Statement of Purpose Engineering Business Management

After completion of my national service, I set my eyes on gaining more work experience and then pursuing a Msc degree. I am excited to now be on the cusp of making that dream a reality. I have come a long way from the reserved college freshman who dreaded the thought of being a student class leader because it involved public speaking, to a flamboyant leader and colleague. I conquered those fears to now become the Project Coordinator for the GRA (Ghana Revenue Authority) and GCNET E-Government project. My engineering degree has given me a strong foundation for my analytical and technical skills. A Computer Engineering degree involves complex and intricate calculations and the application of basic math skills. I am interested in factors†¦show more content†¦I believe a Masters degree in Engineering Business Management will give me the invaluable skills to manage, lead and collaborate effectively with people. It will also develop my abilities to analyze problems from a business perspective, keeping in mind the constraints and limitations of the real world. At CIPD GIMPA, apart from being a Systems Engineer, I am also an instructor in IT Service Management (ITIL V3) which is a framework for service delivery used by Vodafone, Toyota Ghana, Newmont Ghana, Tullow Oil, just to mention a few. This program has given me the opportunity to interact with a number of policy makers, industry analysts and economists in an effort to understand the dynamics and important issues connected with each of these industries. All this has given me invaluable insights into the environment in which companies operate, how they affect their environment and are affected by it. It has enabled me to observe some of the efficient ways and not-so-efficient ways of running a business. Certain discussions in class have been thought-provoking; my most recent class discussion on the redesigning of a company’s structure and systems in terms of service delivery, brought out the necessity of good organization structures and significance of systems that work well. The time limitation of preparing for class and troubleshooting network problems, has taught me to plan well, work systematically and keep myself up-to-date with the latestShow MoreRelatedMaster Of Science : Information Science And Technology Essay979 Words   |  4 PagesStatement of Purpose Name: Sujit Subhash Program: Master of Science in Information Science and Technology I am applying for the Master of Science in Information Science and Technology program at the Missouri University of Science and Technology as I believe this program will give me the strongest foundation and skills to one day drive my entrepreneurial endeavors. 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Sex Education Taught to 8 Year Olds Free Essays

Eight-year-old children are being targeted for more detailed sex education in schools. In Christchurch today, Family Planning is launching a new resource for teachers of late-primary and intermediate-age children. The launch has upset the conservative lobby group Family First, which is urging Family Planning to â€Å"butt out† and leave sex education to parents. We will write a custom essay sample on Sex Education Taught to 8 Year Olds or any similar topic only for you Order Now The resource, called The Sexuality Road, is aimed at younger children because research shows that they are now entering puberty earlier. Young people have a right to understand what is happening to their bodies and their emotions,† Family Planning director of health promotion Frances Bird said. â€Å"Sexuality education that works starts early, before young people reach puberty, and before they have developed established patterns of behavior. † The Sexuality Road provides teachers with a programme of 10 lessons and evaluations per year. Each year comes with lesson plans, activity worksheets, and resources. Year 5 and 6 (nine and 10-year-old) pupils look at pubertal change, friendships, gender, families, menstruation, fertility, conception and personal support. Year 7 and 8 pupils focus more on changing feelings and emotions and their effects on relationships, sexual attraction, decision-making around sexual attraction, conception and birth, contraception and support agencies. Bird said international evidence showed children were entering puberty earlier than had been seen in decades. The average age of puberty for girls in New Zealand had fallen to between nine and 14 and for boys, it was between 11 and 16, Bird said. â€Å"Some people are concerned that providing information about sex and sexuality arouses curiosity and can lead to sexual experimentation. There is no evidence that this happens,† she said. New Zealand teenagers rate second-highest in the developed world for teen pregnancies. The Press last month revealed research showing more than a third of 16-year-olds have already had sex and half say they have been in love. An Education Review Office report, commissioned by the ministries of Women’s Affairs, Health and Education, found at least half of all sex education in schools was presented by teachers with no qualifications in the subject. Liggins Institute director, and newly appointed chief science adviser, Professor Peter Gluckman has earlier called for action to address the â€Å"emerging national crisis,† in sex education for younger children. â€Å"Sex and health education has to become mainstream and away from the idea that it’s only for the physed teacher who is least equipped to deal with it,† Gluckman said. Family First national director Bob McCoskrie said children should be taught sex education by their parents when they were ready. â€Å"The simple message to Family Planning is `butt out and leave it to parents’,† McCoskrie said. Parents know their kids the best. They know their emotional and moral development best and have their own values. Family Planning should not be interacting with kids of that age. † McCoskrie said schools had become â€Å"one-stop shops† for dealing with social problems in the community. Some parents felt overawed by â€Å"the sex tal k† with their children, so resources should be put in to helping them better understand what was required, McCoskrie said. â€Å"It needs to be values-based and we think parents are the ones who determine the values. Bird said children should be exposed to a range of values, attitudes and opinions. According to a survey run on the Netmums parenting website, the majority of parents believe children should start learning about sex and relationships when they are eight years old. I can hear them already. The shocked and outraged tones of the other â€Å"moral† majority reacting to yet another progressive plot to corrupt children. â€Å"We’ll have no sex education here! † Or if we must, let them wait until they’re actually doing it. That is sad, because such views are themselves transformative, turning sex from a natural and evolving topic to a dangerous threshold, making childhood sexualisation more, not less, likely. Talking about sex starts much earlier transforms the likelihoods that children will be better informed. Children use sexual terms long before they reach the age of eight (year 3). Listening recently to year 1 conversations, I overheard boys talking about â€Å"having sex† (they mean â€Å"cuddling†). They insult each other using terms such as â€Å"gay†. Discussion of sex runs through the playground discourse like Blackpool through a stick of rock: it’s just very badly formed. Talking about sex needs to start earlier so that children will not be confused at a leter time when it is learned thru their peer group. A straw poll of local school kids suggests little useful sex education is received before the age of 13. That’s two years after the average age at which girls begin their periods – five years after some. If you’re not told about such stuff at home, how terrifying to be eight and suddenly bleeding. A range of studies report puberty starting earlier in western societies – and while the reality of sexual experimentation may not be as graphic or extreme as the tabloids would have us believe, that, too, can begin long before 13. Sexual orientation and identity, too, can be obvious at a very early age (from six onward): once more, how scary to grow in an atmosphere that makes â€Å"queers† always the butt of jokes with no balancing official information. Sex doesn’t have to be sexual in nature. Many of the dirtiest, smuttiest most adult things about sex are just that: adult. There is a depressing read-across from adult values to child: many people assume that a child doing something â€Å"sexy† understands their behavior and intends the result. Children learn through play. Girls dress, use makeup and dance in ways that would be erotic if their mums did them – but absolutely aren’t when they do. Children can be educated about sex without focusing on the erotic. It’s never too young to learn respect for the beliefs of sexually actions. The most misleading thing about this debate is that opponents caricature sex education as being about just one thing. In fact, broad and structured sex education will provide grounding in relationships, biology, safety, health, respect for others and consent. These will be introduced at the appropriate point using language appropriate to the age discovering them. In a world in which many adult relationships continue to be conducted through the emotions of childhood – and one in four women (and one in five men) are still suffering domestic violence – early sex ed is as much about learning the most basic of lessons – the right to say no – as anything else. How to cite Sex Education Taught to 8 Year Olds, Papers

The Mother Tongue Language as the Medium of Instruction from Kinder free essay sample

This study analyzes the perception of BEED students of Taguig City University towards Mother Tongue Language as the medium of instruction from kinder to Grade 3. Through this study, it will identify if the students believe that the utilization of mother tongue in teaching Math and Science can elevate the competitiveness of every student. Based from the result of this study, it was found out that the BEED students prefer Mother tongue based education system in Math and Science. But they doubt their skills in terminology translation in order to deliver a spontaneous discussion. The BEED students would also like to gather more information about Mother Tongue based Education system. Thus, the respondents appreciated the utilization of Mother Tongue Based language in teaching Mathematics and Science as reflected on the result of the survey-questionnaire. Therefore, their perception towards mother tongue based language as the medium of instruction from kinder to grade 3 addresses the issue of child-centeredness as the main focus of instructional delivery in the teaching-learning process. We will write a custom essay sample on The Mother Tongue Language as the Medium of Instruction from Kinder or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Moreover, the researcher found out that a number of BEED students requests for more seminars and educational gatherings for the improvement of their skill in teaching the subject using the Mother Tongue Language. Thus, the researcher recommends to the BEED Department or to the College of Education to make a four-day a week school plan and allot one day to conduct seminars for the said topic. They may use the style of the other universities like Philippine Normal University who is having a 4-day a week (M-Th; T-F) plan wherein Wednesday is being used either as a research day or seminar day for the faculties and students. I. Introduction In lieu with the implementation of the Enhanced Basic Education (K+12 Program), the Department of Education also adapted the Mother Tongue Language Based Instruction from Kindergarten up to Grade III. The program defines the utilization of the native language or dialect, of a certain province, as the medium of instruction, especially on the subjects which is originally taught in English, enabling better understanding of the learners. The benefit of this adaptation is the simplicity and legibility of the delivery of every lesson because it is delivered in a language that the learners already knew. Thus, there would be a positive output and feedback on the level of mastery of the learners. However, the deterioration of the learners’ ability to develop or enhance the language skill is very visible. The possibility of the use of other language (i. e. Filipino, English) is that it decreases due to the toleration of the use of the mother tongue and continuous exposure to a routinely environment. The less the learners are exposed to exercises, practice and utilization of the other language, the harder they are to be taught in the succeeding years. Thus, a learner may exhibit difficulties in terms of comprehension, interpretation and pronunciation, which are essential to the development of the linguistic, social and psychological distinction as part of the holistic development of the learners. So as to keep abreast with the development of this program, this study aims to define the perception of the Bachelor of Elementary Education students of the College of Education in Taguig City University, towards this program. This study also seeks to identify suggested intervention towards the program. II. Main Body RELATED LITERATURE AND STUDIES Foreign When children come to school, they can talk in their MT about concrete everyday things in a face-to-face situation in their own environment where the context is clear: they can see and touch the things they are talking about and they get immediate feedback if they do not understand (â€Å"I didn’t mean the apples, I asked you to bring bananas†). They speak fluently, with a native accent, and they know the basic grammar and many concrete words. They can explain all the basic needs in the MT: they have basic interpersonal communicative skills (BICS). This may be enough for the first grades in school where teachers are still talking about things that the child knows. But later in school children need abstract intellectually and linguistically much more demanding concepts; they need to be able to understand and talk about things far away (e. g. in geography, history) or things that cannot be seen (e. g. mathematical and scientific concepts, honesty, constitution, fairness, democracy). They need to be able to solve problems using just language and abstract reasoning, without being able to do concrete things (â€Å"if I first do A, then either D or E happens; if I then choose K, X may happen but Y may also happen; therefore it is best to do B or C first†). The cognitive-academic language proficiency (CALP) that is needed to manage from grade 3 on in school, in higher grades, upper secondary school and later in life, develops slowly. Children need to develop these abstract concepts on the basis of what they already know in their mother tongue. If the development of the mother tongue CALP (which mainly happens through formal education) is cut off when the child starts school, s/he may never have an opportunity to develop higher abstract thinking in any language. If teaching is in a language that the Indigenous/Tribal/Minority (ITM) child does not know (e. g. Nepali), the child sits in the classroom the first 2-3 years without understanding much of the teaching. S/he may repeat mechanically what the teacher says, without understanding, without developing her capacity to think with the help of language, and without learning almost anything of the subjects that she is taught. This is why many ITM children leave school early, not having learned much Nepali, not having learned properly how to read and write, not having developed their mother tongue, and almost without any school knowledge (August 2012) The Global Partnership for Education (GPE) recently convened a meeting of its Community of Practice for Early Grade Reading. SIL is one of the development partners participating in this effort to improve education for children in developing countries. Among those who shared research and led discussion at the meeting was Dr. Steve Walter, one of SIL’s senior literacy and education consultants and Associate Professor of Language Development at the Graduate Institute of Applied Linguistics. Walter presented the results of a study evaluating the effectiveness of mother-tongue-first multilingual education in the Central African nation of Cameroon. In the area where the research was carried out, Kom is the primary language spoken, but English is the language of instruction in local schools. In 2007, SIL introduced an experimental program in which twelve schools were designated to provide classroom instruction in Kom (the students’ first language) through Grade 3. * Research gathered during the past five years of the program indicates that students in the Kom mother-tongue program scored better in almost every measure of student progress. During this time, students also study English as one of their school subjects (oral English in Grades 1 and 2, with students learning to read and write English in Grade 3). From Grade 4 onward, English is the medium of instruction in all schools. Local Recent initiatives on mother tongues revolve around Mother Tongue-Based Multilingual Education or MTB-MLE. It was institutionalized on July 14, 2009 through Order No. 74 of the Department of Education (DepEd), therefore it is believed to have supplanted the country’s bilingual education policy (English and Filipino as media of instruction) which has been in place for close to three decades now. The difference between MTB-MLE and bilingual policy can be understood essentially in terms of which languages should be the media of instruction. Philippine bilingual education requires English and Filipino, the national language, as media of instruction depending on which subjects are being taught (see Gonzalez; Luzares). MTB-MLE, on the other hand, pushes for the mother tongues of students as media of instruction in all subjects. Currently, however, the debates seem to be limited to MLE and bilingual policy issues in the primary grades. It must be highlighted, however, that the MTB-MLE framework is really not new (see UNESCO The Use of Vernacular Language). As will be discussed in a section below, mother tongue instruction has been vigorously pursued in non formal/indigenous/minority schools in the country. The mother tongues in these schools have not only served as tools for effective learning, but also as channels for the expression and affirmation of local cultures and identities. These uses of the mother tongues have rarely been questioned because of possibly at least two reasons. The first is that the MLE framework in these places has usually been a part of a larger framework of social and community development where the mother tongues are the â€Å"natural†: choice; the second is that it has been used â€Å"outside† the mainstream education system where the bilingual education policy was put in place (Canieso-Doronila â€Å"The Emergence of Schools†; Tupas â€Å"Kalayagan†; Dekker and Young). During a language conference, Department of Education (DepEd) Sec Br Armin Luistro FSC talked about Mother Tongue-Based Multi-lingual Education (MTB-MLE) – a feature of the Enhanced Basic Education Program which mandates the use of the language that pupils are familiar with (their first language) as medium of instruction to make it easier for young students to grasp basic concepts. Luistro wants to emphasize that the teachers need to adjust to the students’ needs and use the language they are familiar with to teach the necessary concepts. â€Å"We want our schools to be learner-centered, meaning we take their needs into account when we teach. As much as possible we try to adjust to facilitate learning. † The mother tongue as a subject focuses on the development of reading and speaking from Grades 1 to 3. As a medium of instruction the mother tongue is used in all learning areas from Kinder to Grade 3 except in the teaching of Filipino and English subjects. Filipino is introduced in the first semester of Grade 1 for oral fluency (speaking). For reading and writing purposes, it will be taught beginning in the second semester of Grade 1. The four other macro skills which are listening, speaking, reading and writing in Filipino will continuously be developed from Grades 2 to 6. At present the DepEd has teaching materials in Bahasa-Sug, Bicolano, Cebuano, Chavacano, Hiligaynon, Ilokano, Kapampangan, Maguindanaoan, Maranao, Pangasinense, Tagalog, and Waray-waray and is developing materials in Ybanag, Ivatan, Sambal, Aklanon, Kinaray-a , Yakan and Surigaonon. MAJOR AND MINOR CONSTRAINTS Major Constraints The linguistic competency of the Elementary teachers in using Mother Tongue Language as the medium of instruction, especially in the subjects of Mathematics and Science, is not easy to improve. The translation of numerous terminologies from its original language is another main constraint. The quality of the English proficiency in the prior level is given less attention. Minor Constraints In the cultural aspect, the implementation of Mother Tongue Language is in contrary to the belief that Philippines must not be divided in terms of dialect. In terms of national competitions, the dialect isolates the contestants coming from the places with other dialect than Tagalog. In social aspect, it weakens the sociability of a young individual that transfers from their locality to another locality with different dialect Trends and Issues about Mother Tongue-Based Language in the Philippines The lessons and findings of various local initiatives and international studies in basic education have validated the superiority of the use of the learners’ mother tongue or first language in improving learning outcomes and promoting Education for All (AFA). DepEd Order No. 74, s. 2009 further explained that the preponderance of local and international research consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations affirms the benefits and relevance of MLE. Notable empirical studies like the Lingua Project and Lubuagan First Language Component show that: First, learners learn to read more quickly when in their first language Second, pupils who have learned to read and write in their first language, learn to speak, read and write in a second language and third language more quickly than those who are taught in the second or third language; Third, in terms of cognitive development and its effect in other academic areas, pupils taught to write in their first language acquire such competencies more quickly. Relatedly, the study of DepEd Region IV-B (MIMAROPA) entitled; Double Exposure in Mathematics: A Glimpse of Mother- Tongue First has provided the local validation of the fundamental observation that top performing countries in the Trends in International Mathematics and Science Studies(TIMSS), are those that teach and test students in Science and Math in their own language. Analysis Table A Question No. 1 Yes No Total No. of Respondents Do you think teaching Mathematics in Grade II using mother-tongue language can elevate the competitiveness of every student? 66 34 100 Table A shows that there are 66% of the total number of respondents says that students’ competitiveness can be evaluated by using mother-tongue language in teaching Mathematics in Grade II while the other 34% disagree to it. Table B Question No. 2 Yes No Total No. of Respondents In Mathematics 2 and 3, do you think usage of Mother-tongue based terminologies can result to a better knowledge acquisition, rather than using the English terminologies (e. g. plus, minus, times, divided by, one-fourth, one-half, etc. )? 48 52 100 Table B shows that 52% of the respondents say that using mother-tongue based terminologies cannot result to a better knowledge acquisition rather than using the English terminologies (e. g. Plus, Minus, Divided by, One-fourth, One-half) in teaching Mathematics II and III while the remaining 48% say it can result to a better knowledge acquisition. Table C Question No. 3 Yes No Total No. of Respondents Do you think teaching Science in Grade 3 using mother tongue can elevate the competitiveness of every student? 74 26 100 Table C shows that 74% of the respondents say that using mother-tongue language can elevate the competitiveness of students in teaching Science in Grade II and III while 26% of the respondents say it cannot elevate the competitiveness of students. Table D Question No. 4 Yes No Total No. of Respondents In Science 3, do you think usage of Mother-tongue based terminologies can result to a better knowledge acquisition, rather than using the English terminologies (e. g. nature, body, face, animals, and scalp)? 63 37 100 Table D shows that 63% of the respondents say that using mother-tongue based terminologies can result to a better knowledge acquisition, rather than using the English terminologies while the other 37% say that it cannot result to a better knowledge acquisition of the students. III. Challenges The BEED students find demo teaching of a certain topic in Science and Mathematics that has subject students of Grade 1 to 3 difficult, especially in the discussion proper due to the constraints of terminology translation and mother tongue based fluency. Suggested Intervention (Respondent-Based) According to a respondent of the survey conducted by the researcher, â€Å"The College of Education of Taguig City University must conduct series of seminars with a theme of specializing Mother Tongue-Based Language and Terminology translation, before exposing the students in off-campus activities. † IV. Concluding Remarks A. Recommendations The researcher found out that a number of BEED students requests for more seminars and educational gatherings for the improvement of their skill in teaching the subject using the Mother Tongue Language. Thus, the researcher recommends to the BEED Department or to the College of Education to make a four-day a week school plan and allot one day to conduct seminars for the said topic. They may use the style of the other universities like Philippine Normal University who is having a 4-day a week (M-Th; T-F) plan wherein Wednesday is being used either as a research day or seminar day for the faculties and students. B. Conclusion The study shows that BEED students prefer Mother tongue based education system in Math and Science. But they doubt their skills in terminology translation in order to deliver a spontaneous discussion. The BEED students would also like to gather more information about Mother Tongue based Education system. Thus, the respondents appreciated the utilization of Mother Tongue Based language in teaching Mathematics and Science as reflected on the result of the survey-questionnaire. Therefore, their perception towards mother tongue based language as the medium of instruction from kinder to grade 3 addresses the issue of child-centeredness as the main focus of instructional delivery in the teaching-learning process. C. Implications for Improvement Proper dissemination of information and required attributes in the adaptation of Mother Tongue Based Education to the teachers and BEED students, which includes linguistic proficiency training (i. e. English to Filipino, Visaya, Bikol and to other local dialects of the Philippines) for proper acquisition of the acceptable translation of Mathematical and Scientific Jargons. It is best recommended that future researchers must assess the effectiveness of the utilization of the mother tongue based language in teaching the specific subjects. This study covering all the dialects nationwide might identify how the MTB-MLE play a major role to produce a competent learner.

The Story of Sake

The Story of Sake The Story of Sake The Story of Sake By Mark Nichol Sake is one of those nebulous yet specific words that are employed in a limited number of circumstances. This post discusses its origin and uses. Sake (from the Old English term sacu, meaning â€Å"guilt†), which primarily means â€Å"end† or â€Å"purpose,† is used most transparently in phrases beginning â€Å"for the sake of†: â€Å"For the sake of appearances† pertains to something done solely to result in positive perception rather than sincere, practical benefit, while â€Å"for the sake of argument† introduces a hypothetical proposition that involves a contrary viewpoint, as in, â€Å"For the sake of argument, let’s say that what appears to be murder was an accident.† Meanwhile, â€Å"for the sake of it† is an idiomatic phrase meaning â€Å"for no particular reason†; hell, as a meaningless intensifier, often substitutes sake in this usage. Conversely, â€Å"for old time’s sake† pertains to something done as a nod to nostalgia. Also, one can write â€Å"for (one’s) sake,† as in â€Å"For John’s sake, we didn’t tell him about the incriminating letter,† where sake means â€Å"benefit† or â€Å"welfare.† But â€Å"for God’s sake†/â€Å"for Christ’s sake† (the latter sometimes styled â€Å"for chrissake†) is an expression without meaning except to express some heated emotion, such as exasperation. For the sake of euphemism, such a phrase is often bowdlerized to something like â€Å"for Pete’s sake,† inspired perhaps by St. Peter’s name or by the expression â€Å"for pity’s sake† as part of a plea for mercy. Variations include â€Å"for heaven’s sake† and â€Å"for goodness’ sake†; note the apostrophe indicating the genitive state of goodness, signaling that the sake â€Å"belongs† to goodness. (Even in content in which the style is for an s to follow an apostrophe in possessive case, this idiomatic style prevails.) Conversely, the phrase is sometimes rendered more forceful by replacing the middle word with a word equivalent to brandishing one’s middle finger. The compound namesake originally meant, literally, â€Å"one named for the sake of another,† referring to a child named after a parent or another adult to honor that person; now, its meaning extends to â€Å"anyone sharing one’s name.† On that model was keepsake coined; it refers to something originally belonging to, or otherwise associated with a deceased or departed person that is kept by another to honor the first person’s memory. The word forsake (past tense forsook, and forsaken as a past participle and an adjective), meaning â€Å"abandon† or â€Å"renounce,† stems from the Old English intensifying prefix for-, meaning â€Å"completely,† and sake in its original sense of â€Å"accuse† or â€Å"dispute.† The adjective godforsaken- literally, â€Å"abandoned by God†- refers to someplace or something neglected or remote. Sake is also seen in the expression â€Å"Art for art’s sake,† referring to the sentiment that art exists on its own merits and requires no justification. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Bare or Bear With Me?The Four Sounds of the Spelling OUKn- Words in English

Sample Argumentative and Persuasive Writing Prompts

Sample Argumentative and Persuasive Writing Prompts Any of the 40 statements or positions below may be either defended or attacked in an argumentative essay or speech. Selecting a Position In choosing something to write about, keep in mind Kurt Vonneguts advice:  Find a subject you care about and which you in your heart feel others should care about. But be sure to rely on your head as well as your heart: select a topic that you know something about, either from your own experience or  from that of others. Your instructor should let you know whether formal research is encouraged or even required for this assignment. Because many of these issues are complex and wide-ranging, you should be prepared to narrow your  topic  and focus your approach. Selecting a position is only the first tep, and you must learn to prepare and develop your position persuasively. At the end of the following list, youll find links to a number of argumentative paragraphs and essays. 40 Topic Suggestions: Argument and Persuasion Dieting makes people fat.Romantic love is a poor basis for marriage.The war on terror has contributed to the growing abuse of human rights.High school graduates should take a year off before entering college.All citizens should be required by law to vote.All forms of government-funded welfare should be abolished.Both parents should assume equal responsibility in raising a child.Americans should have more holidays and longer vacations.Participating in team sports helps to develop good character.The production and sale of cigarettes should be made illegal.People have become overly dependent on technology.Censorship is sometimes justified.Privacy is not the most important right.Drunk drivers should be imprisoned for the first offense.The lost art of letter-writing deserves to be revived.Government and military personnel should have the right to strike.Most study-abroad programs should be renamed party abroad: they are a waste of time and moneyThe continuing decline of CD sales along wit h the rapid growth of music downloads signals a new era of innovation in popular music. College students should have complete freedom to choose their own courses.The solution to the impending crisis in Social Security is the immediate elimination of this government program.The primary mission of colleges and universities should be preparing students for the workforce.Financial incentives should be offered to high school students who perform well on standardized tests.All students in high school and college should be required to take at least two years of a foreign language.College students in the U.S. should be offered financial incentives to graduate in three years rather than four.College athletes should be exempted from regular class-attendance policies.To encourage healthy eating, higher taxes should be imposed on soft drinks and junk food.Students should not be required to take physical education courses.To conserve fuel and save lives, the 55 miles-per-hour national speed limit should be restored.All citizens under the age of 21 should be required to pass a drivin g education course before receiving a license to drive. Any student caught cheating on an examination should be automatically dismissed from college.Freshmen should not be required to purchase a meal plan from the college.Zoos are internment camps for animals and should be shut down.University students should not be penalized for illegally downloading music, movies, or other protected content.Government financial aid for students should be based solely on merit.Nontraditional students should be exempted from regular class-attendance policies.At the end of each term, student evaluations of faculty should be posted online.A student organization should be formed to rescue and care for the feral cats on campus.People who contribute to Social Security should have the right to choose how their money is invested.Professional baseball players convicted of using performance-enhancing drugs should not be considered for induction into the Hall of Fame.Any citizen who does not have a criminal record should be permitted to carry a concealed weapon.

Strategic management module Assignment Example | Topics and Well Written Essays - 1250 words

Strategic management module - Assignment Example In addition, further discussion will analyse the reasons why merger and acquisitions sometimes fail despite their implementation as primary aspects of strategic growth. Morgan Sindall group is one of the leading construction and regeneration companies in the UK. The organization is divided into five major divisions: fit out, construction and infrastructure, affordable housing, urban regeneration, and investments. The company undertakes both public and private work projects. Its key subsidiaries include Overbury, Lovell, Morgan Lovell, Morgan Sindall investments and Morgan Ashurst. According to its 2013 fiscal report, its annual sales amounted to $ 3454.1M with a net income of $24.9M which marked an income growth of 50% for the year 2013 (Morgan Sindall Group Annual Report, 27-29). According to Simerson, corporate strategy refers to the processes by which an organization creates value through synergy and coordination of its principle operations (p. 17). The primary goal of corporate strategy is to map the ways by which an organization will attain growth by adding value and enhancement of competitive advantage over rival business firms in the industry. According to Grunig and Richard, development of corporate strategy consists of six elements: organization, businesses, resources, coordination, control and competitive advantage (p. 37). Consequent synchronization of these six elements leads to synergic combination of the chief functional activities that ultimately result to optimum capture and creation of value in an organizational environment. Some of the key tasks in corporate strategy entail acquisition of new business, formulation of investment priorities, implementation of efforts to boost performance and identification of the mechanism of achieving busines s synergy. Morgan Sindall plc has established itself a wholesome provider of construction services and affiliated activities. This is exhibited the company’s subdivisions which

Media Studies Dissertation Plan Essay Example | Topics and Well Written Essays - 1000 words

Media Studies Dissertation Plan - Essay Example The images of women as they portrayed in the media are the root of eating disorders that put these women at health risks. In addition, the proposed research meets the criteria for what makes a topic researchable. When finding a topic for research a study of the current literature is vital to the integrity of the proposal. An annotated bibliography will establish that there is efficient evidence, research and future merit for research on the topic. It is important to take the time to verify there is sufficient literature available for the proposed study. When looking for literature it I important to a lot a large portion of time to dedicate to perusing the literature. It is important to find current and past studies, articles and research from scholarly sources. When establishing a topic to research there is some important factors to keep in mind. For instance how current the topic is. If it involves something that has very recently occurred it will be difficult to locate literature on the subject. When planning a research proposal it is also important to arrive at a topic for the proposal taking into consideration that some topics are rarely covered by scholarly publications. For instance, " highly specific current events, little-known individuals, "underground" or alternative trends that haven't made it into even the alternative scholarship yet." (Riley 2002) It is important to take the time to research topics and reviews the literature to see if the topic is credible and worthy of a study o4 further study. Some of the topics that can be considered are anorexia in the music industry, eating disorders in adolescents and the psychological effects of eating disorders. After a review of the literature it was determined that my research will be based on how skinny images of women portrayed by media effects women's health. An assessment of the criteria justifies this study has merit. The criteria for this dissertation plan encompassed planning and planning in stages. This swill gives the research proposal organization and it will be easier to carry out the research if there are clear steps to the process determined prior to the actual conducting of the research. It has been concluded that the research proposal will be conducted using a questionnaire given to females questioning their self-image and the role that the media plays in the way that they feel. After careful consideration, it has been established that the questionnaires will be given to three different age groups of meals in order to establish a pattern through all of the age groups. The research questionnaires will be given to preadolescent females, adolescents, and women in their twenties. A study could include males however thee is no literature that supports that men are affected by the skinny images presented in the media. A future study could include males and body images in the media and steroid use. Annoted Bibliography This scholarly article discussed a study on self objectification and how it can lead to internal awareness, depression and disordered eating. This article didn't concentrate specifically on the media, but suggested that the media is one of that elements that leads to the original awareness of ones body compared to societal standards; which portray thin as good, successful and happy, and fat as bad, ugly and unhappy. Polivy, J., & Herman, P. (2002).