9 Phone Interview Tips That Will Land You A Second Interview

9 Phone Interview Tips That Will Land You A Second Interview So you have followed all the best resume tips and land yourself a job interview. You’re prepared to interview. You’re just not prepared to do it on the phone. Make sure to go over these 6 hardest interview questions. Here are 9 ways to adapt your interviewing strategy to the phone format, without losing your cool.1. Be readySometimes you’ll be notified to schedule. Sometimes the call will come straight out of the blue. If you’re not somewhere where it would be convenient or possible for you to chat, ask the interviewer if it would be possible to find a mutually suitable time. If not, don’t panic: you can do it. Just muddle through. Once you’ve applied for a job- any job, make sure you start mentally preparing for the interview in case you find yourself thrown into one just by picking up the phone!2. Be organizedHave a copy of the job description and whatever information you’ve gathered about the company at your fingertips before the ca ll begins. While you’re at it, make sure to also have a copy of your resume and your application materials as well. Otherwise, the interviewer will be able to hear that frantic stalling and rustling around.3. Be preparedThe phone interview is just like any other interview. You should be well versed in your answers to common interview questions, or questions you think will be likely to come up for that particular position. The only difference is you’ll have to be charming without your knockout smile and friendly face. Try compensating with more vivid answers. And cut the rambling and verbal fillers like â€Å"um,† which will stand out more over the phone.4. SmileSeriously. Not only can people hear the difference when someone is smiling over the phone, smiling will have a massive effect on your demeanor. You’ll sound much more upbeat and confident. Keep a mirror by the phone if you need reminding!5. Use the InternetIf it would be too complicated to explain something, or you want to be able to provide a visual, try directing your interviewer to your website, portfolio, or LinkedIn page. That way, you can talk them through it during your actual interview, narrating each accomplishment for them.6. Be smoothJust like in any other conversation, try and match the tone and speed and volume of your interviewer. Ask a friend to assess your telephone voice for you in advance and give you feedback.7. Be easygoingInitial interviews, particularly over the phone, are not the time to start making demands or asking very particular questions about PTO or benefits packages or job duties. Make them want to talk to you again; hopefully that will score you a proper face-to-face interview where you can proceed with your usual interview protocol.8. Be firmDon’t let your interviewer off the phone without scheduling another interview. Or the name and contact information of someone you can be in touch with at the company to follow up.9. Say thank youEve n though it’s a phone interview, the normal rules apply. That means a written thank you. Emailed or handwritten. Don’t be too pushy, but it’s always okay to subtly remind them of your strengths in your thank you note.

The Promise and Pitfalls of Float (Loose Rock)

The Promise and Pitfalls of Float (Loose Rock) Too often when youre out in the field, youll be looking at a hillside and there are no outcrops of bedrock to tell you whats under it. An alternative is relying on float- isolated stones in the soil that you must assume came from the bedrock near by. Float is not reliable, but with care it can provide good information. Why Float Is Unreliable An isolated stone is hard to rely on because once its broken off, many different things can move it away from its original setting. Gravity pulls rocks downhill, turning bedrock into colluvium. Landslides carry them even farther. Thens theres bioturbation: Falling trees can pull up rocks with their roots, and gophers and other digging animals (fossorial animals is the official term) can push them around. On a much larger scale, glaciers are notorious for carrying rocks far from their origin and dropping them in big piles called moraines. In places like the northern United States and much of Canada, you cant trust any loose rock to be local. When you add water, there are new complications. Streams transport rocks entirely away from their places of origin. Icebergs and ice floes can carry stones across open water to places theyd never reach on their own. Fortunately, rivers and glaciers usually leave distinctive signs- rounding and striations, respectively- on rocks, and they wont fool an experienced geologist. Possibilities of Float Float is no good for a lot of geology, because the original position of the rock is lost. That means that its bedding features and orientation cant be measured, or any other information that comes from the rocks context. But if conditions are reasonable, float can be a strong clue to the bedrock below it, even if you must still map the boundaries of that rock unit with dashed lines. If youre careful with float, its better than nothing. Heres a spectacular example. A 2008 paper in Science tied two ancient continents together with the help of a small boulder found sitting on a glacial moraine in the Trans-Antarctic Mountains. The boulder, just 24 centimeters long, consisted of rapakivi granite, a very distinctive rock containing big balls of alkali feldspar with shells of plagioclase feldspar. A long series of rapakivi granites is scattered across North America in a wide belt of Proterozoic crust running from the Canadian Maritimes at one end to an abrupt cutoff in the Southwest. Where that belt continues is an important question because if you find the same rocks on another continent, it ties that continent to North America at a specific place and time when both were united in a supercontinent named Rodinia. Finding a chunk of rapakivi granite in the Trans-Antarctic Mountains, even just as float, is a key piece of evidence that the ancient supercontinent of Rodinia held Antarctica next to North America. The actual bedrock that it came from is underneath the Antarctic ice cap, but we know the behavior of the ice- and can confidently discount the other transport mechanisms listed above- well enough to cite it in a paper and make it the highlight of a press release.

Corporate Social Responsibility at Apple Essay Example | Topics and Well Written Essays - 2250 words

Corporate Social Responsibility at Apple - Essay Example The object of analysis for the purpose of this assignment is Apple, a major technology, and telecommunication company based in Cupertino in California that has succeeded in the murky water of mobile technology through a number of initiatives and strategies. The company holds the stakeholders and the society in high esteem and this is demonstrated by the level of engagement that it has with the society. The development of corporate social responsibility program by the company has enabled it to maintain a positive relationship and culture with its stakeholders, the society and the employees as a whole. With the death of Steve Jobs, the company has faced massive leadership challenge as it seeks to strengthen its market control of the smartphone industry. The advancement and market growth of Samsung continue to affect the performance of the company’s products and this explains their investment in corporate social responsibility to improve the relationship with the stakeholders. As opposed to the approaches adopted by Jobs that emphasized the need to introduce innovative technology into the market and not splashing the cash in charities and societal activities, Cooks has announced a number of plans aimed at improving the relationship of the company with the stakeholders. The corporate charity-matching program developed by the company seeks to introduce a dollar for a dollar match for the employees. Through this move, the company intends to raise over $10,000 every year and invest the money within the societies across the globe. This move is seen as a new message from the CEO to the stakeholders and the customers that the company is moving towards embracing their contribution and investing in the society as compared to the previous leadership at the company. With the change of leadership at the company, the introduction of austerity measures has significantly affected the relationship between the company, its employees, and corporate stakeholders. Through the development of corporate social responsibility program, the company seeks to assure the stakeholders that the company is focused towards developing an environment of integrity and respect for the employees and the stakeholders.

Conservative, Liberal and Libertartian views Essay

Conservative, Liberal and Libertartian views - Essay Example Choosing among different issues of these civic stances involve trade-offs. Most of the Democratic Party is associated with liberalism while the Republican Party with conservatism. However, this is not a rule as some Democrats are relatively conservative while some Republicans are relatively liberal. Conservatives expect maximum individual freedom by allowing the government to carry out tasks only which individuals can not do such as building highways, maintaining police and military forces. On the other hand, liberals believe the government should be kept under control. Some argued that income taxes should be abolished and roads should be built and owned privately. Conservatives think that individual freedom has gone too far and caused the loss of many traditional moral principles. They perceive that America has declined culturally with family breakdown, crime and increasing numbers of pregnant teenagers. The government intervenes in the economy by collecting taxes to finance social security, health care for the poor and elderly, high schools and highways. The government regulates environmental protection, safety of food and medicine, workspace safety and fairness among employees. Conservatives and libertarians agree that the government should not manage t

Sherlock Holmes the original Essay Example for Free

Sherlock Holmes the original Essay This is so that he is able to solve the crimes without getting too involved. If he became a friend of one of the people involved with a crime it would be difficult to look on them from a distance and work the crime out. All detectives are shown to have an accomplice aiding them in their work. Holmes has Watson, Morse has Lewis, Poirot has Hastings, and Jonathan Creek has . She helps Creek in his detective work. She deducts and works things out only one level down from Creek, yet she will never be the one to find he final answer. This is like Lewis, who never solves the crime. The difference here is that Lewis doesnt give Morse much help in his detective work. He generally lets Morse do all the thinking and waits for Morse to tell him whats going on at the end. Although Hastings gives Poirot a bit of help he never comes up with the full answers or solves the mysteries. Poirot, Morse and Creek are very similar to Holmes in this way because Watson maybe gives him a few ideas, but will never be the one to solve the crime, by pulling all the clues and deductions together. Women are not of much interest to Holmes. He never has a relationship with a woman. The only time a woman has ever been of any interest to Holmes, is Irene Adler, who is known to him as the woman. He would never have a relationship with her though. Morse, however, has had many relationships with women. He is obviously interested in them as he says, She seemed rather attractive to me. He also comes across as interested in women because he asks the attractive woman in his choir out to a film and notices when she is not at choir. In one episode of Inspector Morse, he accuses a woman of a crime. When he realises she didnt do it she begins to cry so he passes her a tissue. This shows he is thinking about her feelings. He then gives her a hug, which is very unusual for a detective. What makes Morse and Holmes similar here is that Morses relationships never work out for one reason or another. This shows he is incapable of making a relationship with the opposite sex work. From looking at and studying these detectives, it is possible to say that the majority of fictional detectives have been based on Sherlock Holmes. He has a unique method of detection, which other writers have used as a characteristic for their detectives. Morse, Creek, Frost, Poirot and Holmes all use deduction as their way of solving the crimes. Each detective feels that the senses mislead and that guesswork and theorising before data is often wrong. This shows they all think in the same way. Each detective has that same sarcasm in their humour, saying that their problems are pretty and charming. Some detectives speak at least two languages and often mix the two. Showing they are bright and intellectual. Each detective likes classical music and is involved with it in some way i. e. playing an instrument or singing in a choir. Morse has the same flaws as Holmes; Morse drinks, Holmes takes drugs. Morse cannot keep up a relationship, Holmes never starts one. Morse in unorganised and likewise is Homes. Each detective is very much involved in his work. These characteristics, idiosyncrasies and methods of detection are certain to have originated from somewhere. Inspector Frost was created in 19 , Cracker was created in 19 , Jonathan Creek was created in the 1990s, Inspector Morse was created in the 19 , Hercule Poirot was created in the 1930s, and Sherlock Holmes was created in the late 1890s. Through knowing when each detective was created and studying each one in detail, it is obvious that Sherlock Holmes certainly was the first fictional detective. This allowed future authors/creators to build on his very strong characteristics and although many of Holmes character traits are used they have built on his character and sometimes developed it. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Tense in Formal and Informal Arguments :: Tense Arguments Logic Essays

Tense is one of the most significant disparities between formal arguments in classical first-order logic and informal arguments. Tense is a vital grammatical tool for expressing both actions and states of objects. Yet the syntax of classical first-order logic is not designed to accommodate tense. In this paper I shall evaluate several attempts to address the issue of the formal treatment of tense. I will seek to determine how tense is important to the consequence relations among sentences. First, I will examine Quine's approach, which tries to represent temporal discourse without extending the syntax of classical logic. Then I will look at Prior's approach, which introduces tense operators. Finally, I will outline two approaches of my own, which require second-order calculus, and will try to show why the second one best captures the aspects of tense that are appropriate for formal treatment in logic, while minimising uncomfortable ontological commitments. Tense logics, as the name suggests, seek to formalise the logically relevant aspects of tense in arguments. The traditional treatment of tense is to require that the tense of informal arguments remain the same throughout. However, this requirement is inadequate because in some cases it is vital to represent tense in order to evaluate the validity of an argument. For example, consider the following: Eve marries Adam Eve is faithful to Adam Eve gives birth to a child Adam is the father of the child This argument seems valid, but notice how that intuition changes if the order of the premises is changed: Eve gives birth a child Eve marries Adam Eve is faithful to Adam Adam is the father of the child It is not nearly as clear whether this version of the argument is valid. This is because tense matters. Our natural tendency in informal arguments is to assume that premises like these are presented in chronological order, but such an assumption will not do for formal arguments. Therefore, we need to incorporate tense to clarify the temporal relations among the sentences. When this is done, the argument looks like the following: Eve has married Adam Eve has been faithful to Adam Eve gives birth to a child Adam will be the father of the child This argument is clearly valid, because the temporal sequence of the sentences is explicitly indicated. Now, how should we formally represent tensed sentences?

Black Psychology

Divided Among two Different Views of the World: But this is my Story Michelle Williams Black Psychology Florida Agricultural and Mechanical University Abstract: This is an autobiographical essay where I briefly analyzes and interpret significant and impactful events that has transpired over my last 20 years in my life from school to my community in Portland, Oregon. The objective of this essay is to connect concepts and the course objectives related to Black Psychology which I enrolled in at Florida Agricultural and Mechanical University (FAMU) spring 2009 term.The outline for this essay is in a chronological age order starting from my birth in 1988 till my current experience at FAMU. The book that is mainly referenced in this essay is the Kobi K. Kambon textbook African/ Black Psychology in American Context: An African Centered Approach along with Joseph Baldwin’s class lectures that I attended. Divided Among two Different Views of the World: But this is my Story The idea tha t a black person is from Portland, Oregon seems to be shocking information for certain African-Americans.Once I introduce myself to new friends and professors who never traveled to Portland or were never informed that â€Å"Black people† live in Oregon. Many are intrigued by this information and have a quest to know more. So to answer that question, yes there are blacks who live in Oregon. I am a product of Oregon I, Michelle Williams, was born and raised in the urban community in Portland amongst other African-Americans. One may assume that I had a difficult time growing up in Oregon.Experiencing discrimination, racism, or identity crisis; however, my six siblings and I never did. Although, I did not experience those types of issues, I understood that in Portland, the Black race was the minority and Europeans were the majority in the race factor. In addition, do not assume that my family lineage only lines in Oregon, on both sides of my family southern roots run deep. Theref ore, southern traditions, values, morals, beliefs, and customs were inbreeded into my up brings.Without questions, I am an African-American woman from Portland, Oregon; however, my geographic region does not define my blackness, nor does it determine if I am capable of experiencing hardships like my fellow peers who were raised in Southern states. In my early childhood, I resided with my maternal grandmother due to my parent’s abuse to their environment and the use of narcotics. However, my time spent with my grandmother was not in vein, yet filled with years of observing and learning how to uphold traditional southern values, which the modern world of psychology considers the â€Å"African/ Black Worldviews†.In the book, African/ Black Psychology in the American context: An African- Centered Approach Kobi K. Kambon explains the difference between the African/ Black and European Worldviews. The four components that compose the worldviews are: cosmology, ontology, axiol ogy, and epistemology (Kambon, 1998) In the African/ African-American worldviews one are taught to believe in oneness/ harmony with nature, survival of the group, sameness; whereas the European Worldview have the notion of survival of the fittest, competiveness, independence, and uniqueness (being different).In my middle childhood my parents redirected their life, and my mother returned to college and obtained her bachelors and masters in Psychology with a minor in Black Studies at Portland State University. While in school she begun to incorporate her findings into her parenting. Although, my mother and I were led by Eurocentric teachings, my family and our surroundings reinforced the black/African-American Worldviews in the household. I recall myself adapting to the ideologies and beliefs of those who were not within my own indigenous cultural group.Kambon defines this experience as a black child who has been influenced by Eurocentric teachings resulting in â€Å"Abnormal Unnatur al Circumstances†. The child has accepted and identified him or herself as a member of a â€Å"group that is not indigenous cultural reality (Kambon, 1998). I was able to bounce back to the normal-nature circumstances, with the help of my Black community friends, and family through our morals and beliefs. I had to stay true to my own cultural reality and not be amongst those who are â€Å"cultural mis-identified†.An example of how I demonstrated abnormal unnatural circumstances was when I accepted the European philosophies and allowed the whites to dictate and define what was appropriate or correct based off their standards and views on life. By this I allowed the notion that white Barbie dolls are better, rather than the Black China Doll my grandmother purchased for Christmas one year. While in middle school, which is considered my late or pre-adolescence years, I was offered acceptance into the Talent and Gift also known as the TAG program.The TAG programs honors and congratulates students â€Å"who demonstrated outstanding abilities or potentials in areas of general intellectual ability or specific ability aptitude† (Davenport Community School Website). After discovering the truth in the Black Psychology course, I have come to the understanding that this particular program has several flaws that discriminates against the Black race. The black students who excel above the standards set for Blacks are called â€Å"Talented or Gifted†. In chapter eight it stated that â€Å"there was some Blacks who scored as high as Whites on Standard tests of so-called intelligence (i. research on Black â€Å"gifted† children)† (Kambon, 1998). The foundation of the Tag program continues and supports â€Å"White Supremacy†. The definition the European psychologist use to define intelligence which were examined on Caucasians only was: â€Å"(a) the repertoire of intellectual/cognitive skills and knowledge available to a person a t any one period of time, or (b) the aggregate of global capacity of the individual to act purposely, to think rationally, and to deal effectively with his/her environment† (Kambon,1998).The names of a couple of exams that exemplified that one was intelligent were: The Alfred Binet and the Binet Test, also known as Intelligence Quotient/ IQ, Charles Spearman with the GS Factor test, and a few others (Kambon, 1998). Robert L. Williams the second National Chairman/ President of American of Black Psychologists (ABPsi) (Kambon, 1998), developed a â€Å"Black â€Å"cultural specific† intelligence test which demonstrated that Blacks could perform superiority to Whites on such a Black cultural based test.The test was called Black Intelligence Test for Cultural Homogeneity† formally known as â€Å"BITCH’. His intelligence test showcased that African-American students were out performing whites by 30 to 50 points (Kambon, 1998). In relations to my acceptance to th e TAG program I felt a sense of being privileged, superior, and connected to the white race in some sense. I belittled my peers who the Europeans and the test scored them as being underachievers. Through my actions I had continued on the European worldviews.The people see the good that the TAG program promotes; however, there are down sides and negative characteristics of being called a â€Å"Talented or Gifted† child. In my early adolescence years, I was considered at times a student who could be insubordinate, disrespectful, and disruptive in class. However, my actions were to challenge an question my teacher’s philosophy about Western History, colonization in Africa, slavery, and anything that focused on the Black race. Now looking back on what transpired in high school I was trying to discover the truth regarding my peoples.I tried to unravel the mess that the Europeans, Western historians, philosophers, and psychologist created. Removing the blind folds that had b een placed over my eyes through the European teachings; I was tired of receiving the edited, shorten, and beautified story the teachers and academic curriculum spoon-feed me every year during the one month Blacks are allowed to celebrate their history (February). I have come to accept that knowledge is key and discovered like John Henrik Clarke that, â€Å"African History/ Negro History are the missing pages of World History† (John Henrik Clarke, 1996).In chapter three of Kambon books, he explains this idea of cultural reality and worldviews construct, and how â€Å"ones thoughts beliefs, values and actions are not uniquely our own, distinct and separate from those of others, particularly other individuals† (Kambon, 119). In today’s society we accept as true that European’s set the standards or dictated/ guide one to believe that their ways of living and doing things are how things ought to be done; continues white supremacy.I am now in my third year at F AMU as a nursing major interested in psychology, following sibling’s footsteps of attending a Historical Black University. My journey in the Black Psychology has taught me new things about my personality and where I come from. In my opinion Oregon is a diverse and complex state. I had adopted and balanced the different worldviews. From my secondary education I have come to a new found knowledge about this Black Psychology and it’s striving for perfection in the Black communities.I have come to understand that my people are from the Southern or African Cradle, which developed before the Northern or European Cradle a model Diop (Kambon, 1998). I am from the lineage of infamous Pharaoh’s and Queens such as Narmar, Pharaoh and Queen who whore the red and white crown Hatshepsut (Abarry, 1996). For years information has been hidden and sheltered from my peers and I. Not only from the African descendents in Oregon, but from all of the descendents of Africa has that pop ulated the 50 states in America.I have learned that I am a descendant of great Queens and Kings and African’s who were educated, governed themselves, ran a successful economy that was developed in many aspects before the 1500’s when Europeans arrived. Ancient Kemit (KMT) and the Ma’at which is the foundation in which the KMT people lived by (Abarry, 1996). I have grown accustomed to both Western and this new psychology called â€Å"Black Psychology†. I am able to observe and fully understand and acknowledge the course objectives in Black Psychology because I have been in the ream of both worlds.My parents were educated and products of the early 60’s; where there was a large movement on civil rights and black psychologist making a change for the black community. Such as the Pan-African Cultural nationalism movement group who where â€Å"Black Psychologist who advocate that race and culture are the foundation of African self-identity and psychologic al well being† (Kambon, 1998). Black psychology has made tremendous accomplishments; they have challenged the ideals and ideologies of Western Psychology. Rather than being the blinded test mice used in Western Psychology, Black psychologist has made a mark in Psychology.There has been a creation of Psychology geared to the Blacks. They have developed an impressive editorial journal that comes out quarterly called The Journal of Black Psychology which has been around for about 35 years (Kambon, 1996). The members of the Association of Black Psychologist have overcome many obstacles that have been presented in front of them, and will continue to do so for following years to come (Kamon, 1998). I find that my mind was once held captive in a sense, before I entered college under Eurocentric teachings.I upheld the ideas of Eurocentric teachings, yet the status quo has changed; in favor for the Black Race, and my cognitive for that matter. In today’s society black children a re taught by a Eurocentric teaching, where there is a mis-education which manifests itself in the Eurocentric conceptual incarceration (Kambon, 1998). The portrait the European psychologists painted through their views and studies of the black race, personality, mental health, and behavioral problems have not reflected the Black people in anyway. On the contrary it has caused a separation between blacks.Those who believed in changing the psychology world for the black race have succeeded at founding its place and did not allow the standards set by Western Psychology to be the foundation for Black Psychology (Kambon, 1996). Today the black’s can see the ‘great depth of the Eurocentric cultural incarceration that encapsulates African intellectual consciousness and scholarship. † (Kambon,1998). Which has caused a developmental problem of the knowledge of the African/ black race. From the motivation of Francis Cecil Sumner, Herman G. Canady, Robert L. Williams, Marcus Gravey, Nat Turners, W.E. B Dubois, Frances Cress Welsing, and the thousands of members of the Association of Black Psychology, there is a psychology that focuses on the black community which is not defined by the Western Psychology standards. It is up to students like me to utilize the essential tools from courses like Black Psychology, and turn a deaf ear to the myths and misleading information that the Western Psychology once succeeded at incarcerating. This was my experience from growing up in Portland, Oregon and making a much need journey to Florida A&M University which landed me a seat in Dr.Joseph Baldwin course Black Psychology. References Abarry, S. , Asante, M. ,(1996). African intellectual Heritiage. Philadelphia, PA: Temple Press A Great and Might Walk. Dir. St. Claire Bourne. Perf. Wesley Snipes John Henrik Clarke. 1996. Bourne, C. [Westley Snipes] (1996): Los Angles Davenport Community School Website. (1998, Aug). Retrieved Mar. 09, 2009, from http://www. davenport. k12. ia. us/curriculum/gifted. asp Kambon, K. (1998). African/ black psychology in the american context: an african- centered approach. Tallahassee, Fl: Nubian Nation Publication Black Psychology Divided Among two Different Views of the World: But this is my Story Michelle Williams Black Psychology Florida Agricultural and Mechanical University Abstract: This is an autobiographical essay where I briefly analyzes and interpret significant and impactful events that has transpired over my last 20 years in my life from school to my community in Portland, Oregon. The objective of this essay is to connect concepts and the course objectives related to Black Psychology which I enrolled in at Florida Agricultural and Mechanical University (FAMU) spring 2009 term.The outline for this essay is in a chronological age order starting from my birth in 1988 till my current experience at FAMU. The book that is mainly referenced in this essay is the Kobi K. Kambon textbook African/ Black Psychology in American Context: An African Centered Approach along with Joseph Baldwin’s class lectures that I attended. Divided Among two Different Views of the World: But this is my Story The idea tha t a black person is from Portland, Oregon seems to be shocking information for certain African-Americans.Once I introduce myself to new friends and professors who never traveled to Portland or were never informed that â€Å"Black people† live in Oregon. Many are intrigued by this information and have a quest to know more. So to answer that question, yes there are blacks who live in Oregon. I am a product of Oregon I, Michelle Williams, was born and raised in the urban community in Portland amongst other African-Americans. One may assume that I had a difficult time growing up in Oregon.Experiencing discrimination, racism, or identity crisis; however, my six siblings and I never did. Although, I did not experience those types of issues, I understood that in Portland, the Black race was the minority and Europeans were the majority in the race factor. In addition, do not assume that my family lineage only lines in Oregon, on both sides of my family southern roots run deep. Theref ore, southern traditions, values, morals, beliefs, and customs were inbreeded into my up brings.Without questions, I am an African-American woman from Portland, Oregon; however, my geographic region does not define my blackness, nor does it determine if I am capable of experiencing hardships like my fellow peers who were raised in Southern states. In my early childhood, I resided with my maternal grandmother due to my parent’s abuse to their environment and the use of narcotics. However, my time spent with my grandmother was not in vein, yet filled with years of observing and learning how to uphold traditional southern values, which the modern world of psychology considers the â€Å"African/ Black Worldviews†.In the book, African/ Black Psychology in the American context: An African- Centered Approach Kobi K. Kambon explains the difference between the African/ Black and European Worldviews. The four components that compose the worldviews are: cosmology, ontology, axiol ogy, and epistemology (Kambon, 1998) In the African/ African-American worldviews one are taught to believe in oneness/ harmony with nature, survival of the group, sameness; whereas the European Worldview have the notion of survival of the fittest, competiveness, independence, and uniqueness (being different).In my middle childhood my parents redirected their life, and my mother returned to college and obtained her bachelors and masters in Psychology with a minor in Black Studies at Portland State University. While in school she begun to incorporate her findings into her parenting. Although, my mother and I were led by Eurocentric teachings, my family and our surroundings reinforced the black/African-American Worldviews in the household. I recall myself adapting to the ideologies and beliefs of those who were not within my own indigenous cultural group.Kambon defines this experience as a black child who has been influenced by Eurocentric teachings resulting in â€Å"Abnormal Unnatur al Circumstances†. The child has accepted and identified him or herself as a member of a â€Å"group that is not indigenous cultural reality (Kambon, 1998). I was able to bounce back to the normal-nature circumstances, with the help of my Black community friends, and family through our morals and beliefs. I had to stay true to my own cultural reality and not be amongst those who are â€Å"cultural mis-identified†.An example of how I demonstrated abnormal unnatural circumstances was when I accepted the European philosophies and allowed the whites to dictate and define what was appropriate or correct based off their standards and views on life. By this I allowed the notion that white Barbie dolls are better, rather than the Black China Doll my grandmother purchased for Christmas one year. While in middle school, which is considered my late or pre-adolescence years, I was offered acceptance into the Talent and Gift also known as the TAG program.The TAG programs honors and congratulates students â€Å"who demonstrated outstanding abilities or potentials in areas of general intellectual ability or specific ability aptitude† (Davenport Community School Website). After discovering the truth in the Black Psychology course, I have come to the understanding that this particular program has several flaws that discriminates against the Black race. The black students who excel above the standards set for Blacks are called â€Å"Talented or Gifted†. In chapter eight it stated that â€Å"there was some Blacks who scored as high as Whites on Standard tests of so-called intelligence (i. research on Black â€Å"gifted† children)† (Kambon, 1998). The foundation of the Tag program continues and supports â€Å"White Supremacy†. The definition the European psychologist use to define intelligence which were examined on Caucasians only was: â€Å"(a) the repertoire of intellectual/cognitive skills and knowledge available to a person a t any one period of time, or (b) the aggregate of global capacity of the individual to act purposely, to think rationally, and to deal effectively with his/her environment† (Kambon,1998).The names of a couple of exams that exemplified that one was intelligent were: The Alfred Binet and the Binet Test, also known as Intelligence Quotient/ IQ, Charles Spearman with the GS Factor test, and a few others (Kambon, 1998). Robert L. Williams the second National Chairman/ President of American of Black Psychologists (ABPsi) (Kambon, 1998), developed a â€Å"Black â€Å"cultural specific† intelligence test which demonstrated that Blacks could perform superiority to Whites on such a Black cultural based test.The test was called Black Intelligence Test for Cultural Homogeneity† formally known as â€Å"BITCH’. His intelligence test showcased that African-American students were out performing whites by 30 to 50 points (Kambon, 1998). In relations to my acceptance to th e TAG program I felt a sense of being privileged, superior, and connected to the white race in some sense. I belittled my peers who the Europeans and the test scored them as being underachievers. Through my actions I had continued on the European worldviews.The people see the good that the TAG program promotes; however, there are down sides and negative characteristics of being called a â€Å"Talented or Gifted† child. In my early adolescence years, I was considered at times a student who could be insubordinate, disrespectful, and disruptive in class. However, my actions were to challenge an question my teacher’s philosophy about Western History, colonization in Africa, slavery, and anything that focused on the Black race. Now looking back on what transpired in high school I was trying to discover the truth regarding my peoples.I tried to unravel the mess that the Europeans, Western historians, philosophers, and psychologist created. Removing the blind folds that had b een placed over my eyes through the European teachings; I was tired of receiving the edited, shorten, and beautified story the teachers and academic curriculum spoon-feed me every year during the one month Blacks are allowed to celebrate their history (February). I have come to accept that knowledge is key and discovered like John Henrik Clarke that, â€Å"African History/ Negro History are the missing pages of World History† (John Henrik Clarke, 1996).In chapter three of Kambon books, he explains this idea of cultural reality and worldviews construct, and how â€Å"ones thoughts beliefs, values and actions are not uniquely our own, distinct and separate from those of others, particularly other individuals† (Kambon, 119). In today’s society we accept as true that European’s set the standards or dictated/ guide one to believe that their ways of living and doing things are how things ought to be done; continues white supremacy.I am now in my third year at F AMU as a nursing major interested in psychology, following sibling’s footsteps of attending a Historical Black University. My journey in the Black Psychology has taught me new things about my personality and where I come from. In my opinion Oregon is a diverse and complex state. I had adopted and balanced the different worldviews. From my secondary education I have come to a new found knowledge about this Black Psychology and it’s striving for perfection in the Black communities.I have come to understand that my people are from the Southern or African Cradle, which developed before the Northern or European Cradle a model Diop (Kambon, 1998). I am from the lineage of infamous Pharaoh’s and Queens such as Narmar, Pharaoh and Queen who whore the red and white crown Hatshepsut (Abarry, 1996). For years information has been hidden and sheltered from my peers and I. Not only from the African descendents in Oregon, but from all of the descendents of Africa has that pop ulated the 50 states in America.I have learned that I am a descendant of great Queens and Kings and African’s who were educated, governed themselves, ran a successful economy that was developed in many aspects before the 1500’s when Europeans arrived. Ancient Kemit (KMT) and the Ma’at which is the foundation in which the KMT people lived by (Abarry, 1996). I have grown accustomed to both Western and this new psychology called â€Å"Black Psychology†. I am able to observe and fully understand and acknowledge the course objectives in Black Psychology because I have been in the ream of both worlds.My parents were educated and products of the early 60’s; where there was a large movement on civil rights and black psychologist making a change for the black community. Such as the Pan-African Cultural nationalism movement group who where â€Å"Black Psychologist who advocate that race and culture are the foundation of African self-identity and psychologic al well being† (Kambon, 1998). Black psychology has made tremendous accomplishments; they have challenged the ideals and ideologies of Western Psychology. Rather than being the blinded test mice used in Western Psychology, Black psychologist has made a mark in Psychology.There has been a creation of Psychology geared to the Blacks. They have developed an impressive editorial journal that comes out quarterly called The Journal of Black Psychology which has been around for about 35 years (Kambon, 1996). The members of the Association of Black Psychologist have overcome many obstacles that have been presented in front of them, and will continue to do so for following years to come (Kamon, 1998). I find that my mind was once held captive in a sense, before I entered college under Eurocentric teachings.I upheld the ideas of Eurocentric teachings, yet the status quo has changed; in favor for the Black Race, and my cognitive for that matter. In today’s society black children a re taught by a Eurocentric teaching, where there is a mis-education which manifests itself in the Eurocentric conceptual incarceration (Kambon, 1998). The portrait the European psychologists painted through their views and studies of the black race, personality, mental health, and behavioral problems have not reflected the Black people in anyway. On the contrary it has caused a separation between blacks.Those who believed in changing the psychology world for the black race have succeeded at founding its place and did not allow the standards set by Western Psychology to be the foundation for Black Psychology (Kambon, 1996). Today the black’s can see the ‘great depth of the Eurocentric cultural incarceration that encapsulates African intellectual consciousness and scholarship. † (Kambon,1998). Which has caused a developmental problem of the knowledge of the African/ black race. From the motivation of Francis Cecil Sumner, Herman G. Canady, Robert L. Williams, Marcus Gravey, Nat Turners, W.E. B Dubois, Frances Cress Welsing, and the thousands of members of the Association of Black Psychology, there is a psychology that focuses on the black community which is not defined by the Western Psychology standards. It is up to students like me to utilize the essential tools from courses like Black Psychology, and turn a deaf ear to the myths and misleading information that the Western Psychology once succeeded at incarcerating. This was my experience from growing up in Portland, Oregon and making a much need journey to Florida A&M University which landed me a seat in Dr.Joseph Baldwin course Black Psychology. References Abarry, S. , Asante, M. ,(1996). African intellectual Heritiage. Philadelphia, PA: Temple Press A Great and Might Walk. Dir. St. Claire Bourne. Perf. Wesley Snipes John Henrik Clarke. 1996. Bourne, C. [Westley Snipes] (1996): Los Angles Davenport Community School Website. (1998, Aug). Retrieved Mar. 09, 2009, from http://www. davenport. k12. ia. us/curriculum/gifted. asp Kambon, K. (1998). African/ black psychology in the american context: an african- centered approach. Tallahassee, Fl: Nubian Nation Publication

Politics and Education Essay

Education can develop the personality of a person not physically but mentally as well. An educated person can look at a certain issue from various perspectives. A politician has to control over a large community therefore, he needs some extra ordinary skills and the first thing which can make him distinguished, is his qualification. Education can increase his communication and speaking skills. A politician is a social member and his interactions with people are frequent, therefore, he needs maturity and sensibility in his talk and behavior. This is certainly possible with proper education. A politician is the representative of a nation and he should be the perfect person by all means and education plays an important role in making anyone perfect to a great extent. But then, I don’t necessarily think that they need to have degrees in a particular field but broader understanding would certainly help. They must have minimum qualification†¦they need to be knowledgeable and must understand the laws. Politicians like Abraham Lincoln set an example of people who had no real formal education and look at the jobs they did and the leadership they offered†¦It is true that there have been great leaders who were uneducated, Kamaraj in India, for example. But, such gems are a rarity. In life, compromises must be made. Until an intelligent and foolproof plan exists for electing such gems from the public, we must resort to what is best for the common man. An educated person is more likely to do a good job as a politician than an illiterate person. Education is a process that makes people more humane and teaches them a lot about the country, how to express themselves through effective communication and so on I think the only key thing they need to be educated in is the Constitution and process of government. A lot of the early leaders of the country were not well educated even for the time. Some foundation of knowledge is beneficial and they definitely need to be able to reason and learn. They need leadership quality, power in speech, integrity, sincerity, honesty and purity in whatever actions they take for development of country.

Case Analysis of Unidentified Industries2006 Essay Example

Case Analysis of Unidentified Industries2006 Essay Example Case Analysis of Unidentified Industries2006 Essay Case Analysis of Unidentified Industries2006 Essay `Case analysis of Unidentified Industries2006 Although different industries have their own characteristic, we can see some common features in certain industries. Thus we divide them into 4 kinds: Service, retail trade, manufacturer and online seller. List as below: Classification of Different Industries and their features 1. Service (Table 1) Advertising agency (AG) Commercial bank Health maintenance organization (HMO) >Their services are based on human resources. They do not need a lot of PPE or inventories and lots of money (like long-term debt). Since they provide their service first and the customers always pay at the end of the service, their account should be high. So now we want to find an industry that is zero inventories, low PPE, high accounts receivable and low long-term debt. See the table 1, we find E, G and N each has a very high accounts receivable, low inventories and PPE. It shows that they are all service industries. Now we have to look deeply to find the difference among these three industries. First, N has an extremely high accounts receivable (90%) and the longest receivables collection period (4,071 days). And their biggest part of liabilities is notes payable. It really meets the features of Commercial bank. So N is Commercial bank. What the different between E and G? We find that their percentages of balance sheets are almost the same. So we have to find some clues from selected financial data. It shows that their Receivables collection period and Revenue/total assets are pretty difference. With common sense, we know that HMO will have a longer Receivables collection period (They provide the service first and wait for the insurance company to pay for their service fee) and lower Revenue/total assets (Since AG is a pretty low cost industries, all we need is idea and time) when compares with AG. So G is AG and E is HMO. Result: Advertising agency (AG) >G Commercial bank> N Health maintenance organization (HMO) > E Airline > Both of them need certain PPE and their accounts receivable will not so high, which is not the same as the other three. Since air planes are very expensive, so the Airline Company maybe has a very high PPE, and certain long-term debt (to buy the airplanes). What is more, they do not have inventories, which is totally different from Family restaurant chain. So we look at the table and try to find a company that has high PPE, zero inventories, middle or high long-term debt. Only M meets the requirement. So M is Airline. Airline > M 2. Retail trade (Table 2) Bookstore Chain Retail drug chain Retail grocery chain Department store chain Features: Certain PPE, high inventories, high inventory turnover. >B, I, J, K It is hard to tell the different among them. In common sense, Retail drug chain always has a high Common stock. And Department store chain may have a high PPE. Department has a long Receivables collection period(Because they use their â€Å"own brand† charge card). So we can guess that Bookstore Chain> B Retail drug chain> K Retail grocery chain> I Department store chain> J 3. Manufacturer (Table 3) Pharmaceutical manufacturer(PM) Electric and gas utility(EG) Features: High PPE, Low inventories>D and L PM have a longer Receivables collection period (because they will not receive the money until their drugs can be sold by the drug retailer). , high level of receivable collection, and high price(drugs are always expensive) EG may have a higher PPE (since most of their products are relying on the PPE), and their receivables collection period should be around 31 days (just like the electric bills), so 40 days just meet it. So L should be EG. We can guess H is Electric and gas utility and L is Pharmaceutical manufacturer. Result: Pharmaceutical manufacturer(PM)>D Electric and gas utility(EG)>L 4. Online seller (Table 4) Online bookseller Online direct factory to customer personal computer vendor Features: Low PPE, low inventories, high cash > C and A For Online bookseller, they do not need long-term debt. For Online direct factory to customer personal computer vendor, since they sell most of their products to business ways and they do not produce things actually, so their inventory turnover should be very high, like C (79. ). So we can easily distinguish it from online bookseller. Thus Online bookseller>A Online direct factory to customer personal computer vendor>C 5. Others (Table 5) Restaurant chain Computer software developer There are only two industries left: H and F F has a higher Common stock, since computer software developer company like Apple, they has really high common stock, so we can guess that F is Computer software developer, while H should be restaurant chain. Restaurant chain > H Computer software developer > F . Final results: A>Online bookseller B>Bookstore Chain C>Online direct factory to customer personal computer vendor D>Pharmaceutical manufacturer E>Health maintenance organization F>Computer software developer G>Advertising agency H>restaurant chain I>Retail grocery chain J>Department store chain K>Retail drug chain L>Electric and gas utility M>Airline N>Commercial bank Table 1 |Balance Sheet Percentages |E |G |M |N | |1. Cash and marketable securities |8 |11 |18 |2 | |2. Accounts receivable |37 |51 |2 |90 | |3. Inventories |0 |0 |0 |0 | |4. Other current assets |5 |0 |6 |0 | |5. Plantequipment(net) |4 |7 |66 |0 | |6. Other assets |46 |32 |8 |9 | |7. Total assets |100 |100 |100 |100 | | | | | | | |8. Notes payable |6 |8 |4 |73 | |9. Accounts payable |39 |46 |4 |5 | |10. Accrued items |1 |2 |0 |0 | |11. Other current liabilities |9 |0 |19 |0 | |12. Long-term debt |15 |7 |10 |15 | |13. Other liabilities |6 |0 |15 |0 | | | | | | | |14. Preferred stock |0 |0 |0 |0 | |15. Common stock |25 |37 |48 |7 | |16. Total liabilities and net worth |100 |100 |100 |100 | |Selected Financial Data | | | | | |17. Current assets/current liabilities |0. 92 |1. 1 |0. 94 |1. 17 | |18. Cash, MS, and Ars/current liabilities |0. 082 |1. 1 |0. 72 |1. 17 | |19. Inventory turnover(X) |NA |NA |NA |NA | |20. Receivables collection period(days) |201 |89 |12 |4071 | |21. Total debt/total assets |0. 21 |0. 16 |0. 14 |0. 88 | |22. Long-term debt/capitalization |0. 33 |0. 14 |0. 16 |0. 15 | |23. Revenue/total assets |0. 675 |2. 079 |0. 542 |0. 081 | |24. Net profit/revenue |0. 074 |0. 022 |0. 072 |0. 204 | |25. Net profit/total assets |0. 05 |0. 045 |0. 039 |0. 016 | |26. Total assets/net worth |4. 03 |2. 74 |2. 1 |13. 28 | |27. Net profit/net worth |0. 2 |0. 123 |0. 082 |0. 218 | Table 2 |Balance Sheet Percentages |B |I |J |K | |1. Cash and marketable securities |12 |3 |1 |8 | |2. Accounts receivable |3 |3 |8 |12 | |3. Inventories |42 |22 |17 |35 | |4. Other current assets |2 |3 |5 |2 | |5. Plantequipment(net) |25 |55 |36 |41 | |6. Other assets |16 |13 |33 |3 | |7. Total assets |100 |100 |100 |100 | | | | | | | |8. Notes payable |0 |3 |4 |0 | |9. Accounts payable |26 |17 |16 |24 | |10. Accrued items |22 |4 |0 |5 | |11. Other current liabilities |0 |9 |3 |5 | |12. Long-term debt |0 |33 |27 |0 | |13. Other liabilities |17 |13 |10 |7 | | | | | | | |14. Preferred stock |0 |0 |0 |0 | |15. Common stock |35 |21 |41 |59 | |16. Total liabilities and net worth |100 |100 |100 |100 | |Selected Financial Data | | | | | |17. Current assets/current liabilities |1. 23 |0. 96 |1. 34 |1. 69 | |18. Cash, MS, and Ars/current liabilities |0. 31 |0. 21 |0. 36 |0. 59 | |19. Inventory turnover(X) |2. 7 |10. 2 |2. 3 |5. 7 | |20. Receivables collection period(days) |7 |4 |41 |16 | |21. Total debt/total assets |0 |0. 35 |0. 31 |0 | |22. Long-term debt/capitalization |0 |0. 57 |0. 37 |0 | |23. Revenue/total assets |1. 613 |2. 956 |0. 675 |2. 767 | |24. Net profit/revenue |0. 029 |0. 016 |0. 063 |0. 037 | |25. Net profit/total assets |0. 046 |0. 047 |0. 042 |0. 102 | |26. Total assets/net worth |2. 84 |4. 67 |2. 35 |1. 69 | |27. Net profit/net worth |0. 131 |0. 218 |0. 104 |0. 173 | Table 3 |Balance Sheet Percentages |D |L | |1. Cash and marketable securities |19 |0 | |2. Accounts receivable |8 |5 | |3. Inventories |5 |2 | |4. Other current assets |8 |6 | |5. Plantequipment(net) |14 |69 | |6. Other assets |46 |18 | |7. Total assets |100 |100 | | | | | |8. Notes payable |10 |3 | |9. Accounts payable |2 |5 | |10. Accrued items |1 |0 | |11. Other current liabilities |11 |5 | |12. Long-term debt |5 |30 | |13. Other liabilities |14 |26 | | | | | |14. Preferred stock |0 |1 | |15. Common stock |56 |29 | |16. Total liabilities and net worth |100 |100 | |Selected Financial Data | | |17. Current assets/current liabilities |1. 65 |0. 95 | |18. Cash, MS, and Ars/current liabilities |1. 12 |0. 37 | |19. Inventory turnover(X) |1. 6 |19. 8 | |20. Receivables collection period(days) |68 |40 | |21. Total debt/total assets |0. 15 |0. 33 | |22. Long-term debt/capitalization |0. 08 |0. 47 | |23. Revenue/total assets |0. 439 |0. 423 | |24. Net profit/revenue |0. 158 |0. 068 | |25. Net profit/total assets |0. 069 |0. 029 | |26. Total assets/net worth |0. 78 |3. 3 | |27. Net profit/net worth |0. 23 |0. 096 | Table 4 |Balance Sheet Percentages |A |C | |1. Cash and marketable securities |54 |39 | |2. Accounts receivable |7 |24 | |3. Inventories |15 |2 | |4. Other current assets |2 |11 | |5. Plantequipment(net) |9 |9 | |6. Other assets |11 |15 | |7. Total assets |100 |100 | | | | | |8. Notes payable |0 |0 | |9. Accounts payable |37 |43 | |10. Accrued items |15 |26 | |11. Other current liabilities |0 |0 | |12. Long-term debt |41 |2 | |13. Other liabilities |0 |11 | | | | | |14. Preferred stock |0 |0 | |15. Common stock |7 |18 | |16. Total liabilities and net worth |100 |100 | |Selected Financial Data | | | |17. Current assets/current liabilities |1. 52 |1. 11 | |18. Cash, MS, and Ars/current liabilities |1. 8 |0. 91 | |19. Inventory turnover(X) |11. 4 |79. 8 | |20. Receivables collection period(days) |12 |36 | |21. Total debt/total assets |0. 41 |0. 02 | |22. Long-term debt/capitalization |0. 86 |0. 11 | |23. Revenue/total assets |2. 297 |2. 19 | |24. Net profit/revenue |0. 042 |0. 064 | |25. Net profit/total assets |0. 097 |0. 155 | |26. Total assets/net worth |15. 02 |0. 6 | |27. Net profit/net worth |1. 459 |0. 865 | Table 5 |Balance Sheet Percentages |F |H | |1. Cash and marketable securities |49 |1 | |2. Accounts receivable |13 |1 | |3. Inventories |2 |7 | |4. Other current assets |6 |3 | |5. Plantequipment(net) |4 |81 | |6. Other assets |25 |6 | |7. Total assets |100 |100 | | | | | |8. Notes payable |0 |6 | |9. Accounts payable |4 |7 | |10. Accrued items |3 |8 | |11. Other current liabilities |25 |13 | |12. Long-term debt |0 |16 | |13. Other liabilities |10 |9 | | | | | |14. Preferred stock |0 |0 | |15. Common stock |58 |41 | |16. Total liabilities and net worth |100 |100 | |Selected Financial Data | | | |17. Current assets/current liabilities |2. 18 |0. 37 | |18. Cash, MS, and Ars/current liabilities |1. 94 |0. 08 | |19. Inventory turnover(X) |5. 2 |22. 3 | |20. Receivables collection period(days) |77 |2 | |21. Total debt/total assets |0 |0. 23 | |22. Long-term debt/capitalization |0 |0. 26 | |23. Revenue/total assets |0. 636 |1. 9 | |24. Net profit/revenue |0. 285 |0. 059 | |25. Net profit/total assets |0. 181 |0. 112 | |26. Total assets/net worth |1. 74 |2. 45 | |27. Net profit/net worth |0. 314 |0. 275 |

Top 5 Review Activities for Elementary Students

Top 5 Review Activities for Elementary Students Review sessions are inevitable in the classroom, and for many teachers, it can be a rather uninspiring exercise. Too often,  review activities feel boring and may leave your students feeling unengaged. But, it doesnt have to be that way. By choosing some fun and engaging activities, a traditionally mundane review session can become an active and inspiring session. Check out these five teacher-tested review lessons with your students. Graffiti Wall When students here the words its review time, you might get a bunch of groans. But, by turning the review session into a hands-on activity, students will be more likely to enjoy the exercise and even better retain the information.   Heres how it works: Place a variety of different colored dry erase markers on the front board(or different colored chalk if you have a chalkboard).Then give students a review topic, and randomly call about three to five students at a time to the board.The students goal is to think of any word that associates with the given topic.Students can write the word any way they like (sideways, up and down, backward, etc.)One rule you must enforce is that students cannot repeat any word that is on the board.Once all the students have had a turn, pair them up and have each student tell their partner about five of the words on the board.View pictures and learn more about this great  graffiti wall review activity  here. 3-2-1 Strategy The 3-2-1 review strategy is a great way for students to review just about anything in an easy and simple format. There are a few ways you can use this strategy, but often, the preferred way is to draw a pyramid. Heres how it works: Students are given a review topic and told to draw a pyramid in their notebook.Their goal is to write down three things they learned, two things they thought was interesting, and one question they still have. You can adapt this activity any way you want. Instead of asking a question on the top of the pyramid, students can write a summary sentence. Or, instead of writing two things they found interesting, they can write two vocabulary words. It is very easily adaptable.  View a picture of the 3-2-1  review pyramid. Post-It Practice If your students love the game Headbands, then they will love playing this review game. Heres what you have to do to get started. Provide each student with a Post-it note, and have them write down one review term on it.Then without the other students seeing the note, have each student choose one person to stick their note to their forehead.The goal of this activity is for students to go around the room and try to explain the term without using the actual term.Make sure that each student has the opportunity to go around the room and explain each term. Move Ahead of the Class This review game is the perfect way to incorporate teamwork while reviewing important skills. Here is how you play: Divide students into teams of two, then have students stand in a row where one student is behind one other.Use the squares of the floor as the game board and tape off a finish line.To play the game, have one person from each team face-off by answering a review question. The first person to answer it correctly moves ahead to the next square.​After the first question, the next person in line takes the place of the student who got the answer correct.The game goes on until one team crosses the finish line. Sink or Swim Sink or Swim is a fun review game that will have your students working together as a team in order to win the game. Heres what you need to know to play the game: Divide students into two teams and have them form a line and face one another.Then ask team 1 a question, and if they get it right, they can choose one person from the other team to sink.Then ask team 2 a question, and if they get the answer right, they may either sink their opponents team member or save their sunken team member.The winning team is the one with the most people at the end.

Project Management - Forming the Project Team Research Paper

Project Management - Forming the Project Team - Research Paper Example Therefore, Royal Tires & More Inc. will need to create and fill the roles or positions of accountants who will handle the accounting duties as well as the payroll, inventory manager/ supervisor or a store manager, who will be in-charge of the company’s inventory, cashiers who will use the point of sales system. In addition, the implementation of the new system will require Royal Tires & More Inc. to have mechanics who will use the customer and vendor management system while transacting with the customer on a face-to-face basis. According to Barry and Jamie (2004), a well-qualified accountant should be a certified public accountant, whom must have undergone an accountancy course and passed, and therefore he or she is well conversant with all accounting duties that range from financial accounting, tax accounting, and even the preparation of the payroll. In the case of Royal Tires & More Inc., they will require accountants who have knowledge and experience in using accounting software such as Sage, QuickBooks, or Pastel, and even payroll software. The accountants should have at least a work experience of one to two years. The store managers who will be in-charge of the inventory should have a knowledge on store keeping or inventory management, secondly they should be conversant with the use of inventory management software such as NetSuite. In addition, the store managers should also have a one to two years experience (Kieso et al. 2007). Thirdly, there is no specific qualification for the cashiers and they may even be recruited from amongst the mechanics who are good in calculations and are fast learners. There will be no experience required for this role as it not complex and even using the point of sale system does not involve any complexity. Lastly, the mechanics should have qualifications in the field of mechanical engineering with at least one and a half years of experience. As for the use of the customer

Applying Philosophy to Life Assignment Example | Topics and Well Written Essays - 1000 words

Applying Philosophy to Life - Assignment Example these setups are extremely vulnerable due to their illness and if the services of hospitals are not under ethical controls, the visitors can possibly get affected by the behavior of hospital staff. Another reason that makes ethical oversight necessary is the sensitive nature of information about patients that is accessible by the hospital staff. The availability of information in digital format renders the hospital patients more vulnerable to misuse of information. This misuse can have far reaching detrimental consequences for the patients and it is therefore necessary to associate this access to information with certain ethical principles to ensure patients are not harmed in any way (Stahl et al, 2013). In the view of Immanuel, moral requirements are interlinked to rationality standards; an immoral behavior is therefore irrational by nature. It therefore follows that for any action to be morally acceptable, it has to be rational; Immanuel has referred to this rationality standard as ‘Categorical Imperative’. Other proponents of this philosophy include Hobbes and Locke. An extension of this notion is the idea of good will which clearly associates the nobility of any action to the principle that governs that action. If this underlying principle follows a moral law, the action regardless of its outcomes should be considered as being moral. As far as the application of principles of this philosophy is concerned, there is a need to apply a high degree of rationality in decisions that are being made. The responses of interviewees need to be judged on rational basis and irrational responses should be regarded as indicators of unethical behavior. Secondly, since morality is re lated to the underlying principles upon which actions are based; the questions asked during interview should attempt to get an insight into the basic principles upon which interviewees base their decisions. This will enable the interviewer to understand the capability of interviewees to work