Rational Choice versus Cognitive Dissonance Essay -- Terrorism, Suici

Sane Choice versus Cognitive Dissonance Presentation Sane decision hypothesis can adequately clarify fear based oppression, self destruction bombarding, and slaughter by basically contending that each demonstration is the aftereffect of an individual creation a decision to submit said acts essentially on the grounds that the advantages exceed the expenses. Levelheaded decision hypothesis, in any case, makes some harder memories clarifying benevolence without modifying the meaning of philanthropy itself. Subjective disharmony can likewise clarify psychological oppression, self destruction besieging and slaughter since it contends that an individual can decrease cacophony made by these demonstrations in an assortment of ways I will talk about later. Intellectual cacophony however, similar to reasonable decision, can't adequately clarify charitableness. I will contend that intellectual discord is the more grounded hypothesis in clarifying the psychological oppression, self destruction bombings and slaughter. Hypothesis Review Reasonable decision hypothesis is the contends that examples of conduct in social orders are brought about by the decisions made by people as they attempt to augment their advantages, while simultaneously, limit their expenses. Normal decision hypothesis fights that individuals settle on reasonable decisions dependent on their objectives which thus controls conduct. The hypothesis accept that people are inspired absolutely without anyone else intrigue and the craving to augment their inclinations. A key in judicious decision dynamic is that people have ideal data before settling on a choice. Intellectual disharmony, initially begat by Leon Festinger, alludes to the tension that emerges when an individual holds contradicting thoughts simultaneously. The hypothesis keeps up that individuals are spurred to lessen cacophony and do as such by either changing their perspectives, activities and convictions or by supporting, denying and accusing. Survey of Ev... ...nfortunately, I can discover no proof that the hypothesis of psychological disharmony can clarify charitableness. Truth be told, I can't discover any proof whatsoever that any hypothesis can clarify benevolence precisely. In my exploration I didn't run over any mental hypotheses that clarify benevolence. The nearest clarification I can discover needed to do science and development - a zone that doesn't include a spot inside this paper. Taking everything into account, after cautious assessment of both balanced decision hypothesis and intellectual discord I see that psychological disharmony shows up as increasingly stable in its clarification of an individual’s interest in annihilation, fear mongering, and self destruction bombings. Psychological cacophony concentrates essentially at the individual level for clarifying why people take an interest in said act while balanced decision hypothesis regularly needed to fall back on looking at activities at a hierarchical level.

NaNoWriMo †What It Is and Why You Should Join In

NaNoWriMo †What It Is and Why You Should Join In NaNoWriMo †What It Is and Why You Should Join In NaNoWriMo †What It Is and Why You Should Join In By Ali Hale In the event that you’re a yearning author, yet presently can't seem to compose your showstopper, you should consider participate with NaNoWriMo. State what? NaNoWriMo is short for â€Å"National Novel Writing Month† (however, in fact, it’s universal). Each November, scholars around the globe participate in a fiction-composing craze, intending to deliver a 50,000 word novel in only 30 days. This year is the tenth NaNoWriMo, so it’s an incredible time to jump aboard if you’ve consistently needed to compose a novel, however have never entirely got around to it. Is it true that you are up for the test? You can discover all that you might need to know on the NaNoWriMo site, however here’s the snappy once-over for those of you who’re in a hurry†¦ How it Works The principles are quite clear. The rudiments are that: You shouldn’t start your novel before November first You can send your novel to the site (it’s not put away anyplace or read, don’t stress) for word tally approval You can’t team up with another person to deliver the 50,000 words †however in the event that you get your companions included composing their own books, that’s incredible! You can compose your novel on a PC or with pen and paper, yet you clearly won’t have the option to approve the wordcount if you’re utilizing pen and paper†¦ You should be more than 13 to enlist on the NaNoWriMo site. Under 18s (counting kids under 13) can enlist for the Young Writers’ form. Raw numbers 50,000 words in 30 days is 1,667 words per day. In the event that you see it like that, it’s a difficult however feasible objective. Contingent upon how quick you compose, that’s most likely 1 †2 hours work. A year ago, more than 100,000 individuals marked up†¦ †¦and 15,000 â€Å"won† by finishing 50,000 words by 12 PM on November 30th. Ali’s Tips I did NaNoWriMo a year ago, alongside my sweetheart Paul and our common companion Nick. We as a whole â€Å"won† by finishing our books before the month's over. (In spite of the fact that I was the first to arrive at the 50,000 word target†¦) It was an extraordinary encounter, and I tried to complete and redraft my novel not long ago, however in the end concluded it was preferable seen as â€Å"practice† over a piece that would be worth further work. I’d unquestionably suggest: Purchase and read the phenomenal book No Plot? Don't worry about it! by the author of NaNoWriMo, Chris Baty it’s an extraordinary manual for composing a book in a month, and it’s additionally unfathomably amusing. Get an accomplice, housemate or companion included. It particularly helps if the individuals who live with you comprehend why â€Å"making today’s wordcount† is a higher priority than cooking dinner†¦ Going up against your companions and friends and family will truly spike you on through the predicament. Don’t stress over the nature of your composition, simply center around getting to that 50,000 word target. (NaNoWriMo isn't the best time to deal with that great thought you’ve been agonizing over for a considerable length of time †have a go at picking something new. In the event that you care about it to an extreme, you’ll get over-fussbudget.) Stretch as a long ways beyond as you can in the main week †¦ it’s horrendous playing look up some other time on. On the off chance that you make some full-memories work, take a stab at rising ahead of schedule to compose before work (my strategy) or composing through your lunch-break (Nick’s strategy); it’s much simpler than attempting to hammer out words at night when you’re tired. In the event that you’re an understudy, have a go at writing in your library (Paul’s strategy); you won’t have interruptions like TV, PC games and the refrigerator nearby†¦ Completing a novel is a fabulous inclination †¦ and it’s something that a great many people on the planet will never do, even the individuals who need to be scholars. NaNoWriMo 2018 update We are drawing near to this extraordinary month once more. In the event that youre going to take an interest, I suggest that you investigate a post from the Reedsy folks with 41 hints to win it. Have you at any point done NaNoWriMo? How could you jump on? Will you be partaking this year? Need to improve your English in a short time a day? Get a membership and begin accepting our composing tips and activities day by day! Continue learning! Peruse the Fiction Writing class, check our mainstream posts, or pick a related post below:45 Synonyms for â€Å"Food†Social versus SocietalThe Difference Between Un- and Dis-

Khan Academy

Our new, free, educational program, Khan Academy Kids, is designed to inspire young children to become learners for life. The app seamlessly intertwines animation and puppetry from Super Simple Songs ® with interactive, educational activities covering early literacy, math, language arts, creative thinking, and social-emotional skills.  Khan Academy is thrilled to partner with Skyship Entertainmentâ„¢, the creator of the beloved Super Simple Songs.  â€œWe are excited to collaborate with Skyship because of our shared commitment to making sure children everywhere have access to a quality education,” said Caroline Hu Flexer, head of Khan Academy Kids.  Skyship Entertainment was started by two teachers who had the idea of combining favorite children’s songs with learning. “Our focus has always been making learning simple and fun, so we’re thrilled for Super Simple Songs to be part of Khan Academy Kids,” said Skyship Entertainment cofounder Troy McDonald. “We can’t think o f any organization more passionate about education than Khan Academy.” Super Simple Song’s beloved children’s classics are integrated into a wide range of educational activities in Khan Academy Kids to create a unique learning experience. Below are examples of what kids and parents can expect to see in the app:Practice adding and subtracting with “Five Little Ducks”.Strengthen foundational reading skills and rhyming with “Five Speckled Frogs”.Khan Academy Kids is available now in the App Store and in beta for Google Play and the Amazon Appstore. Two years ago, Khan Academy started a pilot program with Long Beach Unified School District in Long Beach, California, to explore how to work with teachers and unlock student potential. Bolstered by the pilot’s success, we’re pleased to announce the introduction of Khan Academy Districts, a landmark new offering for school districts across the country.In addition to Long Beach Unified, Compton Unified School District and Madera Unified School District in California and Seminole County Public Schools in Florida will use Khan Academy Districts this school year.  Khan Academy and Long Beach Unified conducted a joint correlational study in the 2017-2018 school year of more than 5,000 students. Research shows:Teaching with Khan Academy for one class period per week for at least 30 minutes was associated with students gaining an additional 22 points on the state mathematics assessment.Long Beach Unified reported students who used Khan Academy gained twice the district average on the st ate assessment.Findings held true regardless of race, ethnicity, gender, family income, or English language learner status.Long Beach Unified is the third largest school district in California and serves one of the most diverse cities in the United States.We hope that Khan Academy Districts will give teachers across the United States the tools to deliver meaningful learning gains for every student in their classrooms. We’re proud to partner with districts to unlock student potential, with a focus on underserved populations.Khan Academy Districts provides tools, professional development, and data insights to help teachers, district administrators, and principals drive student achievement district wide. District leaders gain insights into student progress via reports on usage and impact. Students have access to materials at a level just right for them. Additionally, teachers receive year-round, wrap-around support.  Khan Academy Districts is available for school districts everywhere for the 2020-2021 school year. Interested districts can learn more here.  Onwards!

Police Gang And A National Crime Syndicate - 1200 Words

Gangs Gangs Gangs The Aryan Brotherhood, also known as the Brand, or the AB, Alice Baker, or One-Two, is the nation’s oldest , but major white supremacist prison gang and a national crime syndicate in the United States. The AB was founded in 1964 by Irish bikers as a form of protection for white inmates in newly desegregated prisons; the AB is today the largest and deadliest prison gang in the United States, with an estimated of about 20,000 members inside prisons and on the streets. These members of the AB gang are found in federal and state prisons. The AB has a motto which is â€Å"blood in, blood out.† As a crime syndicate, the gang participates in drug trafficking, gambling, male prostitution rings, and extortion inside prison walls. Although on the streets, the AB is in every kind of criminal activity, like armed robbery, murder-for-hire, gun running, manufacturing methamphetamine, heroin sales, identity theft and counterfeiting. The AB gang are pretty dangerous and savages, †Å"For the Aryan Brotherhood, murder is a way to make a social statement. If blacks attack whites, we send a message. We go pick one of their shot callers. We catch them walking across the [prison] yard under guard escort in handcuffs. It don’t matter. We’re going to butcher him in front of God and everybody at high noon in the middle of the yard. And it’s not just going to be a few clean stab marks. It’s going to be a vicious, brutal killing. Because that’s how brothers [AB members] take care ofShow MoreRelatedEssay on The Mafia: Wealth and Politics in the 19201549 Words   |  7 Pagesdegeneration. The very embodiment of these qualities was the institution of the Italian-American Mafia. The syndicate began in Sicily and spread to encompass United States politics and the national economy. The post war era left the nation in a recession and vulnerable to organized crime. 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Best Schools for Children with Aspergers Syndrome

In recent years, more and more children have been diagnosed with autism or autistic spectrum disorders, including high-functioning autism or Aspergers Syndrome. Students who are non-verbal generally need special-education settings, but when it comes to educating those students who are high functioning yet still on the autistic spectrum, it can often be harder to find the appropriate learning environment due to their specific needs both in and out of the classroom. How Aspergers Students Learn Students with Aspergers or high-functioning autism may seem gifted in certain areas, and many of these children are quite bright. By definition, they have above-average intelligence, and they may also show talents such as a well-developed vocabulary or the ability to do math. Aspergers kids often also have an area of great interest, which may be in a restricted area, such as subway cars or certain kinds of animals. However, they may need a great deal of structure and routine, and they may react negatively to changes in schedules. They tend to have trouble making transitions, and they may need advanced warning when their schedules are going to change, as change can be a trigger that negatively impacts their abilities to cope with a situation. They may also have sensory issues that make them sensitive to loud noises or to smells or textures. Finally, many students with Aspergers have difficulty communicating about their wants and needs. Even though their vocabularies may be sophisticat ed, they may struggle with the practical aspects of language. The Accommodations Aspergers Students Need While Aspergers students are often bright, they may need accommodations or changes in their curriculum or classroom, including changes that are reflected in their Individual Education Plan, or IEP. While public schools are required to grant students with learning issues or other disabilities accommodations, private and parochial schools that do not receive public funding are not required to grant students these accommodations. However, with the proper documentation, including a professional evaluation, private schools may often grant students certain accommodations that can help these students handle the curriculum. Aspergers students may require accommodations such as speech and language therapy to improve their ability to communicate and to help them understand when to use pragmatic expressions such as how are you? They may also need occupational therapy for autism, which helps them make sense of the information coming in through their senses and integrate it. Occupational and speech and language therapists can also help students with Aspergers play better with other kids and understand how to navigate the classroom. In addition, students with Aspergers may benefit from counseling to help them process their emotions. Best Placement for Students with Aspergers Aspergers students can thrive in a range of schools, and to determine the best school you may need the assistance of an educational consultant who has experience working with students with special needs, including Aspergers. Some students may do well in a mainstream private or public school setting, with additional services such as counseling or occupational or speech and language therapy provided in school or outside of school. Other students may benefit from placement in a special education school. There are schools designed to meet the needs of students with autistic spectrum disorder; some special-education schools are for lower-functioning kids, while others are for higher-functioning kids. Placing a higher-functioning child with Aspergers requires parents to visit the school to make sure that the school can offer the right academic program. Often, special-education schools are so small that they can offer individualized instruction to meet the needs of a child with Aspergers. In other words, these types of schools can offer a student a higher-level class in an area in which he or she excels, such as math, while still providing other services the child requires, such as speech and language therapy, occupational therapy, counseling, and social skills training to help students improve their ability to interact with other children and teachers. With these types of services, students with Aspergers and other forms of autistic spectrum disorders can often be very successful in school.

Ptlls T1 Free Essays

Name: Caroline RandallDate: 06-03-13 PTLLS Describe what your role, responsibilities and relationships would be as a teacher in terms of the teaching/training cycle T1 unit 1 1. 1 1. 2 1. We will write a custom essay sample on Ptlls T1 or any similar topic only for you Order Now 3 1. 4 Unit 2 2. 1 2. 2 2. 3 Unit 3 3. 1 3. 2 I am working as a tutor, within a catering department, at a specialist Autistic school for learners from age 5- 22. I am currently teaching entry 3 to level 1 City and Guilds NVQ in Hospitality and Catering and level 2 City and Guilds professional Cookery. My role is to teach the students within the classroom environment this involves all aspects of teaching, including all cross curricular subjects, planning, schemes of work, assessing, making resources, preparing sessions, food ordering. We work as a close team, involving the whole catering department. I work closely alongside the students helping them to understand and practise safe cooking methods and procedures within their qualification. The vocational area of catering also has a range of other subjects mapped into the scheme of learning, I include this within the scheme of learning as well as supporting, advising guiding, reading, comprehension, mathematical work, ESD, PLTS, Reflection, I have to model appropriate behaviour and conduct within our working environments, allowing the students to be nurtured and grow within their roles. This includes using appropriate language, body language, eye contact, team work, appropriate discussions with colleagues, listening to others, respect for others, giving clear defined instructions, limiting language- as per each individuals needs, exceptional behaviour points-these are set where age appropriate at the beginning of each session. We use a 3 point behaviour system where students receive 1 point for attending the session, 1 point for meeting their exceptional behaviour point (this could be listen to staff, stay on task) and 1 point for staying on task and completing their work, following the â€Å"golden expectations at Heathermount† these are displayed in every classroom, so we are working from the same rules and expectations. These are discussed at the start of every session- â€Å"school is for learning. Learning is important for a good future. 1. Students and staff will be on time for all sessions. Students and staff will have the right equipment. . Students are expected to go to all of their sessions and take part. 3. Staff will make sure the work students are given meets their needs and strengths. 4. Everyone in Heathermount will be safe and treated with respect. There will be no physical violence. There will be no racism. 5. Everyone will be polite and kind at Heathermount. Remember: make the rig ht choices for your future. I am also a qualified assessor, assessing within their work setting at the required standards, giving positive, constructive criticism if needed. Designing action plans to enable their achievement. Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues. This is achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required. At Heathermount we work with multiple outside agencies these include: occupation therapists (OT), Speech and Language therapist SALTS, Education psychologists, literacy specialists, Team around the Child (TAC) team around the family (TAF) Internal Quality Assurance practitioners, External assessors, External Consultants, Connexions. Depending on the individual student we may link with. The OT, to improve our students well being, this may include completing exercises and massage with our students. I can only help our students once we have been shown by the OT, if the OT has not had time, we are unable to aid the student with this. SALTS work individually and in groups with our students. Each student has a plan from the SALT’s. This means that we as staff need to monitor and assist with this work; i can only work within what I have been shown to do by the SALT’s, as i am not trained in this area. The Education psychologist is a regular visitor to school and helps us as a team with regards to behaviours and well being of our students. The external literacy advisor, who visits Heathermount currently, attends a staff meeting once per week. This is a lengthy staff meeting. TAC and TAF- senior management often attend these meetings with our assistant psychologist. Information that can be passed on this is then passed onto staff at our weekly meetings. This can mean certain students need more attention and time/ observing. We can only help with information that has been allowed to be passed on and is not confidential. Internal Quality Assurance Practitioners, independent assessors and external consultants- As a Qualified assessor we work closely alongside other professionals. Connexions- this can cause a student to be extremely upset if they realise that they cannot reach their aims and goals. Connexions alongside staff and parents make a realistic learning pathway for the future. Working with all external professionals often can create additional work, reports, actions and tasks for staff at Heathermount. This will always lead to staff needing to be clear to remove the barriers that can easily be formed. * Clear objectives / appropriate deadlines * Additional Time * Additional support to colleagues * Relevant support for students * Real reflection time for self * Ability to access time out! Our learners often show barriers, these may be caused by their disabilities or personality traits. This can lead to a variety of detrimental effects to varying degrees on the running of the class, * disruptive behaviour, non compliance, * refusal, * attitudes to learning, * close down, * Sensory issues, including smell. As we work in a catering environment an initial assessment needs to be produced, is it appropriate, is this the vocational area selected by the students, any issues we need to be aware of, how we can overcome this, how we can phase in if appropriate without these initial questions it could lead to a learner from not achieving. If this information isn’t shared with all relevant staff also this can create issue. It will also stop failure of relationship with staff and other students. As I am a part of a team, there is often staff movement to cover different areas, students, behaviours. This often involves a switch of staff and lead roles with other teachers and the teaching assistants. To ensure a smooth process, clear, honest direct communication is essential. We are all aware of each of our individual students’ needs, as these are covered in our weekly staff reviews; we also use our internal email system to relate any issues that may occur. We have a daily briefing to communicate the day’s activities and any changes. This means we have to be flexible and work alongside any staff member at any time. We have an internal ordering system where we work alongside the admin team to receive orders. When we go on external trips with the students we have to work with the bursar, so we can collect any money needed for the trip. This entails getting a petty cash slip, which we have to put the amount of money we want, it is then signed off by management and given to the bursar to collect the money for the trip. We also have a purchase order system for larger items, which works the same way. Therefore we need to have a good working relationship with all colleagues to achieve our expectations within teaching. Each student has an individual profile that is readily available on our x drive which we refer to, for all of their most important information. Appendix Student profile – exemplar Appendix EV’s-exemplar This enables staff (especially agency and visitors who are unfamiliar) to get a general overview of the student and their specific needs. These are kept in all teaching files and contain a picture of the child on them, so we can refer to them for planning and goal setting. The teacher’s role is accountable to many areas; I must meet school requirements as well as local authority and government requirements. Registers * Pupils Records * Annual reviews * Safeguarding * Health and Safety * OFSTED * Disability Act * Codes of conducts Registers Even though I am not personally accountable for the registers I have to ensure that I contribute the relevant information that is required on a regular basis as required by the school procedures. www. education. gov. uk 1. All s chools must keep two registers of pupils. The admissions register, which records the personal details of every pupil at the school, and the attendance register which records every pupil’s attendance at every session the school is open to pupils. 2. The contents and maintenance of the school registers is governed by the Education (Pupil Registration) (England) Regulations 2006 (Statutory Instrument 2006/1751) and can be viewed on the Ministry of Justice database at www. statutelaw. gov. uk or on the Department for Children, Schools and Families (DCSF) website at www. dcsf. gov. uk/schoolattendance. The regulations took effect on 1 September 2006. 3. This guidance is designed to help schools and local authorities apply the pupil registration regulations and make links between issues around school registers and wider education and children’s services issues. It is also designed to help parents, pupils and others to understand the processes and legislation around pupil registration. 4. The guidance is not a substitute for the Education (Pupil Registration) (England) Regulations 2006 or other legislation; nor is it a substitute for guidance on other areas of attendance, education and child welfare. It should not be read in isolation from such legislation and guidance. Admissions Register The Admissions Register records valuable information about pupils at the school, including emergency contact details. The details that must be recorded in the Admissions Register are outlined below. It does not include details about the pupils’ attendance, or the subjects that they are studying or other pupil information. Pupils’ Information Schools must record the details of every pupil at the school in the admissions register. This includes pupils who are attending the school on a temporary basis e. g. travellers’ children, children who are accessing facilities not available at their normal school and â€Å"guest pupils†. The register must include the following information for every pupil: a. the pupil’s full name; b. the pupil’s gender; c. the pupil’s date of birth; d. the date the pupil was admitted to the school; . the name of the school the pupil last attended; and f. where applicable, a statement that the pupil is a boarder. Parents and Carers In addition to the above information schools must also record the following for each pupil: a. the name and address of every parent and carer of the pupil that is known to the school; b. which of these parents and carers the pupil normally lives with; and c. emergency contact details of the parents and carers. However, some schools record additional details such as dates of birth and mother’s maiden name which they can use in security checks when parents contact the school. Schools may also keep additional information about parents which will ease communications with them. For example, it is useful to know that parents have a hearing impairment which prevents them using a telephone or record email addresses. Attendance Register There is a strong statistical link between attendance and attainment; schools with high attendance levels tend to have high levels of attainment at all key stages but those with low attendance levels tend to have low attainment levels. The attendance register is therefore an important tool in the work of schools to drive up standards and pupils’ attainment. It helps them to identify pupils who might need extra support to catch up lessons they may have missed along with action to tackle poor attendance. Schools must take the attendance register at the start of each morning session and during each afternoon session that they are open (see paragraph 11). On each occasion they must record whether every pupil was: a. present; b. absent; c. present at approved educational activity; or . unable to attend due to exceptional circumstances. They must also record whether the absence of a compulsory school-age pupil was authorised or not. There is no requirement to authorise/unauthorised absence of non-compulsory school-age pupils but schools can still use the national attendance and absence codes to help them identify/monitor vulnerable children. The Annual Review – Guidelines for Schools www. ace-ed. org. uk In troduction The school must have a copy of the statement of special educational needs. The statement consists of the statement cover and all the appendices. The statement and any previous reviews must be available to all those who work with the child in order to inform the individual education plan (IEP). The IEP should be updated when the annual review is completed and new targets set and reviewed at least termly. These guidelines provide specific advice and guidance to schools and independent non-maintained schools which provide placements for children with Statements of Special Educational Needs. Purpose of the Annual Review The annual review should aim: To assess the child’s progress towards meeting the long term objectives specified in the statement and to collate and record information that the school and other professionals can use in planning their support for the child In the case of the first annual review, to assess the child’s progress towards meeting the targets agreed and recorded in the IEP’s following the making of the statement; and in the case of all other annual reviews to assess progress towards the targets in the IEP’s set at the previous review To review the special provision made for the child, including the appropriateness of any special equipment provided, in the context of the National Curriculum and associated assessment and reporting arrangements. Where appropriate, the school should consider providing a profile of the child’s current levels of attainment in basic literacy, numeracy and life skills for pupils being assessed with P – levels, and English, Maths and Science for pupils under National Curriculum level 1, and a summary of progress achieved in other areas of the curriculum, including the National Curriculum. At Heathermount we use B Squared and CASPA are data programmes which we use to record the students’ achievements and progress academically. The B squared is updated by all teaching staff, a minimum of once per term. This is then merged into CASPA, which shows the students full progress within the school and nationally within the National Curriculum. This is kept within our central records. This enables us to work on the areas needed to bring the student up to the national curriculum level within each subject. We can access this at any time. This is used in core subjects alongside the national curriculum. Where the statement involves a Modification or dis-application of the National Curriculum, the school should indicate what special arrangements have been made for the child to consider the continuing appropriateness of the statement in the light of the child’s performance during the previous year, any additional special educational needs which may have become apparent in that time and any needs that have been met and are no longer an issue, and thus to consider whether to cease to maintain the statement or whether to make any amendments, including any further modifications or dis-application of the National Curriculum, and if the statement is to be maintained, to set new targets for the coming year; progress towards those targets can be considered at the next review. Objectives and Targets For practical purposes generally the following distinction is made: Long term objectives: the overall objectives set for the child’s progress for the duration of the statement * annua l objectives: the medium term objectives set for the year * Targets: (SMART) specific short term targets related to the established long term objectives and annual objectives will appear in the IEP which should be reviewed on at least a termly basis. The Timing of the Annual Review The annual review process must be completed within one year of the date of the final statement and within each twelve months thereafter. The process is not complete until the Local Authority (LA) has circulated its recommendations; this can be up to six weeks after the annual review meeting is held. The annual review can be brought forward and this is sometimes helpful or necessary to: a) Bring the annual review meeting in line with the school’s other arrangements for reporting to parent(s)/carer(s) b) Spread annual reviews evenly over the year where there are many children with statements c) Deal with annual reviews at a single point of the school year where there are only a few children with a statement d) Reflect the circumstances of the child and the need for early decisions to be made regarding transfer between phases e) Enable the LA to respond to an exceptional change in circumstances. If the annual review is to be brought forward, the parent(s)/carer(s) should be consulted and the SEN Team informed. Ideally, arrangements for bringing dates forward should be made at the beginning of the academic year. The annual review cannot legally be delayed for over 1 year from the date of the statement or the date the LA issued recommendations from the previous review. Each sc hool must produce a range of policies which formally set out the guidelines and procedures for ensuring equality. Health and Safety Working within the catering department, the training kitchen and the main kitchen for the school we all follow the required Health and Safety regulations, wear the advised PPE. Some of the basic risks for my allocated areas are: * Prevent contamination and you reduce or even eliminate the slip risk. * Avoid spillage and leakage onto the floor. * Most slip injuries happen on wet floors, so clean up spills immediately. * Dry floors after wet cleaning, e. g. after mopping. * Selecting and using the most appropriate footwear for the work environment can reduce the slip risk. Data from reported accidents reveals the priority areas for accident prevention in the industry are slips, trips, handling, cuts and exposure to hot and harmful substances. As staff we have completed PPE (personal and protective equipment), COSHH (control of substances hazardous to health) and HACCUP (hazards and analysis and critical control points) food hygiene course. This enables staff to be aware of risks within the catering environment and help to prevent them. We all have completed risk assessments in our rooms and we take precautions by locking unsafe equipment away, making sure students have the correct training when using this equipment. A full uniform is worn by students, which covers PPE regulations. Safety of students and staff is paramount and the management team try to minimalise the risks at all times, making sure we are adequately staffed. We follow the safety rules showing students how we expect tasks to be completed safely and appropriately. We discuss things as a group, not highlighting individual mistakes. http://www. hse. gov. uk/risk/index. htm http://www. hse. gov. uk/risk/classroom-checklist. htm http://www. hse. gov. uk/risk/principles. htm By working in the catering department, I am fully aware of career inspirations and progression that our students would want to take. As part of this role I have to ensure with the catering team, that we have a real life work environment that supports the transition of our students into work placements and further along the line – work! With the current working statistics, this is going to be hard for anyone, so our students have to work at times twice as hard to prove their occupational competence. At this time we are expanding the opportunities within our department by outside catering, working in the main kitchen, mentoring younger students and work placements at various locations. The catering department are therefore working with our local community to enable the opportunities to expand. This includes community centres, schools, colleges, banks, major stores and small businesses. Appendix – Room risk Assessment Appendix – Equipment risk assessment Appendix- lost child procedure What is safeguarding? It might be difficult to accept, but every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity. Safeguarding legislation and government guidance says that safeguarding means: * protecting children from maltreatment preventing impairment of children’s health or development * Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. And â€Å"undertakin g that role so as to enable those children to have optimum life chances and to enter adulthood successfully. † http://www. safenetwork. org. uk/getting_started/Pages/Why_does_safeguarding_matter. aspx We report and write a report of any safe guarding issues to our designated senior leadership team member. She then deals with this, as it is confidential. Phone calls Appendix – Incident report from Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial. They inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. www. ofsted. gov. uk The purpose of the schools sections of the Disability Discrimination Act 1995 (As amended by the Special Educational Needs and Disability Act 2001) http://www. equalityhumanrights. com/uploaded_files/drc_schools_code. pd This Code covers young people over the age of sixteen when in school. The Disability Rights Commission (DRC) is issuing a separate Code of Practice to explain how the duties apply in further and higher education and to give practical guidance to providers of ‘post-16’ education that are not schools. There are three main sources of support available to disabled pupils in school. These come from different parts of the legislation. Support is available through: the disability discrimination duties the planning duties; and the Special Educational Needs (SEN) framework. The definition of disability which is the basis for all the duties is set out in the Disability Discrimination Act. We need to ensure we follow the reasonable adjustments duty. * Not to treat disabled pupils less favourably * To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage. Regardless of disabilities all students must be treated fairly and equally. Aids and disabled access should be added to the environment, so disabled people can access the site and work At Heathermount on our x drive with in the staff hand book we have policies that will and do cover the following: * The rights of all individuals and groups within the school. * The values and practice which are part of all aspects of school life. * The legal duties of the school. Code of Professional Practice These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning’s (IfL) Code of Practice (2008) which outlines the behaviours expected of teachers in the Lifelong Sector http://www. ifl. ac. uk/membership/professional-standards/code-of-professional-practice The Institute for Learning’s code of Professional Practice came into force on 1 April 2008. The Code was developed by the profession for the profession and it outlines the behaviours expected of members – for the benefit of learners, employers, the profession and the wider community. * Integrity * Respect * Care * Practice * Disclosure * Responsibility The members shall; Behaviour 1: Professional integrity 1. Meet their professional responsibilities consistent with the Institute’s professional values 2. Use reasonable professional judgement when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession 3. Uphold the reputation of the profession by never unjustly or knowingly damaging the professional reputation of another or furthering their own position unfairly at the expense of another 4. Comply with all reasonable assessment and quality procedures and obligations 5. Uphold the standing and reputation of the Institute and not knowingly undermine or misrepresent its views nor their Institute membership, any qualification or professional status The members shall at all times: Behaviour 2: Respect 1. Respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirements 2. Act in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, sexual orientation or religion and belief. The members shall take Behaviour 3: Reasonable care Reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their well-being and development. Behaviour 4: Professional practice The members shall provide evidence to the Institute that they have complied with the current Institute CPD policy and guidelines. Behaviour 5: Criminal offence disclosure Any member shall notify the Institute as soon as practicable after cautioning or conviction for a criminal offence. The Institute reserves the right to act on such information through its disciplinary process. Behaviour 6: Responsibility during Institute investigations A member shall use their best endeavours to assist in any investigation and shall not seek to dissuade, penalise or discourage a person from bringing a complaint against any member, interfere with or otherwise compromise due process. Behaviour 7: Responsibility to the Institute The members shall at all time act in accordance with the Institute’s conditions of membership which will be subject to change from time to time. There are four sanctions which can be applied to members who breach the Code of professional practice: * A reprimand * A conditional registration order * A suspension order * An expulsion order The nature of the sanction imposed will depend upon the circumstances of the case. IfL has issued indicative sanctions guidance to the professional practice committee. Any disciplinary order imposed by IfL relates only to a member’s class and status within IfL and bears no connection to relationships outside of that, such as membership of another organisation or employment. Lesson Plans evaluation/comments: Appendix Scheme of learning Appendix lesson plan Lesson plans alongside teaching folders are collected in termly, by the head teacher, assistant heads and education psychologist. These are reviewed as part of our good practise. As I teach and assess entry 3 and level 1 hospitality and catering and level 2 professional cookery. I follow set criteria by City and Guilds. This involves assessment plans being completed. I assess the students’ general tasks that need to be completed, specific techniques, ingredients and equipment that must be covered throughout the student, making sure they reach the required standard for that unit. I then complete the paperwork for that unit. In our folders this is dating, evidencing, mapping, photographs, observations, written evidence cross referenced cross referencing with the correct units and then mapping onto the specific unit being assessed. When I have assessed a specific unit the internal quality assurance practitioner assesses my ability to assess by checking the students work, making sure all of the assessments made by myself is carried out to the correct standards. They also standardise across all assessors. We may have a visit or a remote visit by external consultants who checks that our centre is operating the appropriate internal quality assurance processes and procedures for the qualification in line with the awarding body requirements. We can then be approved to certificate! Vocational Tutors with subject specialism have responsibility as subject coordinators for the development and monitoring of curriculum delivery across the centre in the relevant subject. Main responsibilities and expectations * Knowledge and understanding * Planning and setting expectations * Teaching and managing students’ learning and care * Assessment and evaluation * Students achievement * Relations with parents and the wider community Managing own performance and development * Managing and developing staff and other adults * Managing resources * Strategic leadership As a member of staff of the catering department, we are all focused on CPD, we have to fulfil our assessor’s requirements, vocati onally and knowledge based. This can be meetings, directed days, personal reflection, and standardisation. Our internal verifier for catering comes into school termly. She then reviews the students’ folders and units completed. We have standardisation meetings with her to ensure we are all assessing to the correct level and standard, reaching the set criteria. This is discussed at every visit, once termly. We all assess to TAQA- (training and quality assurance) At present our CPD for all staff has been focused on literacy. We have had an expert in from the Royal Borough of Windsor and Maidenhead (Jo Hefer) every week to help us improve the standard of literacy within the school as a whole. This has involved practical and group work. During INSET days we complete CPD activities and courses. We have all recently completed MAYBO www. maybo. co. uk/ leaders in conflict management course If staff want to apply for additional courses, a request is completed, which needs to be agreed by the Senior Leadership Team. We also have to be up to date with the vocational sector. This is by being registered with and tracking our sector skills council directive, apprenticeship guidance and at times government agendas. As government changes, funding bodies change names, location and funding streams, Heathermount has started to employ apprentices. I work alongside the Catering apprentices. The apprentices started in May 2012 which has been a steep learning curve for the Catering department. http://www. lge. gov. uk/lge/core/page. do? pageId=3577861#contents-4 An apprenticeship should therefore be a planned programmed in place for a defined period of time that combines work and learning and supports an individual to develop skills and knowledge, usually within the framework of achieving a qualification for a particular trade or profession. Managing apprentices As an employee, apprentices should be managed under the local authority’s normal performance management policies, and the employer can require the apprentice to comply with the employer’s normal policies and conditions of employment. However, there are special rights and duties to take account of if the local authority wishes to terminate the apprenticeship earlier than originally specified in the contract. Local authorities should be aware that misconduct that would normally justify the summary dismissal of an employee may not justify the dismissal of an apprentice. Traditionally apprenticeship schemes set the employer in loco parentis. This implies that the employer has a wider duty of care to support the personal growth and learning of the apprentice, in addition to providing professional development and skills. As a result, the local authority would be expected to exercise more leeway and provide additional support for an apprentice with conduct or capability issues. However, where a local authority can show that the conduct or capability of the apprentice is so bad that it is impossible to teach him or her agreed trade, then the early dismissal of the apprentice is capable of being fair (Newell v Gillingham Corporation). Appendices 1. Job Description 2. Student profile 3. Room risk assessment 4. Equipment risk assessment 5. Incident Form 6. Scheme of learning How to cite Ptlls T1, Essay examples

International Business for Geopolitical Factors - myassignmenthelp

Question: Discuss about theInternational Business for Geopolitical Factors. Answer: Various drivers are being involved in initiation of the trade agreements between the countries. According to the various theories, there are two types of drivers namely, top down and bottom up. Top down refers to the geopolitical factors which influence the promotion of trade agreements. It includes the political intention among the countries. Geopolitical factors influence in the promotion of trade agreements when there is mutual benefits which can be gained by the countries from one another (Cohen, 2014). I also believe that business intention is not only the driver for the geopolitical trade agreements but also the strategic intention plays an important role. Strategic agreements among the countries help in creating common bloc which enables them in having more influence in the global political scenario. On the other hand, bottom up drivers includes the various business stakeholders and market factors which influence the creation of the trading bloc. According to Flemes and Wehner, countries involve in the strategic agreements to equal the balance in the global politics along with promoting and enhancing business through the agreements (Flemes Wehner, 2015). According to him, various countries in South America create trade bloc to undermine the power hood of big powers such as Brazil. On the other hand various other authors are given the opinion that market factors also play an important role in influencing the trade agreements. According to Dr, Baccini, Elsig, trade agreements are also influenced by marketing factors such as the customer demands, competitive advantage of the countries and the international business policies of the organizations (Nikfarjam Zarifi, 2015). Therefore, I believe that if a country is having market demand for a certain product and it is ever increasing provided that the resources are limited, the only option remained for them is to go for a trade agreement with another country having adequate resour ces. Thus, in this case, trade agreement will help in optimal utilization of the resources of country B along with meeting the market demand of country A. According to me, another marketing factor which has huge impact on the trade agreement is the aspects of international business. Contemporary business organizations enter in the global market in order to increase their market share and global competitiveness. Thus, the first preference for them is to enter the countries where the potentiality for their business will be higher. Accordingly, the home and host countries come in to the trade agreements to initiate effective business transaction among the participating countries. According to Gantz, regional trade agreements are being initiated according to the needs and requirements of the market for a particular region (Gantz, 2012). For instance, SAARC was being formed to gain the mutual understanding between the countries in south Asia. The countries in South Asia are more or less similar in terms of the market scenario (Noronha et al., 2012). Thus, this type of regional agreements helps in enhancing the free flow of the business tran sactions among the countries in the particular regions. Thus, having analyzed the various drivers for trade agreements, it can be concluded that the marketing factors are more influential drivers than the top down factors in initiating the trade agreements. According to me, the primary motive or objective of the trade agreement is to enhance the business scenario among the participating countries. I believe that the political intension of the countries play a secondary role in influencing the trade agreements. On the other hand, marketing factors plays the primary role due to the reason that strategic aspect for the countries comes as a secondary options. Trade agreements help to promote the optimal business transactions among the countries which may enhance the political environment for the particular region. Thus, countries should consider the marketing and business aspects in promoting the trade agreements with other countries. It will help to enhance the business environment in the particular region which will eventually enables to cr eate a strategic relationship among the countries. Reference Cohen, S. B. (2014).Geopolitics: the geography of international relations. Rowman Littlefield. Dr, A., Baccini, L., Elsig, M. (2014). The design of international trade agreements: Introducing a new dataset.The Review of International Organizations,9(3), 353-375. Flemes, D., Wehner, L. (2015). Drivers of strategic contestation: The case of South America.International Politics,52(2), 163-177. Gantz, D. A. (2012). Regional trade agreements. InThe Oxford Handbook of International Trade Law. Oxford University Press. Nikfarjam, A., Zarifi, S. (2015). Exploring the effects of entrepreneurial marketing factors on SMEs.Uncertain Supply Chain Management,3(4), 333-338. Noronha, V., Tsomo, U., Jamshed, A., Hai, M. A., Wattegama, S., Baral, R. P., ... Prabhash, K. (2012). A fresh look at oncology facts on south central Asia and SAARC countries.South Asian journal of cancer,1(1), 1.

UIC Grad REquirements free essay sample

Computer science is both an excellent source of good Jobs and a powerful way to change the world. Here at IJIC, we have built a high-quality department with diverse educational and research opportunities for our students. Our interests and expertise span the broad field of computer science. Admissions to our BS, MS, and PhD programs are highly competitive. Our high-caliber students are served by an innovative curriculum, advanced computing laboratories, and an energetic and knowledgeable faculty. The combined expertise of our twenty-seven faculty members is extraordinary. Fourteen hold chief editorial positions or sit on boards of professional Journals, an extraordinary four are recipients of UlCs top teaching excellence award, and, perhaps most notably, eight have received prestigious National Science Foundation CAREER awards. Our faculty has grown; 11 have been hired since 2001. Additionally, our faculty is augmented by adjunct faculty appointments from other I-JIC departments including Bioengineering; Electrical and Computer Engineering; Mathematics, Computer Science and Statistics; and Mechanical and Industrial Engineering. We will write a custom essay sample on UIC Grad REquirements or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We see the value in fostering relationships with industry and actively procuring state and federal agency grants. As a result, our department is one ot the leading research units at IJIC, witn annual research funding exceeding $7 million. We emphasize both the discovery of core computer science knowledge in areas such s theory, artificial intelligence, databases, computer security, and software engineering, and the application of computer science to areas such as bioinformatics, gaming, learning environments, manufacturing, and transportation systems. We also actively engage in interdisciplinary, multi-institutional collaboration. For example, we conduct interdisciplinary research in computer graphics, human/computer interfaces, and advanced networking to create globally-connected visualization display hardware and software that enables collaboration among remote teams of cientists, engineers, industrial designers, and artists†positioning I-JIC as a leading university worldwide in highperformance computing research and education. We are proud to be a resource for the surrounding business and academic community, but most importantly, we serve the students who come to I-JIC seeking a quality education and access to advanced computing resources. Our academic programs are designed to prepare students for successful careers in a rapidly evolving discipline. We invite you to explore all the Department of Computer Science has to offer. Robert H. Sloan Professor and Head 5 Instructional Computing Facilities The Computer Science Department maintains an instructional computing facility and remote servers, which serve its students computing needs for CS coursework. The facility consists of the following machines: * 55 27 iMacs with Mac OSX 10. 6 snow Leopard * 15- Red Hat 5. 2 machines * 2 HP printers (CLI and ICL2) * 5 LCD monitors for student collaboration Remote Servers: * bert. s. uic. edu * ernie. cs. uic. edu Each new student is assigned a CS account which expires one year after graduation. The login names are posted in the lab and passwords are initially set to the students UIN. We highly encourage users to change their passwords after their initial login. * Students are given a space quota of 1 GB and print quota of 600 pag es/semester. Accounts can be accessed by logging on to the lab workstations or remote servers, allowing students the flexibility to complete their course work from the lab, home or work. The instructional laboratory is located on the 2nd floor of SEL (rooms 2250 and 2254). The labs are open Monday Friday 9am 9pm during the Fall and Spring semesters and the Summer session. In case of problems or error, please contact the lab consultant on duty or email [emailprotected] ic. edu. Department Computer Policy All users have the responsibility to use any CS computing services in an efficient, ethical and legal manner. Users of the CS computer facilities are expected to abide by the system, protect the work of students, staff, and faculty and preserve the right to access networks to which the University is connected. You will be assigned a CS computer account to access CS facilities. An individual password will access your account and it is against departmental policy to allow any other person to use your account. In addition, it is your responsibility to protect your account from nauthorized use by changing passwords periodically and using passwords that are not easy to crack. The University and authorized department representatives reserves the right to access your account and the system at any time at its sole discretion. The department requires you to identify yourself clearly and accurately in all electronic communications. Concealing or misrepresenting your name or affiliation to mask irresponsible or offensive behavior is a serious abuse. Using identifiers of other individuals as your own constitutes fraud. You are expected to take proper care of the equipment in CS facilities. Food, drink and smoking are not allowed in CS labs. Report any malfunction to the consultant on duty or send e-mail to [emailprotected] uic. edu. Do not attempt to move, repair, reconfgure, modify or attach external devices to the systems. Please note that CS computer laboratories can post additional operational rules and restrictions that are considered part of the CS computer policy. You are responsible for reading and abiding by these additional restrictions. Accept responsibility for your own work by learning appropriate uses of software to maintain the integrity of what you create. Keep archives and backup opies of important work. Learn and properly use the features for securing or sharing access to your files on any computer you use. While great effort is made to keep the contents of what you create, store and set to be seen only by those to whom you intend or give permission, the University cannot and does not guarantee the security of electronic files in its computer systems. These systems can sometimes be breached. Additionally, as specified above, the University reserves the right to access its computer systems, including your account, if it deems appropriate. You are expected to refrain from engaging in deliberate wasteful ractices such as sending chain letters through electronic mail, printing unnecessary computations or unnecessarily holding public terminals for long periods of time when others are waiting to use these resources. Computer use for course-related assignments takes priority over exploratory use. In addition, the department may restrict access to certain programs for security or administrative purposes. Users are responsible for complying with program restrictions, which may be amended at any time. Unauthorized transfer of copyrighted materials to or from the CS computer system without express consent of the owner is a violation of federal law. In addition, use of the Internet for commercial gain or profit is not allowed from an educational site. Use of electronic mail and other network communications facilities to harass, offend or annoy other users ot the network is torbi dden. All users need to be aware that obscene, defamatory or any other material that violates University policy on non- discrimination will not be tolerated on the CS computer system. The department will take whatever action is needed to prevent, correct or discipline behavior that violates this policy. Any attempt to circumvent system security, guess other passwords or in ny way gain unauthorized access to local or network resources is forbidden. Distributing passwords or otherwise attempting to evade, disable or crack passwords or other security provisions threatens the work of many others and is therefore grounds for immediate suspension of your privileges and possible expulsion from the department. You may not develop programs or use any mechanisms to alter or avoid accounting for the use of computing services or to employ means by which the facilities and systems are used anonymously or by means of an alias. 8 Violations of policy will be treated as academic, civil or criminal misconduct. In isciplining computer services and facilities violations, the department reserves the right to pursue all academic disciplinary measures available. Disciplinary measures may include warnings, suspension of computer privileges (temporary or permanent) or expulsion from the University. The department also reserves the right to immediately suspend user privileges for potential violations of these guidelines. Such action will be taken to protect the security and integrity of the CS computer system and will take precedence over its impact on an individuals work. The department will investigate apparent or alleged violations of these guidelines. When appropriate and at the discretion of the department, cases of apparent abuse will be reported to the Vice Chancellor of Student Affairs (student cases) or the Vice Chancellor for Human Resources (faculty and staff cases). These offices are responsible for determining any further disciplinary actions. The University may also pursue civil and/or criminal charges if it deems appropriate. Issues concerning these guidelines or allegations of harassment or other irresponsible use of computing resources should be brought to the attention of the CS computer lab consultants or the CS computer support staff. Master of Science Degree Requirements Complete 36 credit hours of graduate course and research work. Curriculum must include a total of 28/32 hours of graduate (400 level and 500 level) coursework, as well as an MS Project or MS Thesis. Students coursework must include at least three Computer Science courses, including at most one 594 Special Topics course and excluding independent study, project or thesis research hours 597 598 or 599). Note that only one 5 offering can be counted toward the MS degree. Students electing the MS Project option must register for four (4) hours of CS 597 Project Research); students electing the MS Thesis option must register for eight (8) hours of CS 598 (M. S. Thesis Research). The remainder of the 36 hours must be satisfied with course work requirement. Students are allowed to petition to take courses outside of the Computer Science department in order to enhance their ability to work with specialists in other domains. A maximum of 8 hours of graduate course work is allowed and must be approved by the Director of Graduate Studies (D6S). Course selection is supervised by a faculty advisor. Students are assigned temporary faculty advisors at the time of admission. A permanent advisor should be selected as they progress in their program and identify an area of interest. In addition to the above requirements, students accepted with limited standing status must also complete any deficiencies within the set time as assigned by the department. Conditions of these deficiencies and time limits are listed in the admission letter. Please refer to the section on General Graduation Guidelines. Additional Requirements Academic performance. All graduate students are required to maintain a 3. 0 (B) grade point average (excluding CS 597 and 598). All individual graduate courses must e satisfied by a C grade or higher. If a students GPA falls below 3. 0 (B), the Graduate College will issue a letter of warning of academic probation for a specified period of time. Failure to comply with the terms of the probation letter will likely result in expulsion from the Graduate College. A student on probation or limited standing is ineligible for department awarded financial aid, recommendation letters for F-1 practical training, or graduation. Time Limitation. All degree requirements must be completed within five years of initial registration in the degree program. Different ime allowances apply to students on time-limited visas. Students who fail to graduate within tlve years will be dismissed trom the Graduate College tor tailure to progress. Registration. MS students who have completed all course credit requirements, except the thesis or project requirement, are not required to register during regular semesters. Registration is required if a student plans to use any university facilities. Students on a time-limited visa must petition to register for zero hours every semester (excluding summer) until they graduate. Complete details are available in the Office of International Services. Consult the I-JIC graduate catalog for additional registration regulations. Residency. At least 24 hours of graduate work required for the MS degree must be earned as a degree candidate at the University of Illinois at Chicago. Transfer of Credit Hours. After admission to the MS program, students may petition to transfer a maximum of 9 semester hours earned outside the university. A transcript showing the courses and grades, and course syllabi must accompany the petition. Upon request, the student must also provide an official letter from the university stating the courses were not used to satisfy any prior degree requirements. Students moving from non-degree to degree status may petition up to 12 semester hours of credit earned at I-JIC. Only graduate level courses in which a grade of A or B was earned will be eligible for transfer. 0 Master of Science Thesis Information The MS Thesis Option is designed for graduate students with an interest in Computer Science research, and is strongly advised for students who are considering going on to pursue the Doctor of Philosophy (PhD) program in Computer Science. Students electing this option conduct original research under the close supervision of a faculty member, culminating in the writi ng of a Master of Science thesis. At the completion of the thesis, the student presents a thesis defense to a Thesis Committee consisting of at least three faculty members, who are responsible for reviewing and evaluating the research work. Thesis students are strongly encouraged to publish their original research in professional Journals and to present their work at professional conferences. MS Thesis Guidelines Select a thesis advisor and discuss thesis research areas and expectations. All CS assistant, associate, full professors and adjunct faculty are eligible to serve as a primary thesis advisor. The majority of the thesis committee should hold at least a 0% appointment in the CS department, and at least one member of the committee must be a tenured faculty member. Under your advisors direction, register for 8 hours of CS 598 and conduct the thesis research. Students who are required to maintain a minimum number of hours of registration may register tor more hours ot CS 598, but no more than credited toward the degree. Select a thesis committee with your advisor and obtain each committee members agreement to serve on the committee. Provide committee members with a copy of the thesis and arrange a mutually acceptable date for the thesis defense. Submit the Committee Recommendation Form to the Student Affairs Office at least three weeks prior to the scheduled examination date. The form is available on-line at http:// grad. uic. edu/pdfs/CommRecForm. pdf. The Graduate College will generate an examination report and two thesis certificates of approval (red-bordered forms). The Student Affairs office will inform you upon the receipt of the forms; the forms can then be picked up from Room 905 SEO prior to the defense date. After the defense, see the staff in Room 905 SEO to verify all the graduation requirements have been met. See General Graduation Guidelines section for details. Format Guidelines Thesis and dissertation format guidelines are described in detail in a Thesis Manual published and available on the Graduate College website (http://grad. ic. edu) under Graduate Forms Publications. The defended and approved thesis must be submitted to the department for a format check one week prior to the deadline set by the Graduate College. 11 Master of Science Project Information The MS Project Option is designed for graduate students who are interested in demonstrating their training in the form of a substantive, capstone project. The s tudent undertakes the project under faculty supervision, culminating in the development of both the project and a written description of the project in the form of a MS Project report. Both the project work itself and the project report must demonstrate a high level of professional skill. MS projects and project reports are reviewed by a committee of two faculty members (the students advisor serves as the primary committee member), but do not require a formal presentation or defense of their work. MS Project Guidelines Select a project advisor and discuss project proposals and expectations. All CS lecturers, assistant, associate, full professors and adjunct faculty are eligible to serve as a primary advisor and secondary committee member. Secondary committee member can also be a full-time faculty member at I-JIC (non-CS faculty or adjunct faculty); however they have to be pre approved by the primary advisor and D6S. One of the committee members should hold at least a 50% appointment in the CS department. In the semester the student intends to conduct their project research, the student must register for 4 hours of CS 597 under the advisors call number listed in the timetable. Students who are required to maintain a minimum number of hours of registration may register for more hours of CS 597, but no more than 4 will be credited towards the degree. Submit a final project report and the Certificate of Approval form to your advisor at least one week prior to the published deadline. Form available at https:// grad. uic. edu/pdfs/CertificateofApprovalMAproJect. pdf. Provide your secondary committee member with a duplicate copy. Both committee members must sign the Certificate of Approval form. The signed form and the final project report should then be submitted to the Student Affairs Office (905 SEO). Your project report should be a technically-focused and carefully written document. Consult your advisor as they may have guidelines for formatting or other requirements for the project report. While there are no official format guidelines for project reports, at the minimum it should contain the following: o Cover page (including title, name, advisor secondary committee member information and semester of graduation UIN) o Abstract o Table of Contents o Introduction, chapters, conclusion and appendix/cited literature o Begin each chapter and section on a new page Ensure that all changes for incomplete or deferred grades are submitted. The instructor who originally assigned the IN, DFR or NR must complete a Supplemental Grade Report. Certain cases require a petition. 12 Doctor of Philosophy Degree Requirements Complete 108 semester hours beyond the baccalaureate degree. Coursework requirements Student admitted with prior masters degree in CS or a related field: Must complete a minimum of 28 hours of credit in graduate course work, 16 hours of which must be CS course work at the 500 level excluding (CS 597, 598, 599). Any course that is nearly equivalent to one taken in the masters program earlier will not earn PhD credit. Credit earned in any 596 (Individual Study) may not be applied toward the PhD degree. Note that at most two 594 offerings can be counted towards the course work requirements, but only one offering of CS 594 can count toward the requirement for 500-level course work. Graduate College provides 32 hours of credit for the prior MS degree. Student admitted directly after bachelors degree in CS or a related field: Must complete a minimum of 48 hours of graduate course work with at least 28 hours of which must be CS course work at the 500 level (excluding CS 597, 598, 599). course work. Dissertation hours requirements Candidates must earn CS 599 credit of at least 48 hours beyond masters degree and at least 60 hours beyond bachelors degree. PhD Qualifying Examination Pass the Qualifying Exam within the first three semesters of enrollment. The first attempt must be made by the second semester. If a second attempt is needed, it must be made at the next consecutive offering. Time spent on an approved leave of absence does not forestall the first attempt. Students with a GPA of less than 3. 0 (B) are not permitted to appear for the examination. See the PhD Qualifying Exam Information section of the manual for detailed information on this requirement. Preliminary Examination Pass an oral preliminary examination on the proposed dissertation topic. This examination is administered by a Graduate College approved faculty committee and chaired by the students advisor. Students must pass the preliminary examination one-year prior to their final defense. If a final defense is held within a year of the preliminary exam, a petition has to be submitted. Demonstrate a capacity for independent research on an original dissertation topic within the major field of study. Research is performed under the supervision of an advisor and orally defended before a faculty committee consisting of at least five

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The Florentine Renaissance Essays The Florentine Renaissance Essay The Florentine Renaissance Essay In Florence, and also in the surrounding cities, the Renaissance was a time of awakening and rebirth. A time of examining the present and looking towards a future that would turn out to seem entirely different from the past, but at the same time hold striking similarities. How was this possible? The transformations in Florence began with new attitudes and new priorities in the minds of her citizens. At the beginning of the period that we call the Renaissance, many cities may have seemed very much alike. Most had similar economic structures, architecture, and trades. But some cities in Italy, especially Florence, were different: The towns often had Roman origins, and to a degree survived the social disorder of the barbarian invasions of the earlier middle ages. Not only was physical infrastructure often in place, but also the glue which gave order to civic arrangements, in form of the hardy survival of Roman law. Each town had its myth of origin, which not surprisingly usually fea tured a picture of a Roman, in the case of Florence usually Julius Caesar of the emperor Augustus. (12).Florence had a very strong history that had obvious influence on daily life. Therefore, even while Renaissance ideas and art began to take over, the foundations of the city were never lost or forgotten. Rather, the old was incorporated into the new.Florence was steeped in her Roman origins and her Christianity, both playing to full effect when dressed in the rhetoric of cultural supremacy. (20). Florentines were proud of their roots and their contemporary culture, and they demonstrated this in sometimes chaotic ways. We also know that religion was what made the city turn. Florentines lives were focused around Christianity. Religion saturated Florentine life to an extent that few questioned. (32). This attitude of revolutionizing their culture while at the same time maintaining long-he

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Employment loyalty on rhythm - Essay Example I am very interested to find out what drives employee loyalty and commitment considering the fact that the company and its sector are at a disadvantage in the areas of stability, resources, among other advantages that bigger companies enjoy. Rabin (2003) extensively discussed loyalty and its effect on organizational behavior. According to him, along with the identification with an organization, employee loyalty represents an individual and psychological bond between an employee and an organization. (p. 867) That is why it is pivotal in overall strategy of companies to produce value for consumers, achieve competitive advantage and, eventually, achieve profitability. Needless to say, such fact has driven numerous studies and research. As a result, the corpus of literature on the subject is quite extensive and comprehensive. Specifically, the subjects include works about how employee loyalty contributes to an organizations’ competitiveness, how it reflects the organization, measurement and evaluation of employee loyalty, among other issues. Some of the studies undertaken in regard to employee loyalty that are relevant in this paper’s objectives are outlined below: 1. Swayne, Duncan and Ginter (2006) explained how employee loyalty could determine the kind of culture and values an organization has. According to him, this aspect helps consumers determine whether the firm has an outstanding quality in service delivery because loyal employees mean companies who know how to value people. (p. 185) Loveman (1998) used the service profit chain framework in his effort to link employee satisfaction and loyalty to customer satisfaction and financial performance. The author underscored that the framework hypothesized relationships between employee, customer and financial outcomes. The emphasis on these three elements makes this framework an interesting resource for

Dove and Axe Campaigns Controversy

Dove and Axe Campaigns Controversy Unilever: Axe / Dove Controversy Unilever is a leading multinational corporation which was formed by Anglo-Dutch cooperation in 1930 as a result of merging the Soap maker Lever brother and Dutch company Margarine Unie. The merger resulted to a large export of palm oil product which promoted the growth of the company. The Company has expanded since then opening branches all over the world. It has so many outlets in the world and has a large share of het world consumer product market with several brands in the catalog. The company also owns foods and beverage brands, cleaning brands and other personal care brands. The company has a large work force of more than 180,000 people in the world with revenue of more that US$58 billion. The company was established from Roternd and London companies which also act as the mother companies for all other branches in the world. (Unilever, 2008b) Recently the company has been engulfed in one of the most heated controversy in the history of business world arising from its advertisement. The company has been engaged in a various criticisms before but the recent one seems to have attracted the attention of unlikely quarters from politicians to the human reign activists. It has become a subject to social conversation all over the world due to its mode of advertisement. There have been many blogs in the internet that have been used against the company and its advertisement strategy especially the recent one Axe/dove advertisement which has attracted most criticism even before they make their impact on the market. The market of the two brands Axe and Dove have attracted the advocacy groups who have been campaigning for the need to have commercial-free childhood advertisements. The campaign has in form of writing several letters to the company in order to force it to withdraw the advertisement from the market. What is in the controversy about these products? The dove product advertisement has been used as a marketing strategy that is said to be promoting real beauty. In the advertisement there is a dove that is promising the girls a good care if they use the products. In this regard no one can understand how a dove can promise the girl a good care. The company has however described the advertisement as showing the need to have real beauty rather than acting as an advisement to encourage girls to use the products and has therefore started a campaign that is aimed at funning projects for girl child. But this is contradicted by another advertisement of its products Axe deodorant which has been described as having an effect of ‘epitomizing the sexist and degrading making that has been undermining girls’. This has been shone to be a potential harm to the health development of grid as contradicted to the other advertisement of the Dove which promotes health self-image for all women. (Newman, 2007) The company has been on the defense saying that the Dove brand is meant to show women the need of feel beautiful always which has been expressed by wide way in the today’s stereotyping of beauty and it is meant to inspire women to be taking car of them. For this reason the company has created Dove Self-Esteem Fund that is meant to educate and act as inspiration to girls. On the other hand the Axe campaign shows ‘the mating game’ and expressed the desire of men to get noticed by women. (High, 2007) The above advertisement has been causign a lot of criticisms for the company not only from the civil activists but also from political arena. It has been descried as the higher hypocrisy in marketing and there have been threat of taking of civil action by not allowing the Dove Fund to take seminars to school unless the Axe advertisement is changed. Let us analyze the effect of the advertisement and the impact they may have on the company and its businesses. SWOT analysis of the advertisement Being a large multinational company, there are several advantages that the company can enjoy amid such a criticism of the advertisement. At the same time there are some weakness in the controversy that may make the company lose its credibility in the market and therefore loss of sales. Let us look closely at the SWOT analyze of ht advertisement and their implications. Strengths Unilever is a large multinational company that has been in the market for along time now. In this regard, the company has been able to establish its operation in all the markets ands therefore it has a world wide appeal. Due to the fact that is has been able to operate in many countries, the controversy may not cause any effect on it sales. This is due to the fact that the company is known for famous brands that have been satisfying the needs of the consumers. Therefore there may not be many customers who will be affected by the controversy and who are likely to change their preference of its brands due to the controversy. Therefore the current controversy may not affect its international market though it may affect some of the regions where this campaign is concentrated. Those who are involved in the criticism may not be able to reach all the regions of the world. With such wide of brands in the market, the company sales may not be affected even if it withdraws just one brand in the market. (Pandya, 2001) The company has been able to cut a niche in the market and therefore no any amount of criticism that may destroy its images. There has been a new trend in the market where the value of a product is not evaluated by the level of criticism on the level of support that the products receive but by the level of individual satisfaction on the brand. For this reason a lot of people may not be looking at the controversy that has been created around the brands but they would rather focus on the effect fullness for the brands. Since there has not been any criticism about the product to the consumers, there is likelihood that it will not have effect on the marketing of the product. All the consumers of the brands have not presented any complain to the company about the effectfulnes of the brand and therefore they are likely to ignore any call not to use the brand. There could have been a negative effect on the marketing of the brand if there have been reported physical effects on the users. But the controversy is surrounding the advertisements and therefore it is not likely to have any effect on the marketing. In most cases the marketing of a product is affected by the effects of the particular product to the consumers. If the criticism is based on the health effect of the brands, it may have raised serious concerns about the marketing of the product but the controversy is centered about ‘hypocrisy’ which does not attract the attention for the uses of the products. Another strength that the company has on the position of the brand is in the target consumers. The company is targeting the young people who are likely to be influenced most by the advertisement. The specific target of ‘the mating game’ is one of the most influential things that are likely to attract many young people to the product. It should be understood that these young people do not understand the effects of what you can argue all day on ethics in advisement. They are simply attracted to what they can relate with and what makes them feel like others. Therefore they are not likely to change their perception about the product based on the criticism on the advertisement. (Georges, 1999) Most of those how are involved in the criticism are not within age bracket of the target customers of the products. Most of those who are involve in the criticism of the product are not young and even if they coordinate comparing to send letters to the company not many young people are likely to send their letters. Therefore the strength that the company has on this advertisement is that the target customers are not the one who are involved in the criticism and are not likely to change their perception of the products. This is not likely to have a negative effect on marketing of both brands to the target customers. (Unilever, 2007a) It has also been observed that not all people are in crisis of the campaign. Some have descried it as a genius market strategic that is likely to lead to high sales for the product. Therefore the company is likely to get positive support from those how do not see it in negative view. Weaknesses At the same time that are some weakness that are linked to the criticism that the company has been receiving. There is likelihood that the conflict will affect the image of the product in the market. The strength of the brand in the market depends on the positive notes that it receives from thee market. Positive notes are likely to affect the perception for the brand in the market by all consumers. It has been shown that bad perception on products is likely to have a negative impact on the sales. Therefore the more positive comment that a products receives from the market, the more positive impact it is likely to get from the market. In this regard, the criticism is likely to have negative impacts on the perception of the company in the market. In this sense the customers are likely to change their perception about the products of the company in the market. The company has been enjoying a good perception in the market based on the quality of products that it has been offering to the consumer. However this is changing with time as the consumer become more aware of their rights. one of the characteristic of modern consumers is that they have become more powerful in the market and are likely to have an impact on the way a company makes its sales. Therefore the current criticism of the company may impose a consumer led campaign that is likely to tarnish the name of the company. In this regard, the company is likely to lose a lot in case the consumers change their perception. (Golin, 2007) There is also a likelihood that the current controversy is likely to affect the sales of the product due to the influence the civil activists may have on the company. Most of those who are criticizing the company are parents who have a lot of influence on their children. As such they are likely to influence their children depending on the comments that they make about the products. In this regard they are likely to influence their children not to buy the products with the fact that most of them especially the females are unlikely to buy it. In this regard the brands are unlikely to acquire new customers. The survival of brand in the market depends on the way it attracts, and retains new consumers. With such criticism, the brands are not likely to attract new customers which may have an effect of reducing the overall consumption of the brand. (McManis, 2007) The criticism on the brand may extend it on other brands on the company. Once the costumers changes there perception about the company, they are likely to change their overall perception of the products of the company. In this sense the company may start recording low sales even on other brands. The increased use of information technology and the posting of the comments about the products in the internet are likely to attract the attention of more people which is likely to have damage on the reputation of the product in the market. In this regard there is likelihood of having a worldwide customer changed perception on the brands which is likely to affect their sales all over the world. The ‘onslaught’ videos that have been released on the crisis are likely to affect the operation of the company. Already there is a threat by civil groups that they will stop the Dove-Fund from holding seminars in schools and other area whether the company targets the young people. This is likely to have a negative effect on the programs of the company and in a way may lead to disruption of is normal flow of programs of a failure of the whole program all together. Opportunity There are a lot of opportunities that the company can still exploit in order to market its brand in the market. Already the company has clarified on the intention of the advertisements as being to encourage beauty and give women a reason to be more beautiful and the other being to show mating game and the desire for men to be also clean and attracted to women. In this regard the company has an opportunity to prove its critics wrong by appealing more to the target customer who may be affected by the controversy. The company has already started the Dove-Fund which is taking care of the education for girl. This is one of the opportunities which the company can use in order to clear the air about its products and the criticism that it is getting from the activists. This is because under the program the company would be making a direct appeal tot the consumer rather than the activists. The company should also start the same fund for men in order to embrace the youth. Through close interaction with the youth, the company is likely to presence the brands in the market and helps them to defy criticism of the brands. (Gillete, 2007) There is also an opportunity of the company to change the name of the brand or to change the whole advertising strategy before the brand has devastating effect in the market. In this regard the company can the name of the brand in the market or change the advertising strategies if it sees that the brands are likely to cause negative effects in the market. This will give the company a time to preserve the brands in the market and also preserve the name of the company in face of the rising criticism. The company can also produce another advertisement which contradicts the first ones and which gives a positive message as claimed by the activists. This would be in line with contradicting the issues that have been raised by the activists and to showing the genuinely of the company rather than the hypocrisy as has been expressed by the activists. This will help to save the company from the onslaught by the activists. Threats There are many threats the company may be facing as a result of the advertisements. First it is to be understood that this is no the first criticism of the company and it has been criticized on other areas of being unethical in business. For example the company has been criticized of buying palm oil from dealers who have been destructing forest cover. Therefore there is a threat of the current conflict attracting the attention of the consumer on all other conflicts that have been there about the company. This is likely to have a damaging effect on the name of the company especially at this time when the concept of ethics in business has taken root in consumers. (Moore, 2008) There is a threat of he company making loses on the brand and withdrawing them from the market which may affect the operation of the company not only in the domestic market but also in the international market.