ESPM Midterm 2 Flashcard

ESPM Midterm 2

College with free applications

College with free applications If you are getting ready to go through the college application process, you should know that, on average, the fees charged by schools just to submit your application, is $41.00. Obviously, fees vary by institutions, and this figure is only an average. If you are looking to find colleges without application fees, you will be looking a bit. Among pretty prestigious schools, Carleton, Colby and Reed charge no application fee; none of the military academies charge application fees; and you can conduct a Google search to find others that do not as well. The Range of Fees The most prestigious public and private universities have application fees that range from $75 - $90. If you apply to a minimum of 5, which is most often recommended, your costs just to apply, then, will run between $375 and $450. Below these higher fee schools, costs will range from $60 all the way down to $10. And, of course, if you can find schools with no application fee in which you have an interest, apply to them all you have nothing to lose! Lowering the Application Fee Costs There are some steps you can take to get those costs down, if you learn to work the system Decide upon 5 schools that are your top choices. Most if not all will charge an application fee, but well return to this shortly. Locate all schools within your price range and for which you meet the admissions requirements that are free colleges to apply to. Apply to as many as you wish. Many schools have an incentive for students to apply online rather than by mail. Check to see if any of the schools on your list waive the application fee for students who apply online. Many do, so get that online Common Application ready, or learn how to apply online on the colleges website. The number of no application fee colleges for online applications increases every year. Become a negotiator. Negotiation is a great skill to have, and if you have not yet had experience negotiating anything, here is your first chance. What most students dont know is that they can get application fees lowered or waived altogether, in one of two ways: Go to your guidance counselor, and tell him/her that the application fees are just way out of control and that you are having a difficult time coming up with the money to apply to all of the colleges you have identified. Your counselor may have experience contacting schools and explaining financial need and getting those fees waived. You can contact the admissions office of your selected college on your own. Explain that you have financial circumstances that may prevent you from applying because of the fee. Chances are, they will waive it for you. If you think that, once your scores, transcripts, and other information go in, the school may offer you a scholarship, use that to get the fee waived. Give the admissions rep with whom you speak just a bit of basic info your GPA and your ACT or SAT score. That individual may waive the fee on the spot, because s/he wants you to apply. Application fees can be pretty pricey, especially if you are applying to lots of schools. Be sure you check out all of the ways to avoid or reduce those fees as you go through this process.

Participation Questions Week 3 Essay Example | Topics and Well Written Essays - 750 words

Participation Questions Week 3 - Essay Example s, electronic forums create the ability to formulate task forces very quickly to deal with complex business problems that require immediate attention. In your response you added a new dimension to the discussion because you integrated personal application of how to use the eastern philosophy can improve a person’s ability to make better decisions. The basic difference between the eastern philosophy and the western philosophy is that one is based on patience and the other on speed. Both strategies have their advantages, but in the long run the eastern philosophy can add greater value to a business. When a manager applies patience in the decision making process they improve their probabilities of making the right decision. One of the weaknesses of the eastern philosophy is that it is not suitable for industries in which quick decision necessary to get the job done. An example of an industry in which speed at times is more important than patience is the consulting industry. If a client wants a solution within a short time frame such as one to four weeks the decision maker must make quick decisions based on the information that is readily available. The major stakeholder’s groups such as the lenders and shareholders sometimes place unnecessary pressures on companies to deliver. These pressures affect the management mentality as far as thinking that the short term is of higher importance than the long term. American are overly worried about time, thus the obsession with shortening time to deliver faster is hurting their outcomes in business decision. The integration of the eastern approach is necessary to achieve balance. The example you showed is a case of an employee that rush into a decision based on receiving a reward. The managerial decisional process must include a thorough assessment of the situation prior to making the decision. Listening is sometimes more important than talking. People can sometimes misinterpreted body language based on cultural

Helping doing my essay, argumentative Essay Example | Topics and Well Written Essays - 1000 words

Helping doing my , argumentative - Essay Example will discuss some of the ways in which social media addiction is exhibited, some of the reasons for why it happens, and some of the means by which individuals have come to realize and seek help with regards this particular addiction. However, it is the hope of this author that the reader will gain a more full and complete understanding of the means by which social media addiction is exhibited within an environment and the overall applications at this rather new level of personal addiction means with regards to society, interpersonal relations, studies, and work. Above all, before delving deeply into the subject matter, it must be understood by the reader that social media has experienced a great growth and differentiation from its earliest days. This of course stands to reason due to the fact that social media is ultimately an exhibition of technology which in an of itself grows and develops at a rapid rate. Without seeking to pick specifically on any particular platform of social media, one can of course see this growth and development exhibited within the means by which Facebook was originally intended merely as a means of linking individuals together. However, the definition and means by which this was affected has common to be seen as something of a shift (LaRose & Eastin, 2003). Comparatively, exhibitions such as twitter and other social networking sites now place the interconnectedness and friendship dynamics of individuals upon a secondary level of importance; choosing instead to focus upon the means by which seemingly endless status updates and tracking of activities/interests can be relayed within the community itself. In summary, although it is not the intention of this author to point to the fact that social networking is in and of itself negative, it must be noted that this particular shift has been described has necessarily increased the overall level of the addictive nature and addictive tendencies that are exhibited within its usage. All in all,

Gardasil Vaccine Essay Example | Topics and Well Written Essays - 1250 words

Gardasil Vaccine - Essay Example While one side of the pharmaceutical industry argues and pushes for the drug to become mandatory, there is another side of the industry that asks the world to wait. Merck & Co., a world-class pharmaceutical company that markets various vaccines, is currently marketing the Gardasil vaccine. All its products are tried, tested and accepted in the markets with a lot of confidence. Till now Merck has provided some of the best vaccines to the world. Officials state that with the growing number of cases of cervical cancer, Garadasil would dramatically improve longevity and quality of life for many. The vaccine would not only protect people from the HPV infection, but will also help the 6 million cases affected every year2. The HPV vaccine is designed to protect against strains 6, 11, 16 and 18; which together cause 90% of HPV cases (National Cancer Institute). The company is currently on an awareness program called One less and as per Bev Lybrand, vice president & general manager, HPV Franchise, GARDASIL, Merck Vaccine Division, "The full public health benefit of reducing the burden of cervical cancer and HPV disease may be achieved through broad publ ic awareness and vaccination with GARDASIL, which is the driving force behind One Less." The US Food and Drug Administration (FDA) as of Jun... A vaccine or drug comes for FDA approval after a battery of clinical tests and phases of study. After the approval of Gardasil, Andrew C. von Eschenbach, MD, Acting Commissioner of Food and Drugs was noted to say that, 'This vaccine is a significant advance in the protection of women's health in that it strikes at the infections that are the root cause of many cervical cancers" (June 8, 2006, FDA News). Later in June, the vaccine was approved for usage on children as young as nine years old (Advisory Committee on Immunization Practices3). Cons The National Vaccine Information Center (NVIC) formed by the parents of vaccine-injured children is a leading critic of vaccines made compulsory for all people across ages. It also seriously considers the lack of research and fundamental principles that often organizations overlook. The NVIC has called upon the ACIP of CDC to inform them to refuse the universal application of Gardasil. As per them, Merck's clinical trials have not proved the vaccine to be safe for young girls. While the drug has been approved for usage in children from nine years onwards, statistics show that only a small pool of 250 pre teens were tested with Garadasil. NVIC president Barbara Loe Fisher, even went on to say that, "Merck and the FDA have not been completely honest with the people about the pre-licensure clinical trials." Many religious conservatives also do not agree with making the vaccine mandatory as they feel that it may encourage unsafe sex. Health freedom organizations are a growing force today and have been formulated to fight the political power that pharmaceutical companies leverage to sell their products in the market. Many of these organizations question the importance and viability of the vaccine which

The Problems Of Indiscipline In Rivers

The Problems Of Indiscipline In Rivers Abstract The purpose of this study was to investigate The Problems of Indiscipline in Secondary Schools in Abua/Odual Local Government Area. One hundred teachers constituted the study sample. Questionnaire was administered to teachers to obtain data for five research questions. The statistical tool used to analyse the raw data was percentage method. The results showed that lack of corporal punishment, irregular payment of teachers salaries, poor administration constitutes the major problems to indiscipline in schools. In this regard, it was suggested that corporal punishment should be introduced in schools; also, more and adequate incentives should be provided to the teachers. CHAPTER ONE: INTRODUCTION Background of the Study Education in any perspective finds its usefulness in the areas of moral, intellectual, social and spiritual development of the child. This development to a great extent is a function of the quality of the educational system, which is partly measured on the basis of students discipline. Discipline constitutes one of the fundamental, critical and challenging functions of the teacher. Mostly, when viewed from the fact that students whom they manage their affairs are drawn from different home background, accommodates the influence of peer groups and thus, were bound to exhibit different patterns of behaviour that may not conform with the instructional standard of the school. Discipline is an aspect of school function which if not well maintained can render the school system ineffective. School discipline as a matter of fact is seen as a vital element in the process by which students are enabled to function in the society. The general idea underlying this fact is that if the school is situated in the society and it is hoped that the products of these schools will be absorbed into the society, the students must therefore be made to develop rule-following and law, adding habits so that they conform to the general social expectations of the main culture absorbing its basic attitudes and beliefs, Sieber and wilder (1997:70) point out that a society without rules is inconceivable, and rules without attitude of disapproval towards them are inconceivable. In the English Elementary School, obedience was enforced mildly without any military goal in mind and in that discipline was seen essentially as a process of obedient training for society at large. On the other hand, thinking of discipline in terms of training for society, Docking (1990:4) says it may encourage a schooling for subordination where teachers use their disciplinary authority to satisfy some unfulfilled need within themselves so that they are to view children as a means rather than as ends. The promotion or maintenance of effective discipline is essential if organised group action is to be effective or productive whether the group is a club, society, a union, a company, a business or industrial concern or a nation. The word discipline connotes that the members or a group should reasonably conform to the rules and regulations, which is the code of behaviour which have been formed for it or by it, so that every one may benefit by them. Peoples morale or industrial peace are definitely proper by maintenance of discipline if the members of a group do not abide by the rules of the organisation, it may collapse. Chaos, confusion, disobedience, disloyalty and antisocial or anti-organisational activities develop to the detriment of every one. In the word of Spriegel (1997:34) discipline is the force that prompts an individual or a group to observe the rules, regulations which are seemed to be necessary to the attainment of an objective. It is a factor, which restrains an indivi dual from doing certain things, which are deemed to be disruptive for the group objectives. It is also the exercise of restraint or the enforcement of penalties for the violation of group regulations. Thus, discipline can be said as an attitude of the mind, a product of culture and a particular environment which promotes an individual to willingly co-operate in the observance of the rules of the organizational to which he belongs. School discipline is often seen as an important ingredient in the process by which children are enabled to function in the society because living in the society entails living in association with certain agreed rules, which govern ones behaviour. Thus, keeping order in the school is a multi-faced problem associated with range of interacting factors, such as the child himself, home and neighbourhood influence, changing societal values and expectations, the school and its natural environment, and the individual teacher. The problem of indiscipline is more apparent among secondary school students all over the world. Indiscipline among them has attracted serious attention of scholars and administrators. These scholars and administrators attributes to their state of development. They opine that when students notice certain biological changes signalling maturity in the course of the growth and development, they tend to misbehave by faulting school rules and regulations Mukhargee (1995:17). Indiscipline is a mode of life not in conformity with rules and non-subjected to control. By extension, the term connotes the violation of school rules and regulations capable of obstructing the smooth and orderly, functioning of the school system Adeyemo (1995:22). School rules and regulations in most cases affect students more than any other thing because they are made by the school authorities in order to guide and protect the students while in school. Statement of the Problem In the teaching and learning process certain identifiable problems of indiscipline militate against its success and achievements. That means for effective teaching and learning to take place there must be discipline in order to make reasonable achievements. In spite of the effort so far made by the government for the past eight years to curb indiscipline in our secondary schools, delinquency, truancy, disobedience, absenteeism, etc. are some of the problems of teaching and learning in our secondary schools in Abua/Odual Local Government Area. This study is therefore interested in addressing the problems of indiscipline so that teaching and learning will improve in our schools. Purpose of the Study The general purpose of this study includes the following: (a) Determine the factors underlying the problem of maintaining effective discipline in secondary schools. (b) Ascertain the effects of such factors on academic performance. (c) Make recommendation on the areas that would solve these problems. Research Questions The study shall be guided by the following research questions: What factors are responsible for school indiscipline? What are the effects of such factors on students academic performance? What are the strategies adopted by teachers to prevent classroom indiscipline? Does the rate of indiscipline among secondary school students increase or decrease for the past three years? Are girls more receptive to instruction than boys in secondary schools? Significance of the Study The importance of this study includes the following: (1) To provide information for government and school administrators about the solution to the problems of school indiscipline. (2) To provide relevant data about the causes of indiscipline from teachers perspective. (3) To make recommendations and suggestions that possibly could help solve the problem of indiscipline. Scope of the Study The study focus on school indiscipline from twenty-two (22) selected secondary schools in Abua/Odual Local Government Area of Rivers State. Definition of Terms For the purpose of this study, the following terminologies shall be defined thus: Student: A person who is studying in a school, especially a secondary school. Secondary School: This is a school for young people between the age of 11 and 16. Regulation: This is an official rule made by authority. Discipline: This is the practice of training people to obey rules and regulations. Indiscipline: This is lack of discipline, control in the behaviour of a group of people. CHAPTER TWO: REVIEW OF RELATED LITERATURE The chapter can be reviewed under the following headings. 2.1. Students discipline in Nigeria schools 2.2 Imperative of indiscipline in secondary schools 2.3. Causes of indiscipline 2.4 School indiscipline and academic achievement 2.5 School rules and regulations on student discipline 2.6 The concept of in loco-parentis and its relationship to students discipline 2.7 Student discipline and classroom management 2.8 Strategies of curbing indiscipline 2.9 Summary of the literature reviewed 2.1 Students Discipline in Nigeria Schools According to Matsoga (2003:54) violence and misbehaviour exist in Nigeria schools. This lack of discipline which interferes with the teaching and learning process, manifests itself in various ways including bullying, vandalism, alcohol and substance abuse, truancy, inability or unwillingness to do homework etc. Moswele (2004:146) and Matsoga (2003:53). Vandalizing school property is at rampart and this has influenced the government to introduce school fees in order to mend, that which was broken such as window, panes, furniture and walls. Theft is also common. For instance, in 2003 students in one senior secondary school broke into a biology laboratory to steal ethanol Banda (2004:16) some of these students lost their lives and others lost their sight. In another senior secondary school, 19-year-old boy committed suicide after fighting with another student over a borrowed plate Maleka (2003:162). These horrible acts left the nation speechless, not knowing where such behaviour originates. These incidents sprang the debate on the use of corporal punishment in schools which concluded that Nigeria cannot do away with it, but it has to be used guardedly Maleka (2003:162) and Keorang (2004:51). Experience had it that, teachers may ask for transfers; while parents withdraw their children from schools with numerous cases of student misconduct such as the one mentioned above. 2.2 Imperative of indiscipline in secondary schools Discipline in these schools is now passing through an eclipse. The problem of indiscipline is found everywhere, therefore, students do no longer believe in hard work as the only honourable path to success. Slangs connoting examination malpractice like choke exhibit, dagbo, omokirikiri and the like are common during examination time and they are expressed in such free but shameful that one somehow think that it does not mean anything. Children of the high and low, big and small, powerful and the downtrodden are involved in varying degrees. At this juncture, it would be worthwhile to highlight some of the prevalent cases and acts of indiscipline amongst secondary school students. 1. Cultism Cultism has suddenly become the giant monster that has swallowed up our ethics and morals; any student who fails to belong is quickly packed off the stage by either being intimidated out of school or killed. Many have been forced to join counter cultist group, which often produced fatal consequences. Section 329 (1) of the 1999 constitution of the federal republic of Nigeria defines cultism (secret cult) as an association that uses secret signs, oaths, rites or symbols and which is formed to promote a cause, the purpose or part of the purpose which is to foster the interest of its members and to aid one another under any circumstance without the regard to merit, fair or justice to the demerit of those who are not members. à ¢Ã¢â€š ¬Ã‚ ¦who members are sworn to observe oaths of secrecyà ¢Ã¢â€š ¬Ã‚ ¦ 2. Indecent Dressing Near naked and other forms of nudity is the order of the day in our schools. Kpakol (2004:62) argues that peer pressure, self-indulgence, and dress to kill-the deliberate habit of putting on seductive clothes to attract those of the opposite gender sexually or throw off balance emotionally. In this connection Bellow, (1993:3) states that school discipline is the training which produces in children self-restraint, orderliness, good conduct, operation and the habit of getting the best out of themselves. It involves intellectual and moral education as opposed to mere order and instruction. 3. Curriculum content Any society whose educational system is careless about the need of the society is doomed. It thus, not enough to have a curriculum. It is most important that the curriculum relates and adequately takes care of the entire societal aspiration. Our curriculum today is greatly deficient in moral education as contained in the curriculum is shabby and neglected. In some schools, it is not even taught. The subjects of History, Civic and Nature study and so on that immediately inculcates the ideal nation building to the youth are abolished social studies and integrated science that is fashioned in their stead has proved to be incapable in content and practice. 4. Parental Training Charity it is said begins from home. A parent who is not firm with his children and lets them go the bad is not kind to them. Parents do not often consider the future welfare and success of their children as of great importance. Firmness is not shown by constant scolding, beating and fussing, this is to many educators indicates weakness. In addition, some parents are always quarrelling and fighting. This definitely makes the students not to have affection and develop negative attitude to life. In school, that student may be and always picking quarrel with his peer because this is what he grew up with. 2.3 Causes of Indiscipline Indiscipline as we have noted elsewhere is not a new phenomenon. It has engaged the attention of many writers and authors at different levels. Causes of indiscipline in secondary schools are numerous. They include school society, wrong ideals, idleness, lack of good leadership, injustice, lack of realistic rules, bad home training and upbringing, etc. Okoroma (2000:1109) and Nwankwo (1991:67) note that the causes and symptoms of indiscipline are many and vary from school to school and from place to place. In their view, some symptoms of indiscipline include general unrest and deliberate breaches of school rules, peaceful and violent demonstration, mass disobedience, truancy, delinquency, absenteeism, drug use and abuse, as well as drunkenness. Shakaran (1997:47) and Nwankwo (1991:67) have identified the causes of indiscipline in secondary schools in Nigeria to include authoritarian methods, bad staff behaviour, harsh school rules, poor communication, results, lack of adequate school facilities, influence of home and society. In this paper, we however, proffer a multi-dimensional approach to this burning issue of indiscipline in our secondary schools; hence our consideration of the causes of indiscipline will be multi-dimensional. 1. Social Influence There has become a sudden shift from merit to lack lustre. Achievements are no longer measured by commitment and capability but influence and material wealth who you know than what you are measured up in terms of merit, is what determines promotion. Thus, a student need not burn the night candle. 2. Corruption This is the oldest son of indiscipline. This son has grown up that it often stands shoulder to shoulder with its father indiscipline. What permeates all the stretch of our society today is how to make it quickly. Public finance meant for welfare programmes that would have stemmed the aid of mal-behaviour in our youths and adolescents gets diverted to redundant programmes or private pockets. To such extent, there is no motivation in those who should be seen to be disciplined. With empty stomach, ragged dressing, hopeless accommodation, intolerable health, there is no way a person can resist temptation. 3. Rural-urban Drift Closely related to the issue of government policy and corruption is the issue of rural-urban drift. A writer once said that everyone is a village by root. The rate, at which our youths and adolescents migrate from the serene, quiet and less atrocious life in the village to the noisy, burdensome, busy and unnecessarily over populated cities, is alarming. One identified reason for this as outright lack of basic facilities and infrastructure in our villages. Where there is any, it is often in a state of despair so grossly inadequate that no youth would see his mate coming home from the city without being tempted to taste the city. This sudden transformation from the village to city life is bound to produce unpalatable consequences. This explains why secondary school students are engaged in crimes nowadays either to be able to sustain the tempo of life in the city or in preparation to get to the city. 2.4 School Indiscipline and Academic Achievement In classroom teaching, discipline implies the control of a class to achieve desirable behaviour. The concept of school discipline and school rewards has the similar objectives of assisting students to make maximum achievement in their academic pursuits. According to Nwankwo (1991:67) discipline behaviour involves characteristics such as self-sacrifice, diligence, co-operation, integrity, consideration and sympathy for others as well as the fear of God. He goes on to say that discipline is a system of guiding the individual to make reasonable and responsible decisions. In classroom teaching, discipline means the control of a class to achieve desirable behaviour. Discipline involves self-control; a disciplined person knows and takes the right course of action. He is guided not simply by self-interest, but also by consideration of interest of others. A disciplined individual is also guided in his behaviour by moral and social principles. Factors of indiscipline that lead to low academic achievement are common with student from socio-economic status families Alumode (2002:84). This is because teachers are often prejudiced against youth from low socio-economic status families and show preferential treatment to students from high socio-economic status families Manster (2001:297). Another reason is that peer influences on low socio-economic students are often antisocial and delinquency prone, emphasizing early marriage for the girls and gang activities for the boys Conger (1993:13). Blodsoe (2005:28) believes that the quality of interaction among members of the adolescents family influence the degree of discipline and success in school work. According to him, the studies of the family relationship of bright, high-achieving students versus under-achieving high school students shows that the high achievers more often than under-achievers describe their parents as typically sharing vacation and ideas as understanding, appro ving, trusting, affection etc. encouraging (but not pressuring) with respect to achievement and over restrictive or severe in discipline. 2.5 School Rules and Regulation on Discipline The Education Act of 1999 has documented some rules and regulations that govern student discipline in Nigeria schools. It stipulates methods and procedure for minor and severe disciplinary measures such as corporal punishment, suspension and student expulsion. Rules and regulations are drawn for the orderly conduct of the school affairs. Some of them are written and others are implied and they recognised by law. Addressing the issue of rules and regulations Nwangwu (2009:142) state that: The Schools Board and individual school authorities have the right to make any reasonable rules and regulations for the orderly conduct of school affairs in the interest of the entire school and school system. The fundamental point raised above is that those provisions are made by relevant authorized bodies to direct and spell out the relationship between teachers, student and school authorities. The responsibility is therefore on every member of the school system to respect and obey the rules, as any breach must be followed by the application of appropriate disciplinary measures. The courts of law shall always put into consideration the reasonableness and constitutional right of the school rules and regulations. Rules that encroached on a constitutional right of students will invariably be invalidated by courts. 2.6 The Concept of in Loco-Parentis and its Relationship to Students Discipline In educational circle, the special relationship which exists between students and the schoolteacher regarding discipline is termed in loco-parentis. It is assumed that the teacher in performing certain roles especially as it relate to control of parental jurisdiction. According to Remmlein and Wane in Igwe (1998:82) in loco-parentis means in place of the parent, charged with some of the parents right, duties and responsibilities. The implication is that schoolteachers or authorities stand in place of parents in respect to students education and discipline. By this it is expected that teacher have the invariably contracted with parents to perform some of the duties and functions of the latter. The teacher is therefore expected to act reasonably in this capacity. In present, the teachers acting in loco-parent is to discipline an erring student, and should ensure that the punishment was done reasonably and in good faith in order to avoid costly and embarrassing court cases. The teacher should act within the limit of this principle, because according to Eferakaya (1998:17), school officials who perpetuate acts of indiscipline can no longer be protected by the in loco parentis doctrines the courts are quite convinced that the school is incapable of assuming full parental responsibilities. 2.7 Students Indiscipline and Classroom Management The International Dictionary of Education formally defines discipline as a term to describe teacher classroom control or general restraint of pupils behaviour Lingworth (2004:18) argues that coercion can never be a method of educating in the sense that where teachers tend to interpret control of threats thereby forcing students to learn what he has taught them is far behind the truth. Another interesting aspect of discipline and administrative control is the use of scientific procedures known as behaviour modification based on the learning theory developed by Skinner who advocates some technique and positive reinforcement such as using rewards to bring about and maintain desired behaviour combined with extinction behaviour i.e. weakening undesired behaviour by ignoring it or by otherwise removing its reward consequences. However, the work of Lauwerys (1999:42) is discovered to be in contrast with the scientific procedures of behaviour modification and psychodrama work of Piaget. His work on classroom management focuses attention on the teachers public demonstration that he knows what is going on, his ability to facilitate smooth transaction from one activity to another and handle movement and type of demand he makes from pupil. There is bound to be conflict when administration in school is taken to be rigid and regimentation, where students have to fear administrations rather than respect them. Fagbula (2002:80) in his work concludes that teachers rather than settle their minor matters take them to the school administrators create a problem to administrative control of schools. Bad administrative control can hinder effective discipline tone in the school. These can take the form of giving bad and inadequate food to students, ineffective teaching, bad staff behaviour, authoritarian methods of administ ration, high school rules, arrogant attitude of the school prefects, unsatisfactory curricula, poor examination results, poor communication between administrators and school pupils. 2.8 Strategies for Curbing Indiscipline It is imperative to ensure that the best behaviours and conditions are inculcates, established and maintained for effective learning to take place in our secondary schools. This can be realised if we accept that the teacher has the power to impose discipline by using some sort of power over this students. However, this is only possible to a little extent, for it to have meaningful impact it must also take into account the psychological needs and development level of the student. A well-managed school begins with thorough advance planning by the school head and the teachers. Accordingly, extrinsic and intrinsic motivation should be used, positive and negative motivation, provision and satisfaction of students need the teacher having adequate knowledge of the subject, teaching students how to learn and making them to use their time effectively. The school environment should be busy, and an active place in which the students and teachers know that they are on the same side working together to achieve something worthwhile. Such an environment is likely to establish mutual respect, and a mild reproof or expression of disappointment on the part of the teacher will enhance discipline. Cleanliness and tidiness of surrounding, not being excessively noisy or disruptive when others are working, taking care of communal property, and punctuality exhibition of normal courtesies expected by the society to be observed. The rules can be established by quite persistence and good example by the teacher. In essence, good discipline enables the sort of psychological need proposed by Maslow and others to be satisfied. This is because most disciplinary cases are as a result of unfulfilled basic needs. The teacher should look carefully at each level including the most basic psychological one of nutrition and ventilation. 2.9 Summary of the Reviewed Literature The chapter examined the concept of indiscipline as it derived from the word discipline. Discipline here means a mode of life in accordance with rules, subjected to control. Therefore, indiscipline means lack of control in the behaviour of a group of people. Relating the above to the school environment, indiscipline could be referred to as inability of a person to live in accordance with school rules and regulation; it is the breaking of rules and regulations of institution. Imperative and causes of indiscipline were discussed from the multi-dimensional perspective, which include cultism, indecent dressing, curriculum content, parental training, societal influence, corruption and rural-urban drift. Again, school indiscipline and academic achievement, which implies the control of a class to achieve desired behaviour was discussed. The chapter also examined school rules and regulations on discipline, which are drawn up to regulate school activities for the orderly conduct of the school affairs. The concept of in loco-parentis and its relationship to student discipline, which is the special relationship that exist between students and the school teacher regarding discipline, because the teacher is expected to stand in place of the parent in respect to students education and discipline. Finally, strategies of curbing indiscipline which include pedagogical, social and psychological techniques of curbing indiscipline in secondary school were proffered. CHAPTER THREE: RESEARCH METHODOLOGY This chapter presents the research methodology to be adopted for the study. It is organised under the following heading: Research Design, Population of the Study, Sample and Sampling Technique, Instrumentation, Validity of the Instrument, Administration of the Instrument, and Data Analysis Technique. 3.1 Research Design The research design adopted for this study is the descriptive survey research design, which is concerned with condition or relationships that exist and practices that prevail. Specifically, it is concerned with identified the problems of indiscipline in secondary schools in Abua/Odual Local Government Area. 3.2 Population of the Study The population of this study is 440 persons, who are teachers in the twenty-two (22) secondary schools in Abua/Odual Local Government Area. 3.3 Sample and Sampling Techniques A stratified random sampling technique was used for the study. Out of twenty-two (22) secondary schools in Abua/Odual Local Government Area, ten (10) were sampled out through the ballot system; this represents 46% of secondary schools in Abua/Odual Local Government. In each school, ten (10) teachers were randomly selected to give 100 teachers, which represent 52% of the total number of teachers in Abua/Odual Local Government Area. Thus, the sample for this study is made up of 100 respondents. 3.4 Development of Research Instrument The instrument for this study is questionnaire titled Questionnaire for Teachers on indiscipline problems (QTIP). It was developed for this study and addressed to various respondents with structured questions developed based on the objectives of the study and the literature reviewed. The instrument is divided into two (2) sections (A and B). Section A deals with the personal data of the respondents; section B sought responses to items on factors, which militate against the effective maintenance of discipline in secondary schools. The questionnaire adopted the 4-point Likert summated rating scale with values: Strongly Agree (SA) = 4; Agree (A) = 3; Disagree (D) = 2; and Strongly Disagree (SD) = 1. 3.5 Validity of the Instrument The instrument was given to the supervisor and senior lecturers in the department who are experts in educational management to examine and make corrections. They scrutinize item by item and decide its validity to elicit the necessary information needed to provide adequate answers to the research questions. The final draft of instrument was designed to reflect corrections of the experts in the department. Also the researcher ensured that the five interested research problem areas, which militate against the effective maintenance of discipline in secondary schools to ensure that it is adequate enough to measure, what is supposed to measure and ensuring that the desirable result is achieved. 3.6 Administration of the Instrument The instrument for this study was administered personally by the researcher. The completed copies were retrieved on the spot while the others were retrieved later. 3.7 Data Analysis Technique The responses was based on the 4-point Likert summated rating scale will be analysed and presented in table by means of percentages. A decision on the research questions was made to arrive at by dividing frequency of occurrence by the total number of respondents and multiplied the product by 100, that is: Frequency of occurrence x 100 Number of respondents 1 CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA In this chapter the data collected is presented and analysed as follows: Research question one: What factors are responsible for school indiscipline? Note: the following was used to analyze the work. Strongly Agree (SA) = 4 Agree (A) = 3 Disagree (D) = 2 Strongly Disagree (SD) = 1 Table 4.1 Factors of school indiscipline S/NO

The Benefits of the Atkins Diet Essay -- Health Nutrition Diet Exercis

The Benefits of the Atkins Diet The Atkins diet has been attacked in recent years and been accused of being a fad diet that does not successfully cause weight loss and is the causes of health problems. The most criticized area of the Atkins diet is the seemingly unlimited amount of fat and meat that is allowed within the diet. This unconventional method of weight loss is the center of the animosity towards the Atkins diet. Though this diet may not be the best method of weight loss for all dieters, it is beneficial and extremely efficient for others. The Atkins diet is the best choice for dieters looking to lose a few superficial pounds quickly because dieters on the Atkins diet lose more weight within 3-6 months and do not experience the heart disease characteristics that some accuse it of. The method of the Atkins diet is to restrict carbohydrate intake, while allowing the consumption of foods that are high in protein and fat. This method has been controversial because it contradicts the conventional food pyramid, which promotes the consumption of foods with less fat and the largest proportion of food being carbohydrates like whole wheat. The food pyramid promoters do not agree with Dr. Atkins’ promotion of foods high in protein and fat. In fact, most believe that he allows an unlimited amount of protein and fat in his diet; but this is not true. The Atkins diet is supposed to contain 70% fat, 25% protein, and 5% carbohydrates (though most deviate from the fat and protein limits). Therefore in the first phase of the diet where the dieter is supposed to consume no more than 20 grams of carbohydrates, they are to also consume no more than 100 grams of protein and 280 grams of fat. So, the Atkins diet does not... ...energy source in the absence of the carbohydrates. The Atkins diet successfully loses more weight compared to low-fat diets due to its weight loss method. As I have proven, the Atkins diet can be beneficial; especially to the short-term dieter. This diet loses more weight within the first 3-6 months compared to the conventional low-fat diet; which is perfect for the dieter that wants to lose those extra few pounds before an event. Although many believe that the Atkins diet allows an unlimited amount of fat and protein, there is a limit as to how much of each the dieter is supposed to consume. And even though this limit of fats and protein is much higher than the suggested amount for the low-fat diet, it has been proven that the Atkins diet is not detrimental but beneficial to the wellbeing of the dieter’s heart and circulatory system.

Difference between retained earnings

Retained earnings is the profit generated by a company that are not distributed to stockholders (shareholders) as dividends but are either reinvested in the business or kept as a reserve for specific objectives (such as to pay off a debt or purchase a capital asset). A balance sheet figure shown under the heading retained earnings is the sum of all profits retained since the companys inception. Retained earnings are reduced by losses, and are also called accumulated earnings, accumulated profit, accumulated Income, accumulated surplus, earned surplus, ndistributed earnings, or undivided profits.Profit and loss account is one of the financial statements of a company and shows the companys revenues and expenses during a particular period. It Indicates how the revenues (money received from the sale of products and services before expenses are taken out, also known as the â€Å"top line†) are transformed into the net income (the result after all revenues and expenses have been acc ounted for, also known as â€Å"net profit† or the â€Å"bottom line†). It displays the revenues recognized tor a specific period, nd the cost and expenses charged against these revenues, including write- offs (e. . , depreciation and amortization of various assets) and taxes. The purpose of the income statement is to show managers and investors whether the company made or lost money during the period being reported. When any amount is kept separate by a company out of its profit for future purpose then that is called as General reserves. In other words, the general reserves are the ‘retained earnings' of a company which are kept aside out of company's profits to meet future known or unknown obligations.General reserves are the part of ‘Profit and Loss Appropriation Account'. The general reserve is a free reserve which can be utilized for any purpose after fulfilling certain conditions. The primary differences between the retained earnings , profit and loss account and general reserve is as follows: Point of difference Retained earning Account General reserve Definition This is the profit which is not distributed to the stockholders but probably reinvested In the business. This Is the financial statement of a company which shows the tOf2 for future purposes. UsesThis is used or retained as earnings for specific objectives like to pay off debts etc. The purpose of the income statement is to show managers and investors whether the company made or lost money during the period being reported. General reserve is certain amount of money kept aside for future need or unexpected expenses. Found under A balance sheet figure shown under the heading retained earnings is the sum of all profits retained since the company's inception. Found in the final accounts statement book General reserves are the part of Profit and Loss Appropriation Account.

Student Role in Politics Essays

Student Role in Politics Essays Student Role in Politics Essay Student Role in Politics Essay Subject: Research By: Making a Difference, Not a Statement: College Students and Politics, Volunteering, and an Agenda for America Peter D. Hart Research Associates 1724 Connecticut Avenue, NW Washington, DC 20009 April 2001 Date: From February 24 to March 2, Hart Research surveyed a national representative sample of 809 students in four-year colleges and universities; this research, conducted on behalf of the Panetta Institute, gauges students’ views of and involvement in civics and politics. This report summarizes our key findings. The margin of error is  ± 3. 5% for the overall sample and higher for specific subgroups. Forty years ago, something began to stir on the nation’s campuses. In March 1961, President John F. Kennedy, sensing the potential idealism of the nation’s youth, signed an executive order creating the Peace Corps, and a few months later, the first cohort of Peace Corps volunteers embarked for Africa. That same year, college students traveled south to join the Freedom Rides, risking life and limb for the civil rights cause. It was the beginning of a youth movement that ultimately changed the face of America, as it touched everything from race relations to women’s rights to war and peace. Four decades later, could students once again provide the energy and idealism that drive social and political change? The results of our national survey among college students suggest that the potential is indeed there. Indeed, the civil rights and women’s movements are now a source of inspiration. And if this potential is realized, this generation is clearly poised to move the country in a progressive direction. In their issue preferences and political leanings, the youth of Generation Y embrace a progressive agenda while rejecting the anti-government cynicism of their Generation X forerunners. Yet, only a fraction of this great potential has been realized so far. Unlike their predecessors four decades ago, today’s college students enjoy the legal right to vote, but only a small minority of Americans age 18 to 21 exercised that right in 2000. These young people care about the issues of the day, yet few believe that working on a political campaign or contacting their congressional representative, for example, can help make society better. They say they want to contribute to their society and make a difference, but most spurn government service as a career option. Their values and priorities seem disconnected from their level of political engagement. Certainly, neither presidential candidate managed to connect with this generation. Today’s students are simultaneously progressive and apolitical; they embrace many government solutions, but evince little interest in government itself. Nevertheless, the survey results indicate that it is possible to get college students involved in the nation’s political life. Indeed, today’s generation of students is like tinder awaiting a spark. New political leadership, making the right kind of appeal and challenging young people to get involved as President Kennedy did in 1961, could once again awaken a powerful response on the nation’s campuses. I. College Students’ Current Outlook 1. Today’s college students are progressive in their views. College students’ agenda for the nation is strongly progressive. Among all the policy priorities tested in the survey, the top three are improving schools by hiring teachers and reducing class size (85% very top or high priority), strengthening and preserving Social Security (76%), and providing assistance to low-income families (73%). The three lowest priorities are strengthening the military (34%), reducing the size of government (23%), and allowing oil exploration in the Alaskan Arctic Wildlife Refuge (21%). Looking back at our history, today’s college students identify with progressive social movements. Overwhelming majorities feel that the civil rights (89%) and women’s rights (78%) movements did a great deal or quite a bit to make American society better. Smaller majorities say the same about the environmental movement (58%), human rights organizations (56%), and the Democratic Party (57%). In contrast, far fewer believe that the Republican Party (45%), the war on drugs (40%), the campaign for teen abstinence (29%), or the anti-tax movement (23%) has changed things for the better. In anticipating the future, many college students look far afield and point to progressive solutions to both international and domestic problems. A majority (59%) believe that most problems facing their generation will be domestic in nature (e. g. , Social Security), but a significant proportion, 37%, think that most will be international in scope. This outlook is reflected in the majorities of students who believe that the following global issues should be either the top priority or a high priority for Congress and President Bush to address: dealing with the worldwide AIDS epidemic (70%), promoting human rights abroad (64%), and cracking down on imported goods made in sweatshops or with child labor (59%). College students’ political affiliations provide further evidence of the progressive environment on most campuses; by a considerable 48%-to-33% margin, students identify more with the Democratic Party than with the GOP. To a lesser extent, this progressive viewpoint is evident in their vote- Gore edged out Bush by 46% to 42% among those who reported voting (another 9% supported Nader). And had they voted, non-voters with a preference among the candidates would have supported Gore by an even larger margin: Half (52%) would have voted for him over Bush (38%); 7% would have voted for Nader. Nevertheless, their votes make clear that neither of the major party candidates managed to connect with these younger voters. Gore, in particular, had the most to gain from the political disposition of the majority students and the issues they believe are important. Yet, while Democrats enjoy a 15-percentage-point advantage over Republicans on campuses nationwide, Gore held only a 4-point lead over Bush in the college vote. 2. Students do not see politics as a primary means of bringing about positive change. Young people are political voyeurs- they watch, but they don’t participate. Students clearly question the efficacy of getting more deeply involved in the political process. Only 12% believe that volunteering on a campaign is a way to bring about a lot of change (40% say some change). Only half that proportion, 6%, actually participated in a federal, state, or local political campaign during the 2000 election cycle. Students also question the effectiveness of other forms of political action. Only 17% say that attending a demonstration can bring about a lot of change (46% say some change). And as far as contacting an elected official about an issue, only 13% to 17% (depending on whether they are e-mailing or writing) say that this is a way to bring about a lot of change. Because students are not sure that their individual involvement will make much of a difference, most students choose not to get involved other than in the easiest, most convenient ways. Although 56% tell us that they have signed a petition, only 19% have participated in a demonstration, and only 18% have written to a member of Congress. 3. The 2000 presidential election may have sparked an interest in politics and an appreciation of the importance of voting. If the election had a single legacy, it would be arousing this generation’s interest in the political process. Students took an active interest in last year’s presidential election: The vast majority (88%) reports checking the latest news at least once a week during the election. Two in five (42%) say they kept up on the news every day, whereas only 6% say they checked the news no more than once a month. One of the most compelling findings from this research is the respect that students say they have for the vote, which perhaps is a result of the historically close election and the equally historic controversy surrounding the Florida recount. A strong majority (84%) believe that voting in a presidential election is a way to make a difference: 47% say that it can bring about a lot of change, and 37% say that it can effect some change. For most students, voting is far more effective in bringing about change than is volunteering on an election campaign, as only 12% say that the latter can bring about a lot of change. The power of one’s vote is recognized particularly among freshmen (88% a lot/some change), women (87%), and students affiliated with one of the major parties (84% Democrats, 85% Republicans). 4. Students believe in and prefer the direct benefits of volunteering. What’s the alternative to politics? An overwhelming majority (86%) of students tell us that doing volunteer work for groups that help the needy is a way to bring about needed change (50% a lot of change, 36% some change). Most students believe that volunteer programs- more so than the two political parties- have made society better. Solid majorities say that youth-mentoring programs, such as Big Brother/Big Sister (68%); private charities (66%); and groups like AmeriCorps (59%) make a great deal or fair amount of difference toward the betterment of society. Because they believe that getting involved in volunteer programs is a way to help their local communities, most students volunteer during their time in college. A large majority (68%) say that they have been involved in volunteer or other types of charitable activities. Sixty-three percent have volunteered at a local school, hospital, or neighborhood center; 38% have been tutors or mentors; and 27% have helped raise funds for a local cause. Volunteering has become part of the college experience. Among students who have gotten involved in their communities, two in five (39%) have volunteered through a program offered by their college or university. Alternatively, they have worked with an organization (13%) or a religious group (12%) with which they are affiliated. The value that students find in volunteerism is evident in their willingness to consider a longer-term commitment to an organization. Nearly three in four (73%) students would consider volunteering for either Habitat for Humanity (42%), the Peace Corps (21%), AmeriCorps (7%), or VISTA (3%) after they finish college or during a break. The vast majority (83%) of students also says that working for an issue organization is an effective way to make a difference. Most students admire progressive issue organizations for their contributions to society: 59% believe that Mothers Against Drunk Driving (MADD) and other groups promoting alcohol awareness have made a great deal or fair amount of difference; 56% say the same of international human rights’ groups such as Amnesty International. 5. Young people are committed to making a difference, but not through government service. Half (49%) of all college students say that in choosing a career, it is very important (a 9 or 10 on a 10-point scale) that it contribute to society. Yet, only about half as many (26%) tell us that they are very or fairly interested in government service; two in five (42%) say that they have no interest whatsoever in working for the government. In part, students question the government’s ability to make changes for the better. While 50% believe that doing volunteer work to assist the needy can bring about a lot of change, only 20% say the same about choosing a career in government. As a result, even those who put a premium on a career’s potential for making a difference are unwilling to consider government service; among this group, only 26% say that they would be interested in working for the government. Sixty-four percent of students say that providing financial aid or forgiving student loans might be an incentive to participate in public service. Three in ten say that it might help to have a parent or professor encourage them to participate. 6. Today’s students don’t hate the government, but they feel disconnected from it. Generation Y is not hostile toward government. Only 23% say that smaller government should be a top or high priority for the nation; 68% say that they are satisfied with the country’s political leadership; and only 38% feel that a candidate’s working to change the way things are done in Washington is a very important quality. If anything, Generation Y would like to see more from government: 85% say that hiring more teachers and reducing class sizes should be a top or high priority for Congress and President Bush; 76% believe that government should be strengthening and preserving Social Security; 73% want government to assist low-income families with children; and 69% say that the President and Congress should put prescription-drug coverage for seniors on the national agenda. Students don’t know what to make of government. When asked whether they think about government as the government or our government, 60% say the government and 39% say our government. Of course, the degree to which students (and presumably most Americans) feel any ownership of government may depend on who is in power- 47% of Bush voters and 46% of Republicans say our government, compared with only 36% of Gore voters and 35% of Democrats. II. How Can We Engage Young Adults in Politics? tudents’ concern about and willingness to help the vulnerable and disadvantaged demonstrate that they can be engaged. But this is not the 1960s- they are concerned more with the impact they will have and less with the ideal they will serve. If candidates, political parties, and social-change organizations hope to involve young people, they should understand the following: 1. Young people want to make a difference, not just a statement. While today’s generation is drawn to ideals, whether in voting or volunteering, it also wants tangible results. Asked what they would most like to see in a political candidate, half (50%) of college students say that it is very important that they be idealistic and stand up for principles, but more (63%) say that it is very important that candidates be practical and realistic. This pragmatic orientation is reflected in the 50% who believe that volunteering in one’s community can bring about a lot of change; only 17% say the same about participating in demonstrations. Three in four students say that people can make a difference just by living their lives in a way that is consistent with their social and political values. Thus, to inspire college students, political leaders must offer a vision and back it up with concrete action. 2. Students are looking for honest leaders who understand young people’s concerns. This generation has tremendous respect for the gains made by the civil rights and women’s movements. Hence, today’s students want candidates who can address similar challenges as well as be forthright in face of great adversity. They want candidates who are honest (65% say this quality is very important) and who say what they think, even if their positions are unpopular (51%). Nearly half (46%) of students feel that a candidate’s understanding of their values is very important. 3. Provide avenues for individual empowerment and celebrate the power of voting. Today’s students are empowered by volunteering because they believe their individual efforts contribute to a larger cause that makes a difference. Students do not feel the same way about volunteering for a political campaign, however. But the 2000 election left a legacy, a legacy whose effects may be felt for quite some time to come: Students now believe strongly that their individual votes truly count. We must build on this belief by giving young people ways to participate in the political process (e. . , aggressive voter registration and GOTV). 4. Build a bridge between direct service, and politics and public service. Many have already volunteered in their communities, and even more are open to working with Habitat for Humanity or the Peace Corps after graduation. Cultivate their willingness to act on their beliefs, not as an alternative to political engagement, but as an additional reason to either participate in the political process or make a career of public service. The challenge for political leaders and parties is to show young people who are willing to help Jimmy Carter build affordable housing, for example, that public policy and government can accomplish even more, or show Peace Corps volunteers that only the world’s governments have the resources to tackle global problems such as AIDS or exploitative child labor. The potential is already there- students want a government that does more, whether it is hiring more teachers and reducing class sizes or providing assistance to low-income families. 5. Support and encourage young women. Female students (59%) are much more likely than male students (39%) to say that making a difference is a key consideration in choosing a career, and they are more likely than male students to believe that volunteering for a campaign can make a big difference (59% vs. 43%). Moreover, female students already are more involved than their male counterparts- by 35% to 23%, women are more likely to have boycotted a product because of a manufacturer’s wrongdoing, and by 72% to 64%, women are more likely to have volunteered in their community. Yet, women are much less likely than men to say that they would seek elected office: Only 24% of women, compared with 39% of men, report any interest in running for a federal office, and just 24%, versus 43% of men, are interested in running on the state or local level. And while 31% of men say that they are very or fairly interested in a government career, the same can be said of only 21% of women. Young women’s commitment and idealism is there, but it has not yet been linked to politics or public service. They need role models and support. . To reach this generation, go on-line. The attention that many students paid to the election may have been facilitated by the Internet. While television was almost certainly their chief news source about the election (51% say they get most of their political information from TV) a significant proportion also looked to the Internet. Three in ten (29%) say they follow the latest news about politics and civic affairs on-line. Of those studen ts who followed the presidential election each day, 35% say they rely on the Internet for their news. Of those who checked the news once a week or less during the election, only 23% say that most of their news comes from an on-line source. In fact, the Internet has surpassed the newspaper as a chief news source on most college campuses- just one in five (21%) students say that they get most of their news from a city or national newspaper. 7. Parents must lay the groundwork. Ideally, college is a place where young people are on their own for the first time; it’s a place where they can begin to express themselves politically or choose whether to volunteer in their community. On many if not most campuses, students will have the opportunity to see speakers or authors address political issues; they will be asked to sign petitions for a range of causes; they will witness or even participate in demonstrations; or they may become a volunteer through a program offered by their school or an on-campus organization. Whether students take advantage of these new freedoms depends in large part on their parents. When children grow up discussing politics with their parents, they grow up to be far more interested and involved, both in the political process and in their community. Half of all students say that while they were growing up, they discussed politics with their parents very or fairly often; 39% indicate that they rarely did so; and 11% say that they never discussed politics at home. Of those college students who regularly discussed politics with their parents, 50% report checking the latest political news every day during the 2000 election, compared with only 34% of those who grew up in households where politics was not a topic of conversation; 10% of those reared on politics have volunteered on a political campaign, compared with only 2% of students from apolitical households. In addition, young people raised on politics are more likely to believe that a career in government or public service leads to change (24% major change, 47% some change); among students in non-political households, only 16% believe it would make a major change, and 50% say it would bring about some change.

How to Use Sentence Fragments Effectively

How to Use Sentence Fragments Effectively Most writing handbooks insist that incomplete sentencesor fragmentsare errors that need to be corrected. As Toby Fulwiler and Alan Hayakawa say in The Blair Handbook (Prentice Hall, 2003), The problem with a fragment is its incompleteness. A sentence expresses a complete idea, but a fragment neglects to tell the reader either what it is about (the subject) or what happened (the verb) (p. 464). In formal writing, the proscription against using fragments often makes good sense. But not always. In both fiction and nonfiction, the sentence fragment may be used deliberately to create a variety of powerful effects. Fragments of Thought Midway through J. M. Coetzees novel Disgrace (Secker Warburg, 1999), the main character experiences shock as the result of a brutal attack at his daughters house. After the intruders leave, he attempts to come to terms with what has just occurred: It happens every day, every hour, every minute, he tells himself, in every quarter of the country. Count yourself lucky to have escaped with your life. Count yourself lucky not to be a prisoner in the car at this moment, speeding away, or at the bottom of a donga with a bullet in your head. Count Lucy lucky too. Above all Lucy.A risk to own anything: a car, a pair of shoes, a packet of cigarettes. Not enough to go around, not enough cars, shoes, cigarettes. Too many people, too few things. What there is must go into circulation, so that everyone can have a chance to be happy for a day. That is the theory; hold to this theory and to the comforts of theory. Not human evil, just a vast circulatory system, to whose workings pity and terror are irrelevant. That is how one must see life in this country: in its schematic aspect. Otherwise one could go mad. Cars, shoes; women too. There must be some niche in the system for women and what happens to them. reflect the characters efforts to make sense of the harsh, disruptive experience. The sense of incompleteness conveyed by the fragments is deliberate and quite effective. Narrative and Descriptive Fragments In Charles Dickenss The Pickwick Papers (1837), rascally Alfred Jingle tells a macabre tale that today would probably be labeled an urban legend. Jingle relates the anecdote in a curiously fragmented fashion: Heads, headstake care of your heads! cried the loquacious stranger, as they came out under the low archway, which in those days formed the entrance to the coach-yard. Terrible placedangerous workother dayfive childrenmothertall lady, eating sandwichesforgot the archcrashknockchildren look roundmothers head offsandwich in her handno mouth to put it inhead of a family offshocking, shocking! Jingles narrative style calls to mind the famous opening of Bleak House (1853), in which Dickens devotes three paragraphs to an impressionistic description of a London fog: fog in the stem and bowl of the afternoon pipe of the wrathful skipper, down in his close cabin; fog cruelly pinching the toes and fingers of his shivering little prentice boy on deck. In both passages, the writer is more concerned with conveying sensations and creating a mood than in completing a thought grammatically. The Series of Illustrative Fragments Pale druggists in remote towns of the Epworth League and flannel nightgown belts, endlessly wrapping up bottles of Peruna. . . . Women hidden away in the damp kitchens of unpainted houses along the railroad tracks, frying tough beefsteaks. . . . Lime and cement dealers being initiated into the Knights of Pythias, the Red Men or the Woodmen of the World. . . . Watchmen at lonely railroad crossings in Iowa, hoping that theyll be able to get off to hear the United Brethren evangelist preach. . . . Ticket-sellers in the subway, breathing sweat in its gaseous form. . . . Farmers plowing sterile fields behind sad meditative horses, both suffering from the bites of insects. . . . Grocery-clerks trying to make assignations with soapy servant girls. . . . Women confined for the ninth or tenth time, wondering helplessly what it is all about. . . . Methodist preachers retired after forty years of service in the trenches of God, upon pensions of $600 a year. Collected rather than connected, such brief fragmented examples offer snapshots of sadness and disappointment. Fragments and Crots Different as these passages are, they illustrate a common point: fragments arent inherently bad. Though a strictly prescriptive grammarian might insist that all fragments are demons waiting to be exorcised, professional writers have looked more kindly on these ragged bits and pieces of prose. And they have found some imaginative ways to use fragments effectively. Over 30 years ago, in An Alternate Style: Options in Composition (now out of print), Winston Weathers made a strong case for going beyond strict definitions of correctness when teaching writing. Students should be exposed to a wide range of styles, he argued, including the variegated, discontinuous, fragmented forms used to great effect by Coetzee, Dickens, Mencken, and countless other writers. Perhaps because fragment is so commonly equated with error, Weathers reintroduced the term crot, an archaic word for bit, to characterize this deliberately chopped-up form.The language of lists, advertising, blogs, text messages. An increasingly common style. Like any device, often overworked. Sometimes inappropriately applied. So this isnt a celebration of all fragments. Incomplete sentences that bore, distract, or confuse readers should be corrected. But there are moments, whether under the archway or at a lonely railroad crossing, when fragments (or crots or verbless sentences) work just fine. Indeed, better than fine. Also see: In Defense of Fragments, Crots, and Verbless Sentences.

Profile of a Health Care Manager Essay Example | Topics and Well Written Essays - 250 words

Profile of a Health Care Manager - Essay Example Likewise, a good health manager assumes a proactive stance in addressing the needs of stakeholders under his or her jurisdiction. Professionals choose to work in settings that provide either direct or nondirect service, depending on their knowledge, skills set, and experience. Some health care managers are called to directly serve the needs of a specific profile of clientele. Others serve in non-direct settings, such as â€Å"consulting firms, pharmaceutical companies, associations, and medical equipment companies† (Thompson, Buchbinder, & Shanks, n.d., p. 2). Thus, depending also on the delegated responsibilities, these managers abide by the need to serve various stakeholders; either in direct or nondirect service capacities. Health care managers who work on direct care settings possess characteristics and traits that would ensure competencies in health care; specifically the following key competencies associated with an effective manager: â€Å"conceptual, technical, and interpersonal skills† (Thompson, Buchbinder, & Shanks, n.d., p. 5). Health care managers who work in nondirect care settings should have the overview and background required from these nondirect services, as well as the expected responsibilities required from them. Thus, a good theoretical knowledge of the nondirect service being undertaken and regularly transacted with; as well as skills in dealing with various stakeholders (suppliers, investors, community members, customers, and the like). Thompson, J., Buchbinder, S., & Shanks, N. (n.d.). An Overview of Healthcare Management. Retrieved from Jones & Barttlet Learning:

Quality Assurance in Banking Investment Essay Example | Topics and Well Written Essays - 2000 words

Quality Assurance in Banking Investment - Essay Example In view of the importance of quality assurance in the investment banks, the process is carried out to strengthen the procedure and standards at corporate level, promoting efficient utilization of available resources so that different functions are carried out in an expeditious and cost effective manner and make recommendations for enhanced customer satisfaction. As investment banking is a service oriented business with most of the profits coming through the investments in businesses and acting as consultant to many businesses, it is necessary that investment banking adopt suitable techniques, theories and principles related to quality assurance for customer satisfaction and retention. Banking Investment or investment banking is part of the financial services industry that offers wide variety of services to corporations and organizations all over the world. The range of products and services is increasing rapidly that has made it difficult to distinguish the most important services because investment banks offer their services in different forms (Turnbull and Moustakatos, 1996)1 The service is an area that helps companies in funds acquisition, advising for wide range of transactions for future businesses (www.wisegeek.com).2 As it is clear that the investment banking deals with providing financial assistance to the companies for business matters, it is essential to ensure quality service in the area. Therefore quality assurance is the main pillar of any business including profit and nonprofit organizations, government and nongovernmental organizations as it affects the level of success in the business. The quality assurance further helps in conducting other evalua tion processes like standards compliance evaluations, brand assurance evaluations, customer or guest experience evaluations, etc. which makes it essential and important in any business organization to maintain a dominant position in the industry market (www.totalqualityassuranceservices.com). In view of the importance of quality assurance, the present paper is intended to discuss the issues and importance related to banking sector particularly in investment banking. Investment Banking Investment banks have multilateral functions to execute in favor of various companies. The service mainly deals with companies like helping private and public corporations in issuing securities in the primary market, guarantee by standby underwriting or best efforts selling and foreign exchange management. (www.economywatch.com).3 Further it is committed towards providing assistance to capital markets as intermediary. These are the institutions that are regarded as counterparts of banks in the capital market in the function of intermediation in the process of resource allocation (Subramanyam, 2004, p.72)4 Need for Quality Assurance in Investment Banking Williamson (1988, p.55) stated that investment banking has been and will continue to be an increasingly intensively competitive business in order to strive in the market which is mainly dominated by the changes as part of strategy in the capital and securities industry. The changes in the market include emergence of institutional investors, internationalization, innovative technology enabling investment banks and their customers to organize and distribute