Syllabus

Describe their Job history since graduating and their perspectives about nursing education: entry into practice, simulation, online education . Determine how they view the problems and issues facing the profession. Also, assess their ability to treat patients holistically(mind, body and spirit) in their practice setting. Ask for suggestions that would enhance success in nursing school. Share what you have learned with the class. 3. Identify a health related issue/concern/problem in West Michigan. Apply a plan to duty the identified health concern from an epidemiological approach.Select one of the three approaches: Epidemiological Triangle, Web of Causation or Iceberg Theory. Collect the data which would be needed to address the identified concern. Include in your results how to address the issue, how the community may treat the concern and how it could be prevented from recurring or escalating. 4. Interview representatives from a variety of cultures to learn about experiences related to coloratura events that influence their life/health. While determining people to interview, consider representatives from different age or ethnic groups, ND other subcultures.Present your finding to the class. 5. Identify methods which could influence changes in health care delivery at the local, state and/or federal level. Consider the impact as an individual, a nurse, a member with the class. The projects will be completed by the last two class meetings. Each group will have 15 minutes to present their findings to the class. The project information must be presented in a creative manner. The first task is to designate a leader and a recorder. The names of the group members will be due at the end of the first class.If the leader is in violation, the group members can appoint a representative to discuss the concern with the professor. 3. If the group has members that are not following the expectations as promised, but have not notified as instructed, each member of the Learning G roup will receive the same grade on any group assignment. If the Learning Group does follow this commitment, individuals that are not contributing, will receive the individual grades. Preparation Followed all directions Teamwork Creativity Quality of presentation Accuracy of Information Syllabus Learning outcomes: Successful students will be familiar with the basic terminology, concepts, methods, history, and findings of sociology and the family, and be able to think critically bout human behavior related to marriage and the family as it is shaped by group life. The student will demonstrate an ability to recognize patterns of social diversity and inequality in the subject area, describe a range of key concepts and theoretical approaches in the subject area, and identify ethical issues in social science research.Students will also recognize the difference between causal and correlations relationship and recognize methods of inquiry that lead to scientific knowledge. Students will demonstrate critical thinking and sociological knowledge in a series of examination questions, heaper summaries, discussions, and projects. Learning objectives are listed at the beginning of each chapter in your textbook. II. Communicating with the instructor: email is the best way to reach me, and y ou must include your last name and â€Å"21 5† in the subject line of your email. Ill.College information and class policies (Note: see part B of this document for college-wide policies. Any class policies do not contradict the college policies but are in addition to the college policies. ) Important dates: These are listed at the bottom of this document. You are responsible for your calendar. Course specific attendance policies: Accessing the course is not attending. Attendance is measured by discussion board contributions, and you're expected to do this twice a week. Excessive failures to contribute may result in your being dropped from the class.Academic dishonesty: This may result in being reported to the dean, and an for the course. Course plan for college closing: Please stay tuned to your College email, local news, and to the German Community College website for information. The chances are good that if the school is closed ring our regular class time, you will receive an email instructing you to post work on Blackboard in a discussion area. Electronics (I. E. Cell phones)/Food classroom policy: Because this is an online class, you may use electronics and food as you like in your own home. Grading policy and grading scale: This course is graded on a point system.There is no rounding of final grades. Late Discussion Board and Quiz work will not be graded. Late papers during the semester will be graded with a 20% grade penalty per day late. Papers submitted after the last day of class will not be graded. There are 16 timed Textbook Quizzes (1 60 points). Discussion Board contributions are due for each of the 16 chapters (80 points). Five papers are assigned (500 points). One final exam (1 50 points). Your exam will be available as listed in your schedule of assignments in the Testing Centers at the German an Community College campuses at Locust Grove and Fredericksburg.Due dates are listed in the course and attached, in the Schedule of Assignments. I check for plagiarism. If find it the penalties are severe, ranging from a zero on the assignment to an for the course. The read penalty imposed will be at the discretion of your instructor, but regardless of the grade penalty, you will be reported to the Dean and to the Tutoring Center. You will also be required to complete a special tutorial at ICC which is currently offered at the discretion of the Tutoring Center. If you aren't sure what plagiarism is, advise you to go to the anti-plagiarism tutorial that the Tutoring Center offers.Instructions for each assignment are detailed in the â€Å"Assignments† button of the Blackboard course. If you don't understand the instructions, please ask specific questions. Students failing to use proper â€Å"netiquette† may be removed from the course at the discretion of the instructor. Layoff wish to challenge a grade you must notify me Of your challenge within a week of its appearance In your † My Grades† area of B lackboard if you expect a timely response. Proofread your papers and correct any errors before you submit them to the course.I do not accept work with multiple errors in grammar, punctuation and/or spelling. Please ask the writing tutor for help in the Tutoring Center at one of our campuses, or at Smartening tutoring services in the Blackboard course. This is a college course and you should be submitting college level work. You are required to complete the unguarded work which is due during the first week of the semester in order to receive a grade for this course Grading Scale: 890 is the maximum number of points available in this course. 801-890= A; 712-800. BIB; 623-71 1. 99=C: 534-622. 99= D; Although Blackboard has a method for you to check your class average, the final determinant of your grade will be the total points you earn. IV. Expectations (Mine and Yours) expect you to read the textbook before attempting to complete any assignment that is based on it. I expect you to su bmit your own original work rather than that of anyone else. I expect it to be on time and as assigned. Expect you to be polite to each other and to me. Impolite behavior can result in suspension and/or expulsion from the class.I expect you be prepared to back up contrary claims to material in the textbook and lecture with scientific evidence. Use proper netiquette in this course when using Blackboard. Don't take anyone else's post or comment from this class and give it to people who are not enrolled in the course. If this is a face to face class, don't take other people's personal details and give them to others who are not in the class. Personal details that are shared here should stay here. On the other hand, don't discuss details about your personal life that you would not want strangers to know. Syllabus Learn how to ensure that the company has sufficient capital for operations, growth, and minimization of shareholder wealth. Demonstrate an understanding of how time value Of money, risk, and diversification can contribute to good decision-making in business and to their own accumulation of wealth and financial security. Learn how to use Finance in many practical applications of everyday life.Course Contentiousness Learning Outcomes (LO) Upon successful completion of this course, students will be able to: LOL Demonstrate an understanding of financial analysis – COP Critical Thinking ALL Demonstrate an understanding of time value of money – COP #5. Critical Thinking ALL Demonstrate an understanding of financial valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of real asset valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of risk & return – COP Critical Thinking Required Topics 1.Overview of Financial Managem ent 2. Financial Analysis, Analysis of Financial Statements 3. Time Value of Money 4. Financial Valuation Real Asset Valuation 5. 6. Risk & Return 7. Interest Rates Bonds and their Valuation 8. 9. Stocks and their Valuation 10. Capital Budgeting Required Texts/Readings Textbook The required Text is â€Å"Fundamentals of Financial Management†, Concise 7th Edition by Meghan and Houston, ISBN-13: 978-0-538-4771 1-6 Other equipment / material requirements (optional) You must have a financial calculator. HOBBIT is recommended.Please bring our calculator to class on the first day and every day after that. It is available at Best Buy or Staples and similar stores. Classroom Protocol Class time will be divided between lectures, quizzes, and open discussion. Lectures highlight the key points of the material on which students will be tested. Therefore class attendance and class participation is crucial to succeeding in this course. Students are expected to arrive on time and should con tact the instructor in advance if they cannot attend or will be late for class or exams.Students must read assigned text material PRIOR to attending class. Completion of assigned homework is also crucial to understanding important concepts. Discussions on current/historical events as they relate to the subject area being studied will make the class relevant and interesting. Credit will be given for class participation and is highly encouraged. Students are advised to see me during office hours if they sense that they are falling behind and need help understanding the material.Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www. Jus. Du/advising/FAQ/index. Tm#add Information about late drop is available at http://whim. Jus. Du/ears/policies/allotrope/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Assign ments and Grading Policy Grading in the course will be based upon two mid-term exams, a final exam, quizzes, take home assignments, completed homework and class participation.Exams will include multiple choice questions on both lecture material and assigned readings. Students will be tested on problem solving and conceptual understanding. Task % of Course Grade First Mid Term Exam Second Mid Term Exam 25% In class Quizzes Assignments and participation 5% Final Exam Total University Policies Academic integrity Students should know the University Academic Integrity Policy that is available at http://www. As. Jus. Du/download/judicial_affairs/ Academic_linearity_Policy_ASS-2. UDF Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The webs ite for Student Conduct and Ethical Development is available at http://www. As. Jus. Du/judicial_affairs/ index. HTML Instances of academic dishonesty will not be tolerated.Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person's ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to vomit for another class, please note that July's Academic policy OFF-1 requires approval of instructors.Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presid ential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRY (Disability Resource Center) to establish a record of their disability.Student Technology Resources (Optional) Computer labs for student use are available in the Academic Success Center located on the 1 SST floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/ college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IIRC 1 12. These items include digital and VS. camcorders, VS. and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center (LARCH) is located in Room 600 in the Student Services Center. It is d esigned to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARCH website is located at http:/www. Jus. Du/larch/ College of Business Policies:To ensure that every student, current and future, who takes courses in the Boxcar Business Center has the opportunity to experience an environment that is safe, attractive, and otherwise conducive to learning, the College of Business at San Joss State has established the following policies: Eating: Eating and drinking (except water) are prohibited in the Boxcar Business Center. Students with food will be asked to leave the building. Students who disrupt the course by eating and do not leave the building will be referred to the Judicial Affairs Officer of the university. Cell P hones:Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class. Students whose phones disrupt the course and do not stop when requested by the instructor will be referred to the Judicial Affairs Officer of the University. Computer Use: In the classroom, faculty allow students to use computers only for class- related activities. These include activities such as taking notes on the lecture underway, following the lecture on Web-based Powering slides that the instructor has posted, and finding Web sites to which the instructor directs dents at the time of the lecture. Syllabus Is not a review course, and is designed to integrate all the core materials you have covered here at The Fox School in an applications context, with emphasis on critical thinking, problem solving, and business communications. There will be discussions of core business concepts that you will use in the Capsicum simulation, but you are responsible for knowing and demonstrating an ability to apply all the concepts covered in the core Fox School business curriculum. We will not spend class time going over, In detail, the concepts covered In the ABA core.There are many online sources, such as Wisped, that you can use If you need to review the ABA core material. The course's goal Is to help you synthesize the tools you have acquired in your other courses such that you can draw meaningful conclusions for developing effective organizational strategies and programs. BAA 3103 will bridge the gap between theoretical class work and business practice. We will use the Capsicum business simulation as a vehicle to test alternative ways to manage a business in a competitive environment. Emphasis will be on developing leaning and problem solving skills.We also will explore concepts in classroom discussions, case presentations, and critical analyses of current topics. Your participation In class discussions is important, required and expected. Your participation In all classroom discussions Is required. Guest lecturers will further enrich your learning. I will Invite a mix of seasoned â€Å"pros†, relatively new business entrants, ex-students and other business professionals to speak to you and answer your questions. Further, you will quickly realize that I do not suffer fools gladly. So, Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion. Syllabus Learn how to ensure that the company has sufficient capital for operations, growth, and minimization of shareholder wealth. Demonstrate an understanding of how time value Of money, risk, and diversification can contribute to good decision-making in business and to their own accumulation of wealth and financial security. Learn how to use Finance in many practical applications of everyday life.Course Contentiousness Learning Outcomes (LO) Upon successful completion of this course, students will be able to: LOL Demonstrate an understanding of financial analysis – COP Critical Thinking ALL Demonstrate an understanding of time value of money – COP #5. Critical Thinking ALL Demonstrate an understanding of financial valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of real asset valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of risk & return – COP Critical Thinking Required Topics 1.Overview of Financial Managem ent 2. Financial Analysis, Analysis of Financial Statements 3. Time Value of Money 4. Financial Valuation Real Asset Valuation 5. 6. Risk & Return 7. Interest Rates Bonds and their Valuation 8. 9. Stocks and their Valuation 10. Capital Budgeting Required Texts/Readings Textbook The required Text is â€Å"Fundamentals of Financial Management†, Concise 7th Edition by Meghan and Houston, ISBN-13: 978-0-538-4771 1-6 Other equipment / material requirements (optional) You must have a financial calculator. HOBBIT is recommended.Please bring our calculator to class on the first day and every day after that. It is available at Best Buy or Staples and similar stores. Classroom Protocol Class time will be divided between lectures, quizzes, and open discussion. Lectures highlight the key points of the material on which students will be tested. Therefore class attendance and class participation is crucial to succeeding in this course. Students are expected to arrive on time and should con tact the instructor in advance if they cannot attend or will be late for class or exams.Students must read assigned text material PRIOR to attending class. Completion of assigned homework is also crucial to understanding important concepts. Discussions on current/historical events as they relate to the subject area being studied will make the class relevant and interesting. Credit will be given for class participation and is highly encouraged. Students are advised to see me during office hours if they sense that they are falling behind and need help understanding the material.Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www. Jus. Du/advising/FAQ/index. Tm#add Information about late drop is available at http://whim. Jus. Du/ears/policies/allotrope/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Assign ments and Grading Policy Grading in the course will be based upon two mid-term exams, a final exam, quizzes, take home assignments, completed homework and class participation.Exams will include multiple choice questions on both lecture material and assigned readings. Students will be tested on problem solving and conceptual understanding. Task % of Course Grade First Mid Term Exam Second Mid Term Exam 25% In class Quizzes Assignments and participation 5% Final Exam Total University Policies Academic integrity Students should know the University Academic Integrity Policy that is available at http://www. As. Jus. Du/download/judicial_affairs/ Academic_linearity_Policy_ASS-2. UDF Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The webs ite for Student Conduct and Ethical Development is available at http://www. As. Jus. Du/judicial_affairs/ index. HTML Instances of academic dishonesty will not be tolerated.Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person's ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to vomit for another class, please note that July's Academic policy OFF-1 requires approval of instructors.Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presid ential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRY (Disability Resource Center) to establish a record of their disability.Student Technology Resources (Optional) Computer labs for student use are available in the Academic Success Center located on the 1 SST floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/ college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IIRC 1 12. These items include digital and VS. camcorders, VS. and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center (LARCH) is located in Room 600 in the Student Services Center. It is d esigned to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARCH website is located at http:/www. Jus. Du/larch/ College of Business Policies:To ensure that every student, current and future, who takes courses in the Boxcar Business Center has the opportunity to experience an environment that is safe, attractive, and otherwise conducive to learning, the College of Business at San Joss State has established the following policies: Eating: Eating and drinking (except water) are prohibited in the Boxcar Business Center. Students with food will be asked to leave the building. Students who disrupt the course by eating and do not leave the building will be referred to the Judicial Affairs Officer of the university. Cell P hones:Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class. Students whose phones disrupt the course and do not stop when requested by the instructor will be referred to the Judicial Affairs Officer of the University. Computer Use: In the classroom, faculty allow students to use computers only for class- related activities. These include activities such as taking notes on the lecture underway, following the lecture on Web-based Powering slides that the instructor has posted, and finding Web sites to which the instructor directs dents at the time of the lecture. Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion. Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion.

Unemployment Rate – Article Review

THE country's unemployment rate currently stands at 3. 1 per cent compared with the 3. 4 per cent last year, the Dewan Negara heard yesterday. Deputy Human Resources Minister Datuk Maznah Mazlan said the government was fully harnessing its workforce to keep the unemployment rate at four per cent and below. This was because according to international standards, this was considered full employment. â€Å"According to the Statistics Department, the percentage of unemployment last year was 3. 4 per cent or 387,9000 people. Of the total, 65,500 were graduates. â€Å"In the first quarter of this year, the unemployment percentage dropped to 3. per cent or 381,300. Of the number 71,600 were graduates,† she said responding to Senator Khoo Soo Seang. Maznah said the government had implemented measures to assist unemployed graduates. These included offering a short service scheme with government departments, opportunities for apprenticeship and internship, and the 1Malaysia Training Sch eme. Under the short service scheme, graduates who have not secured jobs in six months after completing their studies have the opportunity to intern at participating government linked companies for a year and receive an allowance of RM1,000 a month. Upon completion, the GLCs will assist in finding permanent positions for them. â€Å"The programmes are to enhance the graduates' marketability and provide exposure so that they do not have to rely on the government for employment but can start their own businesses,† she said. Article about During 2011 the employment rate decreases from 3. 4% to 3. 1% due to the government effort to control all the recourse and to maintain the unemployment rate under 4%. Based on the international standard the unemployment rate of 4% and below considered as full employment. Although the number of people that unemployed are decreasing but the number of unemployed graduates are increasing. Due to this situation, the government had executed measures to help graduates to get a job. The government offer a short service scheme which give a job opportunity to them besides giving them skills and internship. The allowance are also provided under the short service scheme. This will help to give the graduates exposure and encourage them to do their own business instead of relying on the government for the job. Analysis. Based on the article, we can conclude that the type of unemployment that we can see is frictional unemployment. This type of the unemployment occurs when people are in between jobs, entering and reentering the labor force. This may happen when fresh graduates are actively seeking for a job. The numbers of unemployed graduates increase by 9. 3% maybe due to the lack of soft skills and experience that most employers seek. The measure that the government took to control the unemployment is direct control measure, which is providing training and technical education and job creation in various sectors in an economy. The governments want to encourage the graduates to own a business because when there are more trade and transaction, the government revenue will increase. This will lead to economic growth and therefore can increase in GDP. The effects of decreasing the unemployment rate The first effect of decreasing unemployment rate is the incomes will increases. This will lead towards to more buying power and accelerating the inflation rate. Thus, this will effect to the distribution of income, the savings, production cost and balance of trade. The second effect of unemployment is new businesses will have a hard time succeeding, because everyone is already employed, who is going to work for them? New businesses will have to raise wages to entice people to work there which again raises wages and lowers profits to a point where it makes no sense to even start the business. Great levels of unemployment are around 3-5%. The pros and cons of decreasing unemployment rate The pro of decreasing unemployment rate is increase of income and self-respect. Secondly, increase the job skills. Thirdly, decrease social and political problems. Fourthly, the GNP gap becomes narrower because the GNP gap will almost towards to potential GNP. The contras of decreasing unemployment rate are inflation will occur and the new business will have hard time to survive. The effect of decreasing rate of unemployment towards society The first effect is employment may bring a increase in social outings and interactions with other people, including friends. Secondly, employment the competition for jobs and the negotiation power of the individual increases and thus also the living standard of people with the salaries packages and income higher. Thirdly, employment also brings up calm and steadiness amongst the tax paying citizens. For the fresh graduate employees, they will not face burden to settle their loans. Recommendation or solution The first solution is, government can use progressive tax rate depends on the number of employees and use the current Malaysia Corporate Tax. If we use this method, the company in Malaysia will hire more employees in order to decrease the corporate tax and lead to the zero unemployment rates. The second solution is government can open up Malaysian mind to new kind of industry that can make the Earth as better place in the future. For example, this legislation would create an estimated 3 million new jobs by opening closed areas of the Outer Continental Shelf which is between Malaysia and Brunei for oil and gas exploration, and streamlining the licensing of nuclear power plants. This also would create royalty revenues for the government that the bill directs to a new trust fund that can promote renewable energy.

Psychology References Essay

Select something you either strongly like or dislike (e.g., reading, competitive sports, flying, snakes, etc.). Write a two to three (2-3) page paper in which you: 1. Briefly describe your like or dislike (one to two (1-2) sentences). 2. Describe the subfield (e.g., cognitive psychology, developmental psychology, psychoanalytic psychology, etc.) you believe is best suited for providing psychological insight into your preference (the fact that you like or dislike the thing you do) and why you believe it is so. 3. Discuss how biological bases of behavior (including sensation and perception) have contributed to your preference. 4. Analyze how engaging in or reacting to your preference (e.g., playing competitive sports or encountering a snake) affects your state of consciousness during that engagement. 5. Discuss the role that learning has had on the fact that you like or dislike the thing you described. Your assignment must follow these formatting requirements: †¢ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. †¢ Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: †¢ Distinguish between the major schools of thought in psychology. †¢ Discuss the biological factors that influence behavior. †¢ Describe the major theories of learning, memory, cognition, consciousness, development, and social psychology. †¢ Use technology and information resources to research issues in psychology. †¢ Write clearly and concisely about psychology using proper writing mechanics. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

Job analysis 2 Essay Example | Topics and Well Written Essays - 2000 words

Job analysis 2 - Essay Example Safdar et al. (2010) conclude that individuals with higher levels of knowledge, skills and abilities (KSA) tend to be better job performers. They also suggest that jobs need to be analyzed for the nature of the job and the nature of the relationships that the job entails as well as the job outcomes. Heathfield (2011) defines job analysis as â€Å"the process used to collect information about the duties, responsibilities, necessary skills, outcomes, and work environment of a particular job† (para. 1). These are conducted in organizations as a strategic Human Resource Management practice with the aim of contributing to the efficiency of organizational performance (Cascio, 1998). Safdar et al. (2010) foresee that the increasing recognition of job analysis’ connection to H-R performance will make organizations conduct it more often in order to gain competitive advantage advantage (Anthony et al., 2002; Dessler, 2003). A job analysis was conducted on a lady director of a chi ldren’s centre. In this paper, she would be referred to as â€Å"jobholder†, being the subject of my job analysis. ... One day was a regular day on the job and the other day was observing her during a special event which is the parent orientation. She said I could ask her questions along the way. So the methods used in this job analysis are direct observation in the form of job shadowing, and interview. Job shadowing entailed my tailing her in the performance of her tasks for the day as she explained them to me. She assured me that I was free to interview her informally should any queries come up on my side. The job analysis that follows includes information gathered from both job analysis methods for the smooth flow of the analysis. Job Description The interview commenced with the jobholder describing her job. Such job description comprises the roles and responsibilities that the position entails. These are key determinants in estimating the experience, education, skill, etc. that the job requires. Heading a children’s centre entails a host of roles and responsibilities to keep it not only af loat but thriving at its optimal level. The jobholder is the managing director of a children’s centre and its sister preschool. Her job is being in charge of the day-to day operation of the centre which includes the over-all management of all areas from the availability of supplies, to scheduling of staff, to interviewing parents and to budget considerations, among many other responsibilities. She is there to ensure that the centre runs smoothly. She also works with a Board of Directors composed mostly of volunteer parents. They make final decisions on some financial issues. Aside from management concerns, she also does strategic planning with staff for brainstorming other decisions for the centre and the children. Although she does not have a teaching load, she is on

Economic Article Analysis Essay Example | Topics and Well Written Essays - 1250 words

Economic Article Analysis - Essay Example Formerly, most of the economic analysts opined that crude oil stock might fall by 600,000 barrels over the last week of August 2009. But eventually it dropped by 200,000 barrels less than the expected level1. In a sharp contrast the gasoline inventories experienced an alarming decline of 3 million barrels. However the recession ridden US economy, which were experiencing a falling fuel demand over the past one-year, breathed a shy of relief in terms of a marginal increase for the same. It is obvious when crude oil stock fell to a less than expected level and gasoline stock fell to a more than expected standard, therefore in reverse terms, crude oil draw would be less than that of gasoline. This fact has been rightly pointed out by Phil Flynn, analyst for PFGBest Research in Chicago, the Energy Information Administration (EIA). He further observed that a bullish demand for gasoline neutralizes a bearish crude oil demand. We have observed over the last one-year what immense effect a fal l in effective demand for a commodity can have on its price level. For instance, in less than 6 months (from July 2008 to December, 2008) crude oil price experienced almost 78 percent drop. Thoughtfully an expected fight back of the economy from the abyss of recession perhaps generated some kind of positive demand boost for fuel in general (although slower than expected)2 and thereafter (December, 2008 onwards) might have made some positive price adjustments. The relation between recession and dampening price of fuel might be logically illustrated as follows – recession implies declining production, falling economic activities, that is, industrial, tertiary and primary sector related activities. All these activities use fuel as a source of energy and decline in such activities leads to decline in fuel consumption, resulting in less demand and hence fall in price3. However on one

Social and Cultural Factors are the Most Important in Determining Essay

Social and Cultural Factors are the Most Important in Determining Gender Roles - Essay Example From this research it is clear that gender roles have existed for almost as long as the human race has existed and it is quite possible that they will continue to exist in the future. According to the essay â€Å"Sex Roles† by McCubbin and Dahl, this is because gender roles depend on social orientations and cultural practices that mold people’s lives and mentalities. For example, if a person considers himself or herself to be female, he, or she would be expected to display the characteristics that are typically associated with being female. It would include traits such as being gentle, dependent, and expressive of their feelings. Therefore, culture and society is more important in determining the gender roles of an individual than their biological orientations are because biological factors remain constant depending on a person’s gender and yet social and cultural helps to determine gender roles of individuals within it and help individuals understand their socie ties. Even though the researcher agrees with McCubbin and Dahlwhen in their further argument that a person’s biological factors within a society have long been used to predict the person’s behavior, evidence discredits biological factors in favor of social and cultural factors. This is because the latter conditions vary with gender roles across societies. Similarly, according to the essay â€Å"Sex Roles† by McCubbin and Dahlwhen research on the relationship between sex hormones, that is the main biological factor, and physical and behavioral attributes is not yet complete.

Fire Protection Systems Research Paper Example | Topics and Well Written Essays - 1750 words

Fire Protection Systems - Research Paper Example Automatic activation can also occur in several forms, designed to a number of physical changes associated with fire. Such devices include heat detectors, smoke detectors, flame detectors, fire gas detectors and water flow detectors. Modern innovation can use cameras and computers to analyze the visual signs of fire and movement in applications inappropriate for or hostile to other detection methods (Greenman, 2003). Notifications from fire alarms to alert the occupants of the need to evacuate premises or take appropriate actions due to fire emergencies can be in audible, visible, tactile, textual or even olfactory (odorized) forms. Emergency signals are automatically intended to be distinct and understandable in order top avoid confusion with other signals. The Temporal Code 3 which chimes three times at one-second intervals, stops for one second the repeats is the most common audible in the modern fire alarm system. Other methods of audio alerts include audible textual appliances, continuous and voice evaluation. In some fire alarm systems especially in high-rise buildings, arenas and other large facilities such as hospitals where total evacuation is difficult to achieve, emergency voice alarm communication systems (EVACS) are used. This voice based system allows personnel to orderly evacuate and notify occupants in such crowded buildings. Strategically too, especially in high-rise buildings, depending on exact location of fire, different evaluation messages may be played on each floor to facilitate orderly evacuation and saving of lives (Jones, 2009). New codes and standards have enabled alarm system manufacturers to expand their systems voice evacuation capabilities to support trending requirements for mass notifications including possibility of multiple types of emergency messaging. To serve those with disabilities too, emergency communication systems have visible notification along with audio. Mass notification systems

Argument same sex marriage Essay Example | Topics and Well Written Essays - 1000 words

Argument same sex marriage - Essay Example In this essay argument will be presented as to why same sex marriages should be allowed legally and socially. Religious arguments against Same Sex Marriages Religion is one of the first arguments of a person arguing against same sex marriages. Homosexuality is not sanctioned by religion simply because it is considered against God and nature. The way people define the term nature is the not correct. What is nature? Many years ago using medicines was considered unnatural. Tribes considered marriages outside the clan as unnatural. Surgeries were unnatural at first. Science was also termed as unnatural†¦ The point people miss here is the fact that any change is the society is not tolerated or accepted by its members. It is very difficult for the society to break away from the old practices. Basically as a whole we human beings want to preserve the status quo at all times. We cannot digest changes in the society very easily and this is why we are very quick to point anything ‘u nnatural’ simply because we think that it is not justified to break away from the social norms of the society. The issue here is that social norms are ever changing and they are evolving so how is it possible not to accept the change in these norms. Eventually all things we considered ‘unnatural’ like science, medicines, surgeries etc became a part of our life. So until this point we have established how society is quick to label things as unnatural simply because they are not in line with the social reality of the people. The idea that some things are ‘natural’ and others are ‘unnatural’ springs from our religious beliefs. Religion has a very influential role to play in our lives. Even if we are religious or not the effect of religion on our lives cannot be denied. The same religion feeds us with beliefs that some things are unnatural. Christianity for example considers homosexuality morally repulsive simply because it is against the wa y of the God. The church accepts that immoral acts can be committed in heterosexuality as well but at the same time dismisses homosexuality on religious grounds (Matthews, T. 1997). Any argument against homosexuality cannot be more superficial than this one. There are no rational justifications given against homosexuality but still people argue that it is immoral to be homosexuals on religious grounds. People may not believe in religion but still they forward religious argument because they have been made to think that change in the society which will result from same sex marriages would be disastrous. They are against same sex marriages for no rational reasons. They just have attitudes and beliefs for which they have no rational ground. We can easily reject this claim of the society that homosexuality and same sex marriages is unnatural and all arguments given on religious grounds can also be rejected because they hold no rational argument in it. Family System and Same Sex Marriage s Another argument against same sex marriages is that such practices will destroy the family system of the society. People argue that men and women are both important for the nourishment and upbringing of a child and absence of even one can destroy the life of a child. Especially two men are not considered good parents for their children (Gend, D. 2010). Because same sex partners cannot rear children in a good way same sex marriages should be banned according to these people. Here we can apply the utilitarian principle

Iker Casillass Girlfriend Sara Carbonero and Real Madrids Dressing Assignment

Iker Casillass Girlfriend Sara Carbonero and Real Madrids Dressing Room Scandal - Assignment Example This research tells that Iker revealed much of the team’s information to Sara, which she reported to her channel. This helped her to grab the attention of the viewers as well as the readers but it definitely had a negative impact on the career of Iker. According to the management team, what Iker did was unethical and therefore it made him sit on the bench for almost half of the season as the result of which the performance of â€Å"Real Madrid† suffered. The Media in this situation played a very critical role. Sara Carbonero and Iker Casillas were accused several times of leaking the information from the team’s locker room to the media that Sara worked for, but the media made the situation worse by broadcasting it and making it available for the competitors of the â€Å"Spain’s Football Team† and â€Å"Real Madrid†. The media on several occasions exposed some controversial information such as the weakened relationships between players or the views of management on the poor performance of any specific team player. Every time the media Sara worked for broadcasted any such news it created an atmosphere of distrust in the team’s dressing room, affecting the relationships of the players to some extent. Team players clashed because of the media issue. There have also been occasions when Iker thought about leaving the club that has been the most important part of his life. One of the sources also revealed that Iker was so close to leaving the club due to all the issues created by the media, but he changed his mind at the very last moment. Audiences become informed or misinformed by many channels and so do journalists as well. Ethical practice is important for media as it holds the power of influencing a large number of people. Although the fundamental rights of a citizen in Spain also include the right to know information, when it comes to journalists, they must use their right of expression within certain limitations.

Abortion, a Right of Choice Research Paper Example | Topics and Well Written Essays - 1750 words

Abortion, a Right of Choice - Research Paper Example There is no compromise to discuss, no middle ground to be negotiated: one concerned with the freedom of choice and woman’s health the other the life of the unborn. To appropriately examine the subject, the opposing viewpoints including the legal, medical and moral aspects must be argued with similar determination and without bias. The topic of abortion is multi-faceted and each side of the issue provides thought-provoking, credible arguments. It’s up to the individual to disseminate the information and make up their own mind based on what they consider to be moral but everyone should understand both positions and approach the subject with a no prejudices so as to make the choice that is comfortable for them. This discussion first presents the ‘right-to-life’ view then follows with the ‘pro-choice’ position, both of which are complex and compelling. The moral case for and against are important in a social context yet inconsequential because thes e emotionally charged opinions will not decide whether abortions remain safe and lawful or not. The discussion concludes that legal abortions should be the law of the land. Pro-Life This country was built upon the foundation of the freedom of choice. Those who are for legal abortions use this catchphrase while insisting on a woman’s ‘God given right’ to make life choices on her own without the federal or state government interfering. This simple philosophy is accepted by some but the reasoning is flawed when the realities of abortion are studied. Research has shown that the majority of women who have abortions are coerced into committing this deadly act of a living being. In addition, safe abortions are a myth, there is no such thing as they would lead people to believe. Women who are experiencing an unwanted pregnancy know that there is precious little freedom of choice for them. The women themselves typically want to bring their child to full term. Other domina nt influences in her life such as parents, boyfriends/husbands and friends are usually the forces that put pressure on her to end the pregnancy. â€Å"Eight out of 10 women surveyed after abortion said they would have given birth if they’d had support and encouragement from family and friends† (Reardon, 2002). It’s the abortion that, in most cases, is unwanted by the expectant mom, not the child. More often than not, the father of the baby, not wanting to accept responsibility, may threaten or mercilessly beg a mother until she agrees to have the abortion. â€Å"In 95 percent of all cases the male partner played a central role in the decision† (Zimmerman, 1977). This and other research has clearly illustrated that most women ultimately come to a decision that goes against her conscience. Legal abortion allows fathers to force their desire on women. Some women reluctantly consent to abortion out of desperation because they are afraid of continued abuse. Th at fear is validated because women who decline to abort their child have been subjected to severe abuses which have escalated to murder if the women continued to refuse to end the pregnancy. The primary cause of death for pregnant women is murder. What other motive than one involving abortion could there possibly be? â€Å"Sixty-four percent of women surveyed report being pressured by others into unwanted abortions† (Reardon, 1992).   Ã‚  Immediately after the abortion is performed, the one(s) coercing the ‘choice’ are relieved and rarely, if ever, give the inconvenient subject another thought. Women, in contrast, suffer long afterwards, consumed by guilt and heartbroken over their irreversible decision. â€Å"

Brand mangament Essay Example | Topics and Well Written Essays - 2500 words

Brand mangament - Essay Example Latigo-S produced by Company XYZ is a dietary supplement that helps cleanse and detoxify the body from the adverse impact of internal parasites in the human body. Company XYZ does not want to compete with other renowned companies trying to promote dietary supplements even though the product it is promoting belongs to the same category. The reason is that Latigo-S is a product that is labelled dietary supplement, but unlike any other products of the same category, its main function is not to directly boost the immune system but to kill internal parasites of the human body. Company XYZ continuously conducts significant market trials for their product offering as they continue with their research strategy for ensuring a sustainable market for Latigo-S. Currently, the company is busy innovating possibility on how they could create a remarkable market for their products and they are now on the go disseminating the real knowledge concerning human internal parasites. Unlike any other compan ies that promote dietary supplements and educate people concerning pollutants and human nutrition, Company ZYZ together with its Latigo-S is trying to initiate educational campaign on the truth behind human internal parasites and their probable impacts on the human health. ... While contemplating on the most essential factors that could affect the human health, Company XYZ finally embraced the fact that the human health is affected by pollutants and parasites (Spooner, 2012, p.239). It was upon the realization of this point that the company started to produce deworming products, until it came up with its very latest breakthrough, the Latigo-S. Company XYZ seeks to offer optimum health to its target customers by providing dietary supplements that could help enhance the human immune system, as its original approach. However, knowing the fact that there are other various opportunities in the same market and other relevant needs to address, the company eventually is now focusing on mass production of Latigo-S, together with its aggressive promotional strategies. This is a vital form of extending Company XYZ’s brand expertise together with the identification of brand values or position (Keller, 2003). Brand Latigo-S is a deworming product but its general label belongs to dietary supplement. Although various studies were already conducted concerning on the effectiveness of this product, Latigo-S remains to be a product labelled with â€Å"no approved therapeutic claims.† Major clients and customers who were convinced about the general therapeutic capacity of this product are continuously bringing in the word of mouth in the market, creating a positive response among other prospective customers and eventually high earning opportunity. Latigo-S is one of a kind in the market and a pioneering brand for deworming products that is labelled non-synthetic, but as a dietary supplement made of natural finest ingredients. Introduction to brand and designing a branding strategy Latigo-S as a dietary supplement is unlike any other product offerings

Sufism is the heart of Islam Essay Example for Free

Sufism is the heart of Islam Essay Sufism which is seen as the heart of Islam is a concept which is highly regarded in the Islam religion because of the role it plays in the religion. Studies show that Sufis are men who practice the highest morality and are not led by worldly or their own selfish desires 1. It can be argued that, Sufism is the heart of Islam and it cannot be separated from the Islam religion. This paper is written to critically analyze the fact that Sufism is the heart of Islam. This study found out that there are varied studies which exist touching on the concept of Sufism. Understanding the concepts of Sufism is a core ingredient to understanding the concept of Islam religion. For example, Sufism is all about personal and spiritual growth of Sufis. Studies show that, religion to the men of Sufis is important as long as it does not stand in the way of spiritual growth and progress 1. In other words, religion is there to be analyzed and reasoned so that a follower can derive meaning from the teachings of the religion. Other studies show that, Sufism emphasizes more on love for all human beings and that means that no one should hurt the feelings of other people. When Sufis learn to love each other and treat them equally then they eventually achieve higher levels of morality which is measured by ones behavior and decision making process. God in religion is seen as a God of love and to be actualization with His teaching there is need to practice love actions. The concept of Sufism started with the early leaders of Islam like the Shia Imaams and their followers who used to follow highly spiritually life’s1. Sufism was the commemoration of a kind of divine wisdom from the Prophet Mohammed (Peace be upon Him) and Imams. Early leaders who started the principles of Sufism wanted to achieve higher levels of morality through the use of supplications, teachings and writings. At the time those who led spiritual life did so with so much piety. Sufism is a principle which is made through finding meaning of religion through unveiling the truth through intellectual reasoning. This study found out that the development of piety started among spirituality amongst early Muslims because of tyranny of Islam leaders who purportedly seized the helm of empire after the death of Iman Ali in 40 Hijra 1. This study also found out that critics have a hard time conceptualizing Sufi as an integral part of Islam since they don’t see its evolution from consciousness from the Quaran of Prophet Mohammed (Peace be upon him) teachings 1. From an analysis of how Sufism started its apparent that Muslims who wanted higher levels of morality adopted the concept for their own spiritual benefits and actualizations. Other studies show that Sufism is as a result of mysticism of Jews and Christians at earlier times hence their refusal to adopt Sufism as a major component of Islam1. However studies, critics of Sufism have no bases since Sufism is based on mysticism of the Islam religion. In other words, Sufism is a core ingredient of Islamic faith and one has to work hard to acquire higher levels of Sufism. Sufism is based in finding direction in the Islam faith which also preaches finding order in the human society and within the human soul 1. God finds His relationship with men through religion and love which makes it possible for man to be able to come together to God and eventually return to him at the end in paradise. Quran states that, â€Å"Lo! We are Allahs and Lo! To Him we return. † 1 The principles of Islam describe how a man is supposed to behave in order to be able to have unity with Allah. Such is the part of gnosis which offers direction to the life of an Islam also known as the spiritual journey of Islam. To be able to comprehend and follow the steps of Islamic principles, Muslims have to use qualified teachers in Islam to give them the necessary direction in their faith. The Islam religion believes that Allah is the only supreme being who should be acknowledged and acknowledging any other being beside him is wrong 1. Consequently, in being in unity with Allah, there is need for Muslims to be able to ape or follow His example and the ways He has set for humanity. That can only be followed if one has a purified heart and at the same time is willing to work hard to achieve higher levels of morality 1. With that in mind, it is important to note that following and being in adherence with the principles of Islam calls for discipline and self sacrifice. In order to appease Allah, there is need for Muslims to praise and pray to Him both in the morning and the evening, sell their merchandise to help the poor to mention a few2. At the end of it all faithful Muslims will be paid by God according to what they did since they have been able to find their self. A Muslim will only be able to achieve higher levels of morality if they find their ‘self’ in the Islam faith. Prophet Mohammed (Peace be upon him) once said that one who has known his self has already Known Allah2. This is to say that there is significant peace that comes with finding direction in the Islam faith. On the other hand, it is through self discovery that Muslims are able to have peace and contention with themselves if they know that they are following in the way of morality. Other studies show that to be a successful Sufi, one has to follow the journey of self-realization 2. The Islam religion is based on strict discipline and procedures for example praying 5 times in a day. It is only through keeping and following the laid procedures that Muslims are able to live in light. This paper asserts that, Sufism plays an integral role in the life of Muslims since the principle cannot be separated from the life of Islam. There are many misconceptions surrounding the principles of Sufism but it is important to understand that the principle of Sufism is not any different from the concept of Islam. Studies show that Sufism is a major Islamic mysticism revolving around the journey of self, love and God 2. The journey of Sufism emphasizes on ones inner struggles and more especially the conduct of human beings. The Quaran states that one should â€Å"seek among that which God has bestowed upon you the hereafter. But don’t forget the portion of this world either (28:77). 2 With the above in mind, when people become too inclined towards secularization or spiritualism they may miss out on some important principles vital to Islam principles. Studies show that while Islam is submission, Sufism is the principle of Islam in that Muslims have to submit to mystical principles 2.

Importance of Toys in Child Development

Importance of Toys in Child Development Toy’s And Development Bella Coreas Toys are fun and any child, no matter the age, will attest to that. Toys have the potential to teach in many ways as well as play a positive role in a child’s educational, social, emotional and physical development. â€Å"Play is the mechanism by which children learn how they experience their world, practice new skills, and internalize new ideas and is therefore the essential work of children†(Guyton, 2011). Physical, emotional and mental capacity are all a direct correlation of the environment a child grows in, especially the types of toys used during the child development stages. Genetics will play a role in the child development process and there are other factors as well that will be influenced through learned behaviors while playing with toys such as; family structure, nature surrounding/ environment, and basic education concepts. In the early years of life, children learn through play and interaction with family and friends. â€Å"Children are like sponges, ready to absorb any bit of knowledge that comes their way. With that in mind, toy stores have begun to carry more toys, games and plush animals that promote not just basic learning, but, more specifically, items that convey the importance of maintaining a healthy lifestyle and caring for the environment† (Levin, 2013). When children start to approach the preschool age, they begin to learn about numbers, letters and language skills. There are a lot of toys that motivate this type of learning, from basic alphabet puzzles to high-grade technological electronic gadgets. Modern day technology affords us the opportunity to have the school age child on your mobile device or tablet while you are grocery shopping for dinner. Toys of this type are positively influencing the development of your child by giving them an advance of the things that they will be ta ught in school at a later time. Children that are in school can adjunct their learning while having fun with educational toys. Giving a child the opportunity to have fun while preforming repeatedly, from the things they are learning in school, will amplify their retention with the things learned. When your child finds an educational toy that she or he really likes, she or he will be more likely to play with it, thus reiterating the things they have learned. Toys are necessary tools that are basic instructions for a child development in thoughts fantasies and creativity. As the child gets older the toys began to change, but the same learning in taking place just on a higher level. Once beyond elementary school and onto middle school the child begins to explore classes like wood shop, keyboarding, and home economics. These are all from the foundation of toys and play. Middle school is also where a child can start to partake in extra-curricular activities like the chess club, basketbal l and robotics. All of these activates can be built upon at the high school level as well. The learning is even more enhanced because now the repetition of the play as a preschool child has begun to improve your technique and you have mastered the skill for years of toys and play. While learning through play for many years you development a team of peers who also enjoy playing with the toys with you. These peers are commonly referred to as your friends. This makes you play more enjoyable and gives you someone to also evaluate the success of you play with yourself. Play aids in the social development as well and as the child grows through playing with toys so does their social development. Many studies find that play is positively related to a host of cognitive and social skills. In the recent CNN Opinion article, (â€Å"want to get your kids into college?†) Let the children play, Erika Christakis and Nicholas Christakis shared the following: within the act of play, children l earn to share, defer there gratification, bargain or negotiate conflicts, problem solving, share goals, obtain flexibility, and live with disgruntlement. By authorizing children to walking in another persons shoes, imaginative play accurse and seeds the development of empathy, which is a key component for intellectual, social, and emotional success. The real readiness skills that make for an academically accomplished kindergartener or college student has as much to do with emotional intellect as it does with academic preparation. Kindergartners require not just sight words and lower case letters, but also the knowledge and know how when it comes search for meaning. The same can be said of 18-year-olds, as admissions officers at several different colleges like to say, an entire freshman class may be filled with students that possess perfect grades and test scores. Academic advancement in college requires readiness skills that exceed mere book learning. It entails the ability to invol ve actively with people and there philosophies. In short, it needs a deep connection with the world. For a five year-old, this assembly begins and ends with the creating, questioning, imitating, dreaming, and sharing that characterize play. When we repudiate young children in play, we are literally refuting them the right to understand the world. By the time they progress into college, we will have denied them the opportunity to fix the world as they would see it. Securing a childs educational and social development through toys and play also connects the emotional development. Playing is important to children; it is the way they practice and prepare to grow up. Toys are the tools children use in play, they can be a high tech purchase or they may be as simple as a kitchen pot, pan lid or paper sack puppets. In fact, you may have watched infants open presents and notice that they spent more time playing with ribbon and wrapping than with the toy inside. Conduced within play children develop skills called, executive function, the main characteristic of this elevated level brain activity is the ability to self-regulate. When this area of the brain is well established, children are able to regulate their emotions, behavior, and are better able to counterattack impulses, and have a greater amount of self-control. This will decrease the amount of incidences in school when the child is not given what they think they deserve and reduce the opinion of harsh or unfair treatment. Self-regulation is an essential skill for success in life, children need unstructured play time to mature these abilities. There are many toys that help with the imagination of a child; just about all types of toys help with some form of development when it comes to a child’s inventiveness. When children are interactive in play, they use their thoughts, dreams and fancies for creative-thinking skills all to explore and discover the many structures a toy has to offer. Encouraged experimentation, can be used in a variety of ways, and utilized inversely every time. There are several different toys that foster creativity when it comes to involved pretend role-play, such as action figures, adventure play sets and dress up. It is just as imperative as the type of toy making sure there is enough time to play with them. Children need time to get there mind set for their interactive play and the process that it in tales, their creativity cultivates along wit h other developmental skills. Art materials foster creativity and appreciation of beauty. Sadly, many children spend more time watching television, not attending academic focused programs or lack of adult directed lessons. It is much more beneficial to be playing with friends outdoors, creating, and being crafty with various materials, building with legos, blocks or playing make-believe. Through mutual play with toys children are also taught many more life lessons rather it be through materials, friends, or outdoors. Outdoors play often forester the development of the child physically. Physical development through toys also enhances the overall child. Children also develop in many ways including through physical, mental and interactive play. According to a January 2007 clinical report in the journal â€Å"Pediatrics,† â€Å"play contributes to the cognitive, social, physical, and emotional welfare of a child or adolescent (Moore, 2007). Physical development encompasses your childs motor skills, which are those that require him to move his body. Motor skill is split into fine motor skills and gross motor skills, both being of equal importance. Gross motor skills encompass the coordination and control of large muscles like walking, sitting and running. Fine motor skills(or manipulation) encompasses the coordination and control of small muscles skills like holding a rattle, picking up crumbs or scribbling with a pencil and pen. Physical development affords children with the abilities they require to explore and network with the world around that surrounds them. Young children’s physical growth first begins as muscles g ain strength while a child gradually develops coordination. The development of muscular control is the first step in this process. Toys are very valuable at this point because they are developing the muscle that you child needs to survive when doing everyday task such as sitting up in a chair or writing. These chores are bound to you throughout life and for the duration of your life. This is when toys such as the walker because important and as the child gets older the toys that is simulated to look like a lawnmower that you push while walking are important. Motor skills are a necessity in life and toys aid in the development kick ball helps with your motor skills as well as grabbing the mobile from a child crib. Motor skills are a learned sequence of movement combined to produce a smooth, efficient action in order to master a particular task. These toys generally have a cause and effect that will encourage muscle movement. â€Å"Teachers can maximize opportunities to build new ski lls by being mindful of where children are developmentally, what their interests are and what skills they, as educators, want children to learn† Moore,2009).. Parents being the first teacher a child will come in contact with need to know what type of toys will promote motor skill development. There are many other varieties of toys that foster creativity, as well as toys that consist of pretend role-play, such as action figures, and adventure play sets, these toys also stimulate physical development. It is just as critical to make sure there is time for children to play with their toys. During the play time of a child they begin and continue to play as their creativity will grow along with the development of skills. Hardwood blocks teach children about geometry, shapes, balance and gravity when the towers come crashing down. This will also help build muscle strength. Outdoor play equipment builds muscles and confidence that the child can meet physical challenges in everyday lif e. There are also experimental materials like sand and clay. These flexible toys offer the child control as they shape and distribute the materials. Materials like sand and clay appeals to a child’s senses. It develops the child’s sense to sight and especially touch. Children will all admit that toys are fun, but toys are tools that are used to help children learn about themselves, as well as the world around them. Healthy play is critical for the growth and educational development, social, emotional, and physical development of children. Through play children also learn to solve problems, to get along with others. To develop the fine and gross motor skills that are needed to grow and learn to preparation them for adulthood. The challenges of toys prepare children encounter what cards life may deal them and reminds them that they have already solved that problem while it was not so alarming to them. The answer then came when they were calm and experience that best time of their life- the answer came during their play time with their toys. Now that can take of any challenger that life brings them. â€Å"As we move forward into this brave new future of play, those who are most effective may well be those brave individuals who see themselves as stu dents and accept that they simply don’t get it. Once done, they can begin the process of either educating themselves or allying with those who do† (Richard 163). Works Cited Christakis, N. . (2010, Dec 29). What To Get Your Kids Into College?Let Them Play. Retrieved from CNN.com: http://www.cnn.com Gottlieb, R. (2013). Do You Get It? Plaything , 163. Guyton, G. (2011, September 25). Using Toys to Support Infant-Toddler Learning and Development. Retrieved 2013, from Young Children. Levin, A. (2013). Toys that Teach How a Healthy Lifestyle Can be Taught Through Play. Plush and Toys, 168. Reifel, J. (2006-2012). Brain Research and Development. Retrieved 2013, from Education.com: http://www.education.com/reference/article/brain-research-child-development/ Toys to boost Child Creativity. (n.d.). Retrieved November 6, 2013, from The Creativity institute: http://www.creativityinstitute.com/earlychildhooddevelopment .

J.p. Morgan :: essays research papers

J.P. Morgan Essay   Ã‚  Ã‚  Ã‚  Ã‚  My life on the whole has helped the whole country prosper. I give away so much money to great causes. I also help the government with monetary crises. I admit that I am very wealthy. But is having money a crime in this capitalist country? Definitely not. I obtained my wealth by hard work and dedication. I never once backstabbed or stepped on people to get what I wanted.   Ã‚  Ã‚  Ã‚  Ã‚  I have helped and continue to help companies that are in need of money. I have financed International Harvester, American Telephone and Telegraph, and General Electric. Without the money I gave these companies, they would never have existed. In essence, I have helped create great companies such as the above. How is this unethical?   Ã‚  Ã‚  Ã‚  Ã‚  Not only do I help companies; I help the government whenever possible. After the panic of 1893, I helped reorganize railroad companies such as Northern Pacific, Erie, Southern, and the Philadelphia and Reading. The government didn’t have the capital to aid these companies so I did because it needed to be done. Also, in 1895 I sold my firm’s $62 million government bond issues. Due to this, I helped end the gold shortage in the U.S. Treasury. In 1907 I loaned money to banks to keep them from closing after the panic of 1907. As shown above, I have aided the government several times out of the generosity that is in my heart.   Ã‚  Ã‚  Ã‚  Ã‚  Helping the government and companies is good, but I wanted to give back to society. In order to do this, I decided to donate and help found public associations. I founded the Lying-In Hospital in New York City and gave a large sum of money to the Harvard Medical School. In addition, as an ardent Episcopalian, I gave a large portion of funds to build the Cathedral of Saint John the Divine in New York City.

Criminal Sanction Essay -- Criminal Justice, Crime Control Model

Introduction The high level of activity in the criminal justice system and the resultant productivity arise from a range of interconnected beliefs that the implementation of criminal sanctions to offenders is an essential and useful means of holding up the existing moral and political order. That is to say, the criminal sanction can be deemed to be a reinforcer of the moral beliefs and social order. This paper, however, will look at both sides of the application of criminal sanction. ‘Used providently and humanely it is a guarantor of human freedom; used indiscriminately and coercively, it is a threatener.’ (Packer, 1968:366) Professor Packer uses his knowledge and understanding of the nature of criminal sanction largely to show how much it actually does threaten freedom; hence the arguments will revolve around this view. The essay aims to explain Packer’s quote and illustrate instances of criminal sanction as a ‘prime guarantor’ or ‘prime threatener’ of human freedom. The essay then goes to explain the rhetoric and the reality of justice and intends to point out the gap, which exists between the two. As Herbert Packer identified the law in books can be quite obsolete and detached from reality (Packer, 1968). His ideal models, namely due process and crime control, will be the cornerstone of the criminal justice evaluation. However, other models will be introduced and used to assess Packer’s imagery of value choices. In order to truthfully assess the character of justice alongside criminal sanction per se and be able to draw conclusions on how is justice manifested, this paper will succinctly look at several aspects of criminal justice process, including policing, prosecution and court procedures, and outside factors which sha... ... as meaningless. Instead, this model sees crime simply as an occasion for social intervention. The offenders are not regarded as responsible for their acts, but rather as products and in some instances the victims of events beyond their control (King, 1981). According to this perspective, free will and moral responsibility are sheer illusions. Therefore, instead of punishing people for engaging in criminal activities, society should discover ways of meeting their needs by ‘providing them with the requisite human social qualities for them to control their future behaviour and so convert them into law-abiding citizens’ (King 1981:19). This model goes back to the notion of a criminal law without criminal sanctions. It argues against the utilization of criminal sanctions, and considers it not useful in curbing crime, as well as a threatener to those subjected to it.

Bartleby, The Failure :: essays research papers

Bartleby, the Failure It is not rare, sometimes it is even common, that an author speaks about his or her self in their works. Herman Melville's "Bartleby, the Scrivener" is often considered such a story. Many of the characters in the story and images created allude to Melville's writing career, which was generally deemed a failure. The main character in the story can either be Bartleby or the narrator, but Melville partially embodies both of them. We are understanding towards the narrator's reasoning for keeping Bartleby and for the sympathy he shows for Bartleby. After the general failure of Moby Dick, at least in Melville's time, he immediately wrote Pierre, which was a deeply personal novel. This self pity could have been continued in "Bartleby, the Scrivener". In addition, Bartleby seemed to feel that continuing copying was worthless, possibly from spending many years in a dead letter office. Melville probably felt this way, but needed to continue writing to support his family. When Bartleby is in prison, he wastes away without abruptly dying, a degeneration until the point no one notices his absence. Melville had reached the prime of his popularity early in his career, so when he published Moby Dick, his career was already in decline. His disappointment was only to increase as his career diminished until his death which was hardly noticed in the literary community. The narrator also resembles Melville, but in a different way. Melville uses the narrator to view his own situation from a 3rd person perspective. He attempts, and is somewhat successful, in getting readers to feel sympathy for Bartleby, therefore, sympathy for him. On the contrary, the narrator also scorns Bartleby's persistence after he stops copying: "In plain fact, he had now become a millstone to me†¦"(1149). In this respect, the narrator also represents Melville's literary critics. Behind the relationship between Melville, the narrator, and Bartleby, one can also see the relationship between the narrator and an ideal audience that Melville would have wanted. He probably wished that his writing would be more popular among the readers, although he professed his own demise with Bartleby's atrophy. His other employees, Turkey, Nippers, and Ginger Nut, were similar to other writers who inspired Melville, such as

Early Childhood Education Compare & Contrast Paper Essay

As early childhood educators we all have our own philosophies and approaches to education. There are several types of early childhood programs. Each program has its own philosophies, methods, and program goals. Every early childhood educator is unique making each early childhood program experience special. Consistently, early childhood programs offer educational foundations that prepare young students for their educational futures. In this paper I will focus on comparing and contrasting two programs that stood out to me, Ridgeline Montessori and the Whitaker Head Start. When examining early childhood programs there are many similarities and differences across the board. After observing both programs, I noticed that both schools have benefited from tailoring the services and programs provided to their communities. It helps early childhood programs become more effective at reaching their students. These two programs focus on providing services to two different communities of families, however, they both have the same goals in preparing students for formal schooling. The environment of each of these two programs differs in many ways. Due to the different methods, curriculum, level of family involvement, resources, funding, and teacher’s available programs can differ in structure. Some programs are built on models based upon psychological theories and principals, while others are more focused on students’ interests and individual needs. Ridgeline Montessori school is a free public charter school that is offered to any students in the community, through a lottery system. Students who don’t initially get in are placed on a wait list in the order in which they applied. Read Also:  Compare and Contrast Essay Topics for Elementary Students Even though Ridgeline is a public charter school, many low-income families may not be aware of the opportunity or have the resources to send their children there. Head Start on the other hand is a national federally funded program, in which enrollment is based on family income. Head Start also has a wait list and there are many families who have to wait to get into the program. The difference in program eligibility creates a difference in the types of families and children that enter these programs. Most students enrolled at Ridgeline come from middle class families, where they do not have to worry about their basic needs being met. This allows these students families to be more involved helping channel their energy and attention towards learning. Head Start children, on the other hand, usually come from low-income families, in which meeting their basic needs can be an everyday challenge. The differences in these two home environments play an intricate role in the set up and implementation of each program. The Head Start program focuses not only on educating young children, but also making sure that they’re socially, emotionally, and physically healthy. Head Start programs provide families with services that ensure students are receiving adequate nutrition, proper care, and that there basic needs are being met. Ridgeline Montessori offered free and reduced lunches at one time, however, due to the lack of need for this service, the program was cut. Students’ at Ridgeline seem to have less of a need for services and therefore, more focus is put forth on education and learning. Ridgeline Montessori uses the Montessori method, which was developed by Maria Montessori. The Montessori method views children as being unique individuals in which each child has their own interests and learning potential. The classroom and materials are prepared in advance, with manipulatives set up all around the classroom. At first glance the classroom looked similar to the classrooms I previously observed, however, with further examination I noticed many differences. One of the most noticeable differences I detected upon walking into the Montessori classroom was the noise level. The classroom seemed rather quiet considering the number of students. The layout of the classroom is much different. Instead of having several different designated centers the whole classroom is a center for exploration and learning. Materials and manipulatives are spread along the outside walls of the classroom and children are free to choose which type of materials they would like to work with during independent work time. You do not notice any individual desks and chairs set up in the classroom, rather a few tables and chairs grouped together. The furniture is all child size and you do not see any adult sized furniture throughout the classroom. Students spend most of their time working on the floor where they have their own individual carpets. They put them down to outline their personal workspace. Instead of there being various toys and games spread through out the classroom, there are specific sensory materials and manipulatives that are self correcting and purposeful to student’s learning. On the walls students’ work fill spaces throughout the classroom, similar to the walls of a Head Start classroom. Montessori classrooms are made up of mixed grades and ages, something that is not typical of traditional classrooms. The Head Start program I visited uses a more traditional comprehensive method. Students are all close to the same age. Since the program is federally funded there is much emphasis put on performance standards and teaching objectives. The classrooms at Head Start are a center based classroom with different areas for pretend play, math manipulatives, language/ reading/ writing area/ art exploration, blocks and large motor, water play, sand table etc. There is a group area for circle time activities and line time. The classroom time normally starts out with calendar work or story time. Children then tell the teacher what center or â€Å"key experience† they will start on and they choose work. Students are free to move from center to center as they choose as long as they stay somewhat involved in something and are not bothering others. Students don’t have to go to any center they are not interested in although a teacher may suggest an interesting activity to a child who has stuck to the blocks for a few days. Classrooms tend to be lively with a hum of activity. Materials are often brightly colored and made to imitate real life materials. There are specific skills and concepts that each center is aimed to teach students. Throughout the classroom there are individual desks and chairs for students to sit at or large cooperative tables to work at. Students also have a specific spot on the large rug where story time and group time takes place. In the Head Start classroom the teacher’s role is well defined, the teacher is responsible for implementing and directing the classroom activities. Head Start teachers are required to have at least a two-year degree and must complete a certain amount of educational training hours. Teachers’ are also expected to complete home visits, where they visit their student’s homes. Teachers direct the classroom activities and dictate what materials will be covered throughout the day; however, students do have periods of time where they get to decide what they want to work on. Student’s interests shape the Montessori teachers’ role in the classroom. Teachers are expected to allow the individual interests of the students to shape the activities of the day. The teacher is responsible for preparing the classroom environment that is educationally interesting and safe. The teacher acts as a guide, initially introducing a new concept to a student. Then the teacher will observe and analyze as the student works with the new concept, until mastering it. Montessori teachers go through special training to become a certified Montessori teacher. Teachers are required to maintain regular communications with the parents and guardians of students. Teachers are also expected to keep good documentation of the students’ growth and progress. Both Head Start and Ridgeline strive to develop a high level of family and community involvement. Head Start requires home visits and parenting classes for some families. The program is set up, to not only help the child get on track and ready for formal schooling, but also help the parents and guardians be prepared for the process as well. Ridgeline requires that parents and guardians volunteer or help out in the classroom at least 40 hours a year. Both programs put great emphasis on family involvement. Since Ridgeline is a Montessori school the curriculum is already set up. It is shaped by a sequence of three broad phases. These phases include: exercises for practical life, sensory education and language activities. The rate at which the students move through the areas of curriculum is directly related to the student’s mastery of each sequenced level. There is also a great importance put on learning through the senses and all materials and manipulatives are meant to be aesthetically appealing. The Montessori method uses five basic principles as the foundation for the program: respect for the child, auto-corrections, prepared environments, sensitive periods, and absorbent mind. These five principles are the guides for all Montessori programs. The Head Start curriculum is quit different from the Montessori curriculum. Head Start uses a traditional high/scope curriculum which is emergent, meaning it is not planned in advance. In the same way that student’s interests shape the Montessori curriculum, students’ help to determine the curriculum in a Head Start program. Plan-do-review is the teaching-learning cycle that is implemented throughout Head Start programs. In the Plan-do-review teachers and students plan out what they are going to do, do it, and then review the outcome with the classroom community. Since Head Start is federally funded the curriculum must meet national and state standards. The Whitaker Head Start I observed used routine and structure to help guide students throughout the curriculum and the day. The predictability of the day’s routine help student’s to know what is next in the day. Montessori schools work off a philosophy of respect for student’s abilities and interests. The main idea is to allow children to explore, grow and develop at their own pace. Head Start works off of a philosophy which promotes equality in social and emotional growth. The main idea is to provide students and families with the tools and resources to help prepare young children for formal schooling. Both programs are critical and beneficial to the students and families they serve.