports that businesses lose an estimated staggering value of $300 billion in a year as a result of over-stressed and unhappy employees (2006). Companies do not want burned out, unhappy employees with little creativity and imagination. In fact, the richer and deeper an employee’s overall life, the more productive and creative he is going to be at work. The personal life and experiences of a person give him this depth and perception. A work life imbalance has a full-circle do minoes effect which starts with the employee and affects his work, his family, the company, the community and the government. These losses are emotional as well as monetary. Â  When drafting the work-life balance plan, managers need to understand that this is not just about giving employees a so-called break, but also utilizing resources in such a way that the goodwill and creativity of the entire team is included in the mix. Clutterback (2003) argues that work life balance is a useful by product of effectively managed teams.... This is manifested through a range of work life balance initiatives that come in many forms and offer something to every age group and gender including work that is part time, telecom-enabled or adjusted working days. Furthermore, many companies now make a block leave mandatory, along with implementing work cut off hours. In addition to that, companies offer volunteer-work leaves in a calendar year which an employee can use to perform his or her philanthropic work. All of these are very attractive to a very wide range of people. So companies that offer these initiatives are able to target more potential employees than companies that don’t. Work life balance is not just about the employee and his benefit. Hall reports that businesses lose an estimated staggering value of $300 billion in a year as a result of over-stressed and unhappy employees (2006). Companies do not want burned out, unhappy employees with little creativity and imagination. In fact, the richer and deeper an em ployee’s overall life, the more productive and creative he is going to be at work. The personal life and experiences of a person give him this depth and perception. A work life imbalance has a full-circle dominoes effect which starts with the employee and affects his work, his family, the company, the community and the government. These losses are emotional as well as monetary. When drafting the work-life balance plan, managers need to understand that this is not just about giving employees a so-called break, but also utilizing resources in such a way that the goodwill and creativity of the entire team is included in the mix. Clutterback (2003) argues that work life balance is a useful by product of effectively

Choose a suitable topic for this paper Essay Example | Topics and Well Written Essays - 500 words

Choose a suitable topic for this paper - Essay Example Facebook is the only alternative to all other social portals like AIM, Yahoo Messenger, Gmail, Hotmail, Flickr, YouTube, and MySpace, etc. and provide its users a single login ID for all their social interaction needs (Bilton, 2012). While on the other hand, Twitter also provides its user with chat and messaging facilities to stay connected with each other. Twitter is more like an open forum for all where anyone can make their network and connect with each other to share their views. Twitter also allows its user to follow anyone unless the user blocks the other user. Generally Twitter is considered as blogging platform. Both of the websites are pure communication tools in which users can easily update their views and status and can also get quick response from their network. These social websites are also use for marketing purpose and many of the individuals and companies get effective results by promoting their products (Bilton, 2012). In Facebook, it is easier to find friends and family as compared to Twitter. Facebook also suggests its users to find friends by matching their personal attributes and preferences with others, while Twitter does not give suggestions for friends; in fact, users have to find their friends themselves. In Facebook, users are fully equipped to control or to expand their networks but the permission is required from other users to become friend with them. In Twitter, a user can follow other members and for that no permission is required, however, when one user does not want to be followed by another he or she can easily block each other (Bilton, 2012). In Twitter, one user can be followed by everyone and anyone can comment and share their views with all their followers, whereas in Facebook user is only restricted to its own network of friends and communities and can only share their views among them. Facebook allows its user to share images and videos and to comment on these videos and images. On the other hand, there is no such

Developing Resiliency Skills in Childhood

Developing Resiliency Skills in Childhood Arti Pasrija Issues in Young Child and Care Research Question: Is it important to teach and foster resilience skills in early years of childhood? Adversity or negative experiences are faced by all children in their childhood. For example, when a child is trying to learn a new skill on the first day of his/her school, a child maybe suffering from some medical condition or when a child faces a difficult task. In contrast to the above said, whatever are the sources of adverse circumstances or negative experiences, resilience skill makes children mentally tough, helps them to resist the urge to give up in the face of failures and makes them strong to cope with adverse situations (Pearce, 2011). Resilience underpins development of life-long barriers that promote well-being. It is not surprising then, resilience makes children competent to remain focused, composed , optimistic, and more capable to overcome challenges (Khanlou Wray, 2014). In addition, resilience power helps children to rebound and bounce back into the community, despite experiencing negative incidents or adversities (Prince-Embury Saklofske, 2013). Moreover, resilience construct has brought about a paradigm shift from deficit-based approach to a strength based approach and relies on young children’s strengths rather than emphasizing their deficits (Khanlou Wray, 2014). Furthermore , strength based approach fosters development of socio-emotional skills, crucial to children’s well being and enables them to have a sense of connectedness, belonging, self-awareness, and self identity in the social environment (Gilligan, 2008). It is essential therefore, to promote resilience in early childhood (Ca baj, McDonald, Tough, 2013). Mental health problems are experienced by about one in eight children in the world and these problems may continue when they are coupled with unfavourable psychosocial, educational, and health outcomes in adolescence and adulthood. Subsequently, preparing young children to be resilient is a vital step, conditions them to deal with challenges that lie ahead in adulthood. Therefore, resilient children when nurtured with coping skills in childhood are able to live a live with a sense of well-being, despite experiencing negative situations such as divorce, stress adversity or loss of job in adulthood (Cabaj et al., 2013). Evidence based research shows that practitioners must apply appropriate resilience intervention techniques, that are integrated with protective factors in children’s different aspects of everyday life (Cabaj et al., 2013). Moreover, practitioners must situate protective factors that support children’s social and emotional well being in their ecological soc ial environment (Daniel Wassell, 2002). Thus, protective factors support children to develop, repair, maintain, or regain their mental health, despite exposure to adversity (Pierce Zand, 2009). Poverty, violence, substance abuse, family discords are some common examples of potential vulnerabilities that children face in their early childhood. These children at risk may stand a remote chance of attaining their full potential as adults or may be incompetent in adulthood to establish healthy relationships with others if they are not prepared to be resilient (Zolkoski Bullock, 2012).Thus, I want to be a part of this initiative, prepare children to be resilient, help in creating social systems where children are provided with ample opportunities to develop their healthy cognitive and social-emotional skills (Cefai, 2008). This endeavor will help children to become more positive and motivated to cope with everyday challenges, overcome their failures, strength to face adversity and trauma , to be able to solve their problems, relate with others, and treat themselves and others with respect throughout their lifespan (Goldstein Brooks, 2013). References Cabaj, J. L., McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. doi: 10.1186/1471-2431-14-166 Cefai, C. (2008). Promoting resilience in the classroom: A guide to developing pupils emotional and cognitive skills. Philadelphia, PA; London: Jessica Kingsley Publishers. Daniel, B., Wassell, S. (2002). School years: Assessing and promoting resilience in vulnerable children. London: Jessica Kingsley Publishers. Gilligan, R. (2008). Promoting resilience: BAAF. Goldstein, S., Brooks, R. B. (2013). Handbook of resilience in children (2nd Edition). Boston, MA: Springer US. Khanlou, N., Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi: 10.1007/s11469-013-9470-1 Pearce, C. (2011). A Short introduction to promoting resilience in children. London: Jessica Kingsley Publishers. Pierce, K. J., Zand, D. H. (2009). Resilience in deaf children: Adaptation through emerging adulthood: Springer New York. Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults: Translating research into practice. New York: Springer New York. Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34 (12), 2295-2303. doi: 10.1016/j.childyouth.2012.08.009 Annotated Bibliography Cabaj, J. L., McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. doi: 10.1186/1471-2431-14-166 This article illustrates a recent study on mothers and children of an urban state called Calgary in Canada. They have been followed since prenatal period and surveyed regularly. The purpose of this research was to inform others about mental disorders prevalent in children that may be restored through early identification and use of protective factors. In addition, research evidence shows that protective factors integrated with interventions can be effective in reducing risk of poor outcomes for children. The research also clarifies that some youth who are entirely free from risk, have the privilege of being surrounded with protective factors. Thus, this research provides information and evidence that proves that protective factors do have a significant role to play in reducing the negative impacts on children and adolescents diagnosed with mental disorders or problem behaviours. Cefai, C. (2008). Promoting resilience in the classroom: A guide to developing pupils emotional and cognitive skills. Philadelphia, PA; London: Jessica Kingsley Publishers. Author has created a handbook that can help teachers and practitioners to nurture resilience in vulnerable children. The handbook proposes various ways that schools can implement to foster positive qualities such as social competence, problem solving skills, autonomy, and a sense of purpose in children needed to overcome negative experiences. The author has cited many case studies to make readers aware of classroom activities and strategies that can be used to foster cognitive and social-emotional competence. Moreover, the handbook explores a range of classroom practices that can be followed by educators to enhance resilience skills in children. The handbook is a valuable resource for educators and provides practical guidance on how to apply creative and practical possibilities in classroom practice to promote positive school climate that can help in preparing children to have resilient mindsets. Daniel, B., Wassell, S. (2002). School years: Assessing and promoting resilience in vulnerable children. London: Jessica Kingsley Publishers. Authors have created an interesting workbook that can help practitioners to promote resilience in young children. The book explores protective factors and adverse environments and provides a framework of assessments at child’s all three ecological social levels. Moreover, the workbook also includes interventions that can be followed by early childhood practitioners while working with children at risk to boost their resilient power. Additionally, book suggests various ways of fostering resilience in children and encourages practitioners to place interventions in the child’s ecological framework. Furthermore, the book links assessments and interventions to child’s specific areas of life such as home, aptitudes, relationships with others, and friendships. This book is a very useful resource for practitioners as the authors have explicitly described techniques for application of assessments and interventions that can help in promoting positive behaviour in children. Gilligan, R. (2008). Promoting resilience: BAAF. The key theme that runs through this book is the growth of positive psychology and strength based perspective that allows a new way to look into human development and behaviour. This shift has given rise to resilience and sets the stage to think about children in need. Promotion of resilience dynamics allows children to feel loved, protected, acknowledged, complimented and encouraged. These skills allow children to conquer risk. The author in this book provides numerous ways that can help in promoting resilience in early childhood. This book inspires me to adopt the philosophy of resilience and explains the concept of resilience through many examples and suggestions. Goldstein, S., Brooks, R. B. (2013). Handbook of resilience in children (2nd Edition). Boston, MA: Springer US. This book has co-authors and provides readers with understanding and theories about the power of resilience an emerging field. The authors have examined the this emerging field of resilience and focused not only on individuals who overcame adverse circumstances, but also explore more about qualities of resilience that can be applied to all individuals, even though they may have not experienced any significant adverse situations. We have come to appreciate that the qualities of resilience examined scientifically in this volume can in fact protect and insulate not only children at risk, but all of us. This handbook is a valuable resource and aims to provide readers with resilient qualities that have been scientifically examined by the authors to protect not only children at risk but insulate all of us. Moreover, the handbook has been successful in describing resilient qualities that can be natured by parents and educators to shape up children’s future. Khanlou, N., Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience Literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi: 10.1007/s11469-013-9470-1 This is a literature review and the authors conducted the research in three steps. They reviewed peer published articles since the year 2000, review of grey literature and quasi-realist synthesis of evidence to bring out reliable findings. Child and youth resilience were the focus of the literature review and was conducted on three perspectives; 1) whether interventions can help in building resilience; 2) effects of crisis among different populations; and, 3) indicators that prove positive effects of resilience interventions on health and social outcomes. The review includes definitions and aspects of resilience, relationships of resilience with mental health and social reactions, and provides suggestions to include family, and environmental factors while promoting resilience with the help of interventions. I was able to have a clear understanding of resilience construct, as the information was presented in a very well-defined and clear. Moreover, the knowledge gained through this re view will be useful in my practice later. Pearce, C. (2011). A Short introduction to promoting Resilience in children. London: Jessica Kingsley Publishers. This book seeks to explain what resilience is and how it can be fostered in children. It also discusses about building resilience in children, which is a universal concern for parents, care- givers, and educators and everyone wants to shield and protect children from physical and emotional distress. The book is supported with many examples and detailed explanation of nurturing resilience in children and also mentions key factors of resilience such as biological, psychological, and environmental aspects that influence resilience. Additionally, reader is also able get lot of clarity on the interaction and implications of these factors. Moreover, author has presented some strategies that allow the reader to understand how to foster resilience in children and can encourage them to increase their coping capacity with adversity. Moreover, this is a helpful resource for parents, care givers, and educators to have an overview, insight, and awareness, as they all play a critical role in promo ting resilience in children. Pierce, K. J., Zand, D. H. (2009). Resilience in deaf children: Adaptation through emerging adulthood: Springer New York. In this book, the contributing authors highlight family system as a focal point that nurtures resilience for a deaf individual. The book lays its foundation on evidence based research, firmly believes that positive and supportive family are the key factors that help in developing resilience for deaf children. In addition, authors have offered valuable information and opportunities to parents, children, teachers, and other professionals in the community that can support fostering of resilience in deaf children and the ability to handle stressful events. This book provides refreshing lens to enable readers to relook at the positive attributes strengths, and capabilities of deaf children that can help in nurturing resilience in their early phase of life. Moreover, the book hopes that people realize that deaf also can contribute to the society. Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults: Translating research into practice. New York: Springer New York. Resilience in Children, Adolescents, and Adults This book acknowledges the need to re-establish the link between theory, assessments, interventions assessments, and outcomes that can give a firm experimental base to resilience construct. This will result in more practical applications of effective assessments and interventions. The book has provided readers with easy to understand and apply assessment tools and interventions for diverse population and perspectives. Moreover, the book has shared case studies with readers that exhibit practical applications of resilience interventions and interpretations of assessments. As the book is embedded in the context of disaster and enlightens the readers about cultural considerations and age-appropriate interventions that are most needed for all the professionals in the field of psychology to have a strength-based practice. Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34 (12), 2295-2303. doi: 10.1016/j.childyouth.2012.08.009 This article is based on a literature review which gives readers an overview of longitudinal studies dating back to the 1970s to the present on children born in high-risk conditions. The research findings confirm that often children at risk stand remote chances of attaining their full potential in adulthood. These individuals may be incapable of developing social competence. However, the findings also showed that some of youth in spite of growing up in high-risk environments, did develop social competence and were able to lead successful lives. These young adults are considered to be resilient and have strength gained from protective factors that help them to overcome adversity and succeed in life. The review makes it easy for the reader to understand more about environmental factors that situate children and youth at-risk as well as what protective factors can be fostered to build resilience in children. In addition, the research recommends readers to develop resilient building interventions in children’s context, crucial for their psychosocial development and research knowledge can prove to be beneficial for educators to improve and build positive resili ent populations.

Academic performance of disabled students and their general education peers Essay

Calls for the evolution of the educational system to maintain an inclusive program for mentally, financially and physically disabled students have been supported by the arguments that inclusion will greatly benefit the academic and social performance of children with disabilities. This is true since academic learning is enhanced when a program expecting higher output and reinforcing higher standards exists for students. These opportunities allow them to work and study harder as it exposes them to what many believe are normal real-life standards. Friendly and Lero (1993) stress that a motivation to keep up and progress without outside assistance is a driving force of enhancing performance. They also note that the labels in homogeneous or ability groupings negatively affect student potential. Contrastingly, although the effects of the inclusive system of education are favorable for non-general students, Brackett (1994) stresses that the opposite might take effect for general education students. These children might experience boredom due to the considerations given to disabled students in terms of pace and activities. Special or disabled children may also experience frustration as they try to keep up with the normal learning pace in a heterogeneous mix of students. Despite these contentions, several studies also note the positive effects of inclusion to the academic performance of both general education children and special needs education students. Hines and Johnston (1997) reported that disabled students in an inclusive set up showed academic progress and performance and improved their behavior as well. Schattman and Benay (1992) attribute this to the wide exposure of the disabled children, in an inclusive set up, to creative teachers and the nature of the inclusion strategies to expose the children to social interactions with other students. The marks and learning abilities of disabled students on specific subjects were also positively affected by being in inclusive classroom situations (Barbetta et al, 1991). The effect of inclusion to regular classroom students has been extensively studied and Staub and Peck (1995) list the general outcomes of the exposure of this group to this new learning environment. It has been noted that regular class students, after being exposed to an inclusive situation, become more aware of existence of human diversity and have reduced fear of human differences. They have more social interactions which results in a keener awareness of self knowledge. In addition, they also learned to develop their personal principles at an early age and the increased frequency of social relationships allowed them to create more friends. Hollowood et al. (1994) also answers a thriving concern about the imbalance of time allotment for students by teachers when exposed to an inclusive environment. It has been observed that the presence of special needs students in a class does not interfere with the allocated time of teachers to regular class students. And although, interruptions have been observed in some cases, the downtime did not significantly alter the average instruction hours when compared to general education classes. Similarly, in a study of primary and secondary schools that adopted inclusion, Idol (2006) reports that in a four-year study of four elementary and secondary schools, most students are generally not affected by the presence of students with disabilities in their classes. Statistics on these schools show that the elementary students surveyed registered a 68% approval rating on student performance and the respective elementary and secondary students show a 36% and 24% rating that student performance in inclusive situations was higher. 32% and 34% of elementary and secondary students also agree that academic abilities remained constant. In the four elementary schools considered, only 6% of the educators responded that there were negative reactions brought out by the presence of disabled students in class, while the statistics in the secondary schools surveyed did not vary much at 8%. The teachers also reported that a larger chunk (> 50% ) of the students increased or retained their statewide test scores. Requirements for an effective strategy Dugan et al. (1995) reviewed several studies which have been published regarding the methods and strategies used in inclusive education. According to this paper, improved academic performance is assured (Kamps et al. , 1992; Madden and Slavin, 1983; Noonan & Hemphill, 1984; Shores et al. , 1993; Stainback et al. , 1981) if the program consists of a 1. method to encourage and guide interaction among students with disabilities and their peers; 2. scheme where teachers employ adaptive measures of instruction for students with disabilities; 3. program of study that enjoins both disabled and normal children to equally participate in activities; and 4. training to improve the social interactions and abilities of a child that prepares him for the real world environment. One aspect of inclusive education that employed cooperative learning groups is also effective in enhancing the performance of students. Johnson et al (1990) notes that cooperative learning results in improved academic performance of children from different cognitive levels to be in a heterogeneous educational environment that promotes the mediation of groups for maximal learning. Inclusive education programs and strategies like the cross-age tutoring also resulted in improved performance of both students with and without disabilities (Barbetta et al. , 1991) and increased the reading and comprehension abilities of both normal children and children with autism (Kamps et al., 1994). Kamps et al (1994) also note that because of the drastic improvement in the confidence of the children in a cooperative learning set up, the time for interactions and social activities between children with autism and their peers also increased and adds to their improved learning abilities. According to Dugan et al (1995) cooperative learning groups improved student interaction through increased frequency of social activities. The effectivity of student learning also increased due to tutoring events and research activities. Hawkins et al (2001) explained that early social interactions between children create a deeper bond that acts as a defense for behavioral problems and, thus, strengthens the relationships of students. Strategies for improved academic performance Academic performance in an inclusive set up uses contemporary schemes in order to teach the lessons to students. Learning is boosted through techniques such as teams games tournaments or TGT, which allows the teacher to teach the lessons to students through games. The teams cooperate and learn from other group members by peer tutoring in order to increase their chances of winning in the tournaments. Another scheme called student teams and academic divisions or STAD allows individual members of a team to score points by adding their individual written scores, like in a quiz for example, to the total accumulated team points (Slavin, 1990). Another inclusion strategy that shows very promising results in increasing the academic fervor of children involves the use of class wide peer tutoring (CWPT). In a study of the performance of heterogeneously grouped children under the subject of reading and reading comprehension, CWPT was observed to increase the ability of students to read and pronounce words accurately and answer reading comprehension questions correctly. The technique was also found to improve the cognitive skills of elementary students with autism. It was also a tool for social interaction and learning with their classmates and showed better reading proficiencies for most students because of the relative ease in adapting this program to a normal classroom set up (Kamps et al.,1994). CWPT can also be incorporated in a team games tournament (TGT) scheme and are collectively referred to as class wide student tutoring teams (CSTT). This method employs tutoring and tests individual learning progress by competitions where individual scores comprise team scores. Reading can also be taught to elementary students through a cooperative integrated reading and composition technique or CIRC. In this strategy, students are paired and are allowed to read stories to each other while practicing and honing their reading abilities (Jenkins et al., 1991). Johnson et al (1984) reports that role playing is also a learning strategy to be employed, this technique, called circles of learning, employs group dynamics and allows students to complete assigned tasks and evaluate their performance through worksheets. In addition, the competitive atmosphere is reduced because of the nature of the activity. These techniques have been shown to improve the academic performance of a heterogeneous mix of students with different baseline aptitudes. The case of employing inclusion to disabled children and high-level students with autism can also be employed to children who are sickly, obese or those with high risks of cardiovascular diseases. Van Sluijs et al. (2007) have observed that the method of inclusion to obese adolescents shows strong evidence of improvement and increased physical activity. The effective strategies employed actively involve the school, the community and the student’s family in order to improve the physical disposition of the individuals in the study. Studies show that a key factor in the improvement of students in inclusive setups is the competency of educators handling the classes. However, every teacher has his own techniques, experiences and teaching strategies that he has developed over time. This difference in experience is especially large between teachers who handle exclusively special classes for disabled students and those who handle general education. Thus, in an inclusive setting, in order to expand the exposure of students to different teachers, collaborative teaching has been developed as a strategy for effective learning. This method is a big deviation from the previous pull-out system for partial inclusive settings. In co-teaching, both teachers complement and co-teach both disabled students and their peers (Gerber and Popp, 2000). Rea et al (2002), in a study on the teaching practices of Enterprise Middle School which handles grade school students at levels 6 to 8, show that co-teaching is an effective strategy for educating students. This mechanism involves daily class rotations with different teachers. Co-teaching also requires careful and synchronized planning on the part of the educators. Teachers actively and regularly discuss their activities and lessons and share methods of evaluating the progress of students. This way, different instructional objectives are met although by different individuals. This is necessary to coordinate and pace teachers in their work and lessons with their students as well as to share information on student development. Different schemes characterize the co-teaching method. Rea et al (2002) note that interactive teaching or taking turns observing and lecturing may be employed. The class may also be divided for parallel sessions or one teacher may be assigned for catch-up classes for some students. Nonetheless, any form taken by the co-teaching scheme aims to provide for the needs of the children, supplied variation in teaching techniques, and was seen as a healthy environment for student growth and learning. Many researchers have expressed support to the principle of including disabled students in general education practice. Among them, Villa et al. (1996) have observed that educators preferred teaching disabled students along with their non-disabled peers. This factor may have contributed to the increased academic progress of students within the inclusive education set up. On the other hand, Thousand and Villa (2000) stressed that teachers are not the only major contributing factor to student progress. In fact, they highlight the observation that inter-student relationships while in the confines of the classroom play a big role during learning, emotional and social development. As the needs of the children in an inclusive set up are congruent to the skill that must be possessed by the educators handling the classes, teacher training (Porter, 2001) is an essential part of the process that makes an inclusive set up work. Daniel and King (1997) refer to this skill as training for inclusionary practices and is a characteristic of teachers that must be developed in order to function effectively in an educational system following heterogeneous groupings. It should, therefore, be apparent that these special skills allow educators to adapt to the wide needs of different types of students and allow them to be creative in forming strategies for an efficient and effective learning experience for both disabled students and their peers. However, the great demands of the inclusive educational practice oftentimes result in work pressure among teaching personnel. For example, studies on all elementary physical education instructors from Israel show that the episodes of burnout in faculty members are related to the number of special or disabled students in their classes and the amount of assistance they get conducting these classes (Fejgin et al. , 2005). This relates the demanding work that is put in by the educators in order to make an inclusive program work. This study also stresses the chief role played by government support in the educational system, where episodes of teacher burnout are also dictated by poor quality of the workplace and inadequacy of the institution to provide sports facilities for the needs of the students, especially the disabled or special cases. Despite episodes of burnout, most teachers have expressed their support for inclusion as an appropriate program to teach disabled children (Idol, 2006) the statistics is expected to improve if more educational personnel were available to answer to the needs of all students. The necessity for improved and evolving programs that would answer the needs of students in inclusion also requires the involvement of many organizations, individuals and different types of educators, resulting in interdisciplinary interactions to improve current conditions (Robertson and Valentine, 1998). This brings about an atmosphere of community and exposes the teaching skills of effective teachers and allows room for growth and improvement. Equally important to the instructors are the provision of adequate health care safety facilities for different types of students which should be provided by the government and their policy makers. It is consequently very crucial that an educational program should be backed-up by community and policy driven education reform for a successful advocacy. Porter (2001) expresses that there is a need for legislators who understand that an inclusive community school is a method of reform that should be supported. For cases of students with severe autism and retardation, however, further studies both on the effective procedures that should be employed and on the qualitative measures of investigating the effects of peer-mediated activities and cooperative learning also require continuous evaluation (Kamps et al. , 1994). Nonetheless, Kamps and Carta (1989) note that strategies are successful if these improve or maintain the skills of non disabled students without compromising the learning of their disabled peers.

Personality Development Essay

Teacher’s Mental Health in relation to Personality Development of Students AbstractPurnima Sood Bhushan This study is aimed at finding the effect of teacher’s mental health on the personality development of students. The study concludes that the teachers with good mental health induce more dominantly the extrovert trait of personality whereas in the case of induce teachers with ill mental health; Psychotic and neurotic traits of personality d among the students. The educationists all over the worlds are grappled with one central and all encompassing question society of tomorrow †. — â€Å" What kind or type of education is required for what kind of Dr. A.P.J Abdul Kalam, President of India from 2002 during a talk on the teacher’s day in 2003, had stated â€Å"2007, A student spends 25,000 hours in the campus. The school mus t have the best of teachers who have the ability to teach, love teaching and build moral qualities .† The development of personality is one of the most important and fascinating areas in an individual’s life. There are certain questions that strike our mind — ‘What have been the major influences on personality development?’ ‘What are the factors affecting the development of a child?’ In what direction will the personality develop if the person or individual receives certain kind of opportunities or setbacks; p articular kind of behavior; definite choices that it makes? The real issue in education: to see that when the students leave the school they are well established.

How a Penny Can Make Wine Smell and Taste Better

Before you throw out that bottle of funky-smelling wine, try a simple chemistry life hack to fix it. Its super easy and all you need is a penny! How to Fix Smelly Wine With a Penny First, find a penny. Clean it up by rinsing it off and polishing off any grime.Pour yourself a glass of wine.Drop in the clean penny and swirl it around in the glass.Remove the penny. You dont want to accidentally swallow it!Now, inhale the improved aroma and drink the wine.Drink more wine. Youre so clever, youve earned it. How the Penny Trick Works Wine can smell stinky because it contains sulfur compounds called thiols. A burnt rubber odor comes from a thiol called ethyl mercaptan. Eau de rotten eggs comes from hydrogen sulfide. If your wine smells like someone put out a match in it, thats from a thiol named methyl mercaptan. The thiols are in the wine as a natural consequence of  grape fermentation. During fermentation, the sugars from the fruit juice undergo reduction, which involves the loss of oxygen. In stale, old wine or some cheap wine, the process kicks into overdrive, resulting in so much thiol the wine becomes unpalatable. Heres where the penny comes to the rescue. While pennies are mostly zinc, the outer shell contains copper. The copper reacts with thiols to produce copper sulfide, which is odorless. Since the senses of smell and taste are connected, removing the stench dramatically improves both the aroma and perceived flavor of the wine. Save Your Wine With Silver Looking for a classier way to fix your wine? You can get the same deodorizing effect by stirring your wine with a silver spoon. If you dont have a silver spoon, try a sterling silver ring. Just remember to remove it before imbibing.