Rhetorical Analysis Of Obama s Victory Speech - 1181 Words

Rhetorical Analysis of Obama’s Victory Speech Introduction: Barack Obama was re-elected as President of the U.S on November 6th, 2012. Barack Obama held his Victory Speech on the following day. This essay will analyze and comment on an excerpt of that exacting Victory Speech and the solution focus of the criticism will be on the Rhetorical belongings of the Speech. By using numerous forms of Rhetorical apparatus like Anaphora or Tautology, Barack Obama controls to offer a Speech that is full of American thoughts of life, similar to the American promise, the American Dream and the outlook. The Speech is very alike to the one he did in 2008 at the Democratic meeting, and contains numerous forms of replication and between the outline political views. Obamas utilization of second person, straight forwardly making reference of his Audience, this evening is your answer...it fits in with you...it can t happen without you, is keenly utilized to exhibit the significance of the individual and how his Victory and future push to change America will depend on the endeavors of the system. In the brain of his Audience, it is utilized to understand having a place, having their vicinity recognized. In his Speech, Obama makes a few between sexual references to motivational speakers of the past. One such case is Martin Luther King; the street ahead will be long. we will arrive where Obama makes the feeling that it will be an intense, exhausting trip in front of America in fixing the harm doneShow MoreRelatedRhetorical Analysis Of Obama s Victory Speech1245 Words   |  5 PagesRhetorical Analysis of Obama’s Victory Speech This speech was given by Barack Obama who won 2012 election as the president. I’m going to analysis his voice, audience, speaker’s message and occasion for the speech. Different angle, different view can show all the Obama’s rhetorical words in his victory speech. In 2012, this is Barack Obama’s second inaugural. He had greatest way to put all the rhetorical words in his speech. It was one of the best of his speech so far. Rhetoric was made in fifthRead MoreRhetorical Analysis Of President Obama s Speech1407 Words   |  6 PagesIn his 2009 Inaugural Address, President Barack Obama gave an impassioned speech filled with extended metaphors along the lines of movement, travel, and a journey. In fact, much of his economic language throughout the first 100 days of his presidency followed this theme. Obama’s use of these metaphors served to characterize the economic crisis, unite the American people, and frame his perspective on the role of the presidency. Thus, through analysis of his rhetoric, we learn that metaphors reallyRead MoreEssay on Analysis of Obamas Victory Speech831 Words   |  4 PagesAnalysis of Obama`s Victory Speech The presidential victory speech delivered by Barack Obama who is the president to be was held on November 4, 2008, in Grant Park, Chicago. It is about his won election for the office as the president. I will take a closer look on how Obama emphasizes his speech with stylistic devices. The speech is divided into four parts. The first part is from ll. 1-26, the second from ll. 27- 70, the third from ll. 71-9 and the last from ll. 95-105. In the first part of theRead MoreRhetorical Analysis Of President Obama s Inauguration Speech Essay1121 Words   |  5 PagesRhetorical Analysis: President Obama s Inauguration Speech 2013 President Barack Obama’s campaign theme in 2013 was to bring change throughout the United States, and he continues on with this motto while thanking the American people.He does this by stating the change he plans to bring,how he will bring change, what he values,and the importance of peace and unity. President Obama is addressing all of american people that voted for and against him,by continuously referring to them as a team.HeRead MoreLeader Persuasion1290 Words   |  6 Pagessuccessful leaders utilize and capitalize on the needs and wants of their followers through persuasive word choice High level persons are persuasive; they have to be. Powerful speakers such as Adolf Hitler, Martin Luther King, Jr., and President Barack Obama all have something in common; they all have spoken and appealed to mass audiences using similar speaking techniques. Many of the speaking techniques utilized by these highly influential people are similar to those used by sales representative whoRead MoreStylistic Analysis of Barrack Obama ´S Presidential Victory Speech4019 Words   |  17 PagesConstantine the Philosopher University in Nitra Faculty of Arts Department of English and American Studies Stylistic Analysis of Barrack Obama ´s Presidential Victory Speech Iveta Vondrà ¡kovà ¡ Nitra 2012 Content Introduction ..................................................................................................................... 3 1 Basic characteristics .................................................................................................... 4 1.1 References from theRead MoreA Linguistic Analysis of Obama’s Inaugural Address9492 Words   |  38 PagesRhythm and Rhetoric: A Linguistic Analysis of Obama’s Inaugural Address Liilia Batluk Supervisor: Stuart Foster School of Humanities Halmstad University Bachelor’s thesis in English Acknowledgment My appreciations to my supervisor Stuart Foster for very helpful advice during the research. Abstract In this essay I shall analyze Barack Obama’s Inaugural Address, January, 2009 from the perspective of various linguistic techniques. More specifically, I shall propose and focus on the idea that theRead MoreThe Doctrine Of Free Trade1612 Words   |  7 Pagesboth the Republicans and Obama has been ‘defensive protectionism’, which as previously mentioned provides ad-hoc import relief for specific industries on a case by case basis. This section will thus tackle two key myths with regards to US trade politics: firstly the notion that Obama’s protectionism represents a new trade policy in the US and secondly that Republican Presidents have consistently adopted a free trade at all costs agenda. In order to maintain the focus on Obama, this section will be heavilyRead MoreLogical Reasoning189930 Words   |  760 PagesReasons ................................................................................................ 236 Deceiving with Loaded Language ................................................................................................... 238 Using Rhetorical Devices .................................................................................................................. 240 Review of Major Points .............................................................................................

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Waste Management by Companies-Samples for Students-Myassignment

Question: Discuss about the Waste assessment and and how it can be minimize. Answer: Introduction In recent years, environmental requirements have been widely disseminated and incorporated in some industrial activities in an exemplary way. However, in construction, these demands still do not receive the attention they deserve. For example, during the construction and demolition phase a large amount of undifferentiated waste goes directly to the landfill. Example, In Catalonia, during 1998, the construction sector generated more than 3 million tons of waste, a figure higher than the MSW (solid urban waste). Nowadays, due to inertial and market circumstances, both the application of minimization criteria and the quantity of product from construction waste and demolition that is recycled are almost negligible (Bersani, 2008). There is no general environmental protection mentality in this area, no adequate legal and administrative provisions have been made to achieve this, and sufficient codes of good practice have not yet been developed to improve this situation and raise awareness of the agents of the sector(Hall, 2005). Literature review After analyzing the current situation and after proposing improvement actions (see Current Situation and Future Prospects for Construction Waste and Manual for Minimization and Waste Management in Construction and Demolition Works), we have believed Necessary to prepare a new document, which was not originally foreseen in the project: a methodology for drafting an overall version of a Management Plan which rationalizes and optimizes, with environmental criteria, the treatment and recovery of construction waste in works(Blackman, 2001). As was the case with the White Paper Analysis of the current situation and future prospects of construction waste, a summary document of the proposed methodology is developed below, which is justified by the large volume of waste acquiring the initial text. Methodology for the realization of a Waste Management Plan As we have already seen in an article previously published in, Corporate Social Responsibility (CSR) must respond to a series of parameters that allow us to evaluate the impact that our company is having on the environment, employees, Customers and society in general. This analysis allows us to put in place policies in order to minimize the negative impacts and improve in this way the way our business develops and therefore affects its environment. That is why one of the fundamental aspects when it comes to running a business in the right way is to take into account these parameters related to CSR. In this sense, it is extremely important to be able to understand how our business impacts on the environment. However, once we have clearly understood the degree of impact our business is generating on the environment, the ideal is to begin to delineate a series of business policies that adjust to reduce that impact, for which we can resort to Options, such as starting to manufacture products that can be recycled, carrying out a responsible supply, ie using recycled and renewable materials, and at the same time opt to purchase the raw material through local suppliers, in order to Save on fuel and transportation costs(Hall, 2005). Likewise, we can reduce the environmental impact of our company by minimizing packaging, creating an efficient and economical distribution network, and trying to make transactions only with suppliers and distributors that also include CSR policies in their services. In an exhaustive review (identification, treatment, regulation, etc.) of the potentially toxic products that can appear in the demolitions and in the works is carried out. In the report we find a map with the main authorized managers of environmental assessment. A brief explanation of the objectives and the operation of the computer program to calculate the cost of waste management is given in section. Finally, Annex 6 refers to the aforementioned works of and the deconstruction of military barracks and includes those aspects of the follow-up that have not been dealt with in detail in the main text. Criteria for waste reduction If we look at the hierarchy proposed by the global environmental authorities on the actions to be taken in the management of waste, we will see that the main priorities are prevention and minimization. In this way, other environmental improvements will be achieved, such as the reduction of transport of surpluses(Lippitt, Webb and Martin, 2000).o the landfill o r recycling center, with the consequent reduction of atmospheric pollution and energy consumption. By minimization, it is understood the set of organizational, operational and technological actions necessary to reduce the quantity and / or danger of Waste, by reducing and reusing them at source. It is therefore essential that the first action associated with waste management is to try to reduce its volume at the site where it has been generated. Minimization of waste in construction works. From the fact sheets on recommendations for the reduction and efficient management of waste that appear in the Manual, have been extracted those actions that tend to minimize the amount of waste produced. Research Question, Aim/Objectives and Sub-goals This report iams to find out which methods are best suited minimize and reduce waste management. The research question for this report is based on the research what should be done to minimize and reduce waste. Experimental setup- Lab and field set up The lab has been set up by the guidance of measures and standards that includes the necessary chemicals and reagents. It has also be conducted by professional lab technicians. Only in isolation have there been concerns about the control of building waste in places where there are still no specific landfills or in those companies that have decided to implement an Environmental Management System (ISO 14000). At present, the use of techniques of selective dismantling (deconstruction) is only carried out in pilot experiments, demolitions or partial rehabilitations and administrative impositions derived from the application of safety measures or recovery of elements with relevant patrimonial characteristics(Lippitt, Webb and Martin, 2000). Lack of sensitivity in this regard leads to lamentable situations where initially inert building wastes are mixed with banal and contaminating waste and deposited in landfills not prepared for this purpose (with consequent contamination, Of any order), or discharges occur outside the network of approved landfills. These situations cannot be solved only with adequate legislation and police, but need widespread awareness, still pending. To this end, it was decided to undertake Project Life , Program of technical actions to promote the valorization, minimization and selection of waste originated in the construction and demolition works. Its main objectives are to emphasize the contribution of means and the diffusion of concepts to increase the culture of the sector towards a greater environmental sensitivity, directed, more concretely, to the control and reduction of the residues of heterogeneous composition that generates This sector. As can be seen, in this case we refer to the implementation phase, which completes the cycle started with the previous program Life: The Teaching of arch environmental management authority and the environment on the project phase(Stewart, 2008). Results, outcome and relevance The method proposed here is extremely simple. It is based on establishing, first, the quantity and nature of the waste to be generated. This objective can be fulfilled according to the experience of the builder and the demolition company, if they have already applied classification criteria (which are not frequent). Otherwise, by default, we propose the values detailed in this document, derived from a study carried out by Environmental management authority during the analysis of the current situation of construction waste (although it could happen that , In some cases, did not conform to the company's methods, means, etc.). Complying with this first phase, it would be possible to compile documentation about waste managers operating in the vicinity of the work or demolition. It is necessary to know the characteristics (admission conditions, distance, rates, etc.) of landfills, recyclers, green points, classification centers, etc., in order to be able to define an external management s cenario. From the crossing of the information on the quantity and type of waste with the one from having defined a recovery scenario formed by the external managers can be determined at each moment of the work or the demolition elements (Quantity and characteristics of containers, reservoirs for pollutant fluids, etc.) and presumably will have a lower cost of management of such surpluses. In order to facilitate the process of implementing the Management Plan, a simple computer program has been developed with which to forecast the cost of waste management (Characterization, quantification and management) using the two systems previously described: the data obtained by the Environmnetalmanagemet authority in the monitoring of works or those coming from the construction or demolition company itself. The steps that must be followed in the development of this Plan: This methodology is applicable by all those companies that carry out construction and demolition works, regardless of the de gree of complexity of these (size, location, use, etc.). ), And is focused on building (civil works constructions remain for future waste management plans) (Radojevic and Bashkin, n.d.). The document presents two concrete cases as an example of application: one for the new construction (construction of a residential complex in waste management; And another, for the demolition (deconstruction of military barracks, in. Also, in order to complete the development of the Waste Management Plan according to the previous points, a series of works that appears in this text in the form of attachments. In the first of these annexes, some recommendations are presented in order to minimize the amount of waste that is usually generated in the construction works. The report contains a good practice guide for waste management in line with current legislation. The company of Demolition and the technical equipment that execute the building project must jointly plan the type of demolition in order to be able to introduce reused and recycled elements in the work itself. Reuse of elements: pillars and beams, trusses, doors, windows, furniture, Etc. Reclaiming of materials: production of granulates for fillings and concretes, use of wood chips and plastic for filling of chambers, etc. The building project must be adjusted to dimensional coordination criteria respecting the modular formats of The materials and constructive elements to be reused. From the project phase will be foreseen which spaces of the work or the urbanization will be able to receive material Are recycled (granulates, wood, etc.). Criteria for the evaluation of waste at each stage of the work In order to organize and optimize waste management, it is essential to make an approximation about the quantity and nature of the surplus materials that are going to generate(Radojevic an d Bashkin, n.d.). Next we will expose different possible methodologies to characterize and quantify the waste of the works and the demolitions. Need for an environmental analysis of the company Undoubtedly, environmental performance is an increasingly important issue for companies, since, in short, we must bear in mind that thanks to the correct management of the aspects related to the environment, and with effective policies, we can not only ensure That we comply with the current legislation, but also reduce costs and improve our reputation. That is why, in general, the experts emphasize the need to carry out an environmental analysis of the company, and thus know exactly the impact it is having on the ecosystem in which it operates. Although many will assume that an environmental risk assessment of the company can become an arduous, difficult and extensive, the truth is that we can perform this type of analysis in a simple way. In principle, we must take into account that to carry out an environmental risk assessment of our business, we must use techniques similar to those used in the analysis of the company's security. Here are five key steps for conducting the environmental risk assessment: However, one of the fundamental aspects for this type of evaluation is that we can achieve positive results. It is that we can correctly identify the hazards. We must take into account the following points in order to carry out the review: Storage of waste and disposal: Among other things, we must ensure that adequate containers are used, and that the waste is stored away from drains and waterways. In short, the right thing is to achieve a reduction in the environmental impact of our business, which we can achieve through the use of effective waste management practices(Cheremisinoff, 2007). Project Planning and gantt chart This Life 98/351 project has the basic mission of influencing the culture of the workforce in order to improve the waste management generated by this industrial activity. A management that we mainly stick to the objectives of minimizing and classifying at source. For this purpose, it has been considered important to develop a tool with which, in the planning phase of the work, the builders and demolition companies can know the activities and expenses (for phases of execution in the case of the new work) Management of the leftovers that will be generated. And at this point, the person in charge of carrying out the Management Plan should be the one who - among those who form the team that develops the construction or demolition project - becomes better acquainted with the operation of the work and The one that habitually takes care of the subjects of security and health and quality control. In addition, the amount of waste and its impact (Cheremisinoff, 2007). Management system is essential data for the planning of the work and demolition, and also to determine, with some precision, the deposit to be deposited in those Local municipalities that implement Decree 201/94. Nevertheless, It has been considered even more important to have a user-friendly tool to help convince, for economic reasons, the need to reduce the amount of waste, ie to raise, from an early stage Minimization criteria. The gantt chart will provide a graphical illustration of a schedule that helps to coordinate paln track specific task in a project. research Initial report lab and field set up Tabulating the lab results Final project June July August September The above gantt chart shows the schedule of events that will will lead to the final project being given. Bthis starts from initial research which is the collection of field data and other information regading the project. It is followed up by making of the final project proposal, then the field set up, which is then followed by tabulating the lab results and subsequently the final project. Conclusion The report shows an orderly list according to the different phases of the project: the project, the programming and the execution. This is a previous stage of singular importance since its implementation depends on the final quantity of surplus material that has to be managed. Minimization of waste in demolition The first step to optimize waste management is to design demolition with environmental criteria, that is, to organize demolition operations taking into account that the amount of waste that is going to stop To the landfill is minimal. Therefore, we are talking about deconstruction. Deconstruction is the set of dismantling operations of a building that make possible a high level of recovery and use of the materials in order to reincorporate them to new constructions of the handbook of minimization and waste management in construction and demolition reports in detail on this demolition system) (Cheremisinoff, 2007). Taking into account the definition of minimization offered, th e criteria to reduce the waste that we expose are focused on the reuse and recycling of materials at the same site where the demolition took place. It is a question of which the work itself is the place of digestion of the waste that originates. Therefore, and whenever possible, we will have to coordinate the actions of the demolition with those of the new work as follows References Bersani, C. (2008).Advanced technologies and methodologies for risk management in the global transport of dangerous goods. Washington, DC: IOS Press. Blackman, W. (2001).Basic hazardous waste management. Boca Raton, Fla. [u.a.]: Lewis. Cheremisinoff, N. (2007).Handbook of solid waste management and waste minimization technologies. Norwich, NY: Knovel. Hall, E. (2005).Recycling. Farmington Hills, MI: KidHaven Press. Lippitt, J., Webb, P. and Martin, W. (2000).Hazardous Waste Handbook. Burlington: Elsevier. Mani, C. (2010).Environmental analysis. Jaipur: Oxford Book Co. Radojevic, M. and Bashkin, V. (n.d.).Practical Environmental Analysis. Stewart, S. (2008).Recycling. Berlin: Cornelsen. The Bureau of Land Management's proposed rule entitled "Waste prevention, production subject to royalties, and resource conservation". (n.d.).

The Influence of Social Status on Individuals Assessment and Self

Abstract People are perceived to be smarter or more knowledgeable depending on their positions or their roles in society. Social status does not only influence the way powerful individuals are assessed but it also has an impact on individuals’ self-assessment and the choice of behavioral patterns which can be the reason why they are perceived more knowledgeable.Advertising We will write a custom research paper sample on The Influence of Social Status on Individuals’ Assessment and Self-Assessment specifically for you for only $16.05 $11/page Learn More In terms of the present research it was conducted a quiz game which required the role of a questioner and that of the answerer thus the target of evaluation became â€Å"self† versus â€Å"partner†. Results indicate that the roles in the Quiz-Game affected how observers judged the questioner and answerer. We also saw that role did have an effect of how the questioner and answere r viewed themselves. Powerful individuals act more situation-consistent not only in terms of researches but in the real life as well, which can be either beneficial or harmful for the development of overall society. Introduction People are perceived to be smarter or more knowledgeable depending on their positions or their roles in society. Additionally how we perceive ourselves when compared to others on same level of role with ourselves as equal or less knowledge to someone similar to ourselves, I basically agree with their research that we are perceived according to our role that we play in society so this is what my research is about it can also be referred to as (FAE) fundamental attribution error and related article as supported in social psychology. Admittedly, more powerful people act in a different way and reveal more variable reactions to various situations which can be the reason why they are perceived more knowledgeable. Thus, Guinote (2008) reported that powerful individ uals tended to act differently in accordance with different situations. The survey’s findings also suggest that powerful individuals change their behavioral patterns across various situations more as compared to powerless individuals. Due to such situation-consistency powerful individuals are regarded as more experienced and more knowledgeable. Notably, this perception is often generalized since powerful individuals are not assessed by their past behavior or performance, instead they are perceived as knowledgeable due to their social status. Social status does not only influence the way powerful individuals are assessed but it also has an impact on individuals’ self-assessment and the choice of behavioral patterns. For instance, according to Lammers and Stapel (2009) having power influences the way individuals try to solve moral dilemmas.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Lea rn More Lammers and Stapel (2009) found that more powerful individuals tended to concentrate on rules and principles, whereas less powerful individuals focused on the consequences. It is worth mentioning that in situations when decisions based on principles and rules threatened participants’ self-interest, more powerful individuals tended to solve the problem concentrating on the consequences. Thus, individuals’ status is a very important (if not essential) factor which influences their behavior. Notably, not only other people regard powerful people as more knowledgeable, but powerful individuals assess themselves likewise. Such self-assessment makes powerful individuals act in accordance with their self-interest and in terms of conventional rules. Nevertheless, sometimes this peculiarity of people’s assessment can be harmful, since some more powerful people can use their position in to reach their own aims. Cooper (2002) reports that police officers who are m ore powerful individuals do not always try to help less powerful individuals. Instead these more powerful individuals make use of their position, and their decisions often regarded as correct due to the assessment that more powerful people are more knowledgeable. Admittedly, powerful individuals are regarded as more knowledgeable and due to this perception they are often in more favorable position than less powerful individuals. Ross et al. (1977) considered the correlation between social status and individuals’ assessment. According to Ross et al. (1977) powerful individuals are perceived as more knowledgeable on the basis of their status. Moreover, powerful people are aware of their favorable position and often use it to â€Å"inappropriately deem members of their own caste well-suited to their particular leadership tasks† (Ross et al., 1977, p.494). It is necessary to point out that despite the considerable amount of surveys on the correlation between status and ind ividual perception, the problem needs further research. Discussion In psychology attribute biases are ubiquitous, to some extent they are referred to contemporary social psychology’s bedrock. The attribution biases lead us to underrating the significance of unresponsive, situational factors over the responsive human factors. Ross et al (1977) indicates that when making correct social judgments, self-presentation benefits and limitations should be adequately recognized on performers of social roles. Experimentation used to examine social insight in an encounter where a participant made hard questions that were based on general knowledge while another participant attempted to solve the exact questions.Advertising We will write a custom research paper sample on The Influence of Social Status on Individuals’ Assessment and Self-Assessment specifically for you for only $16.05 $11/page Learn More Findings showed that perceivers do not give adequ ate allowance and leave a biasing effect on the â€Å"interviewer† and the â€Å"interviewee.† When judging the both of the participants the questioners gave an allowance to demonstrate esoteric knowledge that they exhibit in composing the questions. They were always recognized as superior to the ones answering their questions. Interpersonal encounters present adequate knowledge on social judgments and when evaluating oneself. Personal performances on such occasion fortified by the social roles each individual partakes. There are notable biased effects upon performance. In regard to the quiz game the specific empirical demonstration deals with the roles of the â€Å"questioner† and the â€Å"answerer† it also entails the bias discernment of the general knowledge that lead to random task, it purposes to fulfill the roles of the quiz game. Ross et al (1977) the tasks participated by the questioner is to compose a list of general knowledge quiz and then give them to the answerer contestant. The two participants and a couple of observers are present in the whole process. The role of the observers is to assess the contestants’ general knowledge in the whole exercise. Great emphasis is put on the role conferred, in general knowledge the advantages and the disadvantages of self-presentation in quiz game. Their role of these advantages and setbacks are neither understated nor concealed. The present research also proves that social status does influence individuals’ assessment. In the first place, individuals who were put in more favorable position, i.e. the position of the questioner who had the questions and the answers at hand, were regarded by observers as more powerful, i.e. more knowledgeable. Notably, the observers were likely to think that the questioners were more knowledgeable largely concentrating on the superior status of the more powerful individuals. It goes without saying that questioners did not have to reveal t he scope of their knowledge to prove their level, they only asked questions. It follows that the observers did not have the real opportunity to assess the level of the questioners’ knowledge, but they still evaluated the questioners as more knowledgeable. The observers assessed the questioners focusing on their social status and behavior, not on their exact knowledge. What the observers did see was that the questioners were confident enough and could correct the answerer if the latter was not right. The observers did not take into account that the questioners simply had the answers written in their papers which made them more knowledgeable. It is necessary to point out that many questioners could fail to answer the questions if they were in the position of answerers. Apparently, the observers did not pay much attention to that fact. It is possible to assume that the observers based their judgments on their previous experience: those who ask questions are, as a rule, more powe rful and more knowledgeable. This kind of generalization works in the particular case of the quiz game.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Apart from this stereotypes which had impact on the observers’ assessment, influenced questioners and answerers’ self-assessment as well. It is important to state that not only observers but questioners and answerers shared the viewpoints about more and less powerful positions. Admittedly, individuals who found themselves in superior position (even if they occupied the position at random) felt more confident and that is why they did produce the impression of being more knowledgeable. At the same time, answerers felt that they were in less favorable position. They could even feel a bit subordinate to questioners. The answerers were not very confident since they did not have the right answers at hand. The answerers did not feel that confident and could be even a bit nervous since they wanted to give the correct answers. It goes without saying that the answerers considered themselves to be less knowledgeable. This is supported by the present research findings. The answere rs’ self-assessment was also based on stereotypes to great extent. It is important to note that self-assessment influenced the participants’ behavior. Thus, questioners were confident and enjoyed their being regarded as powerful and more knowledgeable, the answerers were regarded as less knowledgeable and shared this opinion. It is possible to state that self-assessment influenced the participants’ behavior which contributed to creation of certain evaluation by observers. Reportedly, the peculiarities of individuals’ assessment and self-assessment can be revealed not only during some surveys but in the real life. Admittedly, people tend to regard people who are in more powerful position as more knowledgeable due to their social status. Initially people judge other individuals in terms of their social status and only after this some personal features and behavior is taken into account. It goes without saying that individuals’ self-assessment id depe ndant on their social status. More powerful individuals are more confident and can often make use of their position, whereas less powerful individuals may often feel subordinate to the former. Moreover, in the real life less powerful individuals tend to rely on more powerful people. Reportedly, powerful individuals act more situation-consistent not only in terms of researches but in the real life as well, which is beneficial for the development of overall society since powerful people are thought to be bound to help powerless individuals. For instance, McWilliams (1993) revealed a very useful trend when powerful individuals were called for being responsible for powerless individuals, children in particular. Admittedly, it is believed that powerful individuals being more knowledgeable and experienced can and should solve difficult issues. Fortunately, powerful people share such opinion and tend to take control of various situations which in its turn contributes to their image of powe rful individuals. Thus, the society admits that people occupying powerful position (like lawyers or officials) should take care of less powerful people due to the fact that they are more knowledgeable and, of course, they are able to implement the necessary changes in the society. In this case the peculiarities of individuals’ assessment can lead (and do lead) to many improvements the society. On the one hand, such tendency when more powerful people take control of numerous situations is quite favorable, since the higher position is used to develop the society. Nevertheless, sometimes powerful individuals may use their position in some inappropriate way. First of all, they can use their position to achieve some personal goals which can have negative consequences for others. This kind of situation can worsen since less powerful people tend to accept more powerful individuals’ decisions. On the other hand, individuals who are in more favorable, i.e. powerful, position ar e not necessarily more knowledgeable and experienced as other people can think. Thus, many decisions may be erroneous due to the fact that in reality more powerful individuals lack the necessary knowledge or experience. Again this can lead to some undesirable effects since less powerful individuals who may really know the right solution will not be listened to because of the lack of authority or even will not express their opinion since they regard themselves as subordinates. This kind of situation is illustrated by the present research when questioners were regarded as more knowledgeable due to their position, though in reality they could know less than the answerers. Conclusion In conclusion, it is possible to state that the present research proves that individuals’ assessment is to great extent based on the social position occupied by people assessed. Moreover, the social status also influences individuals’ self-assessment and their behavior. Thus, the questioners i n the Quiz-Game were regarded as more knowledgeable basing on their superior position. The self-assessment was very much alike: questioners and answerers regarded themselves as less knowledgeable. Admittedly, the same assessment patterns are found in the real life where people occupying higher social positions are considered to be more powerful, knowledgeable and experienced. Such peculiarity of people’s perception can have both positive and negative effects. On the one hand, the society promulgates the authority of powerful people and makes them responsible for less powerful individuals. Powerful individuals share this opinion and are ready to implement the necessary changes and to make the necessary decisions. On the other hand, some powerful individuals may use their position to reach their personal aims which can have negative effects for others. Moreover, not all powerful people are that knowledgeable as they are considered to be so they can often make erroneous decision s which will be brought to life due to their high position. In this case the entire society can be threatened by the authority of people who in reality are not worth their positions. Thus, it is yet to find out whether the psychological peculiarity of people assessing other individuals on the basis of their social status is beneficial or ruinous for the society. It can be also helpful to research whether individuals’ assessment and self-assessment can be changed and how. References Cooper, S. (2002). A Closer Look at Racial Profiling. Foundation for American Communications. Web. Guinote, A. (2008). Power and Affordances: When the Situation Has More Power Over Powerful Than Powerless Individuals. Journal of Personality and Social Psychology, 95(2), 237-252. Lammers, J. and Stapel, D.A. (2009). How Power Influences Moral Thinking. Journal of Personality and Social Psychology, 97(2), 279-289. McWilliams, J.M. (1993, February). Standing Up for the Powerless. ABA Journal, 8. Ross. L., Amabile, T.M., and Steinmetz, J. (1977). Social Roles, Social Control, and Biases in Social-Perception Processes. Journal of Personality and Social Psychology, 35(7), 485-494. Ross, L. (1977). The Intuitive Psychologist and His Shortcomings: Distortions in the Attribution Process. New York: Academic Press. This research paper on The Influence of Social Status on Individuals’ Assessment and Self-Assessment was written and submitted by user Dam0n 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.

Types of Suture Essay Example

Types of Suture Essay Example Types of Suture Essay Types of Suture Essay Types of Sutures 1) Surgical Sutures 2) Suture Types 1. Absorbable Sutures * Polyglycolic Acid Sutures * Polyglactin 910 Sutures * Catgut Sutures * Poliglecaprone Sutures * Polydioxanone Sutures 2. Non-absorbable Sutures * Polypropylene Sutures * Polyamide / Nylon Sutures * Polyester Sutures * Silk Sutures * Polyvinylidene fluoride / PVDF Sutures * Stainless Steel Sutures Absorbable and non absorbable sutures Sutures can be divided into two types – those which are absorbable and will break down harmlessly in the body over time without intervention, and those which are non-absorbable and must be manually removed if they are not left indefinitely. The type of suture used varies on the operation, with the major criteria being the demands of the location and environment and depends on the discretion and professional experience of the Surgeons. * Sutures to be placed internally would require re-opening if they were to be removed. Sutures which lie on the exterior of the body can be removed within minutes, and without re-opening the wound. As a result, absorbable sutures are often used internally; non-absorbable externally. * Sutures to be placed in a stressful environment, for example the heart (constant pressure and movement) or the bladder (adverse chemical presence) may require specialized or stronger materials to perform their role; usually such sutures are either specially treated, or made of special materials, and are often non-absorbable to reduce the risk of degradation. Absorbable sutures include :- Polyglycolic Acid sutures, Polyglactin 910 , Catgut, Poliglecaprone 25 and Polydioxanone sutures. Non-Absorbable sutures include :- Polypropylene utures, Nylon (poylamide), Polyester, PVDF, silk and stainless steel sutures. Monofilament and Multifilament Sutures Sutures can also be divided into two types on the basis of material structure i. e. monofilament sutures and multifilament or braided sutures. Braided sutures provide better knot security whereas monofilament sutures provide better passage through tissues. In general, Monofilament sutures elicit lower tissue reaction compared to braided sutures. Monofilament sutures include :- Polypropylene sutures, Catgut, Nylon, PVDF, Stainless steel, Poliglecaprone and Polydioxanone sutures. Multifilament or braided sutures include :- PGA sutures, Polyglactin 910, silk and polyester sutures. Synthetic and Natural Sutures Surgical sutures can also be divided into two types on the basis of raw material origin i. e. natural and synthetic sutures. Natural sutures include silk and catgut sutures whereas all other sutures are synthetic in nature. Suture Techniques Running, or Continuous Stitch| The Running stitch is made with one continuous length of suture material. Used to close tissue layers which require close approximation, such as the peritoneum. May also be used in skin or blood vessels. The advantages of the running stitch are speed of execution, and accommodation of edema during the wound healing process. However, there is a greater potential for malapproximation of wound edges than with the interrupted stitch. | | Interrupted Stitch| Each stitch is tied separately. May be used in skin or underlying tissue layers. More exact approximation of wound edges can be achieved with this technique than with the running stitch. | | Mattress Suture| A double stitch that is made parallel (horizontal mattress) or perpendicular (vertical mattress) to the wound edge. Chief advantage of this technique is strength of closure; each stitch penetrates each side of the wound twice, and is inserted deep into the tissue. | | Purse String| A continuous stitch paralleling the edges of a circular wound. The wound edges are inverted when tied. Commonly used to close circular wounds, such as a hernia or an appendiceal stump. | | Smead-Jones/Far-and-Near| A double loop technique alternating near and far stitches. Commonly used for approximating fascial edges. | | Continuous Locking, or Blanket Stitch| A self-locking running stitch used primarily for approximating skin edges. |

Battle of the Crater in the Civil War

Battle of the Crater in the Civil War The Battle of the Crater occurred July 30, 1864, during the American Civil War (1861-1865) and was an attempt by Union forces to break the siege of Petersburg. In March 1864, President Abraham Lincoln elevated Ulysses S. Grant to lieutenant general and gave him overall command of Union forces. In this new role, Grant decided to turn over operational control of the western armies to Major General William T. Sherman and moved his headquarters east to travel with Major General George G. Meades Army of the Potomac. The Overland Campaign For the spring campaign, Grant intended to strike General Robert E. Lees Army of Northern Virginia from three directions. First, Meade was to ford the Rapidan River east of the Confederate position at Orange Court House, before turning west to engage the enemy. Further south, Major General Benjamin Butler was to move up the Peninsula from Fort Monroe and menace Richmond, while to the west Major General Franz Sigel destroyed the resources of the Shenandoah Valley. Commencing operations in early May 1864, Grant and Meade encountered Lee south of the Rapidan and fought the bloody Battle of the Wilderness (May 5-7). Stalemated after three days of fighting, Grant disengaged and moved around Lees right. Pursuing, Lees men renewed the fighting on May 8 at Spotsylvania Court House (May 8-21). Two weeks of costly saw another stalemate emerge and Grant again slipped south. After a brief encounter at North Anna (May 23-26), Union forces were halted at Cold Harbor in early June. To Petersburg Rather than force the issue at Cold Harbor, Grant withdrew east then moved south towards the James River. Crossing over a large pontoon bridge, the Army of the Potomac targeted the vital city of Petersburg. Situated south of Richmond, Petersburg was a strategic crossroads and rail hub which supplied the Confederate capital and Lees army. Its loss would make would Richmond indefensible (Map). Aware of Petersburgs significance, Butler, whose forces were at Bermuda Hundred, unsuccessfully attacked the city on June 9. These efforts were halted by Confederate forces under General P.G.T. Beauregard. First Attacks On June 14, with the Army of the Potomac nearing Petersburg, Grant ordered Butler to send Major General William F. Baldy Smiths XVIII Corps to attack the city. Crossing the river, Smiths assault was delayed through the day on the 15th, but finally moved forward that evening. Though he made some gains, he halted his men due to darkness. Across the lines, Beauregard, whose request for reinforcements had been ignored by Lee, stripped his defenses at Bermuda Hundred to reinforce Petersburg. Unaware of this, Butler remained in place rather than threatening Richmond. Despite shifting troops, Beauregard was badly outnumbered as Grants troops began arriving on the field. Attacking late in the day with the XVIII, II, and IX Corps, Grants men gradually pushed the Confederates back. Fighting resumed on 17th with the Confederates doggedly defending and preventing a Union breakthrough. As the fighting continued, Beauregards engineers commenced constructing a new line of fortifications closer the city and Lee began marching to the fighting. Union assaults on June 18 gained some ground but were halted at the new line with heavy losses. Unable to advance, Meade ordered his troops to dig in opposite the Confederates. The Siege Begins Having been halted by the Confederate defenses, Grant devised operations for severing the three open railroads leading into Petersburg. While he worked on these plans, elements of the Army of the Potomac manned the earthworks that had sprung up around Petersburgs east side. Among these was the 48th Pennsylvania Volunteer Infantry, a member of Major General Ambrose Burnsides IX Corps. Composed largely of former coal miners, the men of the 48th devised their own plan for breaking through the Confederate lines. Armies Commanders Union Lieutenant General Ulysses S. GrantMajor General Ambrose BurnsideIX Corps Confederate General Robert E. LeeMajor General William Mahone A Bold Idea Observing that the closest Confederate fortification, Elliotts Salient, was a mere 400 feet from their position, the men of the 48th conjectured that a mine could be run from their lines under the enemy earthworks. Once complete, this mine could be packed with enough explosives to open a hole in the Confederate lines. This idea was seized upon by their commanding officer Lieutenant Colonel Henry Pleasants. A mining engineer by trade, Pleasants approached Burnside with the plan arguing that the explosion would take the Confederates by surprise and would allow Union troops to rush in to take the city. Eager to restore his reputation after his defeat at the Battle of Fredericksburg, Burnside agreed to present it to Grant and Meade. Though both men were skeptical about its chances for success, they approved it with the thought that it would keep the men busy during the siege. On June 25, Pleasants men, working with improvised tools, began digging the mine shaft. Digging continuously, the shaft reached 511 feet by July 17. During this time, the Confederates became suspicious when they heard the faint sound of digging. Sinking countermines, they came close to locating the 48ths shaft. The Union Plan Having stretched the shaft under Elliotts Salient, the miners began digging a 75-foot lateral tunnel that paralleled the earthworks above. Completed on July 23, the mine was filled with 8,000 pounds of black powder four days later. As the miners were working, Burnside had been developing his attack plan. Selecting Brigadier General Edward Ferreros division of United States Colored Troops to lead the assault, Burnside had them drilled in the use of ladders and instructed them to move along the sides of the crater to secure the breach in the Confederate lines. With Ferraros men holding the gap, Burnsides other divisions would cross to exploit the opening and take the city. To support the assault, Union guns along the line were ordered to open fire following the explosion and a large demonstration was made against Richmond to draw off enemy troops. This latter action worked particularly well as there were only 18,000 Confederate troops in Petersburg when the attack began. Upon learning that Burnside intended to lead with his black troops, Meade intervened fearing that if the attack failed he would be blamed for the needless death of these soldiers. Last Minute Changes Meade informed Burnside on July 29, the day before the attack, that he would not permit Ferreros men to spearhead the assault. With little time remaining, Burnside had his remaining division commanders draw straws. As a result, the ill-prepared division of Brigadier General James H. Ledlie was given the task. At 3:15 AM on July 30, Pleasants lit the fuse to the mine. After an hour of waiting without any explosion, two volunteers entered the mine to find problem. Finding that the fuse had gone out, they re-lit it and fled the mine. A Union Failure At 4:45 AM, the charge detonated killing at least 278 Confederate soldiers and creating a crater 170 feet long, 60-80 feet wide, and 30 feet deep. As the dust settled, Ledlies attack was delayed by the need to remove obstructions and debris. Finally moving forward, Ledlies men, who had not been briefed on the plan, charged down into the crater rather than around it. Initially using the crater for cover, they soon found themselves trapped and unable advance. Rallying, Confederate forces in the area moved along the rim of the crater and opened fire on the Union troops below. Seeing the attack failing, Burnside pushed Ferreros division in to the fray. Joining the confusion in the crater, Ferreros men endured heavy fire from the Confederates above. Despite the disaster in the crater, some Union troops succeeded in moving along the right edge of the crater and entered the Confederate works. Ordered by Lee to contain the situation, the division of Major General William Mahone launched a counterattack around 8:00 AM. Moving forward, they drove Union forces back to the crater after bitter fighting. Gaining the slopes of crater, Mahones men compelled the Union troops below to flee back to their own lines. By 1:00 PM, most of the fighting had concluded. Aftermath The disaster at the Battle of the Crater cost the Union around 3,793 killed, wounded, and captured, while the Confederates incurred around 1,500. While Pleasants was commended for his idea, the resulting attack had failed and the armies remained stalemated at Petersburg for another eight months. In the wake of the attack, Ledlie (who may have been drunk at the time) was removed from command and dismissed from the service. On August 14, Grant also relieved Burnside and sent him on leave. He would not receive another command during the war. Grant later testified that though he supported Meades decision to withdraw Ferreros division, he believed that if the black troops had been permitted to lead the attack, the battle would have resulted in a victory.

Social Welfare Issues Reaction Paper Research Example | Topics and Well Written Essays - 1000 words

Social Welfare Issues Reaction - Research Paper Example In simple terms, most of the social protection issues occur because of adjustments to the response of the environmental forces and the quality of life. Hence, Social Welfare Issues emerge as those that are related to Child & Family Social Work Issues, Clinical Social Work Issues, Social Work Values & Ethics, Health, education, security and insurance. On a broad front, the Journal of Social Work Values & Ethics and the Journal of the Society for Social Work & Research are the two journals worth critical and creative analysis of the social welfare issues involved under study. Conversely, the Journal of Social Work Values & Ethics evaluates critically and creatively the ethical and values issues that are interwoven and impacting with the theological development, social work practice as well as social research. On a broad aspect, the journal uncovers a full range of ethical and social issues that encounter social workers. Similarly, the journal explains its findings vividly by providing the historical perspectives of the social and ethical development exposing off all the ethical and social values dilemmas developing from a state-of-art. In-depth, the Journal of Social work Values and ethics focuses primarily on the examples of good social and ethical practices that clearly concentrate on the ethical and social values considerations. However, the journal reviews as well as examines the ethical and all values dilemmas that correlate with the genesis or development of new technology that may intend to affect the social and ethical aspects of human life.

Lean construction Essay Example | Topics and Well Written Essays - 5750 words

Lean construction - Essay Example In fact, lean construction is set to be considered as the benchmark for other industries as it is for manufacturing currently. Effective tools and strategies can be implemented in the construction industry to implement lean and reduce waste to achieve operations efficiency through improved quality and productivity. Table of Contents Chapter One: Introduction Background to study Aims and objectives Research methodology Summary Chapter Two: Literature review Production and Operations Management Project life-cycle Productivity challenges Lean production system Lean principles The concept of waste The Toyota way Lean construction Lean and strategy Lean implementation Chapter Three: Conclusions and recommendations References Chapter One: Introduction This chapter introduces the concept of lean management in production and discusses its evolution, importance, relevance in construction, aims and objectives of the study, the research methodology applied and the overall organization of the re search study. Background to study Lean concept is much appreciated, tested and practiced in industries like manufacturing, government, health care and other institutions. Lean in construction has been found to save costs and customers too increasingly prefer lean management of construction for cost savings. As there is much waste that is generated in the construction industry, implementing lean in construction industry can yield cost savings and reduce lead times for the benefit of all. It also found that present construction industry creates value at the rate of 10 percent while generating waste at the rate of 57 percent while in the manufacturing sector that implements lean, the reverse is true as it creates a value add of 62 percent and a waste of 26 percent (Sowards, 2012). Lean thinking was first applied to car manufacturing service but later evolved to be applied to other manufacturing sectors and hence been implemented in other industries as well. Lean implementation challeng es traditional business processes to improve performance to give a competitive advantage to the business. The concept of lean thinking or management is defined as â€Å"the process of continuously eliminating waste in all processes and systems† and was primarily related to production. Henry Ford first introduced this concept in his company in the manufacturing segment and later adopted it into other segments like accounting and non0manufacturign operations. The Japanese saw lean as a method to superior manufacturing through quality improvement and later started adopting it in other areas of the business processes, with the efforts and success of Toyota drawing attention worldwide (Bottirov, 2011). As other sectors including government and healthcare started implementing lean methods throughout the entire spectrum of business processes, construction industry too started considering the advantages of lean management (Bottirov, 2011). As the concept of lean management has emerge d from the production line, much of the practices, tools and techniques are readily available for implementation in manufacturing but construction being a different area than manufacturing, all of the principles and practices of lean production management do not fit into the construction industry, although there are many similarities in the processes of the two industry

Rules and regulations on the conduct and discipline Essay Example for Free

Rules and regulations on the conduct and discipline Essay For the guidance of all concerned, the following rules and regulations on the conduct and discipline of students are hereby promulgated: a. Basis of Discipline Students shall at all times observe the laws of the land, rules and regulations of the Bicol University, and the standards of good society. b. General Rules and Regulations The following student’s rules govern the conduct and discipline of students: 1. Any student who commits any misbehavior in the University premises or outside the University when acting in his capacity as a representative of the University, shall subject to disciplinary action in accord with the schedule of sanctions set by the University. 2. The Bicol University is a smoke-free campus. Smoking shall not be allowed in the University premises. 3. Students are required to attend academic University activities that are conducted within the University. 4. Students of this University are free to participate in co-curricular activities and to express their views and positions in public questions/issues subject to the following conditions: a. Their participation shall excuse them only for the time missed in class and shall not excused them from fulfilling other requirements by the University, and b. Their participation shall be their own personal responsibility. 5. No play, skit, farce or any other similar act shall be staged or presented outside the University without the previous authorization and approval of the Dean of the College/Unit. 6. Only BU student organization duly recognized by the Office of the Student Service during the current school year may be allowed to publish and distribute written materials, or put up posters, signs, streamers, and the like. Each copy (and each page) of the proposed written materials must be submitted to the Office of Student Services/Coordinator Student Activities for verification and stamping of the words â€Å"Approved for Posting/Distribution- Dean of Student Services/Coordinator Student Activities† as a requirements before distribution or display. 7. No student may participate in an outside activity, contest, play, band, orchestra, choir conference, congress,  association, club and similar groups as a representative of Bicol University without being so authorized in writing by the Dean of the College/Unit. Participation of students in such activities in their personal capacities is not contemplated in this reservation, provided, however, that in this case the Universi ty shall not be responsible for any consequence arising therefrom. 8. No student or organization seeking to sponsor any social event or activity associated with the University may make use of the institutional name of the University unless he/she is authorized to do so. Generally, use of the institutional name by any student or group off- campus is prohibited. Permission for such solicitation may, on exceptional cases, be obtained in writing from the Dean of the College/Unit. 9. Students should wear the prescribed uniform of the College while inside the campus. 10. Validated I.D Cards must be worn all the time within the school premises. The validated card should be used in all transactions in and out the University. Any student who fails to produce validated I.D Cards upon demand by any member of the faculty or any schools authority or security guard, may not be admitted to class or inside campus. 11. Students should help keep the building and campus clean at all times. Trash cans and similar receptacles should be used. Littering and writing on the walls, doors or any property of the University is prohibited. 12. Students should handle funds; mail matter or any important papers entrusted to them either by the University or any of the student organizations with utmost care and responsibility. 13. All funds accruing the students organization must be deposited in a reputable bank. At the end of every semester the bank book reflecting the financial assets to the organization must be deposited with the college/unit Cashier for safekeeping. 14. Permission for co-curricular activity, i.e. field trips, educational/observation tours, and extra-curricular activity i.e., conventions, seminar conducted within the Region should be obtained one week in advance and for activities outside the Region two weeks in advance from the University President through the Dean College/Unit, Dean of Student Services and Vice President for Academic Affairs. The requesting party before joining any out of campus activity should meet the following requirements. DEFINITION OF TERMS: a. BULLYING. This refers to any act which causes upon the student emotional, physical or psychological stress making him/her feel lonely and unsafe or to think that there is something wrong with him/her or to lose the student’s confidence and to become disinterested in attending classes. b. CARRYING WITHIN THE UNIVERSITY PREMISES FIREARMS OR DANGEROUS OR DEADLY WEAPONS. Carrying any weapon which can kill, including but not limited to: Firearms, even if licensed, knife, blunt instrument, clubs. c. CONVICTION OF A CRIME INVOLVING MORAL TURPITUDE. Conviction in any court of a crime having an inherent quality of corruptness, vileness, or depravity with respect to a person’s duty to another or to society in general; such as but not limited to : rape. Falsification of official documents. d. CREATING DISORDER, TUMULT, BREACH OF THE PEACE OR SERIOUS DISTURBANCE WITHIN THE UNIVERISTY.  Any act designed to any serious disturbance within the University premises, office, classroom, hall or shall interrupt or disturb performance, functions or gatherings, peaceful meetings within the University premises. e. DEFACING, DAMAGING OR DESTROYING ANY PROPERTY OF BICOL UNIVERSITY OR OF WITHIN THE UNIVERSITY. Any willful behavior aimed at destroying, altering, or defacing property of Bicol University or of its employees and guests. Possession of the means to commit vandalism, including possession of a drill bit, glass cutter, or other substance (like spray paint) within University premises without proper clearance from the College Dean/Director shall be prima facie evidence of such offense. f. DISCOURTESY TO SUPERIOR. Any discourtesy by words or by deeds committed by a student towards a student-leader, a Bicol University official or personnel (teaching and non-teaching). g. DISGRACEFUL AND IMMORAL CINDUCT. Any scandalous behavior or act contrary to established moral principles committed inside or outside of BU premises which will cause disrepute to Bicol University. Petting, necking or any sexual conduct done with the University premises, inside or outside of classrooms. h. DISHONESTY. The act of concealing or distorting truth, showing a lack of integrity or a character to defraud, cheat, deceive or betray and an intent to violate the truth. h.1. SERIOUS DISHONESTY. Involve the presence of any one of the following attendant circumstances: a) The dishonest act caused serious damage and grave prejudice to Bicol University; b) In order to commit the dishonest act, the respondent gravely abused his authority; c) Where the respondent is an accountable office in any University/College Based Organization, the dishonest act directly involves property, accountable forms or money for which he directly accountable and the respondent shows an intent to commit material gain, graft and corruption. d) The dishonest act of the respondent exhibits moral depravity; e) In the commission of the dishonest act, fraud or falsification of official documents was employed; f) The dishonest act was committed several times or in various occasion; or g) The dishonest act involves Bicol University examination irregularity or fake Bicol University admission eligibility such as impersonation, and cheating. h.2. LESS SERIOUS DISHONESTY. The dishonest act caused damage and prejudice to Bicol University that is not so serious as to qualify under Serious Dishonesty, or  where the respondent is a student leader who did not take advantage of his/her position in any University/College Based Organization in committing dishonest act. h.3.SIMPLE DISHONESTY. Dishonest acts that did not cause damage or prejudice to Bicol University as well as those within no direct relation to or do not involve the duties and responsibilities of the respondent; and where the information falsified is not related to his office as a student leader or status as a student of this University in case of falsification of official document. i. DRINKING ALCOHOLIC BEVERAGES OR MANIFESTING DRUNKEN BEHAVIOR WITHIN THE UNIVERSITY PREMISES. Possession of intoxicating liquors or any beverages shall be prima facie evidence of the commission of this offense. j. FALSIFICATION OF OFFICIAL DOCUMENTS. Any untruthful entries I official documents committed thru alteration, deletion, superimposition, intercalation, or any misinterpretation. Official documents shall include birth certificate, official transcript of records. Library card, school ID. Student’s clearance, diploma, and other documents issued by or submitted to Bicol University. k. GAMBLING. Any unauthorized betting of money or something of material value within the University premises. l. HAZING OF ANY VARIETY INSIDE OR OUTSIDE THE PREMISES OF THE BISCOL UNIVERSITY BY ANY FRATERNITY OR INDIVIDUAL OR A GROUP REPRESENTING AN ACCREDITED BU ORGANIZATION. An initiation rite or practice as a prerequisites for admission into membership in a fraternity, sorority or organization by placing the recruit, neophyte or applicant in some embarrassing of humiliating situations such as forcing him to do menial, silly, foolish and other similar task or otherwise subjecting him to physical or psychological suffering or injury. (Sec. 1, RA 8049) m. MALVERSATION /UNLAWFUL DISBURSEMENT OF FUNDS PROPERTY BELONGING TO THE UNIVERSITY COMMUNITY OR A GUEST OF THE UNIVERSITY. Any student who, by reason of the duties of his office, is accountable for student’s fund or property, shall appropriate the same or shall take or misappropriate or shall consent, through abandonment or negligence shall permit any other person to take such students funds, or property, wholly or partially, or shall otherwise be guilty of the misappropriation or malversation of such funds or property. n. MISCONDUCT. Such act affecting performance of his duties as a student and/or an officer of any University/College Based Organization and not such only as affects his character as a private  individual. n.1. GRAVE MISCONDUCT. Acts which manifest elements of corruption, clear intent to violate the law or openly disregarding established rules of Bicol University. n.2. SIMPLE MISCONDUCT. Any form of concealment not falling within the definition of dishonesty; or any violation of University/College Rules and Regulations. o. Photo or Video Voyeurism. An act of taking photo or video coverage of a person or group of persons performing sexual acts or any similar activity or of capturing an image of the private area of a person or persons without the latter’s consent, under circumstances in which such person/s has/have a reasonable expectation of privacy, or act of selling, copying, reproducing, broadcasting, sharing, showing or exhibiting the photo or video coverage or recordings of such sexual act or similar activity through VCD/DVD, internet, cellular phones and similar means or device without the written consent of the person/s involved, notwithstanding that consent to record or to take photo or video coverage of same was given by such persons (Sec 3(d) of RA 9993). p. PLAGIARISM. The act of copying another’s words/works and passing it off as one’s own original creation. q. POSSESSION OF DANGEROUS DRUGS OR CHEMICALS. Possession of dangerous drugs or chemicals as defined in Republic Act No. 9165. r. SEXUAL HARASSMENT. An act, or a series of acts, involving any unwelcome sexual advance, demand or request for sexual favor, or other verbal or physical behavior of sexual nature, committed by any person who, having authority, influence or moral ascendancy over another in training or educational-related environment of the person complained of, without regards as to whether such advance, demands or request is accepted by the other. The foregoing acts may be committed among peers such as those involving student—student, and those committed towards a faculty member or employed by a student, whether of the same or opposite sexes. (Sec. 2, Bicol University Rules and Regulation in Administrative Cases of Sexual Harassment and Similar Offenses) s. STALKING. An intentional act committed by a student who, knowingly and without lawful justification, follows a fellow student or places the latter under surveillance directly or indirectly or a combination thereof. (Modified definition taken R.A. No. 926) t. THEFT. The taking, with intent to gain but  without violence against or intimidation of persons nor force upon things, of property of Bicol University, its employees, students and guests, without the latter’s consent; or the failure to deliver found lost items to University authorities or to its owner. u. UNAUTHORIZED SOLICITATION OF CONTRIBUTION/DONATION USING THE NAME OF THE UNIVERSITY.Any request for support to any individual or organization, monetary or otherwise, in the name of Bicol University without prior written permit from the College Dean and University President. v. VIOLATION OF SCHOOL RULES AND REGULATIONS. Disobedience to University/College rules and regulation. d. College/Unit Disciplinary Committee 1. All cases involving discipline of students and violation of rules and regulations of the College/Unit committed within its premises shall be subject to the jurisdiction of College/Unit Disciplinary Committee. 2. Investigation of cases falling under the jurisdiction of a College/Unit shall be conducted by a committee of five (5) members. The College/Unit Disciplinary Committee shall be composed of: 1. The Coordinator of College Student Activities as a Chairperson. 2. The President of the Faculty Club of the College as a Co-Chairperson. 3. The President of the College Student Council or his duly authorized representative, as member. 4. The Department Chair as member. 5. A student representative designed by the USC, as a member, and, 6. The Guidance Counselor, as non-voting member. e. The University Student Disciplinary Tribunal 1. All cases involving discipline of students could be elevated on appeal to the University Student Disciplinary Tribunal, which shall be composed of: a.The University Legal Officer as Chairperson. b.The Dean of OSS as Co-Chairperson. c.The Concerned Department Chair, as member. d.The CSC President or his/her duly authorized representative from the college wherethe subject(s)/students(s) is/are enrolled, as member. e.The  Chairperson of the University Student Council or his duly authorized representative, as a member, and f.The University Guidance Counselor, as non-voting member. f. Disciplinary Procedures 1. Disciplinary procedures shall commence upon the filing of a written report to the Dean of the College/Unit by the instructor or any school authority who apprehends a student committing any of the acts enumerated in Section â€Å"C†. It may also be commenced by the offended party upon filing a written complaint under oath specifying the act or omission constituting the misconduct. 2. The Dean of the College/Unit then refers to the matter to College/Unit Disciplinary Committee which shall convene not later than three (3) days after filing of the case. (The College Disciplinary Committee of different college/unit shall formulate guidelines that will govern the conduct of the proceedings). They shall likewise be responsible to inform in writing the parent(s)/guardian(s) of the student/s allegedly involved in the case. A student under administrative investigation shall have the following rights: a.The student must be informed in writing of the nature and cause of any accusation against him/her; b.That he shall have the right to answer the charge against him/her with the assistance of counsel, if desired; c. That he/she shall be informed of the evidence against him/her; d. That he/she shall have the right to adduce evidence in his/her behalf; and, e.The evidence must have been duly considered by the investigating committee or officials designated by the school authorities to hear and decide the case. 3. The decision of the College Disciplinary Committee shall become final and executory unless within five(5) days from notice of the decision, the aggrieved party,not satisfied with the decision, appeals to the University Student Disciplinary Tribunal. 4. The University Student Disciplinary Tribunal shall review the decision of the College/Unit Disciplinary Committee based on the records/minutes of the proceeding. The tribunal under certain cases may require the receipt of other pieces of evidence. 5. Decision imposing disciplinary action upon the student shall be reported to his/her parent(s), guardian(s) not later than five (5) working days after the case has been promulgated. 6. The University Student Disciplinary Tribunal shall meet not later than ten (10) working days from  the receipt of the notice of appeal. (The University Student Disciplinary Tribunal shall formulates rules and guidelines that will govern the conduct of the proceedings). 7. The decision of the University Student Disciplinary Tribunal shall become final and executory unless within ten (10) working days from notice of the decision, the aggrieved party not satisfied with the decision, appeals to the Board of Regents, through the President. 8. The Board of Regent shall review the decision of the University Student Disciplinary Tribunal based on the records/minutes of the proceeding. The Board under certain cases may require the receipt of other pieces of evidence. g. Grievance Procedure In order to assure the students the right to redress of grievance, the OSS is responsible for a grievance procedure involving non-academic affair. Any student may file a question, complaint or statement in the OSS in person or in writing. A course of action will be taken within five days after filing. If the OSS’s course of action is not acceptable, the same complaint or statement of grievance could be elevated to the University Grievance Committee designated by the President, composed of: University Legal Office Chair Dean of the College where the complainantis enrolled Co-Chair CSC President or his/her representative Member USC President or his/her representative Member h. Academic Grievance Council Students have the responsibility and right to call the attention of a professor on any grade with the students believe to be in error. Students may appeal in this order: to the Department Chairman, then to the Dean, if the problem is not resolved at the College Level, the student may appeal to the University Grievance Council lodged at the VPAA. i. Students’ Right Article 277. Subject to the limitation prescribed by law and the University  policies and regulations, the right of every student in the University are as follows: a. Every student has the right to receive relevant quality education in line with national/regional goals, educational objectives and standards of the University. b. Every student is entitled to guidance services to enable him to know himself, to make decisions and to select from the alternatives in the fields of works in line with his potentials. c. Every student shall in exercise of the constitutional guarantees of the free speech and press, have the right to express and pursue his opinion on any subject, provided that the expression and dissemination of such views do not disrupt the work and discipline of the University. d. Every student shall have the right to receive a copy of every paid publication. e. Every student shall have the right to participate in the formulation and development of policies affecting the Uni versity in relation to the locality/region and nation through representation in the appropriate body/bodies of the University as elsewhere determined in this Code. f. Every student shall have the right to establish, join and participate in organizations and societies not contrary to the law. g. Every student shall have the right to receive reasonable protection within the University premises. h. Every student shall have the right to be informed of the University rules and regulations affecting him. i. Every student have the right to participate in curricular and co-curricular activities. j. Every student is entitled to be respected as a person with human dignity, to full physical, social, moral and intellectual development and to human and healthful conditions of learning. No student shall be subjected to exploitation, involuntary servitude nor cruel or unusual punishment k. Every student shall have the right to redress of grievances against any wrong or injustices committed against him and/or other students by any member of the academic community in accordance with the defined channels of authority therein. l. No student shall be subjected to disciplinary action without due process. m. Every student shall have the right to access to his class and other records for the purpose of determining his class standing and the University shall maintain and preserve such records. n. Every student officially admitted by the University has the right to continue and pursue his course study therein up to graduation, except in cases of academic delinquency and violation of disciplinary regulations. o. Every student shall have the right to be  assisted by the University through current and adequate information on work opportunities. p. Every student shall be entitled to expeditious issuance of certificates, diplomas, transcript of records, grades and transfer credentials. j. Duties and Responsibility of Students Every student regardless of the circumstances of his birth, sex, religion, social status and other factors shall: a. uphold the integrity and good name of the University; b. strive to lead an upright, virtuous and useful life; c. love, respect, and obey his parents, and cooperate with them to keep the family harmonious and united; d. exert his utmost to develop his potentials for service, particularly by undergoing an education suited to his abilities in order that he may become an asset to himself and to society. e. respect the customs and traditions of his country and the principles of democracy; f. participate actively in civic affairs and in the promotion of general welfare; g. help in the observance and exercise of individual and social rights, the strengthening of freedom everywhere, the fostering of cooperation among nations in the pursuit of progress and world peace; h. respect and cooperate with the faculty, fellow students and University authorities in the attainment and preservation of order in the University and in the society; and i. exercise his rights responsibly with the due regard for the right of others.

College Style :: Education Writing Language Essays

College Style I was sitting at the bar on my favorite bar stool drinking a rather poor bottle of domestic beer. The sun was glaring off the snow on the outside world. It was dark inside, how I liked it. It was a time to collect my thoughts, a time to think the world out in a rational matter, it was time to think of an expository writing assignment. As I sat there peering through the beer glass watching the reflections off the watered down beer that appeared now more like a glass of tainted water, I noticed a few guys come in that were in my Marxist philosophy class. I waived my hand in that "nice to see ya" kind of gesture and they sat down beside me. I was a bit nervous but the courage I had from the first four beers was making me more at ease. These were the smart kids. There were four in all, two girls, two guys. They surrounded me around the bar. I began to sweat and drips of dew dropped down on to the hard plastic bar that had held up my head so many times before. I'd read their papers before . I realized they were the smart kids when reading their papers, I didn't understand what they were saying. Sure, some of the ideas were familiar but the general concepts of their papers were so ahead of my knowledge for the written word that the meaning was gone. was Now I was sitting among them, in a circle, a circle of knowledge. I was embarrassed that I was sitting amongst the greatest minds of the upper-Midwest drinking from a tainted glass with nothing more then a domestic beer. I quickly finished the drink and motioned to the bartender. "Sir," I cried, as only a intellectual could, "bring me a chardonay, spare no expense with the pretzels, and give yourself ten percent." I was pleased at my request. Certainly I would fit in now. In class the smart kids always spoke in such a manner unlike any dialect that I had known before. When the addressed the professor they used words that I didn't know existed, I flew for my dictionary but by then it was always too late. I would try to fit in this time. I swung my chair towards the semi-circle that had surrounded me. I crossed my legs as only poets and small boys can do and grinned at them.

Leadership Interview and Analysis Essay

I interviewed the owner of a mid-sized engineering firm from this point forward referred to as Jack. Jack has been in the engineering field over 30 years starting as a project engineer and has worked his way to owning his own company. He has no formal training or degree in management or leadership and is speaking from experience. For Jack the definition of leadership is to guide and direct. He compares a manager in business to a platoon leader who can lead a group of people in a productive manor to achieve a desired outcome. When guiding these employees or soldiers the use of direct consequence or praise is the best way to guide your followers to the desired goal. Jack believes that most employees need close watch and a tight leash as to not fall off task. When Jack was asked what characterizes a good leader he continued to refer to the military example, even though he has never served. He believes there are two main components of a strong leader, wisdom and people skills. With wisdo m you will have a strong knowledge of the tasks or products offered and are able to assist in problem solving. Along with wisdom Jack believes that you will be able to make informed decisions and stay ahead of the market. People skills are the second part of Jacks components for a strong leader. When a leader has strong people skills he can relay his wisdom in an effective manner to employees so they can complete the desired task. He also believes that strong problem solving skills come along with people skills; you should be able to mediate an issue between employees or a client in a way as to not effect production or lose a client. Jack believes that situation plays a role in leadership. This is what separates strong leaders from the average. A strong leader can be placed in most any situation and be successful. If a mediocre leader is put into a simple or familiar situation they could be interpreted as a strong leader but will fail when tested. He also states that there are a few situations where even the strongest most experienced leaders will fail. The example of a pilot, seconds from destruction, could direct and organize his crew to the best of anyone’s ability and yet still fatally crash. This relates to business during market downturns and changes in technology. If you have too much expense and debt during a downturn or your only product has just been rendered obsolete by a new technology, there is not much you can do. When asked about the followers he prefers to refer to them as â€Å"the team† and they need to work together if they are going to be lead well. Although when asked if a strong leader can take â€Å"bad† followers and still accomplish a common goal, he believes it can be done. Jack still refers back to the military, when grunts come in general infantry they are generally â€Å"bad† followers but a strong leader can bring them together, have them work as a group and agree to go to war together. In Jack’s career he has encountered good and bad followers, some needing a lot of structure and others which could be trusted to complete the work with minimal supervision. Jack has a very â€Å"laid back† style of leadership and with some employees this became an issue because they took advantage of the freedom. In Jacks experience leaders can be trained but there is a small group that will never be a good leader. In society he believes there is a very large â€Å"middle ground† of people who can be trained to accomplish anything they set their mind to. He thinks that some great leaders are born that way and it comes much more effortlessly than for others. That being said, if one of the â€Å"middle ground† individuals had the desire and training they too can rise to be a great leader and accomplish great things. In general Jack believes that great leaders can either be born or trained to achieve the highest level of leadership and that there is a small g roup of individuals that un-salvageable. After this interview I think Jack has a understanding of what makes a leader but still has leaning to do. First and foremost leadership is a process and not just a single tactic to achieve a single goal. It is the development of relationships between the leader and the followers along with the relationships between the followers themselves. Through these emotional connections a leader can work with a group of followers and accomplish great things even when situation may be very difficult. I found it very interesting when talking about the characteristics of a strong leader Jack’s first response is wisdom, which I believe he relates to intelligence. Intelligence is a very large factor in being a strong leader but being inspiring is just as important. Being a â€Å"people person† does not make you a good leader. An individual can be very kind and a good listener but unless they can inspire a group of people to work together for a common goal they will not be effective. Jack believes that leaders can be trained to accomplish a high level of success much like the ones that are natural leaders. This is idea is in line with academics that leadership can be classically trained and not only gained by experience. Another issue with Jacks interpretation of leadership is how a strong leader can improve an already good situation. He sees that strong leaders can handle most situations and accomplish necessary tasks but fails to acknowledge that the entire dynamic is related. His views seem negative towards a leader with a good group of followers and a positive situation, that with a strong or marginal leader you will have the same result. I disagree with this idea and believe with a strong leader you can have increased productivity and quality of product. It also seems that Jack thinks all managers are leaders which is not the case. Managers and leaders have many of the same characteristics but hold different roles within a company. Managers are there to provide guidance and accomplish a short term goal or task whereas a leader is there to inspire and create a challenging vision for the long term success of a company. True leaders will be introspective as they learn from experience. This is known as the action-observation-reflection model in which a leader will take an experience and give it additional attention to learn as much as possible. First you must review the action that caused the experience, then review the outcome of that action and finally determine how you feel about the outcome. When using this method reviewing a situation one can gain a great deal of knowledge to apply in the future. Jack also seems to have fundamental attribution error when reflecting on why he considers an employee to be bad. He has a bias that when an employee is not functioning at their full capacity it is only due to them taking advantage of him and his method of management. He fails to see if there could be any outside factors causing these behaviors; for example, if an employee is also a student who in enrolled in a very difficult course may appear to be leaving early and â€Å"taking advantage† when in fact they just have a class to attend. This could be easily remedied by offering a flexible schedule where the employee could begin their work day a little earlier. This also relates to the self serving bias where this employee could hold Jack responsible for not performing in class instead of realizing they didn’t dedicate enough time out of class for study. Jack also believes that to be a good leader you must be very proficient in the task at hand. The academics disagree with this idea and note that the higher level of management the less technical knowledge you must have. This is where vision and inspiration become extremely important to guide your followers to success. In conclusion Jack has learned well from his years of experience but there is still room for growth in his knowledge of leadership and management, especially the difference between the two. Something that would greatly help improve the quality of management and leadership within the company would be using some assessment the leaders. This could be accomplished by having a questionnaire rating the leader by the superiors and subordinates. This method would help understand the performance of the leader as assessed by the superior and the effectiveness as provided by the subordinate’s questionnaire.

Education Algebra Essay

Coming into mathematics for elementary educators with my classmates, everyone had some type notion of what this course consists of. For most people math is a very hard and complex subject that requires complicated rules that a person would never use again. A person who has not been exposed to math would say math is just numbers, shapes, and some simple arithmetic. To a serious math student, math encompasses much more than just numbers and geometrical shapes, of course. During math 213 I bought into many misconceptions about math. During Week one I learned about no child left behind act and the pro’s and con’s that are associated with this act. We reviewed the order of operations and learned different meanings to some math terminology. The most exciting teaching strategy I learned in week one was called the pinch card. The pinch card allows the teacher to observe the students, while the students pinch different signs when learning the order of operation. It is a piece of paper that consists of the addiction, subtraction, multiplication, division, exponent, and parentheses symbol. Week two we discuss union, intersection, complement, different properties, commutative, associative, and identity. I learned how to use manipulative to teach different teaching strategy while teaching decimals. I found it difficult to understand some questions off the math homework during week two which help me comprehend how students will feel. Math is not hard for me to understand but I realize I have to stay super focus while in math class or I will get lose easily with the different numbers. Math is not a hard subject and many times I made it harder by not using the problem solving steps which are, explore problem, plan, solve, examine, which are very helpful when understood . My philosophy toward teaching math is to look at math from a logical standpoint instead of trying to figure it out; you will see that logically everything will fall into place. I am not a math teacher however, there is one thing I wish all math teachers would focus more on and that is teaching students to view math logically. While it is very important to know how to work, a problem out it is also equally important for students to learn to look at the problem from a logical standpoint. Math in class 213 made perfect sense and when I looked at math from a logical standpoint along with problem solving techniques I discover it is much easier. Common sense goes a long way when dealing with math problems. I also learned that you will need and use math everyday of your life for the rest of your life. Depending on what you do professionally will determine what form of math you use on a regular basis but rest assured everyone on Gods green earth will use some form of math in their everyday life. Taking this math course made me think about becoming a math teacher. Without math, you cannot check your pay stub to make sure your employer is paying you correctly, pulling out the correct amount for deductibles or that you aren’t paying in to much for insurance or anything else. Without math, you will not be able to budget your income and expenses for the week or the month. Without math, you will have Math is important for our future and it is an important aspect in most jobs. Warehouse workers many times have to take and pass a math test before being hired for job positions. Mechanics use math everyday whether they are pricing parts and adjusting bills or figuring out exact calculations in order to do a job correctly. Construction workers use math to make calculations before beginning and during construction. I have not worked in or heard of a job yet that didn’t involve math at some point even if you work at McDonald’s you have to know math to count the money and give the corrected change. Most often, we use basic math skills without even thinking about it. How sad it would be if we didn’t have those basic skills. Math skills are very important when planning for our financial future and during our everyday life. Without math, you wouldn’t be able to balance your checkbook or many other everyday tasks that are normally taken for granted.