Thursday, February 28, 2019

Leadership Outline

putz OBrian COLL/148 Due October 7, 2012 Week 5 Leadership Outline 100 point I. Introduction My project is round Peter OBrian who completed the same major as myself moreover also doubled it with germinate. Something I look to doing in the near future. OBrian has a BA in Communications and in Film he is a Canadian Producer and is considered perhaps one of Canadas best- cognisen film producers (Kayne, 2003). OBrian is someone I aspire to be because of his background with my stratum and with my passion for film. OBrian has overcome many obstacles and has built a sightly foundation for future entrepreneurs to follow.OBrian is an expert in communications because he had to food market himself to get funding for his films, he had to have Public relations abilities to self-promote his films and he had to gain an expertise in what he was doing. II. Your Field of Study I chose to do Communications because I liked the options for a career that came with it. With a Bachelors degree it giv es me credibility for work I already do and trick be combined with a degree such(prenominal) as film to make me the well rounded person I aspire to be. My expected graduation timeline is the spring of 2014 or that winter.I hope to ammonium alum within this timeframe because of the projects I have planned for the same year. In station to get in that timeframe I will have to take supernumerary classes and really push myself academically to achieve this. III. Who is the leader I chose Peter OBrian because he is a personal idol of mine and because his teaching method background helped me when deciding my own. OBrian has a reputation of existence a film maker who demonstrates in his movies relativeness and connections with the pot who see his films. He illustrates characters that anyone can look up to and aspire to be.For film he has won 19 genie awards (Canadian Film Encyclopedia) and for communications he has present public relations skills to be his own publicist. IV. Characte ristics of an effective leader An effective leader is original and opened to new ideas (Vulliamy, 2010). I think OBrian has clearly demonstrated that. He has created his own production company and sits on many boards to collapse himself and his business (Canadian Film Encyclopedia). V. Define Your Leadership Qualities My leadership qualities are being passionate/dedicated, assertive, magnanimity and open minded.My strengths are generating great ideas and getting people pumped to take action. From taking a personality test (Personality probe Center) from this course Ive learned that I fit into the career I have planned for myself. I also realized that I cacoethes to start projects but am not always so exquisite on finishing them which is a HUGE problem for me. One personal strength I possess, that can help support success in the future, is that I am great at public speaking. I know how to handle myself in the public setting and also love the environment. A weakness it finishing projects, I love to get them started but when it comes to the center(a) work I drag.I love the ending work when all the middle work is done but it is a matter of being in the mood to do it. I am going to improve on this by at least trying to start or deplume myself to make head way and not wait to become animate because that also can lead to procrastination of the project in itself. VI. final stage Peter OBrian is an evolutional film maker and self-publicist. He is someone I aspire to be like and with his success I feel that he can help motivate me to action and become the person I want to be. His educational background and the one I am engage go hand in hand and I feel that he is someone I can look up to.References Kaye, Janice. (2003, September 1). think to Hollywood North stage manager producer Peter OBrian takes a spot behind the camera The Free Library. (2003). Retrieved October 05, 2012 from http//www. thefreelibrary. com/Return to Hollywood North veteran producer Pet er OBrian takes a -a0109568312 Personality test center. (2011). Retrieved from http//www. personalitytest. bread/ (n. d. ). Retrieved from http//tiff. net/CANADIANFILMENCYCLOPEDIA/content/bios/peter-obrian Vulliamy, E. (2010, Feb 10). Compare business products. Retrieved from http//www. comparebusinessproducts. com/briefs/top-10-leadership-qualities

Pros & Cons of Textbooks

The first popes of which were printed in 1454-1455. lone(prenominal) forty-eight original copies ar known to existence, of which twenty-one ar complete, present Is a photo of a preserved Gutenberg Bible located at the New York library. Monsoons, 2011) In 2012, Steven Krebs author of The Printing Press states, Printing facilitated the airing and preservation of know takege In standardized form this was close to cardinal In the advance of science, technology and scholarship. The printing press certainly initiated an entropy revolution on par with the Internet today. (Krebs, 2012) The ability to ass-produce and supply prevails led the world to formal schooling. Out of a demand for books that were speci totallyy designed for scholars, the standard was created. The title of the first textbook used in American schools was The New England Primer. According to the Library of Congress. Books That Shaped America 1800 to 1850. More than 6 million copies In 450 editions of the New Eng land Primer were printed between 1681 and 1830. (Rosemary Fry Polkas, 2014) straight off two centuries later there is a nonher Information revolution.The move to open- stem material Is on Its way to the classroom. In addition, it will be intensify by President Beams push to invest in creating free online degree as a part of his proposal to have digital textbooks in schools by the end of 2017. Textbooks have not gone the way of t suitablets yet, however many educators say that it will not be long beforehand they argon replaced. Being students and having to purchase, carry, and use textbooks led to tonights topic on the pros and cons of textbooks In the classroom. Textbooks atomic number 18 frequently controversial, are they up to date?Are they impressive? straight its forms of presentation are subjects of debate. Five sections including the introduction, the pros for textbooks, the cons, followed with tonights recommendation and lowestly, a virile conclusion. At the end, y ou will learn the pros and cons of textbooks in the classroom and a elaborated explanation of why our recommendation will make the most sense. modulation The foursome pros in favor of the textbook in the classroom. L. The four pros of textbooks In the classroom. A. First, textbooks provide organized units of work.According to The Complete Idiots Guide to Success as a teacher by Anthony Fredricks, a textbook will give you all the Lana and lessons you need to cover a topic in some decimal point. (Fredericks, 2005) When you are a student or teacher In class, you can attend on your textbooks to have the by rights information needed to complete a lesson and pass a test. Teachers are able to focus on what or how their teaching because textbooks contains the pawns that practices for students like linking the past and present, and recognizing cause and effect. B. Secondly, a textbook is precise durable and dependable.Unlike tablets, if you drop your textbook there is no worry of it breaking. there are many varieties of textbooks. When you read and learn from a textbook, you are more than likely to remember that lesson later in life. According to knowledge learn Reconsidered A Handbook, the study of text structure has focused on how a reader builds cognitive representations from the text. In addition, studies indicate that utilise principle-first or textbook structure is more effective for long-term retention and understanding by novice readers. We are used to using textbooks. (Committee on Undergraduate Science Education, 1997) C.Next, children are more focused and have a positive impression with textbooks. According to an denomination based on literacy issued by riff. Org, states that in 11,000 reports, childrens book lending and ownership programs were shown to have positive behavioral, educational, and psychological outcomes. Children whom have advance to print materials or textbooks reading performances are improved. Why? When children are provided with the right material or books it helps, them read better. With greater access to books, children are able to convey their enjoyment of books or academics, resulting of improved attitudes towards reading and learning. Mm Lindsay, 2010) D. The final exam pro about a textbook is if taken care of properly, a textbook will last for a genuinely long time. peerless of the oldest multi-page books in the world is the Etruscan prosperous Book. According to Winning Lane Books, the Etruscan Gold Book was discovered 70 years ago while withdraw off the Stratum River in Bulgaria. Monsoons, 2011) The estimated age of this book would be 2,763 years old. Textbooks are reusable and are handed from classroom to classroom. Transition Now that you have heard the pros of textbooks in the classroom here is some of the cons. II.The four cons of textbooks in the classroom. A. Having textbooks in the classroom can have its downsides, such as having a limited source of information, the weight it bares on a students ski binding and terms. According to The Complete Idiots Guide to Success as a Teacher by Anthony Fredericks, having a designated textbook per class only provides one persuasion on a concept or issue. It is a sole source of information. How good is a mechanic if he only has one tool? (Fredericks, 2005) B. Next, another problem textbooks present are the weight that it bares on a students back.An article posted in Kids Health on icepack safety last accessed in June 2014 the weight from books in a backpack can contract the vertebrae in a childs growing spine and can lead to inadequate posture and back vexation. (Dowdies, 2013) I found this fact especially concerning as a student who carries books back and forth from class. At times, I realise myself hunched over trying to even out the weight of my books in my bag. Now imagine an elementary school student with his or her math book on that small body. Concerning right? C. Another default of having textbooks in the c lassroom is the impact on the environment.In an article posted in the working capital Post in 2010 by Stephan Lawman, appear. 1. 45 million tons of study was used to produce textbooks. (Lawman, 2010) Thats must continue to be Green in our way of living. D. Lastly, cost is a large drawback of textbooks in the classroom. According to an article posted on Scholastic Publishes Literacy Resources and Childrens Books for Kids of either Ages composed in November of 2008, an total elementary book can cost more than $100. 00. (Rap, 2008) A very popular topic of conversation in politics is educational compute and how there Just is to enough money for schools.How are we to afford books that cost over $100. 00 each? In Florida, the average class size is roughly 25 students. That is $2500 for just one classroom. The real question we must carry ourselves is can we really afford books in the classroom. Transition Now, in detail our recommendation for keeping printed textbooks in the classro oms and why it is the best option. Ill. Recommendation A. All of those cons can easily be countered with a simple logical explanation. overaged source information is an invalid argument for most courses because codebooks are recycled all(prenominal) seven-ten years.How much has a pre-1900 history class changed in the past 10 years? Not much, because it would be impossible to changed what happened. In addition, for most prefatorial science class, focus on the scientific laws has not changed in a hundred years. For more advanced and current classes online sourcing may be an surplus layer for resources but the textbook still offers a good butt of information on the subject. B. Textbooks are long lasting and durable. They can crepuscule from your desk or slip out of your hands and when it hit the ground it goes not crash or have a black out moment.You alternative them up and they are ready to continue from where you left off. C. Back pain is a large problem in todays society howev er a type of eye fatigue or eyestrain commonly caused by estimators is known as computer vision syndrome. It affects about 50%-90% of computer workers. (Eye Fatigue Causes, Symptoms, and Treatment) If students start using computers instead of textbooks, this could affect them too. D. Cost is a complaint many people have about textbooks, but E-Books are usually only $10 less than textbook form. That is cause most of the cost is writing and publishing not paper.E. After reviewing all the pros and cons, we are recommending that it is in the best interest of the students and the learning process to continue using textbooks instead of adopting different technologies. Textbooks were made to be in the classroom and should puzzle in the classroom. Transition Thank you for listing to our recommendation for keeping textbooks in the classroom, here now is the final wrap up. IV. Conclusion A. Remember, that nothing on this planet is perfect there will always be pros and cons of everything tha t exists.With that say there are pros and cons of textbooks, as many of you know. The pros of texts books are that material is substantially organized in particular sections, books are durable and you do not have to worry if you drop it, textbook will last forever. The cons of textbooks are that it limits us to one source of information, textbooks are heavy, and that it cost a toilet of money having to buy new textbooks for every class. B. Based on our groups own(prenominal) experiences and our pros and cons of textbooks, we feel comfortable in recommending that keeping textbooks in the classroom is best.

Wednesday, February 27, 2019

Automobile Repair and Mechanics Essay

gondolamobile fixity is not only an interesting field to me, also I note railroad carmobile maintenance is necessary k outrightledge to have in immediatelys railway car market. Like studying for school or l grasp the skills of a job I feel knowing how to restitute a vehicle will produce a cost effective lifestyle, and restitution out each the hassle anyone who owns a vehicle encounters e precise daytime. How many Ameri gutters can change their own oil that dont work as chemical mechanism, or what is the average remediate bill for a same day repair be questions that bring concern to how becoming my own handyman makes a productive choice.I decided to explore the topic a little more to add up a better understanding of the requirements to plump an auto mechanic, for I have decided to conk certified in Automotive Technology. According to the Bureau of Labor Statistics(definition)- an auto mechanic is a technician that inspects, maintains and repairs automobiles and light trucks that run on gasoline, electricity or other resource fuels same(p) ethanol. Auto mechanics play a truly important role in maintaining and keeping vehicles running efficiently.The field of auto mechanics reveals a long history, specialized schooling and strong go objectives for anyone that would like to choose this field as a c atomic number 18er. There are certain requirements to become an auto mechanic, and a student can get the basics of automobile repair by taking a vocational class in high school. The course is not really considered training, further the class gives a basic knowledge of what mechanics do.To be considered a qualified auto mechanic completing training at a post- secondary school like Pinellas Technical Education Centers or at a community college are the best choices, but the college aspect is not as much hands on as the secondary school. PTEC consists of 2 years of intense training(brochure), and the community college usually offers an associate grad ation for this field that also takes 2 years to complete the coursework. With these types of training, getting the approximately up to date training needed is essential like victimization computer systems to detect problems with cars. Anotherform of training involves working as an apprentice to a master technician so questions are answered from experience . When all the formal training is completed a mechanic is considered certified when receiving a ASE Certification. This stands for Automobile Service Excellence Certification. The Bureau of Labor statistics suggests that individuals who live in large cities should get certified to help them with their search for jobs. An auto mechanics basic job function is performed in some type of repair shop, and working 40 plus hours a work is expected with such(prenominal) high volume of vehicles to work on.Sometimes work can hold out into the weekend, along with performing work on the side to help earn some extra money. The working environm ent for the job involves identifying and fixing problems that embrace with the car in a repair shop. Most of the time repairs are done indoors in a large, open garage like facility, including mechanics to get dirty delinquent to all the grease repairs performed daily. These functions are real important that this does not bother someone who might compulsion to do this as a job, for some of the grease and dirt is around impossible to get completely rid of. many a(prenominal) shops have now included electrical technology as part of their serve ups due to the fact that most cars have specialized computer systems. This new dish has increased the mechanics skill train greatly (resource). Many repair shops rely on these computerized systems to help in identifying problems related to the car (Ly). The term auto mechanic is slowly fading away, and many mechanics are now existence labeled as service technicians.The change in the name comes from the fact that working on many different part of the car, and computer systems that require additional and more advanced training. Auto mechanics make a pretty hefty living. Starting out as a new auto mechanic the annual income will float between $25,000 $35,000. The next level mechanic could make $35,000- $45,000. After that the invent can be anywhere from $45,000 up to $100,000, for the higher pay melt is for a Master Mechanic. It would be best to try and achieve the highest level of pay to make this job worthwhile.This is not exactly a coating that I am going to set forth for myself to achieve because obviously auto work is all Im interested in. Many Master Mechanics work for luxury car manufacturers like Mercedes, BMW, mountain lion and Porsche. The succeeding(a) for service technicians looks very bright. For the next 3 years the auto mechanics field will see an increase close to 10- 20%. This increase is due to many technicians retiring, and due to an increase in cars being purchased. Dealerships and indepe ndent car repair shops will be the main employers of service technicians.The outlook continues to look positive for auto mechanics even though economic downfall is predicted to continue. In conclusion, auto mechanics is a very diverse field that requires complete dedication and skill to help become successful. Mechanics involves a long history, specialized schooling and the desire to achieve. Auto mechanics has evolved into a very complex and sometimes challenging field, and the future job outlook for this field is great and it is a very good choice for anyone interested in pursuing this career.

The Indigo Spell Chapter Thirteen

WADE TOLD ME EVERYTHING he knew. It was solely physical exerciseful, yet I didnt cognise if it would be enough. First, I had to institute to St. Louis . . . and that was sacking to be tricky. I braced myself for the ph wizard calls Id suffer to make, hoping I had enough Alchemist wiles to pull them off. forwards I took on that t study, I entirely wanted the normality and ease of my own room. Eddie and I sw strengthen anchor to Amberwood, analyzing all detail of our meeting. He was chomping at the indorsement to make progress, and I promised Id keep him in the loop.I had secure reached my door when my phone rang. It was Ms. Terwilliger. I s expose, near(a)times I belief she had a sensor turn outside my room so that shed know the instant I returned.Miss Melbourne, she verbalize. We need to meet.My interprett stopped. T here(predicate) hasnt been some other(a)(prenominal) victim, has in that respect? You said we bear time.We do, she rep delusiond. Which is why we need to meet earlier rather than latishr. Reading up on writes is one thing, yet you demand round hands-on utilisation. I refuse to let Veronica get to you.Her words triggered a mix of emotions. Naturally, I had my knee-jerk reaction against practicing fantasy. It was quickly squashed by the realization that Ms. Terwilliger c bed nearly me and was so c at a timerned well-nigh memory me safe. My own personal desire to not be in a coma was also a strong motivator.When do you want to meet, chick? I asked.Tomorrow morning.I realized tomorrow was Saturday. Already? Where had the calendar week gone? I was driving Adrian to pick out up his car in the morning, which hopefully wouldnt take a long time. Could we meet at noontide? Ive got an errand to run.I suppose so, said Ms. Terwilliger, with several(prenominal) reluctance. Meet me at my place, and because well go out to lone(prenominal) Rock Park.I was to the highest degree to lie prickle on my bed and froze. wherefor e do we have to go out to the middle of the desert? Lone Rock Park was hostile and r arely saw m any(prenominal) an(prenominal) tourists. I hadnt forgotten how terrifying it was the remainder time shed brought me out into the wilderness. At least this time wed be in daylight.Well, we stool simply practice on school fusees, she paneed outTrue. . . . conduct your give, and the components youve been working on.We disconnected, and I jotted out a quick text to Adrian consider to be fast tomorrow. impact Ms. T at 12. His response wasnt wholly unexpected Why? Adrian naturally needed to know e actuallything that was spill on in my life. I texted back that Ms. Terwilliger wanted to work on sorcerous protection. This time, he did surprise me Can I watch? Wanna know how shes protect you.Wow, Adrian actually asked? He had a history of simply inviting himself along on outings. I hesitated, still composite after our heated moment at the sorority. Hed never mentioned it again, thou gh, and his c erstwhilern now touched me. I texted back that he could come along and was rewarded with a smiley face.I didnt entirely know what to wear to witching(prenominal) training, so I opted for comfort fitted layers the close morning. Adrian gave me a nip-over when he got into Latte. Casual mode, huh? Havent forecast onn that since the Wolfe days.I dont know what she has in mind, I explained, doing a U-turn on his street. figure this was trump.You could have worn your AYE shirt.Wouldnt want to get it dirty, I said, grinning.That was pieceially true. I still thought the fiery heart hed pied was exquisite. nevertheless each time I looked at the shirt, too many memories seized me. What had I been dealing? That was a question Id asked myself a hundred times, and every answer I came up with sounded fake. My preferred theory was that Id simply been caught up in how serious Adrian had been around his art, how the emotion and passion had seized urinate of him. Girls re sembling artists simply as over more as hurtful male childs, right? make up now, roughthing stirred in my chest when I thought rough the please look on his face. I loved that he possessed something so powerful in him. nevertheless, as I told myself constantly, that was no excuse for mounting all over him and letting him kiss me on my distinguish. Id bought and brush uploaded the bad boy conductger online, but it had been completely useless in advising me. I in conclusion decided the best carriage if not the healthiest one was to act aforementioned(prenominal)(p) the moment had never happened. That didnt mean I forgot it. In fact, as I sat beside him in the car, I had a vexed time not bet backing more or less how it had felt to be pressed up against him. Or how his fingers had felt entangled in my hair. Or how his lips had Sydney Stop. Think of something else. Conjugate Latin verbs. Recite the periodic table.None of those did any earnest. To Adrians credit, h e continued to conduct any commentary most that night. Finally, I found distraction in telling him about my trip to San Bernardino. Rehashing the conspiracy, rebel groups, and break-ins pretty more than killed any passionate observeings I still had. Adrian didnt identical the idea of Alchemists working with Warriors or of the tattoo commandling me. But he also didnt standardised me walk of life into danger. I time-tested to downplay the near impossibility of breaking into the St. Louis facility, but he clearly didnt confide me.Ms. Terwilliger texted me twice not to be late to our meeting. I kept an eye on my watch, but the care of a Mustang was not something I took lightly, and I had to take my time at the mechanics take a crap to make au and sotic the Mustang was in pristine condition. Adrian had wanted to go with elemental tires, but Id urged him to upgrade, convincing him the extra cost would be worth it. And once I inspected them, I congratulated myself on the choi ce. sole(prenominal) after I was satisfy the car hadnt been unnecessarily scratched did I finally allow him to pay. We drove both(prenominal) cars back to Vista Azul, and I was pleased to see my timing was perfect. We werent late, but Ms. Terwilliger was waiting on her porch for us.We designated Adrian as our carpool driver. Jeez, I said when she hurriedly got in the car. Do you have somewhere to be after this?The smile she gave me was strained, and I couldnt help but notice how pale she looked. No, but we do have a schedule to follow. I cast a large musical composition this morning that wont last forever. The countdown is on.She wouldnt say any more until we reached the park, and that silence discompose me. It gave me the opportunity to imagine all sorts of frightening outcomes. And although I trusted her, I absolutely felt relieved that Adrian was along as a chaperone.Although it wasnt the busiest place, Lone Rock Park still had the occasional hiker. Ms. Terwilliger who wa s actually in hiking boots pin down off across the rocky terrain, searching for a suitably out-of-door space to do whatever it was she had in mind. A few severalize rock formations dotted the landscape, but I couldnt really appreciate their beauty. loosely I was aware that we were out here when the sun was at its fiercest. veritable(a)ing if it was close winter, wed still be feeling the heat.I glanced over at Adrian as we walked and found him already facial expression at me. From his jacket pocket, he produced a bottle of sunscreen. I knew youd ask. Im closely as prepared as you are.Nearly, I said. Hed make it again, anticipating my thoughts. For half a heartbeat, I pretended it was proficient the two of us out on a pleasant afternoon hike. It expected like most of the time we spent together was on some urgent mission. How nice would it be to just hang out without the metric weight unit of the area on us? Ms. Terwilliger soon brought us back to our unyielding reality .This should do, she said, surveying the land around her. She had managed to find one of the most cutting areas in the park. I wouldnt have been surprised to see vultures circling over drift. Did you set down what I asked for?Yes, maam. I knelt on the ground and rifled done my bag. In it was the save book, along with some herbal and liquid compounds Id mixed up at her request.Take out the go-getter kindling, she instructed.Adrians eyes went wide. Did you just say human dynamo? Thats badass.You see fire all the time, I reminded him. From Moroi who can wield it.Yeah, but Ive never seen a human do anything like that. Ive never seen you do anything like that.I wished he didnt look so awestruck because it kind of drove home the severity of what we were about to attempt. I wouldve felt better if hed tough it like it was no big deal. But this spell? Yeah, it was kind of a big deal.Id once performed another spell that complicated exuviateing a fastidiously made amulet and reciting words that made it burst into flames. That one had a huge physical component, however. This spell was another of those mental ones and essentially involved summoning fire out of thin air.The kindling Ms. Terwilliger had referred to was a small(a) drawstring bag filled with ashes made from burnt yew bark. She took the bag from me and examined its contents, murmuration in approval. Yes, yes. Very nice. Excellent consistency. You burned it for exactly the right add of time. She handed the bag back. Now, eventually you wont need this. Thats what makes this spell so powerful. It can be performed very quickly, with very little preparation. But you have to practice first before you can reach that point.I nodded along and tried to stay in student mode. So far, what she was saying was similar to what the book had described. If I thought of all this as a classroom exercise, it was much less daunting. Not really scary at all.Ms. Terwilliger tilted her head and looked chivalric me. Adrian? You might want to keep your distance. A considerable distance.Okay. maybe a little scary.He ob eyed and backed up. Ms. Terwilliger apparently had no such fear for herself because she stayed notwithstanding a few feet away from me. Now thusly, she said. present the ashes, and hold out your hand.I reached into the bag, touching the ashes with my thumb and forefinger. then(prenominal) I lightly rubbed all my fingers together until my complete palm had a lovely gray coating on it. I set the bag down and then held out my hand in foregoing of me, palm up. I knew what came next but waited for her instruction.Summon your put-on to call the flame back from the ashes. No incantation, just your will.Magic surged within me. Calling an element from the world reminded me a little of what the Moroi did, which felt strange. My attempt started off as a red glimmer, hovering in the air above my palm. Slowly, it grew and grew until it was about the size of a tennis ball. The high of magic f illed me. I held my breath, scarcely able to believe what I had just done. The red flames writhed and swirled, and although I could feel their heat, they didnt burn me.Ms. Terwilliger gave a grunt that seemed to be equal parts amusement and surprise. Remarkable. I forget sometimes what a natural you really are. Its only red, but something tells me, it wont take long before you can produce aristocratical ones without the ashes. Calling elements out of the air is easier than trying to transform one warmheartedness into another.I stared at the fireball, entranced, but soon found myself getting tired. The flames flickered, shrank, and then faded away altogether.The sooner you get rid of it, the better, she told me. Youll just use up your own energy trying to sustain it. Best to throw it at your adversary and quickly summon another. Try again, and this time, throw it.I called the fire once more and felt a small bit of satisfaction at seeing it take on more of an orangish hue. Id lear ned in my very first childhood chemistry lessons that the brightness a flame was, the hotter it burned. Getting to blue anytime soon still seemed like a long view.And speaking of long shots . . . I threw the fireball.Or, well, I tried. My control of it faltered when I attempted to send it off toward a bare spot of ground. The fireball splintered apart, the flames disappearing into smoke that was carried off by the wind.Its hard, I said, learned how lame that sounded. Trying to hold it and throw it is just like an mundane physical thing. I have to do that while still domineering the magic.Exactly. Ms. Terwilliger seemed very pleased. And thats where the practice comes in.Fortunately, it didnt take too many attempts before I figured out how to make it all work together. Adrian cheered me on when I successfully managed to throw my first fireball, resulting in a beautiful shot that perfectly ravisher the rock Id been masterminding for. I flashed Ms. Terwilliger a triumphant look and waited for the next spell wed be pathetic on to. To my surprise, she didnt seem nearly as impressed as I expected her to be.Do it again, she said.But Ive got it down, I protested. We should try something else. I was reading the other part of the book You have no business doing that yet, she scolded. You take this is exhausting? Youd pass out attempting one of the more advanced spells. Now. She pointed at the hard desert floor. Again.I wanted to tell her that it was impossible for me not to read ahead in a book. It was just how I operated with all my classes. Something told me now was not the best time to bring that up.She made me practice the throw over and over. at once she was convinced I had it down, she had me work on increasing the fires heat. I finally managed to get up to yellow but could go no farther. Then I had to work on casting the spell without the ashes. Once I reached that milestone, it was back to practicing the throws. She picked various targets for me, and I hit them all featlessly.Just like Skee-Ball, I muttered. Easy and boring.Yes, Ms. Terwilliger agreed. Its easy hitting inanimate objects. But moving targets? Living targets? Not quite so easy. So, lets move on to that, shall we?The fireball Id been holding above my hand vanished as shock shattered my control. What do you mean? If she expected me to start quarrying at birds or rodents, she was in for a rude awakening. There was no way I was going to glow something alive. What am I supposed to hit?Ms. Terwilliger pushed her glasses up her weave and backed up several feet. Me.I waited for the punch line or at least some further explanation, but none came. I glanced behind me at Adrian, hoping perhaps he might shed some light on this, but he looked as astounded as I felt. I turned back to the singed ground where my earlier fireballs had struck.Ms. Terwilliger, you cant ask me to hit you.Her lips twitched into a small half smile. I assure you, I can. Go ahead, you cant hurt me.I h ad to think a few moments for how to wording my next response. Im a pretty good shot, maam. I can hit you.This earned an outright laugh. Hit, yes. Hurt, no. Go ahead and throw. Our time is rails out.I didnt know how much time had passed exactly, but the sun was in spades lower in the sky. I looked back at Adrian, silently ask for help in dealing with this insanity. His only response was a shrug.Youre a witness to this, I told him. You heard her tell me to do it.He nodded. Youre wholly blameless.I took a deep breath and summoned my next fireball. I was so frazzled that it started off red, and I had to work to heat it up. Then I looked up at Ms. Terwilliger and braced myself for the shot. It was more difficult than I expected and not just because I was worried about hurting her. Throwing something at the ground required almost no thought. The focus on that point was on aim and little else. But facing a person, seeing her eyes and the way her chest rose and fell while breathing . . . well, she was right. It was entirely diametrical from hitting an inanimate object. I began to tremble, unsure if I could do it. Youre waste time, she warned. Youre sapping energy again. Throw.The command in her vocalization jolted me to action. I threw.The fireball flew from my hand, straight at her but it never made contact. I couldnt believe my eyes. About a foot in front of her, it hit some kind of invisible barrier, smashing apart into small flames, which quickly degenerate into smoke. My jaw dropped.What is that? I exclaimed.A very, very powerful cuticleing spell, she said, clearly enjoying my reaction. She lifted up a pendant that had been hanging under her shirt. It didnt look like anything special, just a piece of unpolished carnelian disguised in silver wire. It took incredible effort to make this . . . and requires more effort still in order to maintain it. The result is an invisible shield as you can see thats impervious to most physical and magical attacks.A drian was by my side in a flash. Hang on. Theres a spell that makes you invulnerable to everything, and you only now just thought to mention it? Youve been going on this whole time about how Sydneys in danger Why dont you just teach her this one? Then your sister cant touch her. Although it didnt seem like Adrian was about to attack her as he had Marcus, he was almost just as upset. His face was flushed, his eyes hard. He had clenched his fists at his side, but I didnt even think he noticed. It was more of that cardinal instinct.Ms. Terwilliger remained strong in the face of his outrage. If it were that simple, then believe me, I would. Unfortunately, thither are a compute of riddles. One is that Sydney, prodigy that she is, is nowhere near strong enough to cast this. Im hardly strong enough. The other problem is that it has an extremely short time frame, which is why Ive been so adamant about a schedule. It only lasts six hours and requires so much effort that you cant just cast it and permanently keep it on you at all times. Im already worn out and will be even more so once it fades. I wont be able to cast it or hardly any other magic for at least another day. Thats why I need Sydney to be prepared at all times. incomplete Adrian nor I said anything right away. Id taken note of her weary read when she got in the car but hadnt thought much more about it. As wed continued to practice out here, Id observed her sweating and looking more fatigued, but Id written it off to the heat. Only now could I fully appreciate the extent of what she had done.Why would you go to so much effort? I asked.To keep you alive, she snapped. Now, dont make this a waste. Weve only got one more hour before it wears off, and you need to be able to aim at soul without thinking twice. You hesitate too much.She was right. Even conditioned that she was invulnerable, I still had a difficult time attacking her. madness just wasnt something I embraced. I had to push down all my upcoun try worries and treat it exactly like Skee-Ball. Aim, throw. Aim, throw. Dont think.Soon, I was able to fight past my anxieties and throw without hesitation. She even tried moving around a little, just to give me a better feel for what itd be like with a real foe, but I didnt find it to be much of a challenge. She was simply too tired and unable to run around or dodge me. I actually started to feel bad for her. She looked like she was about ready to pass out, and I felt guilty sizing up my next shot and AhhFire arced from Ms. Terwilligers fingertips just as I released my fireball. My shot went wide, the ball disintegrating before it got anywhere near her. The fire shed released passed me, about a foot away. With a weary grin, she sank to her knees and exhaled.Class dismissed, she said.What was that? I asked. I dont have a magic shield on meShe didnt endanger my same concern. It was nowhere near you. I made sure of that. It was simply to strengthen that no matter how boring and eas y this seems, all bets are off when someone is actually attacking you. Now then. Adrian, would you be kind enough to bring me my bag? I have some dried dates in there that I think both Sydney and I would appreciate right about now.She was right. Id been so caught up in the lesson that I hadnt noticed how exhausted I had become. She was in worse shape, but the magic had definitely taken its bell on me. Id never worked with amounts this big for so long, and my body felt watery and drained as the usual blood sugar drop occurred. I began to understand why she kept warning me away from the really difficult stuff. I practically inhaled the dried dates shed brought for us, and although the sugar helped, I was desperate for more. Adrian gallantly helped us both walk back to the parking lot at the parks entrance, keeping one of us on each arm.Too bad were out in the middle of nowhere, I grumbled, once we were all in Adrians car. I think youd be astonied at how much I could eat right now. Ill probably faint before were back to some civilization and restaurants.Actually, said Adrian. You might be in luck. I think I saw a place not far from here when we were driving in.I hadnt noticed anything, but Id been too preoccupied distressing about Ms. Terwilligers upcoming lesson. Five minutes after we were back on the highway, I saw that Adrian was right about a restaurant. He exited onto a drab little road, pulling into the gravel parking lot of a small but freshly painted white building.I stared at the sign out front in disbelief.Pies and Stuff?You wanted sugar, Adrian reminded me. The Mustang kicked up dust and gravel, and I winced on behalf of the car. And at least its not Pies and crucify or anything like that.Yeah, but the Stuff part isnt exactly reassuring.I thought it was more the Pie part that had you upset.Despite my misgivings, Pies and Stuff was actually a ingenious and clean little establishment. Polka-dot curtains hung in the windows, and the display case wa s filled with every pie imaginable as well as stuff like carrot cake and brownies. We were the only people under sixty in the whole place.We ordered our pie and sat down with it in a corner booth. I ordered peach, Adrian had French silk, and Ms. Terwilliger went with pecan. And of course, she and I had the waitress bring us deep brown as soon as humanly possible since wed had to abstain, painfully, for the magic. I took a sip and immediately felt better.Adrian ate his slice at a reasonable rate, like a normal person, but Ms. Terwilliger and I delve in as though we hadnt eaten in a month. Conversation was irrelevant. Only pie mattered. Adrian regarded us both with delight and didnt try to interrupt until wed practically beat out the plates clean.He nodded toward mine. Another piece?Ill take more coffee. I eyed the sparkling plate and couldnt help but notice that inner voice that used to nag me about calories was quiet these days. In fact, it didnt seem to be around anymore at all . Id been so angry about Adrians food for thought intervention, but his words had ended up having a bigger carry on than Id expected. Not that it had anything to do with him personally, of course. Lightening up my dieting restrictions was just a reasonable idea. That was it. I feel pretty good now.Ill get you another cup, he told me. When he returned, he even had a mug for Ms. Terwilliger. Figured youd want one too.She smiled in appreciation. Thank you. Youre very astute. As she drank, I couldnt help but notice she still looked tired, despite the fact that wed just replenished with sugar. She no longer seemed in danger of passing out, but it was unmistakable she hadnt recovered as quickly as I had.Are you sure youre okay? I asked her.Dont worry, Ill be fine. She sipped more coffee, her face lost in thought. Its been years since I performed the shield spell. I forgot how much it takes out of me.I was again struck by all the trouble shed gone through and through for me. Ever since shed identified me as a potential magic user, Id done nothing but resist her and even be antagonistic.Thanks, I told her. For everything . . . I wish there was a way I could make it up to you.She set her cup down and stirred in more sugar. Im glad to do it. Theres no need to reciprocate. Although . . . once this is all over, Id like very much if youd meet my coven. Im not asking you to join, she added quickly. Just to sing. I think youd find the Stelle very interesting.Stelle, I repeated. Shed never called them by name before. The stars.Ms. Terwilliger nodded. Yes. Our origins are Italian, though as youve seen already the magic we use comes from a number of cultures.I was at a loss for words. Shed gone to so much trouble for me . . . surely it wasnt a big deal just to let the cat out of the bag to the other witches, right? But if it was such a small thing, then why was I terrified? The answer came to me a few moments later. lecture to others, seeing the larger organization, would kick my involvement with magic up to the next level. It had taken me a long time to come around to the magic I already used. Id overcome many of my fears, but some part of me treated it as just some sideline activity. Like a hobby. Meeting other witches would change everything. I would have to accept that I was part of something so much bigger than just the occasional dabbling. Meeting a coven seemed official. And I didnt know if I was ready to be considered a witch.Ill think about it, I said at last. I wished I could give her more, but my protective instincts had seized meIll take what I can get, she said with a small smile. Her phone chimed, and she glanced down. Speaking of the Stelle, I need to talk to one of my sisters. Ill meet you at the car. She finished her coffee and headed outside.Adrian and I followed a few minutes later. I was still troubled about the coven and caught hold of his sleeve to keep him back. I spoke softly.Adrian, when did I reach this point? Trying to cra ck open the Alchemists and practicing magic in the desert? buy the farm summer, when Id been with Rose in Russia, I couldnt even tolerate the idea of sleeping in the same room with her. Id had too many Alchemist mantras running through my mind, warning me of vampire evils. And now, here I was, in league with vampires and wondering(a) the Alchemists. That girl in Russia had nothing in common with the one in Palm Springs.No, Im still the same person at heart. I had to be . . . because if I wasnt, then who was I?Adrian smiled at me sympathetically. I think its been a culmination of things. Your curious nature. Your need to do the right thing. Its all led you to this point. I know the Alchemists have taught you to think a certain way, but what youre doing now its not malign.I raked my hand through my hair. And yet, despite all of that, I cant bring myself to have one tiny conversation with Ms. Terwilligers coven.You have boundaries. He gently smoothed one of my wayward locks. Nothi ng wrong with that.Marcus would say its the tattoo holding me back.Adrian dropped his hand. Marcus says a lot of things.I dont think Marcus is trying to deceive me. He believes in his cause, and Im still worried about mind control . . . but honestly, its hard to believe Im being held back when Im out here doing stuff like this. I gestured outside, to where Ms. Terwilliger was. Alchemist dogma says this magic is unnatural and wrong.Adrians smile returned. If it makes you feel better, you actually looked natural out there back in the park.Doing . . . what? Throwing fireballs? I shook my head. Theres nothing natural about that.You wouldnt think so, but . . . well. You were . . . amazing, throwing that fire like some kind of old-fashioned warrior goddess.Annoyed, I turned away. Stop making fun of me.He caught my arm and pulled me back toward him. I am absolutely serious.I swallowed, speechless for a moment. All I was aware of was how close we were, that he was holding me to him with o nly a few inches between us. Almost as close as at the sorority. Im not a warrior or a goddess, I managed at last.Adrian leaned closer. As far as Im concerned, youre both.I knew that look in his eyes. I knew because Id seen it before. I expected him to kiss me, but instead, he ran his finger along the side of my neck. There it is, huh? Badge of honor.It took me a moment to realize he was talking about the hickey It had faded but wasnt entirely gone. I pulled away. It is not It was a mistake. You were out of line doing that to me.His eyebrows rose. Sage, I distinctly recollect every part of that night. You didnt seem that unwilling. You were practically on top of me.I dont really remember the details, I lied.He moved his hand from my neck and rested a fingertip on my lips. But Ill stick to just smooching these if it makes you feel better. No mark. He started to lean toward me, and I jerked away.You will not Its wrong.What, kissing you, or kissing you in Pies and Stuff?I glanced aro und, suddenly aware that we were creating a dinner show for the senior citizens, even if they couldnt hear us. I backed up.Both, I said, feeling my cheeks burn. If youre going to attempt something inappropriate something you said you wouldnt do anymore then you could at least pick a better place.He laughed softly, and the look in his eyes confused me further. Okay he said. The next time I kiss you, I promise itll be in a more romantic place.I what? No You shouldnt try at all I began moving toward the door, and he fell in step with me. What happened to loving me from a distance? What happened to not, um, deliverance up any of this stuff? For someone who was allegedly just going to watch from afar, he wasnt doing a very good job. And I was doing an even worse job of being indifferent.He moved in front of the door and blocked my way. I said I wouldnt if you dont want me to. But youre kind of giving me mixed signals, Sage.I am not, I said, amazed that I could even say that with a straight face. Even I didnt believe it. Youre presumptuous and arrogant and a whole lot of other things if you think Ive changed my mind.You see, thats just it. There he was again, moving into my space. I think you like the other things.I shook off my daze and pulled away. I like humans.Another Alchemist lesson came to mind. They look like us, but dont be deceived. The Moroi dont display the malice of the Strigoi, but creatures who drink blood and manipulate nature have no place in our world. Work with them only as you must. We are not the same. Keep your distance as much as possible. Its for the good of your soul.Adrian didnt look like he believed this either, but he stepped away and headed outside. I followed a few moments later, thinking Id played with fire more than once today.

Tuesday, February 26, 2019

Critical Thinking Paul and Elder

Without reading the assigned chapter, and just looking at the maps of development of critical idea, I immediately labeled myself as a practicing thinker. However, after reading chapter two of Paul and Elder Critical Thinking, I realized I was not even close to being a practicing thinker. Paul and Elder list these stagesStage One The Unreflective seminal thinker (we are un aware(predicate) of significant problems in our view) Stage Two The Challenged head (we become aware of problems in our thinking) Stage Three The Beginning idea (we try to improve but without regular practice) Stage Four The Practicing creative thinker (we recognize the necessity of regular practice) Stage Five The Advanced psyche (we advance in accordance with our practice) Stage Six The Master thinker (skilled and insightful thinking become second nature to us) Difficult as it was to admit, I was compelled to place my critical thinking ability at stage one The unreflective thinker.Prior to reading this ch apter, I was not aware of any significant problems in my thinking. I did not realize that I was continually making assumptions, forming concepts, drawing inferences, and thinking within points of view. My judgment of sight as bad or good, based on my moral upbringing, nurture confirmed me as the unreflective thinker. Also, never having seriously questioned my thinking or its implications. Having made the decision to grow and develop as a thinker, my goals straight include, making better decision through critical thinking and creative problem solving, and presenting my ideas clearly and concisely.I also realize that critical thinking is a skill that is learned and requires practice. Having these realizations, I can now set off on to the Challenged Thinker stage. Paul and Elder note that we have bully capacity. But most of it is dormant most is undeveloped. Improvement in thinking is like improvement in basketball, in ballet, or in playacting the saxophone. It is unlikely to tak e place in the absence of a witting commitment to learn. As long as we take our thinking for granted, we acquiret do the work required for improvement.

Reflective Account †Communication Essay

Whilst on shift one day I needed to ask my describe resident Mr H what clothes he wanted to wear for that day. Mr H is very hard of hear but refuses to wear a earshot aid as he states they make his ears sore. Mr H has no rescue tighties.Before I proceed with Mr Hs care I check his care plan where it is enter how he likes to be communicated with. whatever changes to Mr Hs communication ability should be reported and documented straight onto a daily diary sheet and into his careplan where other staff members are able to see the changes noted.I then knock aloud on Mr Hs door so that he is witting of my prescence and await his reply, he called for me to come in. On entering the way of life I proceed to where Mr H is sitting on the side of his bed. I kneel close to him and make eye contact, I begin language to him slightly louder than I normally would talk, slowly and clearly ensuring I presumet imput too much information into my sentences that will make it difficult for Mr H to follow.I begin by saying Good sunup to which Mr H replies the same clearly corroborative he had heard me. I then ask him if he slept well to which he replied he had again confirming he had heard me. I then asked Mr H if he is ready to get washed and dressed, he didnt appear to hear me with no verbal response he tilted his head to the side and tapped his ear. This indicated to me that he had not heard what I had said. I gently put my kick in on his to give him some reassurance and proceeded to repeat the question a teensy slower. Mr H nodded and smiled and verbally answered yes.Next I asked Mr H what clothing he would like to wear that day, to assist me in doing this I indicated to Mr H with my manpower pointing to my eyes to watch what I was doing. I went over to his wardrobe and receptive it and took out a selection of shirts and held them up for Mr H to see. he chose which he would like to wear by pointing at the shirt and verbally confirming the colour he had chosen, I repeated this process with both his trousers and sweatshirt.Mr H appeared happy with the way I was communicating with him as he smiled and nodded at me. I could tell if Mr H had understood or heard me right on by his verbal responses and his facial expressions.Whilst communicating with Mr H I reviewed his hearing ability by making a mental note of the quantify he hadnt heard me correctly and compared this with the previous day, at bear witness Mr Hs hearing ability doesnt appear to defecate changed, I recorded this in the communication section of Mr Hs care plan where others could see there were no changes at present.A short while later the nurse visited Mr H, to help support Mr H I surreptitiously, to ensure no breech of cofidentiality was broken, explained to the nurse the difficulties Mr H had with his hearing and explained to her the ways in which I communicate with Mr H in abidance to Mr Hs preferences documented in his care plan. They both appreciated this as there were no misunderstandings and they both fely more at stand-in with eachother. I then indicated to Mr H that I would leave them in private by pointing to the door and waving, Mr H nodded his understanding and waved back.

Monday, February 25, 2019

Children relationship with adults

By considering children long duration groups and heathen differences, I shall look the miscellaneous approaches taken to building races with expectants at different stages and discuss the influences and effects it has on a childs discipline. I ordain also demonstrate the ways in which sympathy childrens exploitation contributes to building positive and successful kinships.Children view steamy require and be able to express and communicate them from birth. As look into has shown In order to gain a secure base from which to explore the world, be resilient to stress, and form meaningful relationships with adults, babies need a capital adult who c ars for them in sensitive ways and who perceives, make sense of the responds to their needs. This attentiveness approach of interaction in a childs early stages of rearment forms a bond of trust, promoting reliance and self-confidence within the child, which would contribute in building meaningful relationships with adults around him/her.(from http//www.helpguide.org/mental/parenting_bonding_reactive_attachment_disorder.m)However, different circumstances and experiences do not always allow adults to respond to the childs needs accordingly, which can select a huge influence on a relationship. For example, Charlotte had a traumatic start in life story as a consequence of her parents insularity shortly after her birth. She was frequently moved amid the two parents and lacked the distinguish care and attention she needed in order to form a secure bond. Her parents were too busy fighting and arguing..to worry to the highest degree the children, Charlottes mother, Emma, recalls. Emma also assumed and hoped that Charlotte wont remember that far back.because she was too materialization, which indicates Emmas limited knowledge and taking into custody of child break offment.As the relationship between Emma and Charlotte was unpredictable, inconsistent and unstable, it resulted in Charlotte feeling ver y insecure and uncertain of her mothers love. As we learn from The Strange Situation Test (Understanding Children (2007) DVD Band 2) and by the age of two, Emma describes their relationship as a constant battle of wills.Young children are subject to constant and inevitable changes, which would influence their development. For instance, the transaction of children into the reception partitioning in school is a major change, where the expectations and values they gained at central office are challenged (Rai and Flynn 2004, p.86). This can have a negative affect on a relationship between a child and his carer, where the child is seek to adjust to its new surroundings and his/hers behaviour becoming challenging, since many children pass away unsettled when starting school. (Rai and Flynn 2004, p.63). As newborn children at this stage of development have limited experiences, talking ab disclose their feelings, their fears and anguishs can come out in ways that can be misunderstood and misinterpreted by the adult as misbehaving. For example, Ryans reluctance to keep to a specific bedtime caused problems in the relationship with his parents.During the parent strategies exploration of responses to serve with the childs unvoicedy, Jodie and Eamons approaches to the problem were different. Initially they inflicted power over Ryan by threatening to smack him, shouting and punishing him, which resulted in a fighting in their relationship. On seeking advice, they discovered a more cooperative approach, such as spending special time with Ryan before bedtime. By doing so, it promoted his confidence and encouraged him to express his feelings, which enabled Jodie to have a better understanding of Ryans thinking process. This account demonstrates the significance of experiences that occur in a childs life, which should not be underestimated by the adult. It also shows, that in order to resolve family meshing it is best to have a direct and open communication where yo ung children are concerned, which helps in achieving a successful relationship. (Rai and Flynn 2004, p.84-85)As with the parents, schools also have a responsibility to deal with childrens emotional welfare, as well as their physical health and are encouraged to do so by using activities, which enable children to understand their own feelings and by building their confidence to learn, such as circle time. (Rai and Flynn 2004, p.105 DfEE, 1999, p.16) This approach focuses on the children themselves, contributing to their self-esteem through development of their listening, speaking and co-operation skills. By using this activity the childrens relationship with their teacher is built on trust and respect. (Rai and Flynn 2004, p.106)As children grow and create young people, they are expected to take on more responsibilities at home as well as spend more time on schoolwork. Involving children with different chores around the household would help them gain independence by developing a ra nge of skills. Activities such as, cooking, cleaning, shopping and compensate looking after other members of the family, helps children develop their communication, intellectual, self-help and practical skills. (Rai and Flynn 2004, p.144)In considering cultural differences, South Asian children are also expected to contribute to the family economy, which helps to develop their blood skills. For instance, Sammy is expected to help out in the family take-away business and accepts this as part of her cultural up bringing. (Rai and Flynn 2004, p.137). Furthermore, in societies where the main concern of the family is survival due to poverty, children work alongside adults by necessity (Rai and Flynn 2004, p.65) as we can learn from Bilkiss and Tincos daily lives. (Understanding Children 2007 DVD band 6)However, with these great expectations of expanding childrens responsibilities, parents are still reluctant to involve children with matters that affect their lives due to their limited life experiences. (Rai and Flynn 2004, p.116-117) Nevertheless, studies have shown that by this age, children understand and accept the daedalities of family life and want to be part of this, by being consulted and want to participate in decisions making. (Rai and Flynn 2004, p.133). Therefore, in order to maintain a successful relationship, it is crucial for adults to understand childrens needs as well as their responsibilities by maintaining an open communication and not taking childrens contributions to family life for granted.ConclusionBuilding successful relationships with children is a complex process. It requires patience and attentive care by adults from infancy through to adulthood. By understanding normal child development, it enables the adult to respond to the childs need positively and establish a secure attachment. Furthermore, as children are subjected to constant changes, their margin to these changes is determined by understanding, the expectation and approaches o f the adult, in order for the child to deal and respond positively. To achieve this, adults must maintain open and consistent communication, which will contribute to the childs confidence and self-esteem where they will feel valued and alpha members of society. Therefore, to achieve successful relationships with children, it is crucial for caretakers to have an understanding of child development. expression count 1,144Task 2Since I started this course, I feel that my organisational and efficacy skills have improved through learning to work under pressure sensation and to a deadline in producing and submitting an assignment. I must say that during this course, the concept and understanding of academic studies, such as writing and structure of an essay, was a palpable eye opener for me, as in my past studies where children are concerned, my pen evidence findings were based on own practice and personal experiences.The strengths of my regard skills are in understanding the written materials. Being a wholeness mother, I not only relate to the course subject ,but I have also gained positive and negative feedback from my own experiences in fosterage two young boys from the given information, as I am fundamentally living and practising it.With the help of my tutors written and telephone feedback, my academic writing skills have improved considerably from the first to the second essay. However, I feel I have only touched the surface and still find it difficult to gather and select relevant evidence to back up my work, which I consider to be my weakness.In order to make further improvements, I would like to continue to undertake further relevant academic courses and develop my confidence with writing skills, as it is said, practice makes perfect.

Italian Revolution(1830-1848) Essay

The three revolutionaries Giuseppe Garibaldi, Giuseppe Mazzini, and Count Camillo Benso di Cavour are the primary name associated with the process by which the many g each(prenominal) overnments of the Italian peninsula came together as a coordinated kingdom. They all were pivotal in this unification process. In the age between 1830 and 1848 many events occurred in the country of Italy. The primary problems in Italy were a mix of economic depression, social clash, and radical ideas. Secret societies were formed, and because of this, many volume were thr receive in prison. However, being jailed did not stop or even hinder the revolutions, as the Italians were determined to reach their independence from the Austrians.Giuseppe Mazzini was ceaselessly surrounded by political dissent, and the resentment against the German-speaking unusualers in capital of Austria whose armies crushed Italian aspirations toward self-government. At the young age of 21, Mazzini began to combine oppos ite to all existing governments, desire for political freedom, and Italian nationalism into unmatched, unified cause. At this time he also decided to wear exactly black clothing in order to express his mourning over the loss of Italian freedoms. The turning point of his life and eventually, one screw argue, the turning point of Italy occurred in 1830 when Mazzini joined the conspiratorial society of the Carbonari. The Carbonari was a loosely organized theme of liberal and radical revolutionaries. In this group Mazzini attended illegal meetings, distributed banned newspapers, acquired weapons, and alikek part in riotous antigovernment demonstrations.Mazzinis passion for Italy was essentially the driving force of his life. He was arrested and spent 6 months in a local fortress. During this time in solitude, he original his lifes calling to devote his existence to the emancipation of Italy. He derived his motto God and the People. This motto was well thought step to the fore f or many reasons. He actually believed that God had intended on all humans to find individual freedom. Secondly, the way to pull wires the masses is to imply God. If people believe they are fulfilling Gods virtues they will do almost anything. Mazzini asserted, once all peoples had achieved political liberties and combined into national communities, they would absorb humanitarian goals and make out in peace with oneanother (Watkins 824). He stated that the reason the secret societies did not thrive was because they focused too much on the individual rights and freedoms. He called on all Italians to accent the sacred duty to make Italy a single nation chthonic one government. His basic premise was that nationalism was cooperation among all peoples, not controversy (Watkins 825).Soon after his release from prison, Mazzini erected his own secret society, called Young Italy, or Giovanni Italia. He had only one goal the unification of Italy nether one republican government with civ il and political freedom for all. Mazzini primarily recruited from the young, nitty-gritty class. Much like his own clog upground. He wrote hundreds of volumes of writing initiating propaganda for his troops. He stockpiled weapons, and prompt to fight with guerilla warfare (Watkins 824).However, government officials discovered Mazzinis activities and the exiled him. He lived in Britain where his popular opinion favored his cause. He did not check to Italy until 1848 where he helped to instantiate the revolution of 1848. Although he was pommeled by foreign troops, his thoughts lived on. The societies of Young Hungary, Young Germany, and Young Europe were created because of him. Many people argue that every revolution was because of this man.In 1848, Italy was widely considered one of the most republican and liberal nations in all of Europe. Nevertheless, it was under the suzerainty of a number of reactionist rulers (Kauffman 848). The Kingdom of the two Sicilies was under the despotic king, Ferdinand II. The Papal States were under control of the pope, and the rule of Tuscany, Lombardy, and Venetia was profoundly under the influence of Austria. The only kingdom that had its own independence was that of Piedmont, ruled by Charles Albert. The roots of the Italian revolutions reach back to the Congress of Vienna and the restoration of the reactionary rule by which Austria reign the peninsula.Metternich, the minister of Austrian foreign affairs, was the man who enforced the settlements that were reached during the Congress of Vienna. The stark revolutions of 1820 and 1830 showed that the public was not satisfied with the arbitrary rule, censorship of the press, and thesecret police force (Sperber 52). Because of these harsh policies, secret societies like the Cabonari were generated, becoming the leaders in the consummation for change. This movement was called risorgimento. Because of the clashing of propaganda and nationalist literature, a revolution se emed inevitable.On January 12, a revolution took place in Palermo Sicily. Since Ferdinand II was on the brim of defeat he granted a constitution that was modeled after the french Constitution. However, the conflict eventually turned from the cause of political constitutionalism to the cause of Italian unity.On April 29, 1848, Pope Pius IX officially disassociated himself with the nationalist war. This infuriated the public, formula that the pope betrayed the Italian cause. The first round of fighting ended when an under trained army was maliciously defeated in Milan. However, the popes betrayal resulted in anticlericalism in Rome. Pius IX was forced to flee from Italy and live in the Bourbon kingdom to the South (Sperber 98).Political confusion ended in Rome when Mazzini established a republican democracy in Rome. However, on August 28 Austrian troops entrenched in the cities of Lombardy and Venetia. unawares thereafter, monarchial rule was reinstated into Italy. It appeared that the revolution would be left to a later propagation to accomplish.The politicization of the Italian peoples during 1848 contributed to their success in achieving national unity a generation later. The national idea for Italy was the one concept that survived the defeats and disappointments of 1848.

Sunday, February 24, 2019

Asca Model Handouts Essay

The Flow The smuggled and white graphics were carefully chosen to communicate the flow of cultivation and date through the four elements of the direct syllabus. The Foundation functions into the vigilance administration and Delivery System. In turn, both Management and Delivery System feed into Account world power process as information collected from program solicitude duties and from the delivery of the CSCP flow together for evaluation, program improvement and dissemination. Fin eachy, you will circuit board that the white arrow into the Accountability Block create a unappeasable arrow pointing the Foundation block, as the results of the reports and the evaluation process are use to further refine the mission direction and assess progress toward the pupils acquirement of the ASCA NationalASCA National ModelSchool Success standards outline final stages for indoctrinate counseling program, establish school counseling as essential and entire to the educational mission of all schools, promote access by all students, and describe the key competencies all students should be able to demonstrate by the end of their K-12 experienceby encouraging genuine collaboration as the building of the interdependent system to achieve a common goal that cannot be achieved by each entity working alone. Systematic Changeinterpreted together, attractership, advocacy and collaboration culminate systematic transpose. It occurs when policies and procedures are examined and changed in light-colored of new data. The Elements outline the structures that the school counselors must have in can to do work. (Further discussed to the first handout) Foundations 1. 2. 3. 4. 5. 6. Philosophy 6 topics (ASCA, 2003) A set of beliefs do program innovations A set of values visible to all A set of principles guiding professional contributions affirmation of professional conduct Statement committing counselors to continuous professional growth Source of collective powerThe warni ngThe ASCA National model reflects the Themes, Elements and the Flow TheThemes constitute the environment in which school counselor conduct their work Leadership School counselors serves a leader who are engaged in a system wide change to ensure student conquest. According to Bolman & Deal (1997) Four Frames of leading exposition by ASCA National Model Professional School Counselor is a certified/ Licensed educator who addresses the necessarily of students comprehensively through the executing of a developmental school counseling program Counseling a confidential relationship in which the counselor meets with the students, to help them resolve or cope constructively with their problems and developmental concerns Consultationcollaborative partnership in which the counselor works with parents, teachers and administrators, school psychologist, social workers etc in order to object and implement strategies to help students be successful. Structural leadership Human vision lea dership Political leadership Symbolic leadershipMinimum, the Philosophy statement should (ASCA, 2003) 1. 2. 3. 4. 5. 6. 7. 8. 9. Indicate a shared belief system about the ability of all students to achieve delivery the both student Address student development needs and focus on primary prevention Address the school counselors role as an advocate for every student Identify persons to be involved in the delivery of program activities Specify who will plan and manage the program Use data to drive program decisions Define how the program will be evaluated and by whom Include ethical guidelines or standardsFive step template of leadership Challenge the process Inspire a shared vision enable other to act Model the way Encourage the heartprotagonism School counselors advocate for students educational needs and work to ensure these needs are addressed at every level of the school experience. They besides works as advocates to remove systemic barriers that impede the academic success of any student. CollaborationSchool counselor build effective teamsManagement System Delivery System AccountabilityReported byDiane Avelino Sherryl Lapore Clarisse Raquinel Karen bend Espaola

Flat organization Group Essay

organizational social organisations developed from the ancient times of hunters and collectors in tribal organizations through highly royal and clerical world-beater social systems to industrial structures and todays post-industrial structures. The typical hierarchical arrangement for lines of authorities, communications, rights and duties of an organization. formational structure determines how the roles, proponent and responsibilities are assigned, run acrossled, and coordinated, and how information flows between the different levels of management. A structure depends on the organizations objectives and strategy.In a centralized structure, the top spirit level of management has most of the decision making power and has tight prevail over de dispelments and divisions. In a decentralized structure, the decision making power is distributed and the departments and divisions may have different degrees of independence. A company such as Proctor & Gamble that sells multiple prod ucts may organize their structure so that groups are divided according to each product and depending on geographical area as well.The Importance of arrangement StructureA bend of writers have pointed out the importance of an organizations structure and the blood between it and an organizations size, strategy, technology, environment and culture. Mintzberg (1989) has written extensively and significantly on the importance of organizational structure. Miller (1989) has explored the importance of configurations of strategy and structure. destroy and Stalker (1961) concluded that if an organization is to achieve maximum performance accordingly its structure must fit with or match the rate of remove in its environments. Handy (1990, 1993) has discussed the importance of culture in relation to organizational name and structure and the need for new organizational forms.Pascale, Milleman and Gioja (2000, p.197) consider be after is the invisible hand that brings organizations to life and life to organizations. Further, organizational structure and target are closely entwined (Mabey, Salaman & layer, 2001) with many a(prenominal) an(prenominal) aspects of humans resource management. consequently structure has a key role in the each(prenominal) important human dimension of an organization.Too often the importance of establishment structure is lose and Miller (1989) points to a gap in the literature whereby the content of bodily or business strategies has not been widely considered in relation to structure. unity of the most important aspects of a managers role is the rule of organisational structures, yet this is often a neglected responsibility (Senge, 1994). McMaster (1996) argues that Organizational image is not well understood and traditional management procreation does not include the development of any understanding of the principles of corporate design. The adjoin of the floury of corporate restructures that took place in the 1980s and 19 90s, discussed later in this paper, supports this view. I would suggest that this lack of genuine understanding is a safe shortcoming.Definition of StructureMullins (1993) and Mabey, Salaman & Storey (2001) describe the structure of an Organization as the pattern of relationships between roles in an Organization and its different parts. They see the economic consumption of this structure as serving to allocate feat and responsibilities in drift to direct activities and achieve the Organizations goals. Structure enables managers to plan, direct, organize and control the activities of the organization (Mullins, 1993, Mabey, Salaman & Storey, 2001). Here is a traditional view of Organizational design that uses principles derived from classical and scientific Management.A non traditional approach is taken by Pascale, Milleman and Gioja (2000, p.197). They consider the role of architects and the principles they use to create buildings that deliver the goods (1) structural lawfulnes s (sound buildings), (2) functionality (space appropriate for its intended use), and (3) aesthetic appeal. Using these principles an architect is able to bestow with the client in order to create a structure that is an inbuilt and facilitating aspect of the life of the people who move in and around it. Thus architectural approaches can rack uper us a good seat with which to consider Organization design principles.I would define an Organizations structure as the architecture both visible and invisible which connects and weaves unitedly all aspects of an Organizations activities so that it functions as a know dynamic entity. One simple approach is to consider how an Organizations structure is described when re testifyed diagrammatically, which most is often shown in the Organization chart. This provides useful insights into the underlying design principles. It will not show slack structures, but this is not the focus of this paper, except where they are an integral part of the design, as in for example, design Principles derived from complexity.The 20th Century handed-down elbow roomHenri Fayol is credited by many as being the founder of advanced management scheme and practice. Writing at the beginning of the 20th century he advocated an Organization structure that was centralized, functionally specialized and hierarchical, in which everything had its particularised place. Management was viewed as being all about planning, organizing, forecasting, co-coordinating and controlling.Others built on Fayols work, which Morgan (1986) claims provided the foundation of management theory in the first half(a) of the detain century, and which is still much in use up to the present day. Also in the early 20th century Frederick Taylor drawing on his understanding of traditional science and scientific method devised a theory of management scientific management. He advocated the use of scientific methods of measurement and abbreviation and broke all tasks down into small repetitive components. This was considered the most effective way of operating a production process and his methods achieved their apogee in the Ford motor car production line process.Thus the staple fibre structure of many large Organizations in the 20th century was founded on linear, segmented, hierarchical design principles as typified by Figure 1. The larger the Organization the larger the structure and the much sub divisions. It was an approach to Organization design that reflected the classical scientific worldview as did the early management theoristsFigure 1. Traditional Organization Chart / StructureDuring the mid 20th century thither was a ignore for Organizations to create huge corporate structures, often represent of many varied and different businesses, for example, the Hanson Trust, Trafalgar House, Unilever, and GKN in the UK and General voltaic in the USA (Mabey, Salaman & Storey, 2001). In the public sector too, huge bureaucracies were created with the communization of the public utilities after World War II and the creation of the NHS in 1948. The management of these huge Organizations required a complex multilayered structure with many sub divisions.Tall structures were created with as many as 20 accession levels between the chief Executive and the shopfloor operative. Managerial control of employees at all the Multiple levels was based on a mixture of direct want and budgetary Responsibility. Hierarchy, command and control were the governing principles of Employee management.But by the last decades of the 20th century, however, the trend for larger and larger structures was over. Almost every Organization experimented with more or less kind of structural deviate process (Ashkenas et al, 1995). Large conglomerates were downhearted up and large bureaucracies slimmed down as Organizations sought to become more effective and flexible (Mabey, Salaman & Storey, 2001). Companies merged and demerged, made acquisitions or sold them off and experimented with a range of approaches designed to make them more effective and reactive to a rapidly changing world. During this period Organizations were awash with notions of delayering, right / downsizing and business process re-engineering and for a time returns to shareholders were at record levels (Willis,2001). suppression was used by many companies as a way of adjusting their structures in order to be fitter and more effective. Large Organizations with many bureaucratic aspects like Kodak, IBM and General Motors restructured in this way (Mabey, Salaman & Storey, 2001). This and the often accompanying trend for outsourcing resulted in a wave of new problems particularly with employee insecurity and passage of expert knowledge. Coulson- Thomas and Coe (1991) report that in many of these slimmer Organizations there were issuesof work overload, increased work stress, lack of vision, poor decision making, corporate in fighting and so on.Further, this approach p roved to be an unsatisfactory one, not only because of the immediate social costs and the loss of experience and of import skills, but because many Organizations failed to capitalize on the restructuring and implement new confirming systems (Mabey, Salaman & Storey, 2001). They changed the structure of the Organization but not in such a way as to improve its overall long term effectiveness. This unvarnished lack of insight concerning the importance of the relationship between structure and inherent and external systems and human behaviours displays a restricted understanding of the principles of Organization design. commercial enterprise process re-engineering was another approach which many adopted during this period as an effective way of improving efficiency and removing bureaucratic structures. But, Mumford and Hendricks (1996) point out, many companies became obsessed with cost cutting and associated staffing reductions and did not consider how best to stir and restructure . Also some chief executives used the process to rid themselves of fumbling bureaucratic chains of command but failed to cede control Mabey, Salaman & Storey (2001, p.158) describe this period as one of apparent chaos as Organizations also tried out approaches based on networking, outsourcing and notions of virtual forms of Organization. However, they provide an analytical framework which I shall use to describe the different types of structure that still redominate. It offers four main types of structure bureaucracy, divisionalized structures, strategic business units and de-structured forms.Organizational 21st CenturyAt the end of the 20th century some less traditional forms of organization structure beganto emerge as prove by the de-structured forms described by Mabey, Salaman & Storey (2001). Handy (1990) observes that the old mechanistic systems are everywhere breaking down. Mabey, Salaman & Storey (2001) talk of the emergence of a new paradigm for organizational form which seeks to replace the rigidity and feckless nature of the traditional form. Ashkenas et al (1995) report on a change in design principles that amounts to a major shift.

Saturday, February 23, 2019

Importance Of Historical Knowledge Essay

Learning about our one-time(prenominal) is vitally of the essence(predicate) to the present and next of our civilization. We must learn to grow from our past successes and mistakes. It is world nature to make mistakes, but the little we make, the stronger and smarter we become. The drawback is to go through the bear upon of learning. It is impossible to grow and learn from if we dont know or analyze our failures and mistakes.I incur the most important thing we tidy sum do with our story, is to take advice from it. When terrible things occur in write up, it is recorded in textbook and encyclopedias as a bad thing. As intelligent being, its our job to read this, comprehend what is being said, and try to continue future occurrences. memorial advises us that certain events are failures because millions were killed, or property was ill damaged, and our fragile eco-system was damaged. If we potentiometert learn from these past mistakes, we wont have to worry making future one because we wont have a future to screw up. The human go would likely not survive an new(prenominal) world war, so we must prevent one from ever occurring again.Another great advantage of knowing our history is being able to improve our quality of life, as well as helping wild life prevail. By learning about sexagenarian technology we can improve upon inventions making them faster, stronger, smaller, bigger, lighter, to a greater extent accurate, and/or more reliable. If Henry Ford had not learned from his first attempts on the sexual combustion engine, we may have a very different lifestyle today. If nobody came along after Henry Ford to improve upon his engine, we wouldnt have nearly as powerful, reliable, and luxurious cars as we have now. We could clam up be driving model As. There is also the magnate to take past inventers failures and turning them into a success. Inventers can return new ideas of their own that have never been tried before to past failed inventions to get them to fulfill its purpose.Religion is important in most citizenrys daily life. By studding world history we can encompass deeper into the origins of our religions, as well as learn to understand and tolerate other religions. As America is becoming more and more divers, we are ordinarily coming in contact with new, and sometimes oddcustoms. I feel that it is important to understand others differences so not to become prejudice against others. If you can understand others difference, they dont seem so odd and it is easier to extend to and communicate with others. If people understood each other better and wouldnt judge others just on their beliefs or race, we would have much less world conflict, since most wars are started over religion and differences in beliefs.History plays a huge roll in the existence or our race and the world we live in. With out the historians who archeologists that research and record it, we would be lost. Besides, history is cool anyway.

Directed Independent Adult Learning Essay

line EssentialsPrinciples of Statistics (STA-201-GS) is designed to meet the of necessity of students in many disciplines and professions. The sciences, social sciences, and business ar increasingly make quantifi satisfactory methods. This scarper provides the tools and techniques needed to design studies that provide representative info for mathematical analysis and statistical interpretation. Topics pursue types of statistics, data representations (tables, graphs, and charts), measures of location and variation, opportunity concepts, continuous and discrete disseminations, self-reliance intervals, hypothesis mental screenings, and regression and correlation coefficient analysis. The stress of the course is on the application of statistical methods to real- ara businesss. In solving these problems, you ar required to represent the remove notation and formulas. Problems may be viewed as statistical studies, and as such you should be able to interpret results and vindicate conclusions. This course is in any case designed to measure your competency in quantitative reasoning/literacy, unriv exclusivelyed of the nine institutional learning outcomes. cover ObjectivesThe boilersuit objective of Principles of Statistics is to provide you with the skills needed to perform statistical computations and analyze data. TheseS-3skills shake up practical applications in many disciplines, including the sciences, applied science, and the social sciences. Upon terminate the course successfully, you should be able to CO1 Recognize basic principles of statistical design. CO2 Organize and retell data into tables, charts, diagrams, and graphs. CO3 answer for and interpret measures of central t arrestency and variation. CO4 Evaluate the likelihood a statistical inference is correct. CO5 yield concepts of the commonplace dispersion. CO6 Apply the appropriate procedures to test hypotheses. CO7 Examine associations amidst variables.CO refers to melody Objective.Required TextbooksIn addition to the Course Syllabus, you ordain need the by-line(a) schoolbookbook and solutions manual of arms to do the educate of the course. These texts ar available from the textbook supplier, MBS direct. Introductory Statistics, 9th ed., by Neil A. Weiss (San Francisco Pearson/AddisonWesley, 2012). ISBN-13 9780321691224 Students Solutions Manual to Ac community Introductory Statistics, 9th ed, by Neil A. Weiss (San Francisco Pearson/Addison-Wesley, 2012). ISBN-13 9780321691316Course StructurePrinciples of Statistics is a common chord-credit, twelve- week course consisting of six mental facultys. The mental facultys and their respective lapseics, textbook theatrical roles, and fourth dimension frame ar as followsMODULETOPICS school text SECTIONSWEEK(S)1The nature of Statistics descriptive Statistics1.11.4 2.12.5 3.13.41 2-32S-4SYLLABUS for STA-201-GS3 opportunity4.14.6 and 4.8 5.15.3 6.16.4 7.17.3 8.18.4 9.19.3, 9.5, and 9.6 10. 110.3 and 10.5 12.1, 12.2 and 12.3 13.113.4 14.114.4 15.115.44-54Normal Distri furtherions6-75Inferential Statistics8-96Measures of intimacy10-12Each staff in the computer program includes a brief description of the topics covered, a itemization of learning outcomes, puzzle away materials, and compose assignments. In addition to twelve indite assignments, the course requires you to take four modular tryzes and iodin net trial runination, and realize a utmost project. For details on the assignment schedule, see the Course schedule and the individual modules. Adhering to the schedule outlined in the Course cal determinationar should ensure adequate preparation time for the exams and timely completion of the course.scripted subsidizationsYou are required to roll in the hay twelve (12) pen assignments. Many of the create verbally assignments draw on case accept interchange exercises at the blockade of chapters with focus on application and data analysis. Click to view written appointee Grading Rubric. assignings should be com spotd electronically with a article processor, preferably use whatever equation editor comes with your word impact software. However, you may tame with your instruct to determine if distributewritten and s dismissned assignments are acceptable. (Important physical exercise the equation editor to butt in equations into your word-processed document, not to create the document itself.) When preparing your answers, recreate rate distributively exercise clearly by textbook section and exercise number. Be sure to include your name at the top of the paper, as well as the course name and code and the semester andCourse EssentialsS-5year in which you are enrolled. To pay for full credit for your answers, you moldiness show all work and include acquit solutions. tryzesThere exit be four modular quizzes for this course. The quizzes should be taken after you complete the reading assignment, online discussion, a nd written assignments for each module. There pull up stakes be several(a) number of multiple- picking challenges in each quiz, each worth one and only(a) point. The quizzes will be worth 100 points each. You have 30 to 90 minutes to complete the quiz and may take it only once. The quiz is an unproctored online quiz. It is open book, but not open respects. In this see to it you are permitted to engage only a scientific (nongraphing) calculator and the authorise textbook. last(a) exam testPrinciples of Statistics requires you to take a proctored online final examination examination. The final exam is three hours long and covers modules 5 and 6 of the course (textbook chapters 8, 9, 10, 12, 13, 14 and 15). It consists of twenty multiple-choice incertitudes. The exam is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. But you are not allowed to consult a solutions manual, notes of a ny pleasing (including graded or ungraded activities), or any other reference book sources or sources of information. The use of blank scratch paper for doing math calculations is permitted during online test administrations. For the final, you are required to use the Colleges Online Proctor Service (OPS). revel refer to the Examinations and Proctors section of the Online Student Handbook (see General Information field of study of the course ne twainrk site) for get on information about scheduling and fetching online exams and for all exam policies and procedures. You are strongly advised to schedule your exam deep down the first week of the semester. Online exams are administered through the course Web site. Consult the course Cal resi codar for the official dates of exam weeks.S-6SYLLABUS for STA-201-GS net ProjectYou are also required to complete a final project. This project will address a real world problem by calculating a study, collecting data, analyzing the data, and writing up the results. cod the concluding Project section at the end of this syllabus for further details.GradingYour final grade in the course will be determined as follows Written assignments (6 odd numbered) Written assignments (6 even numbered) essayzes (4) terminal examination Final project 18 percentage 30 percent 12 percent 20 percent 20 percentTo receive credit for the course, you must earn a letter grade of D or higher on the weighted average of all depute course work (e.g., exams, assignments, projects, papers, etc.). You will receive a score of 0 for any work not classifyted. Letter grades for assignments and exams equate to numerical grades as follows 93100 9092 8889 8387 8082 A A B+ B B 7879 7377 7072 6069 Below 60 (fail) C+ C C D FStrategies for SuccessTo succeed in this course, consider following the preliminary steps and study tips outlined below.Course EssentialsS-7Preliminary move 1. Read the entire Course Essentials section of the syllabus, making sur e that all aspects of the course are clear to you and that you have all the materials required for the course. 2. prevail the time to read the entire Student Handbook section of the course manual. The heapbook answers many questions about how to proceed through the course, how to schedule examinations and make for proctors, and how to get the most from your educational experience at Thomas Edison submit College. 3. Each week consult the Course calendar in the syllabus to determine the sections in the textbook you are to study. The calendar also indicates the ascribable dates forsubmitting written assignments and when you should schedule your examinations. It is essential that you follow the calendar each week to ensure that you stay on track throughout the course. 4. Begin your study of statistics by reading the preface to the textbook. This will give you background on the subject matter, as well as an understanding of how the text is unionized and a description of other materi als available to you. field TipsCompleting Assignment staffs To complete the assignment modules efficiently and effectively, consider following these steps 1. drive the assigned sections in the textbook. Note body of working the material in the text requires that you not only read but also work through the illustrative theoretical accounts. As you study the assigned material in the text, note the highlighted definitions, key facts, formulas, and procedures. 2. Do the self-check pull exercises recommended in each module, and check your answers with the solutions in the Students Solutions Manual. These self-check exercises and solutions provide practice and models for modular quizzes and the final exam. 3. get up to the Written Assignment(s) at the end of each module and complete the exercises thitherin. shit assignments in an organized way, leaving space on your paper for your mentors comments and corrections. Draw graphs accurately using electronic software whenever asserta ble or graph paper (which you raft then scan and insert into your assignment. Show all work, and use statistical notation and formulas appropriately (see written report TipsThe Language of Statistics, below). subjugate the assignment to your mentor by the due date.cogitation TipsPreparing for Examinations To prepare for the examinations, consider following these stepsS-8SYLLABUS for STA-201-GS1. brushup the breeding Outcomes for each assignment module. 2. come off the key terms listed in the Chapter Review sections of the textbook. 3. Review your assignments and the corrections and comments provided by your mentor. Examination questions will be convertible to assigned exercises. psychoanalyse TipsThe Language of Statistics As you begin to read the textbook, you will quickly discover that learning statistics involves learning a new language. As in all mathematics, the language of statistics consists of symbols and formulas that provide a brusque pass for words, phrases, and s entences. majuscule letters (X), for example, refer to data in a state (a universe parameter), whereas lowercase letters (x) refer to data in a ideal (a experiment statistic). Other symbols serve as shorthand expressions for various measures. And Greek letters (e.g., , , and ) are also part of the notation. In statistics we use symbols to fleet results, and we combine these symbols into formulas (mathematical sentences) that define how to use the data to obtain the desired results. These are the conventions of statistics, and you will be expected to use the appropriate symbols and formulas when presenting solutions to exercises. As you study each section in the textbook and encounter new symbols and formulas, you may want to write them down in a list, along with their meat (in the case of a symbol) or description (in the case of a formula). To exemplify Symbol/Formula X x Meaning/Description utterance in a population Observation in a essay Population symbolise Sample mean Population well-worn going Summation Number of items in a population Number of items in a consume (lowercase Greek mu)x (lowercase Greek sigma) (uppercase Greek sigma) N nCourse EssentialsS-9xx nFormula for standard meanIn the sample list given above, note the use of uppercase and lowercase letters in the notation of population (parameter) and sample (statistic), respectively. Be sensitive to population versus sample data and results, and do not confuse the notation. A list like the one illustrated above may provide a handy reference as you proceed through the course and perhaps help you focus on essential points when you prepare for the exams. Including a cross reference to pages in the text may also be helpful.S-10SYLLABUS for STA-201-GSCourse Calendar development the table of week-by-week dates in the General Course Instructions section of the course manual, write the dates for the true semester in the second column. In the last column, fill in the echt date for submittin g each assignment and taking examinations.MODULE trothSTEXTBOOK SECTIONS create verbally ASSIGNMENT/ screen/ examenINATIONDUE DATE/ EXAM DATE staff 1The Nature of Statistics 1 1.11.4 WA1 and WA2 and Quiz 1 Submit by sunshine of Week 1 mental faculty 2Descriptive Statistics 2 3 2.12.5 3.13.4 4.14.6 and 4.8 WA3 Submit by Sunday of Week 2 WA4 and Quiz 2 Submit by Sunday of Week 3 staff 3Probability 4 5 4.14.6 and 4.8 5.15.3 WA5 Submit by Sundayof Week 4 WA6 and Quiz 3 Submit by Sunday of Week 5 faculty 4 Normal Distributions 6 7 6.16.4 7.17.3 WA7 Submit by Sunday of Week 6 WA8 and Quiz 4 Submit by Sunday of Week 7 staff 5Inferential Statistics 8 9 8.18.4 9.19.3, 9.5, and 9.6 10.110.3 and 10.5 12.1, 12.2 and 12.3 WA9 Submit by Sunday of Week 8 WA10 Submit by Sunday of Week 9Module 6Measures of Association 10 11 12 13.113.4 14.114.4 15.115.4 Review WA11 Submit by Sunday of Week 10 WA12 Submit by Sunday of Week 11 Final ProjectS-11MODULEDATESTEXTBOOK SECTIONSWRITTEN ASSIGNMENT/ Quiz/E XAMINATIONDUE DATE/ EXAM DATESubmit by Saturday of Week 12 Final Examination (Modules 56, chapters 8, 9, 10, and 1215 bring your textbook and a scientific calculator, but not your solutions manual or any other notes) beguile remember to submit your DIAL Course EvaluationS-12SYLLABUS for STA-201-GSmoduleThe Nature of StatisticsTOPICSModule 1 covers the following topics statistics basics sample vs. population haphazard sampling experimental designOBJECTIVES afterwards successfully completing Module 1, you should be able to MO1.1 Recognize the difference between sample and population. (CO1) MO1.2 Explain the concept of sampling. (CO1) MO1.3 Recognize the components of experimental design. (CO1) Note MO refers to Module Objective. muse MATERIALSTextbook ReadingsStudy sections 1.1, 1.2, 1.3, and 1.4 in the textbook.ACTIVITIESModule 1 has deuce written assignments and one modular quiz. gratify consult the course Calendar for the due dates.Written Assignment 1S-13Write a short intr oduction of yourself and your interest in statistics and provide an example you use statistics in everyday life.Written Assignment 2This written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please nominate each answer clearly by question and its number. Case Study Greatest American Screen Legends (p.31) Answer questions a, b, c.Quiz 1 and Self-Check work ExercisesAt the end of this module, you are required to take an unproctored online quiz. Quiz 1 contains five (5) multiple-choice questions base on colligate chapter(s) of Module 1. You can take it only once. To erupt prepare for this quiz, work through the following self-check practice exercises from the textbook first. therefore check your solutions with those in the Students Solutions Manual. Do not submit your solutions to self-assessment items to your mentor.Self-Check practice session Exercises 1.1 a,b (sample vs. population) 1.34 a,b,c (random sampling) 1 .62 a,b,c (experimental units)S-14SYLLABUS for STA-201-GSmoduleOrganizing and Describing entropyTOPICSModule 2 covers the following topics frequency table, stem and undulate plot histogram sample mean and median sample measurement deviation dissemination shape measures of central tendency measures of dispersion Five-number summary population parameters standard scoresOBJECTIVESAfter successfully completing Module 2, you should be able to MO2.1 Recognize types of data. (CO2) MO2.2 Group data into tables. (CO2) MO2.3 Use visualizations of data to improve communication. (CO2) MO2.4 let out a set of sample data using measures of central tendency. (CO3) MO2.5 Calculate measures of variation a set of sample data. (CO3) MO2.6 Recognize the difference between a statistic and parameter. (CO3) MO2.7 Convert data to standardized score. (CO3)STUDY MATERIALSTextbook ReadingsStudy sections 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, and 3.4 in the textbook.ACTIVITIESS-15Module 2 has devil written assignments and one modular quiz. please consult the course Calendar for the due dates.Written Assignment 3Write your response to the following question. We often hear you can lie with statistics. This is one way of saying statistics can be slow miscommunicated. Find one example of how statistics are miscommunicated and explain why there was a miscommunication and what you would do to correct this problem.Written Assignment 4The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. In your own words, interpret the data and note the shape of the distribution of the data provided from Case Study Highest Paid Women (Chapter 2, p. 35). To help guide your interpretation, include the following frequency table, stem and leaf plot histogram sample mean and median sample standard deviation.You must manoeuvre results by hand (though you may u se any technology of your choice to verify your answers).Quiz 2 and Self-Check Practice ExercisesAt the end of this module, you are required to take an unproctored onlinequiz. Quiz 2 contains eighteen (18) multiple-choice questions based on think chapters of Module 2. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Students Solutions Manual. Do not submit your solutions to self-assessment items to your mentor.Self-Check Practice Exercises 2.7 a,b,c (number types) 2.27 a,b,c (frequency tables) 2.71 a,b (stem and leaf plot) 2.75 a,b,c (histograms) 2.101 a,b (distribution shape) 3.15 a,b,c (sample statistics measures of central tendency)S-16SYLLABUS for STA-201-GS 3.73 (sample statistics measures of dispersion) 3.125 a,b,c,d,e (Five number summary) 3.163 a,b,c (population parameters) 3.165 a,b (standard scores)Module 2S-17moduleProbabilityTO PICSModule 3 covers the following topics luck outcomes basic probabilities events regularizations of probability conditional probability multiplication rule/independent events permutations combinations basic counting rule probability distributions discrete randomvariables factorials Bernoulli trials binomial distributionOBJECTIVESAfter successfully completing Module 3, you should be able to MO3.1 Apply principles of probability. (CO4) MO3.2 Recognize rules of probability. (CO4) MO3.3 Apply counting rules to probability. (CO4) MO3.4 Calculate the mean and standard deviation for discrete random variables. (CO4) MO3.5 Calculate Bernoulli trials. (CO4) MO3.6 Apply principles of binomial distribution. (CO4)STUDY MATERIALSTextbook ReadingsS-18Study sections 4.14.6, 4.8, 5.1, 5.2, and 5.3 in the textbook.ACTIVITIESModule 3 has two written assignments and one modular quiz. ravish consult the course Calendar for the due dates.Written Assignment 5 Write your response to th e following topic. Using probability How can you use probability to improve your chances of winning at a casino. Provide circumstantial examples using concepts learned in this module.Written Assignment 6The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. Case Study Texas Holdem (p.209) Answer a,b,c,d,e,f,g. You must calculate results by hand (though you may use any technology of your choice to verify your answers).Quiz 3 and Self-Check Practice ExercisesAt the end of this module, you are required to take an unproctored online quiz. Quiz 3 contains ten (10) multiple-choice questions based on related chapters of Module 3. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Students Solutions Manual. Do not submit your solut ions to self-assessment items to your mentor.Self-Check Practice Exercises 4.9 a,b,c (probability outcomes) 4.15 a,b,c,d,e (basic probabilities) 4.51 a,b,c,d (events) 4.69 a,b,c,d (rules of probability) 4.112 a,b,c,d,e (conditional probability) 4.135 a,b,c,d,e (multiplication rule/independent events) 4.181 a,b,c,d (permutations) 4.189 a,b,c,d (combinations) 4.195 a,b,c (basic counting rule) 5.7 a,b,c,d,e (probability distributions) 5.21 a,b,c (discrete random variables) 5.45 a,b,c,d (factorials) 5.51 a,b (Bernoulli trials) 5.61 a,b,c,d,e,f,g,h,I,j (binomial distribution)Module 3S-19moduleNormal DistributionsTOPICSModule 4 covers the following topics shape of the traffic pattern curve properties of the regular curve area under curve z-score convening probability plots sampling distribution theory sampling mean standard error of mean sampling distribution of the sample meanOBJECTIVESAfter successfully completing Module 4, you should be able to MO4.1 Recogniz e the principles of the natural curve. (CO5) MO4.2 Calculate area under the curve. (CO5) MO4.3 Develop and interpret a normal probabilityplot. (CO5) MO4.4 Apply concepts of the sampling distribution. (CO5)STUDY MATERIALSTextbook ReadingsStudy sections 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, and 7.3 in the textbook.ACTIVITIESS-20Module 4 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates.Written Assignment 7Write your responses to the following topic. Outliers We know many types of data fall into a normal distribution with most of the observations falling toward the middle. However, sometimes data are outliers or data that are very different larger or smaller from the rest of the members of the sample. Think of an example in the real world of an outlier and discuss its effect.Written Assignment 8The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each ans wer clearly by question and its number. Case Study Chest surfaces of Scottish Militiamen (p.295) Answer a,b,c,d. You must calculate results by hand (though you may use any technology of your choice to verify your answers).Quiz 4 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 4 contains ten (10) multiple-choice questions based on related chapters of Module 4. You cantake it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Students Solutions Manual. Do not submit your solutions to self-assessment items to your mentor.Self-Check Practice Exercises 6.23 a,b,c (shape of the normal curve) 6.48 (properties of the normal curve) 6.54 (properties of the normal curve) 6.55, a,b,c,d (area under curve) 6.59 a,b,c,d (area under curve) 6.71 (z-score associated with an area) 6.75 a,b (z-score associat ed with an area) 6.98 a,b (calculate z-score and find area) 6.123 a,b,c (normal probability plots) 7.2 (sampling distribution theory) 7.17 a,b,c d, e (sampling mean) 7.49 a,b (standard error of mean) 7.71 a,b,c,d,e (sampling distribution of the sample mean)Module 4S-21moduleInferential StatisticsTOPICSModule 5 covers the following topics point estimate effrontery intervals, population one mean margin of error t-distribution confidence intervals, sample one mean null, alternative hypotheses type I,II errors p-values critical values one tail critical values two tails pooled hypothesis variables pooled samples t-test confidence intervals pooled samples non-pooled samples t-test confidence intervals non-pooled samples paired t-test confidence intervals paired t-test one proportion z interval margin of error for p one proportion z test two proportions z test confidence internal two proportionsOBJECTIVESAfter successfully completing Module 5, you should be able to MO5.1 creation confidence intervals to make decisions. (CO6) MO5.2 Recognize errors in hypothesis testing probability plot. (CO6) MO5.3 Interpret p-values with hypotheses tests. (CO6) MO5.4 Determine if there is a difference between means. (CO6)S-22STUDY MATERIALSTextbook Readings Study sections 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3, 10.5, 12.1, 12.2, and 12.3 in the textbook.ACTIVITIESModule 5 has three activities. Please consult the course Calendar for the due dates.Written Assignment 9Write your responses to the following topic. Errors in testing Think of one example of a Type I and Type II error in everyday life and comment on the ramifications of those errors.Written Assignment 10This written assignment draws on case study discussion exercises at the end of Chapter 8. When preparing your assignment, please identify each answer clearly by question and its number. Case Study The Chip Ahoy 1,000 Chips Challenge (p.357) Answer a,b,c,e (NOT d). You must calculate results by hand (though you may use any technology of your choice to verify your answers).Module 5 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Students Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises 8.4 a,b (point estimate) 8.32 a,b (confidence intervals, population one mean) 8.62 (margin oferror) 8.81 a,b,c (t-distribution) 8.93 a,b (confidence intervals, sample one mean) 9.6 a,b,c (null, alternative hypotheses) 9.22 a,b,c,d,e (type I,II errors) 9.50 a,b,c (p-values) 9.33 a,b,c,d,e,f (critical values one tail) 9.34 a,b,c,d,e,f (ciritcal values two tails) 10.9 a,b,c,d (pooled hypothesis variables)Module 5S-23 10.39 (pooled samples t-test) 10.45 (conf idence intervals pooled samples) 10.71 (non-pooled samples t-test) 10.77 (confidence intervals non-pooled samples) 10.142 a,b,c,d,e,f (paired t-test) 10.148 a,b (confidence intervals paired t-test) 12.26 one proportion z interval 12.34 a, b, c, d, e, f (margin of error for p) 12.66 a, b (one proportion z test) 12.93 a, b, c (two proportions z test) 12.99 a, b (confidence internal two proportions)S-24SYLLABUS for STA-201-GSmoduleMeasures of AssociationTOPICSModule 6 covers the following topics chi-square distribution goodness of fit test contingency tables chi-square assumptions chi-square test of independence analog equation definition graphing linear equations least squares cadence regression calculation and estimation sum of squares and r2 correlation definition correlation coefficient residual plot regression t-testOBJECTIVESAfter successfully completing Module 6, you should be able to MO6.1Recognize the characteristics of the chi-square distribution. (CO7) M O6.2 Determine if there is an association within a contingency table. (CO7) MO6.3 Represent the relationship between two variables as a linear equation. (CO7) MO6.4 Apply the regression equation to make predictions and alter data. (CO7) MO6.5 Recognize the characteristics of the the correlation coefficient. (CO7) MO6.6 Determine the strength of correlation between two variables. (CO7) MO6.7 Make inferences from the results of a linear regression. (CO7)STUDY MATERIALSTextbook Readings Study sections 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 14.4, 15.1, and 15.2 in the textbook.S-25ACTIVITIESModule 6 has three activities. Please consult the course Calendar for the due dates.Written Assignment 11Write your responses to the following topic. Association We know association does not imply causation, but what does this mean in your own words. Provide and discuss an example of two variables that are associated but not by a cause and effect relationship.Written Assignment 12This writt en assignment draws on case study discussion exercises at the end of Chapter 14. When preparing your assignment, please identify each answer clearly by question and its number. Focusing on Data Analysis Using the data from Chapter 1 UWEC Undergraduates (pp. 3031), and answer questions a,b,c,d,e,f,g (UWEC Undergraduates, p. 666). You must calculate results by hand (though you may use any technology of your choice to verify your answers).Module 6 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Students Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises 13.1 (chi-square distribution) 13.7 a,b (chi-square distribution tables) 13.27 a,b,c (goodness of fit test) 13.45 a,b,c,d (contingency ta bles) 13.73 a,b (chi square assumptions) 13.76 (chi square test of independence) 14.1 a,b,c (linear equation definition) 14.5 a,b,c,d,e (graphing linear equations) 14.40 a,b, (least squares criterion) 14.52 a,b,c,d,e,f,g (regression calculation and estimation) 14.90 a,b,c,d (sum of squares and r2) 14.110 a,b,c (correlation definition) 14.124 a,b,c,d (correlation coefficient) 15.24 a,b,c,d (residual plot) 15.52 (regression t-test)S-26SYLLABUS for STA-201-GSFinal ProjectYou are required to complete a final project. Please consult the Course Calendar for the due date.Project DescriptionStatistics is about more than calculations. It is about turning data into information and using this information to understand the population. A statistician will be asked to help solve real world problems by designing a study, collecting data, analyzing the data, and writing up the results. As a final project, you will be asked to do something similar. Though the design and data solicitation will be done for you, you will be asked to analyze the data using the appropriate tests (ensuring the data are distributed normally) and write up the results, using statistical present to support your findings. Lastly, you will be asked to include recommendations, that is, apply the results to solve the real world problem. In your paper, explain why you chose each statistical test, figure, or procedure.The problemDue to financial hardship, the Nyke shoe company feels they only need to make one size of shoes, regardless of sexuality or crest. They have collected data on sexual practice, shoe size, and height and have asked you to tell them if they can change their business model to include only one of shoes regardless of height or gender of the wearer. In no more 5-10 pages (including figures), explain your recommendations, using statistical evidence to support your findings. The data found are below Show Size 5.00 7.50 9.00 7.00 11.00 12.00 14.00 7.00 7.50 8.00 10.50 Height 63 .00 70.00 70.00 64.00 72.00 72.00 76.00 66.00 71.00 68.00 71.00 Gender Female Female Female potent male person anthropoid virile Female Female Female MaleModule 5S-2711.00 6.50 7.00 7.50 10.00 12.00 6.50 10.50 12.00 6.00 6.50 10.00 9.50 11.50 14.00 6.50 13.50 7.00 9.50 13.00 11.00 6.00 7.00 7.5071.00 65.00 67.00 70.00 69.00 69.00 65.00 72.00 73.00 60.00 64.00 72.00 69.00 70.00 75.00 63.00 77.00 68.00 68.00 72.00 73.00 62.00 66.00 70.00Male Female Female Female Male Male Female Male Male Female Female Female Male Male Male Female Male Female Male Male Male Female Female FemaleOnly use results in the paper. You may show your work in an appendix, if you would like. Click to view Final Project Grading Rubric.S-28SYLLABUS for STA-201-GS