Communication Essay Example | Topics and Well Written Essays - 1500 words - 1

Communication - Essay Example The story kept me in suspense. There was no predictability in the plot, which always kept you guessing as to what will happen to the characters. I was half-way through the story and yet I cannot anticipate how the story will end. The main issues in the story remain unresolved even after the story ended. The story keeps running on my mind because I am trying to process the story. There is no clarity and closure even at the end. All throughout the story, I seem to be waiting for a greater surprise as to what will be the ending. The author’s style is to slowly bring the reader to the awareness of the twist in the story. The theme of running away is repeated all throughout and it is presented as an unacceptable option. The story depicts several forms of complicated relationships. The relationship between romantic partners, that of Clark and Carla, the relationship between a parent and a child, that of Carla and her parents and the relationship between friends, that of Carla and Mr s. Jamieson. â€Å"Runaway† also presents the inner struggles of a woman, her weaknesses and her strengths. It shows how sometimes a woman acts differently outside, not letting her inner being reflect her actions. The story is presented in a lucid and vivid manner but I am confused whether I like the characters or not. All the characters in the story starting from Carla, Clark, and Mrs. Jamieson surprise me as to their real persona. They are not predictable. I just cannot anticipate their actions. Munro’s writing style is one wherein she predicts her readers’ thoughts and perceptions and then she disproves the readers’ expectations by writing the opposite of what they expect. This is one quality that I admire in Munro’s literary style. It kept me at the edge of my seat. The characters are described in details which reflect true to life people. It is through this detailed characterization that one can feel an emotional attachment to the characters. I just cannot stop thinking about the characters even after reading the story. I had to analyze each character and explain to myself why they reacted in a certain way when faced with the situations in the story. I also cannot stop wondering what will happen to them in the future. Carla, the main character of â€Å"Runaway† suffered from indecision all throughout the story. Carla depicts a character with an impulsive emotion. She feels lost but she has no roots. I think Carla thought she could run away from her husband but she was actually incapable of doing so. As described in Bruner’s ten features of narrative, I can say that running away from Clark is her intentional state but as we can see from the ending of the story, her intentional state did not determine the ending of story. She wanted to runaway but later on changed her mind. She wanted to change her life abruptly but suddenly while in the bus decides to get-off. There seems to be an onset of a different set of sensations which was exactly the opposite of what she felt when she was conversing with Mrs. Jamieson and planning her escape. Just when you think that Carla is a hero, she unexpectedly shows her flaws. At the beginning of the story, I thought that Mrs. Jamieson was the antagonist in the story because of Carla’s reaction when she saw her driving along the road. She even thought in her mind, â€Å"Let it not be her.† In the end though, I realize that Mrs. Jamieson

What are the main sources of international competitive advantage Think Essay

What are the main sources of international competitive advantage Think about a successful product in your country, what are the - Essay Example Focus Strategy: When a business implements any of the cost leadership or differentiation strategy but in a specific customer target group like in a specific geographical area, the niche segment or a specialized line of products. Competitive advantage is achieved by making optimal use of the resources and the capabilities of then business to create a structure with lower cost or a differentiated product. Achieving a sustainable competitive advantage makes a firm capable of creating more value for its customers and deriving super profits from the business. The main sources of competitive advantage are the asset resources, capabilities and the key success factors. In this report we consider the Porsche cars to study the process of competitive advantage achieved by this line of products. Discussion Porsche is a highly profitable company which manufactures luxurious premium cars. The brand offer elegance and comfort in their products and is segmented as a premium product. Porsche cars hav e gained enormous competitive advantage by implementing a focus differentiation strategy. ... To ensure serving these customers effectively and ensure brand loyalty, Porsche has developed unique aligned capabilities. The mission statement of Porsche is perfectly aligned with their strategic planning thus creating an authentic and unique product. The brand has achieved ultimate competitive advantage by strategically combining quality and uniqueness in its products. The lean production system adopted in the manufacturing of the cars is a key factor in gaining competitive advantage for the product. The resources maintained by the company is carefully chosen and highly maintained. The human resources and the physical resources of the brand add to the value chain. Porsche recruits highly qualified people as their staff and extensively train them to make them competent enough. The employees are imparted with necessary skills through training centres all over the world and in Germany especially. The company supports and motivates their staff by maintaining a financial incentive stru cture where a percentage of the yearly turnover is given as incentives to the employees of Porsche according to the company results. The physical resources of the company are of high quality and the manufacturing process involves using materials of high quality and the use of advanced technology (Porter, 2008, p. 68). The Research and Development team of Porsche in Germany tries to innovate and create superior quality and unique products so as to achieve sustainable competitive advantage. The configuration of the manufacturing plants is concentrated and every department of production is maintained in the closest possible place. Only few parts are imported from other countries or taken from other

Alternatives To The Instrument Landing Systems Engineering Essay

Alternatives To The Instrument Landing Systems Engineering Essay Pilots have been faced with horrors of not being able to safely carry out the whole flight envelope activities during unfavourable weather conditions. The solution was the idea of somehow aiding pilots with instruments that would help get the job done. The Instrument Landing System (ILS), being the first, did break the ice but its faults and restrictions paved way for alternatives like the MPL, JPAL, IGS and TLS amongst others. It cannot be overlooked though that the ILS is still the most common of all approaches and pilots are tested numerous times on the workings of the ILS during their flight career. The Instrument Landing System (ILS) is an instrument presented, pilot interpreted, precision approach aid. The system provides the pilot with instrument indications which, when utilised in conjunction with the normal flight instruments, enables the aircraft to be manoeuvred along a precise, predetermined, final approach path. [1] Tests of the ILS began in 1929 and the Civil Aviation Authority (CAA) authorised installation of the system in 1941 at six locations. The first landing of a scheduled U.S. passenger airliner using ILS was on January 26, 1938, as a Pennsylvania Central Airlines Boeing 247-D flew from Washington D.C. to Pittsburgh and landed in a snowstorm using only the Instrument Landing System.[2] The first fully automatic landing using ILS occurred at Bedford Airport UK in March 1964. [3] 1.1 Overview on the Instrument Landing System (ILS) The ILS uses two primary signals: a localizer for lateral guidance (VHF) operating between frequencies 108.10MHz and 111.95MHz; and a glide slope for vertical guidance (UHF) operating between 329.30MHz to 335.00MHz. The localizer provides course guidance throughout the descent path to the runway threshold from a distance of 18 NM from the antenna between an altitude of 1,000 feet about the highest terrain along the course line and 4,500 feet about the elevation of the antenna site. [4] On the other hand, the glide consists of two overlapping beam modulated at 150Hz and 90Hz. The centre line of the glideslope signal is arranged to define a glide slope of approximately 3Â ° above ground level with the beam being 0.7Â ° below the glideslope centreline and 0.7Â ° above the glideslope centreline i.e. 1.4Â ° in total. The transmitter is located 750 to 1,250 ft. down the runway from the threshold, offset 400 to 600 ft. from the runway centreline [5]. 1.2 Limitations facing the ILS The complexity of the ILS localizer and glide-slope system gives rise to its high installation cost. Also, there are topographic limitations with the ILS because of the complex siting requirements due to the sensitivity of both the localizer and glide slope systems. The localizers full functionality is limited due to effects from obstructions in the signal broadcast areas like hangers and large buildings and the glide-slope conversely is affected by the terrain in front of the glide-slope antenna. If terrain is sloping or uneven, reflections can create an uneven glide-path causing unwanted needle deflections. Additionally, the ILS only supports straight-in approaches since its signals are pointed in one direction by the positioning of the antennae arrays. Furthermore, the ILS suffers from frequency congestion because of a finite number of available frequencies (only 40 channels in all)[6], and has frequency modulation interference problems in some areas.[7] Also, the fact that it is not easily deployable makes it fall out of favour with the military. These main facts resulted into the development of the Microwave Landing System (MLS) with one intention only, to replace the ILS. 2. The Microwave Landing System (MLS) 2.1 History of the MLS The Microwave Landing System was designed to replace or supplement the ILS. Tests of the MLS began in 1972 in Australia. Most of this work was jointly done by the then Federal Department of Civil Aviation (DCA), and the Radio Physics Division of the Commonwealth Scientific and Industrial Research Organisation (CSIRO). The project was called Interscan which was one of the many Microwave Landing System under consideration internationally. Interscan was chosen by the FAA in 1975 and ICAO in 1978 as the format to be adopted. [8] The MLS was standardised in 1988 and approved for use in international civil aviation. [9] 2.2 Overview and advantages of the MLS over the ILS MLS employs 5GHz transmitters at the landing place which use passive electronically scanned arrays to send scanning beams towards approaching aircraft. An aircraft that enters the scanned volume uses a special receiver that calculates its position by measuring the arrival times of the beams. The MLS operates in the microwave spectrum of 5.0-5.25 GHz/15.4-15.7 GHz. It provides azimuth, elevation and distance measurement to aircraft having the necessary components installed. It has various advantages over the ILS as it is more accurate and preferable in providing approach guidance to aircrafts. It is capable of providing fan coverage range of +/- 40 degrees either side of the antennae and a horizontal distance of about 20NM from the runway touchdown point for azimuth approaches and +/- 20degrees fan coverage area from a horizontal distance of 5NM for back azimuth for a missed approach situation. The ILS on the other hand can only accurately provide course guidance of +/- 10 degrees eit her side of the antennae from a horizontal distance of 18NM for forward azimuth approach and a further +/- 25 degrees fan coverage area (+/- 35degrees in total for azimuth approaches) from a horizontal distance of 10NM for back azimuth on a missed approach. Any area beneath the +/- 35 degrees coverage area, signal may provide incorrect or undesirable readings by the instruments. [10] This statement is graphically represented in figure 1. Figure 1. The MLS coverage area. Also, the DME (Distance Measuring Equipment) on the ILS provides a range accuracy of +/- 1,200ft. as compared with greatly improved version on the MLS called the DME/P (for Precision) which provides a range accuracy of +/- 100feet making it possible for the MLS to guide the extremely accurate CATIII approaches which was previously normally carried out with expensive ground based high precision radar equipment with the ILS. Furthermore, with the MLS having 200 channels for communication/broadcast operating between 5031 and 5090.6 MHz (far from FM broadcast frequencies) gives it further advantage through getting rid of jamming and interference problems faced with the ILS because its operational channel frequencies are fairly close to FM broadcast frequencies. In addition, the MLS antennae are small because it transmits at higher frequencies, cheaper and easy to construct and maintain as it does not employ a Localizer and glideslope transmitter. It can also be placed anywhere as compared to the ILS system that has to be placed at the end of the runway and along the approach path. Again, it has the advantage of providing precision guidance to V/STOL (Shot Take-off and Landing) aircrafts and helicopters in small areas e.g. roof-top helicopters which is impossible with the ILS. In addition, it cannot only accommodate straight-in or segmented approaches but also curved approaches as the transmitter does not have to be in direct alignment with the receiver before landing can be possible and this is so because the MLS transmitter signal covers a very large fan-shaped coverage area. Finally, because of the higher frequency the MLS operate, precisely in a ratio of 50:1 as compared with the ILS, it therefore requires a smaller antenna. A 1o beam-width antenna for a MLS requires 12ft (3.6m) antenna while a typical ILS system would require a 600ft (180m) antennae size for the same 1o beam-width losing out again to the MLS to size advantage. [11]. The MLS expectation to replace the ILS was actually the reverse as a lot of airliners were reluctant to converting to MLS because it required them installing and or changing some equipment on board the aircraft and on the ground. Also, at almost about the same time came the invention of the GPS. The GPS required no installations in airports. It never employed placing any antennae along the runway like the ILS and MLS. This eliminates the siting requirements imposed by both initial systems and gave rise to simplicity. 3. The GPS and the WAAS: The GPS, Global Positioning System, consists of a space-based radio navigation satellite and network of ground stations for controlling and monitoring. The space portion consists of at least 24 GPS satellites orbiting the earth twice in a day at a speed of about 7,000miles per hour and about 11,000 miles in altitude from the earths surface.[12] The GPS provides accurate data of current position. Basically, to get current location using the GPS, data is sent from the object e.g. the aircraft and it measures the time taken for the wave to reach the satellite and return and by means of triangulation using at least three satellites, accurate location can be calculated. The GPS though also has some limitations. It cannot be employed for precision landing since it does not give enough vertical accuracy and as known, vertical accuracy ensures safer landing. The GPS precisely provides a vertical accuracy of about 15meters and even the certification for the least, CAT I landing requires a ver tical accuracy of at least 4meters. The inaccuracy is caused by the interaction of the radio signals with large waves in the ionosphere. This interaction slows down the time for the radio signal to be reflected back to its source since even a very small clock error multiplied by the very large speed of light (the speed at which satellite signals propagate) results in a large positional error. These errors aroused the introduction of the WAAS (Wide Area Augmentation System). The WAAS basically employs the same space-based satellite and ground based stations as the GPS but its main difference is that it sends out correctional signal to augment errors in the GPS signal. Two master stations located on either coast collects data from the reference station and a GPS correction message. This correction accounts for GPS satellite orbit and clock drift plus signal delays caused by the atmosphere and ionosphere. The corrected differential message is then broadcast through one of two geostatio nary satellites (satellites with a fixed position over the equator). The information is compatible with the basic GPS signal structure, which means any WAAS-enabled GPS receiver can read the signal. For some users, in the U.S for example, they are not able to receive the corrected WAAS signal because of obstructions from trees and mountains. So plainly speaking, the GPS or WAAS is just not accurate enough to replace the ILS and this further encouraged the manufacture of other precision landing systems. [13] 4. JPALS (Joint Precision Approach and Landing System) JPALS or the Joint Precision Approach Landing System is an all weather precision landing system developed and mainly intended for use by the military. The crash of a U.S. military transport in Bosnia in 1996, while flying a non-precision approach in adverse weather highlighted the need for a near-term, rapidly deployable precision approach system. As a result, the Air Mobility Command is pursuing an initiative to field a precision approach system to solve problems like the one encountered in Bosnia. In 1992, the Assistant Secretary of Defense for C3I directed a study to analyze existing emerging PALS technologies. Tasking was passed through the Air Force to the DoD Policy Board on Federal Aviation, which chartered the Precision Landing Study Advisory Group (PLSAG) to produce a JPALS Mission Needs Statement (MNS). The Joint Requirements Oversight Council validated the MNS in August 1995. [14] JPALS was developed by the military for two main reasons: 1. They needed an all weather precision landing system that is highly mobile and open to most if not all military scenarios, such as landing on ships, rough terrains etc. and 2. They needed a rugged system that would work and withstand any weather and environmental conditions. JPALS is similar in concept to the civilian Local Augmentation Area System, LAAS. JPALS augments GPS to provide precision approach and landing information for military aircrafts flying in poor weather or low visibility. A typical JPALS system consists of both ground and airborne component. The ground component transmits correctional messages to augment the GPS signal. It also transmits a set of co-ordinate data defining the final approach path. The airborne receiver on the aircraft determines the position relative to the desired approach path or runway if you like. This information is displayed on the pilots PFD. A single JPALS ground system can support multiple runways in an airport and it can also support different approach path to a single runway. Also, the same JPALS ground system can support approaches to nearby airports within a 10-20miles radius. Furthermore, if a portion of the runway sustains damage, the landing threshold position can be moved further up front the runway. JPALS is divided into two main categories namely the SRGPS and the LDGPS. SRGPS provides highly accurate precision landing for aircrafts aboard ships, S/VTOL, helicopters. LDGPS is further subdivided into three categories. The fixed base used by military for on going operations around the world, the Tactical base designed for short-term critical operations and the Special missions is highly portable and used by Special Forces on special missions. Figure 2 simplifies the subdivisions. Figure 2. JPALS classifications A typical Special Missions JPALS system would be carried in two bag packs and can be set up by two airmen within a few minutes. The prototype system consists of a two GPS receiver enclosure, a laptop and a data link transmitter. In November 2007, this system was set up and tested at the FAAs Williams J. Hughes technical centre in Atlantic City, NJ. This man-packed system was tested using the FAAs covey test aircraft and by a C21 aircraft provided by the airforces Flight Standard Agency. These two aircrafts successfully demonstrated the ability of the man-packed JPALS system to support the CAT1 approach and also further demonstrated its success after the landing threshold position was moved further up the runway in a case of a damaged portion of the runway. [15][16] 5. Conclusion: The ability for aircraft to fly and land under any circumstance is very much important as it ensures safety, integrity to the industry and comfort to passengers. As pilots of the earlier days were almost completely paralysed due to effects from bad weather or worse would crash as it happened to the military transport aircraft in Bosnia urged the need for solutions. The faults in the ILS paved way for the MLS, GPS, JPALS and others. A Transponder Landing System or the TLS would also work where a typical ILS would not provided there is no paralysis in funds. The latest alternative to the ILS is the Localise Performance with Vertical guidance or the LPV which is also based on the same operation as the WAAS and as of Nov. 2008[update], the FAA has published more LPV approaches than Category I ILS procedures. Generally, these precision and landing systems have greatly improved the integrity and safety of the Aviation industry, both military and civilian.

Far East :: essays research papers

A Critique Abstract The Far East, written by Paul H. Clyde and Burton F. Beers is a book containing a collection of facts and is presented in chronological and topical order starting with history in general and this history in particular. The authors begin their book with â€Å"What is history?† The answer is â€Å"In its simplest form, history is the record of things thought, said, and done. Such a definition is a useful starting point but it leaves a host of questions unanswered†. (p.1) It is here that I find myself in complete agreement with the authors not just for this book but history in general as a subject. The authors’ foundation for their book is centered on the subject of history itself. However, it is at this point that I begin to have problems with analysis presented. The authors make the examination, â€Å"For those who are practically inclined, it is a principal means through which man may anticipate the future†. (p.2) I think this statement is more wishful than realistic. The geographic depiction offered in the book gives the reader unfamiliar with this region of the world a 1) starting point on a world map and a 2) sense of not only where but the density covered by the book. With this sense the reader can better understand why there is demographic, cultural, and language differences within and among the many countries as well as the root similarities. The reader finds enhanced discerning to the impact of east meeting west; how from their views the cultural shock was enormous in the past and continues today. The book research is both extensive and systematic, cumulating some 50 odd years. I, as a reader, cannot say the good or bad of this other than to say the focus of the book seems distinctive in content, with the sources listed point to this detail. Book Organization Overall Composition The book includes thirty-six chapters of surprising stories some superb and some grisly of regional history and is arranged in chronological order. Selective chapters are organized with regional chronicles of Old China to New Governments of Asia since 1953. The chapters relate many details and events and processes with noteworthy consequences that have made a foremost impact to the past and present world. It is pragmatically written and contains distortions and omitted parts. It is apparent that it is written from a Western point of view.

Paraphrasing

Paraphrase the following extracts taken from the short stories by Kaki and Dylan Thomas we read last week. 1 )Although he was scarcely yet out of his teens, the Duke of CSCW was already marked out as a personality widely differing from others of his caste and period. Not in externals; therein he conformed correctly to type. His hair was faintly reminiscent of Habitant, and at the other end of him his shoes exhaled the right SOUPÇON of harness-room; his socks compelled one's attention without losing one's respect; and his attitude in repose had just that suggestion of Whistler's other, so becoming in the really young.It was within that the trouble lay, if trouble it could be accounted, which marked him apart from his fellows. The Duke was religious. Not in any of the ordinary senses of the word; he took small heed of High Church or Evangelical standpoints, he stood outside of all the movements and missions and cults and crusades of the day, uncaring and uninterested. Yet in a myst ical- practical way of his own, which had served him unscathed and unshaken through the fickle years of boyhood, he was Intensely and Intensively religious. HIS Emily were naturally, though unobtrusively, distressed about It. L am so afraid It may affect his bridge,† said his mother. ( taken from â€Å"The Ministers of Grace† by Kaki) ? The Duke of CSCW had a marked personality that The verb â€Å"defer† Is Intransitive him from others of his caste and period. He was the right to his type not only for himself but also for the externals. He was so alike of Habitant and his shoes showed a bit of the harness-room; one's attention was wrong verb pattern to his socks without any restriction; and he had such an attitude, as the youth had, like the one in the Whistler's mother.The trouble was himself, and that was the reason why he was apart from his fellows. The Duke was so religious that he paved special attention distortion to the High Church or Evangelical standpoin ts, standing outside of all the movements, missions, cults and crusades with indifference and disinterest. Moreover, he was religious In an intensely and Intensively? No paraphrasing here. Ay of his own. HIS family were very whereabouts It, but In a careful sense, that his mother said: â€Å"I am very anxious because it may affect his relations. )Len the middle of the night I woke from a dream full of whips and lariats as long as serpents, and runaway coaches and mountain passes, and wide, windy gallops over cactus fields, and I heard the old man in the next room crying, â€Å"Gee-up! † and â€Å"Whoa! † and trotting his tongue on the roof of his mouth. It was the first time I had stayed in grandpa's house. The floorboards had squeaked like mice as I climbed into bed, and the mice between the walls had creaked Like wood as though another violators was walking on them.It was a mild summer night, but curtains had flapped and branches eaten against the window. I had pull ed the sheets over my head, and soon was roaring and riding in a book. â€Å"Whoa there, my beauties! † cried grandpa. His voice sounded very young and loud, and his tongue had powerful hooves, and he made his bedroom Into a great meadow. I thought I would see If he was Ill, or had set his bedclothes on fire, for my mother had said that he lit his pipe under the blankets, 1 OFF through the darkness to his bedroom door, brushing against the furniture and upsetting a candlestick with a thump.When I saw there was light in the room I felt righted, and as I opened the door I heard grandpa shout, â€Å"Gee-up! † as loudly as a bull with a megaphone. He was sitting straight up in bed and rocking from side to side as though the bed were on a rough road and the knotted edges of the counterpane were his reins; his invisible horses stood in a shadow beyond the bedside candle. Over a white flannel nightshirt he was wearing a red waistcoat with walnut-sized brass buttons. The overf illed bowl of his pipe smoldered along his whiskers like a little, burning hayrick on a stick.At the sight of me, his hands dropped room the reins and lay blue and quiet, the bed stopped still on a level road, he muffled his tongue into silence, and the horses drew softly up. â€Å"Is there anything the matter, grandpa? † I asked, though the clothes were not on fire. His face in the candlelight looked like a ragged quilt pinned upright on the black air and patched all over with goat-beards. (Taken from â€Å"A Visit to Grandpa ‘s† by Dylan Thomas) Late at night I woke from a strange dream full of strange things related to horses, serpents, coaches and mountains, and then listened to the old man shouting, â€Å"Go faster! And â€Å"Stop! † and making a kind of a sound with his tongue. As it was the first time I had stayed in grandpa's house, I noticed every single sound like the squeak of the floorboards when I climbed into bed or the mice inside the walls , they creaked as if there was somebody else there. Although the summer night was mild, the curtains had flapped and the windows were beaten by the branches. I covered my head with the sheets and shortly I was roaring and riding in a book. Poor paraphrasing â€Å"Stop, my beauties! â€Å", shouted grandpa.His voice was like a young man's voice while his ensue made the sound of the hooves, and his bedroom was like a great meadow. I thought I would see if he was k as my mother told me he had the habit to smoke his pipe under the blankets and may be bedclothes set on fire, so I should run to his help if I smelt smoke in the night. I walked silently towards his bedroom, touching the furniture and threw a candlestick with a bump. There was light in his bedroom and I fleet frightened but when I opened the door I could hear grandpa shouting, â€Å"Go faster! † in such a loud voice as he could.He was sitting in bed rocking from side to did as the bed were a road full of wells and h e was holding the imaginary reins while his invisible horses rose behind the bedside candle. Besides his pajamas, he was wearing a red waistcoat with brass buttons. His overfilled pipe was burning along his beard. When he saw me, his hands laid blue and quiet, dropping the reins, the bed stopped its movement, he stopped the noise with his tongue and the horses arrived softly. â€Å"Is everything k, grandpa? â€Å", I asked, despite there was no fire on the bedroom. Under the candlelight, his face looked like an old cover all patched with goat beards.

Atoms, Molecules, & Elements

Atoms are the smallest entities which resemble the properties of an element and cannot be broken down into smaller parts. Molecules are formed when two or more atoms are combined. This formation can happen in a variety of ways. When two oxygen atoms join O2 is formed, and when three oxygen atoms join O3 or ozone is formed. Both of these have different properties. Different atoms can also combine to form molecules. Hydrogen combines with sulfur to form H2S and hydrogen and oxygen also combine to form H2O.Dmitri Mendeleev’s Periodic table is based on atomic weight, whereas, the modern periodic table keeps the atomic number as the base. An atomic table arranges elements from left to right in a row with the atomic number and properties gradually changing. The elements on the next row will actually exhibit similar properties as the ones above or below it. This provides an example of the periodicity nature of the elements. The columns of different elements in a period have the same or very similar properties. The properties of the elements change gradually as the columns move down through the periodic table.Atoms in similar families, such as H2S and H2O, exhibit both similar properties and molecular structure. This shows periodicity in both the molecules and the individual atoms. Alkali metals contain a single electron in their outer shell rendering them highly reactive. This allows them to be ready to donate this single electron to form molecules with substances like water. Halogens are also extremely reactive containing seven electrons in their outer shell. Similar to alkali metals, halogens need only one electron in their outer shell to become stable.The reactivity of an element increases the when the number of outer shell electrons is closer to one or seven. Elements that contain eight electrons in their outer shell exhibit little or no reactivity. Alkali metals are the elements found in group one of the periodic table. Mixing these metals with water creat es a strong base used to neutralize acids. An example of an alkali metal is sodium (Na). Sodium contains one free electron to donate to form instant bonds like NaCl. Chlorine (Cl) is an example of a halogen. Chlorine requires one single electron to make eight electrons in its’ outer shell.Ultimately the high reactivity of alkali metals and halogens are a result of their unstable electronic configuration in the outer shell. In contrast, noble gases tend to be non-reactive because these elements have stable electronic configurations in their outer shell. Helium, for example, has two electrons and neon has eight electrons in the outer shell. These elements do not normally react with other elements. Molecules from atoms in similar families, such as H2S and H2O, have the same type of molecular shape and structure.Sulfur is less electronegative than oxygen making the hydrogen-sulfur bond less polar than the hydrogen-oxygen bond. Due to this difference in polarity, the molecules of H2S tend to remain in a gaseous state. In contrast, the polarity between hydrogen and oxygen keeps the molecules of H2O together in a liquid state. This phenomenon is known as electrostatic attraction which is stronger in H2O molecules and weaker in H2S molecules. The electronic structure of atoms refers to the way electrons are arranged around the nucleus.Four quantum numbers describe this structure and define the position of an electron in the electronic structure of the atom. These numbers illustrate the structure and arrangement of electrons. This can also be defined as a wave function showing the probability of finding an electron in a point in space. Electronic configuration is important for chemists in understanding how and why certain elements react with other elements. This method is much simpler than the quantum model and allows chemists to predict how certain elements will react sometimes before the chemical reaction has taken place.Chemists can then theorize a reaction b ased on this electronic structure. Chemists can also use knowledge of the electronic structure of atoms to predict how elements will bond. They can determine whether the bond will be an electrochemical bond, a covalent bond, or a coordinate bond, etc. This also helps in explaining how certain elements will behave. Diagrams illustrating the energy level of elements also aid chemists but electronic configuration is a more preferred and simpler method for chemists to use.

Gay and Lesbian essays

Gay and Lesbian essays Adoption has long been a way for a loving family who cannot have children on their own, or a family with some extra love to give to have children. Today, adoption has taken a turn for the worse, Gay and Lesbian couples who of course cannot children are adopting kids. I see this as one of our nations number one problems. What kind of message are these kids getting? That homosexuality is all right. If this continues America will have a group of children running around with deviant behavior hardwired into their mind. Gay and Lesbian adoption must end for the sake of the children, for the sake of moral decency, and for the sake of the United States of America. Children in foster homes and orphanages have enough problems without have to deal with having homosexual parents. Other children and adult for something that they cannot control will persecute them, but their parents can. Even if they attend church they will not get the main Christian value of family. The biggest problem of all is that they might end up thinking that homosexuality is OK or even good, and that is just terrible. All children need the influence of a mother and father (Gay Parent online Magazine). Unfortunately, some children are not able to receive this because of death, divorce, or abandonment, but some just miss out on this because of two greedy homosexuals who what to have their cake and eat it two. The safety of the children is also in question when kids are placed with homosexuals. Forty percent of child molesters are homosexual, and they only represent ten percent of the population (Statistics website). This fact alone should make anyone want to outlaw homosexual adoptions. Also one of the nations foremost psychologist's Dr. Laura Schlessinger says that same sex parenting in "despicable" and "a huge portion of the male homosexual populace is predatory on young boys"(Newsweek 52). The most obvious reason homosexuals ...

Speech Acts in Linguistics

Speech Acts in Linguistics In linguistics, a speech act is an utterance defined in terms of a speakers intention and the effect it has on a listener. Essentially, it is the action that the speaker hopes to provoke in his or her audience. Speech acts might be requests, warnings, promises, apologies, greetings, or any number of declarations. As you might imagine, speech acts are an important part of communication. Speech-Act Theory Speech-act theory is a subfield of pragmatics. This area of study is concerned with the ways in which words  can be used not only to present information but also to carry out actions. It is used in linguistics, philosophy, psychology, legal and literary theories, and even the development of artificial intelligence. Speech-act theory was introduced in 1975 by Oxford philosopher J.L. Austin in How to Do Things With Words  and further developed by American philosopher J.R. Searle. It considers three levels or components of utterances: locutionary acts (the making of a meaningful statement, saying something that a hearer understands), illocutionary acts (saying something with a purpose, such as to inform), and perlocutionary acts (saying something that causes someone to act). Illocutionary speech acts can also be broken down into different families, grouped together by their intent of usage. Locutionary, Illocutionary, and Perlocutionary Acts To determine which way a speech act is to be interpreted, one must first determine the type of act being performed.  Locutionary acts  are, according to Susana Nuccetelli and Gary Seays Philosophy of Language: The Central Topics, the mere act of producing some linguistic sounds or marks with a certain meaning and reference. So this is merely an umbrella term, as illocutionary and perlocutionary acts can occur simultaneously when locution of a statement happens. Illocutionary acts, then, carry a directive for the audience. It might be a promise, an order, an apology, or an expression of thanks- or merely an answer to a question, to inform the other person in the conversation. These express a certain attitude and carry with their statements a certain illocutionary force, which can be broken into families.   Perlocutionary acts, on the other hand, bring about a consequence to the audience. They have an effect on the hearer, in feelings, thoughts, or actions, for example, changing someones mind. Unlike illocutionary acts, perlocutionary acts can project a sense of fear into the audience. Take for instance the perlocutionary act of saying, I will not be your friend. Here, the impending loss of friendship is an illocutionary act, while the effect of frightening the friend into compliance is a perlocutionary act. Families of Speech Acts As mentioned, illocutionary acts can be categorized into common families of speech acts. These define the supposed intent of the speaker. Austin again uses How to Do Things With Words to argue his case for the five most common classes:   Verdictives, which present a findingExercitives, which exemplify power or influenceCommissives, which consist of promising or committing to doing somethingBehabitives, which have to do with social behaviors and attitudes like apologizing and congratulatingExpositives, which explain how our language interacts with itself David Crystal, too, argues for these categories in Dictionary of Linguistics. He lists several proposed  categories, including directives (speakers try to get their listeners to do something, e.g. begging, commanding, requesting), commissives (speakers commit themselves to a future course of action, e.g. promising, guaranteeing), expressives (speakers express their feelings, e.g. apologizing, welcoming, sympathizing), declarations (the speakers utterance brings about a new external situation, e.g. christening, marrying, resigning). It is important to note that these are not the only categories of speech acts, and they are not perfect nor exclusive. Kirsten Malmkjaer points out in Speech-Act Theory, There are many marginal cases, and many instances of overlap, and a very large body of research exists as a result of peoples efforts to arrive at more precise classifications. Still, these five commonly accepted categories do a good job of describing the breadth of human expression, at least when it comes to illocutionary acts in speech theory. Sources Austin, J.L. How to Do Things With Words. 2nd ed. Cambridge, MA: Harvard University Press, 1975. Crystal, D. Dictionary of Linguistics and Phonetics. 6th ed. Malden, MA: Blackwell Publishing, 2008. Malmkjaer, K. Speech -Act Theory. In The Linguistics Encyclopedia, 3rd ed. New York, NY: Routledge, 2010. Nuccetelli, Susana (Editor). Philosophy of Language: The Central Topics. Gary Seay (Series Editor), Rowman Littlefield Publishers, December 24, 2007.

Beneficios para cubanos por pies secos, pies mojados

Beneficios para cubanos por pies secos, pies mojados Por decisià ³n del gobierno de los Estados Unidos, la polà ­tica de pies secos pies mojados ha dejado de tener validez. Por lo tanto, los beneficios que aquà ­ se enumeran sà ³lo aplican a los que se beneficiaron de esa polà ­tica antes de que el presidente Obama le pusiera fin. En otras palabras, a los que ya ingresaron a Estados Unidos bajo esa polà ­tica. Cà ³mo est ahora pies secos pies mojados Pies secos pies mojados ha dejado de aplicarse. Sin embargo, los cubanos que ingresaron a Estados Unidos en aplicacià ³n de esta polà ­tica y que todavà ­a no han adquirido la tarjeta de residencia mediante un ajuste de estatus en aplicacià ³n de la Ley de Ajuste Cubano podrn seguir los trmites y tener beneficios que se aplicaban mientras pies secos pies mojados estaba en activo. Los  beneficios son monetarios, sociales y mà ©dicos si cumplen los mismos requisitos que se les piden a los ciudadanos estadounidenses. Los cubanos eran el à ºnico grupo de migrantes que cuentan con un conjunto de beneficios que sà ³lo aplican a ellos. Esto es asà ­ por la Ley de Ajuste Cubano, aprobada en la dà ©cada de los 60, y sus posteriores modificaciones, en particular la conocida como pies secos, pies mojados, que fue aprobada el 19 de agosto de 1994 y que ha dejado de aplicarse el 12 de enero de 2017. Segà ºn pies secos, pies mojados, se podà ­an  quedar en Estados Unidos los cubanos que logren pisar tierra estadounidense y eran regresados a Cuba o enviados a un tercer paà ­s los que son interceptados en el mar. En los à ºltimos aà ±os esa polà ­tica ha derivado en que la mayorà ­a de las entradas a EEUU se realizaban  a travà ©s de la frontera con Mà ©xico, es lo que se conoce como pies con polvo, en referencia al desierto. En general, cuando un cubano llegaba a tierra o se presentaba en la frontera estadounidense sin la documentacià ³n migratoria necesaria no era devuelto por donde ha venido, como le ocurre al resto de los extranjeros, excepto los que piden con fundamento que se les conceda asilo. Los cubanos eran  entrevistados, se comprobaba la autenticidad de sus documentos, se analizaba su acento y se verificaba si han cometido algà ºn delito. Si acreditaban a satisfaccià ³n del oficial de Inmigracià ³n que eran cubanos con un pasado no criminal se le concedà ­a prcticamente siempre el derecho a entrar en EEUU en lo que se conoce como parole. Un aà ±o y un dà ­a ms tarde podrn solicitar la green card, es decir, la tarjeta de residente permanente en aplicacià ³n de la Ley de Ajuste Cubano. Casos de doble nacionalidad y consecuencias para peticià ³n de beneficios Los cubanos que tenà ­an  doble nacionalidad Cuba/otro paà ­s tenà ­an que prestar atencià ³n a quà © nacionalidad se consignaba en los papeles ya que si es la no cubana podà ­an surgir problemas a la hora de solicitar beneficios mà ©dicos y sociales a los que sà ³lo tenà ­an derecho los migrantes cubanos. Beneficios por pies secos pies mojados En general las leyes migratorias de los Estados Unidos ponen importantes restricciones a los nuevos migrantes para acceder a beneficios sociales y mà ©dicos, llegando a prohibir recibir ayudas por un determinado nà ºmero de aà ±os. Esto aplica para los beneficios federales y tambià ©n estatales, aunque en este à ºltimo caso hay diferencias entre los estados. Esas limitaciones no aplicaban  a los cubanos recià ©n llegados, quienes podrn gozar de los siguientes beneficios siempre y cuando cumplan una serie de requisitos, que son los mismos que se le piden a los ciudadanos estadounidenses.   Ingresos de seguridad complementaria (SSI, por sus siglas en inglà ©s) Este es un programa del gobierno federal para dotar con dinero a personas necesitadas para que puedan hacer frente a pagos para necesidades bsicas, como comida, vivienda, o ropa. Para poder colectar el SSI (informacià ³n en inglà ©s) es preciso cumplir con ciertos requisitos de edad, incapacidad que son fijados por la ley y, al mismo tiempo, tener ingresos o recursos inferiores a una cantidad tambià ©n fijada legalmente. Por ejemplo, pueden ser beneficiarios las personas de 65 aà ±os o mayores, los ciegos, las personas mayores de 18 que tienen una minusvalà ­a o enfermedad fà ­sica o mental que les impida ganarse la vida o que haya durado o pueda durar ms de 12 meses. Tambià ©n se puede solicitar el SSI para los menores de 18 aà ±os con una minusvalà ­a fà ­sica o mental que limite severamente su funcionalidad. Se aplica por este beneficio a la Administracià ³n de la Seguridad Social. La cantidad mxima que se puede cobrar mensualmente la fija cada aà ±o el Congreso, para el aà ±o fiscal 2012 est establecida en $698 para una persona o $1,048 para el caso de parejas. La cantidad puede ser menor, dependiendo de las circunstancias personales de cada uno, como puede ser tener ingresos adicionales, tener donde vivir, etc. Este beneficio puede recibirse por siete aà ±os, a contar desde el momento de entrada. Aunque en los aà ±os fiscales 2009-2010-2011 estuvo aplicado a nueve aà ±os. Una vez transcurrido ese periodo de tiempo, no se podr colectar ms el SSI, excepto si el beneficiario se ha convertido en ciudadano o si ya se cobraba con anterioridad al 22 de agosto de 1996. En la mayorà ­a de los estados, calificar para recibir pagos en concepto de SSI da derecho automticamente a beneficiarse de Medicaid. Asistencia Temporal para Familias Necesitadas (TANF, por sus siglas en inglà ©s) Las familias con hijos menores de 18 aà ±os con escasos recursos pueden recibir ayuda econà ³mica mediante este programa por un plazo mximo de 60 meses. Los pagos pueden ser continuos o discontinuos, segà ºn vayan cambiando las circunstancias econà ³micas de cada familia. Este es un programa que administran cada uno de los estados. Como consecuencia la cantidad a recibir en cada uno puede variar grandemente. Pero en ningà ºn caso es una cantidad alta. Asimismo, dependiendo del estado, las personas que reciben dinero por TANF (informacià ³n en inglà ©s), pueden beneficiarse de Medicaid. Lo que no es posible es que una misma persona colecte al mismo tiempo pagos por TANF y por SSI. Asistencia para refugiados Los cubanos que entran en Estados Unidos en aplicacià ³n de la polà ­tica de pies secos, pies mojados y que carezcan de ingresos o recursos pero no pueden solicitar ayuda de TANF o SSI porque no cumplen alguno de los requisitos pueden beneficiarse de los programas de Asistencia en dinero en efectivo para refugiados (RCA, por sus siglas en inglà ©s) o el de Asistencia mà ©dica para refugiados (RMA, por sus siglas en inglà ©s). Por ejemplo, este programa aplica a los adultos solteros o a las parejas sin hijos y menores de 65 aà ±os que no sufren de ninguna minusvalà ­a pero carecen de medios para pagar por sus necesidades bsicas. El programa RCA es administrado por los estados por lo que la cantidad a recibir mensualmente por los beneficiados puede variar mucho. El importe que se entrega puede ser en dinero o en la forma de pago de facturas de electricidad, renta de la vivienda o calefaccià ³n o similares. En cuanto al RMA, es tambià ©n un programa gestionado a nivel estatal. Como regla general los beneficios son similares a los de Medicaid en ese mismo estado. Tanto el RCA como el RMA se pueden colectar, si se califica para ser beneficiario, por un mximo de ocho meses. Cuotas migratorias Despuà ©s de un aà ±o y un dà ­a de presencia en Estados Unidos se aplica para la tarjeta de residencia. Si en ese momento se est pasando por una situacià ³n de necesidad econà ³mica podrà ­a ser posible calificar para no pagar por ese trmite migratorio A tener en cuenta Estos beneficios no aplican a todos los cubanos que entran a EEUU. Por ejemplo, no califican los que vienen con el patrocinio de un familiar ciudadano. Tampoco a los cubanos que llegan a Estados Unidos con otro pasaporte, como por ejemplo el espaà ±ol o el italiano, a menos que consigan un cambio de calificacià ³n en sus papeles. Seguirn aplicando a los cubanos que ingresaron por pies secos pies mojados en los à ºltimos tiempos y todavà ­a no han cumplido el aà ±o y un dà ­a para ajustar su estatus. A tener en cuenta Cuando hay cambios migratorios, como en en este caso en que se puso fin a pies secos pies mojados, es imperativo desconfiar de aquellas personas que prometen arreglar papeles, que aseguran conocer a alguien en el sistema, etc. Ms que nunca hay que asesorarse con una organizacià ³n de asistencia a migrantes o con abogados migratorios reputados. Este es un artà ­culo informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Obesity in pediatric individual Essay Example | Topics and Well Written Essays - 4000 words

Obesity in pediatric individual - Essay Example Family history indicates that her father is obese and has Type 2 diabetes. The girl is alert and oriented, pleasant and cooperative and her vital signs indicate BP at 108/58, Heart Rate 64, RR 16, Temperature 98.4 and Body Mass Index (BMI) 32. The skin tone is dark pigmented neck, hands and underarms. The other conditions of the individual include: HEENT: Normocephalic, PERRLA, Visible fundus, without evident Micro vascular Damage. Exam otherwise unremarkable musculoskeletal – neck flexed, head down, poor posture d/t cervical dorsal hump Psychosocial – Poor self esteem, based on posture, body image. Lungs: good air entry, no adventitious breath  sound. Heart: S1 S2 present, no murmur, click, or rub. Obesity can be perceived as health hazard that primarily derives from the intake of more â€Å"calories than the body requires† and it can also occur due to the â€Å"interaction of genetic and environmental factors† (Thorleifsson et al, 2008, p.1). ... In the absence of any other obvious reasons identified in her case, the reportedly unusual weight gain of the girl seems to suggest an association with genetic or genomic causes. This becomes a specific concern since the subject’s father has a history of obesity with Type 2 diabetes. Evidence Supporting Genetic/Genomic Risk: Childhood and adolescent obesity is one of the major problems being faced by nations across the world in the modern day and this is especially so in the case of developed countries such as the United States. Though environmental changes play a key role in the prevalence of obesity across the world, evidence also suggests that â€Å"genetic component† also contributes to the risk (Bradfield et al, 2012, p.3). Recent studies based on genome-wide associations also indicate that â€Å"many genetic loci† are responsible for BMI/obesity in adults and the largest meta-analysis has brought to the fore â€Å"eighteen loci associated with BMI† ( p.4). This study further corroborates the existence of â€Å"two novel obesity loci† which are associated with â€Å"elevated adiposity in the first eighteen years of life† (p.6). Thus, it transpires that genetic and genomic elements are high risk factors for the prevalence of obesity in children and adolescents, apart from environmental causes. Since the subject’s father happens to be diabetic, the apprehension of possible risk of inherited obesity is quite high in the instant case. Wardle et al, while agreeing to the notion that the high prevalence of obesity in the recent past can be attributed to environmental factors, contends that â€Å"inherited genetic differences†

A Brief Biography of Mark Twain Essay Example | Topics and Well Written Essays - 750 words

A Brief Biography of Mark Twain - Essay Example From this research, it is clear that despite his apparent success, Mark Twain sought higher standing and increased wealth, especially as it concerned the eastern states. After a brief correspondence and engagement, Twain married Olivia Langdon of New York in 1870. He lived with Olivia in Buffalo from 1869 to 1871, during which time tragedy once again struck Twain, as their first born son Langdon died of diphtheria at two years of age. They would go on to have three daughters, two of which who would also die under tragic circumstances at a relatively young age (before 30). In 1976 Twain published the masterful The Adventures of Tom Sawyer, demonstrating that he had not lost touch with his Missouri roots despite his risen status and wealth. Between this time and the time he published Adventures of Huckleberry Finn (1884), Twain appeared his high-browed associated with tales such as The Prince and the Pauper in 1881. Sadly, the last fifteen to twenty years of Twain’s life were extremely troubled. He faced financial ruin from bad investments and a failed publication house (Kirk 29) and suffered from depression from the time of his daughter Susy’s death of meningitis in 1896 until his death in 1910. Twain’s death occurred 6 years after the passing of his wife Olivia while he was lecturing abroad (Cox 10). At the time of his passing Twain was considered a national treasure and he would go on to be credited by throngs of professionals as the father of American literature.

Assembly Automation and Product Design Essay Example | Topics and Well Written Essays - 1500 words

Assembly Automation and Product Design - Essay Example The electrical function refers to the plugs ability to properly conduct current from the socket to the electrical device in a safe and proper manner. The mechanical function refers to the sockets ability to withstand all the forces required for safe installation of the plug into the socket. The mechanical function also includes the proper design of the plug so as to safely clip into the socket and be safely held and removed from the socket. Aesthetic function refers to the ability of the socket to have appealing features to the customer. Ergonomic function refers to the sockets ability to withstand fatigue due to continual use.2 The 13A pin is made of the following components. Conductors are the three pins; they are made of brass. Fuse element made of copper. Fuse clip made of copper, cable wires made of copper and fuse ends made of copper. The insulators are the plug body and base made of plastic. The cord clip made of nylon, Cable sheath made of PVC (polyvinylchloride) wire sheath and pin sheath made of PVC. Fuse body made of alumina. The pin has screws firmly holding together all the parts. The cord grip screw is made of steel, the major plug screw is made of steel and the pin screw is made of steel or brass.3 In the process of material selection, the engineer should consider the materials are the best conductors and those that are the best insulators. The engineer should consider the price and the ease of molding and access the materials. Polymers can be shaped into the desired shape of the plug through molding. This can be easily done for mass production. Wood can only be machined; this method is ineffective for mass production. Thermoplastics have various options for mass production such as welding, use of adhesives and molding. Therefore, even though wood provides the cheapest source of raw materials, it is difficult to use it in mass production. The plug body should be strong and stiff so as to hold the pins safely. Through a material selection process an engineer is able to select the most suitable polymer to use.  

Personal portals for work and play Essay Example | Topics and Well Written Essays - 1750 words

Personal portals for work and play - Essay Example Following these pages, the advancement in personal portal represented navigation sites such as Yahoo, Infoseek, AOL, Excite, MSN, Lycos, and Netscape Netcenter. These sites offered users an entry platform to web surfing because of the structured navigable interface improving surfing experience. The main personal portals that were used in this era were Google and My Yahoo that offered users access to sports, news, and web searching platforms for free. google provide mechanisms for integration to personal pages of Gmail and Google News increasing their access to information while accessing their emails. The dot com but in the early 2000s saw the disappearance of personal portals with new software and applications. The changes to the personal portal are represented in the use of software and applications in mobile phones, tablets, laptops, and computers. Currently, a lot of personalized software and applications play the role of personal portals providing user’s access to a host of internet information and capabilities that were not available in the early personal portals. Some of this software and applications that have taken the space of early personal portals and revolutionized the mobile internet access market include Facebook, Twitter, Instagram, Linkedin, MySpace, MSN, among others. Blogging has also grown over the years and provides users a platform to publish content that is personal, professional, academic, or otherwise to a large audience and receives feedback.

Analysis Writing Essay Example | Topics and Well Written Essays - 750 words

Analysis Writing - Essay Example The last trait of his hierarchy of needs is self-actualization which serves as the pinnacle of human character’s highest inner traits such as our capacity to love, spirituality, to create and to have compassion. Although this was not empirically verified by Maslow himself, this theory of his about motivation still stands today (Goodman 1968). According to Maslow’s Hierarchy of Need, our needs motivate us to do the things that we do. The five levels of motivation of Abraham Maslow are physiological need, safety need, social need, esteem need and self-actualization need. The physiological needs are the physical needs that we need to satisfy in order to live such as eating when we are hungry, drinking when we are thirsty. Our safety needs on the other hand are our need to feel safe and secure and will act accordingly to this need when we are threatened to preserve ourselves. Our love needs are our need for belonging and love. People who have not satisfied this need will feel isolated and lonely. Self-esteem needs are the need to feel good about ourselves and this comes in the form of respect and how others perceive us. Finally, the self-actualization need which is the most complex of all is to the need to satisfy our need to be fulfilled whose methods could range in a lot of things from satisfying our aesthetic need, growth needs or plainly doing the things that we love and feel good about in doing it (Hoffman 1992). Applying these principles to some elements of my life, knowledge and experience, I can relate this to my present stature as a student. Maslow’s hierarchy of needs can help solve some basic issues in my daily life such as procrastination and the understanding why I do things the way I do and make me better as a person by understanding myself more. I can apply here why I tend to procrastinate in doing some projects and admittedly, including studying and other school works. Analysing my stature as a student based on Maslow’s hierarchy

Analysis with an Introduction to Proof Research Paper

Analysis with an Introduction to Proof - Research Paper Example Logical connectives develop rationale for verifying statements and for joining statements into compound scenarios that require decision-making. In introducing the concept of truth-value, the chapter’s logics concept improves people’s rationale in decision-making and is therefore fundamental to every person for real life decision. Professionally, the logics’ concepts are applicable to most people such as managers and health care personnel whose decision yield consequences that can be used to evaluate ability to perform as a professional. Quantifiers also play a critical role in rational decision as they establish bases for identifying variables upon which decisions can be made. Understanding nature of a quantifier in a situation also facilitates decision making through defining scope of a variable on which decision should be made. Proof techniques is another important section of the chapter that supports application of logics in decision making, as it establishes bases for verifying truth values of statements and scenarios. Exploring various techniques also improves the audience’s rational competence. Consequently, I feel the chapter is informative and equips people with competence to tackle real life problems (Lay 1- 34). Reading chapter two of the book also develops the feeling that mathematical concepts are the basis of real life experiences and decisions. The scope of sets, definition of sets and elements of a set, for example, identify with the first step of decision-making that defines a problem and its scope. Consequently, concepts of sets and elements of sets can help in establishing boundaries for problems and therefore focus analysis for generation of solutions. Basic sets operations of union and intersection further facilitates this application of sets in real life experience and is consistent with chapter one’s concept of connectives that can help in

Analysis Writing Essay Example | Topics and Well Written Essays - 750 words

Analysis Writing - Essay Example The last trait of his hierarchy of needs is self-actualization which serves as the pinnacle of human character’s highest inner traits such as our capacity to love, spirituality, to create and to have compassion. Although this was not empirically verified by Maslow himself, this theory of his about motivation still stands today (Goodman 1968). According to Maslow’s Hierarchy of Need, our needs motivate us to do the things that we do. The five levels of motivation of Abraham Maslow are physiological need, safety need, social need, esteem need and self-actualization need. The physiological needs are the physical needs that we need to satisfy in order to live such as eating when we are hungry, drinking when we are thirsty. Our safety needs on the other hand are our need to feel safe and secure and will act accordingly to this need when we are threatened to preserve ourselves. Our love needs are our need for belonging and love. People who have not satisfied this need will feel isolated and lonely. Self-esteem needs are the need to feel good about ourselves and this comes in the form of respect and how others perceive us. Finally, the self-actualization need which is the most complex of all is to the need to satisfy our need to be fulfilled whose methods could range in a lot of things from satisfying our aesthetic need, growth needs or plainly doing the things that we love and feel good about in doing it (Hoffman 1992). Applying these principles to some elements of my life, knowledge and experience, I can relate this to my present stature as a student. Maslow’s hierarchy of needs can help solve some basic issues in my daily life such as procrastination and the understanding why I do things the way I do and make me better as a person by understanding myself more. I can apply here why I tend to procrastinate in doing some projects and admittedly, including studying and other school works. Analysing my stature as a student based on Maslow’s hierarchy

Report on Primary School Essay Example for Free

Report on Primary School Essay Drop-out problem is not caused by any single reason, in fact, a whole lot of different factors work behind it. These factors are also inter-related to each other and therefore one factor influences many other factors. For example, poverty has inter-linkages with many other factors that influences drop-out like quality of education, parental attitude etc. Poverty also has intra linkages with facts like direct cost, indirect cost and opportunity cost of schooling, early pressure for marriage. As poverty is one of the major reasons behind drop-out, it has various linkages with most of the other problems. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrollment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out because when survival is the issue, things like education is less important. Another problem was the hidden costs of schooling that are clothes, pen and paper, etc. all of the 12 samples and their parents said that buying clothes, pen and papers was a huge problem for them. All of the parents said that as they are poor people, these extra costs of schooling are unbearable to them. Almost all of 12 dropouts have missed school frequently due to failure in obtaining these articles. They feared that they will be punished if they go to school without pen or paper. Teachers said that children who come to school without pen or paper cause a lot of trouble because they are unable to do any class work and disturb the other students. So they are given punishment. The opportunity costs of schooling include chore time, sibling care and foregone earnings of children. The opportunity costs of educating children are higher in poor families because these families rely more on each member to contribute to the family’s economic survival. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Dropouts who belonged to large families, less earning members and unstable income due to illness of earning members had to do wage work for  cash. All of the female samples told that they had worked in rich households as domestic helps when their family needed cash or could not afford a satisfactory meal. It is difficult for poor families to afford the opportunity cost of schooling because the contribution of their child’s labour at household work or earning is essential at certain times for the survival of their families. All of these direct, hidden and opportunity costs are intra-linked with poverty, which causes poor attendance rate. This encourages dropping-out as the school terms clash with the agricultural cycle and those who miss school over several weeks drop behind, teachers withdraw their books and they are disqualified for stipend, as a result, they ultimately abandon school. Poverty is interlinked with quality of education as poor families cannot afford private tuitions for their children. Apart from a few parents most of them were illiterate and they could not give any effective help to their children in their studies. Hence these parents have regarded the need of going to private tuitions as a very urgent one. All the samples agreed that students who took private tuitions performs in the class and does well in exams. All the parents agreed that if the teachers had taught the students well in the class, then the parents would not have to spend extra money to send their children for private tuitions. The parents even said that the teachers do this deliberately to earn money. The students who receive private coaching get promoted to the next class regardless of their results, so they do not get dropped from the PESP receiver’s list. As a result, only the children from solvent families are able to continue their studies. Dropping out due to disqualifying for PESP have been observed in this research amongst those households who sent their children to school after hearing about the PESP. During harvest period, there are many works to be done, so a lot of the children do not go to school. Consequently, many of them fail in the exams as they fail to catch up with the class due to absence. As a result, they get dropped from the PESP receiver’s list. So again the economic factors affect the situation because it can be seen that only the children of the well to do families can receive stipend. This is because since the children of solvent people do not have to work at home, they can attend school regularly and on the other hand, they can attain private lessons by using the money they get from stipend, so they can pass in the exams. Poverty is interlinked to students’ eagerness to learn. As the drop-out children belonged to the poor households they all suffered from certain extent of malnutrition. The samples told that usually they went to school after eating rice, rice crisps, banana, molasses etc and 7 of the children said that very often they had to take insufficient food and so they felt hungry in the class. Some of the children had to do household works and they felt tired and sleepy in the class. All of these children said they found it hard to concentrate in the study. So the eagerness and motivation of the children of the poor households are affected by their economic condition. The irregular and low salary of teachers influences their motivation to teach and forces them to depend on alternative income sources like private tuition. As a result they are obligated to favour their private students which create frustration amongst the other students. These children found school unfriendly and unfair. They become reluctant to attend school and as a result they miss classes and this causes poor performance in exams. All of these factors contributes to disqualifying from stipend program and finally leads to drop-out. Societal reasons are also found to be affecting drop-out of children, especially girls. The people of this village are very pious and they think that school education is the trend of the new age. They think that receiving religious lessons is more important since it will help them in the afterlife. Maximum people think that it is foolish for children of poor people to receive higher education because there are no such job opportunities for them, and the people who have no certainty of their day meal will obviously send their children to work and earn money to run the family, this is reality. Pressure for early marriage is also present as most of the community members agreed that this the safest option for the parents. Incidents of eve teasing were seen and sadly the societal pressure was on the girl as she will earn a bad reputation and her prospect of marriage will be ruined. These types of societal pressures are interlinked with unsupportive parental attitudes, because all parents and especially the poor parents do not have much of a say in the society and they are the most vulnerable ones. So the parents of a girl child prefer marriage over education as that is safest option and also this is what the society expects them to do. So all of these different factors are interlinked with each other which affects dropping out of children. CHAPTER 7: IMPACTS OF PESP 7. 1 BACKGROUND OF PESP. The most notable among the incentive programs undertaken by the government at the primary level were the Food for Education Program (FFE) and the Primary Educational Stipend Program (PESP). The FFE Program was launched in 1993 to increase the enrollment, persistence, and attendance rates of children from landless and very poor families. Forty percent of the children enrolled in primary schools in the targeted poor areas received a monthly allocation of wheat or rice for their family if they attended primary school regularly. To be eligible for receiving the food, the children were to be present at school for 85 percent of classes each month. A sliding scale increased the amount if more than one child per family attended school. Ultimately, the FFE was implemented in 1255 unions, covering 27 percent of the country. The World Bank’s 1998 Poverty Assessment found that the FFE did raise enrollment and attendance rates, and by 2000, the FFE program had covered about 27 percent of all primary schools in Bangladesh. Out of 5. 2 million students enrolled in schools with FFE, about 40 percent received food grains (mostly wheat) through the program. About two million families benefited from the FFE program. But there negative issues related to the FFE program as well. It suffered from high levels of leakage (it cost 1. 59 taka to transfer 1 taka in benefits) and was poorly targeted (50 percent of the beneficiaries came from households above the lower poverty line). Increases in the price of the food commodities in 2001-2002 caused the government of Bangladesh to reduce the amount of food assistance, until the program was discontinued in June 2002. However, universal primary education was still far from achieving. So, a new program, the PESP was introduced. The new Primary Education Stipend Project was designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The targeted beneficiaries of the PESP were an estimated 5. 5 million pupils from the poorest households who were enrolled in eligible primary schools in all rural areas of Bangladesh (469 upazillas). In order to qualify for the stipend, selected pupils were to maintain 85 percent monthly attendance and attain a minimum of 50 percent marks on the annual exam administered for each grade. To continue to participate in the program, a school must demonstrate at least 60 percent pupil attendance, and 10 percent of its grade 5 pupils must sit for the Primary School Scholarship Exam. Households of qualifying pupils would receive 100 taka (about $1. 76) per month for one pupil (not to exceed 1200 taka annually) and 125 taka per month for more than one pupil (not to exceed 1500 taka annually). Six designated national banks would disburse the stipends on a quarterly basis to authorized parents/guardians on a pre-determined date at the local bank branch or at a temporary distribution post (â€Å"camp’) established at a convenient location within 5 kilometres of the school site. Stipends would be disbursed to pupils’ parents or legal guardians who present the proper PESP bank-issued identity card. Preferences were to be given to issuing cards to the mothers of the selected pupil. The new features of the PESP were: †¢Ã¢â‚¬ ¢ Subsidies provided in cash, rather than in kind (as in the FFE Program) would ease transfer to poor recipients and would limit the involvement of school personnel in distribution (FFE required teachers to dole out the wheat and rice). †¢Cost-effectiveness would increase as the government of Bangladesh can offer stipends to more families for the same cost and not be vulnerable to increases in food prices (as with the FFE Program that necessitated decreasing the amount of food provided). †¢The stipend amount is fixed at a level that will significantly offset household poverty (unlike the 25 taka offered through the PES Project). †¢The cash stipend is more flexible, so the family can determine its best use according to their needs—whether it is used for food purchase, school expenses or financing income generating activities (unlike the FFE Program where households often sold the food at less than market value to obtain cash). †¢Disbursing the stipend funds to the mother will increase her power within the household and she will be more likely to spend the money to improve the children’s welfare (earlier programs disbursed to fathers or male household heads). †¢Leakage will be reduced because (i) commodities (such as the FFE Program’s wheat and rice rations) are more liable to misappropriation and (ii) bank-mediated distribution eliminates scope for underpayment or kick-backs. †¢Provision of stipends on a nation-wide basis (rather than in selected areas) will reach the poor families throughout rural Bangladesh who must restrict their children’s participation in primary school. 7. 2 ProgramME Performance. The Primary Education Stipend Project (PESP) aims to increase the educational participation—enrollment, attendance, persistence, and performance–of primary school-aged children from poor families throughout Bangladesh by providing cash payments to targeted households. The new Primary Education Stipend Project is designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The impacts of PESP in the research area are described below according to the official objectives of the PESP: †¢ Increase the enrolment rate among primary school-aged children from poor families. The researcher found this objective successful to some extent because the statistics provided by the teachers show that enrolment rate has increased after the PESP have been introduced. The school enrolled the new students in only class one. The numbers of enrolment of last five years has been shown in the table below. YearNumber of students enrolled in class 1Total students of the school 200084270 200195280 2002102288 2003108295 2004116309 Table 6: The number of students enrolled in class 1. †¢ Increase the attendance rate of primary school pupils. The PESP rationale is that regular attendance will improve pupils learning outcomes and contribute to good grades on exams. Attaining 40 percent marks will motivate the pupil to study and the pupil’s family to support his/her studies, by ensuing school attendance (not withdrawing for labour) and providing the necessary supplies and inputs. Combined these conditions are expected to lead to reduced repetition and drop-out and increased completion. Meeting the attendance requirement on a monthly basis will  determine the amount of the quarterly stipend disbursement. If a pupil does not meet the condition, the stipend will not be paid for that month. Classroom teachers record attendance daily, checked by head teachers. The 85 percent target is relatively high, compared with average primary school attendance rates that are reported to be 61 percent or below and even with the FSSAP which has a target of 75 percent. This objective was not very successful as the attendance rate was very poor in the primary school were this research have been done. Teachers said that in general attendance rate is well below 85 percent. Students from the poor households are the most irregular ones. The reason for absenteeism is primarily due to the inability to pay for school expenses and/or the need to work either at home or outside the home. However, in some of the cases, reasons behind absenteeism were temporary or chronic illness, disinclination for schooling, bad weather, flooding, etc. During the rainy season the attendance was low as the roads were muddy and slippery and transportation was unavailable. During the bad whether some of them stayed absent as they didn’t want to damage their clothes. Two of the samples said that they had only two clothes, of which one was torn so they wore it in the house and the other one they wore in the school. They remained absent if the better cloth was wet as they couldn’t were the other one. The direct and opportunity costs of schooling, cultural constraints and prejudices, and special needs of vulnerable children—prevent these children from going to school. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee etc and with this there are many indirect costs like pen, papers, clothes etc. Though the stipend money was a help to some extent to the poor families, it was distributed after 3 months and during that time whenever the family couldn’t afford the necessary equipments, the children remained absent. Although the stipend receivers said that they bought pen, papers, clothes etc, they also said they still missed school whenever they couldn’t manage them as they were given punishments. Another reason for low attendance of the students was the opportunity cost of the child. Students frequently remained absent during different times of agricultural cycles as their labour was needed by their family. In the rainy seasons some of the boys helped their father in boat rowing so they stayed absent and because of this, they were dropped from the stipend receivers list. †¢ Reduce the drop out rate of primary school pupils and increase the cycle completion rate of primary school pupil. Unlike enrollment, persistence in primary school requires an ongoing household commitment that, especially among the vulnerable poor, is easily assailed by family circumstances (e.g. illness, death), the economy, and a host of other factors. The continuous payment of a stipend for the pupil’s entire primary school career—does provide both motivation and a monetary cushion for the family by helping to offset the opportunity costs associated with economic hardship that could pull a child from school. However, as a child ages both the direct and opportunity costs (for boys in the labour market and girls in the marriage market) increase, and the stipend is not sufficient to meet these costs. In addition, considerations other than monetary—such as lack of interest in schooling, dissatisfaction with the quality of schooling, cultural imperatives to marry, etc. –may come into play that are not amenable to financial incentives. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out. The number of drop-out children in last five years is given below. Table 7: Number of dropouts in the last 5 years provided by the school YearNumber of drop-out childrenNumber of children completed class fiveTotal students in class five 1999104555 2000124254 2001114455 2002114960 2003124759 Chart: The number of dropouts and completions during last five years Although the dropout numbers provided by the school shows that dropout from school in class five is around 10 to 12, the researcher found that in reality the number was more than that as certain amount of underwriting is done so that the school remains in the PESP allotting list. The PESP stipend does not appear to meaningfully offset the opportunity costs of child labour, averaging less than 5 taka per day or $2 per month. But, its ability to attract children from the labour market to school clearly depends on the situation of the family. It is unlikely that a desperately poor family would be able to forego the income or even the food earned by a regularly-employed child. However, in some cases the child may continue to earn a sufficient amount outside of school hours and during school absences tolerated by the PESP (15 percent). The additional 25 taka per month for any subsequent children enrolled in primary school represents a much smaller contribution towards meeting the opportunity cost of schooling, and acts more as a reward to those households who have already made the decision to send their children to school than to encourage households to send non-attending children to school. Since opportunity costs must also be added to direct costs of schooling to assess the real cost, families of working children may not be able to cover both the sacrifice of a child’s income or labour and the cash outlays for the direct costs discussed above. Both the direct and opportunity costs of schooling increases as the child ages and progresses in primary school, increasing the burden for very poor families. Consequently, the PESP stipend may not be sufficient to overcome the financial barriers to primary schooling in families where children must work constantly to increase household production or income or to feed themselves. †¢ Enhance the quality of primary education. The PESP is least likely to be successful in improving the quality of education (as defined by learning outcomes and completion rates), because it places the entire burden of quality improvement on the child (maintaining high attendance) and household (purchasing educational inputs to ensure good grades), rather than on the teacher or school. First, failure to achieve is more often the result of poor instruction than of incapable students. Second, families targeted for support are poor, and it is far more likely that the stipend will be used to provide additional food and clothing for the family than purchase educational materials or tutoring for a primary school child. And while it would not be reasonable to expect a stipend program to also be a quality improvement program, the PESP may have negative consequences for educational quality of the 75-85 percent of primary school-age children already in school by diverting resources away from  needed supply-side improvements. The impact of PESP in the research area seemed to favour access over quality. The teachers said as the most of the parents who enrolled their children for stipend, they don’t worry about the quality of education; instead they want to receive the stipend money anyhow. This attitude can never help to improve quality of education. †¢ Ensure equity in the provision of financial assistance to primary school-age children and alleviate poverty. Bangladesh ranks as one of the poorest countries in the world, with a GDP per capita of $350. The poor account for about 50 percent of Bangladesh’s total population, and 37 percent are counted among the â€Å"hard-core† poor, who live in the direst circumstances (Bangladesh Human Development Report 2000, BIDS). That fifty-three percent of pupils in the primary education system come from poor households reflects the high demand for primary education among Bangladeshi parents. Ultimately, much of the success of the PESP in combating poverty and helping families deal with the direct and opportunity costs of sending their children to primary school will depend on the validity of the targeting mechanism and on the real value of the stipend in offsetting those costs. Primary school-age children become eligible for stipend benefits if their families meet at least one of the following five targeting criteria: ? Children from a landless or near-landless household that owns less than half an acre of land; ? Children of day labourers; ?Children from female-headed households (i. e. , a household headed by a female who is widowed, separated from husband, divorced, or having a disabled husband); ? Children from households that earn their living from low-income professions (such as, fishing, pottery, weaving, blacksmithing, and cobbling); and ? Children of sharecroppers. At present, the targeting methodology does not appear sufficiently well-defined to ensure that the poorest families in Bangladesh benefit, but rather the poorer families relative to their specific locale (which may not be terribly poor). With no clear-cut guidelines or empirical methods for identifying the poorest students, it is not clear how poor children can be identified. More over, a lot of community members and parents of the dropout children blamed the teachers and SMC members of deliberate biases and distortions. Almost universally, those interviewed said that SMC members and teachers complicit in giving favour to local elites and the non-poor in school admission and enrollment in the PESP or extracting some form of payment for consideration. Because the SMC members are generally members of the local elite, it has been told by the parents of the drop-outs and community member that they have a tendency to favour their own friends and relatives. The stipend amount appears sufficient to cover the education costs of one child, but the PESP often employs a rationale that double- and triple-counts the stipend, by stating that it will offset direct costs, eliminate opportunity costs, and increase household income. It is unlikely that the stipend is adequate to address all three at the same time. It does not appear to fully recognize that the PESP will also cause the families—especially those with working children—to incur significant costs that may not represent a net gain for the household (at least in the short-term). The PESP may be too expensive for very poor households whose children are not already enrolled, as the stipend amount is not sufficient to pay for education, compensate for lost wages/production and increase household income as well. Poverty impedes households’ ability to pay for school fees and/or other direct (e. g. textbooks) and indirect (e. g. â€Å"donations† for school authorities) costs that may be required for school admission or full participation in primary school. Poor households are more likely to need children’s labour for income-producing or cost-saving activities, and be less able to sacrifice the child’s time to schooling, resulting in frequent absenteeism and/or early withdrawal from school. The poor are more prone to disease and malnutrition than the non-poor. Poor health and nutritional status among young and school-aged children can result in illness and/or physical and cognitive impairment or delays, causing late enrollment, drop-out, absenteeism and poor learning outcomes. Additional objectives (mentioned by MOPME officials): Eradication of child labour and empowerment of women were the additional objectives. PESP could not eradicate child labour as it was seen that the samples often missed classes because of various household works. All of the 6 male samples helped their fathers in the field at different times of agricultural cycles. The boys who worked in the agricultural field worked in two phases. For working in the morning from 8AM to 1PM, they received 1 meal and 50 to 70 taka and for working from 2PM to 5PM, they are given 30 taka. In the rainy season a some of the male samples helped their fathers in boat rowing. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Because of these reasons, parents were reluctant to spare their daughters for schooling. There is no evidence of gender disparity in enrollment rates among the poor, but it is likely that girls who belonged to poor families are less likely to persist and perform in school than boys. But as there is a stipend programme for the secondary female students, girls are now getting the opportunity for higher studies. Social Impact of PESP: Irrespective of the PESP’s impact on primary education or its reaching the poorest 40 percent of families, the prevalence of poverty in Bangladesh is such that the PESP must be regarded as a positive move in improving social welfare, in that it represents a substantial redistribution or transfer of income from the wealthier sections of society to the poorer ones. Given the rural focus, it is seen that these cash transfers has some positive impact on the economies of small rural communities. As households spend the PESP stipend on commodities (books, food, clothing, etc) and services (tutoring, medical, etc. ), the effects are rippling through the community, generating additional income for merchants and suppliers. Insofar as mothers are the stipend recipients, it is expected that they will have decision-making authority over its use and their economic prestige will be enhanced somewhat. The political and social impact is also positive as beneficiary poor families and community members appreciate the recognition of need and the benefits offered by the PESP. But the major negative impact of this program is that those parents who sent their children to school after hearing about the stipend money, many of them withdrew their children when they were dropped from the stipend receivers list. These parents were unaware of the rules for achieving the stipend and they became angry and  annoyed by the rules. They also claimed that rules are strictly followed in the cases of poor students and teachers showed biasness while distributing stipends. According to them, the students who take private tuitions from the teachers and the children of the rich and powerful people receive stipend even if they are irregular or have failed in exams. Many of the parents said with anger that the strictness of rules happens only for the poor. Thus even though the stipend programme has increased the enrolment rate it has also became a reason for dropping out of children. The people who have two or more children enrolled in school do not support the rule of Tk. 125 for two children. They feel that all of their children should receive Tk. 100 each. Some of the parents of the dropouts were very annoyed with this rule. Few dropout children had their siblings reading in the same schools as well, so the amount of money received from PESP due to this rule made the parents take different strategy. Although both children received stipend, many of these parents withdrew their eldest child from school and engaged them in work, while the other children continued studying as long as they receive stipend. It is difficult for a poor family to afford the opportunity cost of more then one child. Matrix 1—Knowledge, attitude and perception towards the primary education stipend project Key issues Students ParentsTeachersCommunity 1. Knowledge regarding the project. Selection criteriaFor poor and regular students, in primary school are eligible for stipendFor poor and regular students85% attendance and at least 45% pass marks in each subjects in all examsGiven to all poor and good students schools Retention CriteriaRegular attendance and at least pass marks in all examsRegular attendance and good result85% attendance and at least 50% pass marks in each subjects in all examsRegular attendance in school and good result Disbursement ProcessDistributed by bank officials or teachers to the students in school/nearby camps arranged for disbursement. Distributed from school and received by studentsDistributed from school or camps arranged by UPO in the presence of headmaster, class teacher, and SMC members Distributed by school among students 2. Attitude towards the projectBeneficial for all especially the poor. Helpful for allHighly beneficial particularly to the poor studentsHelpful for children Adequacy of stipend amount Disbursement processNot sufficient and should be increased ReasonableInadequate for expenses of direct and hidden costs but still helpful. ReasonableThough inadequate but helpful for the very poor students Though reasonable but takes a whole working day Key issuesStudentsParentsTeachersCommunity 3. Impact of the project Enrollment Attendance Increased, particularly for the poor students Increased a little Increased Increased a little Increased for all, and especially increased for poor students Attendance is still the same amongst poor students but in general increased a little Increased Probably more regular than before Dropout Completion rate Incidence of early marriage. Support towards female education Family pressure for marriage Social pressure for marriageDecreased High Still the same Same as before Still the same Still the sameLess than before Higher than before Still the same Increased a little Decreased a little Still the sameDecreased a little Higher than before Still the same Increased a little Still the same Still the sameDecreased a little Higher than before Still the same Increased Decreased a little Still the same Key issues Students ParentsTeachersCommunity 4. Problems regarding the project. Inadequate stipend amount Late distribution of text books Late disbursement of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount, Indirect cost of schooling (fees, uniform, cost of education aids), Late distribution of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount for the very poor students, Lack of training opportunities for teachers in the project Late disbursement of stipend money by the government Inadequate stipend amount 7. 3 IMPACTS ON BENEF.

How Does The Concentration Affect Osmosis?

How Does The Concentration Affect Osmosis? Diffusion is the net passive movement of particles atoms, ions or molecules from a region in which they are in higher concentration to regions of lower concentration. Diffusion is important process that occurs in human body example of one of many types of diffusion which occur in the human body is gas exchange at the alveoli- oxygen from air to blood, carbon dioxide from blood to air. [5] Osmosis is the diffusion of fluid through a semipermeable membrane from a solution with a low solute concentration to a solution with a higher solute concentration until there is an equal concentration of fluid on both sides of the membrane. [1] Diffusion and osmosis is an example of passive transport. Passive transport is a movement of substance across a permeable membrane without added energy. The difference between osmosis and diffusion is that; diffusion can take place without a membrane whereas osmosis only takes place across a semi permeable membrane. Osmosis only involves movement of water across a permeable membrane. Osmosis is much slower than the rate of diffusion. Osmosis is a passive transport of water whereas diffusion is a passive transport of solutes. [7, 8] A permeable membrane is a membrane that allows all types of molecules or ions to penetrate through it; it lets everything go through it such as salt. [6] Whereas a  semi permeable membrane  is a membrane that allows let only solvents, like water, to pass through it. It is a membrane that will only allow certain molecules through it. In general oxygen, food and water are allowed to enter; waste products are allowed to exit and harmful substances are kept out. It doesnt let large soluble pass through it. [2, 3] Osmosis is the main way water is transported in and out of cells in the human body. The areas of high concentration of water molecules are called hypotonic. Hypotonic solution has a low concentration of dissolved substances. Areas of low concentration of water molecules are called hypertonic. Hypertonic solution has a high concentration of dissolved substances. During osmosis, water molecules naturally travel from hypotonic areas to hypertonic areas. Water molecules travel from hypotonic areas to hypertonic areas because this process equalizes the concentrations of water and dissolved substances. [4] This is example of osmosis in human body, Salts and minerals from water are transferred in the body through osmosis. Water flows through the plasma membrane of cells and due to osmosis concentration of water, glucose and salt is maintained inside the body. [9] Active  transport  is when dissolved molecules move across a cell membrane  from a lower to a higher concentration. In active transport, particles move  against  the concentration gradient and therefore require an input of energy  from the cell. The energy used to absorb the molecules comes from respiration. In humans, active transport takes place during the  digestion  of food in the small intestine. Carbohydrates are broken down into simple sugars such as glucose. The glucose is absorbed by active transport into the villi, to be passed into the bloodstream and taken around the body. [10] http://www.bbc.co.uk/bang/images/446251/osmosis.jpg [11] Diffusion[12] http://www.phschool.com/science/biology_place/biocoach/images/biomembrane1/Tonic2.gif [13] Apparatus: Potato chip: This will help me justify if osmosis is occurring. I have used potato chip to help me justify if osmosis as it is a semi-permeable cell. The length, width and mass of all the potato chip used in the experiment are to be kept same. Scalpel and a chopping tile: The scalpel will be used to cut all the potato chip to the chosen length and width. The chopping tile will used to place the potato chip while being to reduce damages to the work area i.e. cutting of work place while cutting the chip. Electronic scale: Electronic scale will be used in my experiment to measure the mass of potato chip during the experiment. I have decided to use Electronic scale rather than a spring balance to weigh the potato chip because using electronic scale means that my results are accurate as electronic scale has measuring units ranging from grams- kilograms. My results will also be precise as the electronic scale measures the weight of something to 2 decimal places. The results obtained from a spring balance will not be precise; the results will also not be accurate as parallax error could occur while reading the data. The use of balance is necessary in the experiment because I will need to calculate mass of the potato before and after during the experiment, so that I can calculate reliable percentage difference in mass. Distilled water: This will be used to preserve the potato chip .I have decided to use distilled water rather than water because it is an isotonic solution and using distilled water to preserve the potato chip means that the potato chip wont be affected by outside factors; therefore making my results reliable. Ruler: Ruler will be used in my experiment to accurately measure the width and the length of the potato chip; to make sure that they are all same size. I have decided to use a ruler marked in units of cm and mm so that my results will be precise as the potato chip cutting will be even and of the same size. Filter paper: This will be used in my experiment to blot the potato chip once it has been taken out of the sucrose solution; I will blot the potato chip in order to absorb excess water from the potato so that there is as little water molecules in the potato; doing this will help me measure the true value of the mass of the potato and make my result more accurate. Labels: To make sure that the experiment run smoothly, each agar plate that is being utilised in the experiment will be labelled. Labels will be used in my experiment so that the potato chip in a solution can be easily identified. Labels will help me find the concentration of a particular solution. Labelling the agar plates will prevent confusion, and reduce anomalous results. Sucrose solution: I will need a sufficient number of concentrations. This is so that I can easily show anomalies and trends in my results in order to draw an accurate conclusion. Sucrose solution will be used in my experiment as this will help me to figure out if osmosis is occurring. The aim of my investigation is to see how the rate of osmosis is affected by the concentration of the sucrose solution so I will be using different concentration of sucrose solution. Measuring cylinder: Cylinder will be used in my experiment to measure the amount of sucrose solution. I have decided to use a measuring cylinder rather than a beaker to measure the amount of sucrose solution because it is made to +0.5ml or -0.5ml where as a beaker is made to +3ml or -3ml. Using measuring cylinder will mean that there will be a high level of accuracy in my results. Using cylinder will mean the amount of concentration on each is accurate. Agar Plate (6): Agar plate will be used in my experiment to hold the sucrose solution and the potato chips. The agar plates will be labelled to prevent confusion and this will reduce chances of anomalous results. For e.g. If I were to add a sucrose solution with a concentration of 0.1 on to a agar plate but believed I had picked a sucrose solution with a concentration of 0.2, the results produced would contain error and would be anomalous. I have also decided to use an agar plate. Using a test tube could possibly result in potato chips leaning on the sides and decreasing the chips surface area. Therefore, I have decided to an agar plate rather than a test tube to carry out the experiment Stop watch: Stopwatch will be used in my experiment to record the amount of time the potato chip has been placed in the solution. Stopwatch watch will be used so that the timings of the experiment are accurately followed, and that the potato is removed from solution at the correct time. This way, the experiment remains fair. Health and Safety: Healthy and safety procedures are very important while carrying out the experiment: Scribe: Scribes will be used in the experiment to cut the potato chips, but could cause fatal injury if treated carelessly. Scribes are dangerous; they are sharp and could cause wounds. You should not walk in the lab carrying a scribe. Scribe shouldnt be placed at edge of the table which could result in injury if it falls off. Wear goggles- It is important to wear goggles to protect our eyes from any spills that could happen. In case of sucrose solution getting into your eyes, immediately flush eyes with water. It is also recommended to wear latex gloves as they are thin, see through and will not create difficulty for you while doing the experiment. Latex gloves will create a barrier between the substances and your hand. Wearing gloves protects our hand form the irritation which could be caused by sucrose solution. Wearing goggles and latex gloves will mean that there is maximum skin protection and minimises chances of irritation from substances coming in contact with the skin. People with sensitive skin are more likely to be affected if the solution gets spilled on their skin. Hands should also be washed after doing the experiment. Carry out the experiment standing- It is important to carry out the experiment standing, so that there is less chance of injury happening to you. If something happens, i.e. Sucrose solution spills, you can quickly move from the area. Positioning of equipment- Acids and Alkalis should be kept in a position where they are not likely to fall or spill. It shouldnt be kept at edge of the table. Equipment such as measuring cylinder which is made out of glass could fall and break easily if placed inappropriately, i.e. edge of the table. Broken pieces of glasses are hazard, it could easily cut someone. It is also important to put the beaker which contains the concentration of solution accordingly so that there are no spills; spills in the work area is an hazard, people could easily slip. Work area: Working area must be kept clear, there should be no baggage lying on the floor which could cause people to trip over, it is a hazard. Hazards in work place could lead to injury. It is also important not to run around while carrying equipment, equipment such as scribe could cause injury to yourself. Factors: Independent variable: The independent variable in the experiment is the concentration of sucrose solution. I will be changing the concentration of the sucrose solution to see how it affects osmosis. Dependent variable: The dependent variable in the experiment is the mass of the potato. I will be measuring the mass of the potato before placing it in the solution and after they have been placed in the solution. The mass of the potato after they have been placed in a solution is a continuous variable. Controlled variable: The controlled variable in the experiment are: Experimental room: The temperature affects the rate of a reaction because the greater the temperature, the greater the heat. There will be a higher rate of osmosis in the cell membrane because particles in the solution will be moving quickly due to temperature change. Water molecules will gain kinetic energy which increase osmosis. Higher temperature could also cause the cell membrane to denature, the water molecules in the solution could also evaporate. The temperature at which the experiment is carried out must remain constant in order for an experiment to be a fair test and my results to be reliable.  I would conduct the experiment in the same room to make this factor constant. Type of cell: Permeability of potatoes can differ, if I use potato chips with different level of permeability, the amount of solution going through will not be the same. I will be using potatoes with same level of permeability. Surface area of the chips: It is important to keep the surface area of each potato the same in the experiment. Potato chips with higher surface will mean that osmosis occurs faster, because more of the potato is available for reaction. Time: In order to find out how concentration affects osmosis. The amount of time which the potato will be left in a solution should remain constant. Having a potato chip in a solution for longer time will mean that it will have a greater chance to carry out osmosis than the other chips. This will mean that my experiment will become an unfair test; I will be using a stopwatch to keep this factor constant. Volume of concentration used: The volume of concentration used in the experiment needs to remain constant to make my experiment a fair test. If this factor wasnt kept constant then the amount of water molecules on the agar plate would be different and will be varying the rate of osmosis because there will be higher probability of water molecule diffusing through the permeable membrane. I will be keeping this factor constant by using a measuring cylinder which has a measuring accuracy of +0.5ml or -0.5ml. Hypothesis: I also believe that when the chip is placed in a dilute concentration of sucrose solution, it will gain mass and become rigid. The concentration of sucrose solution will have more water than the inside of the chip. This will result in water moving from the solution to the chip. The chip will gain mass as water goes in to the cell. The chip will become turgid and strong. I also believe that there will be a stage in the experiment where the potato will neither gain nor lose any mass. This will occur because the potato chips will be in an isotonic solution. The concentration inside and outside of the potato will be the same so no osmosis will be occurring. I believe as the concentration of the sucrose solution increases, the mass of the potato will decrease. During osmosis substances move from an area of high pressure to an area of low pressure. Therefore, when a chip is placed in a concentrated sucrose solution, it will lose mass because the chip has a higher concentration of water than the sucrose solution. The sucrose solution in which the potato is kept will have will be concentrated and will not have much water. Water will move out from the chip and the cell becomes flaccid. Sugar molecules in the sucrose solution are too large to go through a semi-permeable membrane so water moves out during osmosis. The permeable membrane only allows solvent through it, the solute (sugar molecules) cant go through it. Preliminary test I have also carried out a preliminary test to see if there were any changes to be made in the final experiment. Preliminary method: I collected all the equipment needed for experiment. I made sure that I labelled the six agar plates that I used in my experiment to reduce confusion and minimise any chances of anomalous results. I measured the length of the potato; the width of each potato chip was same. The width of each potato chip to be used in the experiment was same. I measured the length of each potato chip using a ruler to make sure it was equal. Using potato chips with same length and width will result in all chips having mass but I measured mass of each chip rather than assuming the mass to be the same. If the mass had been different due to inaccurate measuring of length and width, I would change the length and width and measure the mass again. Then, I measured the mass of the potato using an electric scale. I also blotted the chip before measuring it to get an accurate value. I also waited 5 seconds after placing it on the scale to ensure that the figure displayed on the scale was not fluctuating. I poured †¦ m3 of a particular concentration of the sucrose solution into the agar plate using a measuring cylinder. Then, I placed the chip in a labelled agar plate with the correct concentration for 5 mins. I then took out the chip from the solution and blotted the chip with tissue paper to absorb any excess solution off the potato. I measured the mass of the potato after it was placed in the solution to figure out if it gained or lost mass. I carried out three repeats for each concentration to make sure that my results were reliable Then, I repeated step 3-7 for all the concentrations to be used in the experiment. Graph Analysis: During the experiment, I placed a potato chip on different concentrations of sucrose solution. We can see that as the concentration increases the mass decreases. During 0.5. Mass is acquired this cud be due to inaccurate measuring. From the graphs it is clear that there is coherent negative correlation the independent variable and the dependant variable. As the concentration increases, the percentage difference decreases. As the concentration increases from 0 100 the percentage change in massdecreases from †¦Ã¢â‚¬ ¦. My results are reliable and accurate; it shows a strong negative correlation. All the concentrations have small range bars, indicating that the results are accurate and can be relied upon. However, results: 0.1m, 0.9m, and 1.0m all have large range bars suggesting they are unreliable. Ultimately, there is a connection between the concentration and the percentage change in mass Evaluation: I used an electronic scale to measure the mass of the potato during the experiment. The results given by the scale were precise but while measuring the chip during the experiment, there was a zero error. The scale showed mass of 0.04g when there was nothing placed on it. The scale was also free of water or any solution which could have caused the scale to show mass. The zero error present on the scale could have been the cause for anomalous results in the preliminary experiment. I also placed the chip in the solution for 5 minutes; I believe the time isnt long enough for osmosis to take place. Changes made from preliminary In my preliminary, I used five different concentration of sucrose solution, to find out if concentration affects osmosis. I have now decided to use nine different concentration of sucrose solution, ranging from 0% to 100%. I have done this to make sure that there will be a range of results which I can draw a conclusion from. I also placed the chip in the solution for 5 minutes; I believe the time isnt long enough for osmosis to take place. I believe perhaps a longer time would enable osmosis to take more effect. I will be putting the chip in the solution for 10 mins in my final experiment to increase the osmotic activity. Final experiment method: Final experiment results: *All data in the results are given correctly to two decimal places. *The difference in mass is worked out by the increase/decrease in mass, divided by the original mass and then, X 100. For example, The difference in mass for the concentration 0% is worked out by: (1.81-1.71) X 100 1.75 This is 3.43%. Graph analysis: The graph depicts a negative correlation. As the sucrose concentration increases (the independent variable), the change in mass of the plant tissue (the dependant variable) decreases. Evaluation: I would pick the chip from the distilled water by tweezers rather than hand. I will tweezers to pick it because this will mean that the potato chip doesnt make contact with skin, and no moisture will be absorbed by the chip form the potato. Moisture from skin could affect the mass of the potato. However, using tweezers to pick the potato, I could be damaging the chips cell which will have an effect on the results. I also used an electronic scale to measure the mass of the potato chip during the experiment; the use of electronic scale to measure the potato chip meant that my results obtained are precise as it gave figures to two decimal places. I think my result were also accurate because using an electronic scale meant that no parallax error occurred. If I were to use a spring balance to measure the chip of the potato, parallax error could occur. However, using an electronic scale could have resulted in systematic and zero error which could change my results significantly. I have also made sure that while measuring the chip, there was no zero error occurring. Zero error could have been the possible reason for anomalous results in the preliminary experiment. I have made sure that the scale displayed 0.00, in order to get an accurate value of the chip and to make my results reliable. It was also very hard in my experiment to make sure that each chip had a same surface area. The chips could possibly have different surface area. Although, we too care while measuring the length and width to make sure the difference of surface area between chips was minimal. I would also like to use a ruler with even smaller increments, such as tenth of millimetres to make sure that the length and width of the chip is very accurate. Despite the fact the chips could have different surface area; other controlled variables were kept the same throughout the experiment so my experiment can be considered reliable. I also carried the experiment three times for each concentration, doing this improves the reliability of the experiment. Doing three repeats for each concentration also increases reliability of the results. I also used concentration of solution ranging from 0%-100%, I believe I have used sufficient amount of concentrations to draw a conclusion. If I were to repeat the experiment, I would change the concentration in the experiment by 5% rather than 10%, this will allow me to work with a range of results. There could also be a human error in my experiment. For instance, I could have blotted one of the chips with filter paper more than the other; this would have resulted in a lower mass of the chip while weighing it. Human error could have been the reason for anomalous results. Other reasons for anomalous results could have been due to: Inaccurate measurements of the sucrose solution Systematic/ zero error while weighing the chip Pipette I also waited 5 seconds after I place the chip on the scale to measure it, so that the figure was settled. I also used an agar plate to ensure that potato chips were not touching the sides. The range of concentrations I used in the experiment are sufficient enough to Even though, I chose 10 mins prior to 5 mins for my real experiment, I would still like to change the time, I would make the time to 30 mins. This time would allow the process of osmosis to occur fully. Therefore, allowing me to collect clear data which shows the true difference made by each concentration. I would also consider using a precise, accurate and better weighing scale to measure the mass of the potato. Even though, the scale was accurate and precise. The weighing scale was constantly fluctuating which didnt allow me to get an accurate reading. I would like to use a scale which doesnt fluctuate and has higher level of precision- it should be able to measure to 3dp. This would also make my experiment and the results obtained reliable. Conclusion: Error bars The error bars have quite a small range. This means that my experiment is reliable. The error bars are not far apart; this implies that the results have been recorded in a similar way. This also tells us that the controlled variables such as, type of cell have been maintained throughout the experiment. Skills for Effective Management | Reflection Skills for Effective Management | Reflection Introduction Effective Management Skills There are a number of skills which are required for sake of effective management instead of a magical formula. This abet in getting the continual learning process in an easier and effective manner. If there is a proper management style being followed then one would be able to get the best leadership style being followed. Thus, few things are always necessary which are helpful in giving positive results in end. Some of the skills are; To be your ownself. Building an effective management style. Have some clear standards. Should be able to give feedback openly Always create an environment of trust Try to encourage staff Maintain regular meetings with staff. Set targets for every month. Examine all issues timely. Always admit your own mistakes Going along with all of these there is a need to understand the three major effective manager skills areas which are being observed. They are named as task execution, the wonderful commercial insight and proper people skills. There is a competence being maintained in all of these three then it would become a bit easier for sake of people to manage things and get beneficial results through their small acts. (Andrew, F. 2009) i) Task Execution When there is a talk about the task execution then it is clear that execution of the complex tasks and getting the proper management of projects is quite helpful. This is not only helpful in getting efficient operations done properly, but along with that it also abet in doing the planning, organizing and considerate kind of monitoring of the performances. Through that strong results focus can be attained in a particular manner. It gives the sense of urgency which is almost one of the biggest necessities for sake of those people who are thinking of getting the time pressures faced in an easier manner. EFFECTIVE MANAGEMENT SKILLS IN THREE DIFFERENT AREAS TASK EXECUTION COMMERCIAL INSIGHT PEOPLE SKILLS ii) Commercial Insight This commercial insight is necessary for sake of getting a competitive edge. This can be beneficial as this emphasizes efficiency. Whether there is a need to talk about private sector or the government sector managers both can get benefited through it. Best thing is that, proper kind of setup is ascertained for sake of profitability or some times for return on investment as well. Many managers used to get strategic thinking ability through it. That abet in giving focus over the right tasks. Through them there is a chance to get an addition to most value. In a commercial insight proper planning skills are helpful in prioritizing different combinations of some abilities which are a proper mean of understanding financial aspects smoothly. Almost every kind of resources can be allocated through it at their disposal wisely. iii) People Skills There is integrity to foster trust. That abet in getting an emotional intelligence in a successful manner. This gives some kind of empowering, elegant coaching, some what motivating and a number of developing people catalysts easily. There are different ranges of tasks which can get a good facilitator easily. This is known to be people skill option, through which people can acquire effectiveness in their communication and tremendous kind of good listening skills as well. Skills Required For Effective Management Thus, there is always a need to have effective, efficient and positive kind of attitude towards management. This use to abet in getting wonderful results in future. Thus, two main types of skills which are required for the sake of an effective management are known to be; Personal Skills Professional Skills If an individual is able to make the excessive usage of both of these skills, then there might be some end results in the form of positive, progressive and spectacular results as well. There is a need to know how management differs from leadership. Management means to execute task effectively and efficiently and to achieve goals by utilizing all resources available for particular project or goal. However, leadership defines new directions or promotes organization. Leadership defines goals and resources but management utilize all resources to achieve goals set by leadership. Effective Management Skills For effective and efficient manager it is very important to have skills in three areas: People skills, Commercial insight and task execution. Many Managers seeks or get training how to strengthen in different areas but best managers have all 3 management skills. Task execution means to execute task with proper planning and also monitor performance of the task. In task execution strong focus remains on results and complex tasks are executed through efficient operations and monitoring. Skilled people manager create trust and the exciting intelligence to deal with different people fruitfully. Managers adopt strategic approach and focus on return on investment and profitability. Managers always tried to add more value in their product and utilize all resources according to output. Example of A Managers Effective Three Personal And Professional Skills Let me describe the importance of an effective management and different kinds of skills through the help of an example; Lets us consider that Mr. XYZ is having three types of personal and professional skills. His personal skills use to include interpersonal skills, communicative and self motivated person. Where as his professional skills use to include leadership, innovative strengths and disturbance handling skills as well. Thus, let me tell you that how these three kinds of skills might be helpful in determining the whole process and achieving success at the end of this process. Firstly, If there would be any kind of decision making, then through the help of innovative, adaptive, communicative and supportive skills, the manager might be able to handle the whole process. Not only that, but also there would be some positive results would be seen in it. Secondly, one thing which is necessary to be kept in notice that, if MR. XYZ is able to deliver his professional skills through the help of his personal skills, then there might be some different kinds of impacts being seen during the management processes. Let me list down some of them Successful process Easy communication Proper working Timely completion of work No Quality compromises Effective Leadership Efficient control Trust worthy working Value of manager would definitely be increased Chances of promotions Improvements might also be seen Thus, all of these seem to be proof that, if there is a proper usage of skills of an individual then there might be different kinds of results being seen in it. Methods To Improve Personal And Professional Skills Following are the methods through which one is able to improve the personal and professional skills; 1) Giving proper audits and assessments about things what they already know or necessary to be known to get some learning development plan option in an easier manner. 2) Learning and giving acknowledgement to personal development for sake of professional realms 3) Understanding the qualities 4) Relevant theoretical constructs formulation Answer #2 Personal Skill Audit Personal skills which are being inhibited, which are discussed earlier, they are as under interpersonal skills communicative skill self motivated Thus, if we make out audit of these personal skills then we might be able to get the result that all these three kinds of skills are positive and helpful in achieving a number of goals in life of a person; there are different approaches which are found over there. (Bob, J Michael, K. 2004) Firstly, interpersonal skills of individual are able to make different kind of information flow, between two people. These skills seem to be advantageous in nature, as one person is able to tell that what is the desired concern? Secondly, communicative skills are helpful in making communication in case of personal and professional life. Because of these skills, the confidence level of a person is very high. He or she might be able to convey message easily, with out any kind of lose of control. Thirdly, self motivated means that an individual is able to increase enthusiasm and motivation in other people as well. This can be made possible only because of supportive attitude which is being created because of self motivation. Thus, if there is always a carrying of these kinds of skills, then their directed usage might be helpful in getting success, in personal and professional life as well. They are helpful in making learning through them. How Main Theme Of Learning Program Have Impacted On My Work Role From the above discussion it is clear that there is a specified kind of impact which is being made over the work role. That is helpful in giving proper kind of differentiation in oneà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s own personal skill. Along with that they would be helpful in having a direct or indirect impact over the interpersonal and professional skills. Thus there are a number of benefits which are being attained through it; There is a higher level thinking skills development being made possible Interaction and familiarity with things were made possible. Increase in self esteem took place Enhancement of satisfaction occurred Promotion of the positive attitude all enhanced oral communication skills got a certain development There is an improvement in the social interaction skills Some kind of the active, apparently involved and definitely exploratory kind of attitude developed. There is an encouragement in the diversity of understanding which took place Safe environment learning took place. Improvement in self management skills took place Usage of constructivist approach become easier now The atmosphere of cooperation becomes a bit easier to be understood. Development in the interpersonal relationships occurred. Generation of the stronger kind of social support system took place. Promotion of some kind of innovation becomes visible. Skill building techniques and the practicing techniques were being analyzed frequently. All of these aspects are helpful in determining the corrective steps towards work. This seems to be positive as this helped a lot in giving a smooth kind of motivation along with the pre-determined kind of approach. One of the best thing about it is that there are positive results which are always determined through it. They seem to be perfect in its collaboration because of the innovative results which they used to give through it. These skills are not only helpful in giving a personal development but also there are some positive changes which are being seen in professional purposes as well. All of these aspects are key factors which are known to be derivatives of functional development of a person. Strengths Weaknesses At The Start Of Program Thus, if there is a need to make the impact short defined then strengths and weaknesses at the start of programs and end of program might be helpful. They would tell us that, which type of improvements, were being made. Let me describe you about them one by one. Strengths; Here is a list of some of the strengths mentioned below; Higher self motivation Devotion towards achievement of work/Success Best kind of techniques and tactics usage at different places Communicative skills Weaknesses; Multiple weaknesses were being felt, at the start of this program i.e. Less abilities to maintain stress Implementation of successful plans Thus, both of these strengths and weaknesses are those which were being determined at the start of this personal development process. Strengths Weaknesses At The End Of Program Thus, there were a number of improvements being felt at the end of this process. Reason behind this might be that, this is a special kind of learning program, which is being designed in order to teach a manager that how he or she might be able to make a distinction of their own work from the other people. Let me list down a number of strengths and weaknesses in this aspect. Strengths Increase in knowledge Techniques for handling a situation Improvement in handling stress in different conditions Determination of goals/ objectives and plans Know-how that how a successful goal achievement can be made Improvement in personal and professional skills Chances of improvement with in organization and outside an organization Weaknesses Still there is a need of more learning, so that processes of successful attempts can be made fastly Need to cope up with numerous time frames, of a number of cycles linked with working. Answer # 3 Personal Development Plan When there is a need to discuss the personal development plan then there is a need to know that there is a reflective record of management experience which is helpful in setting up the objectives and plans to meet goals. The personal development plan is as follows; First of all there is a need to do an understanding of some of the current required goals. These include the organizational as well as personal goals. Secondly this would be helpful in getting proper plan out. Through that there is a necessity of planning categorization being made. This is helpful in giving future positive results, which needs to be analyzed. After that getting the proper analyzing there is an option to get the implementation, monitoring and reviewing as well. This whole plan out would be helpful in getting the proper kind of end results Needs to understand current required of goals (Organizational Personal) Plan outs Need to make categories of planning Analyzing of Plans Implementation Monitoring Reviews End Results Personal development planning helps to attain potential and it helps to identify skills gaps and growth areas. In good Personal development planning you can do planning easily and promote your business further. In personal development plan employee enhances existing skills or knowledge and develops ground-breaking skills or expertise in its field. Identifying and Targeting the Dates For Monitoring And Reviews There is a need to make identification and targeting of dates for actions or goals being determined. This is because of numerous benefits which are associated with targeting dates. Thus for that purpose, let me give you some kind of tips, which might be effective in nature First of all, there is a need to make a note down of all goals Know about their importance Assign dates Dates should be assigned according to the time spam, which it might be taking while its completion process Make an overview of process Make timely check out, while processing of whole ongoing process Keeping in notice, if there is a need to make corrective actions at any step. Thus, all of these might be helpful because of the fact that, at the end of process, there might be some successful achievements. It is the duty of a manager, to keep proper check according to assigned dates. Thus, in end, I would like to include that, the end results of this ongoing process are almost beneficial in every aspect. As it is made through special categorization. But three main aspects linked with it use to include; Achievement Learning Visible change All of these three aspects are beneficial and part of fruitful results. Thus, they would only be ascertained if there is none kind of neglections or mistakes being taken in achievement of goal process. Short Term, Medium Term Long Term In order to determine goals the basic objective is to make strategy or make an analysis of financial statements of company. Thus, while talking about shot term goals of company, we would be able to know that, the current short tem goal can be to determine that what are the different problems being faced by company, what are their causes, and how they can be fixed while remaining in a certain boundary? Where as, medium term goals of a manager, use to include two basic aspects. First one is that if there is a need to make some changes, then how manager should adopt change with in organization? What are the reasons to change and how this change can be implemented so that company can make progress? This seems to be an open declaration for making strong decision making rules. These can be adaptive for sake of employees and company regulatories as well. (Ingham, J. 2007) Thirdly, the main thing is long term goals of an organization; they use to include effectiveness, efficiency and tactics for earning of profits. The better a manager is able to make some differentiation, wonderful might be the results seen because of it. Company would definitely be able to make benefit out of time factors. These can be analyzed from end results of these kinds of goals, actions and planning.