Dexter Morgan, From The Tv Series And Books Known Simply...

For this paper, the fictional character I have chosen to analyze is Dexter Morgan, from the TV series and books known simply as Dexter. Dexter Morgan can be described as a Psychopathic serial killer who works in the forensics department as a blood spatter forensic analyst for the Miami-Metro police department as a cover up occupation in the day time to conceal his true personal identity. He has a foster sister named Debra Morgan, whom he is/was very close with and who also works as a detective for the same occupational department. The reason why she is his foster sister is because he was an adopted child. When he was very young, his adopter who worked as an officer for Miami-Metro named Harry Morgan found him in a crate filled with blood up to the ankles where his mother, who worked as a police informant, and three others, were murdered via chainsaw by cartel drug dealers after being exposed. He was found after sitting for two days in the crate at the age of 2 years old. Dexter however, unlike many other killers of his magnitude and caliber, doesn’t just find a way to kill when his urges and â€Å"voices† become overwhelming. A special code was developed for him to, in a very controversial way, direct these malicious urges and temptations in a most beneficial way to society, which in this case would be to kill other killers and individuals â€Å"deserving† of death. For example, rather than murdering an innocent civilian, this said code would not allow this, and would redirect him toShow MoreRelatedManaging the International Value Chain in the Automotive Industry60457 Words   |  242 PagesThecompetitiveadvantagesofferedbyemergingmarkets 4 6 8 9 10 11 17 24 30 31 35 40 51 60 66 67 77 90 Speaking with Coimbatore K. Prahalad, Ross School of Business, University of Michigan â€Å"Wearemovingawayfromafirm-andproduct-centricviewofvaluetoanetworkcentricandco-createdviewofvalue.† From assembly plant to center of excellence: The rise of Audi’s subsidiary in Gyà ¶r, Hungary 1. EstablishingAudiHungariaasasubsidiaryofAudiAG 2. DevelopingAudiHungariaasacenterofexcellencewithintheVolkswagenGroupRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesContemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−Curphy The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States CopyrightRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesEDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed and bound by Courier/Westford. The cover was printed by Courier/Westford. This book is printed on acid-free paper. Copyright  © 2009, 2006, 2004, 2001, 1998, 1995, 1992, 1989, 1986, 1981, 1976 John Wiley Sons, Inc. All rights reserved. No part of this publicationRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 PagesPrinter: Leghigh-Phoenex Color Text Font: 10/12, Times Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within the text. Microsoft ® and Windows ® are registered trademarks of the Microsoft Corporation in the U.S.A. and other countries. Screen shots and icons reprinted with permission from the Microsoft Corporation. This book is not sponsored or endorsed by or affiliated with the Microsoft Corporation. Copyright

Prostitution A Dangerous And Degrading Profession

The topic of prostitution has been widely debated across history. While many see working as a prostitute as a viable career option and a right that all legal consenting adults should have, many other see it as a dangerous and degrading profession that creates both a sexualized and crime-breeding environment. The governments of Scotland, the United Kingdom, and the United States have all generally taken stances that address prostitution in strict manner. While the approaches by which the US, the UK, and Scotland do respond to prostitution are quite different, all three governments seem to share a similar desire---to maintain the safety of the general public. This concern for the safety of each country s citizens can be seen through the†¦show more content†¦Clients are the individuals who pay to have sex with the prostitutes. â€Å"Johns† are a common term for the male clients of the sex industry. Due to the fact that there are significantly more male clients than femal e clients, there has been very little research on female clients, and there is no specific slang term for them. A â€Å"brothel† is a house in which clients go to have sex with prostitutes (â€Å"Definition of Brothel†). At the beginning of the 20th century prostitution was legal throughout the United States, but in 1910 the United States Congress passed the Mann Act. The Mann Act banned all interstate transportation of women for the purpose of selling of sex. The goal of this act was to prevent human trafficking, but it obviously also impacted the legal sex industry as well (R.W.A.). Prostitution still existed throughout the United States after Mann Act was created, but in 1915 most states had voted to criminalize prostitution (Jenkins). While there are federal laws pertaining to prostitution, the legalization and criminalization of prostitution is an issue that is voted upon by state governments. When prostitution affects international issues (such as the national or international transportation of people for the purpose of selling sex, or if prostitution is found on federal property, it is an issue that the federal government handles. State governments regulate laws on legalizing prostitution and choosing punishments for those involved inShow MoreRelatedThe Stigma Of Prostitution, And Sexual Slavery1326 Words   |  6 Pages Feminists are concerned whether or not a prostitute controls her own sexual identity. Others believe prostitution is degrading, and sexual slavery towards woman while someone like Martha Nussbaum, believe its not threatening a woman anymore more than any other paid job. Where do you stand when it comes to prostitution? Personally I’m concerned with the moral factors and the harm it brings to women both physically and mentally. Throughout this paper I will examine the issues and questions whichRead MoreProstitution and Ethical Values Related to It954 Words   |  4 PagesProstitution and Ethical Values related to it Introduction Prostitution can be defined as â€Å"The act or practice of engaging in sexual intercourse for money,† and is usually provided as an underground service. A person who works in this field is called a prostitute, and is a kind of sex worker. Prostitution is one of the branches of the sex industry. The legal status of prostitution varies from country to country, from being permissible but unregulated, to an enforced or unenforced crimeRead MoreThe Untold Story : Legalization Of Prostitution1308 Words   |  6 PagesThe Untold Story: Legalization of Prostitution The legalization of prostitution is a matter long overdue because it would have a positive impact on the economy, set programs in place to improve quality of life for the victims/workers of the industry, and provide educative resources to bring awareness to the youth about the world’s oldest profession. Not a lot of light is shed on prostitution, let alone the sex industry in a state like Nevada where it is legal in 8 counties nor that up to the lateRead MoreShould Prostitution Be Legalized?1868 Words   |  8 Pagesin this country, individuals take up jobs that provides a service that society deems a necessary need, whether that profession be a doctor, teacher, engineer, labor worker, or prostitute. All of these jobs exist in the United States; however, all of them except prostitution is legal and are equipped with rights and rules (Nussbaum 669). The only law that exists concerning prostitution is the one that outlaws it. Its legislation is due to the nasty stigma people ha ve towards it since it is believedRead MoreShould the United States Legalize Prostitution? Essay1148 Words   |  5 PagesProstitution in its legal sense is defined as sexual intercourse of some kind in exchange for some kind of payment, usually money (Adriaenssens and Hendrickx 665; Perer 826).As of 2013, there are an estimated 1 million to 2 million prostitutes active in the world wide sex work industry today (Adriaenssens and Hendrickx 666). Prostitution is illegal in the United States; however, many experts think that should change. Most European and Asian countries have legalized prostitution (Agustà ­n 74). SomeRead MoreProstitution Paper2092 Words   |  9 PagesA Look at Lars Ericsson: Charges Against Prostitution Lars Ericsson proves his conclusion that prostitution is morally unobjectionable through three separate premises. The first is It is morally unobjectionable for a consumer to purchase nonsexual services from a supplier in a free exchange on an open marker. Ericsson intends morally unobjectionable to mean that there is no moral reason to object to a certain service. A free exchange is one in which both parties agree upon a certain serviceRead MoreAnalysis of Bells Opinion on Prostitution1609 Words   |  6 Pagesshould also have the right to sell their sexual services if they freely choose to do so. Although sex work has always received a lot of criticism from the society that we live in but according to Bell (2009) rather than looking as sex work as degrading and unrespectable it should be treated as a work of any other kind. It is Bells (2009) opinion the sex work doesnt necessarily have to be harmful to the women. Bell (2009) believes that in a society where there are rules and laws to protect theRead MorePoverty And Its Effects On Africa1951 Words   |  8 Pagesjourneys not only showed us the many varying cultures but also the many different occupations of the impoverished, such as begging, bottle collecting, and prostitution, each of which comes with their own trials and tribulations. The occupations which will be discussed in depth in this paper will be prostitution. As defined by the Prostitution Control Act 1994, â€Å"means the provision by one person to or for another person (whether or not of a different sex) of sexual services in return for paymentRead MoreProstitution As A Form Of Survival1755 Words   |  8 Pagesthrough their head, well that is just a stereotype. Prostitution is known as the world’s oldest profession, and today it takes many forms, from dangerous street walking to luxury brothels. Prostitution is the exchange of sexual acts for money, food, rent, drugs, or other material goods. In summary, women and men, prostitute themselves when they grant sexual access for money, gifts, or other payment and in so doing use their body in commodity. Prostitution is a complex system throughout the world. EconomicRead MoreThe Realm Of Sociology, By George Herbert Mead1466 Words   |  6 Pagessociological concept to learn. There are so many perspectives in this field because society teaches us so many new things everyday. They impact our worldview and how we view, respond, and react to every experience. Prostitution is a big topic of discussion when it comes to deviance. Prostitution is deviant because it falls outside the norms of human sexuality. It is the practice or occupation of engaging in sexual activity with someone for payment. According to society, it is viewed as dysfunctional behavior

Gwendolyn Brooks Free Essays

Brooks, Gwendolyn (Elizabeth) Brooks, Gwendolyn (Elizabeth) From â€Å"Encyclopedia of African-American Writing† Poet—this one word describes every cell of Gwendolyn Brooks’s being. It was always poetry—from her Chicago childhood to her 1950 Pulitzer Prize to her awakening social consciousness to her Illinois Poet Laureate status and through all the other honors and awards. It was always poetry—and few writers besides Brooks can speak volumes with so few words. We will write a custom essay sample on Gwendolyn Brooks or any similar topic only for you Order Now Gwendolyn Brooks, Pulitzer Prize winner for poetry, 1950 Born into a large and close-knit extended family, including memorable aunts and uncles whom Brooks later honored in her work, Brooks seems to always have been comfortable with herself. Her mother, Keziah Wims, met her father, David Anderson Brooks, in Topeka, Kansas in 1914. They soon married and relocated to Chicago. Keziah returned to family in Topeka to give birth to her first child, Gwendolyn. Keziah stayed in Topeka for several weeks before returning to her husband in Chicago with her infant daughter. Gwendolyn’s only sibling, younger brother Raymond, was born 16 months later. Brooks’s mother had been a schoolteacher in Topeka, and her father, son of a runaway slave, had attended Fisk University for one year in hopes of becoming a doctor. Economic survival became more important, however, so his desires for a medical career were dashed and he spent a doctor. Economic survival became more important, however, so his desires for a medical career were dashed and he spent much of his life as a janitor. Despite financial constraints for the young family in Chicago, Brooks remembers a loving, family atmosphere throughout her childhood. She had a more difficult time fitting in with her high-school classmates, however, attending three high schools: Hyde Park, which was mostly white; Wendell Phillips, which was all black; and Englewood High School, the integrated school from which she eventually graduated in 1934. Two years later, she graduated from Wilson Junior College (1936). Even prior to her high school years, it became apparent to Brooks that she did not really fit in with her peers. She was a nonperson at Hyde Park and socially inept at Wendell Phillips. She kept her self-esteem, however, largely due to her strong family ties. Also, since she was seven years old, her mind had been someplace else. That place was poetry, which she had started writing at that young age. Her parents contributed to her love of language and story. As a former schoolteacher, Brooks’s mother encouraged her daughter’s interest, and her father often told stories and sang songs about his family’s history with slavery. From her parents and her extended family, Brooks learned the honor and dignity found in living everyday life with love and integrity. Her first published poem, â€Å"Eventide,† appeared in American Childhood Magazine in 1930 when Brooks was 13. At 16, with her mother’s help, Brooks met two prominent African-American writers, James Weldon Johnson and Langston Hughes. Although both writers read Brooks’s work and told her that she had talent and should keep reading and writing poetry, only Hughes and Brooks developed a long and enduring friendship. She later wrote a poem tribute to him, â€Å"Langston Hughes,† published in her Bean Eaters collection. She also remembered him fondly and with great respect in her autobiography, Report from Part One. In the meantime, she contributed regularly to the Chicago Defender, having 75 poems published there in two years. Brooks was also looking outside herself, joining the Youth Council of the National Association for the Advancement of Colored People (NAACP) in 1938. There she met her future husband and fellow writer, Henry L. Blakey III, whom she married in 1939. Marriage took Brooks from the comfort of her parent’s home and into a kitchenette apartment, the setting for her first volume of poetry, A Street in Bronzeville, published in 1945. She gave birth to their first child, Henry, Jr. , in 1940, and to their daughter, Nora, in 1951. In between the births of her children, Brooks kept writing her poetry. She and her husband participated in a poetry workshop given by Inez Cunningham Stark, a reader for Poetry magazine. There, Stark and other workshop participants encouraged Brooks. In 1943, Brooks received the Midwestern Writers’ Conference Poetry Award. The Midwestern Writers’ award proved to be the first of many for Brooks: In 1945, she was named as one of Mademoiselle magazine’s â€Å"Ten Young Women of the Year†; in 1946, she won the American Academy of Letters Award; in 1947 and 1948, she won Guggenheim fellowships; and in 1949, she won the Eunice Tietjens Memorial Award. Brooks published Annie Allen in 1949 and with it won the Pulitzer Prize for literature, becoming the first African American to do so. The awards and honors continued for several years: being invited to read at a Library of Congress poetry festival in 1962, at the request of then President Kennedy; named Poet Laureate of Illinois in 1968 (lifelong post); nominated for the National Book Award in 1969; appointed poetry consultant to the Library of Congress in 1985 (the second African American and the first black woman in that post, which was later retitled the nation’s Poet Laureate) ; inducted into the National Women’s Hall of Fame in 1988; honored with a Lifetime Achievement Award in 1989 by the National Endowment for the Arts; named the 1994 Jefferson Lecturer by the National Endowment for the Humanities; presented with the National Book Foundation’s lifetime achievement medal in 1994; awarded the National Medal of Arts in 1995 and the Order of Lincoln Medallion given by the Lincoln Academy of Illinois in 1997; and received about 50 honorary degrees. Brooks also devoted herself to nurturing you ng writers of all races: She taught poetry at various colleges and universities in the United States; sponsored writing contests for students; brought poetry to prisons, schools, and rehab centers; funded and gave scholarships; and offered awards of travel to Africa. She also wrote books to encourage budding authors, such as her A Capsule Course in Black Poetry Writing (1975), Young Poet’s Primer (1980), and Very Young Poets (1983). Above all, however, Brooks has been a prolific writer. Her first published collection of poetry, A Street in Bronzeville (1945), garnered immediate national acclaim. The collection chronicles the life of poor urban Blacks in a segregated setting reminiscent of Chicago’s South Side—essentially a series of portraits of people who fled rural poverty and hopelessness only to find themselves trapped in an urban ghetto. Realistic yet compassionate, the poems unflinchingly examine the failed dreams and small hopes of the maids, preachers, gamblers, prostitutes, and others who live in â€Å"Bronzeville. After Brooks received the Pulitzer for Annie Allen, her major works included a novel, Maude Martha, 1953; and more poetry collections, Bronzeville Boys and Girls, 1956; The Bean Eaters, 1960; Selected Poe ms, 1963; In the Mecca, 1968; Riot, 1969; Family Pictures, 1970; Aloneness, 1971; The Tiger Who Wore Gloves; or What You Are You Are, 1974; Beckonings, 1975; A Primer for Blacks, 1980; To Disembark, 1981; The Near Johannesburg Boy and Other Poems, 1986; Blacks, 1987; Children Coming Home, 1992; and her posthumous collection, In Montgomery, 2001. (In 2005, Elizabeth Alexander edited The Essential Gwendolyn Brooks. ) Brooks also wrote her own story in the autobiographies A Report from Part One, 1972; and Report From Part Two, 1996. Brooks’s work always honored the everyday existence of African Americans. She did, however, change her style as the social situation in the United States changed. One catalyst for this change was the Second Black Writers’ Conference, which she attended at Fisk University in 1967. There she met young black writers who were a part of the Black Arts Movement, who wrote with overt anger and sometimes obscenities. This event gave Brooks pause and her own sensibilities of her â€Å"blackness† came into question. After this event, Brooks started selling her work to smaller, African-American publishing houses. Some have accused Brooks of becoming too much like the newer poets—too polemic, leaving behind her subtle and unique use of language came into question. After this event, Brooks started selling her work to smaller, African-American publishing houses. Some have accused Brooks of becoming too much like the newer poets—too polemic, leaving behind her subtle and unique use of language and form as a way of seeing the world. Others sense in Brooks’s newer work a renewed vision of what it means to be African American in the United States, a continuance of her abiding respect and awe for the wonders of everyday existence and for her unique way of finding universal truths within the specific lives and events of ordinary people. In eulogizing Brooks to Essence magazine, her long-time publisher and friend Haki Madhubuti recalled, â€Å"She wore her love in her language. Her love has been returned, too, as shown in the tribute book To Gwen With Love (1971) and the almost worshipful celebrations of her 70th and 80th birthdays (1987, 1997). REFERENCES BLC-1. BW:SSCA, pp. 64-65. EBLG. NAAAL. Lee, A. Robert, â€Å"Poetry of Gwendolyn Brooks,† in MAAL. McKay, Nellie. 1991. â€Å"Gwendolyn Brooks,† Modern American Women Writers, New York: Scribner’s. McLendon, Jacquelyn, in AAW. Melhem, D. H. 1987. Gwendolyn Brooks: Poetry the Heroic Voice, Lexington, KY: University Press of Kentucky. Podolsky, Marjorie, â€Å"Maud Martha,† in MAAL. Williams, Kenny Jackson, â€Å"Brooks, Gwendolyn,† and â€Å"Street in Bronzeville,† in OCAAL. â€Å"Gwendolyn Brooks† in //www. black-collegian. com, and in //www. greatwomen. org. Brooks Brings ‘Free-verse Kind of Time’ to UIS,† in // www. sj-r. com/news/97/11/13. —Janet Hoover, with assistance from Lisa Bahlinger REFERENCES AANB. AAW:PV. B. BCE. CAO-08. CE. CLCS. LFCC-07. Q. W. W2B. Wiki. Baker, Houston A. , Jr. â€Å"The Achievement of Gwendolyn Brooks. † CLA Journal 16. 1 (Sept. 1972): Rpt. in Sharon R. Gunton and Laurie Lanzen Harris (Eds. ). (1980). Contemporary Literary Criticism (Vol. 15). Detro it: Gale Research. From Literature Resource Center. Clark, Norris B. â€Å"Gwendolyn Brooks and a Black Aesthetic. † A Life Distilled: Gwendolyn Brooks, Her Poetry and Fiction (Maria K. Mootry and Gary Smith, Eds. ). University of Illinois Press, 1987. Rpt. in Daniel G. Marowski and Roger Matuz (Eds. ). (1988). Contemporary Literary Criticism (Vol. 49, pp. 81-99). Detroit: Gale Research. From Literature Resource Center. Doreski, Carole K. , in AW:ACLB-91. Griffin, Farah Jasmine, in APSWWII-4. Hansell, William H. â€Å"The Uncommon Commonplace in the Early Poems of Gwendolyn Brooks. † CLA Journal 30. 3 (Mar. 1987), pp. 261-277. Rpt. in Daniel G. Marowski and Roger Matuz (Eds. ). (1988). Contemporary Literary Criticism (Vol. 49). Detroit: Gale Research. From Literature Resource Center. Israel, Charles, in APSWWII-1. James, Charles L. in CP-6. Kent, George E. , in AAW-40-55. Mckay, Nellie, in MAWW. Mclendon, Jacquelyn, in AAW-1991. Miller, R. Baxter, in GEAAL. Mueller, Michael E. , and Jennifer M. York, in BB. Shaw, Harry B. 1980. â€Å"Gwendolyn Brooks. † Twayne’s United States Authors Series 395. Boston: Twayne Publishers. From The Twayne Authors Series. Shucard, Alan R. , and Allison Hersh, in RGAL-3. Taylor, Henry. â€Å"Gwendolyn Brooks: An Essential Sanity. † Kenyon Review 13. 4 (Fall 1991): pp. 115-131. Rpt. in Jeffrey W. Hunter (Ed. ). (2000). Contemporary Literary Criticism (Vol. 125). Detroit: Gale Group. From Literature Resource Center.  © Grey House Publishing Persistent URL to this entry: http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabeth APA Brooks, Gwendolyn (Elizabeth). (2009). In Encyclopedia of African-American Writing. Retrieved from http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabeth Chicago Encyclopedia of African-American Writing, s. v. â€Å"Brooks, Gwendolyn (Elizabeth),† accessed April 16, 2013, http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabeth Harvard ‘Brooks, Gwendolyn (Elizabeth)’ 2009, in Encyclopedia of African-American Writing, Grey House Publishing, Amenia, NY, USA, viewed 16 April 2013, MLA â€Å"Brooks, Gwendolyn (Elizabeth). † Encyclopedia of African-American Writing. Amenia: Grey House Publishing, 2009. Credo Reference. Web. 16 April 2013. How to cite Gwendolyn Brooks, Papers

Risk Management in Projects Business Predefined Objectives

Question: Describe about the Risk Management in Projects for Business Predefined Objectives. Answer: Introduction A project in its simplest form represents a group of interrelated tasks that is carried out to achieve a predefined objective. It is a venture taken up by an individual or an organization that involves analysis and research by the project handler and disciplined execution of the defined strategies defined for the accomplishment of the goals that the project is expected to address. The design and development of projects is a constrained and definite process and the progress of the process is subdivided into smaller processes to ease the development of the project. Project management is the task of monitoring and managing a project from its inception to completion. It is the procedure to establish the scope of the project and strike balance between the quality, cost and time related to the project. Discussion Concept of Project Management The management of a project demands the application of knowledge, skills, methods, processes and experience. The management process is concerned with the process of coordination and collaboration of the individual components of the project development. Project management includes the task of defining the objectives and necessities of the projects, conducting the feasibility study of the project, estimating the resource, requirements and duration of the project (Hopkin 2014). Procuring investments, monitoring the execution of the project and the functions of the involved teams, maintaining the interaction among the stakeholders of the project, benchmarking the development process also fall within the responsibilities of project management. Managing the risks related to the project and the development of the project is a task of vital importance in the project management parlance (Kerzner 2013). Risk in project management is referred to as the combination of the specified hazard and the likelihood it means that the hazard occur in an organization. The risk is the product of hazard and probability. In order to resolve the risks of a project, risk assessment is required to be done to understand the potential losses. The goal of risk assessment is to identify the potential risks; application of appropriate methods based on the hazard occurred and estimated uncertainty to resolve the risk, providing exact solution to reduce the rate of risks (Dong and Ng 2015). It encompasses the analysis of the risks related to the company and formulates procedures and techniques to overcome the hindrances that might occur during the development of the project. Project management oversees the successful development and implementation of a project. The rate of risks oriented to construction industry could be mitigated after the implementation of Building Information Modelling (BIM). BIM is referred to as a process of developing building feature with the help of digital innovation. BIM helps to plan for safety and security as well. It helps to build a safe construction project from the environmental aspect. The amount of negative project events will be reduced. The concept ensures the durability of a building. After implementation of BIM, the rates of error occurrence also get reduced dramatically. Techniques of Project Management The variation in project management techniques followed by different organizations led to the formulation of a number of standards to deal with the intricacies of project management. Earned Value Analysis or EVA is one such technique that defines an industry standard method for project management. The Earned Value Management System is based on the principles of EVA, which offers a framework for designing, analyzing and measuring the progress of the project (Fewings 2013). An estimated plan of the project is prepared initially and the actual task is compared with the planned task, periodically to assess the progress and cost of the project. The actual project parameters are compared with the assumed cost of the project and the results of the comparison determines the earnings of the project (Kloppenborg 2014). The objectives of EVMS include the establishment of relation between budget, cost and time of a project and provide the management with a quantitative progress report of the pro ject. China, Japan, Australia, England, Canada, United States and Europe are some of the countries exploiting the prospects of Earned Value Analysis (Wilson,Frolick and Ariyachandra 2013). The EVM is based on the 32-point guideline provided by the ANSI/EIA 748, divided into five sections as 1. Organization, 2. Planning,schedule and management, 3. Accounting considerations, 4. Analysis and management report, 5. Revision and maintenance Guidelines in the organization section focus on the methodology of organizing the project components. Work Breakdown Structure (WBS) divides theproject into a number of tasks, describing the contribution of each task in the project. Organization Breakdown Structure (OBS) performs the assignment of the tasks to the responsible parties. WBS and OBS together forms the control account and the Control Account Manager (CAM) is responsible for outlining the scope, budget and schedule of the control account (Lu and Yan 2013.). The control account lays the foundation of the project formulation. Guidelines in the second section provide the foundation for planning and scheduling the project and define parameters to estimate and control the budget of the project. Detailed schedules are prepared, associating the justified values to the schedule structure to obtain the basis for monthly expenditure of the project in terms of finance, labor and time. The performance measurement baseline (PMB) is composed ofthe planned value (PV), taking into account the time schedule of the project (Mubarak 2015). The planned value or the budgeted cost of work scheduled (BCWS) is prepared depicting the estimated monthly cost of each phase of the project. The budget at complete (BAC) depicts the total budget of each task and the entire project. Management reserve (MR) forms the buffer that is required to manage uncertainties in the cost of project development (Patil, Desai and Gupta 2015). The contract budget base (CBB) is obtained by the sum of the BAC and MR.Guidelines in the third section outli ne methods to assess the actual cost of work performed (ACWP) in the project. Consistency is maintained between the planned and actual costs, and the guidelines advice the apt timing to allocate resources to tasks. The section also states the methods to avert booking lags. The guideline in the fourth section describes the methods to determine the variances in cost and schedule of the project and the associated impacts and corrective measures taken by the project (Patil, Desai and Gupta 2015). Estimates at Completion (EAC) are prepared to assess the change in costs. The fifth section incorporates the guidelines to include the changes in the requirements of the customer and the methods required for restructuring the project. Principle and process of risk management The effectiveness of the solution and the risk management decisions are also associated to risk management process. While, conducting a project to provide a set of solution to risks occurred in an organization principle and process of risk management are required to maintain by the project researcher. The principles are as follows: Principle of risk management The threshold approach of risk management is an evident and before making proper measurement, the risks are needed to be identified. Eventual control mechanism based on the estimated cost is needed to be adapted by the project development team (van den Ende and van Marrewijk 2014). A particular point should be considered where; the risk control must be stopped. The earning capacity and the asset could be mentioned by the definition. These assets could either be physical or human as well. Risk management has their own origin in place of manufacturing and in the process industries. Definition of Risks in project Risk is an integral aspect of project management and has a number of definitions in the industry, most of which states that risk is an uncertainty or unprecedented event that is capable of influencing a process significantly (Walker 2015). The uncertainty includes threats as well as opportunities. Risk can be broadlyclassified into two types: strategic and operational. Strategic risks include the risks associated with the design or strategy of the management process, whereas operational risks are associated with the execution of the techniques followed during the management of the project. Risks can also be classified as avoidable and unavoidable, depending on the factors involved in the risk (Pritchard and PMP 2014). An avoidable risk has the potential of being rectified but unavoidable risk cannot be rectified and require management. The possibility of risk may arise from factors such as natural disasters or factors encompassing economic upheaval, political crisis, faulty management and blunders in design (Sears et al. 2015). Risks affect the organization in a number of ways and it influences the assets, revenues performance, and many other factors of the company. Process of Risk management The process of managing risk is carried out by an organization in a series of steps that include the identification, analysis, evaluation of probable risks and defining the requirements and techniques of handling the risk. The risk management process is continually monitored, reviewed and the outcomes are regularly communicated to the stakeholders (Yi and Chan 2013). The risk management process can be broadly classified into the following steps: establishment of the context, identification of risk, analyzing the risk, evaluating the risk and responding to the risks. Process of Risk Management In order to provide a risk management plan for the proposed project for an organization, five simple and effective plans are needed to be served. The process of risk management and the required steps are as follows: Identification of risk: The project development team of a business organization, must uncover, recognize and describe the risks that might affect the expected project outcome (Heagne 2012). The identification process could be start by preparing a project risk register. In construction industry the different the identified different types of risks are environmental risk, business risk, economic risk, cultural risk, design risk, skill oriented risks, financial risks, procurement risks, and technical risks. Analysis of the risks: The consequences of each of the risks are needed to be analyzed properly. Based on the nature of risk and its potential affect the project goal and objectives are needed to be developed by the project development tem of an organization. Evaluation and ranking of the risk: While evaluating a project for an organization, different risks are identified by the management team and based on their risk magnitude the risk are rated by the risk management team (Hopkin 2014). In the project risk register the risks are added efficiently. Treat along with the risk: This is the risk response planning where; different strategies are identified to mitigate the risks that are continuously occurring in an organization (Fewings 2013). Other than that, the prevention planning and contingency planning are needed to be added to the risk management strategy. Monitor and review of the risks: In order to monitor, track and review required steps of risk management are needed to be adapted by the system. Many golden opportunities will be discovered after identifying and managing comprehensive list of project risks. Identification of Risks Identification of risk involves the process of speculating the events or occurrences that might lead to risks and estimating the consequences and effects of the risks. Risks related to a business organization can be categorized as financial, physical, legal and ethical (Chan 2014). Physical risks involve damages to properties due to accidents or natural disasters. Legal damages include legal concerns that bring the company into the act of government and legal authorities (Heagney 2012). Some of the basic techniques to identify the risks associated with a company include surveys, interviews, brainstorming, risk lists, historical data, documented knowledge and experience (Hopkin 2014). Advanced techniques used for the identification of risk include root cause analysis, assumption analysis, SWOT analysis, diagramming techniques and Delphi technique. Analysis of Risks Risk analysis encompasses the techniques to analyze the possibility of occurrence of identified risks and categorize them based on priority. Prioritizing risks enables the organization to design appropriate strategies to act on the risks (Kerzner 2013). The analysis is carried out from two different perspectives: qualitative and quantitative. Qualitative analysis technique employs heuristics to estimate the risk factors, whereas quantitative techniques use data and statistics to arrive at the conclusion (Kloppenborg 2014). Qualitative techniques involve assessment of risks based on experience and historical data. Risk categorization, expert judgment, impact matrix, probability matrix and risk urgency assessment are some of the qualitative analysis techniques. Evaluation of Risks Risk evaluation forms an integral aspect of the risk analysis phase. This process compares the identified risks using the analysis techniques and classifies them into two classes: acceptable and unacceptable (Fewings 2013). The acceptable risks denote the risks that are acceptable and are monitored. The risks falling into the unacceptable level are treated immediately. Impact matrices and scales are used to perform the evaluation. Treatment of Risks Risk treatment encompasses the steps of identifying the options of treating the identified and prioritized risks, considering the possibilities of the options and based on the analysis preparing the risk treatment plan. Depending on the requirements and visions of the company, a number of alternate risk management plans are possible (Dong and Ng 2015). The appropriate plan is chosen after analysis of all available options. The plan is based on the priority and significance of risks, taking into account the cost of the risk treatment plan. Insignificant or small risks that do not assert much influence on the working of the company fall into this category (Kloppenborg 2014). Use of standardized techniques to avoid the risks associated with the use of non-standardized techniques is an example of risk avoidance. Risk transference is associated with corporations or projects that involve multiple participants. The use of third party products or code in a software project and involvement of different stakeholders in a construction project are subject to risk transference. Mitigation of Risks Risk mitigation involves the process of controlling, managing or limiting the impact of risk by up taking appropriate measure. This risk management process includes the use of understanding the possibilities of risk and the methods to deal with the risk. Information pertaining to the risk is crucial in risk mitigation (Hopkin 2014). Mitigation process is applied to risks that effect the project adversely if not controlled and the cost associated with the risk is enormous. An example of a risk that requires mitigation is the risk posed by market competition in the development of a product (Chou and Yang 2012). Unprecedented opportunities are events that are unanticipated and offer the potential of being classified as risk. These risks, however, offer prospects of enhancing the growth of the business and therefore demands proper management and exploitation. The management of positive risks includes strategies that accept, enhance, share or exploit the risk and differ from techniques used for the management of negative risks (Mubarak 2015). Acceptance and exploitation of risk offers the prospect of seizing an opportunity that comes up during the project lifecycle (Heagney 2012). Buffering or hedging a risk is a strategic decision for risk management that a company or organization makes to absorb the effects of associated risks. Flexibility in the organizational structure eases the task of risk management and provides options in the decision-making process of the organization. The risk management process requires regular monitoring and reviewing to ensure that the risk management procedure is followed at all levels and all aspects of the organization. Managing risks in Project Risk management is crucial to the development and maintenance of projects. The importance of risk management processes and the variety of strategies followed by different organizations led to the standardization of the risk management process by different organizations (Rowlinson et al. 2014). Risk Management Practices and Guidelines (ISO 31000:2009), GRC Capability model (OCEG Red Book 2.0:2009. Code of Practice for Risk Management (BS 31100:2008), Enterprise Risk Management Integrated framework (COSO: 2004), A Risk Management Standard (FERMA: 2002) and Risk Management for the Insurance Industry (SOLVENCY II: 2012) are the widely accepted standards in the risk management domain (Zhu and Wu 2015). The Australia/New Zealand 4360:2004 standard (AS/NZS 4360:2004) forms the foundation of the ISO 31000:2009 standard. The standards differ in their objectives and target different aspects of project management in order to manage the risks associated with the project. ISO 31000:2009 , BS 31100:2008, COSO:2004, FERMA:2002 focus on the organizational objectives by addressing the key uncertainties associated with the organization and aspires to exceed the expectations posed by its objectives by improving the ability of the organization. OCEG Red Book 2.0:2009 and COSO: 2004 focus on compliance and control (Fewings 2013). These standards are based on historic information and aims to manage and mitigate risks by controlling the fulfillment of objectives and being compliant to the objectives. SOLVENCY II on the other hand is a regulation and organizations are bound to abide by the risk management framework designed by the regulatory body and follow the proposed practices defined by the organization. Strategies for risk management Risk management strategies are evolving constantly and research and development in the field leads to the modification of existing frameworks and standards. The perception of risk management process differs from organization to organization depending on the requirements and business processes followed by the organization (Dong and Ng 2015). The prospect of risk management is different even for the different units within an organization. Mitigation of risks is of primary importance to the internal audit, whereas control of the risk management is of central importance to the compliance functions. The combination of risk management process and EVM offer a reliable information base for managing projects (Zhu and Wu 2015). The two methods complement each other as EVM offers the parameters and processes to establish the baseline of the project and risk management offers the techniques to identify the potential risks associated with the project and the tasks related to it (Chiang, Tao and Wong 2015). Improved baselines aids in the calculation of risk budgets (Wang 2015) The management is able to incorporate the risk management plan into each of the tasks and the granularity of earned value management offers the detailed approach to handle the risks. Risks faced by Construction Industry in projects The construction sector of Hong Kong and China is going through a tough phase and a number of risks are associated with the sector. Government officials, executives of construction industry, and construction professionals of China have come together to address the issue of Hong Kongs construction industry. The industry is facing challenges in the recruiting and retaining construction staffs (Chiang, Tao and Wong 2015). A number of risk factors are identified related to the construction sector of Hong Kong. The evolution of china has resulted in changing government regulations. The replacement and restructuring of regulations and change in standards drastically influence the progress of any business sector (Gershon 2013). The Government Procurement Agreement (GPA) is expected to have a significant effect on the construction sector of China. Intellectual property theft and trademark infringement is prevalent in Chinese industries and this considerably affects the construction business. The growing number of industries in Hong Kong drastically increased the competition in the construction market (Dong and Ng 2015). Rapid cost-cutting and hiring cheap labor is common in the Chinese market. Demand and supply of the market rarely coincide. Predicting the market is tough and finding the right moment to play the market is tougher. The construction industry is composed of a number of components that vary from raw materials to technical equipments and involves a number of other industries, transportation industry being the foremost contributor. Fluctuation in economy of the country and the world and rise of material prices affect the construction industry directly (Hopkin 2014). Majority of Chinese labor industry is middle aged or old and offer less work potential that is affecting the cost benefit of the sector (Pritchard and PMP 2014). The construction industry of Hong Kong is entangled in a number of issues and facing anumber of challenges and risks. Advantages and Disadvantages of Risk Management Various advantages of risk management are described as below: The risk management in projects can also identify possible loss of assets. In this manner, the organization can have financial back up. The risk manager will be able to illustrate if the system will be able to operate in case there is occurrence of threats (Yi and Chan 2013). It provides opportunities in terms of new way of communication on the unravel issues. It helps to increase successful business strategies and operational efficiency of an business organization. The disadvantages of risk management are provided as below: Cost:The risk management process will increase the expense associated with the project. Training:The time spent for improvement and research should be designated for preparing to guarantee legitimate execution of hazard administration (Walker 2015). Motivation:Employees that are as of now usual to their everyday exercises need to change in accordance with new measures. Role of Risk Manager There are various roles of risk manager, some of which are discussed as below: Providing a methodology for identification and analysis on the impact of financial loss for organizations. Examination of the utilization for realistic as well asopportunities that are cost-effective. Preparingrisks management procedures and allocating of budgets to various departments as well as divisions in the organization (Wilson, Frolick and Ariyachandra 2013). Assisting in the evaluation of major contracts along with proposed facilities and new program activities that contribute to consequences as loss as well as insurance. Conclusion The strategies and mechanisms offered by Earned Value Analysis, renders the Earned Value Management System is a suitable candidate to deal with the management of the construction sector of Hong Kong. The EVMS provides the framework to manage the intricacies in the construction sector and offer the techniques that can be utilized to estimate and manage the costs accurately. The incorporation of risk management techniques in the stages of project management offers a healthy business management and growth. Project Management is evolving to suit the requirements of modern projects. Contemporary project management techniques offer mechanisms that suit the transcending nature of projects. Earned Value Analysis offers the prospect of amortized analysis of projects and the comparison of estimated and actual costs offer organization the chance of incorporating dynamic changes in the project management methods. References Chan, D., 2014. The Deterioration of Labour Conditions in China's Construction Sector. Chiang, Y.H., Tao, L. and Wong, F.K., 2015. Causal relationship between construction activities, employment and GDP: The case of Hong Kong.Habitat international,46, pp.1-12. Chou, J.S. and Yang, J.G., 2012. Project management knowledge and effects on construction project outcomes: an empirical study.Project Management Journal,43(5), pp.47-67. Dong, Y.H. and Ng, S.T., 2015. A life cycle assessment model for evaluating the environmental impacts of building construction in Hong Kong.Building and Environment,89, pp.183-191. Fewings, P., 2013.Construction project management: An integrated approach. Routledge. Gershon, M., 2013. Using Earned Value Analysis to Manage Projects.The Journal of Applied Business and Economics,15(1), p.11. Gregori, T. and Pietroforte, R., 2015. An input-output analysis of the construction sector in emerging markets.Construction Management and Economics,33(2), pp.134-145. Harris, F. and McCaffer, R., 2013.Modern construction management. John Wiley Sons. Heagney, J., 2012.Fundamentals of project management. AMACOM Div American Mgmt Assn. Hopkin, P., 2014.Fundamentals of risk management: understanding, evaluating and implementing effective risk management. Kogan Page Publishers. Kerzner, H.R., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Kloppenborg, T., 2014.Contemporary project management. Nelson Education. Lu, S. and Yan, H., 2013. A comparative study of the measurements of perceived risk among contractors in China.International Journal of Project Management,31(2), pp.307-312. Lu, Weisheng, Kunhui Ye, Roger Flanagan, and Carol Jewell. "Developing construction professional services in the international market: SWOT analysis of China."Journal of Management in Engineering29, no. 3 (2013): 302-313. Mubarak, S.A., 2015.Construction project scheduling and control. John Wiley Sons. Murray, M. and Dainty, A., 2013.Corporate social responsibility in the construction industry. Routledge. Patil, S.M., Desai, D.B. and Gupta, A.K., 2015. Earned Value Analysis In Construction Industry.International Journal of Informative Futuristic Research Paper ID JIFR/MH/2015/SI-I/003. Pritchard, C.L. and PMP, P.R., 2014.Risk management: concepts and guidance. CRC Press. Rowlinson, S., YunyanJia, A., Li, B. and ChuanjingJu, C., 2014. Management of climatic heat stress risk in construction: a review of practices, methodologies, and future research.Accident Analysis Prevention,66, pp.187-198. Sai, Y.X., Wang, W.R. and Cai, J.G., 2013. Comparative Study of Old City Transformation Project Management Mode Based on Full Life Cycle for China and Britain-A Case Study of Shanghai Little Lujiazui and London Canary Wharf. InAdvanced Materials Research(Vol. 671, pp. 3091-3095). Trans Tech Publications. Sears, S.K., Sears, G.A., Clough, R.H., Rounds, J.L. and Segner, R.O., 2015.Construction project management. John Wiley Sons. van den Ende, L. and van Marrewijk, A., 2014. The ritualization of transitions in the project life cycle: A study of transition rituals in construction projects.International Journal of Project Management,32(7), pp.1134-1145. Walker, A., 2015.Project management in construction. John Wiley Sons. Wang, C., 2015. China and the Agreement on Government Procurement: Costs, Benefits and Challenges of Accession and Implementation.J. Int'l Comp. L.,2, p.259. Wilson, B., Frolick, M. and Ariyachandra, T., 2013. EARNED VALUE MANAGEMENT SYSTEMS: CHALLENGS AND FUTURE DIRECTION.Proceedings of DYNAA,4(1). Xiang, P., Zhou, J., Zhou, X. and Ye, K., 2012. Construction project risk management based on the view of asymmetric information.Journal of construction engineering and management,138(11), pp.1303-1311. Xu, Y., Wang, D. and Liu, C., 2013, July. Contemporary service theories integrated into construction project management. In2013 10th International Conference on Service Systems and Service Management(pp. 90-95). IEEE. Yeung, J.F., Chan, A.P., Chan, D.W., Chiang, Y.H. and Yang, H., 2012. Developing a benchmarking model for construction projects in Hong Kong.Journal of construction engineering and management,139(6), pp.705-716. Yi, W. and Chan, A.P., 2013. Critical review of labor productivity research in construction journals.Journal of Management in Engineering,30(2), pp.214-225. Zhu, J.N. and Wu, Y.P., 2015. Lessons from China: fighting corruption in the construction sector.Government Anti-Corruption Strategies: A Cross-Cultural Perspective. Taylor and Francis Group, Boca Raton, FL, pp.59-76. Zhu, S., Tse, S., Goodyear-Smith, F., Yuen, W. and Wong, P.W., 2016. Health-related behaviours and mental health in Hong Kong employees.Occupational Medicine, p.kqw137.

Grapes of Wrath the Theme of Decay free essay sample

One of the most pervasive themes in this passage is that of a spreading decay that is taking over the society. This is first expressed in quite a literal sense, as an actual decay of fruit and produce, which spreads like a virus across the American countryside and farming lands. Due to the economic mismanagement of the farming industry, fruit and other produce are left to rot and decay on the trees because they are not picked by the farmers. The text gives many examples of different fruits being left to decay on the farms. We see, for example, the cherries, that are described at first as â€Å"full and sweet†, being left to turn into seeds which â€Å"drop and dry with black shreds hanging from them†. The purple prunes, which now â€Å"carpet the ground†, fill the valley with â€Å"the odor of sweet decay†. Pears are left to be devoured by the yellowjackets, and give off a smell of â€Å"ferment and rot†. We will write a custom essay sample on Grapes of Wrath: the Theme of Decay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Grapes are not good enough to make good wine, and the wine that is made from them is â€Å"the smell of decay and chemicals†. As we can see, the text goes into quite a lot of detail in the description of the different fruits decaying all over the State. Fruits of all sorts are left to decay, and, like a virus, this decay is spreading rapidly. The passage shows this spread quite explicitly as well, using repetition to show the way in which this sense of decay is infecting each and every farm and the fruit it produces. Structurally, the text repeats each paragraph to show how each fruit is similarly decaying, and the same descriptions are used over and over again in each description. The descriptions of fruit â€Å"carpeting the ground†, and of the â€Å"smell of ferment and rot† are repeated in each paragraph that speaks about the fruit. This has two effects. First, it reinforces the helplessness that is felt by the farmers, as the same thing is happening to each one of the different types of fruit. Each time there is the same cause, and the same effect, but nothing seems to be able to be done. Repetition thus expresses the absurdity of the situation, as well as the frustration of the farmers faced with it. Secondly, the repetition depicts figuratively the accumulation and spreading of the problem. It is not a problem that is isolated to one kind of fruit, or one particular farming community, but a problem that is rapidly becoming widespread. The image of â€Å"the smell of rot filling the country† also reinforces this idea of an unstoppable spread of decay, infiltrating the whole country bit by bit. This spreading decay is not only literal in the text, but it also symbolizes the proliferation of social injustice and inequality that is infecting the country. Interestingly, the text uses the spreading decay of the fruit as a cause, a symptom and a symbol of the spreading social inequality and discontent. The decaying fruit is a cause of the social discontent, as the rotting fruit is an affront to those who cannot afford to buy enough food for themselves and their families. As the text says: â€Å"a million people hungry, needing the fruit – and kerosene sprayed over the golden mountains†. People are literally forced to watch â€Å"potatoes float by†, â€Å"screaming pigs being killed in a ditch and covered with quicklime†, and â€Å"mountains of oranges slop down to a putrefying ooze†. The waste of good food is thus a cause of separation between producers and consumers, as the potential consumers of produce cannot understand the willful destruction of fruit and food that could have been such a benefit to them. We see in the text a very vivid depiction of this causal relationship: â€Å"children dying of pellagra must die because a profit cannot be taken from an orange†. Social inequality and intense discontent is thus created, forming a rift in the different class groups. The rotting fruit is also a symptom of an even greater social inequality, which puts the â€Å"great owners† in direct opposition with the â€Å"people†, the â€Å"little farmers†. The economic system in which the farming community has been forced to work has lead to this situation, resulting in rotting fruit and a spreading decay. It is because of the low prices set for fruit by the great owners and the banks that fruit is no longer profitable to be picked. The great owners can let prices drop on fruit because they make profit from also owning canneries, and thus have a growing monopoly on the fruit trade. Little farmers are increasingly edged out of the market, as they are unable to make any sort of profit from picking the fruit and selling it. The amount of money it would cost just to hire enough people to pick the fruit would be more than they would make from the subsequent selling of the picked fruit. Fruit must then be left to rot, and it is thus a symptom of the inequality that exists between the corporations and the independent farmers. Symbolically, however, the rotting fruit is also a representation in itself of the social inequality and discontent that is spreading. Society itself is succumbing to a decay that is spreading rapidly and visibly.

Attribution Theory essays

Attribution Theory essays The purpose of this review was to discuss the development of attribution theory. Since there is no unifying theory of attribution, this review attempts to explain central ideas comprising the basic tenet that attribution theory describes how people make causal explanations about reality, as well as the behavioral and emotional consequences of those explanations. Attribution theory was developed over time from several social psychologists, including Fritz Heider, Edward Jones, Keith Davis, and Harold Kelley. Heider played a central role in defining attribution theory in 1958, in his book The Psychology of Interpersonal Relationships. In 1965, Jones and Davis expanded attribution theory through their systematic hypothesis about the perception of intention in their essay From Acts to Dispositions. Harold Kelley tied together the theoretical foundation of attribution theory in his landmark paper Attribution Theory in Social Psychology in 1967. This paper will identify three key co ncepts comprising attribution theory. Attribution theory describes the processes of explaining events and behavior, and the behavioral and emotional consequences of those explanations. The theory developed within social psychology as a means of dealing with questions of social perception. One of the most influential persons involved in attribution theory, Harold Kelley, reported that attribution theory was significant because When the attributions are appropriate, the person undoubtedly fares better in his decisions and actions than he would in the absence of the causal analysis (Kelley, 1973). This theory has made an astounding impact on modern psychology; "Attribution theory came to rival cognitive dissonance as one of the most imperialistic theories in social psychology. Attribution theory was seen as relevant to the study of person perception, event perception, attitude change, the acquisition of self-knowledge, thera...

Architecture beneath Nature Essay Example | Topics and Well Written Essays - 500 words

Architecture beneath Nature - Essay Example The residential sector has increasingly adapted landscape architecture. Homes have been built as part and puzzle of the landscape implying a balanced ecological system. Buildings beneath the ground have been treasured in the sense that they are unseen and they resemble the landscape (Hagan, 2001). This implies that they are designed in an attractive way and the decorations are not different with the natural features. This has led to increase in the trend of architecture beneath the ground and an increase in the art. Globally, the art of architecture beneath the landscape has been adapted due to the magnificent products it offers after a thorough work of art and design. Furthermore, the space utilized in the creation of such features, has globally been accepted as part and puzzle of the environment. This is because it creates no negative impacts, but contributes to the beauty of the surrounding landscape (Tsui, 1999). Buildings that are invisible are designed to match the entire feature of the landscape. For instance, buildings in a hilly topography are built to be inside the hill and thus no one can suspect or even think of an existing building within the hill. It can be compared to the nature of camouflage since buildings in rocky and gully landscapes are designed in the same sense hence unseen buildings being part of the landscape. On the contrary, some buildings can be unseen but some parts are seen. This implies that the building is completely out of view, but the entrance is visible signifying that a building or structure exists in a certain landscape (Tsui, 1999). Architecture beneath nature creates another important aspect that changes the entire study of architecture. This is because this field of architecture is different and accompanied extensive invention and innovation. It is also different in the sense that buildings communicate with nature

Board Governance and Volunteer Management in Nonprofits Term Paper

Board Governance and Volunteer Management in Nonprofits - Term Paper Example n should be run directly under the aegis of the board of governors who make all the decisions and decide what exactly the charter of the organization is going to be. They will understand the very basis of the management as well as the ways and means through which people are hired, jobs are assigned and tasks delegated to one another (Nelson 1997). The organizational plan also encompasses the relationships with similar nonprofit or for-profit organizations and how the two work along with one another to bring about a symbiotic association. The organizational plan for at-risk girls banks a great deal on the linkages of these organizations with each other, most of which deal specifically with the emphasis on at-risk schools and children (Barrett 1995). Also the manner in which the organization is going to operate on a regular basis, its functional costs, its pending issues and so on need to be taken care of at the highest level. These aspects are important as they mention each and every pointer in complete totality. The specific tools and strategies which the at-risk girls organization must make use of include the basis of its recruitment and selection, the manner in which new employees are hired, trained and then let off their jobs (removal from service). It also comprises of their orientation at the organization whilst being supervised by the employers themselves. The board members are chosen on a strict guideline where they are evaluated time and again as per their work basis. The non-governing volunteers and the employees who do pro bono work are also taken care of. Their selection is a very cumbersome process, but one that surely requires a stringent approach. These tools and strategies need to be drawn up in such a manner that there is complete accountability and clarity at all ranks, and no apprehensions are raised as such (Beeler 1994). At-risk girls organization is a nonprofit institution therefore it is necessary to find out how money will flow and how

Gender and sexualities. Qustions Essay Example | Topics and Well Written Essays - 2000 words

Gender and sexualities. Qustions - Essay Example From the very ancient age these rules and regulations are present which differentiate men and women in the society. Cultures of the people differ on the basis of their ethnicity, race, religion, class, age, nation etc. People of various cultures follow different rules and regulations. For this reason believes, values and actions of people of diverse cultures vary from each other. In this essay various theories, philosophies, social norms regarding sexualities and gender will be discussed. In the present scenario the idea and concepts of the people regarding gender are influenced by their professional world and social environment. Various issues of gender and sexualities are discussed in history by sociopolitical and historical theory. Racism and gender discrimination are major problems which are present in many countries of the world. For these issues the lives and activities of the people are influenced a lot. Many movements took place against gender discrimination and racism which helped to change the perception of the people regarding these issues. Question 1 According to me culture plays an important role in shaping up the perception of people regarding gender and sexualities. The lives of men and women are strongly affected by cultural rules and regulations.

Implications of Human Resource Department Becoming Strategic

Implications of Human Resource Department Becoming Strategic The human resource management is a coherent and much strategic way of managing companys highly valued assets, who the people working in an organization and either individual or collectively ensure the attainment of the organizational goals and objectives. The terminology human resource management and human resource have taken over the place of personnel management, as an explanation of the procedures involved in the management of people in any organization. HRM simply implies to the process of employing individuals, develop their abilities, using them, maintaining them and make their compensation. Through research, a number of articles have been produced proposing certain HR activities that are much linked to strategies of businesses. Furthermore, recent studies have started looking at determinants of human resource practice from the strategic point of view, (Beaumont, 1991). The Role of theory in SHRM Since SHRM exist in an applied nature, it is much significant that the field uses theoretical models that provide room for prediction and understanding the impacts of HR activities in the functioning of a company. It is just till recent that, that the most inadequacies of SHRM, was the lack of theoretical basis that is much strong, that allows the viewing of HRM functioning in larger companies. According to Zedeck and Cisco, (1984), the matters of HRM are part of a system that is much open, and research lacks theories, unless put under broader organizations contexts. Concerning the SHRM dependant variables, it has been stated that, it will be very significant to develop articulated personnel theory that draws from the human resource management. This field instead of having theories, it is characterized by descriptive typologies in place of good theories. The writings in the field of SHRM are just concerned with real advices of empirical data. The SHRM is described as plethora of stat ements since the field lacks proper theories, (Hill Jones, 1998). Though there has been an explicit proposed connection between business strategies and the practices of HR, strategic intent has been viewed as being one determinant of such like practices. Some theoretical models leave out business strategy as a HR practice determinant. By concentrating on determinants that are not as an effect of proactive decision making, it has been argued that SHRM has to look into political and institutional determinants of the HR activities, to the extent of predicting and understanding decision processes of SHRM. The coordination of slate of HR deeds towards some strategic ending has been hindered by the political and institutional forces. Strategic theories of HRM From the time of strategic introduction in the management field, industrial companies strategists have mainly dependent on single frame work of SWOT analysis. The main assistance to the strategy, literature has been centred on portions of these competitive advantages models. It has been argued that SHRM entails two key functions, namely; management of competence and management of behaviours. Competence management entails factors that companies does not ensure its employees have needed skills in execution of some strategies. This take into consideration negotiations with external workers for the attraction, selection, retention and the usage of employees with required skills, knowledge and capabilities for the execution of the strategic business plan. Competence acquisition refers to the practices like selection that ensure organizations employees have the much competence required. Competence utilization involves activities that use latent skills that in the previous strategy had been seen unnecessary. Retention of competence on the other hand refers to the strategies that aim at the retention various competences in the company via the reduction of turnover and continuous training. Lastly, displacement of competence entails practices that target the removal of competencies that are seen not to be necessary for the companys strategy, (Charles Jones, 1998). Management of behaviour on its side, once employees with needed skills and competence are brought in the organization, they work collectively or individually to ensure that they are giving support to the strategy of the organization. Behavioural control on its part entails practices like performance appraisal and systems of pay that looks forward in controlling behaviours of workers, to ensure that they are in line with companys goals. Strategies of coordinating behaviours entail appraisal and organizational development practices that coordinates behaviours across employees to support the strategy of the organization, (Fombrun, Tichy, Devanna, 1984). Snells model of control theory model emphasizes on the importance of coordinating various HRM practices. On the other hand, it explicitly recognizes the imperfect nature of making decisions in SHRM because of bounded uncertainties. Other models assume that environmental and strategic competencies and the real competencies and behavioural responsibility are much important in achieving the strategy. Good HRM activities that elicit such like competencies and behaviours are exactly known in this model. In cybernetic sense, control theory is a dynamic model of continuous environmental monitoring and internal alterations. The HRM activities and adjustments that correspond, these activities whenever outcome tends to move away from the desired system. The agency cost theory model has been connected to the human resources through bureaucratic costs concept. These costs are transaction costs that that are mostly associated with human resource management in a given hierarchy. In this, the HRM activities allow the measurement of contributions that are unique. They also provide enough rewards for personal performances. The agency theory has been used in explaining determinants of things like systems of compensation, (Peter John, 2003). Due to the fact that transaction cost model has been used in strategic management literature, it is now also possible to apply theoretical framework in finding a relation between strategy and SRHM. It might look intuitive that strategy of a company can have an impact on the work nature. To the level that work nature changes, to either have more or less uncertainties. The types of HRM systems are important to monitoring inputs, manners, and even the output changes. This framework provides theoretical foundation for looking at the reasons that makes different strategic decisions giving rise to different HRM activities, (Porter, 1985). Academic Theory Over the last 20 years, empirical studies have been done to find the connection between the HRH and the performances of the organization. Strategic human resource entails three strands of work; Best fit, Best practice and Resource Based. The idea of best practice suggests that the adoption of some best practices in Human Resource management results in better organizations performances. It has been argued by (Pfeffer, 1994) that there exist seven best practices that can be used to attain competitive advantage through individuals and profit building by placing people first. They include employment security, selective hiring, information sharing, intensive training, self-management teams, high pay and reduction of status differentially. Best practice is to be implemented in bundles hence difficult to identify which is the best, as shown by (Elwood et al 1996). Research has shown that best fit argues that HRM improves performance where there exist close vertical fit between HRM practices and the strategies of the company. This enhances coherency between HR people processes and the external market. There are many theories on the nature of this vertical integration. Lifestyle models explain that the policies and practices of HR can be mapped on the on the stage of organizations development. The competitive advantage model, takes the views of porter about the strategic choice and places arrange of HR practices onto the firms choice of the competitive strategies. The configuration model provides a sophisticated approach which advocates for close examination of the firms strategy so that appropriate HR practices and policies can be determined. On the other hand, this method assumes that organization strategies can be identified- many firms exist in a state of development and flux, (Legge, 1989). Recent studies have shown that resource based view forms the foundation of modern human resource management. It concentrates on the internal resources of an organization and how they usually contribute to the competitive advantage. The uniqueness of such resources is preferred to homogeneity. The HRM has the central responsibility of to develop human resources that are rare, valuable, effectively organized and difficult to copy and or substitute. Generally the HRM theory explains that that, the objective of human resource management to assist organizations meet their strategic goals by maintaining and attracting employees on top of effectively managing them. HRM ensures a fit between the firms employees management and overall firms strategic direction, as concluded by (Elwood et al 1996). Strategic Human Resource Evaluation Over the years, companies have realized that workers are needed to be looked upon as competitive advantage. As an impact, the HR department is developing from carrying out simple administrative issues, to being strategic partners. The department has been given the responsibility of ensuring that company objectives have been attained. This development needs new methods of defining and assessing the successes of HR development. It is not sufficient to measure it basing on traditional operational methods of internal efficiency. Due to this, the department of HR, need to value of their strategic participations (Angel, Elizabeth, 2003). Years back, HR department used to measure their achievements by looking at how busy they were, the number of employees recruited or even interviewed among other things. This measure depicted HR practices as being administrative functions required to execute practices t5hat are related to personnel. This HR functioning conception has really changed as companies have started realizing the potential competitiveness of their employees. A large number of organizations are putting in much effort in designing practices of HR that give room for the development of the strategic value of their employees. This approach that is on the way coming, SHRM, calls for the expansion of HR role that involves strategic on top of administrative functions. To change the centred HR also needs the development of new methods of defining and assessing the Hr duties, (Porter, 1985). The modern functions of HR, includes four major complimentary duties. The first role is excellence in administrative work; this role is much significant due to its immediate way of participating in to the efficiency of the organization, and usually helps in building the credibility that is much needed in assuming other influential roles. Secondly; the duty of HR, professionals have to know that employees are champions in all the ways. By recognizing the value of committed, and motivated, the HR has to play his or her critical roles of advocating employees. The department of HR is supposed to be the voice of employees in management discussions, on top of which, the department has initiate programs that airs issues and employee concerns and issues. The two additional roles that modern departments of human resource management are these concerned with the strategic partner, and an agent of change. Since the department is a strategic partner, it calls for continuous evaluation of the alignment between modern practices of HR and the business goals of the organization. It also calls for continuous effort in designing policies and activities that ensures that this alignment is maximized. The professionals in HR have to assist in determining the current culture of the company. Also the structure has to change towards the direction that supports strategy of the company. At the same time, the department of human resource needs to play the main role in management and implementation such like changes that have been established. By assessing potential sources, of resistance to these changes and the collaboration with line managers in ensuring that they overcome these hindrances. The roles that were mentioned earlier, about administrative expertise and champions of employees, are considered day-to-day and operational nature. On the other hand, the duties of strategic partners and agents of changes, stands in for the developing strategic dimensions of the duties of HR. in a similar fashion, the duties of administrative expertise, and the deal of strategic partner with the operations, whilst the champions of employee and agents of change duties concentrates on individuals, (Angel, Elizabeth, 2003). This turn that is taking place in strategic HR functions, makes one to have expectations of observing trends that are parallel in the manner in which the department of HR evaluates its own performances. On the other hand, traditional measures, indicates the degree of operation efficiency, the effects of specific programs of HR, on the strategic objectives of the firm have to be assessed too. This new changes are based on deliverable individuals not on variables that are dabbles. The Department Of HR Challenges in Becoming Strategic Partners Avoiding strategic plans on top of Shelf, though many strategies have been written, only a few have been acted upon. There have been the creation of many visions, but only a few have been realized. Comparing the missions that have been expounded, but only a percentage has been executed. Becoming a member of strategic partner, have a meaning that explains the turning strategic statements into a set of companies action. The process of overcoming SPOTS challenge, calls for professions in HR to forces issues of an organization into strategic discussions, before deciding on the issues that are strategies. The department of HR is supposed to facilitate diagnosis of the organization, which in brief explains on how aligned strategies of business are to the culture of the organization, (Humanresourcesdegreeonline, 2010). Another challenge is the creation of a balanced scorecard. The idea of balanced scorecard has been in existence for long time; however, its application is the one that has been made popular. A scorecard that is much balanced centres on serving many stakeholders, and can be total index in assessing the executive. Conclusion The implications of the human resource department becoming strategic clearly show that there is a change from personnel management to HRM. The implications of department show that the utilization of human resource at different times has played an important role making the department to become strategic. The aspects of human resource management have been designed in a way that it concurs with the needs of surrounding in which changes to SHRM. The basic aspects of SHRM, is rooted on assumption that the human resource strategy can in one way or the other assist in attaining business strategies but also vindicated by it, (Nadeem, 2009). This concepts validity rely on the extent at which it is assumed that individuals create added value, and as a result, there is need for them to be handled as a resource that is much strategic. SHRM is real only when translated into theoretical models and then implemented through personnel strategies. Human resource department needs a shift towards a macr o-point of view, to apply to the broader part of the organization. In fact, there need to be commitments on high quality in the company, which then will become more productive in the firm. Basing on the same point, a stronger leadership group is needed in the department for the exploration of both human and non-human resources.

Chicanoism Today :: essays research papers

Chicanoism Today   Ã‚  Ã‚  Ã‚  Ã‚  For a more symbolic meaning of the word Chicano/a, to many of us it is the mixture of both American and Mexican culture. It had become a political term for those who wanted to find a more specific word to identify themselves with than Hispanic, a word to classify all who spoke Spanish in America from Latin America. In the 60s the word Chicano/a grew strong with many political Mexican-American’s and used it as a source of pride. Today, the older generation of Chicano/as’, some but many, see young Chicano/as’ as those who live in the past or use the pasts’ struggle to reflect on their own lives and go no where to empower their society. For the most part I disagree, I understand and I am grateful for what the older Chicano/as’ have done historical for us newer generations of Chicano/as’ but I resent that I’m labeled as a â€Å"wannabe†. In the definition of what it is to be the newer race of Chicano/as’ I will have to interpret it from what the past has led us to be now.   Ã‚  Ã‚  Ã‚  Ã‚  In many historical moments of the 60s, you could find many racial groups emerging for their rights to liberation from oppression. The Chicano/a movement was certainly one you couldn’t miss in the books. Organizations like the United Farm Workers or the Brown Berets, as well as protests and rallies such as, pro-Affirmative Action, helped in glorifying the meaning of Chicano/a power. It made many Mexican-Americans proud and not alone in a country that didn’t want them there. Yet with such an upraising in praise and pride for this new identity, the movement declined gradually throughout decades to come. Not much political activism had gone on but the word Chicano/a carried on but not in the sense that the Chicano/as of the 60s intended it to be. It would become an identity to those born in America of Mexican parents.   Ã‚  Ã‚  Ã‚  Ã‚  By this time around, now in the 90s, I could have the choice on any application to indicate, optionally, what ethnicity I am. It was either Latino/other, or Mexican/Mexican-American/Chicano. With my parents consent of what I was, I’d proudly pick the box that had Chicano beside it. I grew up proud being Chicana because my dad always had pride in what he was, Mexican. Now, as I write/say this, it isn’t pride so much but honor. I honor being Chicana for what the past Chicano/as’ have done to be recognized but now, I honor what the newer Chicano/as’ will do for themselves and society.

Ground Rules Essay

â€Å"Ground Rules are boundaries, rules and conditions within which learners can safely work and learns†. (Gravells A, 2010). This above definition explains that all learners require boundaries and rules within which to work. These must be made very clear and early on in the course; these terms could be set by organisation and/or produced by the tutor himself. In fact setting ground rules will help everyone know their limits. Learners like routine and will expect tutor to be organised and professional. â€Å"Ground rules articulate a set of expected behaviours for classroom conduct. They can be set by the instructor or created by the students themselves (some people believe that students adhere more to ground rules they have played a role in creating)†. (Carnegie Mellon, 2005). These rules must be shaped as soon as possible to help maintain order, underpin behaviour and promote respect. They should lead to a set of guidelines regarding acceptable and unacceptable behaviour and set clear boundaries within which to work. If they are not set, problems may occur which could disrupt the session and lead to misunderstandings. The instructor should explain the purpose to ensure that discussions are spirited and passionate without descending into argumentation, to ensure that everyone is heard, to ensure that participants work together toward greater understanding rather than contribute disjointed pieces. Some instructors ask students to sign a contract based on the ground rules; others simply discuss and agree to the ground rules informally. It is important for instructors to remind students of these ground rules periodically, particularly if problems occur (for example, students cutting one another off in discussion or making inappropriate personal comments). Instructors should also be sure to hold students accountable to these rules, for example, by exacting a small penalty for infractions (this can be done in a lighthearted way, perhaps by asking students who violate the rules to contribute a quid to a class party fund), by factoring conduct during discussions into a participation grade for the course, or by pulling aside and talking to students whose conduct violates the agreed-upon rules. 2. Establish Ground Rules: Classroom management and discipline can make or break a teacher. Even the most knowledgeable teachers can struggle with maintaining an effective and orderly learning environment.   Setting ground rules and consequences early, practicing procedures and enforcing rules consistently can contribute to a teacher’s educational success. Often problems arise with students because of unclear expectations about your role as a tutor and about their role as a student and a member of the class. Establishing expectations or ground-rules at the beginning of semester can help clarify these expectations and help in maintaining a good working relationship between you and the group, individual students, and among the students themselves. 2.1 Setting up the Rules: To set ground rules for student activities a behaviour code which all the class will agree with it. This helps to create feelings of trust when beginning to address the feelings the students may have when thinking and talking about the emotive problem. Getting the students to generate the ground rules themselves can also help to establish rules that will be more likely to be kept by the group, as students will feel like tutor trusted and valued their perspectives. A set of ground rules can be a helpful tool when having to deal with difficult situations at a later date. For example, if some students are dominating discussion or behaving inappropriately, being able to refer back to the ground rules that the students themselves negotiated can be quite powerful in getting back control of the class. It’s also quite useful to review the ground rules during the semester, to get feedback from students on how they think things are going, if there are any rules that aren’t working or any rules that should be added. Some possible ways to generate a set of ground rules with the learners include the following: (1) Use pyramiding to get students thinking about their expectations and what they would like as ground rules. First, ask students to think about (and write down) what kind of expectations they would like set for the group on their own, then after a couple of minutes, they turn to their partner and share their ideas, and then each pair joins with another pair and this group of 4 shares ideas and negotiates a common set of ideas. After a few minutes (say 5 – 10 minutes), ask one member of each group to report back to the whole class and you write each idea on the board. Once a set of expectations/rules has been generated, discuss the list with the class, clarifying if needed and making changes (if appropriate). (2) Start with a short list of rules and expectations that you have created, project this on an overhead projector (OHP) or write on the board, and ask the learners to form small groups (around 4 students) and discuss the list, do they agree, is anything missing, etc? Then ask each group to feed back to whole learners their comments. This then works in a similar way to the last part of pyramiding. (3) Ground rules can also be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and learner has an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed among in the learners how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. 3. Appropriate Examples of Ground Rules: 3.1 Examples: Each and every learner is different when it comes to behaviours and respect for others. So agreements have to be made about expected behaviour in the classroom. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the classroom. Learners need to know what the teacher expects from them and what they can expect from the teacher during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutor and learners together. Here are some examples of Ground rules: * Listen actively and attentively. * Ask for clarification if you are confused. * Do not interrupt one another. * Challenge one another, but do so respectfully. * Critics ideas, not people. * Do not offer opinions without supporting evidence. * Avoid put-downs (even humorous ones). * Take responsibility for the quality of the discussion. * Build on one another’s comments; work toward shared understanding. * Always have your book/readings in front of you. * Do not monopolize discussion. * Speak from your own experience, without generalizing. * If you are offended by anything said during discussion, acknowledge it immediately. * Consider anything that is said in class strictly confidential. * Everyone will be on time. * Respect each other’s point of view. * Listen to each other, and don’t interrupt when another person is speaking. * Don’t criticise or ‘put down’ another person. * Come prepared for each class. * Turn off mobile phones. * Behave Seriously. * No Violence. * Helps other so everybody can enjoy the lesson. 4. Setting Ground Rules to promote respect for others: Well-defined rules in the classroom can prevent many behavioural difficulties. When learners are involved in the development of the rules, they are more likely to adhere to them and understand why they have been put into place. â€Å"Ground rules are boundaries, rules, and conditions within which learners can safely work and learn. If they are followed, they should promote respect for others and ensure the sessions run smoothly†. (A.Gravells, 2008) So agreements have to be made about expected behaviour in the session. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the session. Learners need to know what the tutor expects from them and what they can expect from the tutor during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutors and learners together. Ground rules can be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and students have an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. It will instil positive discipline and maximise learning since the rules were set up with them and not enforced. As a tutor, ground rules will be to ensure that tutor will be fully prepared for the session, be punctual with start and finishing times for each session and make sure markings are completed in time. Tutor must make sure not to put down anyone, encourage the learners, assist in team work, help with course completion, be professional and honest, be non-judgemental and will have interactive teaching and no politics. Learners must have to decide on their ground rules like, respect for others, punctuality, confidentiality, honesty, equality of opportunity, learn and listen, no interruption, mobile phones off, no abusive language, self-control, no politics. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed in the class how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. Conclusion: This assignment focus on the ground rules between the tutor and learner. It defines some general ground rules between them, ways to establish and setting up in that way so it could promote respect for other learners. As I have already defined that Ground rules are the boundaries and conditions in which a learner can work and learn safely so these rules should be be established at the beginning of a course, and the tutor should explain the purpose they serve to ensure that discussions are spirited and passionate without descending into argumentation. It is vitally important point behind the ground rules that we could provide safe learning environment which promote respect for among the learner. At the end of this assignment, I conclude that these ground rules are the basic rules which create harmonious and safe environment during session, avoid the disaster situations and create a respective feelings for each other.

How to Apply to Grad School

How to Apply to Grad School Most applicants become anxious when they realize that graduate school applications are very different from college applications. What do you need to know when applying to graduate school? First, the process of getting into graduate school can be confusing and downright overwhelming. Yet nearly all grad school applications are consistent in requirements. These include the following: TranscriptsGRE or other standardized test scoresLetters of recommendationAdmissions essay(s), also known as a personal statement Ensure that your grad school application contains all of these components because incomplete applications translate into automatic rejections. Transcripts Your transcript provides information about your academic background. Your grades and overall GPA, as well as what courses youve taken, tell the admissions committee a great deal about who you are as a student. If your transcript is filled with easy As, such as those earned in classes like Basket Weaving 101, youll likely rank lower than a student who has a lower GPA comprised of courses in the hard sciences. You wont include your transcript in the application that you send to the graduate program. Instead, the registrars office at your school sends it. This means that youll have to visit the registrars office to request your transcript by completing forms for each graduate program to which youd like to forward a transcript. Begin this process early because schools require time to process your forms and send the transcripts (sometimes as much as two to three weeks). You dont want your application to be rejected because your transcript was late or never arrived. Be sure to check that your transcript has arrived at each of the programs to which youve applied. Graduate Record Exams (GREs) or Other Standardized Test Scores Most graduate programs require standardized exams  such as the GREs  for admission.   Law, medical  and business schools usually require different exams (the LSAT, MCAT  and GMAT, respectively). Each of these exams is standardized, meaning that they are normed, permitting students from different colleges to be compared meaningfully. The GRE is similar in structure to the SATs but taps your potential for graduate-level work. Some programs also require the GRE Subject Test, a standardized test that covers the material in a discipline (e.g., Psychology). Most graduate admissions committees are inundated with applications, so apply cut-off scores to the GRE, considering only applications that have scores above the cut-off point. Some, but not all, schools reveal their average GRE scores in their admissions material and in graduate school admissions books. Take standardized tests early (typically, the spring or summer before you apply) to guide your selection of programs  and to ensure that your scores arrive at the schools you want to get in early. Letters of Recommendation The GRE and GPA components of your grad school application portray you in numbers. The letter of recommendation is what permits the committee to begin thinking of you as a person. The efficacy of your letters rests on the quality of your relationships with professors.   Take care and choose appropriate references. Remember that a good recommendation letter helps your application tremendously but a bad or even neutral letter will send your graduate application into the rejection pile. Do not ask for a letter from a professor who knows nothing more about you than the fact that you got an A such letters do not enhance your application, but detract from it. Be courteous and respectful in asking for letters and provide enough information to help the professor write a valuable letter. Letters from employers can also be included if they include information on your duties and aptitude relating to your field of study (or your motivation and quality of work, overall). Skip getting letters from friends, spiritual leaders and public officials.   Admissions Essay The admissions essay is your opportunity to speak up for yourself. Carefully structure your essay. Be creative and informative as you introduce yourself and explain why you want to attend graduate school and why each program is a perfect match to your skills. Before you begin writing, consider your qualities. Think about who will be reading your statement and what they are looking for in an essay. Not only are they committee members; they are scholars who are searching for the kind of motivation that implies a dedicated and intrinsic interest in the matters dealt with in their field of study. And they are looking for someone who will be productive and interested in their work. Explain your relevant skills, experiences, and accomplishments into your essay. Focus on how your educational and occupational experiences such as research led you to this program. Dont rely only on emotional motivation (such as I want to help people or I want to learn). Describe how this program will benefit you (and how your skills can benefit the faculty within it), where you see yourself in the program and how it fits into your future goals. Be specific: What do you offer?   Interview Although not part of the application, some programs use interviews to get a look at finalists. Sometimes what looks like a great match on paper isnt in person. If youre asked to interview for a graduate program, remember that this is your opportunity to determine how well a fit the program is for you. In other words, youre interviewing them, as much as they are interviewing you.