Factory Farming essays

Factory Farming essays The human race has a way of masking its deepest and darkest aspects. We, as a race, would rather make everything look pleasant. This human characteristic can be seen by looking at what animal farming has become in recent times. A change in the way farming is carried out has taken place. The farming industry has become a highly cruel and competitive business in which the well being of animals is no longer taken into consideration. The only concern is finding the easiest was to make large amounts of money. This current and degraded style of animal farming is called factory farming. As human beings, we may like to believe that each and every one of us is a decent person. We perhaps would rather believe that not a single person in our species is capable of delivering heartless and inhumane treatment towards animals. It would be nice if this was the case. It is not. With a strong mind and with strength and courage we can look through the masked world that some corporations have tried to create and see the truth. In this case it is the difference between believing the false world that large and greedy corporations try to create for us or looking beyond it to find the truth. In order to understand the truth, we must be aware of the whole picture. While we may understandably buy into the views that large corporations (such as McDonalds) promote, it is also important to understand how animals are treated in the process of delivering us these (seemingly very convenient) fast foods. Just recently my eyes were opened up and I was shown the entire picture around factory farming. Previously, I was completely unaware of this harsh mistreatment towards animals. By looking back on myself and seeing how oblivious I was it is easy to see how many other Americans are either unaware or in denial of the of the ugly facts around factory farming. There are many causes to the current unfortunate practices in the factory farming in...

How to Be an Author 5 Personality Characteristics to Nurture

How to Be an Author 5 Personality Characteristics to Nurture How to Be an Author: 5 Personality Characteristics You Want to Nurture Becoming a new author requires a unique fortitude and strength of character.Writing a book forces you to plan, write, and edit between 50,000 to 100,000 words!It also requires working with an editor, a publisher (or self-publishing), a design team, and developing a book launch strategy  to get readers to see your upcoming bestseller on Amazon. This amount of work can feel overwhelming and can easily crush your confidence.But what makes new authors become bestsellers like Stephen King comes down to one factor: hard work.Writing takes tremendous effort, but more importantly, requires a strong mindset. Having coached and taught so many successful writers ourselves, we’ve studied and compiled all of their strongest personal qualities that you can adopt and apply to your life to become an author.This guide covers how to:Exercise PatienceApply ConsistencyPractice OptimismValue CriticismBe EmpatheticLet’s reveal how these qualities can shape you to become a published author. 1. Exercise PatienceWriting a book is not an overnight process. It takes a lot of time! Part of learning how to be a professional writer means that you have to cultivate not only discipline and focus, but patience.The good news is that patience is something that can be developed with practice. Suzannah Windsor Freeman, author of The Busy Mom’s Guide to Writing, discovered that infinite patience was the key to her success.Freeman also famously said, â€Å"If your dream were to be a concert pianist, you wouldn’t expect to sit down and just play. You’d take lessons for many years, practice every day, and sacrifice a great deal in order to achieve that dream. So, why do we expect ourselves to be able to write well without the same level of commitment and patience?† Her words advocate that the more time you spend practicing your craft with patience, the better writer you will become.Action Plan:  Cultivate patience by practicing your craft everyday. Whether its creative writing or creating short stories, experiment with any form of writing to improve your skills and develop great ideas.2. Apply ConsistencyTo become a professional writer, you must treat writing like a serious job. This means that you must commit to a consistent schedule and adhere to a writing process in order to develop good habits and not waste time.Consider the following strategies to make yourself more consistent as you start the writing process:Emulate the â€Å"Calendar Strategy.†Ã‚  With a calendar, mark an X for each day you write and make it a goal to not break the chain.Find your creative space.  Find and create your own space where you’re most comfortable and creative. Whether its your office, a coffee shop, or even your kitchen, use it as your place to write everyday.Create a writing schedule. Writing at the same time everyday will develop a consistent writing habit. Consistent writing actually creates a muscle memory, triggering your brain t o turn on creativity when you sit down to write.For more writing strategies, check out our guide on 7 Strategies to Start Writing Your Book Today.Action Plan:  Experiment with these methods to optimize your writing process. Following a consistent plan will easily double your output and complete your book in no time.3. Practice OptimismPsychologists say  that practicing optimism  can help you be more productive and live a happier life. It can also help you  overcome inevitable pitfalls like writer’s block. The best part is, you can  train yourself to think more positively and take on even the worst  events that can negatively impact your life.Here are a few ways to practice optimism:Anticipate a positive outcome.  Our realities  reflect what we think, making our perception of reality the mirror of our thoughts. So having a positive attitude will always increase your  optimism,  even at your worst.Share your optimism with others. Optimism is a contagious att itude powerful enough to shift the momentum of any negative situation to a positive one. So share your   positivity with others and build that unshakable force to complete your goal.Remove all negativity.  Negativity will bring you down, and surrounding yourself with it will encourage more pessimistic thoughts and self-doubt. Avoid it at all cost.Action Plan:  In your writing process, come up with both negative and positive outcomes for any given situation. For each negative situation, try to look for positive outcomes and work towards turning it into a favorable result.4. Value CriticismNo matter how amazing your book is, there’s always someone who will harshly criticize your work. Instead of viewing it as a humiliating remark, learn to apply the feedback to your writing.Developing a thick skin is one the hardest things to do, and like many of the other characteristics, takes time to build.When writing your book, you can build resilience  to criticism by practicing t he following:Anticipate harsh edits and rearrangements across your entire book.Prepare to cut out your favorite paragraphs or sentences.Count on reading  plenty of negative reviews on Amazon, social media or by the press.Action Plan: Try to find positive feedback from every negative criticism or review on your book. Make it a goal to develop enough flexibility so that one day it will no longer bother you.5. Be EmpatheticKnow that by sharing your story, you’re helping someone else. Your unique experience will empathize with readers and they will draw strength from the words you wrote in your book.Here are two successful authors whose work has touched many readers:Professor Randy Pausch, author of The Last Lecture, was faced with a terminal illness at a young age. Rather than wallow and fade away, he used his last days to create his masterpiece. His book wasn’t about death, but rather short stories that advocated the importance of overcoming hurdles and capturing every moment you have to live for. His generosity to share his life resonated with readers as a tale of courage and inspiration to anyone facing similar adversities.Elizabeth Gilbert, bestselling author of Eat, Pray, Love,  wrote her memoir while going through a devastating divorce that left her full of anxiety and panic. She stressed the importance of discovering the best version of herself by leaving behind her previous life to set out to explore the different aspects of nature within food, travel, and love. Her painful story of loss and regrowth profoundly connected to readers so much that it eventually became a movie.Action Plan:  Make the effort to write down the biggest obstacles you’ve encountered and explain how you have dealt with them. You will be surprised to see how meaningful your story is to your readers.Adopting these characteristics  can mean the difference between seeing your name on the best-seller list and never publishing your first book. Applying these p ractices not only help you become a published author, but also a better person.

FACTORS INFLUENCING CHILDREN'S DEVELOPMENT include, ILNESSES, Research Paper

FACTORS INFLUENCING CHILDREN'S DEVELOPMENT include, ILNESSES, ACCIDENTS,INJURIES - Research Paper Example The health professionals have mainly figured out four main factors which are environmental factors, biological factors, early environment as well as experience. Child development process starts from prenatal stage, and so health and nutrition of pregnant women affect the development of the fetus. Proper nutrition, healthy life style like abstinence from smoking or alcohol during pregnancy can reduce the risk of premature birth and infant mortality. The most important phase of a human being is his or her early childhood that should be properly monitored and nurtured for efficient child development. The physical, social and cognitive development during early childhood has strong impact on physical diseases like obesity, heart disease, and also competence in literacy and numeracy. The experiences during early childhood period have lifelong impact on an individual. The focus of this paper is that a nurturing environment where children spend their growing and learning years has a major impact of child development. It is not possible for parents to provide a perfect environment for their children without the assistance of local, national and international agencies. Therefore, government and child care agencies should work in collaboration with families to provide a healthy and nurturing environment for children worldwide. Family is the most important source of experience for children as family members are the ones with whom children spend most of their childhood years, and family members act as mediators between children and the broader environment. An efficient family environment is dependant on social and economic factors. Social factors include education of parents, cultural practices, relations between different family members, and health conditions of family members. Economic factors include employments conditions, wealth and standard of li ving (Siddiqi, et al, 2007, pp.3-5). Child development is also a natural process

Organizational Cultural Audit and Gap Analysis Essay

Organizational Cultural Audit and Gap Analysis - Essay Example McDonald is among those giant companies which claim to be responsible for high ethical values but yet certain gaps may be identified. However they believe in bilateral communications with stakeholders and remain pretty successful to cover these gaps. Nevertheless certain gaps are frequently observed related to workplace conditions and animal wild welfare indeed. They, time to time, put enormous endeavors to create an environmental friendly image in front of the entire stake holders. The target approach reveals that they have to follow system growth avenues but it seems to be failed by the poor annual performance. One of the most important priorities of the company is to disguise the underlying gaps. Background of the Company McDonald’s is world’s most popular fast food retail chain. Its first outlet was inaugurated in 1955 in United States. When it was started for the very first time, nobody could even imagine that this business would grow so fast that the number of cha ins will cross the figure of 30,000 within 50 years. The basic strategy of outlets is franchising but it is a little bit different in UK. Around 30% of the outlets in UK are company owned while remaining is franchised traditionally. The new franchises being opened in UK are franchised rather than being in company ownership. McDonalds is growing geographically by leaps and bounds. The food courts concepts has remained enough abundant for the company by opening the new sites in smaller towns, road sides, amusement parks, river banks and sea side’s (Annual Report). Marketing Strategy of McDonald Vision of the company is related to providing the most efficient services amongst all of the fast food retailers in the world. The QSC&V approach can be observed in the organizational culture. This stands for Quality, Services, Cleanliness and Value. All these are expected to deliver in an exceptional way. They relate this with customer happiness by making them smile through unmatched se rvices and value addition. The value creation and adding more value in to the products and service packages is the key component of McDonald’s marketing strategies. The products, which are excessively valued and customer oriented, are the most popular in the name of McDonald’s throughout the burger market of the globe. Value strategy for pricing is addressed by presenting the products and services at relatively lower prices (Schein, 1985). Children are addressed by McDonald’s kids’ meals offerings such as happy meals or toy meals etc. There is a strong differentiation over the core offerings of the company. This aids Porter’s five forces model as this differentiation put barriers for new entrants in the market. These offerings may include Big Mac and Fries (Henriques and Valls, 2001). Environmental and Ethical Position The management reveals about ethical values of the company as they are more interested in truthfulness, integrity and honesty while carrying out the business operations. They have profound and diligent interest in presenting a picture of ethically concentrated company in front of the stakeholders of the company. They have set a boarder of expectations which is beyond the reality within their mission and vision statement. However the feasibility of mission statement is quite viable as compared to the stated vision. They have stated a number of ethical stances

William Shakespeare and Western Literary Tradition Essay Example for Free

William Shakespeare and Western Literary Tradition Essay When Shakespeare was a kid going to grammar school, a school open to boys only by the way! they learned Latin, Greek and rhetoric, persuasion through logical argument. Students read Latin and Greek writers to learn about the history of ancient Greece and the glory that was Rome† and this material was translated by them into English or French after many hours of work. Im glad the school curriculum of the 21 st century has evolved and we no longer spend our days doing boring stuff like that! Their old-fashioned, subjects that have little relevance in the modern world of the internet and space travel. The question is: shouldnt we allow our education system to further evolve and file Shakespeare in the same drawer where weve stuck Homer, Plato and Ovid? Given the society of North America in the 21 st century, Shakespeares relevance is declining with each new technical advance. The purpose of this essay is to prove isnt it time to address this question head on, even at the risk of causing legions of English teachers to collapse in horror? Speaking to the world may be the least of the challenges facing those who want the teaching of Shakespeare. Shakespeares English is the language as they spoke it 400 years ago. It is as ancient and antiquated and old as the Latin and Greek I spoke about in my introduction. Watch any class of high school students tackle Shakespeare and the first book youll see on theredesks is a student guide of notes explaining who characters are, the plot and the themes. Indeed, it is doubtful that the play itself is ever cracked by some students. How can students in the 21 st century understand any of the great themes raised in these plays if they cant even understand what some guy is saying? If students must read this stuff, switch it for a modern translation. I would like to write a graphic novel using Shakespeares plots, but maybe its been done. Consider how this problem is worse for those students whose first language is not even English. If were going to combat feelings of alienation we must not cling to cultural icons of a white, Anglo-Saxon culture. Given the modern, multicultural societies to be found in any Canadian city of to-day, can a writer from olde England† really claim to have any relevance? High school teachers need further training to examine the important literatures of Africa, Asia or the Muslim world. The succession of Anglo-Saxon monarchs can have little connection with the issues gripping the globe from Africa and the MiddleEast. As members of a global community; we need to be aware of the moral issues facing these cultures if were going to talk to them. I think the issue of AIDS and HIV in Africa is one of the most important problems we face. It is the western literary traditions refusal to look beyond Shakespeare that cements western, primarily British, culture as the dominant cultural group and causes other groups, African, Middle Eastern or Asian to exist in a mental cultural ghetto. How will we in the west understand the moral concerns of other cultural or religious groups if we refuse to look beyond Shakespeare? How can Shakespeare speak to the world? The really important argument put forward by those who want to keep Shakespeare in the curriculum is that Shakespeare is the greatest writer in the western literary tradition. Says who? I think importance is a relative value judgment? Shakespeares plays second in Shakespeares own mind to his poetry were written to satisfy the political fashions of his time. Why does Macbeth look into the cauldron and see A show of eight Kings, the last with a glass in his hand? We are told now it was to impress James the first of England and sixth of Scotland. It was James interest in the occult that caused the inclusion of the three witches who look not like the inhabitants o the earth, and yet an ont who Macbeth consults. You cant look at any copy of a Shakespeare play without finding obvious references to the monarchy of his time. Shakespeares plays, like any political propaganda found to-day, either concentrates on defending the status quo or attacking the unpopular leadership of an earlier time. So, in conclusion, as you can see I have pretty strong feelings about Shakespeare and his plays. In the 21 st century, spending time with the confusion that is Shakespeare is about as useful as training doctors in the value of bleeding their patients as a means of correcting a problem with the four humours. By examining the great works of other cultures and religions we can learn about a major part of the world. Through the literature of many different parts of the world theyre concerns will be understandable to us and well show our willingness to meet the rest of the world, not throw forts built of iambic pentameter with the occasional rhyming couplet to securely glue the walls together. If we ignore the future to sort of celebrate the western literary past well have a disaster of global proportions. Works Cited 1. William Shakespeare, Macbeth. Toronto: Longmans Canada. 1965

Domination of the Innocent Female in Eliza Fenwick’s Secresy :: Essays Papers

Domination of the Innocent Female in Eliza Fenwick’s Secresy Eliza Fenwick’s novel Secresy portrays the image of an innocent female that is kept locked up and out of the social world; the problems that arise when this innocent female attempts to break out of this social location reveals the major oppression of the female society in the late 18th century. Females are kept in their own social sphere through oppression by males, and when secluded females enter into male spheres they cannot endure this change and end up severely damaged or dead. Eliza Fenwick’s Secresy shows the seclusion, oppression, escape, and death of Sibella, the innocent female. Eliza Fenwick’s Secresy clearly shows a seclusion of the innocent female, Sibella. Sibella’s seclusion from society is a prevalent theme in late eighteenth century literature; a theme of â€Å"public men† and â€Å"private women† (Stafford 138). The idea is that men are expected to be part of more social locations than the domestic and controllable women. Many â€Å"proper† female writers at the time felt that women should not be a part of a â€Å"worldly† society as Wakefield firmly stated â€Å"it is inadmissible for women to mix in the public haunts of men,† and women should not risk their â€Å"delicacy, reserve, and moral purity† by venturing into a â€Å"worldly† society (Stafford 139). Women should not be a part of this male society and the only â€Å"safe place† for young women is â€Å"domestic privacy†; secluding themselves from the haunts of the â€Å"worldly† society and protecting themse lves from the faults of â€Å"public† men (Stafford 139). Sibella is fully secluded from society; she has very little outside contact and is almost a pure example of â€Å"domestic privacy.† Not having a â€Å"worldly† education, Sibella is kept in seclusion and does not understand social workings; she therefore relies on her only friend to reveal the workings of the world to her. Caroline Ashburn is Sibella’s only friend and is fully exposed to a â€Å"worldly† society from the beginnings of her life; therefore, she is not innocent in the sense of Sibella’s location and can deal with the male society. Caroline reveals the world to Sibella and exposes Sibella to her own oppression by the dominant male figures in her life. The revelation of Sibella’s oppression to herself begins a process of rebellion against her oppressors in an effort to enjoy a â€Å"worldly† society. Sibella is considered irrational by her oppressor, her Uncle Valmont.

Reliabilty and Validity

Test Reliability and Validity: Evaluation of the GRADE A+ Standardized Reading Assessment Assessment is the key to instruction and intervention, but according to Salvia, Ysseldyke and Bolt (2007), â€Å"reliability is a major consideration in evaluating an assessment procedure† (p. 119). Reliability refers to the stability of a tests’ results over time and test reliability refers to the consistency of scores students would receive on alternate forms of the same test, for example Test form A and Test form B. If a test is reliable then one would expect a student to achieve the same score regardless of when the student completes the assessment, but if it’s not reliable then a students’ score may vary based on factors that are not related to the purpose of the assessment. An assessment is considered reliable when the same results occur regardless of when the assessment occurs or who does the scoring, but a good assessment is not only reliable but minimizes as many factors as possible that could lead to the misinterpretation of the tests’ results. It is important to be concerned with a tests’ reliability for two reasons: First, reliability provides a measure of the extent to which a students’ score reflects random measurement error. If there is relatively little error, the ratio of true-score variance to obtained score variance approaches a reliability index of 1. 00 (perfect reliability); if there is a relatively large amount of error, the ratio of true-score variance to obtained score variances approaches. 0 (total unreliability) (Salvia et al. , 2007, p. 121) Therefore, it is warranted to use tests with good measures of reliability to ensure that the test scores reflect more than just random error. Second, reliability is a precursor to validity, which I will go more into detail about later. Validity refers to the degree to which evidence supports the fact that the test interpretations are correct and that the manner in which these interpretations are used is appropriate and meaningful. However, a formal assessment of the validity of a specific use of a test can be a very lengthy process and that is why test reliability is often viewed as the first step in the test validation process. If a test is deemed unreliable, then one need not spend time examining whether it is valid because it will not be, but if the test deems adequately reliable, then a validation study would be worthwhile. The Group Reading Assessment and Diagnostic Evaluation (GRADE) is a normative diagnostic reading assessment that determines developmentally what skills students have mastered and where they need instruction. Chapter Four of the GRADE Technical Manual focuses on three sections: reliability, validation and validity; but I will only be evaluating the first and last sections which are reliability and validity. The first section presents reliability data for the standardization sample by test at 11 levels (P, K, 1-6, M, H and A) and 14 grade enrollment groups (Preschool- 12th) to describe the consistency and stability of GRADE scores (Williams, 2001, p. 77). In this section, Williams addresses Internal Reliability- which addresses consistency of the items in a test, Alternate Form Reliability- which are derived from the administration of two different but parallel test forms, Test-Retest Reliabilities- which tells how much a students score will change if a period of time has lapsed between test and Standard Error of Measurement- which represents a band of error around the true score. The GRADE Technical Manual reported 132 reliabilities in table 4. that presents the alpha and split half total test reliabilities for the Fall and Spring. Of these, 99 were in the range of . 95 to . 99; which indicates a high degree of homogeneity among the items for each form, level and grade enrollment group (Williams, 2001, p. 78). In the GRADE alternate form reliability study, Table 4. 14, 696 students were tested. The forms were given at different times and ranged anywhere from eight to thirty two days. The coefficients in the table ranged from . 81 to . 94 with half being higher than . 9 indicating that Forms A and B are quite parallel (Williams, 2001, p. 85). In the GRADE test- retest reliability study, Table 4. 15, 816 students were tested. All students were tested twice, the test took place during the Fall and ranged anywhere from three and a half to forty two days. Form A of the various GRADE levels appeared similar in stability over time to performance on Form B. However since most of the sampling was done with Form A, further investigation of the stability of scores with Form B may be warranted (Williams, 2001, p. 7). The standard errors of measurement listed in Table 4. 16 of the GRADE was computed from Table 4. 1, but due to the variances in total test reliability, the SEMs ranged from low to high and due to the fact the measure of error is observable, there will always be some doubt about one’s true score. Overall it will be acceptable to assume that the reliability aspect of all levels of the GRADE Technical Manu al provides a significant amount of established evidence between test forms A and B. As noted earlier, validity refers to the degree to which evidence supports the fact that the test interpretations are correct and that the manner in which these interpretations are used is appropriate and meaningful. For a test to be fair, its contents and performance expectations should reflect knowledge and experiences that are common to all students. Therefore, according to Salvia et al. (2007), â€Å"validity is the most fundamental consideration in developing and evaluating test† (p. 143). A valid assessment should reflect actual knowledge or performance, not just test taking skills or memorized equations and facts, it should not require knowledge or skills that are irrelevant to what is actually being assessed and more so, it should be as free as possible of cultural, ethnic and gender bias. The validity of an assessment is the extent to which the assessment measures what it intended or was designed to measure. The extent of a test’s validity determines (1) what inferences or decisions can be made based on test results and (2) the assurance one can have in those decisions (Williams, 2001, p. 2). Validation is the process of accumulating evidence that supports the appropriateness of student responses for the specified assessment and because tests are used for various purposes, there is no single type of evidentiary validity that is apt for all purposes. Test validation can take many forms, both qualitative and quantitative, and in an assessment case such as the GRADE, can be a continuing process (Williams, 2001, p. 92). As stated previously, I will be evaluating two sections from Chapter Four. Section one is complete so it brings me to the last section, which deals with validity. In this section, Williams addresses Content Validity- which addresses the question of whether the test items adequately represent the area that the test is supposed to measure, Criterion- Related Validity- which addresses the relationship between the scores on the test being validated and some form of criterion such as rating scale, classification, or other test score and Construct Validity- which addresses the question of whether the test actually measures the construct, or trait, it purports to measure. The content validity section of the GRADE Technical Manual addressed 16 subtests in various skill areas of pre-reading and reading and documents that adequate content validity was built into the reading test as it was developed. Therefore, if the appropriate decisions can be made, then the results are deemed valid and the test measures what it is suppose to measure. For the GRADE criterion-related studies, scores from other reading tests were used as the criteria and included both concurrent and predictive validity. For the concurrent validity study, the section compares the GRADE Total Test scores to three group administered test and an individual administered test. They were administered in concurrence with the Fall or Spring administering of the GRADE, with data being collected by numerous teachers throughout the U. S. and all correlations being corrected using Guilford’s formula. The three group administered test given in concurrence with the GRADE Total Test suggested they all measured what they were suppose to but the individual administered test showed evidence of discriminative and divergent validity. For the predictive validity study, the section compared how well the GRADE Total Test from the Fall predicted performance on the reading subtest of a group administered achievement test given in the Spring. Three groups totaling 260 students were given the GRADE in the Fall and the TerraNova in the Spring of the same school year, but the final samples were a little small because some of the students that tested in the Fall had moved so the scores were correlated and corrected for both assessments using Guilford’s formula. Instead of 260 there were now 232 and Table 4. 2 list the corrected correlations between the GRADE and TerraNova which indicates that the GRADE scores in the Fall are predictive of the TerraNova reading scores in the Spring. The construct validity of the GRADE focuses on two aspects which are convergent validity shown by higher correlations and divergent validity shown by lower correlations. In the GRADE/PIAT-R study, shown in Table 4. 21, convergent validity is demonstrated by the high correlation coefficients of the GRADE and PIAT-R reading scores and divergent validity is demonstrated by the lower correlation between the GRADE and PIAT-R general information subtest (Williams, 2001, p. 7). Performances on reading tasks is represented by the first set of correlations and for the second set of correlations the GRADE represents performance on reading and the PIAT-R represents world knowledge. Convergent/divergent information was also provided for the GRADE/ITBS study shown in Table 4. 23. Evidence of higher correlations for the GRADE convergent validity was provided with the ITBS reading subtest, but evidence of extensively lower correlations for the GRADE divergent validity was provided with the ITBS math subtest, which would be expected for divergent validity because reading was minimal. Overall the validity data provided a considerable amount of evidence to show that in fact the GRADE Technical Manual measures what it purports and apt conclusions from test can be correctly made. So according to my judgment in evaluating the GRADE Technical Manual in the areas of reliability (internal, alternate form, test-retest and SEM) and validity (content, criterion-related and construct), the content provided by the authors in the manual and cross referenced with the content provided in the text book denotes the manual is consistent, has acceptable correlation coefficients and measures what it is suppose to measure. References Salvia, J. , Ysseldyke, J. E. , & Bolt, S. (2007). Assessment In Special and Inclusive Education (10th ed. ). Boston: Houghton Mifflin Company. Williams, K. T. (2001). Technical Manual: Group Reading Assessment and Diagnostic Evaluation. Circle Pine: American Guidance Service, Inc.

Integration Of Goals Essay

What is meant by the term ‘degree of integration of goals’ and how can we achieve true integration? Goals can be define as the overall objectives, purpose and the desire result that a person or organization will plan to achieve. Organization goals, management goals and personal goals differ from each other. The extent that individuals and groups perceive their own goals as being satisfied by the accomplishment of organizational goals is the degree of integration of goals. In every organization it is very important to achieve the true integration for the success but then it’s not a simple task that can be achieved overnight. True integration can only be achieve when goals of management, goals and employees and goals of organization is achieved. The closer we can get the individual’s goals and objectives to the organization’s goals, the greater will be the organizational performance. So for this the goal of the organization should be clear and achievab le enough so that the management and employees become well aware and set their goals accordingly. One of the popular approaches to achieve true integration is management by objective where the objectives of different parties are defined so that management and employees agree to the objective and understand what they need to do in organization in order to achieve them. The employees get strong input to identifying their objectives, time lines for completion and it includes ongoing tracking and feedback in the process to reach objectives. Making the employees participate in the goal setting can also help achieving the desire goals. These types of participation will help them to create sense of self-actualization. Similarly the style and effectiveness of leadership plays a vital role in achieving true integration. They should be able to influence the behavior of the employees and achieve the desire goal.

Where Is It Essay Example

Where Is It Essay Example Where Is It Essay Where Is It Essay Unit 2 Lesson 5 16. a) 1,2,5 trimethylhexane b) 3 ethyl 2,4,6,7 tetramethyloctane c) 2,2 dimethylpentane 17. a) b) c) 18. C7H16 (l) + 11O2 (g) 7CO2 (g) + 8H2O Heptane + oxygen carbon dioxide + water * Takes 11 molecules of oxygen and 1 molecule of heptane to make 7 molecules of carbon dioxide and 8 molecules of water 19. a) A reason for this trend is that oil deposits were being found all around the world during the time period between 1910 and 2000, therefore, there was an increase in production of oil over those years. ) This trend isn’t sustainable because most of the readily accessible oil deposits in the world have already been discovered therefore, since oil isn’t unlimited nor renewable, oil will eventually run out. c) Instead of driving a car to work, we could ride a bike. If biking isn’t possible, we could take public transit. Still, if someone is unsatisfied with these options, we could try buying a hybrid or electrically run car. (If we had the money) 20. 21. a) 1-ethyl – 3-methylcyclopentane b) 4,4-dimethyl-2-pentyne c) trans-3-heptene 22. To determine whether an organic unlabelled liquid is saturated or unsaturated is by dropping a small amount of iodine tincture in the liquids. Should the iodine color dissolve, then a reaction has taken place meaning that the liquid is unsaturated. Should the iodine color remain, then there has been no reaction meaning the liquid is saturated. 23. 24. a) Oils spills are easier to clean than TCE because it floats in water and therefore is easier to locate and clean and it doesn’t get into our groundwater. TCE, on the other hand, sinks into our groundwater and therefore more difficult to separate and clean. ) TCE can cause damage to our central nervous system and in a larger exposure causes headaches, dizziness, and confusion and in continued exposure can cause unconsciousness and eventually death. Along with damage to the nervous system, TCE can cause damage to the liver and kidneys. The ban of TCE is justified because should some be leaked into our groundwater; a large threat is posed onto many people’s health. 25. a) 1,2,3-tribromo-1-propene b) 1,2 butandiol c) 1-fluoro-4-methyl-3pentanone 26. 27. 28. CH3 – CH = CH – CH2 – CH3 + H2O CH3 – CH – CH2 – CH2 – CH3 l OH 2-propene + water 2-propanol 9. 1-Propanol has a hydroxyl molecule therefore it makes hydrogen bonds with other 1proponol molecules. Propanone only makes dipole-dipole bonds with other same molecules therefore its boiling point should be less than 1-propanol. 30. a) 4,4-methylhexanoic acid b) 3chlorobutanamide c) propylheptanoate 31. 32. 1- CH3CH2CH3– london forces 2 CH3 – C – CH3 ll Dipole-dipole O 3 CH3CH2CH2OH – hydrogen bonds The boiling points of these molecules is thanks to their intermolecular bonding. Since london forces are the weakest of all, CH3CH2CH3 has the lowest boiling point. Dipole-dipole atractions are stonger than london forces however weaker than hydrogen bonds, therefore , C3H6O has a higher boiling point than propane but lower boiling point than CH3CH2CH2OH. 33. When it comes to environmental issues, plastic and plastic bottles are always a concern. Their material is foreign to nature and therefore hardly decomposes. Although it contributes to pollution, a ban on bottled water would not be the solution. Should a ban be imposed, consumers would opt in buying other bottled products instead of water. Consumers would be more prone to instead buy pops which are unhealthy. Water, on the other hand, is healthy and quite safe to drink since it’s regulated under the Food and Drugs act in Canada. Therefore, bottled beverages would continue to be bought and plastic bottles would continue to harm our environment and ourselves. Both bottled and municipal water meet the health and safety standards considered to be safe. Although the costs of bottled water are greater than municipal tap water, the people who buy bottled water are those who can afford to do so, so costs shouldn’t be a reason for implementing a ban. The major implication with bottled water is the effectiveness of recycling and the energy required for recycling. In the US, 90% of the energy used was lost through the production process while generating large amounts of CO2 and polluting the environment with other types of waste. In this way, recycling is proving to be more of a hazard than a benefit to the world. Also, recycling isn’t 100% efficient; not everyone recycles and therefore bottled water still ends up in our landfills. Plastic bottles continue to accumulate in our landfills. In the US, the rate of recycling has remained at 27% over decades. A ban isn’t what should be implied by the government. What instead should be done is the government should invest in educating its people. The slogan is â€Å"reduce, reuse, recycle†. Society seems to be only preoccupied with the third method and forgetting about reducing our waste through reusing it. Throughout the world, the public should be informed of the importance of reusing their materials so that the waste isn’t actually waste. A bottled water ban without educating anyone would result in people choosing an alternative that would equally harm the environment.

How To Use Neuromarketing To Connect With Your Audience With Roger Dooley

How To Use Neuromarketing To Connect With Your Audience With Roger Dooley What triggers your readers to buy? How can you write better calls to action and get more conversions? Today we’re going to be talking to Roger Dooley, the brains behind the book Brainfluence: 100 Ways to Persuade and Convince Consumers With Neuromarketing. He also writes the Neuromarketing blog and regularly contributes to Entrepreneur and Forbes about neuromarketing. What is neuromarketing, and how can you use it to connect with your audience and get better results? That’s what we’re going to be talking to Roger about today. You won’t want to miss it! How Roger defines neuromarketing, the different types of neuromarketing, and how large and small businesses take advantage of the different types. Some of the principles of why neuromarketing techniques work, including social proof, authority, and reciprocity. Roger’s thoughts on case studies, emotions, and the words that potential customers and marketing professionals use. Why it’s important to understand your target buyer’s unconscious needs as well as their conscious needs. Roger’s best tips on building trust with your audience. How to turn your fans into buyers and how to create effective calls to action. Roger’s advice to a marketer who is just starting out in learning about and implementing some neuromarketing techniques. Links: Brainfluence Neuromarketing blog Roger on Entrepreneur Roger on Forbes Robert Cialdini’s Pre-Suasion The Persuasion Slide Perennial Seller If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Roger: â€Å"Even if you are a small business and you can’t afford to do costly studies, you do have the ability to run different kinds of tests in your app or on your website and see what works best.† â€Å"That person who’s purchasing the product may have certain conscious needs but there are also unconscious needs that the buyer probably is less concerned about.† â€Å"Behavioral psychology, in particular, is important. Those are the things that don’t cost any money to apply.†

WALNA Assessment- Year 7 Article Example | Topics and Well Written Essays - 250 words

WALNA Assessment- Year 7 - Article Example Part B includes problems like simple and somewhat complex calculations. Simple multiplication sums are too easy for a student in year 7 and should be eliminated from the assessment. Of course, a year 3 student can also do it. Fractions and decimal questions are well constructed and properly placed. Diagrams have properly been used to make the question clearer. The literacy assessment contains questions related to a magazine given to the students. They have to tell the title of the magazine which is a very easy question and does not have anything to do with the assessment. There are questions related to different topics in the magazine, such as, telling the right statement for which the students have to go through the relevant topic. This is a good way to assess the students’ understandability of what they have read. Questions like what the writer means when he says a particular thing is very appropriate and assess whether the student has comprehended the actual idea of the subject in question. All the questions are in the good sequential pattern and appropriate for year 7. The spelling part of the spelling and writing assessment deals with the students’ knowledge about correct spellings of what he fills in the blank spaces. It assesses whether they are able to fill in the correctly spelled words inappropriate places or not. But there are no choices of words given which make the task somewhat difficult for year 7 students. The writing part asks the students to write a story based on the given idea and should include the setting, characters, events and the conclusion of the story. This is a very proper means to assess the students’ writing capability.  Ã‚  

Child Behavior Checklist Assignment Example | Topics and Well Written Essays - 2750 words

Child Behavior Checklist - Assignment Example It serves as the younger counterpart of adult research study approaches, which mostly deals with adult-focused psychological conditions. Thus, it tends to focus on the conditions more specific to children and young adults, and the foreseen status are acted upon in accordance with outcomes of the assessment.The improvements made were important in addressing several factors. The revised version of CBCL, as explained by Hersen (2004), has been part of an extensive screening program and included the teaching rating (TRF) and self-report (YSR). These were devised to accomplish more understanding of the mental conditions of children. In turn, it gives emphasis to the roles played by parents and other environmental influences in determining possibilities of mental conflicts in children. Despite concerns about the consistency of the discussed screening tool, several adaptations yielded affirmative results. Currently, newer versions were introduced in 2001, with modifications on age divisions for specific scales. New specifications have been added, which replaced subjects that either have been overlooked or neglected by previous design. Furthermore, the empirical-based assessment is combined with Diagnostic Statistical Manual of Mental Disorder (DSM)-oriented measurements—ensuring a wide support from professional behavioral scientists and experts. In retrospect, Child Behavioral Checklist (CBCL) is a 15-20 minute child administered measurement based on parent’s account.