Tuesday, December 24, 2019

The Decline Of The Industrial Revolution - 1646 Words

The course of history would be forever changed from the time period of 1750 to 1840. Throughout this time many changes in technology, changed the way americans lived their day to day life.All of these revolutionary changes that impacted millions of people s lives are thanks to the industrial revolution. This enormous movement known as the industrial revolution first started out in Great Britain later on spreading to the western world in the following decade. The Industrial revolution is considered a great change in human history due to the many positives it has brung to the western society in particular. For example these changes include the exchange of manual labor for factories, changes such as these helped the American society thrive†¦show more content†¦This term which never has been written before except for then held a lot of meaning for people in Europe. For example when Otto states that â€Å"France is in the race to industrialise† he means that France is â₠¬Å"racing† against other countries to see who can achieve the newest technology available to them at the time. To carry on the creation of newer technology is what made the western world interested in the industrial revolution. These newer technologies included things such as iron making, steam power, and textiles. These new inventions sparked the interest of the western world, particularly the US because of the faster production rate speed for any goods or products. For example a textile machine would be able to spin and produce cotton over forty times faster than a human possibly could. Another example of a technology would be the newfound invention of steam power, with steam power humans could rely on transportation such as trains that operated on steam. With all of these new technologies that could possibly put an end to manual labor the western world was enticed to bring the industrial revolution and its technologies overseas to the U.S. . Once the technologies of the ind ustrial revolution came overseas to the U.S. the positive changes seen were immense. After technologies such as the textile machines were implemented the immediate response of the U.S. was to implement these new machines into factories where the use of manual labor wouldn’t be needed as much.

Monday, December 16, 2019

School’s Registration System Thesis Free Essays

Until now, several schools were note introduce in computer technologies and its efferent systems that’s why the proponents decided to develop their school registration system that will help them to organize a student’s information instantly. Amazing Grace Academy-Tagging Inc. Was the chosen beneficiary of the proponents. We will write a custom essay sample on School’s Registration System Thesis or any similar topic only for you Order Now It was founded on 2005 by Pastor Monies Battle and run by his wife Principal Arlene Bat Ill The Christian school was built by pastors of different churches because of their passion about teaching children of Christian gospels and also beyond it. So they decided to build a school that will help one’s child intelligence and knowledge about Christian gospels. Then, they created a Christian school named Jesus the Lord and Savior – Foundational Learning Center. As time pass by, it was developed and renamed as Amazing Grace Academy-Tagging Inc. Currently, this school was continually accepting and molding young generation through academic excellence and moral values. Background of the Study The proponents discovered several difficulties about their existing system. It is experiencing different complications through organizing, managing and sorting data by doing it manually. It also consumes a lot of time and effort to reach specific student’s information in order for them to edit and add information. Faculty teachers spend a lot of time by writing every students information to their record book as their verification that the students were officially enrolled in Amazing Grace Academy – Tagging Inc. Fortunately, by the concern of the proponents, a new and improved system will be created. This will help them to manage several students’ information easily and in a quickest way. It will also lessen the time and effort to document all of the student’s information to be their record as their official dents. Admit can easily find, edit and add student’s information by searching the student’s number, name, section or students school level, and other information of the student using computers owned by the school. Admit can also determine if the student, were transferred from other school, their medical records and school records. Furthermore, the admit can verify an official student by having a registration form in each student. Conceptual Framework Theoretical Framework The act Of recording data or information Of a certain person is called registration. Registering is very useful in recording information for us to know the fact about the person. Usually something is registered to claim more rights, or to protect ownership, or because the law says it must be registered to be used legally. It was use in Births, Deaths and marriages to prove the date and the event happened, in Motor vehicles to prove who owns the vehicle and to identify them and in Books to show the date when copyright protection starts. It was also created to fight crimes. To turn back to 1760 is to realize just how much the world has changed since Load’s Register was founded. At that time the sailing ship was the only reliable and speedy form of transport and the steam engine’s full potential was only just being developed. Industrialization of the western world had not yet accelerated to encourage the wide-spread exploitation of natural resources such as oil and gas, and the nuclear and jet ages were not even envisaged. The Society for the Registry of Shipping was set up in 1760 by customers of Edward Load’s Coffee House in Lombard Street, London. The aim was to give merchants and underwriters recorded information on the quality of their vessels. The Register Book listed vessels rated, or classed, after the condition Of their hulls and equipment had been surveyed. The subscriptions generated by the Register Book paid for the surveyors to carry out the work. This was the true beginning of classification and the Society was the world’s first classification society. With its base in one of the world’s leading manufacturing nations, the expertise and reputation of Load’s Register became attractive to many organizations overseas eager to have assurance on the quality of goods being produced in and shipped from the UK. The First World War brought further opportunities to demonstrate the effectiveness of inspection as means to provide an assurance of quality, from shell steel made for the French, to copper pipes and other products made for shipping in the USA. By 1934 surveyors were inspecting ten million cubic feet of cold storage, not just in the UK but in places such as Antwerp and Basal, Leopoldville and Mated in the Congo, and Singapore. During the Second World War the demands of war accelerated the pace Of change in shipping and industry and Load’s Register helped validate many of the innovations. Reconstruction work following the war allowed Load’s Register to gradually revive its activities overseas. The mid-shoos saw a long boom in shipping with many new challenges as shipping and shipbuilding influence shifted towards the east. Load’s Register saw remarkable growth of its non-marine operations. In the decades following 1960, Load’s Register facilitated change as the shipping boom contain due. Ships became ever larger and centralization changed the world by revolutionize the flow of goods. The oil crisis of the early sass led to a deep depression in shipping, but Load’s Register rode the tort through its involvement with the expanding energy industry and offshore business, led by the pioneering development for extraction of oil and gas under the North Sea. There followed another difficult period as shipping scarcely grew in terms of tonnage until 1990. At the same time the offshore industry suffered from a collapse in oil prices. Nevertheless, Load’s Register strengthened its position in Asia, diversified its offshore operations around the world and consolidated its position as the leading classification society for passenger ships and liquefied natural gas (LONG) carriers. One of the most striking developments was the success of Load’s Register Quality Assurance (LIRA), a management systems business established in 1985. A consultancy-based rail business was first considered in the early 1 sass and Load’s Register Rail was formed in 1996. Real growth began only a decade later as governments around the world invested massive sums in major rail projects from the Netherlands to Dublin and Taiwan. In the past decade, Load’s Register has undergone a cultural transformation to ensure greater financial and commercial awareness. The organization mutinous to grow and serve client needs, remaining competitive in a rapidly changing world. On 2 July 201 2, Load’s Register converted its status from an industrial and provident society to a company limited by shares, called Load’s Register Group Limited. The shares in Load’s Register Group Limited are owned by a new parent, Load’s Register Foundation, a registered charity. Scope and Limitations The proponents are in the process of creating Amazing Grace Academy – Tagging Inc. Registration System which allows the user to add, edit, save and record the student’s information. It holds a large amount of different dent’s information. This stores different information for a long period of time. The user can instantly look for the student’s information by using the search engine. Lastly, it is able to print the summary report Of the information of different students. Restrictions were discovered by the proponents while creating their School’s Registration System. They discovered that the administrator of the school is merely capable of accessing the School’s Registration System and design for the students and staff of Amazing Grace Academy – Tagging Inc. The user is capable of accessing the system by using the application given by the represents. If the user misspelled his/her password while typing, he/she is able to attempt three (3) times to access the School’s Registration System. While the user is accessing the system, he/she is allowed to register students from nursery level to grade 6 levels. Finally, the Registration System is merely capable of accessing for Windows 7 and Windows 8. Statement of the Problem Based on the proponents, the general problems Of the study are the following. 1 . What are the software and hardware requirements for the School’s Registration System? 2. How many information of the students will be stored n the proponent’s system? . How does the proponent’s system will improve the work of the user? 4. How does the developed system can maintain every records of the student? 5. What are the advantages and disadvantages? Significance of the Study This study will be significant to the main users of the Amazing Grace Academy – Tagging Inc. It will help them to process a large amount of students information in a faster and accurate way. At the same time, a bunch Of students can accommodate conveniently. Personnel who are assigned to register different information of the students can also aim the convenience aired by the proponent’s system. Despite the fact that it can bring convenience to the users; it minimizes the time and effort of the users to register a lot of essential information. This study can also provide ideas to the researchers regarding with proponent’s study in understandable way. This will serves as a fresh ground for the researchers who study will be related in the field of Computer Science. Furthermore, it helps the ability of the proponents on how to build a comprehensible computerized system. This will provide them as a challenge to do a better system. How to cite School’s Registration System Thesis, Papers

Sunday, December 8, 2019

Reflective Journal Organizations Behaviour

Question: Discuss about the Reflective Journalfor Organizations Behaviour. Answer: This was the first week of the 10-week course, Organizations Behaviour (OB), Structure and Processes. On the first day, I was provided with the course outline which entailed various aspects to be covered during the ten week period. The introduction part involved familiarizing with the tutor, course requirements, the number of assignment to be submitted, recommended reading materials and students participation. I learned that to pass this course; I had to familiarize with my course mates as far as the group presentation and report is concerned (Robbins Judge, 2017). After the introduction, the tutor presented us with the course objectives. For instance, I was able to understand the definition of organizational behaviour and why it is important to the operations of a company (Baker, 2013). Likewise, the lecturer stated that organizational behaviour is related to other practices such as organizational change and growth, employee motivation, management among others. Conversely, I realized that there are three levels of OB which play distinctive roles in the company operations (Knights Willmott, 2012). During the subsequent days of the week, I was taken through the roles, responsibilities, and skills that should be possessed by a manager. The managers behaviour has a huge impact on the performance of the employees. First, a manager should have technical skills which refer to the ability to apply specialized expertise or knowledge. Second, the ability to manage and motivate the employees. And third, the mental ability to effectively handle complex organizational situations (Chandan, 2010). Generally, a managers roles are divided into four namely; networking, communication, human resources management and traditional management. Lastly, some of the current trends on the topic are ethical choices and dilemmas, workforce diversity and positive organizational scholarship (Baker, 2013). As a person who has always interested understanding the dynamics of organizational behaviour, I found the introduction fascinating. I am interested in learning more about the topic and understanding how it influences the performance of a manager, the employees, and a company as far as productivity, personal and organizational growth and profitability is concerned. During the second week of the study, I was introduced to the chapter of the course which was addressing the diversity in organizations. According to the tutor, workforce diversity is classified into age, gender, disabilities, religion and race and ethnicity. Workforce diversity not only entails the views people have on themselves but also their opinion on other people (Powell, 2010). The perception that people have to themselves and others do affect the companys performance. The HR personnel should learn the best ways of dealing with issues such as communication, change, and adaptability effectively. I can understand why successful company invests in immediate actions by spending resources on managing their workforce diversity (Robbins Judge, 2017). I also learned several benefits of workforce diversity. First, increased adaptability; a company with diversified human capital can have a variety of solutions to a given problem challenging its operations. Employees coming from diversified groups bring different experience and talents to the company which can be beneficial to the group if managed well. Second, diversified workforce brings about collective experiences and skills that enable the company to serve customers globally (Fu Deshpande, 2014). Third, a company with diversified workforce allows sharing a pool of experiences and ideas. The company can pool these ideas to meet its business and customer strategies. The last benefit is to help the company execute its plans effectively (Robbins Judge, 2017). Amid the benefits, I also understood that several challenges affect companies with a diversified workforce. First, ineffective communication brought by language, cultural and perpetual barriers might result in low morale, confusion and lack of teamwork. Second, some employees resist change when it touches on their cultural and social coexistence. Last, workforce diversity can only be successful if a culture that supports diversity is put in place. The culture should then be implemented in the organizations departments and functions (Baker, 2013). Finally, I can now understand the importance of utilizing diversified training and development programs as well as promoting a culture of trust and openness in the company. An organization should as well come up with a customized workforce satisfaction survey which would help in diversity management. Learning during the third week covered the concepts of attitudes and job satisfaction. The two factors are correlated in that employees attitude influences their productivity. When employees have a positive attitude about their job, they become satisfied and increase the productivity. The instructor covered different concepts (Fu Deshpande, 2014). First I now understand that our feeling towards something or someone influences our relationship with them. The three elements of attitude are cognitive, affective and behavioral. The three components influence employees feeling, action, and evaluation of their supervisor and management. When employees have a positive attitude towards their jobs, they tend to be involved more in executing their duties and organizational events. I understand that employees get a commitment to a company when the values held by the organizational also take care of their individual well-being. Employees deserve fair rewards, being involved in decision making and having support from the management and supervisors. The more the employees attitude is positive towards the organization, the higher their job satisfaction and performance (Robbins Judge, 2017). Conversely, employees engagement is also important in promoting their attitude. Employee engagement refers to the degree of employees satisfaction with their job, involvement with their jobs and how passionate they are when performing the job (Bakker, A Schaufeli, 2008). I have come to realize that there are four types of job attitudes namely; enthusiastic stayers, reluctant stayers, enthusiastic leavers, and reluctant leavers. Each method influences job satisfaction differently. To understand how employees perceive their job, the topic outlines that companies should come up with employees attitude evaluation survey. This will help understand effective ways of satisfying the employees (Murphy, 2011). Lastly, I have noted that a workforce is the best asset to any organization. They connect the company to the outside world. They are advocates of the company. They can easily build or destroy a companys brand, perception, and image. This is an asset that should be treasured. Having them engaged in the companys activities and the decision can enhance their job satisfaction and positively impacting its productivity and profitability (Robbins Judge, 2017). References Baker, A. (2013). Feedback and organizations: Feedback is good, feedback-friendly culture is better. Canadian Psychology, 54(4), 260-268. Bakker, A, Schaufeli, W. (2008). Positive organizational behavior: Engaged employees in flourishing organizations. Journal of Organizational Behavior, 29, 147154. Chandan, J. S. (2010). Organizational Behaviour (WBUT),. New Delhi: Vikas Publishing . Fu, W., Deshpande, S. P. (2014). The impact of caring climate, job satisfaction, and organizational commitment on job performance of employees in a Chinas insurance company. Journal of Business Ethics, 124(2), 339-349. Knights, D., Willmott, H. (2012). Introducing organizational behavior and management. Andover, Hampshire, U.K: Cengage Learning EMEA. Murphy, M. (2011). Hiring for Attitude: A Revolutionary Approach to Recruiting and Selecting People with Both Tremendous Skills and Superb Attitude. Pennsylvania, NY: McGraw-Hill Education. Powell, G. N. (2010). Managing a Diverse Workforce: Learning Activities. London, UK: SAGE Publications. Robbins, S., Judge, T. (2017). Organizational Behaviour. Pearson.

Saturday, November 30, 2019

Value of Assessment and Testing Instruction

Correct psychological assessment and testing is the first step towards a successful psychological intervention. Although existing psychological assessment and testing methods and instruments are found to be helpful, there is always question about possible bias when applied in minority populations.Advertising We will write a custom research paper sample on Value of Assessment and Testing Instruction specifically for you for only $16.05 $11/page Learn More There is possibility of individuals from minority cultural and ethnic groups being assessed inappropriately because of possible generalization of the psychological tests. Many scholars admit existence of cultural bias in psychological assessment and psychological therapies. Addressing cultural bias in psychology, Rogler (1992) noted cultural bias in research methodology, testing and treatment. Addressing psychological assessment and testing, the scholar noted that there was over-generalization of results without considering possible difference across cultures. Indeed, what is considered healthy differs in one culture to the other. In most cases, however, psychological health is associated with self-confidence, independence, assertiveness and having internal control (Carter, 1991). However, the qualities and characteristics that denote health and normality in majority Whites may not be applicable to clients originating from minority ethnic and cultural groups. According to Rogler (1992), application of psychological testing to minority groups may lead to negative results that may show the status of minority cultural and ethnic individuals to be undesirable. Carter (1991) noted that cultural bias in psychological assessment and testing can make individuals originating from minority cultural and ethnic groups to seen as less psychologically healthy. Confirming presence of cultural bias in psychological assessment and testing, Samuda (1998) discussed psychological testing in minority e thnic and cultural groups in the United States. In the discussion, Samuda affirmed that there were clear bias in psychological assessment and testing in use. Psychological assessment and testing that does not take cultural difference in consideration is not only marginalizing but can also lead to psychological interventions that can harm a client. It is therefore prudent for psychologists to consider cultural background and level of acculturation when applying and interpreting results from psychological assessment and testing.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Appropriate psychological assessment and testing should consider unique features of the culture that a client belongs as well as the mainstream culture (Arredondo Perez, 2006). For accurate psychological assessment over culture and ethnic minorities, conventional psychological assessment should ether be altered, or new psychological tests that are specific to cultural and ethnic minority developed. When using conventional psychological tests designed for European American, psychological therapists should take cultural background of their clients into consideration. However, psychological tests designed for specific ethic or cultural group, such as Latin American Stress Test, are most appropriate. Multicultural competence of a psychologist is an important factor to successful psychological testing and treatment (Arredondo Perez, 2006). In context of psychological assessment, multicultural competence refers to ability and willingness of a psychologist to consider cultural data throughout the process. Cultural competence can help psychologists to determine their clients’ level of acculturation, incorporate their client’s culture when interpreting assessment and applying the most appropriate psychological intervention. Cultural bias in psychological assessment and testing is a significa nt barrier to successful psychological intervention in minority cultural and ethnic groups. Most of psychological assessment and testing in use are designed with the mainstream European Americans in mind and may not be effective with minority cultural groups. Multicultural competence and use of psychological tests designed for specific minority ethnic and cultural groups can help in minimizing cultural bias in psychological assessment. Reference List Arredondo, P. Perez, P. (2006). Historical perspectives on the multicultural guidelines and contemporary applications. Professional Psychology: Research and Practice, 37(1), 1-5.Advertising We will write a custom research paper sample on Value of Assessment and Testing Instruction specifically for you for only $16.05 $11/page Learn More Carter, R. (1991). Cultural Values: A Review of Empirical Research and Implications for Counseling. Journal of Counseling and Development 70(1), 164-173 Rogler L. (1992). T he role of culture in mental health diagnosis: the need for programmatic research. The Journal of nervous and mental disease 180, 745-747 Samuda, R. (1998). Psychological testing of American minorities: issues and consequences. New York: SAGE This research paper on Value of Assessment and Testing Instruction was written and submitted by user Abigail Dixon to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tuesday, November 26, 2019

60556-65372 Essays - Graphic Design, Adobe Photoshop, Free Essays

60556-65372 Essays - Graphic Design, Adobe Photoshop, Free Essays 60556-65372 Digital Design Digital Collage using Photoshop MYP - Year 3 - Grade 8 Student Name: Ali Alkhaja Grade: 8 ( s ) Intro to Photoshop: Photoshop is an extremely powerful tool and also the industry-standard in creating and modifying graphics. With all its power and features, Photoshop can seem very daunting, yet Photoshop does an excellent job of putting you in control and making it easy to have all these tools at your fingertips and keep you feeling you're in control. Eventually, once you know what Photoshop can do, and how to achieve certain results, you can feel like you can do anything. Other times, you may get results that were entirely not what you imagined, but better. Photoshop is a tool that you can play around with and create amazing results, without even meaning to. This introduction will get you familiar with the basics of Photoshop and the more commonly used tools. Digital Collage: is a form of creating collages using digital tools such as Photoshop. In this project, we will choose themes to reect our feelings on certain situations in our time and lives, and create a digital collage using Photo shop that reflects these theme and we will create a simple collage in Photoshop using a combination of essential Photoshop techniques. Creating a collage is one of those things that Photoshop can do with effortless ease. The only real hard work is in deciding what images to use The Task Open the image Copy the background Create a new layer Use the rectangular marquee tool Fill it with white colour Select modify contract 10 Use the eraser to delete the inside fill colour deselect Edit transform distort Layer mask Inverse the colour (black foreground) Use the brush to delete the white edges. Use magic wand tool and select the outer image right click to inverse the selection new layer inverse the colours (black -background) fill-in the selection with black put layer2 under layer1 Use the move tool to move the black selected area outside the frame appropriately. use blur tool to smoothen the edges or you may use filter blur box blur create another copy of the background upon layer2 hide layers: background and copy1 of background add layer mask to copy2 of the background Use the brush and delete all outside the picture frame. Show the hidden layers again. select copy2 of the background and create a new channel mixer adjustment layer black and white move background copy2 above the channel mixer 1081405266700 Required Skills: How to Warp Text How to Create Type Along a Vector Path How to Use Quick Selection and the Magic Wand Working With the Marquee Tools How to Organize Layers into Groups Introduction to the Layers Panel How to Adjust Hue and Saturation How to Use the Camera Raw Adjustment Brush Dodge and Burn Using a Gradient Render Filter Fog Effects and Lens Flairs A: Inquiring and Analyzing: explains and justifies the need for a solution to a problem Develops a design brief, which presents the analysis of relevant research. Distinguish between vector drawings and bitmap images (known as raster also). Explain why we need add a new layer in each step . Acknowledge your sources appropriately. Attach your Digital Collage Bitmap (or raster) images are stored as a series of tiny dots called pixels. Each pixel is actually a very small square that is assigned a color, and then arranged in a pattern to form the image. When you zoom in on a bitmap image you can see the individual pixels that make up that image. Bitmap graphics can be edited by erasing or changing the color of individual pixels using a program such as Adobe Photoshop. Unlike bitmaps, vector images are not based on pixel patterns, but instead use mathematical formulas to draw lines and curves that can be combined to create an image from geometric objects such as circles and polygons. Vector images are edited by manipulating the lines and curves that make up the image using a program such as Adobe Illustrator. They are important because they allow you to modify your image, add text, change colors, put two pictures on the same page, etc. without

Friday, November 22, 2019

How to Build a Baking Soda Volcano Science Fair Project

How to Build a Baking Soda Volcano Science Fair Project The baking soda and vinegar volcano is the kitchen equivalent of a volcano. Obviously, its not  the real  thing, but its cool all the same! The baking soda volcano is also non-toxic, which adds to its appeal. It is a classic science project which can help kids learn about chemical reactions and what happens when a volcano erupts. This project takes about 30 minutes to complete. Did You Know? The cool red lava is the result of a chemical reaction between the baking soda and vinegar.In this reaction, carbon dioxide gas is produced, which is also present in real volcanoes.As the carbon dioxide gas is produced, pressure builds up inside the plastic bottle, until the gas bubbles (thanks to the detergent) out of the volcano. Volcano Science Project Materials 6 cups flour2 cups salt4 tablespoons cooking oilwarm waterplastic soda bottledishwashing detergentfood coloringvinegarbaking dish or another pan2 T baking soda Make the Chemical Volcano First, make the cone of the baking soda volcano. Mix 6 cups flour, 2 cups salt, 4 tablespoons cooking oil, and 2 cups of water. The resulting mixture should be smooth and firm (more water may be added if needed).Stand the soda bottle in the baking pan and mold the dough around it into a volcano shape. Dont cover the hole or drop dough into it.Fill the bottle most of the way full with warm water and a bit of red food color (can be done before sculpting if you dont take so long that the water gets cold).Add 6 drops of detergent to the bottle contents. The detergent helps trap the bubbles produced by the reaction so you get better lava.Add 2 tablespoons baking soda to the liquid.Slowly pour vinegar into the bottle. Watch out - eruption time! Experiment with the Volcano While its fine for a young investigator to explore a simple model volcano, youll want to add the scientific method if you want to make the volcano a better science project. Here are ideas for ways to experiment with a baking soda volcano: Make a prediction about what happens if you change the amount of baking soda or vinegar. Record and analyze the effect, if any.Can you think of ways to change the volcano to make the eruption go higher or last longer? This might involve changing the chemicals or the shape of the volcano. It helps to record numerical data, such as the volume of liquid, the height of the lava, or duration of the eruption.Does it affect your volcano if you use a different kind of chemical to color the volcano? You could use tempera paint powder. Try using tonic water instead of regular water to get a volcano that glows under black light.What happens if you substitute other acids instead of vinegar or other bases instead of baking soda? Examples of acids include lemon juice or ketchup. Examples of bases include laundry detergent and household ammonia. Use caution if you substitute chemicals because some mixtures can be dangerous and produce hazardous gasses. Dont experiment with bleach or bathroom cleane rs. Adding a bit of food coloring will result in red-orange lava! Orange seems to work the best. Add some red, yellow, and even purple, for a bright display.

Thursday, November 21, 2019

Consumers and insurance benefits issues paper Essay

Consumers and insurance benefits issues paper - Essay Example The different issues under the healthcare system include Medicare, Medicaid and insurance. This essay will focus on the historical framework of insurance including management and technology implications in this sector. While Medicare covers hospital insurance, medical insurance, doctor’s service and outpatient hospital care, Medicaid has provided health care since 1965. Medicaid provides essential health support to Americans of all ages. Medicare does not pay for all of a covered persons medical costs and from January 2006, provides coverage for prescription drugs through a complex coverage model (Wikipedia). Medicare is partially financed by taxes on wages and in 2003, Medicare accounted for almost 13% of the entire Federal budget. Thirty three cents of every dollar spent on health care in the U.S. is paid by Medicare and Medicaid. Under the circumstances, health insurance becomes necessary. Health insurance spreads the risk of health care expenses and provides people access to medical services. Since the late 19th century, states have been regulating private health insurance companies and products with a view to assure financial solvency of the insurance companies, promote risk spreading, protect consumers against fraud, and ensure that consumers receive what they are promised (Kofman & Pollitz, 2006). Although the business of insurance was traditionally reserved for the state, in 1974, the federal government became the primary regulator of health benefits provided by the employer. During 1980s and 1990s, Congress established minimum standards for group health insurance. Today every state follows certain basic standards for health insurance. They ensure that insurers are financially solvent and in a position to settle claim promptly. In the private health insurance market, the insurers minimize their risks to avoid losses. They deny coverage to individuals who have health problems. Approximately

Tuesday, November 19, 2019

Lord of the flies Essay Example | Topics and Well Written Essays - 1250 words - 2

Lord of the flies - Essay Example The novel, with its structure, symbols, motifs and allegories, serves the purpose of showing the innate evil of man. In his lecture of 1962 given at the University of California at Los Angeles Golding explained that the breakdown of civilization in his novel resulted from nothing but the inborn evil of man: â€Å"So the boys try to construct a civilization on the island; but it breaks down in blood and terror because the boys are suffering from the terrible disease of being human† (In Burris 1999). Golding does not justify this evil by the structure of the society, but quite the contrary, explains the defects of the society by the traits of the humanity. The writer stated that the shape of the society created by the boys on the island is â€Å"conditioned by their diseased, their fallen nature†. Intentionally, he avoided any elements that could make us think that it was the society rather than the human nature responsible for the breakdown: â€Å"The boys were below the age of overt sex, for I did not want to complicate the issue with that relative triviality. They did not have to f ight for survival, for I did not want a Marxist exegesis. If disaster came, it was not to come through the exploitation of one class by another. It was to rise, simply and solely out of the nature of the brute† (Golding, In Burris 1999). Though it is possible to suggest that in circumstances different the events would develop differently, the author insisted that the tragedy occurred â€Å"simply and solely out of the nature of the brute† (in Burris 1999). As the result of his views, Golding builds his novel around the central conflict between two opposite impulses existing within human beings: the tendency to live according to rules and moral commands, in peace and for the good of the group against the desire to satisfy one’s immediate desires and impulses, act aggressively to achieve supremacy over other people, and impose one’s will. For Golding

Saturday, November 16, 2019

The Benefits of Interventions for Work-Related Stress Essay Example for Free

The Benefits of Interventions for Work-Related Stress Essay Objectives. This quantitative metaanalysis sought to determine the effectiveness of occupational stress–reducing interventions and the populations for which such interventions are most beneficial. Methods. Forty-eight experimental studies (n = 3736) were included in the analysis. Four intervention types were distinguished: cognitive–behavioral interventions, relaxation techniques, multimodal programs, and organizationfocused interventions. Results. A small but significant overall effect was found. A moderate effect was found for cognitive–behavioral interventions and multimodal interventions, and a small effect was found for relaxation techniques. The effect size for organization-focused interventions was nonsignificant. Effects were most pronounced on the following outcome categories: complaints, psychologic resources and responses, and perceived quality of work life. Conclusions. Stress management interventions are effective. Cognitive– behavioral interventions are more effective than the other intervention types. (Am J Public Health. 2001;91:270–276) Jac J. L. van der Klink, MD, MSc, Roland W. B. Blonk, PhD, Aart H. Schene, PhD, MD, and Frank J. H. van Dijk, PhD, MD The efficacy and cost-effectiveness of interventions designed for patients with emotional difficulties is a relevant topic in general practice.1 Such considerations also apply in occupational health care. With the increases in workloads of the past decades, the number of employees experiencing psychologic problems related to occupational stress has increased rapidly in Western countries.2 At the societal level, costs are considerable in terms of absenteeism, loss of productivity, and health care consumption. In Britain, it is estimated that 40 million workdays are lost to the nation’s economy owing to mental and emotional problems.3 At the individual level, there are costs in terms of high rates of tension, anger, anxiety, depressed mood, mental fatigue, and sleep disturbances. These problems, usually referred to in aggregate as distress, are often classified as neurasthenia, adjustment disorders, or burnout. Incidence rates in the Netherlands vary from 14 to 50 cases per year per 1000 patients.4 Interventions designed to reduce occupational stress can be categorized according to focus, content, method, and duration. In regard to focus, interventions can be categorized as (1) aiming to increase individual psychologic resources and responses (e.g., coping) or (2) aiming to change the occupational context. The first category of intervention is usually referred to as stress management training. However, stress management is the common denominator of an assortment of interventions ranging from relaxation methods5 to cognitive– behavioral interventions6,7 and client-centered therapy.8 The second category refers to interventions such as organizational development9,10 and job redesign.11 We distinguished 4 intervention types according to categorizations used in previous reviews12–14: cognitive–behavioral approaches, relaxation techniques, multimodal interventions, and organization-focused interventions. Cognitive–behavioral approaches aim at changing cognitions and subsequently reinforcing active coping skills.6,7 Relaxation techniques focus on physical or mental relaxation as a method to cope with the consequences of stress. Multimodal interventions emphasize the acquisition of both passive and active coping skills. The fourth intervention type involves a focus on the organization as a whole. Several reviews have been conducted of interventions designed to reduce occupational stress.2,5,12,14–16 The general finding of these reviews is that such interventions are effective. However, the reviews have been qualitative in nature and thus provide limited information on which type of intervention is most effective and for whom. Recently, Bamberg and Busch conducted the first meta-analysis on occupational stress–reducing interventions.17 However, they included only cognitive–behavioral interventions in their quantitative analyses. In the present quantitative review, the following research questions were posed: (1) Are stress interventions effective, as suggested by qualitative reviews of the literature? (2) If so, which type of stress intervention is most effective, and on which outcome measures? In addition to these research questions, exploratory analyses were conducted to determine what moderator variables (e.g., job characteristics, preventive/remedial nature of interventions, length of treatment) were related to the effectiveness of the interventions. Methods Search and Inclusion Criteria Two strategies were used to locate appropriate studies. First, 4 databases—Medline (1966–1996), ClinPsych (1980–1996), Current Contents (1997), and Nioshtic (1970– 1996)—were used to conduct a computerized search. Three groups of terms were composed for this search: (1) terms linked to stress-related psychologic problems (psychologic stress, work stress, job stress, neurasthenia, burnout, minor psychiatric problems, mental fatigue, minor depression, neurosis, distress, nervous breakdown, and adjustment disorder), (2) terms related to the intervention (therapy, treatment, protocol, program, intervention, primary care, prevention, and employee assistance program), and (3) terms related to the population (employee, occupational, vocational, rehabilitation, work, job, absenteeism, and sickness leave). Within each group of terms, searches were added. Subsequently, these searches were combined. Second, a manual search of relevant reviews, book chapters, and articles was conducted, with the objective of finding relevant references missed in the computerized search. To be included in our database, a study had to meet several criteria. First, the intervention was required to be specifically designed to prevent or reduce psychologic complaints related to occupational stress. Second, in terms of the target population, participants had to be recruited from the working population because of imminent or already-manifested stressrelated psychologic problems not diagnosed as involving a major psychiatric disorder (e.g., depression or posttraumatic stress disorder) or a stress-related somatic disorder (e.g., hypertension, coronary heart disease). Third, an experimental or quasi-experimental design involving a no-treatment control group had to be used. Within the quasi-experimental studies, we required that the experimental group and the control group be recruited from identical populations and have identical baseline values on dependent variables. In this high-quality group of primary studies, we applied no ranking for methodological quality aspects because the consequent choice of a weighting factor in the quantitative analyses would introduce an element of subjectivity. Fourth, outcome variables had to be well defined and of sufficient reliability. Finally, we required that the study be published as a journal article in English. Definitions The variables used in the meta-analysis included intervention-related variables, outcome variables, and population characteristics. February 2001, Vol. 91, No. 2 Intervention-related variables were (1) type of intervention, (2) total number of hours, (3) number of weeks, and (4) number of sessions. The latter 3 variables could be considered indexes of the intensity and extent of the intervention. Because they were relevant in assessing the cost-effectiveness and practical applicability of a program, we used these variables as moderators in the exploratory analyses. As described earlier, 4 intervention types were included; 3 involved a focus on individuals and 1 involved a focus on the organization. In several reviews, a third focus has been discerned: the interaction between the individual and the organization.14,18 Thus far, however, intervention studies conducted with this focus have been uncontrolled.19 The outcome variables included were placed into 5 categories: (1) quality of work life, including such aspects as job demands, work pressure, job control, working conditions, and social support from management and colleagues; (2) psychologic resources and responses, including measures of self-esteem, mastery, beliefs, and coping skills20; (3) physiology, including measures such as tension, electromyographic activity, (nor)adrenaline, and cholesterol level; (4) complaints, including stress or burnout rates or symptoms, somatic symptoms, and mental health status and symptoms (because of their significance in general health practice, depressive symptoms and anxiety symptoms were considered as separate subcategories); and (5) absenteeism. A number of population characteristics, such as sex, age, years of employment, occupational status, and baseline stress level, may be important moderators of treatment effects and thus may provide information on which types of interventions are effective and for whom. However, for most of these characteristics, the specific information required was not available in the studies; the exceptions were baseline stress level and occupational status. The predictive influence of these characteristics on treatment effects was investigated in a number of exploratory analyses. In line with Newman and Beehr12 and with Murphy,2 2 baseline stress level categories were distinguished, preventive and remedial. In the present meta-analysis, a study was considered preventive if no participant selection had taken place in regard to stress levels. A study was considered remedial if participants were selected by means of a criterion. As noted by Karasek and Theorell, occupational status may be indicative of level of job control.20 On the basis of Karasek and Theorell’s ratings, we categorized study samples as â€Å"high control† or â€Å"low control.† Two studies involving samples with mixed occupations were classified as low control because most of the participants in these studies had low-control jobs.21,22 Two studies were excluded from these exploratory analyses because of a lack of sufficient information.23,24 Statistical Analysis The Advanced BASIC Meta-Analysis program25 was used in conducting statistical analyses. In this program, several statistics (e.g., F, t, r, and P) can be entered, and a product–moment correlation is obtained. These effect size correlations are transformed to Fisher z scores. Subsequently, mean Fisher z scores are calculated and transformed back to effect size (r) values. If F or t values were reported, we used these values; if such values were not reported, they were computed if the required information was available. If this computation was not possible, P values were used; effects reported as nonsignificant were rated as P=0.5.26 A problem in meta-analyses is that studies with a relatively large number of outcome measures disproportionately affect the metaanalytic results. To counteract this problem, Rosenthal and Rubin27 proposed a method of computing a mean effect size in which the intercorrelation of outcome measures is taken into account.25(pp45–47) For all analyses, outcome variables were combined according to this method. We used all outcome measures reported in a study in calculating effect sizes. We report effect sizes in Cohen’s d, which can be derived directly from r values. Cohen’s d represents the standardized mean difference between the intervention group mean and the control group mean. Thus, a d value of 1 indicates that the intervention group performed 1 standard deviation above the control group on a particular outcome variable. Results Description of Studies Forty-eight studies10,21–24,28–67 conducted between 1977 and 1996 met the inclusion criteria; findings from these studies were published in 45 different articles. None of the 48 studies had a curative orientation in the usual sense (i.e., target population consisting of people seeking help). Four studies were considered remedial, because there was selection in regard to baseline stress level. Forty-one studies involved employees with jobs categorized as high in job control. Five studies evaluated an organizationfocused intervention, 18 evaluated a cognitive– behavioral intervention, 17 evaluated a relaxation technique, and 8 evaluated a multimodal approach. In all studies, several outcome analyses were conducted. The result was 99 intervention–outcome combinations. American Journal of Public Health 271 Twenty of the studies involved a followup assessment. In most cases, follow-up was either uncontrolled or reported in a way that allowed no retrieval of statistical metrics. Therefore, only the first postintervention assessment was included in the meta-analysis. The mean interval between preintervention and postintervention assessment was 9 weeks for interventions that focused on individuals (SD= 6 weeks). This deviation was merely due to dif- ferences in intervention duration. Differences in interval between intervention types were not significant. The interval for organizationfocused programs was considerably longer (38 weeks) owing to longer program durations and longer postintervention assessment intervals. Pretest-to-posttest dropout rates varied from 0% to 40%. The mean dropout rate for programs that focused on individuals was 11%; differences between intervention types were nonsignificant. Organization-focused programs had a mean dropout rate of 26%.

Thursday, November 14, 2019

Why Should One Have Humility :: essays research papers

Why Should One Have Humility? Humility is a human characteristic, where one realizes their own insignificance in comparison to other people or circumstances. In a spiritual aspect, humility means putting God and others ahead of our own selfish interests. In Chesterton's short story called "A Defense of Humility", He states, "Humility is luxurious art of reducing ourselves to a point, not to a small thing or large one, but a thing with no size at all, so that to it all the cosmic things are what they really of immeasurable stature." Humility is an important characteristic that one should have. When one looks at other people first before themselves, they have Humility. By one realizing their own insignificance in comparison to other people will show that his is caring or considerate not selfish or prideful. Having humility shows the world just how humble one's state of mind may be. The most well known quote from the Bible spoken by Jesus was The Golden Rule, this small quote contains a large amount of wisdom. In order to receive love one must give love first. If one wants to gain respect or be respected, one must give respect to others first even the ones that may be considered one?s enemy. If we wish to live a life that feels fulfilling, we must give openheartedly with others. Do to others, as you would have them do to you. "If you love those who love you, what credit is that to you? Even 'sinners' love those who love them. In addition, if you do well to those who are good to you, what credit is that to you? Even 'sinners' do that. In addition, if you lend to those from whom you expect repayment, what credit is that to you? Even 'sinners' lend to 'sinners,' expecting to be repaid in full. However, love your enemies, do well to them, and lend to them without expecting to get anything back. Then your reward will be great, and you will be sons of the Most High, b ecause he is kind to the ungrateful and wicked. (NIV, Luke 6:31-35) When having Humility, we tend to try and not minimize our work, but we do observe it by thinking of things in a "big picture? point of view. If one is a successful businessperson, one may wonder if he has a duty to be reasonable and truthful as a witness to others.

Monday, November 11, 2019

Islam or Christianity: a Reaction to Eaton’s Islam and the Destiny of Man Essay

Islam came to the world of man through the efforts of a man, believed by Muslims to be commissioned by Allah to deliver His words; His words that will not change for all eternity; His words whose poser and shape will never be imitated by anyone – angel, demon or man. This advent of this powerful and great religion is basically what the first part of the book is about. It does not only discuss how Islam spread like a wild fire under the guidance of Allah, but more importantly, there philosophies that it challenged in the Western world including the persecutions that it faced (Eaton 2). To prove my point about the persecutions that Islam faced, I would like to quote the following passage from the first two pages of the first part: â€Å"Since Islam was strong in arms and Christendom was weak, words were the only available weapons against what was seen first as a ‘heresy’ and later a false religion of satanic origin†¦ Pope Innocent III had identified Muhammad as the Anti-Christ; †¦H. A. L. Fisher called him ‘cruel and crafty, lustful and ignorant’ and made reference to the ‘crude outpourings of the Koran’ (Eaton 9-10). † Because Islam was viewed as a form of heresy and later satanic religion, we can imagine the prejudice that people had (and probably still have) about Muslims stating from the time when Islam started. This prejudice is still present in the stereotypes that we see in many films showing that the terrorists are the Arab Muslims. Although according to Eaton, modern Muslims are less sensitive to the issue, it remains to be a point of consideration especially in social interactions with people of different religions (Eaton 4). It creates a stereotypical view in the mind of people who are not exposed to Muslims that there will never be peace between Muslims and Christians. It is true that Islam spread throughout Africa and Eurasia as a result of conquest. It was by the sword that many people would see it that Islam rose to power. However, it is perhaps a wrong notion to think that Islam spread using violence. In all the years it went through spreading its faith, military force was necessary to convert the people who were embracing other faiths that were against the teachings of Allah. Even if we look at the history of the Jewish nation in the Bible, they too had to use military force to claim the land that God promised Abraham. Christianity has its own foundations of faith and so does Islam. Christianity spread through the ancient word through the propagation of the Gospel and later, the power of the Roman Empire (Eaton 9). We must not forget that the Catholic Church Inquisition to get rid of heresy. In the conquest of Catholic empires like Spain and Portugal, they also used military force to make the people embrace Christian faith. This is not to throw back stones at Christian persecutors of Islamic use of force, but the to show that Islam’s use of military force to make the people embrace the faith is a â€Å"necessary evil† as others may call it (Eaton 163). It was the only way to hasten the work of the mighty hand of Allah in bringing the people back to Him. One can argue all he wants that the pen is mightier than the sword, but during the times of the spread of Islam and the days before, the sword can kill the user of the pen. The Jews, for instance, before the advent of Christ were notorious for murdering the prophets that God sent them. They have seen the mighty works of Yahweh, but they still turned to idol worship. When Jesus preached the word of God, they did not believe that he was the Messiah despite the different wonderful and powerful works and teachings he had shown them. Truly, God, whether His name is Allah or Yahweh, will logically not allow His messenger to be slaughtered again and again. The matter of bringing salvation to mankind is a serious matter. Indeed, if a man strongly wants to save another from a burning house, the man will do what has to be done to save the other person will use force, if needed, to take him out of the house. Perhaps, if the savior needs to knock the person to be able to get him out of the house, he would. But in this instance no one would normally say that the savior was a violent man. They will understand that he did it for the safety of the person in the burning house. Such is the situation of the world in the eyes of the Muslims on their conquest for the spread of Islam. If it had been a violent act to use the sword to force people to embrace Islam, it was for a worthy cause – salvation of their souls. I am not rejecting the faith of the Christians in Jesus Christ as the savior of mankind nor does Islam teach that he is false prophet. In fact, Jesus is one of the prophets that Islam mentions. Jesus preached to the Jews to save them, but they did not listen as they had always been obstinate to God’s prophets. What I want to point out is that if we follow the history of the Bible and the emergence of Islam, we can see the progress of God’s work of salvation for the people of this world. When the people would not listen through diplomacy, God had to use force for them to embrace the faith in one God, who is the creator of all things and the source of life. How do we know that the spread of Islam is the work of God? The spread of Islam covered vast areas of the globe that no empire before Islam’s emergence has ever conquered. Muhammad is the preacher with the most number of adherents, Apostle Paul is second and Jesus is just third (considering of course that he died at the age of thirty). The scope of the propagation in such a short period of time proves that there is some divine power behind the leadership of the prophet and his descendants. Hinduism existed earlier than Judaism, but it is still confined mostly to Indians and those of lineage up to now. Even Judaism, which can be traced from the Bible, can be scarcely found among the non-Jewish people (Eaton 41). However, Islam has gained influence to different peoples of the world in such a short time compared to the existence of Christianity and other great religions of the world. It should not be mistaken, though, that number is the basis of being a religion that is chosen by God. When God made His covenant with Israel, He emphasized that Israel was in no way the most powerful, nor the biggest nation, for it was indeed the smallest nation then. Yet, the case of Islam tells us that the work of God’s salvation had to be fulfilled, not only for a few people, but for as many people that can be saved. Now the question comes, â€Å"How about Christianity? † Does it mean that Christians are following a path that has been outdated when Muhammad preached Islam? Christ was sent to the world, according to him, not for the people who already knew God, but for those who did not know Him. He sent his apostles to preach to the Gentiles and they did. Four hundred year after their death, Islam rose. But the reason of its emergence is the same reason as the reason of the propagation of the Gospel to the Gentiles. The preachers may have been different, and their races may be different, but their purpose is the same. They preach about the same God who sent the same prophets to Israel and prophesied the death of Jesus Christ on the cross. What I can deduce from these is that mankind is fortunate for there is a loving God who sends forth messengers at different eras to different places to introduce Himself to those who do not know Him. He created man to serve Him, for man to be happy eternally. As God is a just God, he also understands the limits of man’s abilities and capabilities. The scope of a man’s work may not be enough to fulfill God’s ultimate plan, hence Islam’s co-existence with Christianity. I believe that in the end, God will not ask us what religion we belong to but whether we were obedient to what we believed in. Obeying the teachings of Islam will bring salvation to those who believe in it and Christianity to those who believe in it. Muslims should hold on to their faith and Christians to theirs, but they should stop fighting one another, they are from the same ancestry, Abraham – the Muslims through Ismael, and the Christians, through Isaac. Work Cited Eaton, Charles. Le Gai. Islam and the Destiny of Man. Suny Press, 1985.

Saturday, November 9, 2019

Problems with E-Banking

The relevant statutes and cases 5 How the current legislations adequately 6 protect the consumers References 7 QUESTION: Analyse with relevant statutes and cases the problems with electronic banking and how the current legislations adequately protect the consumers overcoming these problems. ANSWER: The following are the problems with e-banking: 1. Time of payment:The opportunity for a customer to countermand or stop electronic payment is unclear. If the transfer is effective before the countermand is received, then the paying institution will have paid in accord with its mandate and is not liable to reverse or restore payment to the customer. Cheques are only paid or effective once cleared, and the paying bank holds records of the appropriate debit, however with EFT there are 5 possible times of payment: a. The time of transmission. b. The entering of the transfer instruction into the transfer system. c. The time of receipt of the transfer instruction by the paying institution. . The time when the recipient financial institution decides to accept the payment. e. The time when the recipient financial institution credits the sum to the account of its customer. 2. Malfunctions: ADIs accept liability for direct loss if there is a malfunction in the system. In the case where an electronic malfunction resulted in non-payment of an amount of money due under a charter party agreement, such that one of the parties lost the benefit of a ship charter, resulting in the loss of millions of dollars, it may result to indirect or consequential loss.The Uniform Commercial Code, in the USA, prohibits recovery of consequential damages from a recipient bank for a delayed or otherwise mishandled funds transfer unless there is express written agreement permitting recovery between the bank and its customer. 3. Evidence of transactions: EFT transactions are usually evidenced at the point of transaction by a document proffered to the customer. The problem arises with the unauthorized o r fraudulent use of the facility, this will result to the customer not discovering the unauthorized use until there is a periodic statement issued. . Security, fraud and liability: In accordance with cheques and bills, a customer is not ordinarily liable for losing a bill, cheque or cheque book or failing to check bank statements for inaccuracies; the duties owed by the customer to a bank are quite limited in scope. However in the case of debit and credit cards, the duties are quite different. The customer is under greater contractual duties regarding security and liability for fraud. He must keep the card in a safe place and is required to notify the bank immediately of its loss or theft. 5. Terms of contract:The terms of e-banking account are set by the ADI and are varied upon notice from time to time. Customers have little bargaining power and also problems with understanding the contractual obligations. To further illustrate this point, there is usually a â€Å"Conditions of Us e† document supplied with a debit or credit card but rarely is it understood, and as soon as the customer signs the card or first uses it, they are deemed to have accepted the card on these conditions. The relevant statutes and cases illustrating the problems with electronic banking: 1.ANZ vs Westpac (1988) 164 CLR 662, A meat company (Jakes) had an account with the branch of the Westpac Bank. At the relevant time the account was overdrawn in the amount of $67,000. A customer presented to ANZ a cheque in favour of Jakes for $14,000, but, by reason of clerial error, ANZ credited Jakes account with Westpac for $114,000. By the time ANZ notified Westpac for the error, Westpac had applied the money in reducing the overdraft and in honouring a number of Jakes’s cheques. Jakes paid back only $2,500 of the $100,000 before going into liquidation.ANZ brought an action against Westpac to recover the overpayment, however Westpac sought to rely on the defence of ministerial receipt . Bth parties acted on the basis of concessions made by Westpac that the reduction of the overdraft anad the payment of certain cheques which could have been dishonoured by Westpac at the time was notified of the mistake should be ignored for the purposes of determining whether the moneys had been applied. As a result of the concessions it was accepted by Westpac that it had not applied $17,021 of the payment and that it was liable to return this amount. . Mercedes Benz v ANZ and National Mutual Royal Savings Bank Ltd (Part 2), Mrs R was employed by the plaintiff as a payroll supervisor. By arrangement with the second defendant, she was given forms for opening accounts for new employees of the plaintiff, and she received cards and PINs for accessing those accounts. The plaintiff paid wages and commissions by issuing a cheque in favour of NMRB who then credited the appropriate accounts. There was virtually no supervision of Mrs R after her appointment, nor did the second defendant ev er question the creation of accounts.Mrs R defrauded the plaintiff company using several different schemes. For the purposes of the present note, the relevant scheme was to create accounts in fictitious names and then use those accounts for the deposit of cheques. How the current legislations adequately protect the consumers: To address these problems, a joint State and Federal Committee of Consumer Affairs Ministers prepared a Code of Conduct to be allowed by financial institutions. They were given some time to incorporate the Code into their standard EFT contracts or alternatively face legislation.After amendments recommended by the Trade Practices Commission in 1989, the Code was implemented along with the Australian Banking Ombudsman Scheme. The current Code is now part of ASIC’s scope of administration.REFERENCES: 1. Restitution law: By Sharon Erbacher pg. 639 2. Law 330 module 2 pg. 30-32 3. Cases and materials on the law of restitution:  By Andrew Burrows, Ewan McKen drick, James Edelman pg. 838 4. http://austlii. edu. au/~alan/mb2. html, Mercedes Benz v ANZ and National Mutual Royal Savings Bank Ltd (Part 2), accessed on 20/08/10.

Thursday, November 7, 2019

Preparing for the Private School Interview

Preparing for the Private School Interview Private school interviews can be stressful. You are trying to impress the school and put your best foot forward. But, this doesnt have to be an interaction that makes you lose sleep at night. Here are some tips to make the interview go more smoothly. Research the School Beforehand ​If you really want  to attend a given school, be sure you know some basic information about the school before the interview. For example, you shouldn’t express surprise that the school doesn’t have a football team during the interview; thats the kind of information thats readily available online.  While you will find out more information on the tour and during the actual interview, be sure to read up on the school beforehand.  Make it clear that you know something about the school and are eager to attend by making such remarks as, â€Å"I know your school has an excellent music program. Can you tell me more about it?† Prepare for the Interview Practice makes perfect, and if youve never been interviewed by an adult before, this can be an intimidating experience. Its always a good idea to study potential questions they may ask you. You dont want to have scripted answers, but being comfortable talking off the cuff about given topics will be helpful.  Be sure you remember to say thank you and to shake hands with the admission officer at the end of the interview. Practice good posture and remember to make eye contact with your interviewer, too. Older students may also be expected to know about current events, so you might want to be sure that youre keeping up on whats happening in the world. Also be ready to talk about potential books, things that are happening at your current school, why youre considering a new school, and why you want that school in particular. Younger children may be asked to play with other children in the interview, so parents should be prepared to tell their child ahead of time what to expect and to follow rules for polite behavior. Dress Appropriately Find out what the school dress code is, and be sure to dress in attire that is similar to what  the students wear. Many private schools require students to wear button-down shirts, so don’t dress in a tee-shirt, which will look impolite and out-of-place on the day of the interview. If the school has a uniform, just wear something similar; you dont need to go buy a replica. Don’t Stress Out This goes for both parents and students.  Admissions staff at private schools are far too familiar with the child who is on the brink of tears on interview day because his parents have given him a bit too much advice- and stress- that morning. Parents, be sure to give your child a big hug before the interview and remind him- and yourself- that you are looking for the right school- not one you have to campaign to convince that your child is right for. Students need to remember to just be themselves. If youre the right fit for a school, then everything will come together. If not, then that just means there is a better school out there for you. When on the tour, be sure to respond to the guide politely. The tour is not the time to voice disagreement or surprise about anything you see- keep your negative thoughts to yourself. While it’s fine to ask questions, don’t make any overt value judgments about the school. Many times, tours are given by students, who may not have all the answers. Save those questions for the admission officer. Avoid Over-Coaching Private schools have become wary of students who have been coached by professionals for the interview. Applicants  should be natural and should not make up interests or talents that aren’t really innate. Don’t feign interest in reading if you haven’t picked up a pleasure reading book in years. Your insincerity will be quickly discovered and disliked by the admissions staff. Instead, you should be prepared to speak politely about what interests you- whether it’s basketball or chamber music- and then you will come across as genuine. Schools want to know the real you, not the perfectly poised version of you that you think they want to see. Common Interview Questions Here are some common questions you might be asked in private school interviews: Tell me a bit about your family? Describe the members of your family and their interests, but stay away from negative or overly personal stories. Family traditions, favorite family activities, or even vacations are great topics to share.Tell me about your interests? Do not fabricate interests; speak about your true talents and inspirations in a thoughtful and natural way.Tell me about the last book you read? Think ahead of time about some books you have read lately and what you liked or didn’t like about them. Avoid statements such as, â€Å"I didn’t like this book because it was too hard† and instead speak about the content of the books. Article edited by  Stacy Jagodowski

Tuesday, November 5, 2019

What Is A Good SAT Essay Score

What Is A Good SAT Essay Score SAT / ACT Prep Online Guides and Tips SAT Essay scoring can be tricky to figure out. Maybe you've already created target goals for your SAT score, following our guide, so you at least have that score goal set. But where does your essay score fit into all this? What is a good SAT essay score? This article will answer those questions. Note: The information in this article is for the old (pre-March-2016) SAT essay, which was scored out of 12 and part of the Writing section. Scores for the March 2016 SAT were only released May 10th, 2016, which means that data on percentiles and averages aren't going to be available for a while yet. We'll update this article as soon as the information comes out. feature image credit: Doing Great by Eli Christman, used under CC BY 2.0/Cropped from original. What Is the SAT Essay Out Of? Before you can know what a good SAT essay score is, you need to know how many points you can get total on the essay. So what's the SAT essay out of? Currently, the SAT essay is scored on a scale of 1 to 6 by two graders, for a total essay score out of 12. Your essay is scored holistically, which means you don’t get bumped down to a certain essay grade if you make, for instance, a certain number of comma errors. Instead, SAT essay scorers use the SAT essay rubric to grade your essay as a whole. Note: SAT essay scoring will change beginning with the March 2016 SAT. For more information on that change, read our other articles on the new SAT essay prompts and the new SAT essay. What Is a Good SAT Essay Score? As with most things on the SAT, a good essay score depends on what your goals are. These goals should be concrete and determined by the colleges you’re applying to - after all, if your reach schools have an average essay score of 9, then there's no need to burn yourself out trying to get that elusive 12. To some extent, your essay score goal will also be influenced by your performance on the multiple choice section of SAT Writing. If you do better on multiple-choice questions, you may be able to cut yourself some slack in the essay department. But how do figure out what your SAT Writing (and SAT essay) goals should be? Use our three-step process, explained below. Step 1: Know Your Target SAT Writing Score If you’ve read our free ebook on calculating your target SAT score, you may already have figured out your target SAT Writing score. If not, it's time to calculate it! I'll walk through the process using the example of Virginia Commonwealth Unversity. First, download this worksheet. It's designed for calculating your target SAT score out of 2400, so you'll have to modify it a little bit. Fill in the schools you want to apply to in the leftmost column. Here's what the worksheet will look like for Virginia Commonwealth University: Next, google "[name of school] average SAT writing" to get the middle 50% of all SAT Writing scores. For instance, if you're interested in Virginia Commonwealth University, you'd do the following search: There'll usually be a collegeapps.about.com link that has this information. Sometimes (as you can see above) the college website will also pop up, so you can use that to double-check your numbers. You're looking for the 25th and 75th percentile scores on the SAT Writing section. A quick refresher on what "percentile scores" mean: 25th percentile means that 25% of the students attending have a score at or below that number (below average). The 75th percentile means that 75% of students have a score at or below that number (above average). In essence, the 25th/75th percentile score range covers the middle 50% of all students admitted to Virginia Commonwealth University. If the sites don’t list a specific SAT Writing score range, you can divide the top and bottom of the overall SAT score range by 3 to get a general idea of what your Writing score needs to be. In this case, there is information about the SAT Writing score range, so we can fill that in on the worksheet: Do the same for all of the schools you want to apply to. Include dream or â€Å"reach† schools, but don’t include â€Å"safety schools† (schools you think you have at least a 90% chance of getting into). Once you've filled in the information for all of the schools you want to apply to, average the 25th percentile and 75th percentile columns, then choose a target SAT Writing score with that information. As it says on the worksheet, we recommend that you take the 75th percentile score as your target SAT Writing score. It'll give you a very strong chance of getting into the schools you’ve listed. If you’re applying to humanities programs, you may even want to consider a higher score target for SAT Writing. Step 2: Find an Official SAT Writing Score Chart The next step is to take a look at an SAT Writing score chart to find out the range of essay scores that will get you your target SAT Writing score. The chart will differ in precise score differences from test to test, but it can at least give you a broad idea of the range. Let's say that your target SAT Writing score is 576 (rounded up to 580). I've highlighted this in green in the following SAT Writing score chart (from an official SAT practice test): Writing MC Raw Score Essay Raw Score 12 11 10 9 8 7 6 5 4 3 2 0 49 800 800 800 800 790 760 750 730 720 710 690 680 48 800 800 780 770 750 720 710 690 680 670 650 640 47 790 770 760 740 720 700 680 660 650 640 630 620 46 770 750 740 720 700 680 660 650 630 620 610 600 45 750 740 720 710 690 660 650 630 620 610 590 580 44 740 730 710 690 670 650 630 620 600 590 580 570 43 730 710 700 680 660 640 620 600 590 580 560 550 42 720 700 680 670 650 630 610 590 580 570 550 540 41 700 690 670 660 640 610 600 580 570 560 540 530 40 690 680 660 650 630 600 590 570 560 550 530 520 39 690 670 650 640 620 590 580 560 550 540 520 510 38 680 660 640 630 610 590 570 550 540 530 510 500 37 670 650 640 620 600 580 560 540 530 520 500 490 36 660 640 630 610 590 570 550 530 520 510 490 490 35 650 640 620 600 580 560 540 530 510 500 490 480 34 640 630 610 590 570 550 530 520 510 490 480 470 33 630 620 600 590 570 540 530 510 500 490 470 460 32 630 610 600 580 560 540 520 500 490 480 460 450 31 620 600 590 570 550 530 510 500 480 470 460 450 30 610 600 580 560 540 520 500 490 480 460 450 440 29 610 590 570 560 540 520 500 480 470 460 440 430 28 600 580 570 550 530 510 490 470 460 450 430 420 27 590 580 560 540 520 500 480 470 450 440 430 420 26 580 570 550 540 510 490 480 460 450 440 420 410 25 580 560 550 530 510 490 470 450 440 430 410 400 24 570 550 540 520 500 480 460 450 430 420 410 400 23 560 550 530 510 490 470 450 440 430 410 400 390 22 560 540 520 510 490 470 450 430 420 410 390 380 21 550 530 520 500 480 460 440 420 410 400 380 380 20 540 530 510 490 470 450 430 420 400 390 380 370 19 530 520 500 490 470 440 430 410 400 390 370 360 18 530 510 500 480 460 440 420 400 390 380 360 350 17 520 500 490 470 450 430 410 400 380 370 360 350 16 510 500 480 470 440 420 400 390 380 360 350 340 15 510 490 470 460 440 420 400 380 370 360 340 330 14 500 480 470 450 430 410 390 370 360 350 330 330 13 490 480 460 440 420 400 380 370 350 340 330 320 12 480 470 450 440 410 390 380 360 350 340 320 310 11 480 460 440 430 410 390 370 350 340 330 310 300 10 470 450 440 420 400 380 360 340 330 320 300 300 9 460 450 430 410 390 370 350 340 320 310 300 290 8 450 440 420 400 380 360 340 330 320 300 290 280 7 440 430 410 400 380 350 340 320 310 300 280 270 6 440 420 400 390 370 350 330 310 300 290 270 260 5 430 410 390 380 360 340 320 300 290 280 260 250 4 420 400 380 370 350 330 310 290 280 270 250 240 3 410 390 370 360 340 320 300 280 270 260 240 230 2 390 380 360 350 320 300 290 270 260 250 230 220 1 380 370 350 330 310 290 270 260 240 230 220 210 0 370 350 340 320 300 280 260 240 230 220 200 200 -1 350 340 320 300 280 260 240 230 210 200 200 200 -2 340 320 300 290 270 250 230 210 200 200 200 200 -3 320 300 290 270 250 230 210 200 200 200 200 200 -4 and below 310 300 280 260 240 220 200 200 200 200 200 200 As you can see in the chart above, there are theoretically over ten ways to get a 580 on SAT Writing, with anywhere from a 25-46 multiple-choice raw score and a 0-12 essay score. But is it really realistic to expect to score a 12 on the SAT essay if your multiple-choice raw score is only a 25? Probably not. In 2015, the average SAT Writing score was a 484, and the average SAT essay score was a 7 (data from the CollegeBoard; for more on this, read our upcoming article on average SAT Writing scores). Based on this information (and on an official practice SAT Writing score chart), we've created a table of realistic essay scores you can expect to achieve if you're scoring in a certain range: SAT Writing Score Range Realistic Essay Score 200-340 4 or below 340-440 5 440-540 6 540-640 7 640-740 8 740-800 9 or above So while you can get a 580 on SAT Writing with an essay score from 0-12, you're more likely to do so if you can score a 7 or above on the essay. Step Three: Take a Timed SAT Writing Section and Score It The final step is to see what your multiple choice score is now so that you know how much prep time you'll have to put in. To do this, you'll need to take a timed SAT Writing section and calculate your multiple-choice raw score. The best way to get a realistic idea of what your raw multiple-choice Writing score is would be to take a full-length practice test (because it’ll give you an idea of how tired you get from the other sections and how you deal with switching back and forth). If you don't have the time to do this, just take the Writing sections from an official SAT practice test, adhering to the time limits. How do you calculate your multiple-choice raw Writing score? Use the following equation: Your raw score = (# of questions you got right - # of questions you got wrong x 0.25) For example, if you answered 34 (out of49) questions right, skipped 7, and got 8 questions wrong, your raw score would be: 34 – (8 x .25) = 34 – 2 = 32 With a raw score of 32, you can get anything from a 450 to a 630 on SAT Writing, depending on your essay score. If you stay at the same multiple-choice raw score, you'll need an essay score of 9 or above to make your target Writing score of 580. This is a tough essay score to get for anyone, especially considering the average essay score for 2015 was a 7. As you increase your multiple-choice raw score, the essay score needed to get your target score will drop. To use the example from before, if you're aiming for an SAT Writing score of 580, a realistic essay score would be a 7; according to the SAT Writing score chart above, this means you'll need to increase your raw multiple-choice score to a 37 (a far more manageable goal for most students than raising their essay scores to a 9). Actions To Take Figure out your target SAT Writing score, using the worksheet above. Use an SAT Writing scoring scale to figure out the essay grade you’ll need to shoot for to make your target SAT Writing score. Figure out how you’re doing on the Writing multiple choice questions and how much you need to improve (both on the multiple-choice questions and on the essay) to meet your SAT Writing score goal. What’s Next? Get the inside scoop on what really goes on behind the scenes with our strategies based on interviews with real essay graders. Can you write a high-scoring SAT essay in less than a page? Discover how essay length affects your score in this article. Still confused about how the SAT essay is scored? Try our article that explains the official SAT essay scoring policy and what strategies you should use to take advantage of it. Curious about how well everyone does on the SAT essay? Read our article to find out what’s an average SAT essay score. Want to improve your SAT score by 240 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this SAT Essay lesson, you'll love our program.Along with more detailed lessons, you'll get your SAT essays hand-graded by a master instructor who will give you customized feedback on how you can improve. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Saturday, November 2, 2019

Major Goals to be Achieved to Satisfy Taxpayer Essay

Major Goals to be Achieved to Satisfy Taxpayer - Essay Example As the report declares the key to improving educational performance lies in a two pronged approach improving quality parameters through the use of the Quality Improvement Model as laid out by WTCS, which has created the new data system in 2004 for the quality review process and providing wider access to more students by a phased approach to learning through part time, flexible programs. More emphasis needs to be given to the online, correspondence and net meeting programs to enhance educational opportunities for those who have potential but not the opportunity due to their job commitments. This essay stresses that bearing these two objectives in mind, my plan will focus on performing more frequent self assessment as provided for by AQIP at lower costs. This will help to assess how exactly the college stands as compared to taxpayer expectations. The new WTCS associate degree reconfiguration program will be emphasized with less emphasis on international applicants and more attention diverted towards reaching the community of taxpayers in Wisconsin with the opportunity to return to college, while simultaneously strengthening the K-12 post secondary agreements to provide links to more students to avail of the facilities at the college. This could be integrated with a teacher recruitment effort by pulling in our past students as teachers, to consolidate teacher teams and put back resources into the community.