Loyola University New Orleans Acceptance Rate, SAT/ACT Scores, GPA

Loyola University New Orleans is a private Jesuit university with an acceptance rate of 94%. The 24-acre main campus is located in Uptown New Orleans about 20 minutes from the French Quarter. Loyola is made up of five colleges, and undergraduates can choose from 66 Bachelors degree programs. The university offers more than 130 student clubs, teams, and organizations. Loyola boasts of an 11-to-1  student / faculty ratio. On the athletic front, the Loyola Wolfpack competes in the NAIA Southern States Athletic Conference. Considering applying to Loyola University New Orleans? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Loyola University New Orleans had an acceptance rate of 94%. This means that for every 100 students who applied, 94 students were admitted, making Loyolas admissions process less competitive. Admissions Statistics (2017-18) Number of Applicants 4,514 Percent Admitted 94% Percent Admitted Who Enrolled (Yield) 19% SAT Scores and Requirements Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 42% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 640 Math 510 600 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Loyolas admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Loyola scored between 550 and 640, while 25% scored below 550 and 25% scored above 640. On the math section, 50% of admitted students scored between 510 and 600, while 25% scored below 510 and 25% scored above 600. Applicants with a composite SAT score of 1240 or higher will have particularly competitive chances at Loyola University New Orleans. Requirements Loyola does not require the SAT writing section or SAT Subject tests. Note that Loyola participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 63% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 23 31 Math 20 26 Composite 22 28 This admissions data tells us that most of Loyola University New Orleans admitted students fall within the top 36% nationally on the ACT. The middle 50% of students admitted to Loyola received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements Note that Loyola University New Orleans does not superscore ACT results; your highest composite ACT score will be considered. Loyola does not require the ACT writing section. GPA In 2018, the average high school GPA of Loyola University New Orleans incoming freshmen class was 3.51, and over 50% of incoming students had average GPAs of 3.5 and above. These results suggest that most successful applicants to Loyola have primarily high B grades. Self-Reported GPA/SAT/ACT Graph Loyola University New Orleans Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Loyola University New Orleans. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Loyola University New Orleans, which accepts over 90% of applicants, has a less competitive admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind, however, that Loyola also has  a holistic admissions  process and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Loyola University New Orleans average range. Note that programs within the College of Music and Media have additional a pplication requirements including an audition, portfolio, and/or interview. In the graph above, the green and blue dots represent accepted students. You can see that most had SAT scores (ERWM) of 1000 or higher, ACT composite scores of 20 or higher, and a high school average of a B- or better. A significant number of applicants had high school GPAs in the A range. If You Like Loyola University New Orleans, You May Also Like These Schools Tulane UniversityUniversity of MiamiLoyola University ChicagoBaylor UniversityLoyola Marymount UniversityUniversity of Mississippi All admissions data has been sourced from the National Center for Education Statistics and Loyola University New Orleans Undergraduate Admissions Office. Loyola University New Orleans Acceptance Rate, SAT/ACT Scores, GPA Loyola University New Orleans is a private Jesuit university with an acceptance rate of 94%. The 24-acre main campus is located in Uptown New Orleans about 20 minutes from the French Quarter. Loyola is made up of five colleges, and undergraduates can choose from 66 Bachelors degree programs. The university offers more than 130 student clubs, teams, and organizations. Loyola boasts of an 11-to-1  student / faculty ratio. On the athletic front, the Loyola Wolfpack competes in the NAIA Southern States Athletic Conference. Considering applying to Loyola University New Orleans? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Loyola University New Orleans had an acceptance rate of 94%. This means that for every 100 students who applied, 94 students were admitted, making Loyolas admissions process less competitive. Admissions Statistics (2017-18) Number of Applicants 4,514 Percent Admitted 94% Percent Admitted Who Enrolled (Yield) 19% SAT Scores and Requirements Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 42% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 640 Math 510 600 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Loyolas admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Loyola scored between 550 and 640, while 25% scored below 550 and 25% scored above 640. On the math section, 50% of admitted students scored between 510 and 600, while 25% scored below 510 and 25% scored above 600. Applicants with a composite SAT score of 1240 or higher will have particularly competitive chances at Loyola University New Orleans. Requirements Loyola does not require the SAT writing section or SAT Subject tests. Note that Loyola participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 63% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 23 31 Math 20 26 Composite 22 28 This admissions data tells us that most of Loyola University New Orleans admitted students fall within the top 36% nationally on the ACT. The middle 50% of students admitted to Loyola received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements Note that Loyola University New Orleans does not superscore ACT results; your highest composite ACT score will be considered. Loyola does not require the ACT writing section. GPA In 2018, the average high school GPA of Loyola University New Orleans incoming freshmen class was 3.51, and over 50% of incoming students had average GPAs of 3.5 and above. These results suggest that most successful applicants to Loyola have primarily high B grades. Self-Reported GPA/SAT/ACT Graph Loyola University New Orleans Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Loyola University New Orleans. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Loyola University New Orleans, which accepts over 90% of applicants, has a less competitive admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind, however, that Loyola also has  a holistic admissions  process and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Loyola University New Orleans average range. Note that programs within the College of Music and Media have additional a pplication requirements including an audition, portfolio, and/or interview. In the graph above, the green and blue dots represent accepted students. You can see that most had SAT scores (ERWM) of 1000 or higher, ACT composite scores of 20 or higher, and a high school average of a B- or better. A significant number of applicants had high school GPAs in the A range. If You Like Loyola University New Orleans, You May Also Like These Schools Tulane UniversityUniversity of MiamiLoyola University ChicagoBaylor UniversityLoyola Marymount UniversityUniversity of Mississippi All admissions data has been sourced from the National Center for Education Statistics and Loyola University New Orleans Undergraduate Admissions Office.

The Theory Of Child Sexual Abuse - 901 Words

After reading the article by Rind, Tromovich, and Baserman, and the other associated commentaries I have drawn a few conclusions. First I do not believe in the Rind et al. s final theory that child sexual abuse does not cause intense and extensive harm in the long term. However, I do not fully renounce all of his theories. I have concluded that their final theory needed more precise research and there were holes in their research and theory. I also believe that they did not consider the impact that their article would have on the psychological community, politics, and personal emotional impact. After I read the first article from Rind et al s, I felt shock and anger from the content. I understood that what they wanted to answer a few key questions such as, does child sexual assault (CSA) cause harm, will the harm be intense, and is the experience similar for both boys and girls in terms of the negative effects. 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Child Development for Social and Developmental-myassignmenthelp

Question: Discuss about theChild Development for Social and Developmental. Answer: Child development is a process that entails psychological, emotional and social changes. These changes happen right from the birth through adolescence. Essentially, the changes are fundamental as one transit from dependency stage to autonomy stage (Zarra?Nezhad et al. 2014). Moreover, the changes may be influenced by past events as well as the genetics determination. Child development is unique for every child although the sequence is highly predictable. In other words, child development takes place at different rates in different children. Every stage is influenced by the previous developmental experiences. Child development occurs in stages. While all stages of child development are critical, early childhood is a more crucial development stage. Chiefly, the experiences of early childhood influence the child's outcomes in the rest of their lives and also determine who the child becomes (Gentzler, Ramsey Black, 2015). While focusing on the theory of child development and that of int elligence, this paper seeks to reflect on how the two have been applicable in my personal life. Parenting style and attachment between a child and a caregiver are important and influence the development of a child (Jones, Cassidy Shaver, 2015). My childhood is one that had several twists. I am a victim of separated parents whereby my parents separated when I was only thirteen years. I was left under the custody of my mother. After separation, it was evident that mother was going to be the sole provider of the family. For this reason, my mother who is a security guard works for longer hours probably due to the nature of work and the burden of proving for the family. Consequently, although I am emotionally attached to my mother, the distance, longer hours of work, and minimal family time is a stabling block to physical attachment. However, these factors do not affect our relationship whatsoever. Additionally, the role of mother as my caregiver grows exponentially to meet my needs. She has consistently expressed immense support and psychological attachment towards me. The kind of attachment I have with my mother has led to positive consequences on my development especially in improving intelligence. Additionally, I have been able to avoid aggression, delinquency, and depression. Conversely, both attachment and parenting style have adversely affected my present relationships. It is evident that the effects of spouses divorce or separation have adverse effects on the development of children and may affect them through their entire lives (Jones et al. 2014). Although my parents separated when I was thirteen years old, my father has not been so concerned about me even before the separation. Therefore, I have known mother as the only caretaker of the family. Being brought up by a single mother and who spends a lot of time working has had detrimental effects on my relationships. The absence of one parent and the assumption of all roles by mother rendered her so controlling. It is the outcome of what is stressed by Uji and the colleagues (2013). Although she is nurturing and supportive, she makes the major decision at home. Consequently, it affects my relationship with others in that I do not want instances where I feel controlled. I disconnect from friends and pee rs who are controlling and who are always up to seek attention. John Bowlby's attachment theory and the later advancement by Mary Ainsworth contend that emotionally and psychologically attached children tend to have trust, feel secure and loved (Bowlby Ainsworth, 2013). I live a lonely life when I am away from school and when my mother goes for job and this has affected my relationships in that I cannot establish trust with friends or people close to me. Additionally, as earlier mentioned, my mother works for long hours, so we have limited time together. Thus, it is replicated in the relationships I form such that I do not have lasting ties with those that I relate with. The consequence is that I become socially withdrawn and pursue personal things on my own. I am not also talkative and avoid trouble at all the times. Although I have a challenge in maintaining a large number of relationships, I do not express negativity towards others. I listen carefully to others and respond positively if need be, and I am also happy while sharing with others. I also express enthusiasm, but I act like myself and never allowing negative influence from others. However, the major problem is building trust with the majority of peers. My mother has been my life-long primary teacher. Other than providing material necessities, she also ensures that there is an environment where I can learn skills necessary for social participation. She also compels me to embrace personal responsibility in whatever thing I engage in. another form of parenting style she expresses is the creative use of techniques, knowledge and experience. In this case, therefore, she guides me on what is wrong or right and leaves me to act responsibly. Howard Gardner discredits the determination of intelligence by evaluation of a person's IQ. He maintains that knowledge is a totality of a person's talents and skills (Gardner,1987). He also contends that people possess different talents and skills hence have varying levels of intelligence. He, therefore, proposed a multiple intelligences theory and listed eight types of intelligences (Gardner, 1987). This section of the paper explains the benefits of the theory of multiple intelligences in a school setting. Gardner (2004) contends that the theory of multiple intelligences is critical to both learners and teachers at all levels. However, in the recent decades, schools have had their main attention on only logical-mathematical and linguistic intelligence. Consequently, Nadi, Maktabi, and Hashemi (2014) compel both teachers and learners to adopt the philosophy of the multiple intelligences. Nadi, Maktabi, and Hashemi (2014) also maintain that there lie various skills and talents in designers, entrepreneurs, musicians, dancers, artists, therapists, naturalists, and architects. Noddings (2015) thus emphasize that teachers and learners should be trained on how to employ art activities, music, inner reflection, multimedia, cooperative learning, role play, and field strips in learning or teaching. Multiple intelligences are important in supporting learners both academically and behaviorally (Morgan, 2014). The centrality of the teaching philosophy is to meet all the student's academic needs. However, these needs may not be adequately satisfied when a teacher employs a single teaching strategy say like the logical-mathematical intelligence. Students' needs vary considerably since they do not possess similar or equal abilities. Therefore, Sternberg (2015) asserts that the adoption of one form of intelligence may not be beneficial to all the students hence the need to involve a broad range of intelligences in the teaching-learning milieu. Although a teacher cannot prepare a lesson for every student, Linsley, Digan, and Nugent (2016) argue that the multiple intelligences operate when a teacher allows students to work cooperatively. Such an approach gives students an opportunity to express their intelligences. Teachers also design lessons that integrate different strategies that allow all the students to participate fully in class activities. In other words, Linsey, Digan, and Nugent (2016) stress that students are gifted differently. While one form of intelligence can work effectively to one student, another may not. Thus, teachers ought to encourage students to work cooperatively and interdependently for better results. That way, every student will feel involved and have the feeling that their needs have been met. One of the intelligences that I possess is intrapersonal intelligence. Intrapersonal intelligence provides me with self-reflection opportunities. It is thus easier for me to adjust my tasks as well as select the most effective studying conditions. It is this kind of intelligence that enables me to read widely and think critically when it comes to problems solving. Besides, intrapersonal intelligence has helped me a great deal in discovering that which works for my success. Through the intelligence, I have discovered the many solutions that I can employ to improve my academic performance. For example, since I do not find it comfortable and effective to discuss a lot of things with my fellow students, I result to reading and researching widely. Similarly, I do not pay attention to what works for others since it may not work for me. I pay attention to the effective study materials since it easier for to gather information, understand it, internalize it and also apply the same. Consequen tly, I retain knowledge and perform excellently in academics. The approach has also enriched the manner in which I process information as well as how I process knowledge. Principally, gaining awareness about myself is important in that I allow more time for concentration and development better moods. In conclusion, schools focus on promoting students' self-confidence as well as helping them accomplish their dreams. Garden's multiple intelligences theory is such a framework that provides different talents and abilities for students. The theory recognizes that all the students may not possess linguistically or mathematical abilities hence may be gifted in different areas including spatial relations, interpersonal knowledge, music, and many others. The theory is an effective tool that allows a wide range of students to participate in classroom learning. The theory is beneficial to both teachers and students. Again, intrapersonal intelligence is critical in learning, information processing, and in the retention of knowledge. It involves discovering about the self. It allows individuals discover what works best for them. Essentially, intrapersonal intelligence does not only improves a person's moods but also provides them boost their concentration. References Bowlby, J., Ainsworth, M. (2013). The origins of attachment theory. Attachment Theory: Social, Developmental, and Clinical Perspectives, 45. Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, 37(1), 19-35. Gardner, H. (2004). Audiences for the Theory of Multiple Intelligences. Teachers College Record, 106(1), 212-220. Gentzler, A. L., Ramsey, M. A., Black, K. R. (2015). Mothers attachment styles and their childrens self-reported security, as related to maternal socialization of childrens positive affect regulation. Attachment human development, 17(4), 376-398. Jones, J. D., Brett, B. E., Ehrlich, K. B., Lejuez, C. W., Cassidy, J. (2014). Maternalattachment style and responses to adolescents negative emotions: The mediating role of maternal emotion regulation. Parenting, 14(3-4), 235-257. Jones, J. D., Cassidy, J., Shaver, P. R. (2015). Parents self-reported attachment styles: A review of links with parenting behaviors, emotions, and cognitions. Personality and Social Psychology Review, 19(1), 44-76. Larzelere, R. E., Morris, A. S. E., Harrist, A. W. (2013). Authoritative parenting: Synthesizing nurturance and discipline for optimal child development. American Psychological Association. Linsley, P., Digan, J., Nugent, S. (2016). Emotional intelligence as part of clinical engagement. British Journal of Mental Health Nursing, 5(1), 32-37. Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34-38. Nadi, N. F., Maktabi, G. H., Hashemi, S. S. S. (2014). Exploring The Relationship Among The Multiple Intelligences And Emotional Intelligence In High School Students. Noddings, N. (2015). The Challenge to Care in Schools, 2nd Editon. Teachers College Press. Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 28(3), 475-493. Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115. Uji, M., Sakamoto, A., Adachi, K., Kitamura, T. (2014). The impact of authoritative, authoritarian, and permissive parenting styles on childrens later mental health in Japan: Focusing on parent and child gender. Journal of Child and Family Studies, 23(2), 293-302. Zarra?Nezhad, M., Kiuru, N., Aunola, K., Zarra?Nezhad, M., Ahonen, T., Poikkeus, A. M., ... Nurmi, J. E. (2014). Social withdrawal in children moderates the association between parenting styles and the children's own socioemotional development. Journal of Child Psychology and Psychiatry, 55(11), 1260-1269. Zhao, W., Young, R. E., Breslow, L., Michel, N. M., Flett, G. L., Goldberg, J. O. (2015). Attachment style, relationship factors, and mental health stigma among adolescents. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 47(4), 263.

Preventing Aboriginal Suicide Essays - Cognition, Neuropsychology

Preventing Aboriginal Suicide PREVENTING ABORIGINAL SUICIDE: DOES A SHIFT IN THE DOMINANT SCHOOLING PARADIGM HOLD SOME PROMISE? by R. Lloyd Ryan, PhD R. Lloyd Ryan, Ph.D. P. O. Box 1072 Lewisporte, NF Phone: 709 535 8464 email: [emailprotected] It is with growing alarm, concern and compassion that we witness the continuing (and growing?) high rate of suicide in Canada's Aboriginal community. This phenomenon has numerous far-reaching and negative implications and, up to the present, few satisfactory explanations and fewer proposed solutions. It is, thus, imperative that aspects of contemporary Aboriginal personal and community living that have not yet come under sufficient scrutiny be examined and analyzed, not for anthropological or abstract sociological purposes, but for intensely personal and life purposes. It must be realized that, sometimes, it is that which is most ubiquitous and familiar which may be most ignored, the assumption being that what is common is not significant. An example is parasites borne by the river that has fed us for generations, or heavy metals in our staple food, both contributing to chronic health problems, and both ignored because we expect severe dysfunction to have exotic and unfamiliar dress. It is, thus, proposed that the existing predominant model of schooling, in this case schooling of Aboriginal children, come under careful scrutiny. Aboriginals, like most other Canadians, have accepted, now almost without question, the principle that education is the key to a secure and happy future. This principle may be as fraught with problems as the one-time equally-accepted principle that the earth was the centre of the universe and that the sun was just one of earth's satellites. Just as it was heresy to question the geo-centric universe, it is now similar heresy to question the principle, the dogma, of the value of education. It is now being questioned! This may not be merely a questioning of the value of education (whatever it is we mean by that). Indeed, Aboriginal communities have recognized that some elements of the schooling system have potential for negative impact on life and living. Now, having taken over some control of their educational systems, they have made some significant curricular changes ... and, that is good - as far as it goes. The major aspect of the problem, however, does not necessarily rest simply with the content of the curriculum, although that is undoubtedly important, so much as with the very concept of schooling, and the concomitant and consistent concepts of the nature of learning and of the child as learner. It may be the fact that the product of the educational system may not be the expected and hoped for education. In fact, that which is actually delivered and received may be antithetical to that which is anticipated and hoped for. Rather than the schooling experience providing the hoped for emancipation, it may be providing an insidious enslavement and addiction to dysfunctional concepts of what constitutes learning, and dysfunctional perceptions of personal response to that learning. In other words, the hoped for education may not be that which is supportive of Aboriginal communities or of individual Aboriginal youth or adults. There is no doubt that one could engage in a rather extensive (and possibly stimulating) philosophical discourse about what constitutes education, without arriving at an answer that would be satisfactory, either generally, or particularly to the Aboriginal community. There is, no doubt, a great need to have that debate in the general population, as well as in the Aboriginal community. To some extent, that debate, however one-sided and unfinished, has been on-going, giving rise to a number of royal commission reports and to the growth of a whole new testing industry in Canada, for example. The solution for Aboriginal communities, and indeed for the general community, does not lie in that direction, primarily because the crucial questions have been neither asked nor answered. The major question has to be How do children learn, naturally? That is, how does a child's brain learn? How do children learn? What are the implications for schooling? What are the implications for children's developing self-concept and personal confidence and conceptualization of personal value and self-worth? Is the very model of contemporary schooling so out-of-step with natural brain functioning that it precipitates the destruction of children's self-esteem, so much so that their personal and social deterioration -

Chapter 9- Effective Participation (Wilson 253-255) Essays

Chapter 9- Effective Participation (Wilson 253-255) What: I will go through each of the five categories under effective participation and tell what I observed on our group for each one. First- I think each member of our group was committed to do their best as time and resources allowed. Each contributed to the group in meetings and in presentations. Keith often was the leader behind our group presentations. I would say that he always was but I'm not sure that my memory is accurate. He came up with the ideas for the presentations that we ended up using, he coordinated them, made sure that everyone knew what they were doing and that they were going to do their part and be there on the day of the presentation. Charley did his part well and helped contribute ideas and suggestions for ways of presenting. Jessica and Salena came through and completed every assignment that they were given. When given parts to do for presentations they did them. Second- In our group members had differing goals that they wanted to accomplish. Though as it became closer to the due date of the final I think those goals became more the same but because of these differences it is difficult to determine for sure if every group member was committed to the good of the group or not. Over all I think the common goal of the group especially towards the end was to complete the final. This goal was shared both as a group and individually and the group was used to help all of the individuals complete the final. Third- Our group did not deal much with facts and opinions that would cause much tension as it might have had it been formed in an organization. But when it came to how to do the final conflict arose as different members had different ideas of how to do the final. As individuals expressed the way they saw that it was supposed to be done conflict ensued. Fourth- the best example I saw of possible competition in our group, though it didn't damage the group, was between Charley and Keith. They often competed on ideas as to whose idea would be used, or whose was the best, what ever it may have been. I'm not sure of any other examples of competing. Fifth- I think everyone at one time or another in our group has not been as good a listener as they could have been. I recall on one occasion when one member of the group accused another member of not listening to them. The best listener in our group though would have to be Jessica whether she chose that role or not that was one that she played often. With in our small group there was strong cohesiveness between the females and between the males. Besides the gender issue I think this cohesiveness was stronger because from the beginning of the semester the girls usually sat together and the guys usually sat together. Though there was cohesiveness between these two there was not strong cohesiveness between the group as a whole. As a group, things that contributed to our cohesiveness were: similar interest in the mission of the group, success in giving our presentations, and most members of the group were successful in completing the group goal, which was to complete 5 evaluations of our selected groups. Why: Each member was committed to do their best because of the people we were and because at least half of the group felt that there was pressure to be as close to a perfect group as could be. This idea pushed us to be committed to doing our best and in a sense it hurt us, in that we felt hindered to do anything that might break that shell of behaving and being as close to a perfect group as possible. In our group there was not enough discussion about our goals, regarding what we thought needed to happen in our group, other than completing 5 evaluations of our groups. Because we didn't make sure, that as a group there was consensus, as to what needed to be achieved, in our group, we had separate goals that didn't always agree with each other. This

Rhinoceros Facts

Rhinoceros Facts There are five species of Rhinoceroses- Ceratotherium simum, Diceros bicornis, Rhinoceros unicornis, R. sondaicos, Dicerorhinus sumatrensis- and for the most part, they live in widely separated ranges. By most counts, there are less than 30,000 rhinoceroses alive today, a steep plunge in population for a mammal that has existed on the earth, in one form or another, for 50 million years. Fast Facts: Rhinoceros Scientific Name: Five species are Ceratotherium simum, Diceros bicornis, Rhinoceros unicornis, R. sondaicos, Dicerorhinus sumatrensisCommon Name: White, Black, Indian, Javan, SumatranBasic Animal Group: MammalSize: 4–15 feet tall, 7–15 feet long, depending on speciesWeight: 1,000–5,000 poundsLifespan: 10–45 yearsDiet:  HerbivoreHabitat: Subharan Africa, Southeast Asia, Indian subcontinentPopulation: 30,000Conservation Status: Three species are Critically Endangered (Javan, Sumatran, black), one is Vulnerable (Indian), one is Near Threatened (white) Description Rhinoceroses are perissodactyls, or odd-toed ungulates, a family of mammals characterized by their herbivorous diets, relatively simple stomachs, and ​an odd number of toes on their feet (one or three). The only other perissodactyls on earth today are horses, zebras, and donkeys (all belonging to genus Equus), and the strange, pig-like mammals known as tapirs.  Rhinoceroses are characterized by their large sizes, quadrupedal postures, and single or double  horns on the ends of their snouts- the name rhinoceros is Greek for nose horn. These horns probably evolved as a sexually selected characteristic- that is, males with bigger, more prominent horns were more successful with females during mating season. Considering how big they are, rhinoceroses have unusually small brains- no more than a pound and a half in the largest individuals, and about five times smaller than a comparably sized elephant. That is a common attribute in animals which have elaborate anti-predator defenses like body armor: their encephalization quotient (the relative size of an animals brain compared to the rest of its body) is low. WLDavies/Getty Images   Species There are five extant rhino species- the white rhinoceros, black rhinoceros, Indian rhinoceros, Javan rhinoceros, and Sumatran rhinoceros. The largest rhinoceros species, the white rhinoceros (Ceratotherium simum) consists of two subspecies- the southern white rhinoceros, which lives in the southernmost regions of Africa, and the northern white rhinoceros of central Africa. There are about 20,000 southern white rhinoceroses in the wild, the males of which weigh over two tons, but the northern white rhinoceros is on the brink of extinction, with a mere handful of individuals surviving in zoos and nature reserves. No one is quite sure why C. simum is called white- this may be a corruption of the Dutch word wijd, which means wide (as in widespread), or because its horn is lighter than that of other rhinoceros species. Actually brown or grey in color, the black rhinoceros (Diceros bicornis) used to be widespread across southern and central Africa, but today its numbers have dwindled to about half those of the southern white rhinoceros. (In Greek, bicornis means two-horned; an adult black rhinoceros has a larger horn toward the front of its snout, and a narrower one directly behind.) Black rhinoceros adults rarely exceed two tons in weight, and they browse on shrubs rather than grazing on grass like their white cousins. There used to be a bewildering number of black rhinoceros subspecies, but today the International Union for the Conservation of Nature recognizes only three, all of them seriously endangered. The Indian or greater one-horned rhinoceros, Rhinoceros unicornis, used to be thick on the ground in India and Pakistan until a combination of hunting and habitat destruction restricted its numbers to the puny 4,000 or so individuals alive today. Full-grown Indian rhinos weigh between three and four tons and are characterized by their long, thick, black horns, which are prized by unscrupulous poachers. On a historical note, the Indian rhinoceros was the first rhino to be seen in Europe, a single individual shipped to Lisbon in 1515. Plucked from its natural habitat, this unfortunate rhino quickly died, but not before it had been immortalized in a woodcut by Albrecht Durer, the sole reference point for European  enthusiasts until another Indian rhino arrived in England in 1683. One of the rarest mammals in the entire world, the Javan rhinoceros (Rhinoceros sondaicos) consists of a few dozen individuals living on the western edge of Java (the largest island in the Indonesian archipelago). This cousin of the Indian rhinoceros (same genus, different species) is slightly smaller, with a comparably smaller horn, which has not, sadly, prevented it from being hunted to near-extinction by poachers. The Javan rhinoceros used to be widespread across Indonesia and southeast Asia; one of the key factors in its decline was the Vietnam War, in which millions of acres of habitat were destroyed by incendiary bombing and poisoning of vegetation by the herbicide called Agent Orange. Also known as the hairy rhinoceros, the Sumatran rhinoceros (Dicerorhinus sumatrensis) is almost as endangered as the Javan rhinoceros, with which it once shared the same territory of Indonesia and Southeast Asia. Adults of this species rarely exceed 2,000 pounds in weight, making it the smallest living rhinoceros. Unfortunately, as with the Javan rhinoceros, the relatively short horn of the Sumatran rhinoceros hasnt spared it from the depredations of poachers: The powdered horn of a Sumatran rhino commands over $30,000 per kilogram on the black market. Not only is D. sumatrensis the smallest rhino, but its also the most mysterious. This is by far the most vocal rhino species and herd members communicate with one another via yelps, moans, and whistles. Habitat and Range Rhinoceroses are native to Subharan Africa, Southeast Asia, Indian subcontinent, depending on their species. They live in a variety of habitats, including tropical and subtropical grasslands, savannas and shrublands, tropical moist forests, and deserts and xeric shrublands. Diet Rhinos are all herbivores, but their diets depend on their habitat: Sumatran and Javan rhinos feed on tropical vegetation, including some fruits, while black rhinoceros are primarily browsers that feed on herbs and shrubs, and Indian rhinos feed on both grasses and aquatic plants. They require a great deal of time to forage and spend most of their active time doing that. Rhinos can be active day or night and generally regulate their activity depending on the weather. If its too hot or too cold, they will stay near water. Behavior If theres one place the average person does not want to be, its in the path of a stampeding rhino. When startled, this animal can hit top speeds of 30 miles per hour, and its not exactly equipped to stop on a dime (which may be one reason rhinos evolved their nasal horns as they can absorb unexpected impacts with stationary trees). Because rhinos are basically solitary animals, and because they have become so thin on the ground, its rare to see a true crash (as a group of rhinos is called), but this phenomenon has been known to occur around watering holes. Rhinos also have poorer eyesight than most animals, another reason not to linger in the path of a four-ton male on your next African safari. The closest rhinoceros bond is between a mother and her offspring. Bachelor rhinos congregate in small crashes of three to five, and sometimes as many as 10, to cooperate against predators. Rhinos may also gather around limited resources, water pools, wallows, feeding areas, and salt licks, always staying one body length apart. Reproduction and Offspring All rhinoceroses are polygamous and polyandrous- both sexes seek multiple mates. Courting and mating can occur at any time during the day. During courtship, males engage in mate-guarding behavior until the female is in full estrus and will permit males to approach her. Indian male rhinos whistle loudly to announce reproductive condition and location, six to 10 hours before breeding activity. Gestation takes 15–16 months, and by two months of age, calves are weaned and may be left alone while the female forager a few feet away. When separated temporarily, the female and her calves stay in contact through vocalizations. Calves suckle until the calf is two or the mother conceives again; they become completely independent at three years. Females become sexually mature at 5–7, and males at 10 years. Rhinos typically live between 10 and 45 years, depending on the species.   mantaphoto/Getty Images Evolutionary History Researchers trace the evolutionary lineage of modern rhinoceroses back 50 million years, to small, pig-sized ancestors that originated in Eurasia and later spread to North America. A good example is Menoceras, a tiny, four-footed plant-eater that sported a pair of small horns. The North American branch of this family went extinct about five million years ago, but rhinos continued to live in Europe until the end of the last Ice Age (at which point Coelodonta, also known as the woolly rhino, went extinct along with its fellow mammalian megafaunas like the woolly mammoth and the saber-toothed tiger). One recent rhinoceros ancestor, Elasmotherium, may even have inspired the unicorn myth, as its single, prominent horn struck awe in early human populations. Daniel Eskridge/Stocktrek Images/Getty Images Conservation Status All of the five species of rhinoceroses are listed as endangered or vulnerable ty the IUCN. Three are listed as Critically Endangered (Javan, Sumatran, and black rhinos); one is Vulnerable (Indian), and one is Near Threatened (white).   Ã‚  Klaus Vedfelt/Getty Images Threats Rhinoceroses have been continually driven relentlessly to the brink of extinction by human poachers. What these hunters are after is rhino horns, which, when ground up into powder, are valued in the east as aphrodisiacs (today, the largest market for powdered rhino horn is in Vietnam, as Chinese authorities have recently cracked down on this illicit trade). Whats ironic is that the horn of a rhinoceros is composed entirely of keratin, the same substance that makes up human hair and fingernails. Rather than continuing to drive these majestic animals into extinction, perhaps poachers can be convinced to grind up their toenail clippings and see if anyone notices the difference! Sources Emslie, R. Ceratotherium simum. The IUCN Red List of Threatened Species: e.T4185A16980466, 2012.-. Diceros bicornis. The IUCN Red List of Threatened Species: e.T6557A16980917, 2012.  Hutchins, M., and M. D. Kreger. Rhinoceros Behaviour: Implications for Captive Management and Conservation. International Zoo Yearbook 40.1 (2006): 150-73. Print.Talukdar, B.K. et al. Rhinoceros unicornis. The IUCN Red List of Threatened Species: e.T19496A8928657, 2008.  van Strien, N.J. et al. Rhinoceros sondaicus. The IUCN Red List of Threatened Species: e.T19495A8925965, 2008.van Strien, N.J., et al. Dicerorhinus sumatrensis. The IUCN Red List of Threatened Species: e.T6553A12787457, 2008.

Slavery and the Mississippi Secession Essay Example | Topics and Well Written Essays - 1750 words

Slavery and the Mississippi Secession - Essay Example Using that as the basis, they argued that the Union was taking away their right to own said property and land; and taking the ability to succeed in commerce with the property owned. They felt the Union had interfered with their ownership by allowing escaped slaves to take fugitive in the Free states, by denying protection to the slave ships on the high seas, and removing the ability to acquire more land. In President Lincoln's inaugural address, he specifically addressed the slavery issue with this statement: "I have no purpose, directly or indirectly, to interfere with the institution of slavery in the States where it exists. I believe I have no lawful right to do so, and I have no inclination to do so." In fact, the emancipation proclamation did not necessarily free all slaves but those who lived within the Union States. President Lincoln was much more interested in preserving the Union of the United States and felt the South had no right to just arbitrarily seceded: "Again: If the United States be not a government proper, but an association of States in the nature of contract merely, can it, as a contract, be peaceably unmade by less than all the parties who made it One party to a contract may violate it-break it, so to speak-but does it not require all to lawfully rescind it" There is particular irony between the reason statement: "It advocates negro equality, socially and politically, and promotes insurrection and incendiarism in our midst." and the further reason statement: "It has enlisted its press, its pulpit and its schools against us, until the whole popular mind of the North is excited and inflamed with prejudice." followed by the announcement: "Utter subjugation awaits us in the Union, if we should consent longer to remain in it." (Readings # 109, p. 406) In the first statement, written as one of the reasons for the declaration of secession, they claim that the Union was promoting equality among the slaves, and promoting the slaves to violence if necessary. Within the same document the authors cite their own personal freedoms as reason to secede. But the majority of the document is about how the north (or the Union) is treating the south (or the Confederate States) as non-equal members telling them what they may or may not do. The document descri bes that the result of following the Union dictates would be utter social ruin and complete loss of property, valued at 4 billion dollars. Looking at the value only, one could understand their desire to remove themselves from the Union and by the same token, one could understand the desire of the north not to lose such value. Abraham Lincoln summed it up better in his Gettysburg address, which was written after the start of the Civil War: "All men are created equal." "This nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth." November 19, 1863 "A Declaration of the Immediate Causes which Induce and Justify the Secession of the State of Mississippi from the Federal Union" Reading 109. Third Edition. Readings in U. S. History to

Business Environment in United Kingdom Essay Example | Topics and Well Written Essays - 2750 words

Business Environment in United Kingdom - Essay Example An economic system are the consists of the people, institutions, processes, procedures that must be followed when making economic decisions to help solve the economic problems that face different economies. The different types of economic systems will determine the decisions on what to produce, how to produce, and who to consume the output. Economic Concepts and Problems The major economic problems that face economies include: the scarcity problem, competition, choice, resources, opportunity costs, needs, efficiency and wants. These are the key concepts that are fundamental in the understanding of the economic problems and that influence the kind of economic decisions that must be made for economic stability purposes and for the attainment of the solutions to the economic problems. The first concept is scarcity. This is a major economic problem that states that human needs are unlimited and resources are insufficient to satisfy all the diverse needs. The society is therefore faced wi th the challenges of the allocation of the scarce resources to attain maximum satisfaction of the unlimited needs. The economic system will therefore determine what to be produced and who to consume. It therefore also mean that a trade off must be made while making the economic decisions. Due to scarcity problem, the individuals in an economy will compete for the limited resources in order to survive. Competition is the scramble for the limited resources in order to acquire a fair share. Businesses and individuals both have to compete for the limited and scarce resources in order not to get eliminated in the system. When competition arises, the government agencies may formulate policies that are aimed at ensuring that the allocation of resources and that the competition is fair for all the participants. Competition has always been desired in order to increase efficiency and improve on the quality. The third important concept is opportunity cost. In economics the pursuance of one dec ision will mean a sacrifice to another possible action. Opportunity cost is the cost forgone for selecting the best alternative. Because the resources that are available in each economy is not enough to produce enough goods and services for everybody, some decisions must be made while others will be sacrificed. Economic systems will assist in the determination on what to produce and what to sacrifice. Needs are the requirements for existence or survival. Individuals in an economy will need food, shelter and good infrastructure for them to have a good life. Businesses as well will need resources e.g. raw materials in production or economic conditions that are favourable for operation. In addition, resources are the commodities or assets that are needed for production of goods and services that are demanded by individuals. Resources have the characteristics that they are limited, get depleted and have utility. The allocation of resources in production determines the manner in which th e economy performs and the output that will be attained. Economic systems are instrumental in the allocation of these scarce resources to maximize the satisfaction that will be achieved in the economy. Moreover, the scarcity of resources in production and in the satisfaction of human needs will mean that a choice must be made in relation to what to produce, quantity to produce, when to produce and who to consume. Choice can be defined as the choosing from among alternatives. In economic problems, a choice must be made on what to pursue among the various alternatives that are existing. The economic system influences the choices that are adopted in the

My Idea of a Professional Teacher Essay Example for Free

My Idea of a Professional Teacher Essay A student is nothing without his/her teacher. Without them we would know nothing and be nothing. The teacher is the one that helps the student understand everything around him/her. The teacher’s pride and glory is to know that he/she helped create a student that would someday live a successful life. When the word â€Å"professional teacher† was said, Sir Camacho comes to my mind. Even though there are a lot of great teachers in Regional Science High School, I chose him because he is a teacher that everyone likes, he is a teacher that is strict but very fun to be with, and he is a teacher that turns something so hard to something very understandable, he is a teacher that understands his students, and helps them in times of need. I remember the first day of being a junior; Sir Camacho was our first subject teacher, I thought he was a very strict teacher that wants every lesson he teaches to be understood by the students immediately, but I was proven wrong. We got along very well and he even shared his experiences to us—his students. Aristotle loves him, he gives us some advices, and we share some secrets with him. I consider Sir Camacho as one of the great teachers that taught me. He is a man that can be a teacher at the same time a friend. Words can’t be enough to describe how much I’m thankful of him and the great knowledge he shared us. Sir Camacho should really be called Superman.

Study On Managing Organizational Change Management Essay

Study On Managing Organizational Change Management Essay 1.1 Introduction According to the Future Administrative systems Team (University of Houston, 2004), managing change is a systematic process of taking into account the global conditions affecting an organization, as well as specific conditions in the organization. The change management methodology examines the current environment with respect to organization culture, communication, organization design, job design, infrastructure, personnel, skills and knowledge, people/machine interfaces, and incentive systems. Organizations are defined as systems comprising elements of formal organizational management and operations as well as elements of more informal aspects of organizational life (Senior and Fleming 2006). Several definitions of organizational change have been presented over the years, For example, Burnes (1996)  suggests that organizational change means the understanding of alterations within organizations at the broadest level among individuals, groups, and at the collective level across the entire organization. Managing change requires Methods and processes that assist individuals in adjusting constructively to new systems, procedures, processes, workflow, organizational relationships and other differences as they occur. Three important factors are acknowledged in the above definitions of change management the organizations culture, the people and communication. Managing change and liaising with stakeholders in order to perform change are integral parts of good staff and project management, but change is never easy to manage. The adoption and implementation of a new system will bring about change to any organization. Sometimes the changes required by an organization are likely to have incited the acquisition of the new system. Adoption of a new system can support a changed approach, but the system itself is not regarded as the change. The organization has to be prepared for the change in order not to be seen as the cause of the change thus preventing resentment and resistance which may lead to the failure of the system implementation. An example of this is the implementation of a Virtual Learning Environment (VLE) and Managed Learning Environment (MLE) in a university. Such environments are always part of an institutional strategy about learning and sharing knowledge, but a university cannot be converted to a different type of learning organization simply by implementing a VLE or MLE. The implementation of system projects must run in tandem with change projects. However, putting the responsibility on the implementers of the system is likely to result in the failure of the project. In the context of a system implementation, change management will require an institution to anticipate, prepare for, manage and undergo major organizational change from one state to a newer state. The change can be represented by: -The legacy system to the replacement system; -One organizational mission to extended institutional pursuits; -One infrastructure and set of skills to a different make-up; -Old business processes to new trading methods; -Decentralized ways of working to centralized functions; -One set of values to an adjusted collection of principles and standards; and/or -A known management approach to other styles of governance. Almost all people are nervous about change. Many will resist it consciously or subconsciously. Sometimes those fears are well founded the change really will have a negative impact for them. In many cases, however, the target population for the change will come to realize that the change was for the better (reference) The pace of change is ever increasing particularly with the advent of the Internet and the rapid deployment of new technologies, new ways of doing business and new ways of conducting ones life. Organizational Change Management seeks to understand the sentiments of the target population and work with them to promote efficient delivery of the change and enthusiastic support for its results. D.C. Brandenburg and C.V. Binder (1992) suggests that managing change requires Methods and processes that assist individuals in adjusting constructively to new systems, procedures, processes, workflow, organizational relationships and other differences as they occur. There are two related aspects of organizational change that are often confused. In Organizational Change Management we are concerned with winning the hearts and minds of the participants and the target population to bring about changed behaviour and culture. The key skills required are founded in business psychology and require people people. Organizational Design may be a specific objective of the project, for example where there is to be a reduction in the workforce, or it may just be a consequence of the changed business processes and technology. Organizational Change Management issues are often under-estimated or ignored entirely. Typically, the concept of organizational change is in regard to organization-wide change, as opposed to smaller changes such as adding a new person, modifying a program, etc. instances of firm-wide change might include a change in mission, restructuring operations (restructuring to self-managed teams, layoffs), new technologies, mergers, major collaborations, new programs such as Total Quality Management, re-engineering, etc. 2.0 Organisational Change and Transitions There are two approaches to organizational change, namely: Hard systems model for change Soft systems model for change The hard systems model for change (HSMC) definition of an organization is a stable, formal structure that takes resources from the environment and processes them to produce outputs (Laudon and Laudon, 2000) while the soft system model for change (SSMC) regard an organization as a collection of rights, privileges, obligations and responsibilities that are delicately balanced over time through conflict and conflict resolution (Laudon and Laudon, 2000). 2.1 Hard Systems Model for Change (HSMC) This approach has identified some classical schools. The classical school is a management perspective that emerged during the 19th and early 20th centuries that emphasized a rational, scientific approach to the study of management and sought to make organizations efficient operating machines (Daft, 2008). Some of the key players in the classical school include Frederick Taylor (1856-1915) who proposed the scientific management- a systematic method of determining the best way of getting a job done and specifying the skills needed to do it as well as the machine theory which dismissed the psychological aspects of behaviour because workers were regarded more like machines. The two methods had a clear division of tasks and responsibilities between workers and management. The scientific selection of people encouraged the selection of people with appropriate abilities to do newly designed job. Another major player was Henry, L. Gantt who developed the Gant chart used to measure planned and completed tasks at each stage of production. A good classical school is the Fordism. This involves the application of scientific management principles to workers jobs, installation of single purpose machine tools and assembly line with provision mass production and systems and control units. Other key players include Weber who identified bureaucracy as a legal rational type of authority and Fayol who listed planning, organizing, commanding, coordinating and controlling as the five basic management functions in administration. 2.2 Soft Systems Model for Change (SSMC) This approach has identified the problems with organizations, namely: Highly complex multi-dimensional have problems that are difficult to locate and define Need total solutions. Problems with organization can either be resolved, solved and dissolved (Ackoff, 1993). According to Ackoff, to resolve a problem involves the selection of an action that yields an outcome that is good enough. This approach relies on the use of common sense and to some extent, trial and error. This often used by most managers in decision making and is also called the clinical approach in dealing with messes because it involves reaching a consensus by a group of people on how to resolve a problem. This approach keeps most people happy and on board with the change but lacks analytical rigour in its formation of the objectives, thus, does not indicate how far the objectives of the change have been met. To solve a problem involves eschewing the use of common sense and base decisions on quantitative models like the use of scientific models rather than qualitative models. This is also called the research approach to mess management as it is likely to be used by scientific or technologically inclined managers. From the fore-going, the two approaches mentioned are limited in their capacity to plan and implement change hence, the suggestion of a third approach called the concept of dissolving a problem. To dissolve a problem involves changing the nature and/or the environment of the entity in which it is embedded so as to remove the problem (Ackoff, 1993). This approach is also called the design approach because problem dissolvers in addition to using the methods of problem resolvers and solvers seek to redesign the characteristics of the larger system containing the problem like changing the organizational structure, culture and processes. Only a few managers use this method and these are those that have the principal objective of development rather than growth or survival and who recognize it. 3.0 The Organizational development Process This approach identifies the importance of the people that make up the organization. It identifies that people at all levels of the organization are individually and collectively the drivers and engines of change. The assumption is that people perform better when they have high quality of life and that workers that are under-utilized are capable of contributing towards the goal of the organization if given the opportunity of taking more responsibilities. Paton and McCalman (2008) identified three concepts with respect to managing people and gaining their commitment to work in an organization: Organizations are about people Management assumptions about people often lead to ineffective design of organizations and this hinders performance. People are the most important asset and their commitment goes a long way in determining effective organization design and development. Total Systems Intervention (TSI), developed by Flood and Jackson (1991), is a meta-methodology that brings together a range of systems metaphors, a framework of systems methodologies, and various systems approaches to enable creative problem solving. In a process of TSI, systems metaphors are used to encourage creative thinking about organisations and the issues confronting managers. The discipline of Organizational Development has evolved over the past fifty years or so. Both French and Bell, describe organizational development asa long-term effort, led and supported by top management, to improve an organizations visioning, empowerment, learning, and problem-solving processes, through an ongoing, collaborative management of organization culture-with special emphasis on the culture of intact work teams and other team configurations-using the consultant-facilitator role and the theory and technology of applied behavioral science, including action research. (French Bell, 1999, pp. 25-26) On a practical day-to-day level, we think of OD as an ongoing, thoughtfully planned effort by all members of an organization to improve how that organization operates, serves its stakeholders, fulfills its mission, and approaches its vision. What are more compelling than the definition of Organizational Development are the underlying and continuously evolving philosophy and values of the discipline 3.1 Lewins three phase model of change Lewin (1951) proposed an extensively referred literature on change. It consists of three phases: Unfreezing Moving Refreezing Unfreezing involves shaking up of peoples habits of thinking and behaviour in order to create their awareness for need for change. This implies the change of the status quo by strengthening or weakening the forces that could push or maintain the change (Cummings and Worley, 2009). This might involve the selective promotion of employees or termination of employment (Goodstein and Burke, 1993). A good example is the case of Pitford College in Shire County. A member of staff was promoted to director of open and resource based learning (ORBL) while others had their responsibilities changed from teaching the students to tutoring students working in self service types of learning environment. Part of the unfreezing process was the consultation with the head of departments and decision makers to discuss new developments which were seen as challenging the status quo on education. Moving is the second stage of the Lewis change process and it involves making the actual changes that will move the organization to a new state. This includes the establishment of new strategies and structures to new ways of doing things. For example, In the Shire County, the ORBL involved a series of seminars on concepts of ORBL for staff. In addition, Pitford Collge, one of the other two colleges in the County, large new ORBL centres were built with multimedia teaching and learning facilities. Lewins final phase in the change process is the refreezing and this involves stabilizing or institutionalizing the changes. This involves making sure that new changes are secured and prevented from back sliding and may even involve the recruitment of new staff that are untainted with the old habits. The continual involvement and support of top management is very crucial and essential at this stage. Once the changes have been made, it is also important to reinforce the changes with symbolic actions and signs such as change of logos, building designs, forms of dress, and ways of grouping people to get work done. It is essential to continually collect data and feedback to track the progress of the change and to monitor the further change in the light of environmental changes. According to Senge (1990)  learning organizations  exists where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. For this to happen, it is argued, organizations need to discover how to tap peoples commitment and capacity to learn at all  levels

How Does Social Networking Affect People’s Lives? Essay

Social networking is quickly becoming more and more popular. I am going to investigate exactly how and why it influences people lives. I’m going to specifically look at different age groups and see if there is any pattern in their lifestyle. I will find my information from books, articles, news stories, the internet and people’s experiences and opinions. I will interview a whole range of people so I can get more of a range of opinions from teenagers to OAP’s to see if there is a general feeling for different age groups. My essay will address many questions such as are people’s opinions affected by their age? Does it influence people’s lives in different ways because of their age? This topic interests me because it is becoming more and more popular with most people’s lives; I hope to find out why so many people use it and the reasons for it. This is also an interesting topic because it is currently in the news with bullying stories and school grades decreasing. My information will include data tables, graphs etc. I will base my study on these resources to allow me to draw conclusions from this question. This will then lead to producing a presentation to a large group of people. I hope to gain an extra qualification to combine with my others to make me more of an all rounded student. It will also give me some experience of partaking in presentations to a number of people which would help me if I go to university. I also want to find out whether social networking does influence people’s lives and how. The internet is a global network of computers that allow you to go on things like social networking sites, instant messaging sites, and factual sites and so on. The internet originally started with the name ARPAnet, it was created by the US government to use as a defence mechanism for the cold war in the 1960s. Vint Cerf and Bob Kahn developed TCP/IP, ’A Protocol for Packet Network Interconnection’ (in 1974), to connect different networks. The internet was consequently a ’network of networks’, although the Internet Protocol (IP) came to dominate networking. At the end of 1969, there were only four computers on ARPAnet, and they were all at US universities. This grew to 5,000 internet hosts in 1986, after which the number of users grew rapidly into the millions and then hundreds of millions. Social networking is an online community of people with a common interest who use a Web site or other technologies to communicate with each other and share information, resources, etc: a business-oriented social network. A simpler definition is a web site or online service that facilitates this communication. This includes Facebook, Twitter and MySpace along with lots of others. Instant messaging is basically text communication between two or more people. This uses the internet and is present on most social networking sites. Most common programmes include MSN, BBM and whats app. These both have their good and bad publicity. They let people communicate from around the world. On the other hand lots of cyber bullying stories are heavily linked to these services. Blogging is a list of journal entries posted on a Web page. Anybody who knows how to create and publish a Web page can publish their own blog. Some Web hosts have made it even easier by creating an interface where users can simply type a text entry and hit publish to publish their blog. This is an old type of social networking that has got took over by popular sites like Facebook. Video conferencing is a conference between two or more participants at different sites by using computer networks to transmit audio and video data. Each participant has a video camera, microphone, and speakers mounted on his or her computer. As the two participants speak to one another, their voices are carried over the network and delivered to the other’s speakers, and whatever images appear in front of the video camera appear in a window on the other participant’s monitor. Most popular programs used for this are Skype and imessenger. These services are present on Facebook via the messaging service. Advantages and Disadvantages There are many advantages and disadvantages about social networking. You can chat to your friends through the messaging services available on most sites. This makes it easier for people to communicate to people without costing any money through telephone calls or messages. This could range from friends in different countries, old school friends or family. However it does have its disadvantages like a lot of people tend to make fake accounts attempting to be someone else and end up being pedophiles. This can lead to people being harmed both physically and mentally which aren’t the reason why social networking has been made. It is usually used by teenagers that are taking part in important exams that could change the shape of their future lives. They use these services in their free time when some people say that they should be studying. People are always complaining that this leads to underachieving exam results which is a disadvantage and wasn’t why social networking was made. It is the opinion of some people that social networking is leading to the percentage of young people becoming obese to rise. They’re saying that the time that is spent on these sites could be used as exercise time rather than sitting down looking at the computer and eating or drinking while doing this. Social networking is known for its links to bullying and possible self-harming which in some cases has been suicide. This can be through the ease of free speech with most social networking sites through status updates, tweets and blogging. This makes it possible or anyone to see these things and be made aware of this. Bullying can also come from the messaging services available that allow you to write anything to anyone you’re friends with no restrictions on what you can write. On these sites whenever you want where you want. This is because you access these sites on your mobiles pretty much anywhere you go with the new mobile network technology. The technology allows you to access the sites through 3G and the new EE networking. These new technologies are very cost effective and affordable so this increases the amount of people that have these services available to them. These services have also been made very user friendly and easy to access. This make both social networking accessible to people that aren’t familiar with using computers. Mobile The growing ubiquity of cell phones, especially the rise of smartphones, has made social networking just a finger tap away. Fully 40% of cell phone owners use a social networking site on their phone, and 28% do so on a typical day. Young people, blacks, Hispanics, the highly educated and those with a higher annual household income are more likely to use SNS on their phones than other groups. Social impact Do social networking sites isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? In November 2010, we examined SNS in a survey that explored people’s overall social networks and how use of these technologies is related to trust, tolerance, social support, community, and political engagement, and found: * Social networking sites are increasingly used to keep up with close social ties * The average user of a social networking site has more close ties and is half as likely to be socially isolated as the average American * Facebook users are more trusting than others * Facebook users have more close relationships   * Internet users get more support from their social ties and Facebook users get the most support * Facebook users are much more politically engaged than most people * Facebook revives â€Å"dormant† relationships * MySpace users are more likely to be open to opposing points of view Does Social Networking make us more unsociable? There is an argument that social networking is making people more unsociable. This can make social time very unsociable as people are checking there Facebook, twitter accounts etc. to some people they think that it limits conversation length and interest. This of course is an influence on people’s lives. Some people of course think it’s bad and some people like the fact. Does Age Matter? This leads me onto say that people’s age can affect the amount of time they go on social networking sites and how it influences them. The graphs above prove this point as it clearly states that younger people tend to go on social networking sites than older people. This gives me an indication that it could make generations more unsociable than others. For example if there are less old people using social networking then there are no distractions when in sociable events. I also see this very often when I am at social events. As a teenager myself I see it a lot with my age group constantly looking at their phone to check for updates on these sites. This does lead to less sociable conversation as people don’t spend as much time giving people eye contact and listening effectively. Politics Social networking sites have become an important additional arena for politics. They are a resource for political news, information, finding likeminded issue-oriented people, and a tool for voter outreach in the run-up to elections. During the 2012 campaign season, Pew Internet released a number of reports on the role of social networking sites on elections and the political process. Statistics A survey by SciJourner of 51 youth, ages 21 and under, finds that nearly a third say they are â€Å"addicted† to social networking, but only 8% of the teens and young adults surveyed feel that social networking affects their relationships with other people. The survey also showed that younger teens, ages 14 and 15, use the social networks Facebook and Bebo more than teens at the age of 17. Approximately equal number of males and female took the survey. Of those who responded, 37% are under 16. Most of the teens used Facebook, but 30% preferred Bebo and 20% were on both Bebo and Facebook. How much time are teens spending on social networks? For this survey we defined addicted as checking their Facebook or Bebo page more than 3 times a day. Around a third of the 51 teens fell into that category, spending 30 minutes to 5 hours per day on social networking. [1] http://pewinternet.org/Commentary/2012/March/Pew-Internet-Social-Networking-full-detail.aspx 23/01/2013 Bibliography [1] http://pewinternet.org/Commentary/2012/March/Pew-Internet-Social-Networking-fu

Written Words Used as Propaganda

Written Word Used as Propaganda The Narrative of the Life of Frederick Douglass, an American Slave is an account of Frederick Douglass’ life written in a very detached and objective tone. One might find this normal for a historical account of the events of someone’s life if not for the fact that the narrative was written by Frederick Douglass himself. Frederick Douglass used this tone purposefully in an attempt to use his narrative as propaganda to convince others to join in the abolitionist’s movement. According to Donna Woolfolk Cross in â€Å"Propaganda: How not to be Bamboozled,† propaganda is â€Å"simply a means of persuasion† (149). She further notes that we are subjected daily to propaganda in one form or another as advertisers, politicians, and even our friends attempt to persuade us to use their product, vote for them, or adopt their point of view. Propaganda is usually considered in a negative sense. However, when viewing propaganda as just persuasion, one can readily appreciate that it is neither good nor evil; the good/evil effect is the direct result of the purpose for which it is used. Politicians and leaders have used propaganda to further their goals; Hitler’s use of propaganda as a means of controlling the population of Germany is the most recognizable example of propaganda used for evil. Martin Luther King’s â€Å"I Have a Dream† speech, in which he urges non-violent resistance in the cause of racial equality, portrays persuasion used with good intentions. Although speeches are highly effective at delivering ideas, the written word can be even more influential. In the early days of America, literature was used extensively as a means of persuasion. As early as 1589 Richard Hakluyt published stories in a book he wrote for the sole purpose of persuading people to sail to America and settle land. These stories which were told to Hakluyt by captains and sailors appeared to be straightforward and narrative, however Hakluyt edited each piece so that he was able to successfully persuade the people who read his stories to sail to America and settle the land thus securing critical natural resources for England. Such was the goal with the Narrative of the Life of Frederick Douglass, an American Slave. Douglass’ objective was to appeal to the middle-class people of that time and persuade them to join in the movement. Although the Narrative was ostensibly written to prove that Douglass had actually been a slave, Douglass, working for the abolitionist group headed by William Lloyd Garrison, wrote for a specific audience: white Puritan Christians whom the abolitionists hoped to convert to their way of thinking. Thus, what began as a telling of his life experiences evolved into a tool of persuasion. As with all propaganda, Douglass’ Narrative contains certain elements that appeal to the emotions of the reader. Douglass’ writing style was descriptive as well as convincing. This emotional hold allows the writer to sway the opinion of the reader. His horrific details of the time, helped him grasp the attention of the women who he hoped in turn would convince their husbands to help, by donating money and eventually ending slavery. He used his words effectively in convincing the readers that the slave owners were inhuman and showed how they had no feelings for other human beings as evident when he wrote: ‘The louder she screamed the harder he whipped; and where the blood ran fastest, there he whipped longest† (Douglass25). Although a self-taught writer and orator, Douglass makes use of sophisticated elements of persuasive writing. Simultaneously, he chooses these events for how they will affect the Northern audience’s opinion of Southern slaveholders. Considering the fact that this was written during the height of the abolition movement the novel had to be effective in order to advance the success of the movement. The distant tone was effective because if Douglass had written with an impassioned tone, readers would have noticed it and simply wrote it off as a biased work, unable to see the issue from both sides. Through personal anecdotes, Douglass draws an accurate picture of slave life. Douglass also shows that slavery was not a constant source of pain and suffering: â€Å"I was not old enough to work in the fields, and there being little else than field work to do, I had a great deal of leisure time,† (Douglass 71). This is effective in proving his point because it allows him to show the whole of slavery and not be biased in his views. Douglass uses family relationships, starting with his own birth, to gain the compassion of his target audience. â€Å"Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor† (749). Douglass mentions this particular anecdote to specifically capture the compassion of his targeted audience; white women. In Douglass’ autobiography however, the elements alone do not prove his intent to write for any reason other than to prove his background as a slave and defend his credibility against the critics of the abolitionists that charge that Douglass could never have been born a slave as he claimed (McKivigan 18). The most convincing argument for the contention that this was written as propaganda is the manner in which the persuasive elements are used. The body of the narrative is written in a simple and straightforward manner; the story is told quite matter-of-factly, even the horrific scenes of the cruel beatings and killings of slaves. This lack of histrionics is true even when the targets of the overseers’ whips are Douglass’ own family members. Yet, when Douglass speaks of Southern Christianity defending slavery, he works himself into a fury of emotion and uses the more obvious elements of propaganda. When he writes of the religious practices and hypocrisy of the same slaveholders, he again reverts to persuasive rhetoric. Some chapters are genuine throughout, while others contain much propaganda. One segment in particular, that having to do with the fate of his grandmother, is written in a style that is not consistent with the rest of the book. Rather, extremely histrionic, in which the believable, factual Douglass disappears, and is replaced by someone writing solely for effect â€Å"My dear old grandmother, whom you turned out like an old horse to die in the woods-is she still alive?.. Send me my grandmother! † (Preston 167). It appears that Frederick Douglass did begin his autobiography with the intention of writing his story in a realistic manner; the basic narrative bears that out. But in the course of writing his intent strayed, and he became aware of the power that could be unleashed by inflaming the emotions of readers. Undoubtedly encouraged in his use persuasive rhetoric on an oratory level, he eventually created a masterpiece of propaganda. Works Cited Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Signet, 1968. Douglass, Frederick. A Slaves Family Life†. Thinking and Writing About Literature. A Text and Anthology. Ed. Michael Meyer. New York: Bedford/St. Martins, 2001. 749. Cross, Donna Woolfolk. â€Å"Propaganda: How not to be Bamboozled. † Language Awareness. Ed. Paul Escholz, et al. New York: St Martins Press, 1994. 149. McKivigan, John R. , ed. Frederick Douglass. People Who Made History. Michigan: Greenhaven Press/Thomas Gale, 2004. Preston, Dickson J. Young Fredrick Douglass The Maryland Years. Baltimore: The Johns Hopkins University Press, 1980.

10 Critical Essay Topics on Human Trafficking

10 Critical Essay Topics on Human Trafficking Human trafficking is the trade of humans for the purpose of sexual slavery, forced labor, or commercial sex exploitation. If you are studying it, chances are that you will have to come up with a critical essay that tackles one of its aspects. If you are strapped for time, though, you may have trouble coming up with a topic idea. So, here are 10 facts that can get your creativity levels up and help you come up with a topic. Human trafficking is a four-step process. Human trafficking is a complex process that involves breaking a number of national and international laws. The entire process has been mapped out by researchers. It involves four basic steps: Recruitment, Transportation and Entry, Exploitation, Gathering Criminal Proceeds. During this entire process, the victim suffers from mental, emotional, and, in some cases, severe physical abuse. The FBI led one of the biggest human trafficking raids in history. The US Federal Bureau of Investigation (FBI) collaborated with 135 different local law enforcement agencies to plan and conduct Operation Cross Country XI. This operation helped rescue 149 children who were being sexually exploited and held captive by a large human trafficking ring. This raid by the FBI was considered to be one of the largest of its kind. Human trafficking is more common in poorer countries. Certain places and cultures are more likely to be involved in all phases of the human trafficking problem (International Organization for Migration, 2012). Typically, the trend is for trafficking victims into wealthier countries to originate income in poorer nations. However, this is not a rule. Fighting human trafficking requires more than one approach. Research shows that the best way to combat human trafficking is to take a multi-faceted approach. Measures must be made to improve law enforcement capacity and capability; increase awareness through education, outreach and training, assess regulations and refine them if necessary, and analyze and create programs that are practical and realistic. Human trafficking victims can be categorized. Polaris Project is an international organization that is devoted to the goal of ending human trafficking and modern slavery. Their findings show that human trafficking victims come from sections of population that are already categorized as vulnerable. The most at risk are the poor, the lower classes, at-risk youth, migrants, and individuals belonging to oppressed or highly marginalized groups. Women and children are mostly trafficked. According to estimates by the International Labor Organization (ILO), 20.9 million people around the world are victims of human trafficking. Over half of these, 68% are ones trapped in the nightmare of forced labor, 55% are girls and women, whereas 26% are children. Natural and armed conflicts are mainly responsible for this phenomenon. Natural disasters and armed conflicts create environments where the illicit trade of human trafficking runs rampant. Reports have shown that in the aftermath of disasters, human trafficking activities rise in the area. The situations seen in countries such as Sudan, Somalia, Haiti and Afghanistan. Therefore, it is necessary for humanitarian agencies to engage on the prevention of human trafficking. The role of the internet in this issue should be factored in the solution. Organized crime groups can exploit individuals by using the ubiquitous technology tool: the Internet. Human trafficking groups turn to the internet because it affords virtually perfect anonymity. They use the Internet to ensnare victims and also have access to encrypted financial transactions. They can also easily sell services or images online. The most common tools used by such groups are: Forums, web message boards, chat rooms, peer-to-peer networks, websites, live streaming services. With adequate measures, most of these common tools can be used to mask their online identity and avoid detection by law enforcement agencies. Law enforcement agencies across the world face a unique challenge when it comes to the Internet. Countries need to increase their cooperation in dealing with this issue. The traditional local investigative efforts should be refined as well. Law enforcement officials and other professionals need to be educated on effective victim rehabilitation. For victims of human traffickers, the ordeal continues after being rescued. Effective victim rehabilitation services are marred by many misconceptions. Adequate assistance to the victim can only be provided if their psychological state is understood by the ones helping them. This means educating law enforcement officers, social workers, and healthcare providers on handing these individuals carefully. The behavior of law enforcement can affect the level of cooperation of the victim. Since most victims do not know their rights, they remain virtual prisoners even after they have been rescued. The only way to fight the menace of this modern-day slavery is through global collaboration and cooperation. Child soldiers is an issue that may not be solved easily. Child soldiers have been used in almost all of the recent conflicts occurring in the African region. The major factors which make a child more vulnerable to this extreme form of exploitation are poverty, displacement from home, being orphaned, and having limited access to education. According to the UN and other NGO estimates, over 70,000 former child soldiers have been involved in disarmament, demobilization and reintegration (DDR) programs since 1998. However, thousands remain involved with armed groups in Central and Western Africa. Moreover, peace in the region does not always mean improvement of these children’s’ lives. They might continue to be neglected or have limited access to the DDR programs. Use these ten facts while coming up with a topic for your critical essay on human trafficking. If you need more help, do not hesitate to check our 20 topics on human trafficking for a critical essay. If you are still not sure about writing a critical essay, check the guidelines in how to write a critical essay on human trafficking. References: Aronowitz, A. (2009). Human trafficking, human misery (p. 10). Westport, Conn.: Praeger. Blake, A. (2015). FBI’s largest ever human trafficking sting leads to over 150 arrests, 149 kids recovered. The Washington Times. Retrieved from washingtontimes.com/news/2015/oct/15/fbis-largest-ever-human-trafficking-sting-leads-ov/ Burke, M. (2013). Human trafficking. New York: Routledge. Wilson, J., Dalton, E. (2008). Human Trafficking in the Heartland: Variation in Law Enforcement Awareness and Response. Journal Of Contemporary Criminal Justice, 24(3), 296-313. http://dx.doi.org/10.1177/1043986208318227 Burke, M. (2013). Human trafficking (p. 9). New York: Routledge. New ILO Global Estimate of Forced Labour: 20.9 million victims. (2012). Ilo.org. Retrieved 18 March 2016, from ilo.org/global/about-the-ilo/newsroom/news/WCMS_182109/langen/index.htm Human Trafficking | Program on Humanitarian Policy and Conflict Research. (2016). Hpcrresearch.org. Retrieved 18 March 2016, from hpcrresearch.org/research/human-trafficking Vienna Forum to Fight Human Trafficking, Technology and Human Trafficking 8 (Background Paper, 2008), https://www.unodc.org/documents/human-trafficking/2008/BP017TechnologyandHumanTrafficking.pdf Increased focus on the link between the Internet and Human Trafficking | Europol. (2016). Europol.europa.eu. Retrieved 18 March 2016, from https://www.europol.europa.eu/content/increased-focus-link-between-internet-and-human-trafficking Palmiotto, M. Combating human trafficking (pp. 231-232).