Free Essays on Courage to Exceed Ourselves

The Courage to Exceed Ourselves If you give a child a book but do not teach them to read will the child understand the story? If only half of a lesson is presented to a child, the full picture is unattainable. There are many personality types and a varity of role models available to children today, to choose right from wrong is often difficult. In our society there are adults who are blind of the truth by choice, they take only the facts that are attractive to them and form a canon or belief that is not justified. Then, pass along their opinions to the children in their midst as if it were truth. Most religions, governments, and families are attempting to achieve, on a basic level, the same goal, but are using to many different approaches. This behavior can be observed throughout time in any country from daily family life to government policies, laws, and in the separation of religious beliefs or practices. For example: a child born to a Mormon family raised with heavy influence by the church could have easily been born into a Catholic family and raised within the influence of the Catholic beliefs. When the Mormon child grows to an adult and stands within their church, can a Catholic or any other person of different religious beliefs honestly chastize them for following and abiding by the standards of life they were taught? We instill fear of the world outside of the familiar into to our children from the day they are born. In every individual home there is a history to learn from. Often those histories are not all laid before the child. This creates only a partial picture for the child to learn values and make decisions from and with this try to understand the past that follows them to the future. We teach our children not to talk to stangers, to take a stand for what they believe in, and to be cautious of the unknown. Then we push them out into the unknown and hope they will find a way to improve the world we have mad... Free Essays on Courage to Exceed Ourselves Free Essays on Courage to Exceed Ourselves The Courage to Exceed Ourselves If you give a child a book but do not teach them to read will the child understand the story? If only half of a lesson is presented to a child, the full picture is unattainable. There are many personality types and a varity of role models available to children today, to choose right from wrong is often difficult. In our society there are adults who are blind of the truth by choice, they take only the facts that are attractive to them and form a canon or belief that is not justified. Then, pass along their opinions to the children in their midst as if it were truth. Most religions, governments, and families are attempting to achieve, on a basic level, the same goal, but are using to many different approaches. This behavior can be observed throughout time in any country from daily family life to government policies, laws, and in the separation of religious beliefs or practices. For example: a child born to a Mormon family raised with heavy influence by the church could have easily been born into a Catholic family and raised within the influence of the Catholic beliefs. When the Mormon child grows to an adult and stands within their church, can a Catholic or any other person of different religious beliefs honestly chastize them for following and abiding by the standards of life they were taught? We instill fear of the world outside of the familiar into to our children from the day they are born. In every individual home there is a history to learn from. Often those histories are not all laid before the child. This creates only a partial picture for the child to learn values and make decisions from and with this try to understand the past that follows them to the future. We teach our children not to talk to stangers, to take a stand for what they believe in, and to be cautious of the unknown. Then we push them out into the unknown and hope they will find a way to improve the world we have mad...

Exploring Domestic Abuse in the US

Exploring Domestic Abuse in the US Over the past 25 years, the National Institute of Justice has worked to educate the public and policymakers about the widespread problem of domestic violence in the US. Because of the increased exposure, there has been more public awareness and policies and laws have been instituted, resulting in a decrease of 30% in domestic abuse. In an effort to learn more about domestic violence and the effect of the policies designed to help combat it, the NIJ has sponsored a series of studies over the years. Conclusions of the Studies The results of the research have been two-fold, by first identifying the top causes and risk factors surrounding domestic violence and then by taking an in-depth look at how and if the policies designed to combat it are actually helping. As a result of the research it was determined that some of the policies, such as removing firearms in homes where there is domestic violence, offering increased assistance and counseling to the victims, and prosecuting the violent abusers, have helped women get away from violent partners and decreased the number of domestic violence incidents over the years. What was also revealed was that some of the policies may not be working and in fact, could be detrimental to the victims. Intervention, for example, sometimes has an adverse effect and can actually endanger the victims because of an increase in retaliatory behavior by the abusers. It was also determined that those domestic abusers who are considered to be chronically aggressive will continue to be abusive no matter what type of intervention is given including arrest. By identifying the major risk factors and causes of domestic violence, the NIJ can focus their efforts where it most needed and modify policies that are found to be ineffective or detrimental. Major Risk Factors and Causes of Domestic Violence Researchers found that the following situations either put people at greater risk of being a victim of intimate partner violence  or were the actual causes of domestic violence. Early Parenthood Women who became mothers at the age of 21 or under are twice more likely to become victims of domestic violence than women who became mothers at an older age. Men who have fathered children by age 21 were more than three times as likely to be abusers as men who were not fathers at that age. Because of this link to abuse, it is estimated that 1 in 15 children is exposed to domestic abuse at home. Problem Drinkers Males who have severe drinking problems are at a greater risk for lethal and violent domestic behavior. More than two-thirds of the offenders who commit or attempt homicide used alcohol, drugs, or both during the incident. Less than one-fourth of the victims used alcohol and/or drugs. Severe Poverty Severe poverty and the stress that comes with it increase the risk of domestic violence. According to studies, households with less income have higher incidents of domestic violence reported. In addition, the reductions in aid to families with children are also associated with an increase in domestic violence. Unemployment Domestic violence has been linked to unemployment in two major ways. One study found that women who are victims of domestic violence have a more difficult time finding employment. Another study found that women who receive aid for themselves and their children were less stable in their jobs. Mental and Emotional Distress Women who experience severe domestic violence face overwhelming mental and emotional distress. Almost half of the women suffer from major depression, 24% suffer from posttraumatic stress disorder, and 31% from anxiety. No Warning A womans attempt to leave their partner was the number one factor in 45% of the women murdered by their partners. One in five women killed or severely injured by their partner had no warning. The fatal or life-threatening incident was the first physical violence they had experienced from their partner. How Widespread Is Domestic Violence? Statistics from select studies sponsored by the National Institute of Justice shows how large a problem domestic violence is in the US. Every year approximately 1.3 million women and 835,000 men are physically assaulted by their partners.Women are significantly more likely than men to be injured during an intimate partner assault (39 percent compared with 24.8 percent).Out of all women murdered in the US each year, 40-50% were murdered by their intimate partners. In 70-80% of the homicides that occurred during incidents of domestic violence, no matter which partner was killed, the man physically abused the woman before the murder.Sexual assault or forced sex occurs in approximately 40-45% of the relationships where there is domestic abuse.Among those surveyed, the lifetime occurrence of domestic violence for women age 18 and older was nearly 25% and 7.6% for men. In 2006, the Centers for Disease Control and Prevention began the National Intimate and Sexual Violence Surveillance program to gather and distribute additional information for each state about the frequency of domestic violence, sexual violence, and stalking. The results of a 2010 survey conducted by the NISVS showed that on average, 24 people per minute are victims of rape, physical violence, or stalking by an intimate partner in the US. Annually that equals more than 12 million women and men. These findings emphasize the need for continued work in the development of strategies for prevention and in bringing effective help to those in need.

Interaction design Assignment Example | Topics and Well Written Essays - 750 words

Interaction design - Assignment Example levant parts of the system are visible by use of suitable affordances that include; buttons, links, dropdown arrows, mouse cursor and highlight on mouse over. The scrollbars provide moving up and down affordances while the icons provide clicking on affordances (Rogers 115). Feedback implies sending information back to the user about what has been done like highlighting and animation and combinations of these. When login button is clicked on a â€Å"depressed† look is evident .Also constraints provide users with a range of usage possibilities e.g. Date time picker for birthday date. Efficiency on the other hand is evident in status updates and comments. When users write comments and post updates, the feed is immediately brought up to date. As a result the users get the feeling similar to natural result of typing. Facebook responsiveness truly encourages interaction among pals. Facebook has personalisation options that allow users to personalise pages and manage different features of their accounts. This flexibility attracts greater attention from the users and gives a more delighting user experience. Facebook tabbed chat feature gives users firmer sense of control and organization over their chatting actions. This feature also allows the users to perform more  than one task at the same time and use other Facebook features while chatting. Locus of attention is predominant in Windows with a darkened background. Upon selecting a picture a modal window with a dark background opens. The system is designed to block all the contents in the background, by doing this the users attention is drawn to the picture. The overall effect is to enable the user to view and interact with the picture with little effort. Errors and error recovery mechanism is proper. This help users recognize and diagnose errors. The place for displaying error messages is at the centre and is highlighted to get the users attention. The Error messages indicate what went wrong, where, and what the

MBA Strategy of Ducati Case Study Example | Topics and Well Written Essays - 1500 words

MBA Strategy of Ducati - Case Study Example Following its 1996 liquidity crisis, Ducati, an Italian manufacturer of high-performance motorcycles, took several initiatives, under the guidance and leadership of Federico Minoli whose main aim was to strengthen the company’s brand by turning Ducati into a global brand that appealed not only to â€Å"extreme† customers but also to a broader spectrum of customers, enhance its portfolio by venturing into several new market segments and increase and expand its sales and profitability. Ducati faced severe competition from the Japanese manufacturers such as BMW, KTM, Honda, Suzuki, Kawasaki and Yamaha in all the three major segments. Thus, in order to broaden its spectrum of revenue sources, Ducati, in 1997, entered into the business of accessories and apparels by acquiring a stake in Gio.ca.Moto; a company that was already producing a line of accessories for Ducati, this contributed to 16.6% of its total revenues in the year 2000. Ducati’s strategic decision of out sourcing it's production and logistic spare parts translated in greater availability of parts and improved distribution channels, while the decision of revising its pricing policy led to a phenomenal increase in the contribution of spare parts to total revenues. As of 2001, the company’s outsourcing has grown to approximately 87% with the company planning to take it even higher to almost 90%. Due to the standardization of its products, Ducati was touted as one of the most efficient manufacturers in the industry, despite its relatively low volumes in 2001 as shown in the table below: The apparel and accessories business had grown consistently following the entry of Ducati in this line of business, and thus had only one strong contender – Harley Davidson. In 2001, the company launched two basic models – 996 and 748, each in 3 different versions. This contributed to almost 43% of the company’s total revenues, the key competitors being targeted under this segment were – Yamaha, Suzuki, and Honda.     Ã‚  

High School Girls Essay Example for Free

High School Girls Essay 1. In my High School, the experience was somewhat different. In the article it says that the boys stared at the girls passing and rated the different parts of their body from one to ten. In my high school days, the boys striped us with their eyes and we felt that they can see inside our clothes. They also made lewd comments. 2. We felt harassed and humiliated and degraded as Rachel and her friends felt. It used to make me very angry but my friends never let me retort as these boys were ‘bad boys’. We were frightened of them. 3. We were taught in home as well in school to keep away from these kinds of boys. As a result the girls rarely talked about the issue. Even if we spoke about it, we never thought of taking actions against the boys who harassed us. 4. Individually sometimes one girl would retort for misbehaving with her. One of the girls in our class once turned back and told the boy who was teasing her to stop it or else she will the principal. 5. Rachel and the other girls taught those boys a lesson. The girls in my school never thought of taking action against the boys. It was very difficult to convince the girls to take action in a group. The common advice was to ignore them. 6. The boys who teased us were the lot who did not study in school. They had all kind of bad habits like smoking, taking alcohol and drugs and they were of rich families. They were notorious. The girls in my school were too scared of these boys to take any sort of action against them. 7. The teachers in my school did not approve of this kind of behavior. There were some strict teachers in our school, those boys stood clear of their path. If any teacher saw them behaving in this manner, they would complain to the principal, who would punish them heavily. 8. The other boys in the school did not confront them as this would lead to fighting and abusing. They did not tell their peers as they did not want to get involved. 9. I think that school teachers and administrators can stop this kind of thing from happening in school in two ways. First, they can make the girls aware of eve-teasing and the result of keeping silent. They should be made aware of the fact that keeping silent is not the solution. It only increases and do not end it. Second, the school authorities should warn those boys that they will be heavily punished and even rusticated if they continue such behavior. Summary: In the article, the boys of high school during lunch time harass the girls but staring and rating different parts of their boy from one to ten. One girl among them, whose name was Rachel also faces similar situation in spite of friendly with them. She feels very humiliate and degraded by the action. She along with other girls plans and teaches them a lesson. They sit in the same bench, rate them and grab them as they used to do. After the episode, those boys stop harassing them.

The Red Convertible Essay -- essays papers

The Red Convertible Vanished Brotherhood In the short story â€Å"The Red Convertible† you will find some important elements that are integral to the support and development of the theme brotherhood. First, you will see how the road trip gives a lesson in the story. Second, you will discover how the war affected the relationship of Lyman and Henry. Finally, you will understand the symbolism of the red convertible and the link it has between both brothers. One important element that has a powerful lesson in the story is the road trip. While Lyman and Henry went on a drive one afternoon, they met a girl named Susy in the middle of the road. Susy had her hair in buns around her ears and was very short. They let her jump in the car and they take her to Alaska, where she lives. They stood in Alaska for a while and the night before they went back home, Susy stood up on a chair and unclipped her hair, and it reached to the ground. They were both astonished when they saw her hair. Not only because it was very long, but perh aps because they never seen her hair from that perspective, â€Å"You couldn’t tell how much hair she had when it’s rolled up so neatly†. The moral of that scene was that even if we see things one way, there is always a different perspective to see it. Even the relationship that anyone can have with someone else can be seen in different perspectives. Another important element in the story is the effect that the war brought between both brothers. Henry is drafted to Vietnam as a soldier and when he returns from the war, he is nothing like his old self. As Lyman says laconically, â€Å"the changes in him from the war were no good.† Here you see that the effect of the war was negative. Lyman describes Henry as â€Å"quiet; he d... ...n on all the road signs, and he ultimately chooses to drown in â€Å"the Red River†. As you can see, Lyman is inventive, clever, and hard working but he cannot, eventually, help Henry overcome his damage from Vietnam. Lyman attempts to bring Henry back to spiritual life by the connective link they share in owning a shiny red Olds convertible together, but Henry’s hopes and dreams slowly fade out. As for Lyman, he destroys the car in the end because it no longer represents success and good times to him. Instead, it represents the white world, which has destroyed Henry. He recognizes the big sacrifice that Henry has made for him on behalf of the white culture, â€Å" He bought out my share†. By submerging the car beneath the water he completely disconnects himself from the white culture and confirms his status as a Native American when he says, â€Å"Lyman walks everywhere he goes†.

Changing Rights and Freedoms of Aboriginal People

Since the European invasion in 1788, Aboriginals have been treated poorly by the Australian government and have struggled to retain their rights and freedoms. Conflict emerged as the British colony expanded and Aboriginal land was taken from them. Due to conflict between the Aborigines and the British settlers, they were treated poorly and were refused rights and freedom. They were at risk under unfair industrial relations processes where they were not awarded equal pay, poor access to housing and reasonable living conditions, and on-going discrimination in Australian society. Overtime, aborigines contested leading to the change unequal government policies allowing them to obtain land rights, the reconciliation after issue with the stolen generation and the 1967 referendum which resulted with the inclusion of aborigines in the Australian constitution. There were many changes in the government policies overtime from initially being paternalistic to reconciliation. â€Å"Protection† was the first policy introduced relating to Indigenous people. It started due to the reduction in the Aboriginal population, and a growing consciousness of the general mistreatment of Aboriginal people. While this policy of protection commenced from 1869 to 1937, many civil rights of the aborigines were negated by the government. The Government were in control of the movement of Aboriginal people, leisure and sporting activities, work, earnings and possessions of Aboriginal people and marriages and family life. Continuing difficulties and criticisms of the treatment of Aboriginal people lead to the policy of â€Å"Assimilation† being introduced. In 1937 the commonwealth Government held a national conference on Aboriginal affairs. According to this new policy of ‘assimilation’, Aboriginal people would lose their identity but have their ‘status’ raised. The Assimilation Policy meant that the Aboriginal people were forced to stop the practices of their culture and adopt the culture and lifestyle of the white Australians, or the ‘majority'. Discrimination continued against the aboriginals and racism continued to spread, resulting in the eventual end of this policy in 1965. After the failure of the assimilation policy, the Commonwealth Government announced its policy of â€Å"Integration† in 1965 and then did little towards it. The policy meant that Indigenous Australians would be able to voice and openly celebrate their cultural differences. Aboriginal people are supposed to have more control over their life and society. The introduction of the policy self-determination was followed not long after. This was a policy of facilitating Indigenous people’s involvement in decision making for and management of their community. With this policy many aboriginal organisations developed to assist Aboriginal people to acquire land, to engage in business enterprises and to obtain finance for housing and other personal needs. On 2 September 1991, the federal Parliament unanimously passed the Council for â€Å"Reconciliation† Act. The Act established the 25-member Council for Aboriginal Reconciliation. The Council lobbied for recognition of customary law, self-government for Indigenous Australians, compensation for past injustices, a settlement of native title issues and recognition within the Constitution of Indigenous people’s rights. Reconciliation awaits the achievement of justice with regard to Indigenous land rights and to equity with other Australians in health, living conditions, education and employment. It was the final step towards improving equality within Australian society. The Indigenous Australian children known as the â€Å"Stolen Generations† were the result from a policy introduced in 1901. It was a dark time in Australian history where aboriginals were denied their rights and freedoms. This policy allowed children of Indigenous Australian and European descent to be removed from their families by the Australian Federal and State government agencies and church missions, under acts of their respective parliaments. This act was seen as an act of protection of Indigenous Australian children. These children were known as the stolen generations. The forced removal of Indigenous Australian children from their families was an official government policy designed to ‘assimilate’ or ‘breed out’ Indigenous people. It was estimated that 100,000 Indigenous Australian children were taken from their families and raised in homes or adopted by white families, up until the 1960s. Many of these children suffered abuse in their adoptive or foster homes and was not allowed to complain. Not only that the abduction was traumatic for the children, but also for the families, they were too, physically, psychologically and emotionally harmed. And by the late 1980’s, many of these children from the stolen generation lost their links with family and land, lost their understanding of kinship and missed out on being educated in the language, culture and traditions of their people. Many cultural and spiritual ties were crippled not only for the individuals, but families and even the whole communities. Change of rights and freedoms of Indigenous Australians was said to be the influence of the 1967 referendum. It was a vote that approved two amendments to the Australian constitution relating to Indigenous Australians. The 1967 Referendum proposed to include Aboriginal people in the census and to allow the Commonwealth government to make laws to improve rights and freedoms for Aboriginal people. On 27 May 1967, 90. 77% of Australian voters recorded the largest ever ‘Yes’ vote in a referendum to alter the Australian constitution. This referendum finally enabled Aboriginal people to be counted in the national census and to be subject to Commonwealth laws, rather than just state laws. On 10 August 1967 the act changing the Constitution became law in Australia. The Aboriginals worked hard and protested to achieve this, but many were disappointed prior to the 1967 referendum, not much changed for them and did not reduce the inequality. The referendum did not carry out their commitments in improving health, housing, employment and education for the Indigenous people. Though it was not as effective as it was thought to be, it was a large contribution in their fight for equal rights and freedom and the beginning of reconciliation. The change of equal rights and freedom for Aboriginals was a long and hard process. Indigenous Australians were treated poorly since 1788 settlement with unfair industrial relations processes where they were not awarded equal pay, poor access to housing and reasonable living conditions, and on-going discrimination in Australian society. It has taken many decades for any real change around land rights, discriminatory practices, financial assistance and preservation of cultural heritage to occur. Though many changes in rights and freedoms of aboriginals have been made, there are still many issues unsolved and will be a long time before they do. But so far, compared to a few decades before, Aboriginals have accomplished and gained many rights and freedoms since the British Settlement in 1788.

Philosophy of Education

My philosophy of education is based on the ideas that I have about education that are framing my critical goals as an educator at this moment. As a teacher I believe that it is important to be aware of the individual needs, strengths and abilities of each of my students. With this awareness, I will be able to challenge each student in what Vygotsky calls their â€Å"zone of proximal development. † At the same time, I will use this information to help build the self-esteem of each child, by creating experiences in which he or she will be successful while growing as a learner. Further, I believe that as a teacher I should focus on the whole child and not just teaching a particular subject matter. As a result I do believe that I should divorce their academic lives from their personal lives. Therefore I will utilize methods and strategies that caters to the child’s interpersonal, social and emotional needs. As a teacher at the elementary level I recognize that I should strive to help my students make interdisciplinary connections. Not only should the various subject areas be connected, but also what the child learns in school must have some relevance or importance in the child's experience of the world. One of my primary goals as a teacher is making sure that students are questioning the phenomena in their worlds, and learning to analyze and think critically about their worlds. This goal holds important for any discipline area, be it science, math, social studies or language. I will strive to create a safe classroom environment which is conducive to learning, where students may take risks and be supported by their peers and teacher. I will also strive to At the same time, it is my responsibility to ensure that my lessons are not limited to the child's direct experience but is striving to give each child a broader global view. In addition I see multiculturalism, as a process that consumes the classroom and should be embraced by the teacher. Rather than simply being an additive item in the classroom, multiculturalism should consist of critical and analytical thinking and building multiple perspectives on the worlds. Finally, children need to be active and involved in the classroom, instead of being passive receptacles of knowledge. They should be constructing knowledge and involved in activities that engage all of their senses and modalities. Therefore, in my planning I try to ensure that that lessons are geared at allowing students to take responsibility for their learning. Aha Moment! Throughout the early stages of my teaching practicum experience, all of my assessors kept on singing the same tune; plan more activities for your students; get them involved. Though my lessons were well planned, they lacked student centred activities and as a result I noted that my students seemed very quiet, docile and lacked interest in what I was trying to teach them. Upon reflection of my lessons I realized that I could do much more to make the teaching –learning experience more meaningful and fun for the students. I then decided to take a different approach towards my lesson planning. Instead of planning lessons that were teacher centred, I began to make the focus of my lessons be the students; as it rightfully should. From the moment that I began to plan lessons that were more student centred, I noticed a drastic change in my students’ behaviour, demeanour and their general response as the lesson progressed. My first aha moment came during a science lesson on the five senses. Throughout that lesson, from start to finish the students were actively engaged in building their own knowledge (add something about schemas here) The students were excited, energetic, they came alive and were very eager to learn more about the topic. After the lesson was finished the students wanted to know when the next science class was going to be and what they would be doing. It was then that I realized that I had the students where I wanted them to be; captivated and engrossed in what was happening in and around the classroom. It was as if all of their senses had been awakened to the teaching-learning experience. Through my ‘aha’ moments I was reminded of the old adage which says we remember 10% of what we hear, 15% of what we see, 20% of what we both see and hear, 40% of what we discuss with others, 80% of what we experience directly and 90% of what we attempt to teach others. Philosophy of Education My philosophy of education is based on the ideas that I have about education that are framing my critical goals as an educator at this moment. As a teacher I believe that it is important to be aware of the individual needs, strengths and abilities of each of my students. With this awareness, I will be able to challenge each student in what Vygotsky calls their â€Å"zone of proximal development. † At the same time, I will use this information to help build the self-esteem of each child, by creating experiences in which he or she will be successful while growing as a learner. Further, I believe that as a teacher I should focus on the whole child and not just teaching a particular subject matter. As a result I do believe that I should divorce their academic lives from their personal lives. Therefore I will utilize methods and strategies that caters to the child’s interpersonal, social and emotional needs. As a teacher at the elementary level I recognize that I should strive to help my students make interdisciplinary connections. Not only should the various subject areas be connected, but also what the child learns in school must have some relevance or importance in the child's experience of the world. One of my primary goals as a teacher is making sure that students are questioning the phenomena in their worlds, and learning to analyze and think critically about their worlds. This goal holds important for any discipline area, be it science, math, social studies or language. I will strive to create a safe classroom environment which is conducive to learning, where students may take risks and be supported by their peers and teacher. I will also strive to At the same time, it is my responsibility to ensure that my lessons are not limited to the child's direct experience but is striving to give each child a broader global view. In addition I see multiculturalism, as a process that consumes the classroom and should be embraced by the teacher. Rather than simply being an additive item in the classroom, multiculturalism should consist of critical and analytical thinking and building multiple perspectives on the worlds. Finally, children need to be active and involved in the classroom, instead of being passive receptacles of knowledge. They should be constructing knowledge and involved in activities that engage all of their senses and modalities. Therefore, in my planning I try to ensure that that lessons are geared at allowing students to take responsibility for their learning. Aha Moment! Throughout the early stages of my teaching practicum experience, all of my assessors kept on singing the same tune; plan more activities for your students; get them involved. Though my lessons were well planned, they lacked student centred activities and as a result I noted that my students seemed very quiet, docile and lacked interest in what I was trying to teach them. Upon reflection of my lessons I realized that I could do much more to make the teaching –learning experience more meaningful and fun for the students. I then decided to take a different approach towards my lesson planning. Instead of planning lessons that were teacher centred, I began to make the focus of my lessons be the students; as it rightfully should. From the moment that I began to plan lessons that were more student centred, I noticed a drastic change in my students’ behaviour, demeanour and their general response as the lesson progressed. My first aha moment came during a science lesson on the five senses. Throughout that lesson, from start to finish the students were actively engaged in building their own knowledge (add something about schemas here) The students were excited, energetic, they came alive and were very eager to learn more about the topic. After the lesson was finished the students wanted to know when the next science class was going to be and what they would be doing. It was then that I realized that I had the students where I wanted them to be; captivated and engrossed in what was happening in and around the classroom. It was as if all of their senses had been awakened to the teaching-learning experience. Through my ‘aha’ moments I was reminded of the old adage which says we remember 10% of what we hear, 15% of what we see, 20% of what we both see and hear, 40% of what we discuss with others, 80% of what we experience directly and 90% of what we attempt to teach others.

INFORMATION NETWORKS AND BUSINESS INTELLIGENCE essay

INFORMATION NETWORKS AND BUSINESS INTELLIGENCE essay INFORMATION NETWORKS AND BUSINESS INTELLIGENCE essay INFORMATION NETWORKS AND BUSINESS INTELLIGENCE essayLeadership skills are very important for the successful professional development and effective performance as the leader of an organization or a team. At the same time, successful performance of managers requires diverse managerial skills in a combination with managerial ones. Such a combination allows maximizing the effectiveness of the manager’s performance. Project managers should be particularly concerned with the effectiveness of their performance management that means that they should have well-developed managerial and leadership skills. At this point, it is possible to refer to the project management skills successful project managers need developed by Wu, who conducted the extensive research in the field of management to assess basic skills which are essential for successful managers.First, a successful project manager should be knowledgeable about technology. Basically, I have a good knowledge of technology and I wou ld assess my proficiency in this field at the medium level and I would grade my knowledge of technology as 7. I can use technologies available to project managers at the moment and apply them in projects. However, I may face difficulties while using a new technology.As for my ability to recognize what I do not know, I would grade it as 8. This ability is quite important but not determinant for a successful project management. The identification of what I do not know helps me to determine the way for my further professional development. The identification of persisting gaps helps me to close them as they keep working on my professional development. My focus on issues that I do not know helps me to keep progressing.Furthermore, experienced in management generally that means the ability to handle regular administrative responsibilities is very important. In this regard, I am quite proficient. At the moment I believe that my ability is basically average since I need to expand my profess ional experience in the development of my managerial skills. The acquisition of project management skills will help me to become a successful manager. However, the acquisition of the new experience contributes to the further professional progress and helps me to enhance my professional performance.Leadership skills are crucial for the successful performance of project managers. In this regard, I have quite well-developed leadership skills. At the moment, I can perform functions of the leader. In fact, I have already had the experience of leadership, when I headed a project team twice. In such a way, I have expanded my leadership skills that are very helpful in terms of the development of effective project management skills.Organizational and political skills are basically equally important like leadership skills. I have well-developed organizational skills but I believe I have less-developed organizational and political skills compared to my leadership skills. This is why the develo pment of my organizational skills is one of my priorities because I can develop my organizational skills to become more effective organizational skills.Communication skills are important for the effective project manager but my communication skills are under-developed at the moment. This is why I am working to enhance my communication skills which help me to communicate successfully with my subordinates and colleagues as well as other stakeholders in the course of the project manager.At the same time, a good project manager should have not only well-developed managerial or leadership skills but also personal traits which may help one to be a successful project manager. Wu distinguishes the following personal traits as key personal traits required for the project manager, including honesty which is particularly well-developed for me; positive outlook, which I have also quite well-developed; and perception/insight, which I have to enhance at the moment. These personal traits are impor tant for my professional development and for my work as a project manager to perform successfully.Thus, the successful project manager should match basic managerial and leadership skills. In addition, project managers need to have well-developed personal traits which may help to perform successfully, such as honesty, positive outlook and perception/insight. These skills are very important for the enhancement of the performance of a project manager. In such a way, focusing on the development of skills defined by Wu.

Meaning of Instrumental Variables (IV) in Econometrics

Meaning of Instrumental Variables (IV) in Econometrics In the fields of statistics and econometrics, the term instrumental variables  can refer to either of two definitions. Instrumental variables can refer to: An estimation technique (often abbreviated as IV)The exogenous variables used in the IV estimation technique As a method of estimation, instrumental variables (IV) are used in many economic applications often when a controlled experiment to test the existence of a causal relationship is not feasible and  some correlation between the original explanatory variables and the error term is suspected. When the explanatory variables correlate or show some form of dependence with the error terms in a regression relationship, instrumental variables can provide a consistent estimation. The theory of instrumental variables was first introduced by Philip G. Wright in his 1928 publication titled  The Tariff on Animal and Vegetable Oils but has since evolved in its applications in economics. When Instrumental Variables Are Used There are several circumstances under which explanatory variables show a correlation with the error terms and an instrumental variable may be used. First, the dependent variables may actually cause one of the explanatory variables (also known as the covariates). Or, relevant explanatory variables are simply omitted or overlooked in the model. It may even be that the explanatory variables suffered some error of measurement. The problem with any of these situations is that the traditional linear regression that might normally be employed in the analysis may produce inconsistent or biased estimates, which is where instrumental variables (IV) would then be used and the second definition of instrumental variables becomes more important. In addition to being the name of the method, instrumental variables are also the very variables used to obtain consistent  estimates using this method. They are exogenous, meaning that they exist outside of the explanatory equation, but as instrumental variables, they are correlated with the equations endogenous variables. Beyond this definition, there is one other primary requirement for using an instrumental variable in a linear model: the instrumental variable must not be correlated with the error term of the explanatory equation. That is to say that the instrumental variable cannot pose the same issue as the original variable for which it is attempting to resolve. Instrumental Variables in Econometrics Terms For a deeper understanding of instrumental variables, lets review an example.  Suppose one has a model: y Xb e Here y is a T x 1 vector of dependent variables, X is a T x k matrix of independent variables, b is a k x 1 vector of parameters to estimate, and e is a k x 1 vector of errors. OLS can be imagined, but suppose in the environment being modeled that the matrix of independent variables X may be correlated to the es. Then using a T x k matrix of independent variables Z, correlated to the Xs but uncorrelated to the es one can construct an IV estimator that will be consistent: bIV (ZX)-1Zy The two-stage least squares estimator is an important extension of this idea. In that discussion above, the exogenous variables Z are called instrumental variables and the instruments (ZZ)-1(ZX) are estimates of the part of X that is not correlated to the es.

System Analysis and Design Assignment Example | Topics and Well Written Essays - 750 words - 1

System Analysis and Design - Assignment Example Additionally, in terms of their real-world modeling, the system models the real world to a complete fashion compared to the traditional technique. The objects are categorized into object’s classes and the objects are associated with the behavior, this is because it is not based on processing and data but rather on objects. The object-oriented method is more reliable compared to the traditional system. This is because new behaviors can be developed from the existing projects. This is because the objects can be accessed and called dynamically. The object-oriented approach has high code reusability. After creating new objects, the project will automatically update the data characteristics and attributes of the previous project. There will also be data inheritance from the super classes that participated. When users create a new widget, the created project will behave â€Å"witty†. The analyst needs to start learning object-oriented techniques first. Learning the technique first will expose the analyst to promote greater maintainability and flexibility in the field of analysis. The technology has also proven to be popular in almost every field of software development. There the analysts need to have a basic understanding of the technology paradigm in order to develop sustainable software solutions. Therefore, the analyst needs to start learning the object-oriented techniques (Rosenblatt, 240). In the field, the analyst will be required to describe the functionality of the object-oriented system, and how the object-oriented system should be developed in ways that are conducive to flexibility and maintainability. Here, the analyst will be guided through using case survey, creating UML diagrams, applying high cohesion and low coupling, and produce codes from the design, and later understand time for creating design artifacts and analysis.

The four parts of the S.A.R.A. problem-solving process Essay

The four parts of the S.A.R.A. problem-solving process - Essay Example Analysis is the use of different informational sources to find out the cause of a problem, the responsible parties for it, the entities that are affected, the location of the problem, it’s time of occurrence, and the form it takes. It requires identification of the patterns which describe the conditions facilitating the problem. Response means the execution of actions that not only address the problem analysis phase’s most important findings but also address at least two of these; deflecting offenders to prevent occurrences of problem again, safeguarding the likely victims, and reducing the tendency of crime locations to be problematic. Assessment means gauging the responses’ impact on the targeted crime problem by use of the collected information from different sources before as well as after their implementation. An example of its use by an officer is when a problem like a murder needs to be investigated in a neighborhood. The S.A.R.A. model helps the officer identify the problem’s cause, its stakeholders, effectively respond to it, and assessing its impacts to ensure it does not happen