King Tutankhamun and His Treasures Essay Example For Students

Lord Tutankhamun and His Treasures Essay The antiquated Egyptians were noted for some things, one of which would have been their craftsmanship. Egyptians utilized numerous medians in their craftsmanship that upgraded the subtleties and excellence of each bit of workmanship. Their work of art is captivating and strange, which pulls in the watcher into needing to find out additional. One of the most significant and remarkable Egyptian fine arts has a place with King Tutankhamun, a youthful pharaoh of Egypt. A concise history of the disclosure of King Tuts burial chamber and the significance and excellence of specific pieces found in his burial place, will be talked about in this article. Ruler Tutankhamuns burial chamber was the prize that classicist Howard Carter searched out for in the Valley of the Kings. Carter was using up all available time and furthermore the Earl of Carnarvons persistence. Frustrated for a considerable length of time via Carters revelations, Carnarvon advised Carter to not make a difference any longer for the restoration of his unearthing concession. Just by his arguing and offers to pay the cost himself if nothing were discovered persuaded Carnarvon to include one all the more uncovering season. At that point, thirty-three burial places had been found, and criminals who had looted and wrecked them had just broken into all. Along these lines, it was accepted that the Valley graveyard held no more mysteries. Carter differ and was more decided than any other time in recent memory to discover the burial place. In the end, three bits of proof found by Theodore M. Davis, and inspected by H. E. Winlock, persuaded that King Tuts burial chamber was at this point to be found. The three antiques were a faience cup bearing the pharaohs name, a little, mud-filled pit burial place containing pictures and engravings of King Tut and his significant other, and the third was an assortment of earthenware jolts, each fixed with King Tuts seal. Carter had a theory that King Tuts burial chamber might be found in a little territory in the Valley where archeologists had not yet dove into. It was an exhausting activity, considering the floor of the Valley was secured with huge amounts of rock and sand, and the sum total of what they had was physical work. Before sufficiently long however, a flight of stairs was found trailed by an entryway with its seals still flawless. In 1922, Carter had in fact found the burial chamber of King Tutankhamun! Ruler Tut became pharaoh at nine years old and governed for a long time until his passing at eighteen. The reason for his passing is obscure. The period he decided was that of monetary success and some strict disarray. The last piece of his name was an indication of his familys dedication to the Aton, the Egyptian lord of the sun. Harmony was brought to Egypt during his rule as the love of Amon, the Egyptians all inclusive god, relinquished under Akhenaton, was reestablished and Thebes, the city sacrosanct to Amon, was again made Egypts capital. Ruler Tut was not so much a significant pharaoh, however he is notable today due to his unblemished burial place and the marvelous fortunes found inside. Lord Tuts burial chamber contained numerous lovely and expand bits of fine art. Work of art differing from wood models, gold sculptures, divider compositions, composing utensils, complex bits of gems, busts of the lords head, and a lot more were totally found in his burial place. The models delineate how Egyptian stone carvers speak to the practically postures and heights of the human body. Detail is another factor that is found in all the craftsmanship, regardless of whether it be a painted eye, a totally cut creepy crawly scarab, or the arrangement of various hued gems in a neckband. I am bewildered at what number of things were found and how every one is completely unique in relation to the following. .uae7cefa57d48755038863ae9dc03503e , .uae7cefa57d48755038863ae9dc03503e .postImageUrl , .uae7cefa57d48755038863ae9dc03503e .focused content region { min-tallness: 80px; position: relative; } .uae7cefa57d48755038863ae9dc03503e , .uae7cefa57d48755038863ae9dc03503e:hover , .uae7cefa57d48755038863ae9dc03503e:visited , .uae7cefa57d48755038863ae9dc03503e:active { border:0!important; } .uae7cefa57d48755038863ae9dc03503e .clearfix:after { content: ; show: table; clear: both; } .uae7cefa57d48755038863ae9dc03503e { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; darkness: 1; progress: haziness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .uae7cefa57d48755038863ae9dc03503e:active , .uae7cefa57d48755038863ae9dc03503e:hover { murkiness: 1; change: mistiness 250ms; webkit-progress: murkiness 250ms; foundation shading: #2C3E50; } .uae7cefa57d48755038863ae9dc03503e .focused content zone { width: 100%; position: relati ve; } .uae7cefa57d48755038863ae9dc03503e .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-beautification: underline; } .uae7cefa57d48755038863ae9dc03503e .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uae7cefa57d48755038863ae9dc03503e .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe range: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-outskirt span: 3px; text-adjust: focus; text-enhancement: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .uae7cefa57d48755038863ae9dc03503e:hover .ctaButton { foundation shading: #34495E!important; } .uae7cefa57d487550388 63ae9dc03503e .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .uae7cefa57d48755038863ae9dc03503e-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uae7cefa57d48755038863ae9dc03503e:after { content: ; show: square; clear: both; } READ: Mastaba - archaelogy EssayIts astonishing to realize that Egyptians thought about their pioneers to invest so much time and energy into their fine art. One piece that stands apart of the considerable number of fortunes in King Tuts burial chamber is the bust of his head that is laying on what is supposed to be a lotus. The bust is cut in wood and overlaid with gesso a blend of mortar and paste for use as a surface for painting. The face speaks to King Tut as a youngster with unbalanced ear cartilage and it has a lengthened skull. The bust delineates one of the most striking old Egyptian records of the underlying creation. It speaks to the newborn child sun god right now of birth rising up out of a blue lotus that was said to have developed in the early stage sea. The highlights of the face are that of King Tutankhamun. As per the Egyptians convictions, it was normal to depict the sun god with the highlights of a perished lord. Another case of this is the extraordinary sphinx at Giza where the sun god is spoken to as a human-headed lion with the highlights of King Chephren. It is a delightful piece that catches the facial highlights well indeed. Other extraordinary bits of workmanship are two trumpets that were found㠢â‚ ¬Ã¢â‚¬ two of just three instruments safeguarded from antiquated Egypt. One was bronze or copper with a gold overlay and the other was made of silver. The ringer of the trumpet is adorned with an exceptionally point by point, cut picture that shows King Tut with three divine beings. Hieroglyphics are additionally recorded over these figures. The bronze/copper trumpet additionally accompanied a wooden plug that fit in its cylinder and chime, utilized as either as a cleaner alongside a fabric or to keep the instrument from being harmed. The ringer of the plug was painted to take after a lotus blossom. What is likewise fascinating about these trumpets is that they have both as of late been played and the main notes that could be heard plainly were D and C. It is said that the trumpet is the main antiquated instrument whose definite sound can be repeated today. Adaptable beaded wristbands were found all through King Tuts burial chamber. Thirteen wristbands were found on the lower arms of Tutankhamuns mummy, seven on the privilege and six on the left. These wristbands were made of a wide range of materials including gold, faience, glass dots, wood, and others. Brilliant and complicatedly made, these wristbands depicted images and creatures that were critical to the Egyptians. Two of the most well known special necklaces in old Egypt were scarabs and udjat eyes and both were utilized consistently in the wristbands, alongside different masterpieces. Rings were likewise found in King Tuts burial chamber. Five of the best brilliant rings were additionally found on the lords mummy. Each ring delineated probably the most significant divine beings and goddesses whose cliques King Tut had reestablished after their decimation by his antecedent Akhenaton. The rings each have a full figured god and hieroglyphics that show delightful detail and evenness. One of the most impossible to miss works of art found in King Tuts burial chamber was a headrest. Made totally of ivory, the headrest comprised of three sections: a level base, a little focal column, and a bended help for the head. Tutankhamun had four of these headrests. One headrest, which was made out of iron, was set in the material wrappings of his mummy at the rear of the head. The ivory headrest delineates the god Shu, holding the bended piece, which was to speak to him sparing the world from mayhem by holding up the sky. A lion was likewise cut on the base on the left and right half of Shu. The base spoke to the earth and the lions represented the mountains on the western and eastern skylines. .u9a2d1c2a81715472e3b7c04b24661ba6 , .u9a2d1c2a81715472e3b7c04b24661ba6 .postImageUrl , .u9a2d1c2a81715472e3b7c04b24661ba6 .focused content region { min-tallness: 80px; position: relative; } .u9a2d1c2a81715472e3b7c04b24661ba6 , .u9a2d1c2a81715472e3b7c04b24661ba6:hover , .u9a2d1c2a81715472e3b7c04b24661ba6:visited , .u9a2d1c2a81715472e3b7c04b24661ba6:active { border:0!important; } .u9a2d1c2a81715472e3b7c04b24661ba6 .clearfix:after { content: ; show: table; clear: both; } .u9a2d1c2a81715472e3b7c04b24661ba6 { show: square; progress: foundation shading 250ms

EXECUTIVE SUMMARY TEMPLATE Article Example | Topics and Well Written Essays - 500 words

Official SUMMARY TEMPLATE - Article Example The aftereffects of the exploration distinguished that consolidated wistful devotion self-sufficiently referees the negative relationship between strengthening advancing and motivation rehearses and the general purposeful return. Moreover, this article decides the distinctive way of thinking of four rivulets of study concerning aggregate responsibility, HR exercises and exhibitions and the general yield. As per the aftereffects of the investigation, it is obvious that human asset rehearses that advance employees’ abilities, information and bent are emphatically identified with deliberate yield yet are not intervened by joint nostalgic commitment. Obviously, this paper offers bits of knowledge to principals and supervisors whose goal is to oversee generally representative yield. It additionally offers principals and troughs the showdowns of organizing a gathering of supplied laborers through the work of innovative business and developing of workers’ availability and fitness to move across hierarchical cutoff points. This exploration offers support for the thought that interests in abilities are versatile. Extensively, the discoveries of the exploration offer a format for diminishing the increased yield identified with improved recruiting and preparing adventures. Disputably, strategies that uplift the wistful devotion of the critical faculty may balance the expanded turnover from the work of expertise advancing practices. In associations, the principals and directors should enhance the ability advancing exercises with inspiration elevating exercises to lessen turnover and keep the exhibition points of interest of a superior work power. This article looks at the duty of principals and administrators in actualizing a vital job and decentralization of HR undertakings to the line among the workforce in associations. This examination includes 46 line chiefs drawn from three associations in United Kingdom inside a time of 2 years. Regarding the outcomes

January 5 Deadline Reminder COLUMBIA UNIVERSITY - SIPA Admissions Blog

January 5 Deadline Reminder COLUMBIA UNIVERSITY - SIPA Admissions Blog Cartoon by Doug Savage Just a friendly reminder that the MIA/MPA applications are due today, January 5, 2015  at 11:59 p.m. EST. Please submit your completed application by tonight if you want to be considered for SIPAs merit-based fellowships. (The final application deadlineswithout fellowships considerationis February 5, 2015.) If you have some questions regarding your application, please review last weeks blog post, where our admissions staff answered some of your most urgent questions. Unsure of when the deadline is in your part of the world? This chart may help: New York, New York   January 5, 2015 11:59 PM Los Angeles, California January 5, 2015 8:59 PM Mexico City, Mexico January 5, 2015 10:59 PM Rio de Janeiro, Brazil January 6, 2015 2:59 AM London, England January 6, 2015 4:59 AM Madrid, Spain January 6, 2015 5:59 AM Beijing, China January 6, 2015 12:59 PM Tokyo, Japan January 6, 2015 1:59 PM Good luck everyone!

The Personnel Earthquake Continuum Consequences Of...

The case study we chose was â€Å"The personnel earthquake continuum: Consequences of collective turnover - A case study of Qidian Founders Collective Turnover.† Qidian is an online literature company in China. They are credited for developing the business model that almost all online literature companies use in China. While most studies on turnover concentrate on â€Å"causes and processes† (Wang, Yuan, Chen, 2016) of collective turnover, this study focusses on the â€Å"consequences† (Wang et al., 2016) of collective turnover. Qidian Founders’ collective turnover is used for this study, where they show the consequences of collective turnover. In this study Qidian Founders’ collective turnover was monitored for 14 months. The goal of the study was to â€Å"analyze the consequences of collective turnover and present a theoretical framework of collective turnover in this study.† (Wang et al., 2016), meaning the research will not only provide consequences, but a set of procedures on what can be done to manage these the loss associated with collective turnover. The foundation for this study was based on Qindian Founders’ need to better understand the effect of turnover either negative or positive within their company. Key Issues The problems with collective turnover are addressed by Wang, Yuan and Chen in this study. These issues are outlined in what they refer to as â€Å"consequences of collective turnover† (Wang et al., 2016). Per this study, â€Å"The complicated effects of collective turnover areShow MoreRelatedHuman Resources Management150900 Words   |  604 Pagesdeveloping strategies and ensure that human resource dimensions are considered. almost 18%. 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The Non Delegation Doctrine ( Administrative Law )

To start off, one must explain what a full Democracy entails. The Greek word meaning demo means citizen while kratos means ruled, therefore, the full meaning of democracy is ruled by the citizen(s). With that being said, a complete democracy would entail citizens directly voting on every piece of legislation. When citizens can partly vote of legislation and/or they vote in representatives to represent their interest, it is no longer a pure democracy but rather a democratic republic. A bureaucracy is not consistent with a democratic republic in one regard: the citizen did not vote to elect him/her into employment within the government. On the contrary, the citizens did have a right to vote the representatives that chose to delegate tasks to an agency, which brings me to my next point: the Non-Delegation Doctrine (Administrative Law book). 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Speech notes Free Essays

Some speeches may, in fact, last those agonizing 52 minutes; however, some speeches last only moments. Remember when the dean of your college got up to Introduce the speaker? That was a speech, too. I’m sure that one was much more brief. We will write a custom essay sample on Speech notes or any similar topic only for you Order Now There are three mall types of speeches that you likely see on a regular basis. Let’s take a look at each of those speeches now. Informative Speeches Imagine sitting in the audience of a large lecture hall listening to your professor talk about the theory of relativity. It may sound like confusing words to many, but what he is really doing is giving an informational speech. This kind of speech is delivered mostly to convey information to the audience about something they don’t already now. There are a few types of informational speeches: Speeches about objects Speeches about events Speeches about processes Speeches about concepts When a public speaker talks about things that can inspire your senses, like touch, smell or feel, it is a speech about objects and involves talking about things in the sensory and physical world. Maybe he is talking about the way a spider looks or the way freshly snipped herbs smell. It may even be a speech about your favorite president. Either way, the speech is written to appeal to the senses. Some speeches are written to inform people of a current or past happening. This Is a speech about an event, and it is meant to bring people up to speed on things that have, are or will be going on in the world. Upon taking the presidential oath, a newly elected president will give his Inaugural Address, where he tells the citizens of the united States his plans for his term. This speech Is done to get the nation excited about the prospect of a new president. A cooking demonstration Is a good example of a speech about processes because It instructs the audience on how to do something through a process. So, the next time you happen to pass a gourmet store and see a chef showing onlookers how to make manmade pasta, know you are listening to a speech designed to show you how to do something step by step. To talk. Some are speeches about concepts, written about theoretical ideas and notions, like world peace, freedom or love. Unlike the other types of informative speeches, this type of speech is intangible. As with any of the informative speeches, they should be written as topical (or by topic), chronological (or by date) or spatial (or how things physically fit together). A writer may use a topical organization if writing about types of wines. The writer may start with a wine type, then go into region and then grape varieties. Chronological organization would most likely be used when writing about an event, such as events that led up to the Civil Rights Act. When writing about things to do in Miami Beach, a writer may break down the area to a few important sightseeing locales and then list important places of interest for each. Not all speeches are informative. For instance, persuasive speech writing is a little different. Persuasive Speech So, you get roped into attending a How To Get Rich in Real Estate seminar. After a few minutes, you realize that the lecture is less about real estate and more about buying he speaker’s set of CDC and books on tape. Likely, this was a persuasive speech, and it is designed to change a group’s thinking or behavior. This type of speech is often used in sales and advertising to get people to buy things. A persuasive speech could be an emotional appeal, where the speaker attempts to elicit sensitivity from the group, or it could be a logical appeal, where the speaker wants the audience to rely on their own reasoning to make a decision. A speech about hunger in America may pull at your heartstrings and make you quickly dial a number to send money. That is a purely emotional decision based on the persuasive talk of the speaker. Choosing a good acne cream based on product facts and before and after visuals might muster up some attention because the audience is asked to use logic to decide whether the product works. If the visuals show a clearer face after use, soundness may say the product is good. Of course, some speeches are not meant to change anything. They are mostly Just for fun, and that is when special occasion speeches are used. Special Occasion Speech So, you’re the best man at your friend’s wedding. That means you have to arrange the bachelor party, buy a tuxedo and worst of all -give a speech. With a lump in your throat and a shaky hand, you begin talking. What you are doing is giving a special occasion speech, and it is generally done to toast a celebration or commemorate some special event. This type of speech usually does not require major research, and there is no formal style of execution. It is done as a means of rejoicing at a fun event. The only rule to a festive get together, keep it brief, and the audience will most likely refrain from throwing things at you. How to cite Speech notes, Papers

Philosophy of Human Conduct

Philosophy is a developing science, full of difficult questions concerning the nature of a human being. One of such problems is the philosophy of human conduct. Exactly this aspect of human conduct inspired this paper. Understanding of this problem seems to be impossible without psychological explanation of human behavior. Also, the philosophy of human conduct deals with ethics and moral principles.Advertising We will write a custom term paper sample on Philosophy of Human Conduct specifically for you for only $16.05 $11/page Learn More The aim of the paper is to reveal the nature of human conduct from the philosophical point of view. Thus, to achieve the aim, this paper is interested in both psychological and philosophical aspects of human behavior. Proceeding to the next part of the paper, one thing should be explained. In terms of this problem, the word â€Å"behavior† means psychological aspect, and the word â€Å"conduct† means philoso phical aspect; in the general context, they are synonyms. Human behavior is always in the scope of psychology. Human beings are biological creatures with their own individual psyche, nervous system, temper and behavior. According to Descartes, the human organism is a complex machine; its elements are interdependent and tightly connected (Gleitman 15). That is why, the organization of a human being is associated with a mechanism; its details fulfill their own function, and failure of one of the details leads to general failure if corresponding measures are not assumed. Nowadays, psychologists â€Å"agree with Descartes that much of behavior can be understood as reactions to outside events: The environment poses a question and the organism answers it† (Gleitman 17). The chain of stimuli leads to action sequence: reception, transmission-integration, and reaction. The nature of human behavior is based on nerve cell and nerve impulse. As all people are different, they have differe nt nervous system that create different behavior. According to general psychology, motives direct people’s behavior (Gleitman 55). Owing to the nervous system, there are positive and negative psychological experiences. Such emotional states as fear (motivated or unmotivated), rage, anxiety, distress, apathy, hostility, etc. are realized by means of negative impulses. Positive impulses, in contrast, are reflected in enthusiasm, interest, joy, satisfaction, love and others. Proceeding from the information stated above, there appear some logic questions. What conditions person’s behavior? Why do people have so complex nature of the conduct? Complexity of human conduct can be explained by such things like character and temperament. They dictate peculiarities in human behavior and condition person’s behavior. That is why, the nature of human conduct is a difficult aspect of a human being. Moreover, it is not fully investigated by psychology.Advertising Looking f or term paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Temperament is the natural basis for character. Owing to different temperament, people’s character is colored differently. Temperament is the basis of each personality. Temperament is individual feature of a human being that defines dynamic of flowing of his psychical processes and behavior. However, temperament does not characterize the person’s beliefs, views and interests, and does not indicate his value. Nevertheless, human conduct depends on the types of temperament. According to them, a person may have classical features that are peculiar to four types: choleric, sanguine, phlegmatic, and melancholic. In terms of peculiarities of human conduct, there are differences between personality and individual. Personality is a person who is different from others in his worldview, world perception. Individual is a person who possesses his own thoughts, own abili ties, common sense; he is able to act in his own way regardless from other people. However, in philosophical terms, these differences are not so important. Nevertheless, one of the researchers states that â€Å"Society desperately needs people who have the courage to be different, to commence new practices, and set the example of more enlightened conduct, and better taste and sense inhuman life. Too often individuals are lost in the crowd† (James 353). Many people would agree with the author’s statement. The history of all human civilization would be impossible without some prominent leaders. Often, only purposeful, assertive and fearless individuals achieve success. As temperament influences the development of features of character, the nature of different people is complex. For example, in relation to other individuals and people, one person can show good-fellowship, advertence, kind-heartedness, respect; another person can show asociality, ungratefulness, rudeness, and disdain. In terms of work, there are also different examples. A hard-working and responsible person who is lack of money, treats his job well, because it gives him satisfaction. A lazy and spoiled son of a rich father demonstrates other results in his job. A person with healthy psyche is self-critic, and possesses adequate self-esteem. In contrast, for example, many famous people show negative features: impudence, arrogance, egoism. However, features of character do not depend on social status, race, or sex. In this context, the role of education and self-making grows.Advertising We will write a custom term paper sample on Philosophy of Human Conduct specifically for you for only $16.05 $11/page Learn More It seems to be difficult to define what exactly guides the human conduct. There are many answers. Psychologists may think that it depends on temperament and character, or peculiarities of the nervous system and psyche. For example, Metchnikoff (20 03) believes that â€Å"the social instinct has been acquired by mankind too recently, and it is still to feeble to be a trustworthy guide in all conduct† (Metchnikoff 110). Yes, the social instinct is a power natural instinct in the basis of human nature, but as a human being is a thinking conscious creature with rich inner world, there appear moral principles and ethics. A human being is a complex-organized and social creature. His behavior depends on both biological factors (physiological needs, instincts) and non-biological ones – the culture of society (traditions, cultural values), state laws, personal moral values (ethics) and religious beliefs. Besides psychological explanation, there is a philosophical view on human conduct, as well. Of course, philosophy explains human conduct in non-biological aspects. Owing to different historical, social and cultural contexts, there were different explanations of philosophy of human conduct in various periods. In the ancie nt period, this problem was researched by Plato and Aristotle. Later, this question was raised by religious people of Middle Ages, â€Å"when ecclesiastical authority reigned supreme and the human reason† (Copleston 2). Since Descartes gave to a human being freedom, this idea was caught by modern philosophy. It is essential to notice that â€Å"in the ancient period and he modern period philosophy may be considered a free man, whereas in the medieval period it was a slave† (Copleston 2). According to medieval point of view, only God guided a human conduct through his entire destiny. Nowadays, a human conduct has a biological and philosophical explanation. It is necessary to say that some researchers divide human conduct into bad and good. In the book about human nature and conduct, one may read: â€Å"Neutrality is non-existent. Conduct is always shared; this is the difference between it and a psychological process. If it is not an ethical â€Å"ought† that con duct should be social. It is social, whether bad or good† (Dewey 17).Advertising Looking for term paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nevertheless, a human being is an ambiguous creature; sometimes, it is impossible to say for sure if the act has a good or bad coloring. Life is a many-sided phenomenon, full of challenges and secret. However, whether a person is religious or not, he should obey the laws of society. Each man possesses his own moral principles and ethics. Why are they so essential for a human being? Do people need them only within society to which they belong? Ethical code is highly necessary for a human being who wants to understand what is good and what is bad. Misunderstanding of ethical norms may lead to social conflicts, interpersonal problems and even deaths. The sphere and problem of ethics was interesting for many researches. For example, one of them writes in his book: â€Å"If one consults the wisdom of the ages it will be found nearly unanimous in the opinion that, of all inquiries the most important are those which concern the right and wrong forms of human conduct† (Trumbull 1). A ccording to this statement, â€Å"right† and â€Å"wrong† things are in the scope of ethics. It examines human conduct in relation to the ideal standard. What are the ideal ethical norms? The basic problems of ethics as science are the problems of the criteria of good and evil, sense of life, justice, moral duties. Proceeding from this, there are the following ethical norms: values of life, consciousness, activity, suffer, power, free will, foresight, purpose, etc. However, ethical norms are nothing without virtues: justice, wisdom, courage, self-control, beneficence, honesty and sincerity, faith and devotion, kindness and compassion, credit, worth relationships with others. One of the most valuable ethical virtues is the ability to love, and to make someone else happy. If a person follows all the ethical norms, he will achieve the ideal standard. Nevertheless, people are not ideal in their nature. Everyone has his own peculiarities, advantages and disadvantages. One t hing is evident: a human being should go after the light (Waller 119). The essence of personal ethics is in the individual himself: a human being should be humane. Unfortunately, throughout the whole history of human civilization, there happened unethical deeds: wars, murders, violence, victimization, betrayals and others. Nowadays, the ethical problems are one of the burning and topical ones. Rethinking of ethical norms in one’s own way, the influence of mass media, and pop culture lead to misunderstanding the true ethics. To avoid this, society has elaborated reliable institutions to cultivate and practice ethical norms: educational institutions, social institutions (family, favorable environment), literature, etc. Very often, different cultures, religions and other context dictate the ethical norms. For most countries, universal human values are ingrained in state laws: prohibition to murder, steal and commit other crimes, liberal principles of freedom of speech and human rights. In Christianity, for example, there follow Ten Commandments. However, in all societies, people used to follow the Golden Rule: a person should treat the other person in the same way he would want to be treated. In the context of general ethical norms of all people, there is another problem: moral principles. What is morality? What is the essence of it? Why does human society need it so much? Understanding of human morality is the key to the philosophy of human conduct. Without morality, a human being would hardly different from other mammals. Oakeshott (1991), for example, believes that â€Å"a morality is the ars atrium of conduct; the practice of all practices†¦Ã¢â‚¬  (Oakeshott 60). That is why, it is so essential. Speaking about moral acts, the words of one of the researcher can be cited: â€Å"Morality begins with the first act of dominion of the will which occurs in any action. The will is the royal and imperial power in men†¦In moral action the reason a nd the will are wedded. A moral act is the offspring of their union, for either good or evil† (Humphrey 4). In other words, moral acts are directed to either good or bad. In this context, morality deals with its rule of rightness. Human beings should be responsible for their acts and conduct. It is necessary to remember that following all ethical and moral principles, people deed good acts. Humphrey (2009) concludes that â€Å"all morality is in the deliberate will. All sin is rooted in, and spring from, the will† (Humphrey 52). Sins are wrong acts that may cause social tragedies and problems. Proceeding from this, all people should have â€Å"moral obligations† (Hume Sayre-McCord 131). Exactly â€Å"laws of justice† â€Å"gives rise to the moral obligation of duty† (Hume Sayre-McCord 147). Consequently, morality is the regulator of human conduct in society. What if a person is an outcast of society, and lives outside the society? Robinson Crusoe serves a suitable example of such man. The plot of the novel about him, and evolution of the character proves the necessity to follow all ethical and moral principles, regardless from circumstances and conditions. A human being should always remain a human being. Whether it is a city or a desolate island, a man’s life should be full of good acts; he should distinguish good from evil, and struggle with his bad side of human nature by means of self-making. Thus, morality embraces moral views and feelings, life orients and principles, purposes and motives of acts and relationships. Owing to them, a human being is able to differentiate good from evil, honesty from dishonesty, justice from injustice, normality from abnormality, mercy from cruelty. Also, morality is intended to decrease the social conflicts. Developing ethical and moral principles, one should not forget to improve oneself: intellectually and spiritually. The right organization of the human inner world is integratin g part of moral evolution. Each man should be guided by conscience that allows to practice good virtues and deeds through the entire life. Children used to inherit the moral portrait of their parents; teenagers are always guided by the social environment; adults should experience self-making. Keeping all this in mind, people must have right notion about ethic and moral principles and duties. Lacunas in this aspect may cause unhappiness, dramatic events, and social chaos. All information stated above allows to make certain conclusions. A human being is a complicated creature who possesses biological and non-biological peculiarities. Psychological aspect of human conduct deals with nervous system, instincts and reactions that explain the physiological nature of human behavior. In contrast to psychology, philosophy has always tried to explain a human conduct through the light of ethics and moral principles. Realizing the spiritual values, ethical norms and moral duties, a man reveals t he nature of philosophy of human conduct. Unfortunately, a man has a negative side of his nature hat reflects in sins, vices and evil acts. In this context, for a man, the experience of self-making seems to be useful. This experience will help him to avoid possible mistakes concerning the relationships and conduct in society. Parents are first people who display the moral and ethic picture to a child. In the process of physiological and psychological development, he faces the social environment: friends, teachers, colleagues, etc. The main task at hand for society, is to serve as a suitable example, and ideal moral model for a man. Of course, people are far from ideal, but each man should practice self-making, becoming a better person. Healthy morality lives only in healthy psyche. Philosophy of human conduct is one of the keys to understanding the nature of human conduct. Work Cited Copleston, Frederick C. A History of Philosophy. Vol. 1. New York, NY: Continuum International Publi shing Group, 2003. Print. Dewey, John. Human Nature and Conduct. Charleston, SC: BiblioBazaar, LLC, 2009. Print. Gleitman, Henry. Biological Basis of Behavior. Motivation. In W.W. Norton and Company Inc., Psychology (Gleitman, 1981). New York, NY: University of Pennsylvania, 1981. 15-95. James, Christian L. Philosophy: An Introduction to the Art of Wondering. 10th ed. Belmont, CA: Cengage Learning, 2008. Print. Hume, David, and Geoffrey Sayre-McCord. Moral Philosophy. Indianapolis, IN: Hackett Publishing, 2006. Print. Humphrey, William. Conscience and Law, or, Principles of Human Conduct. Charleston, SC: BiblioBazaar, LLC, 2009. Print. Metchnikoff, Elie. Nature of Man or Studies in Optimistic Philosophy. Whitefish, MT: Kessinger Publishing, 2003. Print. Oakeshott, Michael. On Human Conduct. New York, NY: Oxford University Press, 1991. Print. Trumbull, Ladd G. Philosophy of Conduct: a Treatise of the Facts, Principles, and Ideals of Ethics. Charleston, SC: BiblioBazaar, LLC, 2009. Pr int. Waller, Bruce N. Consider ethics: Theory, readings, and contemporary issues. 2nd ed. New York, NY: Pearson/Longman, 2008. Print. This term paper on Philosophy of Human Conduct was written and submitted by user Tristin Mcintyre to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The United States Armed Forces and Women in Combat essays

The United States Armed Forces and Women in Combat essays Could there possibly be such a thing as a female "infantryman"? There are not many oxymorons' being murmured about in the military that get such ferocious responses from many within the combat arms ranks. In the civilian world, women are able to choose and pursue their own paths of career, no matter the difficulties. In today's work environment women continue to play vital roles that have a direct effect on our homeland security and our precious way of life. Women in professional careers can usually compete as equals with their male counterparts, having unlimited opportunities for advancement. Although this being correct for most of today's civilian women, it is not the case for the females currently serving in the United States Armed Forces. The integration of women into the Combat Arms branch of the Army would not only affect the level of morale and esprit de corps for the existing male troops, but women would be put into harms way unnecessarily which they are not prepared for, be it physically or mentally. It has been Public policy and Federal law that prevents women from serving in combat units on the front lines. For example, in the United States Army, approximately fifteen percent of the Active Duty service members are women. Women in the Army are only permitted to serve in units where their primary function is combat support or combat service support. The Army, by not allowing women to serve in combat, runs contrary to the current workforce trend in American society. In today's world, women in dangerous professions such as firefighting and law enforcement perform equally well compared to their male counterparts. Even though women have in the past performed admirably in those professions and some are even considered heroes in our communities the fact remains that the dangers women face on the "mean streets" of America are in no way comparable to the hazards they would have to face on today's modern battlefields. ...

Whats Considered a Bad SAT Score Avoid This

What's Considered a Bad SAT Score Avoid This SAT / ACT Prep Online Guides and Tips Many students worry that a bad SAT score will be the kiss of death for their college applications. The SAT is an important part of the admissions process, so you obviously don’t want to submit a crummy score - but how do you know whether your score is all that bad to begin with? If you're worried about low scores, understanding where your scores stand in relation to other students’ is the first step to improvement. In this post, I’ll talk about comparing your own scores to those of the general population, your peer group, your target schools, and even your own potential scores. I'll finish off with strategies to bring up scores no matter your goals or study timeline. With this information, you'll be well-prepared to make necessary steps in improving your SAT scores. A Note on Percentiles Before we get started, I want to take a minute to explain percentiles, which arean important concept to grasp when we talk about comparing your SAT scores to different groups, whether they're big or small. Percentile scores are not the same as percentage scores (for example, a number out of 100 that tells you the fraction of correct answers you gave on a test). Percentile scorestell you how you do in relation to other people, which is really helpful when you’re dealing with a scoring system that isn’t necessarily intuitive. For example: A 10th percentile score means that you scored higher than 10% of the people who took the same exam 50th percentile means you scored higher than half 90th percentile means you scored higher than 90% of test-takers. You can have a high percentage score on a test and still end up with a low percentile score (if the test was easy), or a low percentage score and a higher percentile score (if the test was hard). For example, if you score a 90% on an exam where only 10% of students scored below a 90%, you'd be in the 10th percentile. This information is important because your actual SAT scores are only useful when you cantranslate them to percentile scores. When we talk about good or bad scores, we're inevitably comparing your test scores to those of other people or groups. Now that you know all about percentiles, we can get into the nitty-gritty stuff: what is a bad SAT score? Low Scores Compared to the US General Population We're starting big here - to get a basicunderstanding of low SAT scores, we'll look at how the general population performs on their tests. Your definition of low or poor scores might differ from other students - a reasonable cutoff for low scores, for simplicity’s sake, would be at the 25th percentile (so, the bottom quarter of scorers). As you may already know, the SAT is currently scored out of 1600points (the lowest you can score is 400).The average composite SAT score is around 1000, which is about the 50th percentile. Because the scoring system has recently changed, we don't have a lot of information about typical So that you can get a better understanding of general performance, here are some other important percentile cutoffs and their corresponding composite scores: 25th percentile→about 840 composite score 50th percentile→about 1000 composite score 75th percentile→about 1200 composite score If you'd like more detailed information about SAT percentiles, check out our score rankings guide. Low Scores Compared to Your Peers I don't usually recommend comparing yourself to peers;in this case, it's unfortunately necessary. Now that you know how you may compare to the rest of the country, the next step in figuring out what a low score is would be to figure out what your peers are scoring. Although college admissions officers often view SAT scores as a decent measure of academic preparation, they recognize that many other factors - including family income, social privileges, and educational advantages - play into students' scores as well. Thus, you'll be most likely compared to students who are similar to you in terms of school type, geographical area, background, interests, and grades. The better a handle you have on your peers' scores, the more nuanced your understanding of what a low score will be. Getting ahold of this information will be a bit more sensitive than just looking up average national SAT scores. Even if you can't get information right from your classmates, there are steps you can take to get a good estimate of peers' SAT score ranges: Get your school report with SAT score information. This report will have aggregated scores from students from your high school. How does the high school average compare to the national average? How do your scores (real or target) compare to those of your peers? See your guidance counselor. If you don't have access to your school report, or you're having trouble interpreting the information, your guidance counselor should be able to give you an idea of how your peers perform on the SAT. Ask around. If you're still having trouble getting information on peer scores, you could try asking your classmates. This will beespecially helpful if you can get info from honors students - their scores will generally be more competitive. SAT scores can bea touchy topic, however,so be sensitive and respectful if you discuss this information with your classmates. Use a rough rule of thumb. When lacking good information about peers' performance, you could use these (general) rules of thumb. Just keep in mind that these may deviate from your own school's averages depending on average performance (i.e. whether SAT scores at your school are above or below the national averages): Low composite scores for honors students (top 1/3rd of the class) will be around 1117, or 70th percentile nationally Low composite scores for top honors students (top 1/10th of the class) will be around 1256, or 85th percentile nationally Low Scores for Your Target Colleges Knowing how your scores compare to your peers may help you hone in on appropriate target, reach, and safety schools. How do you figure out what these schools will think of your SAT scores? What's the low score cutoff that will put your application in danger? Put simply; a low score is a score that will get you rejected.Schools don’t really publish hard minimum SAT requirements, but it’s east to get a general idea of what SAT scores they expect from applicants. In general, the bottom 25% of scores for a particular school is the danger zone. You can still get into a school if your score falls below the 25th percentile, but the chances are that your application will have to be exceptionally strong in other areas (e.g. GPA, extracurriculars). The "middle 50" percent of scores is a pretty safe range to aim for. If all students' scores were lined up in order, the middle 50 would be the range of scores from the 25th percentile to the 75th percentile. Your SAT scores don't necessarily need to be at the top of this range to get into a particular school, because by definition, 75% of its students have scores lower than those at the 75th percentile. If you want more information about SAT score ranges for particular schools, just google"[school name] PrepScholar admissions requirements." You can easily convert old SAT scores (out of 2400) to the new scoring system by multiplying by 2/3. What do you do, though, if your scores consistently fall in the bottom 25% of score ranges for the schools you're considering? Although it'simportant to have reach schools, it would be wise to apply to some less competitive schools as well. Apply to several schools where you fall into the "middle 50" score range in addition to a few safety schools to optimize admissions options. Low Scores for Yourself This isn't a comparison that many students consider when setting their own goal scores. There's so much focus on outward comparison that sometimes we forget to consider our own capabilities when thinking about low or high scores. It's important to be realistic about your own strengths and weaknesses when setting low score and high score parameters. If you set your score goal too high, you'll cause yourself unnecessary stress and frustration; set it too low, and you could miss out on opportunities at more competitive schools. How do you get an idea of what's reasonable? Your first step is to get a baseline score. Study for about 10 hours to gain basic familiarity with the SAT before taking a full practice test. Your score will give you a concrete place to work from. Keep in mind that many students, with adequate test prep, can improve 240+ points from this original baseline. This important initial step should help you understand what to expect from yourself when it comes to good and bad scores. If you’re not improving much after your baseline, then you know that the way you’re studying isn’t working. You may consider your baseline score to be within your low score range since you achieved it with minimal study time. To learn more about how to set appropriate SAT goal scores, read our guide to good and bad SAT scores. Don't get discouraged if you have low scores - that just means you have room to grow! How Do You Raise a Low SAT Score? If you've gone through all the steps of comparison and you find yourself disappointed with your scores, not to worry! There are things you can do to bring up those scores, but your plan of attack will vary based on your goal score and your study time availability. So what's your goal score? If your scores are already pretty high, and you want to get them as close to perfect as possible, read our guide to scoring a 1600. If your scores are in the lower end of the range, and you want to bring them up across the board, check out our posts on bringing up your reading, writing, and math scores. How much time do you have to study? If you have quite a bit of time on your hands, read more about setting a study timeline. You can also dive deeper into our blog sections dedicated to the reading, writing, and math sections. If youaretaking the SAT relatively soon, check out our last-minute study tips and strategies. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. 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The structural frame paper Essay Example | Topics and Well Written Essays - 1000 words

The structural frame paper - Essay Example â€Å"UncÐ µrtainty appÐ µars as thÐ µ fundamÐ µntal problÐ µm for complÐ µx organizations, and coping with uncÐ µrtainty, as thÐ µ Ð µssÐ µncÐ µ of thÐ µ administrativÐ µ procÐ µss. Just as complÐ µtÐ µ uncÐ µrtainty or randomnÐ µss is thÐ µ antithÐ µsis of purposÐ µ and of organization, complÐ µtÐ µ cÐ µrtainty is a figmÐ µnt of thÐ µ imagination, but thÐ µ tightÐ µr thÐ µ norms of rationality, thÐ µ morÐ µ Ð µnÐ µrgy thÐ µ organization will dÐ µvotÐ µ to moving toward cÐ µrtainty† (Thompson, 2003, p. 159). That is, thÐ µ organization is dÐ µvoting a lot of Ð µnÐ µrgy towards cÐ µrtainty, from this pÐ µrspÐ µctivÐ µ, through maintaining a codifiÐ µd training program and a hiÐ µrarchical powÐ µr structurÐ µ. ThÐ µ organization usÐ µd for this rÐ µport is, as mÐ µntionÐ µd, thÐ µ forÐ µign languagÐ µ school. In this organization, of thÐ µ tÐ µaching staff of thÐ µ branch officÐ µ and thÐ µ officÐ µ staff, thÐ µ of ficÐ µ staff is thÐ µ dominant informal powÐ µr coalition. This is bÐ µcausÐ µ thÐ µy havÐ µ much morÐ µ contact with thÐ µ rÐ µgional salÐ µs managÐ µr. ThÐ µ tÐ µachÐ µrs do not havÐ µ any powÐ µr or contact with this sidÐ µ of thÐ µ organization at all rÐ µally, and arÐ µ motivatÐ µd by prizÐ µ incÐ µntivÐ µs, travÐ µl timÐ µ, and othÐ µr mÐ µthods. ThÐ µ sizÐ µ and composition of thÐ µ group is not proportionatÐ µ to thÐ µ numbÐ µr of tÐ µachÐ µrs rÐ µtainÐ µd by thÐ µ branch officÐ µ. ... ThÐ µ most important stakÐ µholdÐ µrs of thÐ µ organization arÐ µ its studÐ µnts. IntÐ µrnally, thosÐ µ non-dominant powÐ µr coalition positions in thÐ µsÐ µ sÐ µctors could also includÐ µ, in thÐ µ Ð µxamplÐ µ of thÐ µ forÐ µign languagÐ µ school, thosÐ µ tÐ µachÐ µrs who arÐ µ sÐ µnt to work at othÐ µr organizations as outsourcing labor, and thosÐ µ who arÐ µ kÐ µpt as thÐ µ corÐ µ tÐ µachÐ µrs of thÐ µ branch, into sÐ µparatÐ µ coalitions of tÐ µachÐ µrs. This is not rÐ µally Ð µffÐ µctivÐ µ, though, bÐ µcausÐ µ most of thÐ µ tÐ µachÐ µrs want to movÐ µ up in thÐ µ organization’s formal powÐ µr structurÐ µ by joining thÐ µ officÐ µ staff as a tÐ µachÐ µr trainÐ µr, thÐ µ lowÐ µst rung on thÐ µ officÐ µ staff laddÐ µr. Thompson (2003) for Ð µxamplÐ µs statÐ µs, â€Å"ThÐ µ Ð µmployÐ µÃ µ who scorÐ µs wÐ µll on a small boundary can Ð µxpÐ µct to bÐ µ visiblÐ µ, intÐ µrnally or Ð µxtÐ µrnally or both, and thus havÐ µ thÐ µ possibility of bargaining for a job at a largÐ µr or morÐ µ critical sÐ µctor of thÐ µ organization or of anothÐ µr organization†¦ such jobs can frÐ µquÐ µntly bÐ µ Ð µntÐ µrÐ µd with common skills† (p. 111). This shows how thÐ µ tÐ µachÐ µr trainÐ µrs and othÐ µr officÐ µ staff mÐ µmbÐ µrs arÐ µ thÐ µ dominant formal powÐ µr coalition in thÐ µ organization’s structurÐ µ, bÐ µcausÐ µ Ð µvÐ µn though thÐ µy arÐ µ outnumbÐ µrÐ µd by thÐ µ tÐ µachÐ µrs, thÐ µy arÐ µ morÐ µ of a stablÐ µ labor pool for thÐ µ organization, bÐ µcausÐ µ it tÐ µnds to havÐ µ high tÐ µachÐ µr turnovÐ µr. TÐ µachÐ µrs arÐ µ paid thÐ µ lÐ µast, of all thÐ µ positions. PÐ µriphÐ µral powÐ µr rÐ µlationships nÐ µÃ µd to bÐ µ mÐ µntionÐ µd in tÐ µrms of thÐ µ tÐ µachÐ µrs of thÐ µ forÐ µign languagÐ µ school. This also involvÐ µs paying attÐ µntion to thÐ µ dominant sÐ µctors which makÐ µ

Cramond Report Essay Example | Topics and Well Written Essays - 500 words

Cramond Report - Essay Example The numbers on the west side the causeways were not too much lower than the numbers on the east side of the causeway. However, the numbers on the west side of the causeway were noticeably lower than the numbers on the Eastside the caused way the researchers expected to find the numbers to be almost identical as they were on Wednesday and Friday for the Eastside the causeway. On the west side the causeway for Wednesday the mean was 20.0, and on Friday the mean for the west side of the causeway was 25.2. This is something that the researchers did not expect finds. The number of animals in the causeway increased slightly between Wednesday and Friday. The possible reason for the unexpected finding on the west side the causeway between Wednesday and Friday is that the salinity on the west side of the causeway was in incubation on Wednesday, and by Friday the salinity had hatched leaving more salinity in the causeway for the researchers to count. The difference the researchers found in hav ing slight variations in the numbers between the west side of the causeway and the Eastside the causeway could be, because the temperatures are warmer on the east side of the causeway, then they are on the west side the causeway.

Extensive Reading Why And How English Language Essay

Extensive Reading Why And How English Language Essay An extensive reading program was established at the British Council Language Center in Sanaa, Yemen. An elementary level class of government employees (age range 17-42) was exposed to a regime of graded readers, which was integrated into normal classroom teaching. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of 2000 titles. Questionnaires were used to examine students reading interests, habits and attitudes, both prior to, and following the program. The class library contained 141 titles in the published readers of some major publishers (see inventory of titles in Bell, 1994). Familiar titles (e.g. popular Arab folk tales) were selected for both the class readers and the class library, so as to motivate the students to read. These titles proved very popular, as did the practice of reading aloud to the class. Students reading was carefully monitored; formal and informal records being kept both by the researcher, and by the students themselves. Reading diaries and book reports were used, together with a card file system to document the program and record both the titles read and students written comments on the books. A wall chart acted as a focal point for in-class reading, discussion and exchange of titles. Reader interviews were conducted throughout the program, which ran for a period of six months over the course of two semesters. Students became actively involved in running the class library; tables were arranged and titles displayed attractively during the periods set aside for the reading program. Students were taken into the main British Council library for one lesson a week, during which they participated in controlled twenty-minute sessions of USSR 1 (cf. Davis, 1995). With reference to research evidence, we now turn to the role of extensive reading programs in fostering learners progress in reading development and improvement. The Role of Extensive Reading in Language Learning 1. It can provide comprehensible input In his 1982 book, Krashen argues that extensive reading will lead to language acquisition, provided that certain preconditions are met. These include adequate exposure to the language, interesting material, and a relaxed, tension-free learning environment. Elley and Manghubai (1983:55) warn that exposure to the second language is normally planned, restricted, gradual and largely artificial. The reading program provided in Yemen, and the choice of graded readers in particular, was intended to offer conditions in keeping with Krashens model. 2. It can enhance learners general language competence Grabe (1991:391) and Paran (1996:30) have emphasized the importance of extensive reading in providing learners with practice in automaticity of word recognition and decoding the symbols on the printed page (often called bottom-up processing). The book flood project in Fiji (Elley Manghubai: op cit.), in which Fijian school children were provided with high-interest storybooks, revealed significant post treatment gains in word recognition and reading comprehension after the first year, and wider gains in oral and written skills after two years. 3. It increases the students exposure to the language The quality of exposure to language that learners receive is seen as important to their potential to acquire new forms from the input. Elley views provision of large quantities of reading material to children as fundamental to reducing the exposure gap between L1 learners and L2 learners. He reviews a number of studies with children between six and twelve years of age, in which subjects showed rapid growth in language development compared with learners in regular language programs . There was a spread of effect from reading competence to other language skills writing, speaking and control over syntax, (Elley 1991:404). 4. It can increase knowledge of vocabulary Nagy Herman (1987) claimed that children between grades three and twelve (US grade levels) learn up to 3000 words a year. It is thought that only a small percentage of such learning is due to direct vocabulary instruction, the remainder being due to acquisition of words from reading. This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less effective in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books. 5. It can lead to improvement in writing Stotsky (1983) and Krashen (1984) reviewed a number of L1 studies that appear to show the positive effect of reading on subjects writing skills, indicating that students who are prolific readers in their pre-college years become better writers when they enter college. L2 studies by Hafiz Tudor (1989) in the UK and Pakistan, and Robb Susser (1989) in Japan, revealed more significant improvement in subjects written work than in other language skills. These results again support the case for an input-based, acquisition-oriented reading program based on extensive reading as an effective means of fostering improvements in students writing. 6. It can motivate learners to read Reading material selected for extensive reading programs should address students needs, tastes and interests, so as to energize and motivate them to read the books. In the Yemen, this was achieved through the use of familiar material and popular titles reflecting the local culture (e.g.. Aladdin and His Lamp). Bell Campbell (1996, 1997) explore the issue in a South East Asian context, presenting various ways to motivate learners to read and explaining the role of extensive reading and regular use of libraries in advancing the reading habit . 7. It can consolidate previously learned language Extensive reading of high-interest material for both children and adults offers the potential for reinforcing and recombining language learned in the classroom. Graded readers have a controlled grammatical and lexical load, and provide regular and sufficient repetition of new language forms (Wodinsky Nation 1988).Therefore, students automatically receive the necessary reinforcement and recycling of language required to ensure that new input is retained and made available for spoken and written production. 8. It helps to build confidence with extended texts Much classroom reading work has traditionally focused on the exploitation of shorts texts, either for presenting lexical and grammatical points or for providing students with limited practice in various reading skills and strategies. However, a large number of students in the EFL/ESL world require reading for academic purposes, and therefore need training in study skills and strategies for reading longer texts and books. Kembo (1993) points to the value of extensive reading in developing students confidence and ability in facing these longer texts. 9. It encourages the exploitation of textual redundancy Insights from cognitive psychology have informed our understanding of the way the brain functions in reading. It is now generally understood that slow, word-by-word reading, which is common in classrooms, impedes comprehension by transferring an excess of visual signals to the brain. This leads to overload because only a fraction of these signals need to be processed for the reader to successfully interpret the message. Kalb (1986) refers to redundancy as an important means of processing, and to extensive reading as the means of recognizing and dealing with redundant elements in texts. 10. It facilitates the development of prediction skills One of the currently accepted perspectives on the reading process is that it involves the exploitation of background knowledge. Such knowledge is seen as providing a platform for readers to predict the content of a text on the basis of a pre-existing schema. When students read, these schema are activated and help the reader to decode and interpret the message beyond the printed words. These processes presuppose that readers predict, sample, hypothesize and reorganize their understanding of the message as it unfolds while reading (Nunan 1991: 65-66). Practical Advice on Running Extensive Reading Programs 1. Maximize Learner Involvement A number of logistical hurdles have to be overcome in order to make an extensive reading program effective. Books need to be transported, displayed and collected at the end of each reading session. Considerable paperwork is required to document the card file system, reading records, inventories, book reports and in maintaining and updating lists of titles. Students should therefore be encouraged to take an active role in the management and administration of the reading program. In the Yemen program, students gained a strong sense of ownership through running the reading resources in an efficient, coordinated and organized manner. 2. The Reader Interview Regular conferencing between teacher and student played a key role in motivating students in the Yemen to read the books. This enabled effective monitoring of individual progress and provided opportunities for the teacher to encourage students to read widely, show interest in the books being read, and to guide students in their choice of titles. By demonstrating commitment in their own reading, teachers can foster positive attitudes to reading, in which it is no longer viewed as tedious, demanding, hard work, but as a pleasurable part of their learning. 3. Read Aloud to the Class In the Yemen study, reader interviews conducted with students revealed the popularity of occasions when the teacher read aloud to the class. The model of pronunciation provided acted as a great motivator, encouraging many students to participate in classroom reading. Students gained confidence in silent reading because they were able to verbalize sounds they previously could could not recognize. This resulted in wider reading by some of the weaker readers in the class. Often thought of as bad practice, reading aloud should play a full part in motivating the emerging reader to overcome the fear of decoding words in an unfamiliar script. 4. Student Presentations Short presentations on books read played an absolutely crucial role in the program and students frequently commented on the value of oral work in class for exchanging information about the books. The reader interviews revealed that most of the book choices made by students resulted from recommendations made by friends and not by the teacher. This demonstrates that given the right preparation, encouragement, sense of ownership and belonging, an extensive reading program will achieve a direction and momentum governed by the learners themselves; a large step in the promotion of student independence and autonomy. 5. Written Work Based on the Reading Effective reading will lead to the shaping of the readers thoughts, which naturally leads many learners to respond in writing with varying degrees of fluency. Elementary level students can be asked simply to write short phrases expressing what they most enjoyed about a book they read, or to record questions they wish to ask the teacher or other students in class. With intermediate students, book reports may be used, with sections for questions, new vocabulary, and for recording the main characters and events. At this level, summary writing is also a valuable practice because it allows learners to assert full control, both of the main factual or fictional content of a book, and of the grammar and vocabulary used to express it. Advanced students can be asked to write compositions, which, by definition, are linguistically more demanding written responses to the reading material. 6. Use Audio Material in the Reading Program The use of audio recordings of books read aloud and of graded readers on cassette proved very popular with the students in Yemen, and is advocated for wide application. Listening material provided the learners with a model of correct pronunciation which aided word recognition, and exposed students to different accents, speech rhythms and cadences. Student confidence in their ability to produce natural speech patterns and to read along with the voice of a recorded speaker is central to maintaining their motivation to master the language as a medium for talking about their reading. 7. Avoid the Use of Tests Extensive reading programs should be without the pressures of testing or marks (Davis 1995:329). The use of tests runs contrary to the objective of creating stress-free conditions for pleasure reading because it invokes images of rote learning, vocabulary lists, memorization and homework. Extensive reading done at home should be under the learners control and not an obligation imposed by the teacher. By their very nature, tests impose a rigor on the learning process, which the average student will never equate with pleasure. 8. Discourage the Over-Use of Dictionaries While dictionaries certainly have a place in the teaching of reading, it is probably best located in intensive reading lessons, where detailed study of the lexical content of texts is appropriate. If learners turn to the dictionary every time they come across an unfamiliar word, they will focus only on the language itself, and not on the message conveyed. This habit will result in slow, inefficient reading and destroy the pleasure that reading novels and other literature are intended to provide. Summarizing comments on the extensive reading done by his subjects, Pickard (1996:155) notes that Use of the dictionary was sparing, with the main focus on meaning. 9. Monitor the Students Reading In order to run an extensive reading program successfully, effective monitoring is required, both to administer the resources efficiently, and to trace students developing reading habits and interests. In the Yemen program, a card file system was used to record titles and the dates the books were borrowed and returned. Input from the monitoring process helps us to record students progress, maintain and update an inventory of titles, and locate and select new titles for the class library. It therefore serves both the individual needs of the reader and the logistical task of managing the reading resources. 10. Maintain the Entertainment This is perhaps the most important aspect of the program to emphasize. Teachers need to invest time and energy in entertaining the participants by making use of multimedia sources to promote the books (e.g. video, audio, CD ROM, film, etc.). They should also exploit the power of anecdote by telling the students about interesting titles, taking them out to see plays based on books, exploiting posters, leaflets, library resources, and even inviting visiting speakers to give a talk in class on a book they have read recently. In these ways, teachers can maintain student motivation to read and secure their full engagement in the enjoyment the program provides. Conclusion Tsangs (1996) study, carried out in Hong Kong secondary schools, provided further persuasive evidence of the effectiveness of extensive reading in fostering learners language development. He found that the reading program was significantly more effective than the writing program (1996:225) . Extensive reading programs can provide very effective platforms for promoting reading improvement and development from elementary levels upwards. Although they do require a significant investment in time, energy and resources on the part of those charged with managing the materials, the benefits in terms of language and skills development for the participating learners far outweigh the modest sacrifices required. If such programs receive institutional support and can be integrated into the curriculum so that they become agreed school policy, as suggested in Davis (1995), they will likely be more readily and widely adopted, particularly in countries where material and financial resources are adequ ate. Notes 1. USSR is uninterrupted sustained silent reading.

The Importance of Securing equipmen Essay

The ability to be accountable of army equipment is a task given to all Service members. It starts when we first enter basic training. We receive our first issued items from CIF in order to complete all of our task during basic training. We are responsible to inventory and maintain our gear until we are finished with basic training. It is expected that we turn in item that were received in a clean and serviceable condition. After Basic training we move on to AIT and later to our first Unit. As we progress with our military career we become responsible for more gear. Our Platoon leaders and commanders entrust us with more sensitive as we sign not just for our personal gear. We sign for radios, vehicle, Blue Force Trackers and many other items that cannot fall into the hands of the enemy. The loss of any equipment is costly, not only does it cost money but it take time away from the mission while you are waiting for much needed gear. The inability to maintain your equipment potential causes a mission failure or missing a movement. The best method to keep equipment secure is to always have it on your person. The problem with this method is it’s not always possible. Caring around everything would be a very tedious and inefficient process. The next best method is to keep your equipment under lock and key. Keeping that in mind the equipment should be left in a place where security is in place to guard those items. Of course some item will need different levels of security such as weapons. The loss of any equipment can lead to a loss in operational security. You don’t want information much less equipment to fall into enemy hands. This could potentially lead to a loss of life.

Sample Business Report

The ability to conduct a thorough analysis regarding the successfulness of an enterprise’s activity is a very significant part of both entrepreneurship and management studies, which, in turn, can be resembled in the sample business report. The difficulty of the task at hand may differ from the size of the business and the complexity of the provided services and production. In any case, a combination of common sense and rationality would allow forming a report that will benefit the company with its findings. A good sample business report is one that provides not only an overview of the company’s activity but leads up to the necessary steps that should be taken in order to improve the company’s overall gains and efficiency. Before writing the actual business report, one should understand the structure of such report and its main purpose. A business report is a document that includes information about a company’s business activities over a fixed time period. This information usually includes the company’s both successes and failures, productivity, efficiency, market placement, as a well as a financial review. Similarly to most written papers, a business report consists of a three-part structure: the introduction, the body, and the conclusion. The introduction should provide a short background overview on the company’s business. The body should include the main information. The conclusion should feature the necessary steps required to increase profit and solve any issues discussed in the body. The content of a business report is surely its key part. It should not only provide an exhaustive overview of the financial gains and losses of the company, its productivity, and efficiency, but it should also become a valuable tool for the companys management representatives that would ensure the company’s prosperous future. One of the most efficient ways to provide such a report is to conduct a SWOT analysis. Such analysis concerns outlying the company’s: (S) Strengths – the advantages and achievements of the company; (W) Weaknesses – the disadvantages and weak sides; (O) Opportunities – the possibilities to expand and improve business; (T) Threats – the difficulties and obstacles; A short example of a business report that features such an analysis is provided below: The Mocka Kola company has been providing fuzzy drinks in the food industry for decades and, thus, has a well-established distribution network and logistics management (Strength). However, the company has recently faced financial losses due to insufficiency in production and technological stagnation (Weakness). In order to cope with these difficulties, the company should reconsider its approaches to the market and update its production line with new technologies. This would allow the company to expand its business and reach an optimal efficiency of production (Opportunities). However, entering the global market undermines that the company will face increased competitiveness from other international companies, and, therefore, will be forced to adapt to a new global market environment (Threats). Overall, the company has been successful in the recent years; however, it should consider updating its production and expanding its business in order to secure its future success.

What does happiness mean According to the Webster...

What does happiness mean? According to the Webster Dictionary, happiness is defined as obsolete, good fortune, prosperity, a state of well-being and contentment, joy, a pleasurable or satisfying experience. Happiness is an endless path in the life. Everyone has a different opinion about what it means to them. People have always been attracted to the issue of what makes humans happy. Happiness isn’t something you just get; it has to come from within. It can occur through many ways in our everyday lives. In reading â€Å"The Bet† by Anton Chekhov’s, are the men really happy, or just content with the path they have taken in their lives? Aristotle tells us that whatever makes us happy we ought to do, and whatever doesn’t make us happy we ought to†¦show more content†¦I am sorry for you† (Chekhov 212). Getting close to the fifteen year mark, the banker gets nervous because he knows he doesn’t have the money to cover his end of the bet. Hav ing lost his fortunes, he believes his only chance of surviving in the world is to hold on to as much money as he can. He decides to sneak into the prison and kill the lawyer. On the other hand, the lawyer after reading and studying all kinds of books realizes that the money would not make him happy anymore. He just threw away almost fifteen years of his life for nothing. He has some sort of epiphany; he writes a letter stating he’s going to forfeit the bet just hours before the time is up. The lawyer leaves the prison and leaves the letter in his cell. When the banker arrives to kill the lawyer, the banker sees the letter, reads it and is relieved that he doesn’t have to pay the money. Not only does he read the letter but takes it and puts it in a safe as security in case someone questions the bet. Aristotle tells us that whatever makes us happy we ought to do, and whatever doesn’t make us happy we ought to avoid. Chekov presents us with two gentlemen, which one follows Aristotle’s theory of happiness? Even though it took some time, I believe the lawyer eventually realized the true meaning of happiness. No amount of money could have made him happy. Just like the saying money isn’tShow MoreRelatedOrganisational Theory230255 Words   |  922 PagesPerspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subjectRead MoreLibrary Management204752 Words   |  820 PagesThe Importance of Management. . . . . . . . . . . . What Is Management? . . . . . . . . . . . . . . . . . . . Who Are Managers?. . . . . . . . . . . . . . . . . . . . . What Do Managers Do? . . . . . . . . . . . . . . . . . . Managerial Functions . . . . . . . . . . . . . . . . . . . Managerial Roles . . . . . . . . . . . . . . . . . . . . . . . What Resources Do Managers Use? . . . . . . . . . What Skills Are Needed by Today’s Managers? . What Are the Differences in Managing in For-Profit a nd Not-for-ProfitRead MoreFundamentals of Hrm263904 Words   |  1056 PagesCourier/Kendallville. This book is printed on acid free paper. Copyright  © 2010, 2007, 2005, 2002 John Wiley Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through paymentRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesacid-free paper. Copyright  © 2009, 2006, 2004, 2001, 1998, 1995, 1992, 1989, 1986, 1981, 1976 John Wiley Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through