My Future Essays - Finance, Master Of Business Administration

My Future I like options, I like security, and I like power. With these wants, I knew at a very early age that I would enter business and thus I attended a college that specializes in the subject. In my first position out of school, I was hired by Dunhill Equities as a cold-caller. After several weeks of being hung up on by angry prospects, I decided that this career path would not lead me to success. I then moved within the firm to a position as sales assistant. While this was by no means my dream job, I learned a tremendous amount about business, and I gained useful exposure to the world of finance. Unfortunately, the company hit a period of instability, and after ten months I transferred with my boss to Coleman & Company. Thirteen months later, that company also began to fail, and I began to search for another path to advancement. With two strikes against me, I hit a home run and was hired by Sanford Bernstein into a challenging job with limitless opportunity for growth. After almost three years at Bernstein, I am once again seeking career advancement. My education and work experience have provided me with an excellent introduction to business, and they have sparked my interest in finance. Taking into consideration my foundation and my interests, graduate business school is the next logical step. At this point in my life, I consider a Stern MBA to be necessary since I need to gain a broader understanding of finance and to sharpen my analytical skills in order to be successful in corporate finance. Stern' s MBA program will allow me to concentrate in finance, strengthen my global business perspective, and provide me with the opportunity to study with and learn from people with varied backgrounds. The school' s location in the financial capital of the world and in one of the most diverse cities in the world also suits me perfectly. Aside from advancing my career, I would also like to develop personally. In college I did not join many clubs or organizations, and I did not participate in sports. Instead, I spent all my time studying, working, or dealing with family issues. Having been away from home and living in New York City for four years, I feel the need to make a name for myself and to develop a meaningful social life. I want to take advantage of the many benefits that extracurricular activities offer, and I want to be involved in the Stern community. Upon graduation from the Stern School, I will seek a position as an associate within the corporate finance department of a large, Wall Street, investment-banking firm. In three to five years, once I have become adept in financial analyses, drafting prospectuses, preparing business presentations and other financial advisory work, I will move into a senior associate position. Here I will develop my abilities to anticipate client needs and to engineer solutions that address these needs. In approximately 10 years, I will have the experience necessary to take on upper-level management responsibilities. Acceptance Essays

Women of ancient greece and egypt essays

Women of ancient greece and egypt essays Equality in the ancient world was not the same as it is today. In ancient Greece women were not looked upon as equals. They were considered to be secondary in relation to men. On the other hand the women of ancient Egypt enjoyed many of the same freedoms as the men did. They, unlike women in most cultures of the time, were considered more or less equals. Ideally this social equality would have been the same for all ancient women. Ancient Greece was the cradle of western civilization. It was a land comprised of small city states. Often in history books, the men of this time are only mentioned and the women are too easily forgotten, but we must not forget the women that lived in this time, for they played just as significant a role in creating and in making this culture inspiring to this day. Women in archaic Greece were prepared for marriage and motherhood through dancing and singing and participating in other religious events. Athenian girls knew how to dance, but music was not something that was considered to be very respectable. In Sparta, and generally among Dorian city-states, women enjoyed more freedom and thus participated in music, dancing and telling stories without being looked down upon. An example of this was the maiden songs which were sung by young women on the brink of adulthood, as rites of passage into adulthood. Women writers, most often, wrote lyric poetry. They tended to focus on emotions, lovers, friendships, and other events in their lives. Their honesty and simplicity conveyed sincerity, thus making these poems very popular. Most poems and songs were accompanied by the playing of a lyre. The lyres sound was considered dignified and soothing, and was often associated with upper class women. Flute music however, was considered to be more exciting and thus was the resort of professional musicians, slaves, and prostitutes. Hetairai used flutes to provide background music at symposiums. Women wrote...

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Have you ever wondered what it would be like to switch places with your mom? Or what losing your job would be like? In the summer of 2014 I faced both of these problems. I had just started caddying and was not looking forward to it but, I had just my parents saw it as more than a jobit was a learning experience. I would do anything to avoid going to work even when my parents encouraged me. As an only child my parents always put me first but, when one of them needed me I put everything aside because family comes first. In 2014 my mom fell from a 20 foot ladder. She broke her pelvis and shattered her wrist from the impact of the fall. She was put into a hospital and needed to get surgery for both of her injuries. My dad stayed with her for as long as he could but had to work so I took care of my mom. I had to go to the hospital two times a day to check in on her and see if she needed anything. The situation was very awkward for me because for the first time my mom and I had switched roles. At the time I was happy to take care of my mom because it was an excuse for me not to go to work. For my job you have to be in the top 100 in order to come back the next year. In the back of my head I knew that I was not going to make that because of the situation I had on my hands. After the year had ended I had found out I didnt take the top 100. My parents were disappointed that I did not make the list but where more proud that I had helped my mom when she needed it. The next year my mom talked to my boss and told him why I didnt make the list. He was very understanding and gave me my job back. The next summer when I got back to work I was extremely motivated to make my parents proud and succeed in my job. I worked hard the entire year finished in the top 100 and even received a promotion. As a kid, I didnt realize how important it was tohave a flexible well paying job. My parents always set me up for success and when I was little I was not able to recognize that. By putting everything aside during the situation I was able to learn valuable life lessons along with important things about myself. I learned that no matter what happens in life family always come first and that you never know how someone feels until you walk in their shoes. I took for granted what my mom had always done for me because I thought it was just what she was supposed to do. After I took care of her for that summer I realized how hard she worked to suit my every need no matter how hard the task. I learned that I am hardworking and when I put my mind to something im devoted to do it to the best of my a bilities. The situation helped me to evolve into the person that I have become and at the same time show me that family is the most important thing in life. Spending the time with my parents during a time of hardship brought us closer then we had ever been. I was able to make them proud because of my actions regarding the accident and how I bounced back in life stronger than ever. Not only did I learn things about myself but my family learned that no matter the situation we can always count on one another.

Adoption Social Work Law Essay Example | Topics and Well Written Essays - 1000 words

Adoption Social Work Law - Essay Example he National Minimum Standards for Voluntary Adoption Agencies and Local Authority Adoption Service Act of 2003 and the National Minimum Standards for Adoption Support Agencies Act of 2005 in England. Ball (2005) reflects that the series of legislation is indicative of the growing interest and concern for adoption. She points out that adoption is not anymore a last recourse for families who are unable to conceive children but has become a matter of personal choice, if not an expression of social opinion. The 2002 Adoption and Children Act follows closely the provisions set forth by the Children Act 1989 particularly in its emphasis on welfare protection. One of the most critical provisions is the requirement for local authorities to establish a local adoption service pursuant to primarily to the Minimum Standards for Voluntary Adoption Agencies and Local Authority Adoption Service Act of 2003 as well as to national regulatory statutes. The local adoption agencies will be tasked to accomplish assessment of adopting parties, develop and institute support services and implement regulatory measures as needed. For adoption support agencies and other services, national standards for operations and performance were established. In effect, independent adoption agencies were required to subscribe to a uniform system of accessing information, delivering services and developing a database of information for retrieval for minors who were adopted when they reach maturity. The Act also provides for the regulation of inter-country adoption which has significantly increased to the due to international advocacies for the placement of displaced children due to war or wide-scale poverty (Parker & Bradley, 2007) In the 2002 provisions, there is greater sensitivity to changes in social constructions of â€Å"family†. The provisions provided opportunities for adoption for single individuals as well as unmarried couples. The legislation also responded to concerns regarding

Personal Letter to Toronto Mayor Rob Ford Essay

Personal Letter to Toronto Mayor Rob Ford - Essay Example First we need to understand the meaning of climate change. â€Å"Climate change is the warming of the earth’s atmosphere caused by human-generated emissions of greenhouse gases, the largest contributors being carbon dioxide, nitrous oxide and methane† (International Council for Local Environmental Initiatives report, 1995; as cited in Berman, 1997). There is a gradual increase in temperatures, patterns of rainfall and snow are shifting, and other severe climatic events are occurring such as increased droughts and storms. These events have negatively affected the ecosystem, weather, snow, oceans, and society. Although, natural events contribute to climate change, they are not the primary cause. Studies conducted by scientists ascertain that these drastic changes in the climate are associated with the rise of greenhouses gases in the atmosphere. These gases in the atmosphere are due to human activities such as burning of fossil fuels. The systems human use each day like cooling and heating systems, electricity generators, industrial processes and motor vehicles all contribute significantly to emission of the greenhouse gases. The greenhouse gases trap heat, and prevent it from escaping out of the atmosphere thus, raise the global temperatures. Climate change seems to be a continuous process, and will be there in the future. As humans continue emitting more greenhouse gases, the future will certainly experience more climatic changes. Climate change will negatively affect the entire world by negatively changing the economy, the environment and the health of people. The world has an obligation to strategize well, in anticipating some of the climate change impacts. This will benefit the entire human race (EPA, 2014). Solar energy and ocean currents variations affect the climate. Nevertheless, they do not sufficiently explain the rise of

Thesis writing guide Essay Example for Free

Thesis writing guide Essay The Centre for Graduate Studies of Universiti Tun Hussein Onn Malaysia (UTHM) would like to extend its appreciation to the members of staff who contributed their efforts and ideas in the preparation of this fourth edition of the Thesis Writing Guide. This manuscript was updated based on the third edition published in 2006. The Centre would also like to thank all parties involved in the publication of the manuscript. iii TABLE OF CONTENTS PREFACE i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vii CHAPTER 1 THESIS STRUCTURE AND CONTENT 1 1. 1. Thesis definition 1 1. 2 Thesis structure 1 1. 3 Thesis status declaration 2 1. 4 Viva voce examination panel 3 1. 5 Title page 3 1. 6 Declaration page 3 1. 7 Dedication page (Optional) 3 1. 8 Acknowledgement page (Optional) 4 1. 9 Abstract 4 1. 10 Content page 4 1. 11 List of tables page 5 1. 12 List of figures page 5 1. 13 List of symbols and abbreviations page 5 1. 14 List of appendices page 5 1. 15 Text 6 1. 15. 1 References in the text 7 1. 15. 2 Tables in the text 7 iv 1. 15. 3 Figures in the text 8 1. 15. 4 Equation in the text 9 1. 16 References 9 1. 17 Appendices 10 1. 18 Vita 10 CHAPTER 2 SIZE AND FORMAT. 11 2. 1 Paper and size 11 2. 2 Margin 11 2. 3 Page numbering 11 2. 4 Numbering of chapters and sub-titles 12 2. 5 Typing 13 2. 6 Spacing and format 13 2. 7 Printing of documents 14 2. 8 Lettering and drawings 14 2. 9 Maximum number of pages 15 2. 10 Binding of thesis 15 2. 10. 1 Cover colour and letterings 15 2. 10. 2 Thesis cover 16 2. 10. 3 Thesis spine 16 2. 10. 4 Trimming 16 CHAPTER 3 FORMAT OF REFERENCES 17 3. 1 Introduction 17 3. 2 Author (Date) System 17 3. 2. 1 Writing cited information 19 3. 2. 2 Writing the reference list 21 3. 2. 3 Writing the names of authors 22 3. 2. 4 Referring different types of sources 23 v 3. 3 31 3. 3. 1 Citing references in the text 31 IEEE Format 31 3. 4. 1 Citing references in the text 3. 4 Referring to Electronic References 31 3. 4. 2 Writing Style in publishing of reference list 31 REFERENCES 36 APPENDIX 38 vi LIST OF TABLES 1. 1 Structure and content of thesis 1 CHAPTER 1 THESIS STRUCTURE AND CONTENT 1. 1 Definition The specific use of the word â€Å"thesis† in this guide refers to the academic writings submitted in fulfillment of the requirements for the award of the doctoral degree or the masters by research degree. The word â€Å"thesis† is also used in general to refer to the master’s project report and research dissertations, which are the documents submitted in partial fulfillment of the requirements for the award of the degree of masters by coursework or mixed-mode, as well as the undergraduate project reports. 1. 2 Structure A thesis is made up of several sections, arranged in the sequence shown in Table 1. 1. Table 1. 1: Sequence of contents NO. SECTION REQUIREMENT EXAMPLE (APPENDIX) REMARKS 1 Blank Page 2 Declaration of Thesis Status Required A1/ A2/ A3/A4 Unnumbered 3 Examiners’ Declaration Required B Unnumbered 2 Table 1. 1 (continued) NO. SECTION REQUIREMENT 4 Title Required EXAMPLE (APPENDIX) C1/ C2/ C3 5 Student’s Declaration Required D1 /D2 6 Dedication Optional E 7 Acknowledgements Optional F 8 Abstract Required 9 Contents Required G1a/ G1b/ G2a G2b H 10 List of Tables Required I 11 List of Figures Required J 12 Required K 13 List of Symbols and Abbreviations List of Appendices Required L 14 Text Required M 15 References Required P1/P2 16 Appendices Optional 17 Vita Required Q 1. 3 REMARKS Unnumbered but considered as (i) Lowercase Roman numeral (ii) Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman  numeral Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman numeral Arabic numeral starting with the page number Arabic numeral continued with text Arabic numeral continued with text Unnumbered Declaration of thesis status The status of a thesis must be declared by completing the Thesis Status Form as shown in APPENDICES A1-A4. If a thesis is to be classified as confidential or limited, a letter seeking this classification must be obtained from the organisations concerned and submitted to the Dean of the Centre for Graduate Studies, the Dean of the Faculty or related academic centres. The approval letter must state the reasons for and duration of the classification. The typical duration for this classification is three years. Where an author classifies a thesis as unlimited, the University shall assume that the thesis is non-confidential. Copies of the thesis can be made and used by Universiti Tun Hussein Onn Malaysia. 3 1. 4 Viva voce examination panel The names of the members of the viva voce examination panel shall be included as shown in APPENDIX B. This page is not applicable for the master’s project report or the undergraduate project report. 1. 5 Title. The title page must contain the following information in the following order: (i) Title of the thesis; (ii) Full name of the student; (iii) Statement on the purpose of the thesis submission; (iv) Name of the faculty or centre where the student is registered; (v) Name of the University; and (vi) The month and year the thesis was written and accepted. Theses for the Master’s degree by research and the Doctor of Philosophy degree must be approved by the Graduate Studies Committee (Jawatankuasa Pengajian Siswazah), whilst others must be approved by the relevant committee. (Please refer to APPENDICES C1-C3) 1. 6 Declaration The declaration page contains a statement declaring the originality of the thesis. It must be signed by the author. Please refer to APPENDICES D1-D2. 1. 7 Dedication (optional) The dedication message must be concise, must not exceed one paragraph and must not contain any numbers, graphs or figures. Please refer to APPENDIX E. 4 1. 8 Acknowledgements (optional) Acknowledgements must be written on a single page only. Its purpose is to record the author’s appreciation for individuals or organisations that provided their assistance either directly or indirectly in the preparation of the thesis. Please refer to APPENDIX F. 1. 9 Abstract The abstract is a short summary of the thesis. It should describe the rationale and objectives (problem statement), the methodology, as well as the findings and conclusion of the study undertaken. The abstract must not be longer than 250 words for a Master’s thesis or Master’s project report and not longer than 350 words for a Doctoral thesis written in two languages, Bahasa Melayu and English. For a thesis written in English, the abstract must be written in English first followed by its Malay translation on the next page. Do not include any literature review, unexplained abbreviations, limitations or suggestions for future research in the abstract. It must be written with a spacing of one and a half (1? ) lines. Please refer example abstract for engineering at APPENDIX G1a and APPENDIX G2a and example abstract for social science at APPENDIX G1b and APPENDIX G2b. 1. 10 Table of contents The table of contents must begin on a new page. The information is organised by chapter, topic and page number. Every chapter, topic and page number shown in the table of contents must correspond to the same chapter, topic and page number in the thesis. Sub-titles may be displayed up to three levels only. Please refer to APPENDIX H. 1. 11 List of tables This page contains a list of all tables presented in the thesis. Information such as table numbers, table captions and the corresponding page numbers where the tables 5 appear must be shown clearly in the list. The list must be ordered by chapter. Please refer to APPENDIX I. 1. 12 List of figures All illustrations included in the text such as maps, charts, drawings, graphs, pictures and photos are considered as ‘Figures’. The list of figures contains all the figure numbers, titles and the corresponding page numbers on which they appear. The list of figures must be ordered by chapter. Please refer to APPENDIX J. 1. 13 List of symbols and abbreviations This page lists down all the symbols, abbreviations, nomenclature and terminology used in the text. The order of writing them is as follows: Roman letter alphabetical order Greek letter alphabetical order Superscript alphabetical order Subscript alphabetical order Please refer to APPENDIX K. For further information on spelling and abbreviations, students are advised to refer to the latest edition of the Oxford Advanced Learner’s Dictionary published by Oxford University Press. 1. 14 List of appendices. This page lists down the appendices included with the thesis. Please refer to APPENDIX L. 1. 15 Text Text in the thesis must be organised in titled chapters. The titles must reflect the content of the chapter. Every chapter must begin on a new page. Chapters can be divided into sub-chapters with corresponding sub-titles. Titles and sub-titles must be 6 numbered. Please refer to APPENDIX O. There is no restriction on the total number of chapters in a thesis. Generally, a thesis will have the following basic structure. (a) Introduction This chapter describes the aim, objectives and scope of the research as well as the structure of the thesis. (b) Literature review The literature review is a critically written and comprehensive account of the published works on a topic by accredited scholars and researchers. It is directly related to the thesis, providing information on theories, models, materials and techniques used in the research. c) Methodology This important chapter explains in detail the samples, instruments, materials, procedures and data gathering methods used in the research. (d) Data analysis and results This chapter explains the data analysis techniques and results through written text, figures, tables, and/or other means. (e). Discussion and conclusions In this chapter, the writer discusses the results and research findings by comparing them with the previous research work mentioned in the literature review chapter. Conclusions are drawn based on the research findings and their implications. Future works are also discussed. Students who need to translate their theses are advised to refer to the latest edition of Gaya Dewan Bahasa dan Pedoman Translasi published by Dewan Bahasa dan Pustaka. 1. 15. 1 References in the text When an information or idea is taken from a source, the author of the source must be acknowledged in the text. References cited in the text must be written according to the style prescribed in CHAPTER 3: FORMAT OF REFERENCES. 7 1. 15. 2 Tables in the text All tables must be numbered using Arabic numerals. Table numbers must be linked to the chapter number. For example, the third table appearing in Chapter 4 is numbered, â€Å"Table 4. 3†. The caption for a table is placed 1. 5 lines above the table and written in Times New Roman font, size 12 without a period at the end and left justified with single line spacing between lines. The text in the table must be written using Times New Roman font, size 10 and single line spacing between lines. If a table extends beyond the end of a page, its continuation on the next page must, for example, be labeled, â€Å"Table 4. 3 (continued)†. As an example, please refer to Table 1. 1 on pages 12. If a table is taken from a particular source, the source must be stated at the end of the caption. Please refer to APPENDIX N. A table can only be presented after it is cited in the text. All tables that appear in the text must be listed in the list of tables as shown in APPENDIX I. 1. 15. 3 Figures in the text All figures must be of high quality and numbered using Arabic numerals. Figure numbers must be linked to the chapter number. For example, the third table/graph/chart/etc appearing Chapter 4 is numbered, â€Å"Figure 4. 3†. The caption for a figure is placed 1. 5 lines below the table/graph/chart/etc and written in font size 12 without a period at the end with single line spacing between lines. If a figure extends beyond the end of a page, its continuation on the next page must, for example, be labeled, â€Å"Figure 4. 3 (continued)†. If a figure is taken from a particular source, the source must be stated at the end of the caption. Please refer to APPENDIX N. A figure is best placed immediately after it is cited in the text. All figures that appear in the text must be listed in the list of figures as shown in APPENDIX J. Illustrations in diskettes, on slides or in other similar mediums must be placed inside a specially made pocket attached on the inside back cover of the thesis. Illustrations with large dimensions, such as plans and maps, must be reduced in size to fit into a single page. Illustrations must comply with the following conditions: 8 1. 15. 3. 1 Photographs Photographs used as illustration must be affixed in the text using high quality glue or other better techniques. 1. 15. 3. 2 Newspaper and other clippings. A clear and high quality photocopied version of the actual clipping must be used instead of the original. 1. 15. 3. 3 Maps and aerial photographs Maps and aerial photographs intended to be included in a thesis must have obtained prior written permission from the Ketua Pengarah Pemetaan Negara (Director General of National Mapping). Illustrations must be scanned and printed using a high resolution colour printer. 1. 15. 4 Mathematical equations Mathematical equations must be numbered using Arabic numerals. Equation numbers must be written at the end of the equation and linked to the chapter number. For example, the numbers (4. 3) and (4. 4) are given to the third and fourth equations respectively that appear in Chapter 4, as follows: y2= 32 + 3xy + C (4. 3) z = 106 + 9y5+84 + 7y6x5 + 6y5x4 + 54 + 4y4x3 + 3y3x2 + 2y2x + yx 1. 16 (4. 4) References References are the sources referred to when preparing a thesis and cited in the text of the thesis. Thesis writers are required to list down all cited materials in the list 9 of references (refer to APPENDIX P1 and APPENDIX P2). The list of references must be prepared according to the format prescribed in CHAPTER 3: FORMAT OF REFERENCES. 1. 17. Appendices (optional) The appendix section gives an author the opportunity to include materials that can provide additional information in the text to support the study. These materials include tables, charts, computer programmes and questionnaires. Here are some guidelines for the appendix. (a) Research data, tables, examples of questionnaires, maps, photos and other materials that are too long to be included in the text or are not directly required to comprehend the text can be included as appendices. Generally, tables and graphics that are more than two pages long should be put in the appendix section. (b) Appendices are labelled as APPENDIX A, APPENDIX B, etc depending on the type and quantity of the materials. Appendices can also be given specific titles. 1. 18 Vita Students must provide a one-page â€Å"Vita† of themselves to be placed at the end of the thesis after the appendices. This â€Å"Vita† page is unnumbered. See APPENDIX Q for an example of the â€Å"Vita† page. CHAPTER 2 SIZE AND FORMAT 2. 1 Paper quality and size Only high quality A4 size (210 mm x 297 mm) white simili paper, weighing 80 grams, may be used for the thesis. 2. 2 Margin The margins should be 4 cm from the left, 2. 5 cm from the top, 2. 5 cm from the right and 2. 5 cm from the bottom, on every page including the cover. 2. 3 Page numbering Number the pages according to the sequence given in Table 1. 1. The page number must be written at the top right corner, 1. 5 cm from the top and 2. 5 cm from the right, measured from the last digit of the page number. The page numbering system must conform to the following rules: (i) The preface of the thesis, starting from the title page, must be numbered using lower case Roman numerals (i, ii, iii and so on); the text pages and the rest of the thesis must be numbered using Arabic numerals (1, 2, 3, and so on). (ii). The first page of the thesis, the title page, is an unnumbered page ‘i’. (iii) The first page of Chapter 1 is unnumbered but is considered as page ‘1’. The same applies to the first page of all the following Chapters, where the first 12 page is unnumbered but taken into account for the purpose of numbering the subsequent pages. 2. 4 Numbering of chapters and sub-chapters Chapters and sub-chapters must be numbered using Arabic numerals. Chapters are numbered CHAPTER 1, CHAPTER 2, CHAPTER 3, and so on. Sub-chapters are nested, but its numbering is not indented, up to a maximum of 4 levels as in the example shown below: CHAPTER 2 First level (Chapter number) 2. 1 Level 2 (sub-title); 2. 1. 1 Level 3 (sub-sub-title); 2. 1. 1. 1 Level 4 (sub-sub-sub-title) If a chapter title or sub-title at any level exceeds a single line, the spacing between the lines must be the same as that of the text. Subsequent sub-chapters beyond the fourth nesting level must be numbered using alphabets. The distance between the title number and the title is one (1) cm irrespective of its nesting level (refer to APPENDIX R). 2. 5 Typing The thesis should be typed out on a computer in Times New Roman font, size 12, and using Microsoft Word version 6. 0 or later, except for tables and figures (refer to 1. 14. 2 and 1. 14. 3). Words in a language that is different from the language of the thesis must be typed in italics. The spacing between text lines should be 1. 5 lines. Text should be typed on one side of a paper only. Chapter titles should be typed with capital letters and centered between the left and right margins. Each chapter must begin on a new page. Chapters and subchapters should be titled. Titles should be typed in bold without underline. Only the first letter of the first word of a sub-title should be in uppercase. 13 2. 6 Spacing and format. Students must adhere to the following text spacing guidelines: (i) The spacing between the upper margin and a chapter number is 2. 5 cm. (ii) The spacing between the chapter number and the chapter title is 4 lines. (iii) The spacing between the chapter title and the first line of text is 2 lines. (iv) The spacing between a sub-title and the last line of the preceding text is 2 lines. (v) The spacing between a sub-title and the first line of the following text is 2 lines. (vi) There should be no spacing between paragraphs. (vii) Start a sub-title, including its numbering, from the left margin. (viii). Start the first line of text of the first paragraph below the sub-title without any indent, beginning from the left margin; the following paragraphs should be indented 1. 27 cm from the left margin. (ix) Do not start the first sentence of a new paragraph at the bottom of a page if the space available can only fit one line. (x) The text should be left justified except for the first line of the first paragraph in a section. (Refer to (viii) above). The author is responsible for removing any excess space between words. (xi) The spacing between the last line of text and a Table, Figure or Illustration should be 1 line. (xii) The spacing between a period (. ) and the first letter of the next sentence of the same paragraph is at least one (1) character. (xiii) 2. 7 The spacing after a comma (,) is at least one (1) character. Printing of documents Theses must be typed out using a computer and printed using a laser printer or a printer with an equivalent print quality. 14 2. 8 Letterings and drawings Letterings and drawings should be clear so that copies made will be of satisfactory quality without any loss of information. 2. 9 Maximum number of pages The maximum number of pages for a thesis is as follows: Undergraduate Project Report: should not exceed 100 pages Master’s Project Report and Thesis: should not exceed 200 pages Doctor of Philosophy Thesis: should not exceed 300 pages These limits do not include tables, diagrams and other illustrations except appendices. Students who intend to write a thesis that exceeds the given limit must obtain a written approval from the Dean of the Centre for Graduate Studies or the Dean of the Faculty (for undergraduate reports) by submitting an application through their supervisors. 2. 10 Binding All theses must be bound. A thesis must be temporarily bound (spiral binding) for the purpose of examination, and may only be hard-bound after obtaining the approval of the Graduate Studies Committee or other committee(s) for the related programme. 2. 10. 1 Cover colour and letterings For submission to the University, theses must be permanently bound with buckram covers and gold letterings using regular Times New Roman font, size 18. The colour codes for the cover are as follows: (i) Doctor of Philosophy Thesis: Black (585) (ii) Master’s Thesis: Moss Green (557) (iii) Undergraduate Project Report: New Blue (550) 15 2. 10. 2 Cover The thesis cover must be of A4 size (210mm x 297mm). The title, author’s name and the words ‘Universiti Tun Hussein Onn Malaysia’ must be written in capital letters on the front cover of the thesis, as shown in APPENDIX S. 2. 10. 3 Spine The abbreviated name of the University, â€Å"UTHM†, the author’s name, the month and the year the thesis is approved* and the level of study must be stated on the spine, as shown in APPENDIX T. *Date of status confirmation for undergraduate Project Report/Master’s Project Report/Master’s Thesis/Doctoral Thesis (Refer Appendix A1-A4) 2. 10. 4 Trimming. The thesis can only be trimmed by 2. 5 mm on each side of the A4 paper during binding. CHAPTER 3 FORMAT OF REFERENCES 3. 1 Introduction Sources that are referred to in a thesis, whether published or not, must be stated. The source of information must be acknowledged in the text as well as in the reference list. Proper acknowledgement is important because it will help others locate and verify the original sources. Furthermore, proper citation can avoid allegations of plagiarism. Acknowledgements in the text must be linked to the list of reference using the â€Å"Author (Date)† system or the â€Å"Number (IEEE) Format†. 3. 2 Author (Date) System The system is also known as the American Psychological Association (APA) system. 3. 2. 1 Citing references in the text A reference can be written in a sentence itself or at the end of a sentence. (a) In the Author (Date) style, the year of publication must be placed in brackets after the name of the author. For example; According to Mohamed (2005), a large proportion of scheduling problems in the various sectors, such as economic and engineering, can be classified with a class of problems known as constrained optimisation. (b). If a reference is not cited in the sentence itself, the author’s name and year of 17 publication must be written within brackets. For example; Therefore, research on effective solution methods for constraint optimisation has become the focus of current research (Mohamed, 2005). (c) If a source of reference is authored by two people, state both authors’ names. For example; Maintenance scheduling has been researched for a long time, for example in the generation of power by Kralj Petrevic (1995) (d) If a reference contains three authors, state all three names the first time it is referred to in the text. For the second and subsequent times it is mentioned, state only the first author’s name followed by â€Å"et al. † and year. For example; A study by Alias, Black Gray (2002) shows that engineering students have lower spatial visualisation ability than required. Since this ability is important in solving engineering problems, it needs to be improved among engineering students (Alias et al. , 2002). (e) For a reference with four or more authors, state only the name of the first author followed by â€Å"et al. † and year. (f). Use lowercase letters (a, b, c) to differentiate between two or more publications published in the same year by the same author. For example; An example of an application that uses a constraint programming language is ILOG Solver by Puget and Albert (1994a). In addition, Puget and Albert (1994b) also found that the use of object is widespread, especially within artificially intelligent programming. (g) Secondary sources may not be cited. Thesis authors must refer to the original reference source. An example of a secondary source is given below: Ali (in Abu, 2000) emphasised that . 3. 2. 2 Writing cited information There are three main ways to acknowledge the source of an idea or information cited in the text, namely (a) quotation, (b) paraphrasing and (c) summarising. examples that follow are based on the following excerpt: The 18 Biological time is not only scientifically important, but it also greatly affects the productivity and health of a nation. The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present. In the short term, poor sleep, gastrointestinal problems, higher accident rate, and social problems are evident. (p. 1000) Source: Rajaratnam, S. (2001). Health in a 24-hr society. Lancet, 358, pp. 999 – 1005. 3. 2. 2. 1 Quotation Words of an author may be quoted exactly by the writer to support an argument. When a direct quotation from a source is taken, it should run into the text with double quotation marks if it is reasonably brief (three (3) or less sentences) with the end-of-sentence period in the normal place. (a) Emphasis on the writer To give emphasis to the writer, the author’s name is written at the beginning of the sentence. For example; Rajaratnam (2001) concluded that, â€Å"The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present. † (p. 1000). Furthermore (b) Emphasis on the idea To emphasise the idea, the author’s name is written at the end of the sentence. For example; A lot of discussion has been made on the cost of working out of phase with our biological clocks. â€Å"The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present† (Rajaratnam, 2001, p. 1000). Therefore, A quotation containing more than three sentences must be set off from the text as a paragraph on its own with 1 cm indent, placing the period at the end of the quoted text with no period after the reference citation page number. Single spacing should be used for block quotations. For example; According to a renowned scholar (Rajaratnam, 2001), Biological time is not only scientifically important, but it also greatly affects the productivity and health of a nation. The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present. In the 19 short term, poor sleep, gastrointestinal problems, higher accident rate, and social problems are evident. (p. 1000) 3. 2. 2. 2 Paraphrasing The paraphrasing method is used to acknowledge information taken from the original author by rewording the original text without altering its meaning nor providing the writer’s own interpretation. For example; Rajaratnam (2001) argues that while the notion of biological time is of scientific importance, it is also economically and socially significant at a national level. He points to the health, productivity and social problems which may be attributed to individuals working â€Å"out of phase† with their internal clocks. 3. 2. 2. 3 Summarising The writer may summarise cited text in his/her own words to present the key points of an author’s arguments or ideas, without altering the meaning. For example; In his conclusion, Rajaratnam (2001) points to the possible economic and social costs incurred by a nation, when individuals work â€Å"out of phase† with their biological clocks. 3. 2. 3 Writing the reference list All sources of reference that are cited in the thesis must be listed at the end of the text under the title â€Å"REFERENCES†. Do not use the word â€Å"BIBLIOGRAPHY† because it indicates a list of all sources that was referred to including those not cited in the text. The reference list must be in alphabetical order. Two or more sources by one author must be listed in chronological order. For example a 2002 publication by Suradi must be listed before his 2007 publication. 20 3. 2. 4 Writing the names of authors. In general, an author’s surname (family name) or patronymic name (father’s name) is written first followed by the initials of his/her other names. This is a common system used in academic writing internationally. Examples of how to write an author’s name are as follows: (i) Name : Malik ibn Anas : Ibn Anas, M. Name : Tan Beng Keat : Tan, B. K. Name : Raymond Tan Beng Keat : Tan, R. B. K. Name : Srinivasan Venkataraman : Venkataraman, S. Name : S. N. Gupta : Gupta, S. N. Name : Pretam Singh Written as : Singh, P. Name : Yasunori Matsufuji Written as (x) : Al-Attas, S. M. N. Written : (ix) : Syed Muhammad Naquib Al-Attas. Written as (viii) Name Written as (vii) : Abdullah, M. N. Written as (vi) : Mohd Noor Abdullah Written as (v) Name Written as (iv) : Pavlovic, J. N. Written as (iii) : John Neville Pavlovic Written as (ii) Name : Matsufuji, Y. 3. 2. 5 References from different types of sources In thesis writing, references can be made to various types of sources. The following examples can be used as a guide in writing the different types of sources in the reference list. 21 3. 2. 5. 1 Books The major elements that must be included when an article is taken from a book are as follows: Author (Year). Title of book. Edition. Location: Publisher. An example of a reference by one author; Race, P. (2002). How to Get a Good Degree: Making the Most of Your Time at University. Buckingham: Open University Press. An example of a reference by two or three authors; Creme, P. Lea, M. R. (2003). Writing at University. 2nd ed. Maiden: Open University Press. Delamont, S. , Atkinson, P. Parry, O. (2004). Supervising the Doctorate: A Guide to Success. 2nd ed. Maidenhead: Society for Research into Higher Education Open University Press. For publications that have more than one author, the word â€Å"and† and â€Å"dan† is replaced by the symbol â€Å"†. If the book has an editor, the name of the editor must also be written. The general format is as follows: Editor (Ed. ) (Year). Title of book. Location: Publisher. As an example; Martin, A. M. (Ed. ) (1991). Peat as an Agent in Biological Degradation of Waste. London: Elsevier. The page numbers are required if the editor edits part of the book. As an example; Lees, R. H. (Ed. ) (1974). Chemical Nomenclature Usage. Chischester: Ellis Horwood. pp. 314-362. 3. 2. 5. 2 Articles from books The major elements that must be included when an article is taken from a book are as follows: Author (Year). Title of article. in Author. Title of book. Location: Publisher. Page numbers. For example; 22 Sarmani, S. (1987). Pencemaran Radioaktif. in Mohamad, A. B. (Ed. ). Perspektif Persekitaran. Petaling Jaya: Fajar Bakti. pp. 71 -87. 3. 2. 5. 3 Articles from journals The major elements that must be included when an article is taken from a journal are as follows: Author (Year). Title of article. Title of journal, vol. no. (issue no. ), page numbers. For example; Mikac, N. Branica, M. (1994). Complexation of trialkyllead with diethyldithiocarbonate. Electroanalysis, 6(2), pp. 37 – 43.

And The Band Played On Essay -- AIDS Disease Health Spread Essays

And the Band Played On The movie, And the Band Played On, discusses the origin of the AIDS virus and how it spontaneously spread across the world. It used the Ebola disease to foreshadow the forth coming of another serious disease. The world was not prepared to handle such a contagious plague. Doctors around the world assumed that the first cases of the HIV virus to be just an abnormality of a certain disease, their carelessness of this matter was the start to the spread of this disease. Throughout this movie, it illustrates different points, such as the beginning of HIV, the misconceptions it gave, and the panic it aroused amongst doctors and the common people. The AIDS epidemic did not have to happen. It was caused by the negligence from doctors that did not think the matter was a concern. It started out when one patient had the disease, and the doctors concluded that it was a mutated version of a disease. But it turned out that that was the first patient to suffer the HIV virus. If this situation was taken as an important matter, they could have taken that patient to a special institute so that the patient would not be capable of transmitting the disease. For the other patients who also contracted the virus, they could have also taken them to a special institute. Even when the government knew that there was a serious disease that was going to spread, they did not do anything about it. The reason for this is because they needed scientific evidence that the virus was...

Stonehaven Case Analysis

Stonehaven, Inc. Case Analysis March 19, 2013 Part A For this part of the analysis, consider each department in the Gdansk factory in isolation. Assume that the rest of the production system has no impact on the department you are considering. Assume that material handling times are negligible and ignore variability in processing times. 1. For the typical 100-pair batch, what is the daily capacity and manufacturing lead time within each of the following departments? a. Cutting 8 hrs/day x 60 min/hr = 480 min/day Machine 1 = (0. 05 x 4)(100) + (5. 25 x 4) = 41 min/batch Machine 2 = (0. 5 x 4)(100) + (5. 00 x 4) = 40 min/batch Machine 3 = (0. 04 x 4)(100) + (4. 00 x 4) = 32 min/batch Manufacturing Lead Time (MLT) = Since the machines work simultaneously, the MLT is 41 min/batch. Capacity = 480 min/day ? 41 min/batch = 11. 7 batches/day x 100 pairs/batch = 1170 pairs/day b. Stitching 8 hrs/day x 60 min/hr = 480 min/day Group 1 = (100/4) x 5. 0 = 125 min/batch Group 2 = (100/3) x 3. 0 = 100 min/batch Group 3 = (100/2) x 2. 5 = 125 min/batch Manufacturing Lead Time (MLT) = Because the components can’t move to the next group until the previous group is finished, the MLT is 5. min + 3. 0 min + 125 min = 133 min/batch. Capacity = 480 min/day ? 125 min/batch = 3. 84 batches/day x 100 pairs/batch = 384 pairs/day c. Lasting 8 hrs/day x 60 min/hr = 480 min/day Station 1 = 100 x 0. 7 = 70 min/batch Station 2 = 100 x 0. 6 = 60 min/batch Station 3 = 100 x 1. 0 = 100 min/batch Station 4 = 100 x 0. 9 = 90 min/batch Station 5 = 100 x 0. 3 = 30 min/batch Manufacturing Lead Time (MLT) = Because the components can’t move to the next group until the previous group is finished, the MLT is 0. 7 min + 0. 6 min + 1. 0 min + 0. min + 30 min = 33. 2 min/batch. Capacity = 480 min/day ? 100 min/batch = 4. 8 batches/day x 100 pairs/batch = 480 pairs/day Assumptions: My calculations are based on the assumption that the stamp time in the cutting process is per component. Therefor e, the time given is the time it takes to stamp 1 of the 4 components on one machine. Another assumption I have made is the workers performing the stitching are all equally paced. It takes each worker the exact same amount of time to perform their duties and pass the product along to the next group. 2.If the batch size were reduced to 10 pairs, what would be the daily capacity and MLT within each of the following departments? a. Cutting; b. Stitching; c. Lasting d. Cutting 8 hrs/day x 60 min/hr = 480 min/day Machine 1 = (0. 05 x 4)(10) + (5. 25 x 4) = 23 min/batch Machine 2 = (0. 05 x 4)(10) + (5. 00 x 4) = 22 min/batch Machine 3 = (0. 04 x 4)(10) + (4. 00 x 4) = 17. 6 min/batch Manufacturing Lead Time (MLT) = Since the machines work simultaneously, the MLT is 23 min/batch. Capacity = 480 min/day ? 23 min/batch = 20. 9 batches/day x 10 pairs/batch = 209 pairs/day . Stitching 8 hrs/day x 60 min/hr = 480 min/day Group 1 = (10/4) x 5. 0 = 12. 5 min/batch Group 2 = (10/3) x 3. 0 = 10. 0 min/batch Group 3 = (10/2) x 2. 5 = 12. 5 min/batch Manufacturing Lead Time (MLT) = Because the components can’t move to the next group until the previous group is finished, the MLT is 5. 0 min + 3. 0 min + 12. 5 min = 20. 5 min/batch. Capacity = 480 min/day ? 12. 5 min/batch = 38. 4 batches/day x 10 pairs/batch = 384 pairs/day f. Lasting 8 hrs/day x 60 min/hr = 480 min/day Station 1 = 10 x 0. 7 = 7 min/batch Station 2 = 10 x 0. 6 = 6 min/batchStation 3 = 10 x 1. 0 = 10 min/batch Station 4 = 10 x 0. 9 = 9 min/batch Station 5 = 10 x 0. 3 = 3 min/batch Manufacturing Lead Time (MLT) = Because the components can’t move to the next group until the previous group is finished, the MLT is 0. 7 min + 0. 6 min + 1. 0 min + 0. 9 min + 3 min = 6. 2 min/batch. Capacity = 480 min/day ? 10 min/batch = 48 batches/day x 10 pairs/batch = 480 pairs/day Assumptions: (Same as question 1 because all we changed was the batch quantity. ) My calculations are based on the assumption that the s tamp time in the cutting process is per component.Therefore, the time given is the time it takes to stamp 1 of the 4 components on one machine. Another assumption I have made is the workers performing the stitching are all equally paced. It takes each worker the exact same amount of time to perform their duties and pass the product along to the next group. Part B Now consider the factory as a system, and take into account interactions between the departments. 3. Assuming production is done in 100-pair batches, what is the factory’s daily capacity? Cutting 41 min/batch Stitching 133 min/batchLasting 33. 2 min/batch Capacity of the Factory = 480 min/day ? 133 min/batch = 3. 6 batches/day 4. What is the total MLT for a 100-pair batch? MLT Cutting= 41 min/batch Kitting= 10 min/batch Stitching= 133 min/batch Steaming= 6 hrs x 60 min = 360 min/batch Lasting= 33. 2 min/batch TOTAL MLT= 577. 2 min/batch Part C 5. How would you go about deciding the appropriate batch size for the Ston ehaven factory? What factors would you consider? How do they interrelate? (You may wish to do some calculations, but concentrate on thinking conceptually. 6. Focus only on your highest priorities for improving the production process at Stonehaven’s Gdansk factory (be specific). Explain why they are important. What actions do you recommend? How would you implement your recommendations? What do you predict will be the consequences? The most important factor a production manager must consider when determining the appropriate production level of a good is the efficiency of the process. A manager must determine what level of production utilizes the available resources to the fullest extent possible.Each step of a process will always be restrained by the other steps of the process as well as the available raw materials. As a production manager for Stonehaven, I would first analyze the individual steps of the process to make each individual step as efficient as possible. Then, I wou ld look to see how each step affects the others. It looks as though the stitching and lasting processes produce the same amount of shoes regardless of the size of the batch. Due to this fact, it seems as though the cutting process is where management should be focusing on and working towards bringing this step in line with the others.The cutting process can produce significantly more product than what the other two processes can handle. This makes me believe that we could utilize just two of the three machines. One could be devoted directly to the left shoe cuts and the other to the right shoe cuts. This would not only help with down time but also cut the expense of running a third machine. The third machine could be sold or kept on hand as a backup. There currently is no back up. If one of the machines fails, the entire process is held up and zero shoes are being produced.This would create a shortage of shoes on the shelf for customers to buy and increase the likelihood that the cu stomer will buy from someone else. If there was a back up machine, there may be a small delay in the process but significantly shorter period of time while the backup is getting up and running. The stitching process could be improved upon as well. It seems as though we could add another employee to Group 1 and decrease the amount of time it takes to process each batch to the same amount of time it takes Group 2 to process a batch.This would effectively eliminate the down time Group 2 currently experiences when waiting for product from Group 1. Another employee could be added to Group 3 to produce the same results. This would effectively decrease the amount of time the entire batch gets moved onto the next step in the process. The only aspect of the lasting process that I see could be improved upon is the distribution of duties. Significant wait time could be eliminated at this stage in the process if one employee took on more duties that would even out the amount of time at each sta tion.Or, additional employees could be used to separate the duties the employees are currently performing. Either way, each station would be waiting less time to receive the product and thereby possibly increasing the amount of production for the entire facility. Now that we have analyzed each step individually, we must now look at the entire process as a whole. Stitching is the step of the process that takes the most amount of time to perform. The key is to find the best batch size that complements the other processes in respect to this step.The smaller the batch in the stitching process, the quicker the product is passed through the process to the next step. The manager must determine the appropriate batch size so that there is minimal wait time between the stitching and lasting processes. Some other ways to improve this process is to configure it in such a way that the process runs smoothly without significant wait times. There isn’t really anything the employees in the ot her stations could be doing to create value to the process while they are waiting on more products to produce.So, the most important goal of the manager is to figure out a way for the entire process to run fluidly. Once this is achieved, inventory between the stations would be decreased to zero. The process would be so perfectly timed that the product would arrive at its destination at the exact time it is needed. This is the ideal goal of a production manager. The fewer inventories being held, the less cash is being held up on the shelf and the more is being sent out the door. The most important aspect of this process to the production manager is making sure the process is configured in the most efficient way.This specific process should be altered to bring the cutting process in line with the rest of the steps. However, if the manager had the funds to significantly increase employees in the stitching and lasting areas, these could be brought back in line with the cutting and Stone haven could produce significantly more shoes than they are currently producing. However, the issue at hand in this scenario is the amount of funds that this will require. The best way to increase revenue is by removing one of the cutting machines, increasing a couple employees in the stitching department and realigning the duties in the lasting department.

Positive Guidance

Positive Guidance and Discipline In Classrooms There is a difference in guidance and discipline. Discipline involves teaching and learning. It also comes from the root word â€Å"disciple† which means a pupil, a follower, or a learner. Guidance is an attempt to change behavior by leading, directing, teaching, and advising. But the two have a connection. The main goal for guidance is self-discipline. Once a child achieves self- discipline, it will increase his or her ability to learn new social skills. They are also given more opportunities to practice those skills on their own rather than having an adult solve every problem or conflict that they have. Children and adults views on discipline are based on Past experiences, cultural values, lack of knowledge and current social values. Before we can guide children’s behavior, we must understand the child’s behavior. In my early childhood class we learned that there are two different types of guidance; direct guidance and indirect guidance. Direct guidance is verbal and physical techniques that are used to influence a child’s behavior. Some examples of direct guidance are redirection, distraction, positive reinforcement, encouraging, and limits. Direct guidance strategies will differ between age groups and even for individual children. Indirect Guidance is planning that influences the child’s behavior. Example of indirect guidance strategies are planning, observation, room arrangement, modeling, and age appropriate equipment and materials. Neither direct nor indirect guidance includes punishment. Most negative punishment is unnecessary. It causes pain most of the time and it puts fear in the child. The child will probably grow up being scared of you and that will damage the relationship forever and it would also block positive discipline. It makes the child resent the person who punished them. Punishment also tears away a child’s self-esteem and it offers no possible solutions or explanation to the problem. It makes a child feel like its ok to hurt someone you love. This may leads to problems like abuse, neglect and domestic violence when they grow older. Instead of punishing a child for something they do wrong, try to redirect and guide them on the right thing hat they should be doing. Explain to them in a nice voice that what they are doing is wrong. Tell them how to fix it instead of yelling or spanking. Maybe even a time out could be put into place but this should be used as a type of punishment either. It should be used for reflective purposes. When you send a child to time out they should go off to the side to think about what they did that was wrong. Short time ou ts seem to work best. They should be two to three minutes long. Many people see the quick result of punishment and think it is effective but it isn’t. As we learned in class it just buts a â€Å"band-aid† on it but it doesn’t fix the problem it just makes it worst. A reaction to punishment is anger. Most of the time children who are punished who to get even. They get even by hitting others. Most people who often get punished are often bullies. They feel as though mommy and daddy take their anger out on me so I’m going to take my anger out on someone that’s smaller than me. This creates a major problem in the classroom. They call other children names, ruin other people’s work and take their things. When you come across a student like this, as a teacher, you can’t punish him or her because it will cause even more damage. When mommy and daddy uses punishment at home they don’t have to deal with the results but the teacher has to at school. Punishment focuses attention on what not to do rather than what to do. That’s why when we made rules charts in class we used positive words instead of negative words like â€Å"no†. Instead of enforcing rules of what not to do, rules should tell children what to do. For example if you want the children to walk inside, you will say we walk inside. Rules should be simple so children can understand and must be positive. Rules prepare children for a successful living in the future. Having too few rules gives children make children think that they can do whatever they want to do. Sometimes it provokes them to do power struggles and test the limits even harder to get their parents or teacher to use their authority. On the other hand, a great number of rules or being a strict parenting creates an bad relationship between parent and child and fosters feelings of resentment and rejection, which lowers a child’s self-esteem. Besides, excessive control can provoke rebellion, not only toward the parents, but also against other authority figures. Although children may not like the rules, they deserve to receive explanations for limits and expected consequences for breaking the rules. When a child hears a negative statement like, â€Å"Don’t throw the sand out the sandbox ! † what the child really thinking is throw the sand out the sandbox, instead what you told them to do. If you do state a rule in the negative, like â€Å"No hitting! †, but an positive statement with it. In conclusion it is way better to use positive words and positive discipline rather than negative punishment. Punishment causes shame, blame and pain and no one wants that. It would both benefit you as the teacher or parent and the child. Negative discipline only puts a â€Å"band-aid† over the problem for short term results. The problem is not solved and eventually gets worst in most cases. Take the time out to talk to the child and redirect and guide young children behavior because it will teach them how to act and solve their problems on their own the next time.

The rise of mao and the beggining OF the PRC essays

The rise of mao and the beggining OF the PRC essays In 1949 the CCP Chinese communist party gained control of china. Thus this enabled its leader Mao to begin control over china. Mao began by making many changes to agriculture and industry. One of the first things he did was the land reform order of 1950.This was where Mao gave authority to the peasants of china to face there public enemy the landlord and they could revolt against the land lords and take the land. the moment when each man and woman stood up to face their own personal enemy, the landlord. This order reposed all the land and divided it among peasants. The CCP sent people out called cadres to help set up the peasants new found land and help the peasants arrange it. The CCP Wanted the peasants to work in large cooperatives. Where the peasants would work together on shared land and share the profits accordingly. By 1995 Mao claimed tht over 60 million households had joined co operatives. However Mao felt that enough people werent in co operatives and that the change was happening slow. Thus Mao called for greater changes and made the people form communes. This was known as the great leap forward. Mao made these changes so he could get everyone working together to build communism. These communes were huge communities with as many as 80,000 people. Mao did this because this enabled large groups of people to undertake big agricultural tasks.Peasents no longer worked on fields individually. Mao also wanted industry to become successful in the great leap forward .He wanted all people to begin making iron and steel and peasants were encouraged to build furnaces in there backyards. People worked all day and all night to produce iron and steel for industry. However the results of the great leap forward of agriculture and industry were not so good. Much was achieved in some areas, but not all communes were successful and there was an imbalance of agriculture and industry. There have been ...

Nursing shortage Research Paper Example | Topics and Well Written Essays - 1000 words

Nursing shortage - Research Paper Example Nurses are needed in the care for individuals in hospitals as well as the general population of the world because of their unique ability not only to save the lives of their patients, but also for improving their outcomes. When one considers the current situation, it can be said that the public misunderstanding of exactly what nurses do has mainly caused the shortage. In most cases, the public holds take the duties that nurses perform for granted, giving more importance to doctors than to nurses. This has given rise to the notion that the nursing profession is not important, therefore influencing the decision of many people who would have gone into the profession to choose other professions which are deemed to be more important. The shortage can be said to be caused by three main factors which include poor working conditions, limited funding available for research, and finally, the short staffing in hospitals. The nursing profession has been taken for granted for a long time and it i s only recently that its importance has come to be recognized as a shortage has developed. This shortage in the number of nurses in hospitals has created a situation where there is understaffing meaning that the available nurses have to work long hours (Mee and Robinson, 2003). These long hours has a tendency of taking a toll on the physical and mental wellbeing of the nurses involved and may lead to a reduction in their performance levels. This reduction in their performance means that the wellbeing of their patients is placed in jeopardy since some of them may require more attention from the nurses in order to make a quick recovery. A nursing shortage, therefore, creates a situation where patients are not provided with the best healthcare available and this is mainly due to the low nurse to patient ratio that the shortage creates. If this shortage is not countered with efficient policies, then it will most likely end up costing the health systems of many countries dear. This is be cause of the fact that without nurses, there will be a low patient outcome since the patients will not be receiving the care they need to recover effectively. Furthermore, as the aging population continues to increase and the demand for nurses also increases, there is the possibility that the mortality rate of the human population will be quite high in the coming years (â€Å"Critical care medicine†, 2002). The nursing shortage has dire implications on the future of the nursing profession and among these is the possibility that in future, there may be a shortage of teachers to teach the new generation of nurses. This is mainly because the number of experience nurses available to guide the younger generation of nurses into the profession will be extremely low. This will create a situation where it will be impossible for nurses to work effectively most of their action will be done through trial and error, ensuring that the patient outcome remains low. The future of this profess ion is quite bleak because it has for a long time been associated to women, who in the modern times have a wide range of career option open to them. This means that the idea of nursing as the premier professional option for women is fast fading away. It is therefore prudent for healthcare policymakers to make the profession more attractive to the younger generation through improving the working conditions, providing enough

Management Concepts Essay Example | Topics and Well Written Essays - 1750 words

Management Concepts - Essay Example The employees trust and believe the visions of the leader and are very motivated. This organization is rapidly expanding organization, which is becoming increasingly popular among its customers. With an extensive marketing plan the organization can surely become the most popular place for rock climbing activities in Swansea. Dynamic rock is an organization established in the year 2004, with the aim of developing the indoor climbing center in the city of Swansea, United Kingdom. The company provides for the much-needed centre for the climbers from all over the country. This organization aims at providing the rock climbers with a friendly and accessible centre to pursue their passions. This organization is categorized under the Rock industries, with a small group of well-integrated staff members. (Dynamic rock, 2010) This dynamic organization has various opportunities and faces tough market competition. Under this paper we would try and analyze the strengths and weaknesses of the organization, we would provide a competitor analysis so as to understand the scope of the organization in the near future. Applying the theories of strategic planning and leadership styles we would analyze how the organization can strengthen its long-term position. The report would have been more effective if the method of primary research among the customers would have been adopted. The customers’ views on the products and services offered by the organization would have been very accurate and would have provided an effective marketing strategy for the organization. The paper aims at the strategic analysis of the organization Dynamic Rocks. SWOT analysis would be applied to for the detailed understanding of the structure of the organization. The theories of Porter’s five forces and Ansoff’s analysis would be applied for the analysis of the rock industry and the company’s position