One More Accomplishment A Masters Degree in Entrepreneurship

If I could accomplish one more thing, I would pursue my Masters Degree in Entrepreneurship, before the age of 23. There are many setbacks in college, and why most people don’t finish it, although, I will not let that get in my way; how I’m going to complete it will be difficult, and nothing is holding me back. There are many reasons why I want to get an Entrepreneurship Degree; I have been around Entrepreneur’s my whole life, and I have learned a lot from them, triumphs and mistakes. When I receive my Masters Degree there are several different things that I would have to do thereafter, for example, finding busy intersections, speaking, and getting to know important people in that area, and, of course, finding out lease information in the†¦show more content†¦Being around my parents, daily at work, has a tendency of me learning something new everyday, about the business world. I learn what to do in difficult situations, which would, of course, help out la ter, I’m even learning about a lot of the scams out there that I never even knew, nor even thought about. My parents help me out when there’s an aberration while managing their company, and they help me solve the problem, I hope they will continue to help me after I receive my Masters Degree. I’ve accomplished achieving my Masters Degree; what’s next? Now, I would have to start everything I studied for, owning a business. After, I receive my Masters is when my life would start; I would have to start looking for the busy/moving parts of big cities; I don’t want my business in a rural area, strictly urban, and overpopulation can only mean two things for businesses, money, and movement. After finding a good area to put my salon in, I’d try to get to know other Entrepreneur’s at different networking events, to ask about the town, and find out how there business is doing. Finally, after seeing the different properties, and hearing comments from associates, I’d find out leasing information in the different shopping centers, if positive feedback was heard. These will all be a piece of pie, if my parents, the one with experience, will be with me throughout it.Show MoreRelatedIntroduction to Management999 Words   |  4 Pagesactivities of the group; the work done by the leader is what we call management. Organization and the definition of Management Organization is formed by a group of people who work together. No matter the organization is a profit making ones or non-profit making ones, its formations are to achieve a common purpose or variety of goals, which are the desired future outcomes. The outcomes might be producing a series of product or serving a group of target customers or satisfying others ¡Ã‚ ¦ needs. In theseRead MoreProfessional Development Plan1601 Words   |  7 Pagesgoal. 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Susan E. Marshall s Splintered Sisterhood Gender And...

Susan E. Marshall’s novel, Splintered Sisterhood: Gender and Class in the Campaign against Woman Suffrage, focuses on a struggle against suffrage for women throughout the late nineteenth and early twentieth centuries. The book not only goes into great detail about the woman’s antisuffrage movement, but it also goes in depth in the campaign for women’s suffrage. The book shows how the antisuffrage movement was dealt with politically and personally by women and men alike. The author of the novel, Splintered Sisterhood: Gender and Class in the Campaign against Woman Suffrage is Susan E. Marshall. Susan E. Marshall is currently a professor at the University of Texas at Austin. At the university, she is a sociology professor. Marshall has earned a Ph.D., a masters, and a bachelor’s degree in sociology. She has published this novel, as well as numerous articles and book reviews. Marshall is beyond qualified to be speaking in this field of knowledge. Up until the big women’s suffrage movement, women had very different roles. The now seemingly independent women used to be confined by strict rules. The general role of a woman dates back to the beginning of time. Women were to stay at home and do for their husbands and their children. Women did not have jobs. Instead, the women stayed home and cooked, cleaned, and tended to the children and her husband. Women had absolutely no say in the way things were done, especially when it came to politics. Women did not have the right to

A Young Aspiring Teen Walking Down Washington D.c

A young aspiring teen walking down Washington D.C. might be amazed. They’d see the monuments built by calloused damaged hands and feel proud. They’d see the endless stripes of red and white and feel a sense of fullness while missing the red blood that made it. They’d see the green trees and paper and feel the full effects of the staged aesthetic. They’d see the house that represents the proud and joy of America, the White House, and feel happy that they live in a land of fair leaders, but all of these would only be a beautiful sparkling ocean with a littered black bottom. Through politicians, the American Dream has led to the corruption of the political system by greed, the need to be at the top, and making it difficult for others to obtain the dream; although some may argue that the American Dream built the modern day political system, one person’s dream doesn’t represent everyone’s dreams. For many, achieving the American Dream typically involves having money. Some interpret this as being financially stable or having enough money to rule the world. The latter is accurate for politicians in the United States. The greed that evolves from the American Dream can be seen in today’s society through taxes, debt, and salaries. Taxes are one of the many ways that American politicians display their greed. Many politicians believe that the greatest way to fix the country’s economy is by taxing the rich less and the middle class more. This does make sense in some way considering thatShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 PagesOpportunity Employment 72 The Role of the EEOC 72 Office of Federal Contract Compliance Program (OFCCP) 73 Current Issues in Employment Law 74 What Is Sexual Harassment? 74 Are Women Reaching the Top of Organizations? 75 DID YOU KNOW?: EEOC Reaches Out to Young Workers 76 HRM in a Global Environment 78 Summary 79 Linking Concepts to Practice: Discussion Questions 52 Developing Diagnostic and Analytical Skills 52 Case 2: Nine-to-Five No More 52 Working with a Team: Making a Layoff Decision 52 Learning anRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesMichigan State University Philip Roth, Clemson University Dale Rude, University of Houston Holly Schroth, University of California at Berkeley Jody Tolan, University of Southern California Debra Schneck, Indiana University Marilyn Wesner, George Washington University Over the last editions this text has grown stronger with the contribution and feedback of the following instructors: David Abramis, California State University Chris Adalikwu, Concordia College Basil Adams, Notre Dame de Namur UniversityRead MoreOrganisational Theory230255 Words   |  922 PagesMicrosoft Way, Redmond, Washington 98052-6399 U.S.A. All rights reserved; NI Syndication for extracts from ‘Society of the future?’ by Alan Hamilton published in The Times 1st October 2005 and ‘Intelligence chiefs appoint businessmen to bring management expertise’ published in The Times 12th January 2005; The Washington Post Writers Group for an extract from ‘McDonald’s Goes for Gold With Olympic Sponsorships’ published in The Washington Post 14th August 2004  © 2004, The Washington Post. Reprinted with

Business Techniques of Sophocles

Question: Do you think King Oedipus is relevant to the contemporary world? Explain your answer by discussing if the techniques Sophocles utilizes in his play resonate with the present? Answer: Introduction In 496 BC Sophocles was known to be born in Greece in Colonus. During the time of his birth, a legend was known to be there who was an emigrant king from Theban known as Oedipus. In this there are some principles which were used for describing the fortunes that has been happening with him in his family and the changes related to the destiny which seems to be relevant to the modern times. Relevance of Oedipus to contemporary world In and around 430 BC Sophocles has written a play called the King Oedipus which is known to be one of the most important tragedy that is influential and was never written so far. Basing this there were many more tragedies written after that. Though some scenes of the story line in fact seems to be out of the scenario at present there are some parallels which can be coincided with the current status (Bond et al., 2015). Though it was 2000 years back that this was written, King Oedipus is still applicable to the present society and is completely fitting to the current situations. As per the ancient Greece there was a belief in the peoples mind that god has made a prior decisions about their destinies and their fates. They even had a belief that nothing can be done in order to change that fate irrespective of trying anything. The king Oedipus tries to make changes about the things known to happen in his destiny what it would be like killing his father and engaging his own mother which c ould be carried out by getting out from the city along with the family which is considered to be of his own. In the play it was later found that by making a move he has contented his destiny (Goodhead, 2015). Parents of Oedipus have been trying to get their destinies changed but it was rebounded to them in this contemporary world. Most of the religions that have this similar kind of beliefs are said to be existing in the world towards the eastern part. Most of the people who live in the west have a belief that there are one who minds their own destinies and fates which can be changed according to their perceptions. This story even stated the Oedipus was the sincere son of the earlier king and was not at all authoritative. One more thing which has been found to be in between the Oedipus and the modern life is that people can bring changes and can do themselves that is internally and can make a development in them over the time (Griffith et al., 2013). Changes are not usually motivate d. The factor that motivated Oedipus was after the realization of killing his father and marrying his own mother who was later dead. He made himself blind by poking his eyes after this event it has seemed that his personality was further developed. He found to be quiet and look at the things in a normal way. Many of these situations are found to be happening in the present times every now and then (Haque Chowdhury, 2013). The characters that are developed by Sophocles are quite complex and very near to the modern world. Rather than depending on the situations that are extreme like earlier tragedies he has created the characters that are motivated powerfully which are even strongly relating to the psychological depthless of the present world. People keep changing their lifestyles and the personalities by getting influenced and also suggestions from others (Zachrisson, 2013). Changes that are not motivated are refined and are not noticeable at once. As the time passes it just happens . Things are indirectly tend to happen such as dressing similarly like others, copying their way of talking etc. At the end it can be stated that Oedipus the King can be apparent as the world best character that is similar in both Oedipus himself and also the modern people. Oedipus was found to be a very stubborn personality. He had a belief that Tiresias has hide himself from not telling the truth that has been sent by Creon for lying to him though Tiresias has proved that future can be seen by him. Stubbornness is also seen in the modern day citizens mostly during the time if something went wrong or if they knew that it is wrong about things. For instance though the context does not appear to be reasonable and not at all logical the underneath stubbornness will have its own way of applying them. These are supposing will be reasonless and illogical. Comparing these changes are said be not necessary and are worst. Wisdom has been showed by Oedipus who saved the Thebes entire city by resolving the Riddle thrown by Sphinxs. The common characteristic trait that has been found in todays people is the intelligence (Ko, 2015). In the 5th century BC Oedipus has begun to believe that he can get hold of controlling the environment of his and make the destiny of his own. To his belief in fact he wanted to be in the similar range of gods. He used to think of himself over the others range which can be known from the statement the vocal rhyme has begun and he can defeat the complete wealth and happiness. By this statement it can be estimated that his arrogance of becoming equal to gods (Mahon, 2015). By this we can connect it with the contemporary world that the city is running with lots of arrogance today, mostly it has been found in the leaders who are not so developed and the nations that are third world. For instance in todays world all infants who are born are desired with same amount of natural care, love and attention. These are given unconditionally by their parents are available readily. But in through life the kids start experiencing the arrogance in the kind of upbringing environment they are bought up. Differences from king Oedipus to modern world Oedipus is an extremely stubborn man. He trusts that Tiresias has not let him know reality and was sent by Creon to deceive him, even after Tiresias demonstrates that he can really observe into what's to come. Cutting edge individuals can likewise be extremely tenacious, particularly on the off chance that they know or believe that they are incorrect about something. Oedipus likewise demonstrates incredible knowledge. He spared the whole city of Thebes by noting the Sphinx's puzzle and his reward was the crown and the ruler's turn in marriage. He governed the city decently and fairly, and demonstrates his knowledge at the end of the day when he made sense of that he was the cause if the torment that had fallen upon the city, and that he was the cause. Knowledge is a typical character quality found in individuals today. The most clear of Oedipus' character attributes was his egotism. He was certain that Creon needed his crown and trusted that he was the main individual on the planet w ho could have spared the city from the sphinx's torment. Arrogance runs wild in the world today, mostly among leaders of underdeveloped and third world nations. Conclusion The Oedipus the King is found to be very much relevant to the contemporary world from most of the aspects. The beliefs about the fate and the destiny which was found to be true in the earlier times is been found in the modern world by the people which are very similar. There are some situations which have been blind-sided as the Oedipus does in the present situations. The arrogance that has been shown by this king is seen at the utmost levels in this place today and also the intelligence is at its high peaks. Is it fine to accept the truth that is painful similar to Oedipus or would like to continue in the similar path of blindness in future too. References Bylund, J. (2015). Did Oedipus suffer from the Oedipal Complex? A psychological analysis of Oedipus in Oedipus the King. Bond, R., Kelly, S.D., Henley, L., Warnes, M.D., Tobin, S.M., Calvert, J.S., Jamieson, S. and Hussen, M.A., (2015). Seven Tragedies of Sophocles-Oedipus the King. Goodhead, D.M., (2015). The Prophetic Statement in Sophocles Oedipus the King and Chinua Achebes Things Fall Apart: A Textual Comparison.Contemporary Journal of African Studies,3(2), pp.95-111. Griffith, M., Most, G. W., Grene, D., Lattimore, R. (Eds.). (2013).Sophocles I: Antigone, Oedipus the King, Oedipus at Colonus. University of Chicago Press. Haque, M.Z. and Chowdhury, F.K., (2013). The Concept of Blindness in Sophocles' King Oedipus and Arthur Miller's Death of a Salesman.International Journal of Applied Linguistics and English Literature,2(3), pp.112-119. Ko, J. (2015). WB Yeats's Tragic Gaiety in Sophocles' King Oedipus.The Yeats Journal of Korea,47, 125-144. Mahon, E.J., (2015). Insight Agonistes: A Reading of Sophocles's Oedipus the King.The Psychoanalytic Quarterly,84(3), pp.665-693. Zachrisson, A., (2013). Oedipus the king: Quest for self?knowledgedenial of reality. Sophocles vision of man and psychoanalytic concept formation.The International Journal of Psychoanalysis,94(2), pp.313-331. Personality Spirituality: Available at: https://personalityspirituality.net/articles/the-michael-teachings/chief-features/arrogance/ Personality Spirituality: Available at: https://personalityspirituality.net/articles/the-michael-teachings/chief-features/stubbornness/ https://kenanmalik.wordpress.com/2011/12/27/antigone/

Solution Jobless Graduate in Malaysia free essay sample

This research is to identify future help which can contribute towards reducing the unemployment rate of graduates in Malaysia. It does so by gaining initial insights into this problem through two groups: graduates and employers. The data draws on why graduates are unemployed from their own perspective as well as employers’ expectations towards the new workforce. The study concludes with two striking observations. Firstly, the graduates themselves feel that they are to be blamed for being unemployed. In addition, the employers to feel similarly, so are reinforcing graduates’ attitudes as one of the major reasons for graduates’ unemployment. In February 2006, the Berita Harian, a local newspaper, reported that every year Malaysia produces 60,000 graduates. 20,217 jobless graduates registered themselves with the Ministry of Human Resources Malaysia in June 2006. Tables 1 and 2 show the rate of unemployment among graduates according to universities and courses in Malaysia. Table 1: Unemployment among graduates according to universities In general, there are common perceived reasons as to why graduates are unemployed in Malaysia. We will write a custom essay sample on Solution Jobless Graduate in Malaysia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Graduates lack skills they are not able to impress employers during interviews because they do not have the right skills like presentation and communication skills which include proficiency in English. In addition, they cannot perform to contribute to the company once they start work because they are not â€Å"work-ready†. Malaysian universities are not producing â€Å"work-ready† graduates because the country’s education system is too exam-oriented. They produce graduates who are competent theory-wise but have no sufficient practical exposure. Finally, another common relevant reason is related to the mismatch between what the universities are producing and what the Malaysian job-market seeks. Finally, This unemployment dilemma might also be the result of the nature of computer science where skills are always changing and dynamic or, as Hesketh (2000) terms, as ‘converging’. This phenomenon has caused a commotion in Malaysia where local society is tarting to accept that there is no guarantee of employment after a degree. This has made graduates automatically enroll themselves for postgraduate programmes; parents become more concerned about the courses their children are signing up for or are it their child employment at the end of the study period and educators no longer stress educational excellence only but have started to recognize that skills need to be taught. Reacting to the problem, the Malaysian Government has taken crucial steps to face this problem. Examples of three such steps taken by the Government are the training scheme for unemployed graduates, teaching more subjects in English at school level, and the introduction of the Electronic Labour Exchange System (ELX) which are detailed below: 1. The training scheme for unemployed graduates: The objective of the Graduate Training Scheme 2005 is to assist and equip unemployed graduates with specialized skills to enhance employability, including English Language. It is targeted at degree or diploma graduates from 2002 onwards. The Government sponsors the programme fee, which is a generous monthly allowance of RM500. . More subjects at school level taught in English: In 2002, the Government announced that from 2003 onwards, the teaching of Science and Mathematics would be carried out in English, in order to ensure that Malaysia will not be left behind in a world that was rapidly becoming globalized. In addition, this programme aims to arrest the declining command of the language amo ng students. All public universities were urged to change the medium of instruction from Malay to English in science and technology subjects in 2005. 3. The Electronic Labour Exchange (ELX) project: This project was officially launched by the Minister of Human Resources, Datuk Dr. Fong Chan Onn on 30 May 2006. It acts as a one-stop centre for labour market information, and is accessible to government agencies, the private sector and the general public. The Job Clearing System offers free-of-charge job matching services for the Malaysian public and employers. The Government hopes that the objectives of improving the mobilization of the nations human resources and optimizing the utilization of manpower through the systematic matching of job seekers to job vacancies can be achieved. Finally, the Prime Minister’s Department in the Economic Planning Unit FAQ webpage states the short and long term measures implemented by the government on the issue of unemployed graduates in the country as the following: 1. Review the curriculum of the university to ensure graduates are equipped with the skills and knowledge required by the industry and employers. In this regard, soft skill subjects such as communication, problem-solving and language skills especially English, have been introduced. The usage of English as learning and teaching medium was also strengthened. 2. Double major subjects will also be introduced to ensure graduates possess broader knowledge. 3. Introduce Entrepreneurship Programmes to encourage graduates to be self-employed. 4. Conduct studies and findings of the studies will be used as inputs for government in formulating comprehensive policies and programmes. Even so, the effectiveness of these actions is debatable in terms of solving this unemployment crisis among graduates. It is absolutely crucial to get to the root of this problem if the state wants to generate future-proof graduates, regardless of their specializations as these are the graduates who can withstand the speed of change in the real world. Such ‘future-proofing’ requires the examination of employability which is discussed in the next section. From an employer’s perspective, the top skills that they desire in new graduates are: positive attitude, initiative, team player and awareness of own strength and weaknesses. 8% of employers gave negative comments when relating the education system to unemployment of graduates. 91% of employers foresee changes in job requirements in graduates and 59% say the changes will concern employability skills. Most employers mention that an employable graduate has to have skills under an essential skills list. Finally, 51% of employers stress graduates’ attitude in relation to unemployment while 64% of employers relate unemployment t o the graduates themselves. Some of the report supports that the further development of a range of what it calls ‘key’ skills during higher education: communication, both oral and written, numeracy, the use of communications and information technology and learning how to learn. The report argues that these are necessary outcomes of all higher education programmes, namely: 1. Communication: speaking, listening, reading and writing skills. 2. Application of Number: interpreting information involving numbers, carrying out calculations, interpreting results and presenting findings 3. Information Communication Technology: finding, exploring, developing and presenting information including text, images and numbers 4. Working with others: includes process and interpersonal skills to support working cooperatively with others to achieve shared objectives, work cooperatively and have regard for others 5. Improving own learning and performance: developing independent learners who are clearly focused on what they want to achieve and able to work towards targets that will improve the quality of their learning and performance. 6. Problem solving: encouraging learners to develop and demonstrate their ability to tackle problems systematically, for the purpose of working towards their solution and learning from this process. In the Dest Report (March 2002) â€Å"Employability Skills for the Future†, employers were seeking highly skilled and generically skilled graduates. The report defines employability as skills required not only to gain employment but also to progress within an enterprise so as to achieve one’s potential and contributes successfully to enterprise strategic directions. The research offers an employability skill framework that has three key terms which are personal attributes skills and elements. These key skills are explicitly defined with more sub-skills and examples. To illustrate this, personal attributes encompasses: loyalty, commitment, honesty and integrity, enthusiasm, reliability, personal presentation, commonsense, positive self-esteem, sense of humour, balance to work and home life, ability to deal with pressure, motivation and adaptability. All these definitions are similar in the way that they view employability as primarily characteristics of an individual. In other words, employability is a set of individuals’ skills and attributes. On the other hand, there are attempts to define employability in a more holistic approach, for example, by the Canadian Labour Force (1994), Hillage and Pollard (1998) and the Northern Ireland Executive (2002). The literature developed by Hillage and Pollard (1998) offers this definition: Employability is the capability to move self-sufficiency within the labour market to realize potential through sustainable employment. For the individual, employability depends on the knowledge, skills and attitudes they possess, the way they use these assets and present them to employers and the context (e. g. personal circumstances and labour market environment) within which they seek work. [p. xi,1999] What Hillage and Pollard (1998) term as ‘context’ is also emphasized in an example of a broader concept of employability presented in the employability framework by McQuaid and Lindsay (2005). It is a holistic framework of employability which comprises 3 main interrelated components: individual factors, personal circumstances and external factors. The component covering ‘individual factors’ involves: employability skills and attributes, demographic characteristics, health and well-being, job seeking and adaptability and mobility. The second component, the ‘personal circumstances’ lists: household circumstances, work culture, and access to resources. The third component which covers ‘external factors’ involves: demand factors and enabling support factors. All these definitions are similar in the way that they view employability as primarily characteristics of an individual. In other words, employability is a set of individuals’ skills and attributes. Reason for unemployment Figure: Reasons for unemployment from graduates’ point of view The findings reveal: 1. The graduates: 40% of graduates agree that they themselves are to be blamed for being jobless because they are not pressured to find jobs. 2. English proficiency: 40% of graduates agree that if more courses at university level are conducted in English, it will help them secure a job. Another 40% of graduates agree that having low English proficiency makes them not confident especially during the interview. 3. Government: 76% of graduates say that they have enrolled themselves in a course with no job prospects. In the late 90s, the Government announced that there will be ample job opportunity in ICT sectors, the universities doubled student intake, and resulted in more graduates than jobs. 4. Universities: 64% of graduates blame the teaching methodology at universities as too conservative and rigid: â€Å"chalk and talk† with nothing to nurture them into being an all rounder and making them marketable for the job market. Solution for jobless graduates in Malaysia The solution for unemployment is, obviously, to create new jobs. Usually, a  healthy economic growth rate  of 2-3% is enough to create the 150,000 new jobs needed to keep unemployment from rising. When unemployment creeps above 6-7% and stays there, it means the economy isnt strong enough to create sufficient new jobs without help. Thats when the government is expected to step in and provide solutions. Monetary Policy: The solution used first to address sustained  high unemployment  is a monetary stimulus from the  Federal Reserve. Expansive monetary policy  is powerful, quick and usually effective. Lower interest rate sallow families to borrow more cheaply to buy what they need, like cars, homes and consumer electronics. This stimulates enough  demand  to put the economy back on track. Low interest rates also allow businesses to borrow for less, giving them the capital to hire new workers to meet rising demand. Fiscal Policy: However, when monetary policy doesnt work, then fiscal policy  is usually demanded. This means the government must either cut taxes or increase spending to stimulate the economy. Fiscal policy is usually slower to get started, since Congress and the President must agree on what should be done. However, it can be more effective once executed. It also provides much-needed confidence that the government will stimulate the economy and things will get better. Confidence is a crucial ingredient in convincing people to spend now for a better future. Cutting taxes has a similar, but even more direct, effect as lower interest rates. It gives consumers more money to spend, increasing demand. It also cuts costs for businesses, which can use the cash to invest in their business and hire more workers. Government spending usually takes the form of jobs programs, where the government hires workers and businesses directly to build things or provide services. This acts like a tax cut, by providing consumers the cash they need to buy more products. . Enhance student soft skill and knowledge Lecturers, being the closest people to students, should continually encourage them to gain work experience and soft skills on campus and off campus. A lecturer may use several approaches to enhance their skills and knowledge; for example to stimulate the minds of students with discussions and case studies. This approach may help students integrate their knowledge a nd skills with real cases. Apart from that, the lecturer may also allow students to interact with outsiders or to organize social activities. This will force students to go out and exposed themselves to the outside world and conduct research as partial fulfillment for their degree programs. The process in preparing research involves skill and knowledge. 2. Increases students employability prospect and English skill The one of the programmed from government is The Graduate Career Accelerated Program (GCAP), which aims to improve the employability of unemployed graduates and English level of graduates. GCAP is a free graduate employability program. The oral and written English language acquisition sessions with GCAP will bring graduates to a new level of confidence for a brighter future and also increases their employability pros 3. Student themselves They should change their mindset and attitude when they are seeking a job. The student had to understand what the skill that are the employer looking for and what the expectation of the company. A student also has to practice or doing a mock interview before a real interview. With a well prepared and great impression during the interview will give high expectation for an employer to hire a student. . Revising the university curriculum from time to time The university should revise the curriculum so it can suited nowadays company and job requirement. Consequently, there are suggestions in three ways, which tertiary higher education can start instilling good employability skills and attitudes in future graduates: 1. Affective teaching and learning in the curriculum. Teaching and lea rning should prepare graduates to harness their potential to meet skills required by employers. 2. Reinforcement of students’ emotional quotient (EQ). Through competence in emotional literacy, students are believed to have better life chances and achieve success. 3. Recognizing and appreciating lecturers who are not only committed to teaching and learning but are also sensitive to the well being of students. A good lecturer is described as being accessible, enthusiastic and passionate. Students want lecturers who they can connect to, learn with and be inspired by (Wright, 2005). If greater recognition is given to teaching abilities and its value in the academic world, it will effectively develop both the profession and that of the students’ knowledge, skills and competencies in the future.

How to Analyze a Free Falling Body Problem

How to Analyze a Free Falling Body Problem One of the most common sorts of problems that a beginning physics student will encounter is to analyze the motion of a free-falling body. Its helpful to look at the various ways these sorts of problems can be approached. The following problem was presented on our long-gone Physics Forum by a person with the somewhat unsettling pseudonym c4iscool: A 10kg block being held at rest above the ground is released. The block begins to fall under only the effect of gravity. At the instant that the block is 2.0 meters above the ground, the speed of the block is 2.5 meters per second. At what height was the block released? Begin by defining your variables: y0 - initial height, unknown (what were trying to solve for) v0 0 (initial velocity is 0, since we know it begins at rest) y 2.0 m/s v 2.5 m/s (velocity at 2.0 meters above ground) m 10 kg g 9.8 m/s2 (acceleration due to gravity) Looking at the variables, we see a couple of things that we could do. We can use conservation of energy or we could apply one-dimensional kinematics. Method One: Conservation of Energy This motion exhibits conservation of energy, so you can approach the problem that way. To do this, well have to be familiar with three other variables: U mgy (gravitational potential energy) K 0.5mv2 (kinetic energy) E K U (total classical energy) We can then apply this information to get the total energy when the block is released and the total energy at the 2.0 meter above-the-ground point. Since the initial velocity is 0, there is no kinetic energy there, as the equation shows E 0 K 0 U 0 0 mgy 0 mgy 0E K U 0.5mv2 mgyby setting them equal to each other, we get:mgy0 0.5mv2 mgyand by isolating y0 (i.e. dividing everything by mg) we get:y0 0.5v2 / g y Notice that the equation we get for y0 doesnt include mass at all. It doesnt matter if the block of wood weighs 10 kg or 1,000,000 kg, we will get the same answer to this problem. Now we take the last equation and just plug our values in for the variables to get the solution: y0 0.5 * (2.5 m/s)2 / (9.8 m/s2) 2.0 m 2.3 m This is an approximate solution, since we are only using two significant figures in this problem. Method Two: One-Dimensional Kinematics Looking over the variables we know and the kinematics equation for a one-dimensional situation, one thing to notice is that we have no knowledge of the time involved in the drop. So we have to have an equation without time. Fortunately, we have one (although Ill replace the x with y since were dealing with vertical motion and a with g since our acceleration is gravity): v 2 v 0 2 2 g( x - x 0) First, we know that v0 0. Second, we have to keep in mind our coordinate system (unlike the energy example). In this case, up is positive, so g is in the negative direction. v2 2g(y - y0)v2 / 2g y - y0y0 -0.5 v2 / g y Notice that this is exactly the same equation that we ended up with in the conservation of energy method. It looks different because one term is negative, but since g is now negative, those negatives will cancel and yield the exact same answer: 2.3 m. Bonus Method: Deductive Reasoning This wont give you the solution, but it will allow you to get a rough estimate of what to expect. More importantly, it allows you to answer the fundamental question that you should ask yourself when you get done with a physics problem: Does my solution make sense? The acceleration due to gravity is 9.8 m/s2. This means that after falling for 1 second, an object will be moving at 9.8 m/s. In the above problem, the object is moving at only 2.5 m/s after having been dropped from rest. Therefore, when it reaches 2.0 m in height, we know that it hasnt fallen very fall at all. Our solution for the drop height, 2.3 m, shows exactly this - it had fallen only 0.3 m. The calculated solution does make sense in this case. Edited by Anne Marie Helmenstine, Ph.D.

Literature Review Essay Example | Topics and Well Written Essays - 2250 words

Literature Review - Essay Example This has resulted to researchers and educational scholars into seeking the appropriate wait-time that teachers should give to ELL students. ELL students pose a challenge because of their language-learning disability (Becker and Goldstein, 2011). Understanding of concepts and subject ideas, systematic ideas reflection, critical thinking, and content comprehension of an ELL student on a subject determines the response that a student gives to a question. However, effective learning for learners does not solely contribute to response given by ELL students. Wait time has a substantial effect on the response that an ELL student gives to a classroom question. Existing research by Beyondpenguins.ehe.osu.edu (2013) classifies silence time in a classroom into eight categories including: student-pause time, within-teacher presentation pause time, within-student’s response pause-time, post-teacher question time, student pause-time, post-student responsive wait time, teacher pause-time, st udent task-completion work-time and impact pause time. Despite the detailed wait-time classification, there has been no concrete conclusion on the specific wait-time required for elementary ELL students to respond to questions. ... ed student participation through volunteering more answers that are appropriate, increase in the analysis and synthesis of the context , which results to students giving evidence-inference responses that are more speculative( Cooper and Irizarry, 2013). Increased wait-time contributes to improved students’ self-confidence in responding to questions, increased rate of student asking questions on clarity as well as higher students’ achievement. Simply by increasing wait time, especially to students who have to translate the question into their mother tongue and then critically evaluate the questions to give a response, teachers can influence the quantity of correct responses to questions (Cooper and Irizarry, 2013). According to Mohr & Mohr (2007), a teacher should allow sufficient wait time to support ELL students to switch from hearing in a foreign language into reasoning and thinking in their first language, and then giving the response to the question. Additionally, i ncreased wait time has proved to enhance the cognitive techniques applied by a student to give responses. Relationship between Increased Wait-Time and Critical Thinking Several studies indicate that teacher’s wait time is often associated with the thoughtfulness and comprehension of a student answer to classroom questions (Huntley, 2008). Notably, teachers do not give sufficient time for students to internalize, think critically, and se comprehensive knowledge to respond to classroom questions. Teachers who only give elementary English Language Learners (ELL) students a few seconds to respond to classroom questions evoke student recall on a subject rather than critical thinking (Cruz and Thornton, 2013). In many occasions, ELL students translate the question into the first language to understand it