Preparing to Conduct Business Research 2 Essays - School Shooting

Preparing to Conduct Business Research 2 Essays - School Shooting Cristal Williams, Anthony Moreno, Alex Adkins, Kelvin Burford, Rocio Terry RES/351 Preparing to Conduct Business Research 2 Instructor: Said Nik-khah October 19, 2015 Schools Safety Over the past several years, the Department of Education as well all nationwide schools have faced several events of gun violence. Some of these events have included the active shooter massacres at Columbine High School, 1999, Rocori High School in 2003, Campbell County Comprehensive School in 2005, Orange High School 2006, Platte Canyon High School in 2006, West Nickel Mines Amish School in 2006, Virginia Tech 2007, Northern Illinois University, 2007, Chardon High School 20012, Sandy Hook Elementary School 2012, Santa Monica College, 2013, Arapaho High School, 2013, Reynolds High School 2014, Marysville-Pilchuck High School 2014, and at Florida State University Feb 2014. (USA Today, 2014) These are just some of the active shooting events going on around the Nation. The safety in schools has raised the questions of how to implement better systems to prevent incidents like those reported from happening. One of the issues that these schools faces is not having enough safety precautions in place and not possessing an established protocol to ensure the safety of each school. The protocols that schools should be implementing are things like an active shooter and lock down drills, metal and safety detectors, an assigned Resource Officers on site and mostly parent involvement. Research Questions Research questions are very important to guide our research and focus on the relevant information that supports our objectives. For our objective, we have come up with three questions to start out our research. 1) What is the rate of incidences that occur in the U.S. that apply to school safety? 2) What can we do to reduce the amount of shooting in our schools in the U.S.? 3) Will shooter drills play a role in reducing a number of injuries or casualties in a real life situation? Hypothesis and Variables Considered Although there has been talking about banning guns, there are too many ways to get a hold of one and in all actuality, they are not going to go away. Our question is now, how can we be protected? How can our children be protected? How can our schools and communities be protected? Going back some years, there weren't many instances where one would hear about school shootings. Nowadays, we do not stop hearing of them. School standards have risen so high that it has been causing a great deal of stress on the students and teachers as well. Students feel the pressure of having to succeed, please their parents, deal with being homesick, and everyday life that occurs. Some of these shootings that occur are from students that attend these schools, and they may feel like there is no other way. There needs to be more protection around school zones, communities should work closer together to help one another, there need to be more programs available for people who may be falling into such a de pression that they feel like killing others, and there need to be more "laws" or "guidelines" into being able to buy a gun and owning one. Ethical Considerations Considering laws and guidelines on buying weapons, ethically should we allow teachers to carry weapons in schools to protect the students? If so, what types of firearms would staff be allowed to carry or not allowed to carry? Would the weapons be his or her personal firearm or school-issued weapon? Would there be inspections conducted to ensure functionality of firearms? With this in mind, we need to ponder ethical considerations prior to preparing schools to allow firearms while preventing and managing situations of lost, misplaced, or stolen firearms. Allowing teachers to carry weapons creates the impression on the part of the student that he or she is in an unsafe environment and that it is necessary for people to protect him or her with firearms in the school. They should have the feeling that where they are studying and where they are with other children is a safe environment. And by carrying a gun, a teacher gives the wrong impression that it is not. A growing number of studies show a link between hidden biases and actual behavior. In other words, hidden biases can reveal themselves

Why I Want to Study Business Essay Essays

Why I Want to Study Business Essay Essays Why I Want to Study Business Essay Paper Why I Want to Study Business Essay Paper A business essay is a type of written assignments, which encompasses a variety of essay centered around the topic of business. As is often the case, the authors of these assignments have to reflect on the issue of entrepreneurs activity. Exist various formulations of the topics related to the concept of business. One of the most widespread variants is â€Å"Why I want to study business† essay. It belongs to the type of academic papers which demands from a writer an extensive piece of info illustrating his point of view. Students of colleges and universities studying subjects related to entrepreneur activity receive these tasks regularly. They have to prepare an essay and express their vision of business issues and this direction of activity in general. The main task of the author working on this assignment is to express one’s thoughts and explain why a person wants to study business. This type of academic assignment belongs to the descriptive type. A writer should enhance it with the variety of real-life examples and personal experiences. â€Å"Why I want to study business† essay topic belong to the category of complicated topics. People working on this assignment have to possess critical thinking and analytical skills. Apart from that, the person has to be familiar with the basics of leading and launching a business. Apart from that, students preparing an essay on this theme should be able to provide strong arguments explaining why he wants to study business. One needs well-polished writing skills as well to be able to create a grammatically perfect assignment. Moreover, exists many nuances, which writer should bear in mind. It is necessary to treat this task seriously is a person wants to create a winning Why I want to study business† essay. How to write â€Å"Why I want to study business essay? The â€Å"Why I want to study business† essay belongs to the category of written assignments, which pose to a writer a clear task. The task is encoded in the very theme. A student has to provide a clear and distinct answer to the question of why he wants to study business. It may seem simple. However, the task is complex and requires the availability of profound writing experience and critical thinking skills. The work should be well structured, insightful and compelling.   To create a well-written composition, one has to be aware f several nuances helping a writer to succeed. Primarily, one has to analyze the title of the essay and decide on the issues he is going to focus. Take into consideration the target audience and the expectations of the scholarly supervisor. A task for students is to understand what he has to do and after that decide on the means and effective strategies that will help to reach the aim. It may also happen, that scholarly supervisors allow focussing on a specific aspect of â€Å"Why I want to study business† essay topic. In this case, a student has to decide on the specific issues that he will discuss throughout the whole essay. After that, one has to do research and gather enough material. It will serve as a solid ground for one’s paper. You can either use the web sources or consult the library. The primary task of this stage is to collect enough info for the future writing. It is also necessary to create a business plan outline for one’s writing to have a guide. It will allow you to organize all the ideas and order the arguments correctly. The last stage presupposes polishing the essay and eliminating all the mistakes. The structure of â€Å"Why I want to study business† essay Each academic assignment has its formatting and structural specificities. â€Å"Why I want to study business† essay is similar to the essay on any other topic and has the standard structure. This assignment has an introduction, main body, and conclusion. Each of these section has to encompass the necessary structural elements. The intro presents the first portion of information, which sees the target reader. That is why a writer has to make it catchy and informative so that the reader will be eager to continue reading. In the lead-in, an author has to provide background info and familiarize the reader with the topic allowing to get involved in reading. The last sentence of the intro is a thesis. It is the spine of the whole essay. That is why it should be disputable and thought-provoking. The following part is the main body. In this part, the task of the author is to include many strong arguments supporting the thesis. In â€Å"Why I want to study business† essay, one can provide persuasive reasons. Apart from that, you have to enhance each main body paragraph with real-life examples, which will serve as a support to your argument. You can tell about your experience in this field, about the prospects for the development and advantages, which you will receive after finishing the business school. The last structural part is the conclusion. In this block, one has to sum up all the ideas discussed. Moreover, the writer has to refer to the thesis or paraphrase it. It will allow to make the whole text cohesive and demonstrate the connection between all structural parts of the essay. Order Why I want to study business† essay on paperap.com The preparation of the â€Å"Why I want to study business† essay is a serious task. To compile a proper paper, a student to be knowledgeable in this field. What is more, one has to be experienced in writing and be able to think critically. For inexperienced students, this task may pose a real challenge. paperap.com is the business plan writing service offering help with the delivery of all types of written papers! We are the modern writing service offering assistance to all customer! The business plan service works 24/7, and you can turn at any time to get qualified help immediately! paperap.com is a credible website. We have earned the trust and respect of many users. People choose us, as we are credible and offer a considerable number of advantages. Primarily, the website hires the crew of advanced writers, who can quickly and effectively help writing the business plan and essay. They are familiar with all of the writing standards. You can control the whole writing process and make remarks. You may also apply for the unlimited number of revisions. It is possible to count on a refund in case if the final quality of the paper is not suitable for you. If you have questions or remarks, you can always turn to our support center. You will get an immediate response in a live chat regime. paperap.com is the best choice for you! Here you can get qualified assistance within the shortest terms. Contact us and make an order. Indicate all the details and demands. Pay for your order in advance, and we will immediately launch the preparation process. Contact us and get your â€Å"Why I want to study business† essay here!

Ethics and Accountability In Forensic Mental Health Essay

Ethics and Accountability In Forensic Mental Health - Essay Example He was violent with a nurse when she tried to give him an injection. He does not want to sleep for fear that he will be harmed. Wayne also abuses drugs (primarily marijuana) which seems to increase his paranoia. No treatment should be provided against the patients will, unless withholding treatment would endanger the life of the patient and/or of those who surrounded him or her. Treatment must always be in the best interest of the patient (As cited in Steinert et al., 2005, p. 635). In Waynes case, withholding treatment both for medicine and mental health has exacerbated his paranoia and his behaviour. In this case, it is ethically correct to give him the medication against his will in order to stop him from causing harm to himself or others. To put Wayne into the hospital, the police or the hospital would have had to use informed consent with him. In other words, they would need to be aware of Waynes privacy and they would have had to follow the principles of beneficence and malfeasance (do no harm) (American Mental Health Counsellors Association (AMHCA) Code of Ethics). Also, they must tell Wayne what is going to happen to him, how they will use any information received and the type of treatment he can expect. Since Wayne is an adult and he does not want his family to be contacted, under the law and under ethics they cannot tell his family. This may go against what the health practitioners think but it would be important to honour his wishes. Wayne appears delusional. According to his account, he has magic spells being put on him by witches. He states that the police took him to the hospital. He sees himself as a victim of this situation, and sees all those around him as his enemies. According to his account, his actions are due to his anticipation of how others are going to treat him or are currently treating him. Howe (2008) states that clinicians must tell patients the truth about their conditions no matter what

Annotated Bibliography Research Paper Example | Topics and Well Written Essays - 750 words - 1

Annotated Bibliography - Research Paper Example A correlation is demonstrated between pollution and areas with high population density coupled with low green spaces. They present a short, mid and long term strategy to improve the environment. It is suggested that the high cost of land in worst affected areas necessitates creative solutions such as roof gardens. A mid to long term strategy of conserving existing green spaces and developing new areas is suggested. It is also suggested that biodiversity be introduced by planting appropriate species to address specific ecological conditions and create planned connections between fragmented green areas to create larger overall interconnected units. In this paper, Ketabi gives suggestions to implement sustainable urban development in the Tajrish area of Tehran with economic, social and environmental dimensions. Ketabi places these suggestions in perspective by identifying the current environmental and urban state of the city which is regarded among of the most polluted in the world. Through data, fast population growth and continued extensive use of old vehicles are identified as prime causes of pollution. Tajrish district, which is one of the fastest growing suburbs of the city, suffers from unplanned growth. The bus terminal is a major source of pollution as is the large number of cars going to central Tehran. Ketabi suggests that the mass transit subway connection to Tajrish be completed early to reduce the traffic and pollution burden and also explains other suggestions for traffic management. In addition, the old prized cultural heritage of this area is being destroyed by fast and unregulated construction. It is suggested that campaign must be run to educate the area’s inhabitants about its heritage, parts of the old city be revived, and architectural heritage be preserved aesthetically. Lutfi and Koohsari investigate the spatial variation in accessibility to public spaces in a selected area, zone 6, of Tehran and

Myth Analysis Essay Example for Free

Myth Analysis Essay There once was a goddess with a mystical power that made everyone happy; as long as she was happy they were happy. That goddess’ name was Ella. Ella has a twin brother named Evan. Evan has the power of mind-control. Ella lived high in the sky on clouds amongst the other god. Ella and the other gods got along very well especially when she was in a good mood. After living in the clouds for a very long time all the gods got tired of doing regular deeds for themselves. They decided to do something big to create something. They all joined together in a big circle around the largest cloud and spun around three-hundred-and-sixty-five times. As they all came to a halt, they all peered off the edge of Evan’s humongous cloud they noticed a gigantic sphere. The gods got together and decided to call this gigantic sphere Earth. The gods soon learned that they could travel to Earth and that life could survive on Earth by the god James who had the power to make life human and animal. As soon as word broke that life was able to survive on Earth they gods asked James to make them serpents. James was fine with this as long as the other gods let these serpents have some free time also. After James said yes, almost every god had serpents except Ella. Ella has been happy for a while, until one day Gus the god of wind blew her cloud near the sun. Ella demanded Gus blow her cloud back, Gus unfortunately couldn’t. When Ella got to her cloud she realized her feet were extremely hot because the ground of the cloud was hot. Ella wanted a shoe that would not slow her down, a shoe that was light and mystical just like her. Ella soon became very sad because she didn’t know how to make shoes. After Ella became sad, so did all the other gods. Once James got sad he offered her several serpents. Ella got super excited; she accepted the serpents from James. James had taught Ella a trick to get serpents to the clouds, which he taught to all the gods. James to Ella to snap, as soon as she did she was at her house on her cloud; she was impressed. As soon as Ella and the serpents started walking their feet began burning, she told them that burning sensation was what she felt. Ella snapped her fingers again; both her and her serpents were back on Earth. Most of the serpents made shoes of wood. They carved using tools Shiloh the goddess of tools had given them, with their hands. Ella did not want wooden shoes that were far from what she wanted; she looked to her last serpent that had a very strong leaf in his hand. Ella asked this man what he was doing with a leaf, he replied simply â€Å"making you a shoe.† Ella asked â€Å"out of a measly little leaf?† The man was very wise he traded with a serpent of Veronica the goddess of strength and power which can obtain in animals or plants. The man told Ella that the â€Å"measly little leaf† was very strong because of Veronica. Also the man told Ella that the leaf could be used as the bottom part of the shoe. Ella took the leaf from the old man and put it on her foot she realized that there was nothing holding that bottom part of the shoe or leaf to her foot, so she told the serpent. The serpent had an idea. He told Ella that if they poke three holes in the leaf like a triangle, one at the top two on the sides, using stems of flowers also. Ella thought this idea was brilliant. Ella knew she couldn’t do that without help from Veronica again. So Veronica and Ella come together and pair up as a team. Veronica made strong stems of flowers by moving jumping the higher and faster she jumped, the stronger and taller the plant would be. Finally Veronica gave the stems to the serpent and he put the m in the holes and tied knots at the end of each hole. To make sure the knots were as tight as they could be they had to pair up with another god Zack god of wisdom and strength. Zack tied the knots so tight that they could not be loosened. Just to make sure that the knots would not come undone and would stay forever the serpent suggested a collaboration with Fresh. Fresh was the god of fire. After hearing what the serpent had suggested just to be on the safe side Ella, agreed with this collaboration. Ella really didn’t want to have Fresh involved because bad things tend to happen when he is around. When Ella first heard of the words come out of the serpents mouth she threw the shoe. While in the air the shoe did a flip and it hit a tree made a big WHACK, and had a very loud FLOP. Ella liked that sound, she wanted to hear it again so she threw shoe again. Finally Fresh came, to tighten the knots with fire. He rubbed his thumb and middle finger together and a spark of fire appeared. As soon as the spark appeared he put the fire on the knots and then snapped to make the fire go away. As soon as Ella saw the finished product she was amazed. She tried the shoe on it had a strap like a v shape. She remembered when she threw the shoe how it flipped and then made a loud FLOP. She named these shoes flip-flops.

Monumental Architecture in Bronze Age Egypt and Crete :: Ancient Egypt Egyptian History

Monumental Architecture in Bronze Age Egypt and Crete The significance of monumental architecture lies not only in the function it is built to serve but also in the cultural values it represents. Monumental architecture is aesthetic as well as functional, and in its aesthetic aspects it is a form of cultural expression. In Bronze Age Mediterranean civilizations, the development of monumental architecture was influenced primarily by the political structure of the state. Perhaps the most disparate forms of monumental architecture in this region were developed in Pharaonic Egypt and Minoan Crete, reflecting the differences in their political systems. The socio-political structure of these two cultures can be sharply contrasted through an examination of a predominant type of monumental architecture found in each region. Monumental architecture in Pharaonic Egypt is represented primarily by the funerary complexes of the pharaohs. The principal function of these elaborate complexes was to ensure that the pharaohs, who were exalted as living gods, would attain the afterlife they desired. This required that two basic conditions be fulfilled: the body had to be preserved from disturbance or destruction; and the material needs of the body and the ka had to be met (Edwards 20). Pharaonic burial complexes were also centers of worship for the god-king interred there and were designed to exalt his memory and deeds. Egyptian burial complexes evolved from the simple rectangular mastaba to the great pyramids of the Fourth Dynasty. The true pyramid evolved from the mastaba through an intermediary form, the step pyramid, the earliest example of which is Zoser’s Step Pyramid at Saqqara, which dates to the Third Dynasty (c. 2680 BC). The Step Pyramid was revolutionary for several reasons. It is the earliest known free-standing monument built entirely of stone in Egypt (Fakhry 20); it is also the earliest example of evolutionary architectural development beyond the mastaba. In form the step pyramid is a series of superimposed mastabas and represents the stairway that the spirit of the pharaoh was to climb to reach the sky-realm and join the crew of the solar barque traveling across the heavens (Aldred 47). The Step Pyramid was designed by Imhotep, the Chancellor of King Zoser, and was originally planned as a stone mastaba 7.0 meters high based on a square ground-plan (Aldred 45-46). However, this design underwent six alterations, and in its final form the Step Pyramid rose in six unequal steps to a height of 62.

Reading Response Abel’s Island

Chessman, this Is my reading response on Babel's Island, It Is a Newbury Honor book by William Stein, a short, sweet, enjoyable story. This book have 117 pages, I love this book so much that I spend only one day to finish the whole book. This book Is about a little mouse, Babel's adventure story on the Island, he encountered many problems, but also learned many meaningful things, and he became a better person after he finally returned home.I love all the things In this kook, all the exciting adventures of Able, all the lovely Illustrations, and all the beautiful writing by William Steel, he use all the most beautiful words In the world and created an island in the dream. I believe no matter what age you are at, anyone who have a heart that contains dream will love this sweet story by William Stein. – Summary: Able, the elegant mouse live in the Impossible is enjoying a picnic in the forest with his wife Amanda, but they are interrupted by a fierce rainstorm and are forced to t ake shelter in a cave nearby.There is already many animals in the cave, so Able and Amanda must stand on the edge. A hard wind blows up Manta's scarf, Able bravely lump down and try to reach the scarf, he did reach it but the wind blows up Able into a river and he is swept downstream until he is stranded on an island. Able attempts to escape the island several times the day after the storm, even though he haven't do any work at Impossible. He build a wood ship, but failed two times for crossing the river, then he decide to make a bridge, he first made of piled up stone, and he tried o build a straw bridge, but both of them didn't work out.And finally realizes that he must survive on the island by himself. He finds a log and makes it his home in the winter. To ease his loneliness since he is the only animal that have wisdom on the Island, he creates his family out of clay and talks to them. Able also found a book called [Sons and Daughters] and a big pocket watch left by some big civ ilized creatures, these things give Able more fun and let him believe there will be some veiled animals to visits again and save him.In the harsh winter, Able has to live through the hardest times, including battling an owl, stores the food, and live under the darkness in the log. But everything became better when the spring comes, the owl Is gone, and another stranded volt from the river, a frog named Grower, comes and became best friends with Able. The had some really good times In the spring. Later, Grower leaves when the water of the river became warmer and promising that he will send for help when he gets back home.However, due to Grower's lack of memory, Able didn't receive any help after weeks passed. Able then decides to swim against the fierce river after the water level has dropped sufficiently, he think If he didn't go this time, maybe he will waited to next year again. Then Able swim across to Impossible. Able go back to his house, his wife Amanda haven't return, Able ch anged his best clothing and papered Manta's scarf, he will have many, many stories to tell her! – Connections: In the book, I read that

A brief history of science education in ghana from the colonial era to present day Essay

Science education is the cultivation and disciplining the mind and other faculties of an individual to utilize science for improving his life, cope with an increasingly technological world, or pursue science academically and professionally, and for dealing responsibly with science related social issues (Akpan, 1992). Ghana, formerly known as the Gold Coast, was the first African country to the south of the Sahara to gain political independence from colonial rule in 1957. This former British colony of 92,000 square miles (about 238,000 square kilometers) shares boundaries with three French-speaking nations: the Cote d’Ivoire to the west, Burkina Faso to the north and Togo to the east. The Gulf of Guinea of the Atlantic Ocean is to the south of the country. EARLY HISTORY OF EDUCATION BEFORE INDEPENDENCE As was the case in many colonies during the early colonial period, the main goal of education was to ‘make civilization march hand-in-hand with evangelization’ (Anum –Odoom, 2013). This statement gives a clear description of how education in Ghana was implemented at that time. The formal, western-style education in Ghana is directly associated with the history of European activities on the Gold Coast The Portuguese were the first Europeans to arrive at the Guinea coast in 1471. Their intention to establish schools was expressed in imperial instructions that, in 1529, encouraged the Governor of the Portuguese Castle at Elmina to teach reading, writing, and the Catholic religion to the people. It is imply proven that the Danish, Dutch and the English merchants also set up schools in their forts and castle to educate their mulatto children by native women. Unmistakably linked to the implementation of formal education in Ghana with the Christian missionaries, who realized that in order to spread the word of God, they needed well- educated local assistants. Following the consolidation of the coastal region as the British Gold Coast Colony, the administration became more aggressive in pursuit of its educational policy. This was precipitated by the British purchase of the Danish property at Christiansborg in 1850 and the Dutch Elmina Castle in 1872. To help redress problems faced by the mission schools—such as training local teachers and improving the quality of education—the administration made grants to both the Wesleyan and Basel missions in 1874. In the Educational Ordinance of 1882, government grants to denominational schools were made dependent on an assessment of the level of efficiency. The schools receiving grant-in-aid were defined as â€Å"government assisted schools,† but their primary funding was to come from the missions themselves and from other private sources. On the Gold Coast, the appointment of Brigadier General Gordon Guggisberg as governor brought its own advantages. During his tenure from 1919 through 1927, Governor Guggisberg initiated several major developmental programs that included educational improvements as a critical ingredient in his construction of a modern Gold Coast. While the previous administration had seen the provision of elementary schools by the various Christian missions as adequate, Guggisberg was of the conviction that the current system could not sustain future developments. In fact, only a few months after his arrival, the governor presented a 10-year development plan for the Gold Coast. Among other things, funding was aggressively sought for post elementary education for boys and girls. Even though the administration proposed a technical college for Accra, the Prince of Wales College (now Achimota College) was the real trophy of the administration’s educational program. This non denominational school catered for students from kindergarten to the pre university level. THE BIRTH OF SCIENCE EDUCATION The inadequacies inherent in the system of education were observed in the post-World War I appeal made by the Foreign Missions Conference of North America to the Phelps-Stokes Funds for a review of the state of education in Africa. The Phelps-Stokes Commission on Africa issued reports in 1922 and 1925 in which educators were criticized for inadequately catering to the social and economic needs of the continent. The commission of which James Emman Kwegyir Aggrey was a member, called for instructions in the mechanical operations necessary for the improvement of the condition of the mass majority of the people. This included science education and character training. The Phelps-Stokes fund’s founded in 1920, is an African Education Commission represented one of the early attempts to link black Africa with Negro America. The attempt to forge this link represented a concerted policy on the part of a number of missionary and philanthropic groups in the United Kingdom and the United States to draw attention to what seemed to be analogous situations-politically, socially, and economically. Ghana is said to be the first independent sub-Saharan African country outside South Africa to embark on a comprehensive drive to promote science education and the application of science in industrial and social development (Anamuah-Mensah, 1999). Science Education after Independence After Phelps- stokes commission had pushed for the birth of science education in Africa in general and in particular, Gold Coast, there has not been any clear cut national policy for science education in Ghana up to date (Ahmed, 2013). Dr Kwame Nkrumah who aimed at achieving Free Compulsory Universal Basic Education instituted an Act called 1961 Act, (Act 87) . This Act was to make Basic education free and Compulsory and anyone who fails to send his or her child to school was made to pay a fund by the Minister for education. The education system at that point consisted of six year of primary education, followed by four-years of secondary education. At the end of the four years suitable students went on to do a two-year sixth form course that could lead to a three year University course. Students, who were not suitable to continue, completed two- year of pre-vocational classes. The Nkrumah government encouraged the learning of science by instituting a special scholarship scheme which enabled science and agriculture undergraduates to enjoy scholarships a little higher than those of their counterparts in the humanities. This facility was withdrawn after 1966. Science and mathematics teachers were also paid a little more than their colleagues in the humanities. (Djangmah, 2007) The Reforms The seven year development plan instituted by Dr. Kwame Nkrumah was short lived. The system was later regarded as too long and too academic. Thus Dzobo Education Reforms of 1974 saw a reform of the system, instating the Junior Secondary School (now Junior High School) on an experimental basis. The Junior Secondary School introduced practical subjects and activities allowing students to acquire occupational skills, which after an apprenticeship lead to the qualification for self-employment. Due to a wide range of factors such as the economic decline, bureaucracy and sheer lack of interest the JSS-system never went beyond the experimental phase. By 1983 the education system was in a state of crisis. It faced drastic reductions in Government financing, lack of educational materials, and deterioration of school structures, low enrollment levels and high dropout rates. With the assistance of several development partners (World Bank, Department for International Development (ODA) and international grants) the education system was reviewed and proposals were implemented in 1987 known as Evans-Anfom reforms. In 1987, Ghana’s Ministry of Education introduced a restructured educational system that gradually replaced the British-based O-level and A-level system. The transition was completed in June, 1996, when the last class took A-level exams. The last O-level exams were administered in June 1994, although a remedial exam was offered through 1999 (Keteku, 2013) The 1987 Reforms had strengths as well as weaknesses. One of the strengths was that it provided a comprehensive Basic Education which improved access to education for more children of school-going age. Junior Secondary Schools were provided throughout the country and this helped to increase literacy levels. The reform also introduced Continuous Assessment which formed part of the final examination. This ensured that internal assessment in schools was included in the final examinations and this ended the single-shot examination existing in the old system. The Anamuah-Mensah Report recommended similar structure of education just like the Evans-Anfom Report of 1986. The difference was the inclusion of two (2) years of Kindergarten education as part of Basic Education and Apprenticeship training for leavers of the Junior Secondary School who unable to or do not want to continue in the formal sector. The implementation of the Anamuah-Mensah Reforms began in September 2007, and it was faced with initial problems. These problems included delay in the supply of syllabuses and textbooks for the smooth take-off of the programme, and teachers were not adequately prepared in terms of training to implement the reforms. These problems were later dealt with as the implementation of the reforms progressed. The next major problem being anticipated is the inadequate classrooms and other facilities as students will enter the fourth year of Senior High School in September 2010. The Way Forward For Science Education Promotion of science education in the country will depend on three drivers of change, namely, funding, teaching and interventions, and research (Akyeampong ,2007) Funding Knowledge is not cheap. Science, technology and mathematics knowledge required to move the country into the knowledge society can never be cheap. Government’s commitment to science education should be demonstrated in the level of resources allocated to science and technology. Laboratories and workshops in the schools, teacher training colleges, universities and polytechnics should be well equipped and new ones constructed to take into consideration the increasing student population. Research The knowledge society thrives on the creation of new knowledge. Research provides the means by which new knowledge is created. Resources, both material and human, for research in science and technology are woefully inadequate or non-existent. This has had a profound effect on the development of post graduate research in the universities. A number of measures need to be taken to strengthen research in science and technology in order to meet the demands of the country. The following are being suggested: †¢Research in research institutions and the universities should be adequately funded. †¢Most researches carried out in the universities are those that interest the researchers and are hence supply-driven; the Government should challenge our scientists and provide funds to carry out research on problems confronting the country. This can be done through the provision of research funds to be competed for by all scientists in the country. †¢Establish a National Science Research Facilities Centre equipped with world class specialized facilities which are normally expensive and therefore beyond the means of single institutions, to provide opportunities for Ghanaian researchers to carry out scientific research and development and retain local researchers as well as attract foreign ones. †¢To improve the quality of science education at all levels, research in science and technology should include research on teaching and learning science, technology and mathematics. †¢Institute special awards for best researchers and science teachers. This could be termed the President’s Award for Science to be given annually. We need to celebrate achievement. †¢Set up a formal scheme for mentoring the Youth- This is critical to the development of a career path in science for the youth. Mentors excite interest in junior colleagues and help them to â€Å"walk the path†. This experience is however rare in the universities. These days, newly recruited scientists struggle to keep afloat with little or no support. A formal mentoring system should be established in all institutions to ensure that young scientists recruited into the universities or research institutions are attached to professors and senior scientists in their fields of study to receive advice and support. The mentoring can take the form of joint research, publications and presentations at conferences and seminars. †¢To raise the level of awareness of science and technology innovation (research) and foster a synergy among education, industry and research institutes, a project referred to as SMART MOVES in some countries should be established in secondary schools. This project will involve encouraging schools through visits, presentations and seminars to work on problem solving projects with support from the community. The projects will be assessed and students with innovative and creative projects will be invited to present their projects at a Junior Scientist Conference which will be attended by senior scientists who can later act as mentors for the students. Prizes will be given to students based on the quality of project and presentation. The Ghana Academy of Science and Arts can take up this. Conclusion The vision of the National Science and Technology Policy is: â€Å"to support national socio-economic development goals with a view to lifting Ghana to a middle income status by the year 2020 through the perpetuation of a science and technology culture at all the levels of society, which is driven by the promotion of innovation and the mastery of known and proven technologies and their application in industry, and other sectors of the economy†. (MEST, 2000) This vision can become a reality when science education is given a boost at all levels of education. It has been suggested that the promotion of science education hinges on three pillars – funding, teaching and intervention, and research. Without adequate funding, quality teachers, supportive intervention activities and research to illuminate our understanding, science education will have no impact on the everyday lives of Ghanaians; and the observation made by the National Development Planning Commission will remain true. Our national vision for science and technology will be therefore be meaningless. REFERENCES Ahmed, M. (2012). Ghana to launch National Science policy. Retrieved 4th October, 2013, from http://www. ghanaweb. com/GhanaHomePage/NewsArchive/artikel. php? ID=235350. Akpan, O. E. (1992) Toward Creative Science teaching and learning in West African school. Ghana: catholic Press Akyeampong, K. (Centre for International Education, University of Sussex, England) in his lecture on â€Å"50 Years of Educational Progress and Challenge in Ghana†, at Parliament House, London, England; 2007 Anamuah-Mensah, J. (1999). Science and Technology Education in Ghana. A paper delivered at the National education Forum on the theme: Towards Sustaining an Effective National Education System, held at the Accra International Conference Centre, Accra, 17-19th November. Anum-Odoom, A. K. M . Educational Reforms in Ghana, 1974-2007. Retrieved on 12th October, 2013, from http://www. ghanaweb. com/GhanaHomePage/blogs/blog. article. php? blog=2091&ID=1000004125- Djangmah, J. S. Clarifying Ghana’s national vision for the application of science and technology to development. Retrieved on 12th October, 2013, from http://www. ghanansem. org/index. php? option=com_content&task=view&id=234 Keteku, N. W (EDUCATIONAL REFORM IN GHANA: THE SENIOR SECONDARY SCHOOL). Retrieved 10th October, 2013, from http://www. bibl. u-szeged. hu/oseas_adsec/ghana. htm Ministry of Environment, Science and Technology (MEST) (2000). National Science and Technology Policy Document. Accra: MEST.

12 More Military Terms Used in Civilian Contexts

12 More Military Terms Used in Civilian Contexts 12 More Military Terms Used in Civilian Contexts 12 More Military Terms Used in Civilian Contexts By Mark Nichol Following up on a post about words that originally pertained (or in one sense pertain) to military units but have developed nonmilitary connotations based on that sense, here are additional terms referring to military individuals or groups that have civilian senses as well. 1. captain: ultimately from Latin caput (â€Å"head†), originally referring to the leader of a war party and later to a military officer in command of a set unit or a ship; later, applied in general to a leader or head of a group or team. 2. cavalry: from Italian cavaliere (â€Å"horseman†), a body of soldiers mounted on horses (and later those assigned to mechanized units); by extension, from the clichà © in movie westerns of a US cavalry unit coming to the rescue of the protagonists, used in references to one or more people who bring aid to others. 3. lieutenant: from Old French lieu tenant (â€Å"in place of†), originally, an officer who was deputy to a captain but later also a specific military rank; in civilian usage, a right-hand man or woman or a subordinate. 4. muster: from Latin monstrare (â€Å"to show†)- interestingly, akin to monster- referring to an assembly of military personnel or serving as a verb synonymous with assemble, but also pertains to any assembly, collection, or inventory or to a sample or specimen. 5. picket: from French piquer (â€Å"pierce†), a group of soldiers assigned to guard a camp, or the action of doing so; in civilian usage, a distinct meaning of â€Å"protesting during a demonstration or strike† or a reference to a sharp stake, such as one that is part of a picket fence. 6. rank-and-file: from Old English ranc (â€Å"strong†) and Latin filum (â€Å"cord† or â€Å"thread), the arrangement of military personnel in rows and columns; by extension, a reference to ordinary employees or members as opposed to those in leadership roles . 7. reserve: from Latin reservare (â€Å"keep back†), one or more units of soldiers kept more or less in readiness in case they are needed as reinforcements; in general usage, anything kept in stock or kept apart from a general issue or supply. 8. scout: from Latin auscultare (â€Å"heed,† â€Å"listen†), a person, sometimes a local civilian- or a group called a scouting party- sent to explore, observe, or search to obtain information about the enemy; in entertainment or sports, someone who observes prospective performers or recruits. 9. sergeant: from Latin serviens (â€Å"servant†), originally referred to a servant but later applied to an experienced common soldier who supervised others under command of a nobleman or knight; the term now denotes an experienced soldier or police officer holding the rank of sergeant or (in the military) a variation of the rank such as staff sergeant. 10. task force: from taxare (â€Å"tax†), a unit formed temporarily to achieve a specific objective; the sense in civilian usage is the same. 11. troops: from Old French trope (â€Å"band,† â€Å"company†), also the source of troupe, collectively refers to soldiers (in singular form the name of a specific military unit, not a designation for a single soldier); in general usage, an informal reference to a company’s employees or an organization’s members (as in â€Å"Round up the troops for a meeting†). 12. wingman: originally a term for a pilot who supports the leader of a flying formation, now also slang for someone who backs up a person who seeks to approach potential romantic or sexual partners. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to use "on" and when to use "in""Certified" and "Certificated"20 Ways to Laugh

Top 10 Online Tools to Help You Write the Perfect Essay

Top 10 Online Tools to Help You Write the Perfect Essay Top 10 Online Tools to Help You Write the Perfect Essay Top 10 Online Tools to Help You Write the Perfect Essay By Ali Hale Writing essays can be tough and sometimes you need all the help you can get. The great news is that there are plenty of online tools that can help you write the best essay you can – and I’m going to be running through ten of the best. Before we get into the list, though, here’s a huge caveat. DO NOT use websites that write your essay for you. When I researched this blog post, I found (to my horror) lots of lists of â€Å"essay-writing tools† that linked to essay mills as if those were legitimate writing tools. These essay mills are websites that sell essays for $200 $500 each. Let’s be very clear: if you pay someone else for an essay and hand it in as your own work, that’s cheating. You could get into serious trouble – maybe even thrown off your course. Plus, you might get horribly ripped off. None of the tools in this post will help you cheat. All of them will help you write the best essay you can. Of course, there are times when all the online tools in the world can’t help: when you’re taking your exams. If that’s the case, check out 7 Essay Writing Tips To Ace Your Next Exam to help you. Here are ten tools that could help you with your next essay. I’ve split them into different categories of tools to help with planning and research, with writing, and with editing. Tools to Help You Plan and Research Your Essay Before you start to write an essay, you need to plan it (and probably do some research, unless you’re writing about a topic that you’ve already learned about extensively in lectures or in class). These tools will help you with the planning stage of the writing process. #1: Essay Map (free), from ReadWriteThink I’m a big fan of planning in advance – and this tool walks you through the process of planning an essay. You’re a bit limited by the format (three main ideas, each with three subpoints) – but if you’re new to planning, it could be a great place to begin. You can save your finished map onto the computer, If you prefer to work on paper, you can also print a blank map to fill in. Tip: This basic structure: introduction, conclusion, and three key points, each with supporting evidence, could work for other forms of writing too – like a blog post or article. #2: Evernote (free), from Evernote Corporation Evernote is like a set of online notebooks – where you can keep anything you like, from written notes to photos to videos. I keep all my work-related notes there, plus lots of administrative bits and pieces – it makes it really easy to find what I need. Because you can login and access it from any computer or device, Evernote could be a great place to keep ideas and rough plans for your upcoming essays. You can search all your notes for a particular word or phrase, so it’s easy to find things that you wrote weeks or even years ago. Tip: You can save whole webpages into Evernote at the click of a button if you use the Evernote Chrome extension. #3: JSTOR (paid), from ITHAKA JSTOR is an online archive of lots of different academic journals and books. Most universities have a paid subscription to it, so you can access it for free using your university credentials. You can search JSTOR by author, subject (keyword), or title. You can see a screenshot above of the first couple of results for my search for â€Å"Samuel Richardson† (my favourite 18th century novelist). Tip: If you don’t have access through your institution, you can sill access public domain resources on JSTOR for free, plus up to six articles per month – or you can pay for a â€Å"JPASS† for $19.50/month. Tools to Help You Write Your Essay Once you’ve got a plan for your essay, and you’ve gathered some useful books or journal articles to reference, it’s time to write. These tools will help you get that first draft down. #4: Freedom (paid), from Freedom This app and website blocker lets you block specific websites – great for when you want to focus but keep getting distracted. If you need access to the internet for other tools, that’s no problem: with Freedom, you can block specific sites (like Facebook and Twitter) or apps on your phone. You can also block the whole internet, if you want to. Once you’re running a Freedom session, if you try to visit a blocked site, it simply won’t show up. Freedom costs $6.99/month or $29/year: there’s a trial version available so you can give it a go before you buy, and there’s also a money-back guarantee. You can use Freedom on multiple devices at no extra cost. Tip: If you want a free alternative to Freedom, Cold Turkey is a good option (as is StayFocusd, but that only works on Chrome). #5: EndNote Basic (free), from Clarivate Analytics EndNote is one of the best-known reference managing tools and you can use it online for free. You can search online databases / library catalogues (the free version only gives access to ones from the British Library, the Library of Congress, the National Library of Medicine, and PubMed) or you can create a reference manually by filling in a form. If you have a number of different essays on the go, you might want to organise your references into different groups. Other students can also share their groups of references with you – useful if you want to collaborate with coursemates. Tip: You can pay for a full version of EndNote (or your university may provide it) if you want to use advanced features, like accessing far more research database and attaching the full text of PDF sources to your reference database. #6: The Oxford English Dictionary (paid), from Oxford University If you study literature, linguistics, or any subject where you want an authoritative take on the origin of words, the Oxford English Dictionary is a fantastic tool. You need to login and access it online – which you can usually do through your university or local library. Otherwise, you can purchase a monthly subscription as an individual – but it’s pretty pricy ($29.95 in the US, or  £56+VAT for three months in the UK). So definitely check with your university or local library first, to see if you can access it through them. Tip: The OED provides a lot more information than a standard dictionary, and entries might look a bit overwhelming at first. You can â€Å"Hide all† quotations, which makes them a bit more manageable if you don’t need the quotations or if you’re hunting through a few different words to figure out which one you want! #7: Google Timer, from Google It can be really tough to stay focused when you’re writing, even with distracting websites blocked. Sitting down and planning to write for a whole morning or afternoon doesn’t work well for most people – you simply can’t concentrate on an essay for that long at a stretch. I like to use timers when I’m writing, to keep me focused and to break my writing session into short chunks. Around 30 – 45 minutes works well. (If you’re on a roll, you can always set the timer for another writing burst straightaway). While the timer’s running you’re writing! To set a timer in Google, simply search for â€Å"set a timer for X minutes† – e.g. â€Å"set a timer for 10 minutes†. The timer will appear on the screen and start automatically. WriteToDone has a bunch more tips on time management for writers. Tools to Help You Edit Your Essay Once your essay is written, you’re not done you still need to edit. It’s a very good idea to separate the drafting process from the editing process, and if you’ve done that, your first draft may well be a little rough and ready in places. These tools will all help you get it into shape. #8: Grammarly (free), from Grammarly Grammarly uses artificial intelligence to help you with grammar, spelling and style. You can turn it on and use it as you write – which can be very helpful for things like emails – but if you’re writing an essay, you might prefer to draft first then use Grammarly afterwards. It’s available as a Chrome plugin, and as a download for MS Office, so you can use it online or offline. Grammarly will flag up mistakes (like typos) but it’ll also spot places where you’ve used more words than you need or where you’ve used vague language. As you can see above, you can click on an underlined work to see Grammarly’s recommendation for fixing it – clicking the â€Å"See more in Grammarly† link gives you more details about what’s wrong, helping you to get things right next time.   #9: Hemingway (free), from Hemingway App The Hemingway app works in a similar way to Grammarly, though with a focus on style and readability rather than on spotting typos and misused words. It’s named after the American novelist Ernest Hemingway, who was known for his clear, concise writing. You can access the app without logging in, simply by going to the website: copy or type in your chosen text. It encourages you to avoid overly complex words and sentence structures: don’t feel that you need to change all of these (particularly in an academic essay, where a certain level of complexity is desirable!) – but do check any flagged words or sentences to make sure you’re happy with them, and that you don’t want to switch to a simpler alternative. Tip: You can download the Hemingway app for PC or Mac, rather than using it online – but it’ll cost you $19.99. #10: Thesaurus.com (free), from Dictionary.com Do you ever struggle to find quite the right word? It happens to me a lot: I know what I want to say, but I can’t think of the very best way to say it. Or, I’ll have used a particular word already and I want to avoid using it too often (the principle of elegant variation). A great way to broaden your vocabulary is to use a thesaurus to look up words with a similar meaning to the not-quite-right one that you’ve already got. Do make sure, of course, that you don’t simply pick a different word that you like the sound of: you want to get the one that precisely conveys your thoughts. Tip: If you want to find some options for the opposite of a word, Thesaurus.com can do that too – scroll down past the list of synonyms to the antonyms. What tools do you use to help you write better essays? Have I missed something off the list that you’d highly recommend? Pop a comment below to tell us about it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Grammar Test 1Try to vs. Try andHow Verbs Become Adjectives

Paul Garrett Essay Example | Topics and Well Written Essays - 750 words

Paul Garrett - Essay Example and the economic devastation caused by the world wars set the industrial giants thinking and they felt the necessity to prove to the consumers that their existence is no threat to democracy and the American dreams. â€Å"In 1923, General Motors, although eager to have its employees ‘look upon our organization as a human rather than a corporate institution,’ had to recognize that it is one of the limitations of a large organization that the men charged with guiding its destiny cannot maintain a direct personal contact with all of its employees.†(Marchand, p.8) Industrial magnets began to ponder as to how to rejuvenate the plights of their soulless corporations. The top ones strongly felt that something was lacking somewhere. There was no bridge between the top management and the employees on the one hand and the consumers on the other, and if there was one, it had big gaps and lacked continuity. â€Å"Reports of an apparent dwindling of employee morale, sometimes voiced by corporate leaders themselves, revealed lack of individual vitality within these large-scale operations, an absence of a recognized, animating people.†(Marchand, p.8) â€Å"PAUL GARRETT in 1931 became the first person to direct public relations at General Motors. During his 25 years at GM, he emphasized quality performance, public interest, and honesty as corporate public relations principles. His effectiveness inspired other corporations to establish public relations departments.† (Public†¦.)The process of soul search in the organizations began. Perhaps, Paul Garrett was born for the cause of public relations. He was quick to act and soon realized the tremendous potential of this exercise in the cause of the betterment of the organization on all fronts. â€Å"By the end of 1931, Garnett reported, the company was receiving more than five thousand letters of appreciation a week. He distributed multiple anthologies of â€Å"typical excerpt† from these letters to a long list of

Relationship between Communication and Maslow's Hierarchy of Research Paper

Relationship between Communication and Maslow's Hierarchy of Needs - Research Paper Example It is logical that some needs are impossible to be satisfied without communication, for example, social needs (friendship, love) are impossible without a partner which implies his or her search by means of communication, and this paper will investigate into the role of the interpersonal communication in the human needs satisfaction. Every individual has his or her needs which are the things that are necessary for living and survival, depending on the level of the needs. The needs are the things that make an individual act in a proper way to satisfy them and to stay alive, which means that the needs cannot be left unsatisfied. Many of the needs of a human being imply interpersonal communication: for example, such need as love or any other form of relationship demands a partner finding which is possible only by means of communication with the potential partner. This paper will consider to which extent the communication between the individuals is important in terms of human needs satisfaction. The hypothesis of the present research is that the interpersonal communication is important for satisfaction of human needs at all their levels and significantly affects this process and may be an unalienable component of the successful result. An Outline of Human Needs. Abraham Maslow’s theoretical works on the phenomenon of the human needs is the material which is most often referred to in this regard. He described all the needs of a human being by means of their hierarchic organization, graphically also known as the Maslow pyramid, into five levels: physiological needs, safety needs, love or belonging needs, esteem needs, and self-actualization. (Maslow, 1943, 370-396). The first level, physiological needs, obviously, is the primary level which includes the basic human needs necessary for survival, such as eating and sleeping. (Maslow, 1943, 373). The second level, safety needs, is the level implying securing the life safety and the things which are also necessary for