Hurracaines Essay Example | Topics and Well Written Essays - 1000 words

Hurracaines - Essay Example A picture from the satellite gives a clear view of hurricanes. All hurricanes have an eye at the center which is surrounded by bands of clouds. Winds in the eye are almost calm and are less than a hundred mile across. Tall and big clouds circling the eye known as eye wall, contains the storm’s strongest winds. Hurricane size is categorized by the radial extent of gale-force winds (32 – 54 mph). Depending on the wind strength one can be able to calculate the size of the hurricane by use of gale- force criteria. Using the gale – force criteria, the winds of 35 mph of average Atlantic hurricane has a radius of 150 miles or equivalent diameter of 300 miles. On average, the width of hurricane’s cloud shield is around 500 miles, but it can vary (Fitzpatrick 7). Hurricane does not form instantaneously but is formed by a number of processes (Leatherman and Minneapolis 11). Warm and humid air from the ocean fuels a hurricane. Solar radiation warms large areas of tropical ocean to 80 F (27 c) or hotter. Due to this rise in temperature ocean water evaporates making the air in a thousand feet above the ocean extremely humid. Warm humid air above the ocean are said to be a good source of energy that causes hurricanes. Warm humid air then starts to condense into cloud droplets releasing heat picked up when it evaporated. In most cases, this heat provides the energy for thunderstorms. Once the necessary conditions are in place clouds and thunderstorms forms in line and start increasing (Fitzpatrick 19). Since the air warmed by heat released by condensation rises, air flows in to replace it. This rotation causes the wind to curve. Condensation keeps on releasing more and more heat, which in turn causes the air to rise faster, and the wind blowing in to the storm to speed up. Once the hurricane forms it is able to travel several miles across the ocean with fast and trailing strength. Hurricanes take place in the tropical regions of

My Big Fat Greek Wedding Essay Example for Free

My Big Fat Greek Wedding Essay In order for counsellors to help their clients evaluate their values in either work or personal issues, they make them look towards both their values and interests. In a study conducted by Neville and Saber (1986), it was found that â€Å"values are the objectives sought in behaviour, whereas interests are the activities in which values are sought. † Therefore, values determine why an individual may undertake a certain activity, whereas interests dictate what a person chooses to do. It has also been suggested that values are more correlated with work satisfaction (Rounds, 1990) as opposed to interests, which are more connected to the choices one may make in their career. The film, My Big Fat Greek Wedding, broaches the subject of values in a very intricate manner. The protagonist, Toula Portokalos, is brought up on three essential values; `Marry a Greek boy, have Greek babies, and feed everyone. ’ As a result, she begins to resent everything Greek, as she feels that being Greek has overtaken everything she wants for herself. To the extent, that when she meets a man who is a regular American, she is almost ashamed of disclosing the fact that she comes form a Greek family. Dating a non-Greek and then eventually her decision to marry him evokes a guilt within her. This is because her parents have always taught her that marrying a Greek man and inevitably bearing his children is one of the fundamental points to her existence, the reason her parents had worked so hard to give her the comfortable life she has had. Therefore, she is made to feel indebted to them. At this point, we see a classic incongruence between values and interests. On the one hand, we have her intrinsic values, what she wants for herself, personally, juxtaposed to the extrinsic values she needs to fulfil in order maintain her prestige, status, etc. It is interesting to see how despite the fact that Toula resents the Greek values she has been brought up with, it is her values that Ian, her fiance, adopts when they decide to get married. For example, he converts to her faith, the wedding and reception take place in the Greek manner, and even at the end of the film, when they have a daughter, she is sent to Greek school. Ian is depicted as a ‘WASP-ish’ individual with a very middle-upper class up-bringing. He comes from a family of lawyers and has rebelled against what is expected of him by becoming a teacher and then by marrying a Greek. However, Ian doesn’t demonstrate the same guilt that is seen in Toula. In his academic study A Critical Analysis of Values Clarification, David Lipe argues that Moral education generally has been regarded as an integral part of institutions such as the family, the church and the school. This is very much evident in the film, as both Toula and Ian seem to be products of their environments. Therefore, if this couple were to receive counselling, the values that they have accumulated throughout their lives would be an integral part of the process. This is because values are a direct reflection of our attitudes and therefore our beliefs. For example, if we take Toula’s love for Ian as an example, she is willing to work hard to sustain that love, and to even make sacrifices. She has clearly learnt this ability from her mother, as this is also conveyed within the film. This childhood value therefore becomes a pillar within her personality. If a counsellor was to overlook this whilst counselling her, he would miss a vital component to her personality and therefore risk prescribing the incorrect treatment for her. Values can be assessed by either a values inventory or a values clarification, and counsellors generally utilise these processes to treat people who feel confused or uncomfortable with their values. Both treatments focus on the patient examining their internal blueprint and direction of their lives. These processes provide the means to both be retrospective and evaluating the values that have been instilled within us, which then in turn aids us to set goals and prioritise. Both exercises are carried out in the form of a questionnaire aimed specifically towards the individual’s needs. This allows the patient to decide which goals are important and which may be left aside. The clarification of our values would inevitably help us to strengthen our core values and achieve a wholeness. Inevitably, for the couple depicted in the film, this process would be vital if they were to ever need counselling. As essentially, their values are what makes the essence of them. References http://www. apologeticspress. org/rr/reprints/Critical-Analysis-of-Values-Cla. pdf retrieved 22/01/09 Hood, A. B. and Johnson, R. W. 1997, Assessment in Counselling: A Guide to the use of psychological assessment procedures, American Counselling Association, 3 ed

Imperfect Conscience in Dostoevskys Crime and Punishment Essay

Crime and Punishment:   Imperfect Conscience  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A highly educated individual, avoiding the hardships of society while pondering the possibility of great wealth, Raskolnikov, in Fyodor Dostoevsky's "Crime and Punishment," frustrated with his immoral actions, suffers from an abrupt physical and mental breakdown after brutally mutilating a wicked pawnbroker. After this soul-scarring incident, the initial feelings of success in completing his mission quickly changes once he realizes possible flaws in his, otherwise considered, perfect murder. Raskolnikov's imperfect conscience finally comes to an emotional awakening once his saint, Sonya, an unintelligent prostitute, brings him the love, sensitivity, and inner serenity to help him confess to the murder he so coldly commits. After ruminating on the pessimistic consequences of this crude and selfish murder, a change in conscience comes over Raskolnikov. Once he understands the reality of the matter does he actually suffer a breakdown. Though he commits a very serious crime, Raskolnikov still refuses to believe its contin...

Apa Formal Research Paper

Running head: APA Formal Research Paper Include a running header (a short title of your paper) only on the title page Type as: Running head: TITLE IN ALL CAPS All additional pages should just have the short title without the phrase Running head Center the title The long title of your paper should include the main idea and scope of your paper The title should be typed in 12 point Times font Do not bold, underline, or italicize the title How to Format a Formal Research Paper Using the APA Citation Style 1 Include a page number on every page Jane Student State UniversityCenter and double space your name and the name of your college, university, or institution Education 432 Professor Haberdasher March 15, 2010 Center and double space the course title and number, the instructor, and the date APA FORMAL RESEARCH PAPER Start your abstract on page 2 Abstract Center the word Abstract Some assignments will call for an abstract. An abstract is a summary of your paper. An abstract should be shor t and concise but include the topic of your paper, the main points you are writing about, and the conclusions you reach. Do not indent the 1st line of your Abstract It should be written in block format Include a brief sentence summary for all sections of your paper. An abstract is typically 150-250 words long. APA FORMAL RESEARCH PAPER Center the full title at the beginning of the main body of the paper 3 How to Format a Formal Research Paper Using the APA Citation Style After your title, begin your paper with your introduction. Do not use the Your paper should: * be double spaced * have 1 inch margins * be typed in Times font * indent paragraphs ? inch or 5-7 spaces Footnotes can be used to provide additional information Use a superscripted number and include a Footnotes section at the end of your paper ord Introduction as a heading. It is understood that the opening paragraph of your paper is your introduction. The APA suggests the following set up for an introduction: Introduce t he problem, explore the importance of the problem, describe relevant scholarship, and explain your approach to solving the problem. This may vary depending on your assignment. Headings should After you write the introduction, you will develop the body of the paper. be boldfaced, centered, and all major words In a formal psychology paper documenting an experiment, the standard capitalized structure for an experiment is: Method, Results, Discussion.Each of these sections would use a heading to guide the reader through the paper. The paper ends with References, Footnotes, Appendices and Supplemental Materials1. Consult the Publication Manual of the American Psychological Association 6th edition for further guidelines. For Papers Other than Original Psychology Experiments If you are using the APA format to write a formal paper but are not writing up a psychology experiment, use descriptive headings to describe the Sub-headings should be left hand justified, boldfaced, and all major word s capitalized The Body of your PaperIf you want to refer to a Footnote already listed in your paper type (see footnote #) various sections of your paper. The paper ends with References. You can include Footnotes, Appendices, and Supplemental Materials if appropriate (see Footnote 1). The body of your paper will largely be determined by the assignment you are working on. Use your college writing center for help with APA FORMAL RESEARCH PAPER 4 developing the body of your paper after you have written your first rough draft. How to Cite Sources in Your Paper Any time you use outside research (newspapers, magazines, books, websites) you must cite your source.The APA requires you to include a brief citation in the body of your paper (called an in text citation). This gives your reader enough information to find the full citation located on your References page at the end of your paper. Consult an APA style guide to see the proper format for including in-text citations. Block Quotations I n-Text direct quote example Here is an example of an in text citation: Robert Monge (2009) notes, â€Å"Most in text citations are relatively short. They usually are no more than three or four sentences long† (p. 54). If you have a quotation that is longer than 40 words than you must use a block quotation.Block Quote example Robert Monge (2009) points out: The block quote is used for direct quotations that are longer than 40 words. The block format is a freestanding quote. This means you do not include quotation marks. Instead, you introduce the block quote on a new line using the author and year. Use a colon to set up the quote. Indent your entire quote ? inch or 5-7 spaces. Include the page number at the end of your block quote outside of the ending period. (p. 55) . APA FORMAL RESEARCH PAPER Center the word References at the top of your page 5 References Gritz, S. (1991, January 20). Gulf War bombing broadcasted live on TV.The Chicago Tribune, pp. A3, A5. The References pa ge is where you list the full citation for all of the brief In-Text citations you used in your paper Jackson, J. J. , & Samuel, T. S. (2001). The impact of climate change on sea levels. Journal of Environmental Science, 55(4), 233-277. doi:10. 1070/8567-6582. 33. 5. 888 James, H. N. (1988). Victorian gender roles [Ebrary version]. doi:10. 1044/00643983238 Osborne, M. H. (1994, April 5). Nirvana's Cobain commits suicide. The Seattle Times. doi:10. 1038/022-9010. 76. 1. 143 Rabe, M. M. (2001). The art of manipulation: Stories of mind control.New York, NY: HarperCollins. Start the References section on a new page References are listed alphabetically by author If there is no author, use the title of the reference The first line is left hand justified. Each additional line of the citation is indented ? inch or 5-7 spaces. Reference entries are double spaced See an APA citation style guide for details on how to format the various types of references (newspaper, magazine, book, websiteâ₠¬ ¦. ) APA FORMAL RESEARCH PAPER Footnotes appear after your reference page Center the word Footnotes Footnotes should not be longer than one paragraph Footnotes 1 Content footnotes are used to provide additional information about a point of discussion in your paper. Copyright permission footnotes are used to cite long sets of data, studies, tests, tables that have been reprinted or adapted. Footnotes should uses consecutive superscripted numbers in text with corresponding entries on a separate Footnote page after the References page. APA FORMAL RESEARCH PAPER 7 Appendices appear after your reference page and after your Footnote page (if you have any). Center the word Appendix All other style rules applyAppendix An Appendix is used to include materials that are brief and can be presented in a print format. It can include lists, tables, photographs, charts, graphs, and other information used to illustrate the main points in your body paragraphs. Use parenthesis to point your reader t o an appendix (See Appendix for complete chart). If you only have more than one appendix, label your Appendices: Appendix A, Appendix B, Appendix C, etc. ) If you have more than one appendix, each appendix will appear on a new page

Genetic Engineering Essay

Do you think that Genetic engineering is a positive step in our development? Many people think that genetic engineering is the next step in the evolution of humanity and has many benefits. However, genetic engineering presents unprecedented ethical and social concerns, such as damaging nature, limiting human autonomy and risking to human health. First of all, genetic engineering can cause widespread crop failure affecting the natural environment. Nowadays, many people think that genetically modified foods can provide benefits such as increased nutrients, spoilage reduction, and a decrease of chemical contamination. However, there are a variety of environmental risks associated with genetic engineering. By combining genetic material from unlike species, genetic engineering essentially creates new organisms. When genetically engineered crops are planted there is a risk that some materials will contaminate wild plants. The consequences of this type of pollution are unknown. The long term effects of genetic pollution could include harm to plants, insects and animals and a loss of biodiversity. For example, when a farmer plants genetically engineered seeds, all the seeds have identical genetic structures. Thus if a virus grows which can attack this certain crop, there would be a widespread crop failure. The wind, insects, and plants can all carry genetically changed seeds onto close fields and land. Thus all crops, organic and non-organic, are threatened by contamination. Also, this contamination is different from other kinds of pollution because once the genes are out, they cannot be recalled. It can also contaminate water supplies and kill all the weeds in a field, thus lowering biodiversity. In short, the process of genetic engineering can thus introduce dangerous new toxins into foods that were previously naturally safe, altering the natural food chain. Secondly, genetic engineering limits children’s autonomy to shape their own destinies. Genetic engineering is becoming so advanced that soon people will be able to make their children exactly how they would like them to be. However, the genetic modification of humans can pose an ethical debate about the rights of the baby . The fetus should be free to not be genetically modified because once the genetic modification of the fetus akes place then the baby is changed forever, there is no chance that the genetic modification completed prior to birth could ever be reversed. In addition, if parents are able to remake a child’s genetic makeup, they are indirectly writing the genetic instructions that shape his entire life. For example, if my parents give me blue eyes instead of brown eyes, if they make me tall instead of medium height, if they choose a passive over an aggressive personality, their choices will have a direct effect on me. According to some statistics 90% of Americans thought cloning human beings was a bad idea. Only 7% thought it was a good idea. Even when this method helping infertile couples have children, an overwhelming number of Americans still did not accept these circumstances as enough justification to support human cloning. In brief, genetic engineering could be used to create artificial molds of people, pointing their destinies in directions that they would not freely choose themselves. Finally, genetic engineering poses serious risks to human health. Many people think that application of genetic engineering is useful for increasing positive traits in a human-being such as longevity and for the treatment of some diseases. However, genetic engineering can also increase the probability of new strains of bacteria or virus, known as pathogens which can create new diseases. There is no doubt that genetic engineering can increase immunity in crops but such resistance in crops can get transferred to harmful pathogens. New drugs can’t be developed to combat them because these viruses are stronger than those now present. According some researches the use of genetic engineering crops has, in many cases, increased dependence on pesticides and other chemicals. The health risks of pesticides are widely recognized, and actually these toxins have been linked to various cancers, as well as disorders of the neurological and immune systems. Genetic engineering would reduce the human gene pool therefore making us more susceptible to widespread diseases. In conclusion, the trend toward genetic engineering is a risky and dangerous movement that can cause concerns, such as damaging nature, limiting human autonomy and risking human health. We must leave the natural world to self-selection without creating the possible results of genetic engineering catastrophic.

Free Essays on On The Standard Of Taste

On the standard of taste, David Hume describes an aesthetic judgment as not really a judgment at all, but a matter of sentiment upon the basis of being agreeable and/ or pleasurable. This sentiment is always real, and has a reference to nothing beyond its own self, so we are not making plain judgments about the quality of something (257). Taste is based on a feeling (sentiment), and a feeling is a personal response, therefore there is no objective beauty if taste is a matter of sentiment. Since beauty isn’t even a quality in things themselves, and sentiments give rise to different opinions, this leads us to a theory of aesthetic relativism; relativism in which we find that conscious activity, perceptions and influences are varied and individual. Since every one has their own opinion of what is good and what is bad, Hume directs his concerns in determining who is right based on the aspects of â€Å"taste†. Hume states that there must be a standard of taste in which an audience can adhere to. A rule by which the various sentiments of men may become reconciled would be the standard in virtue. A rule in art with relating sentiments could become the standard of taste by a bringing of common response. There are types of rules that bring a certain conformity or relation between the object and the organs or faculties of the mind (258). This rule can take on two different aspects, one in composition and the other in criticism. In each of these cases, the rule links a particular response with an aesthetic quality or the way of composing art. For a musician, a more pleasurable effect could be to expand on different chord changes, or to not stay in one key. For the critic, the rule might take shape as to say that a consi stent key would not please a good critic. In Hume’s way of defining elements of the standard of taste, he pushes the act of how to be an audience, which will entail into being a good critic of art with the parall... Free Essays on On The Standard Of Taste Free Essays on On The Standard Of Taste On the standard of taste, David Hume describes an aesthetic judgment as not really a judgment at all, but a matter of sentiment upon the basis of being agreeable and/ or pleasurable. This sentiment is always real, and has a reference to nothing beyond its own self, so we are not making plain judgments about the quality of something (257). Taste is based on a feeling (sentiment), and a feeling is a personal response, therefore there is no objective beauty if taste is a matter of sentiment. Since beauty isn’t even a quality in things themselves, and sentiments give rise to different opinions, this leads us to a theory of aesthetic relativism; relativism in which we find that conscious activity, perceptions and influences are varied and individual. Since every one has their own opinion of what is good and what is bad, Hume directs his concerns in determining who is right based on the aspects of â€Å"taste†. Hume states that there must be a standard of taste in which an audience can adhere to. A rule by which the various sentiments of men may become reconciled would be the standard in virtue. A rule in art with relating sentiments could become the standard of taste by a bringing of common response. There are types of rules that bring a certain conformity or relation between the object and the organs or faculties of the mind (258). This rule can take on two different aspects, one in composition and the other in criticism. In each of these cases, the rule links a particular response with an aesthetic quality or the way of composing art. For a musician, a more pleasurable effect could be to expand on different chord changes, or to not stay in one key. For the critic, the rule might take shape as to say that a consi stent key would not please a good critic. In Hume’s way of defining elements of the standard of taste, he pushes the act of how to be an audience, which will entail into being a good critic of art with the parall...

What to Do If You Get Rejected From Your Dream College

What to Do If You Get Rejected From Your Dream College SAT / ACT Prep Online Guides and Tips You’ve sent out your applications and can't stop envisioning yourself at your top-choice school. But then the unthinkable happens: you get a college rejection letter.You start to wonder: what went wrong? What do I do now? Is it still possible to attend my top-choice school? The truth is that I've been in this exactsame situation. In 2008, I got rejected from my top-choice school, Stanford.Though the rejection letter hurt, on the plus side, it taught me a lot about what I did wrong, both in my application and my overall high school career. In this article, I use my own rejection experience as a guide to explain how likely a college rejection is for you, how to avoid getting rejected from college, and the steps to take in case your top-choice school just isn’t that into you. How Likely Is It That You’ll Get a College Rejection Letter? First things first, how likely is it that you’ll actually get rejected from college- more importantly, from your top-choice school? The answer to this question varies depending on two main factors: How competitive your top-choice college is How strong your college application is How Competitive Is Your Top-Choice School? As you might've guessed, your chances of getting rejected from college depend a lot on how hard your top-choice school is to get into. Many students’ top choices are Ivy League institutions, such as Harvard, Princeton, and Columbia, or other prestigious, top 25 schools, such as Stanford, Rice, and the University of Chicago. Now, what do many of these schools have in common? That's right:extremely low acceptance rates.These rates dramatically affect your likelihood of getting accepted (or getting rejected). Below are the acceptance rates for the top 25 universities, as determined by the most recent US News rankings for 2018. All schools are listed in order of ranking. (Pro tip: click the school name to learn more about its admission requirements!) School US News Ranking Acceptance Rate Princeton 1 7% Harvard 2 5% University of Chicago 3 (tie) 8% Yale 3 (tie) 6% Columbia 5 (tie) 6% MIT 5 (tie) 8% Stanford 5 (tie) 5% University of Pennsylvania 8 9% Duke 9 11% Caltech 10 8% Dartmouth 11 (tie) 11% Johns Hopkins 11 (tie) 12% Northwestern 11 (tie) 11% Brown 14 (tie) 9% Cornell 14 (tie) 14% Rice 14 (tie) 15% Vanderbilt 14 (tie) 11% University of Notre Dame 18 (tie) 19% Washington University in St. Louis 18 (tie) 17% Georgetown 20 17% Emory 21 (tie) 25% UC Berkeley 21 (tie) 16% UCLA 21 (tie) 18% USC 21 (tie) 17% Carnegie Mellon 25 (tie) 22% UVA 25 (tie) 30% As you can see, your chance of acceptance to top-tier colleges ranges from just 5% to as much as 30%.Your chance of college rejection is highest for schools ranked in the top 10. At these colleges, the typical applicant has a whopping 90-95% chance of getting rejected. These are very, very general estimates, though.How high or low your chances of rejection are will ultimately depend on the overall strength of your application (we discuss this more below).To get a slightly more accurate idea of your admission chances to a particular school, use our college admissions calculator. Still, the point is clear: most applicants to highly selective schools get rejected.Your chance of getting a college rejection letter will be less likely if your top-choice school is ranked lower and has a higher admission rate. You have a lower chance of getting rejected from NYU than you do from Columbia. (jpellgen (@1179_jp)/Flickr) How Strong Is Your College Application? The other major factor that affects your chances of getting rejected from college is the strength of your application. A strong college applicationusually has the following features: A high GPA and rigorous, challenging course load High test scores on theSAT/ACT,SAT Subject Tests, AP exams, etc. A compelling personal statement Cogent letters of recommendation An impressive resume/CV- particularly one that showcases your ongoing commitment to a particular field A highclass rank (if your high school calculates rank) For the Ivy League and other highly competitive schools, you’ll definitely need to stand out from other applicants.And the best way to do this is tocreate a big spike in your application. A spike is essentially something you’re passionate about and have continuously striven to master. It could be anything from a love of writing short stories to a passion for chemistry. Most importantly, your spike should be a field you’re truly committed toand for which you have sufficient evidence to prove your commitment. If you have a spike as well as high test scores, a high GPA, etc., you’ll have a much better chance of being a top-choice candidate for your school. All of this also means that you should avoid aiming for a well-rounded application. This can put you right in the crapshoot of college applications, significantly reducing your chance of acceptance (and thereby increasing your chance of rejection). For more tips on how to put together a strong application, look at a real Harvard application and acceptance letter, supplied by our resident perfect SAT/ACT scorer. My Experience: I Got Rejected From Stanford Some of you reading this might be wondering why I’m writing this article. Well, let me start with some facts. Rejection is nothing new to me. I applied to college in 2008 (yeesh, I’m getting old!). At the time, Stanford was my top choice, so I applied restrictive early action, meaning that my application was due earlier (by November 1) and that Stanford was my #1 pick for college. A little while later, I received a rejection by email. It was the first university I heard back from in the application process, and its letter was by far the most painful.I remember bursting into tears as soon as I finished reading it and then running to my parents for comfort. So many questions ran through my head: how come they didn’t like me? What did I do wrong? Did I mess up my application somehow? Was I simply not good enough? Months later, I got accepted to USC and decided to attend that school instead. And I had a blast: I joined a couple of clubs, wrote for the school newspaper, worked on-campus, made good friends, and had an overall fun and eclectic experience I’d never trade for anything. Sometimes, though, I think back to that initial college rejection and wonder: how did I manage to get through such a difficult, stressful time in my life?And how can I use what I know now to help other students in the same position I was once in? Here’s why I’m telling you all of this: I want you to know that I’m speaking from experience:This is not an article coming from one of those top students who got into every Ivy League school and has never dealt with the crushing pain of rejection. Trust me, I’ve been there- and I know exactly how it feels! It’s important to know that you’re not alone:Lots of students get rejected from college- honestly, more than you might think!- and it’s a totally normal part of the college admission process. Yes, some lucky people will get accepted to all the schools they apply to, but the fact is that most students will get rejected from at least one school, especially if they're applying to highly competitive ones. Rejection is part of life:It sucks to admit this, but it's the truth. The better you can learn to handle rejection, the easier it'll be to move on and look for new (and better) ways to achieve your goals. (As a bonus, I’ve also gotten rejected from grad schools, so once again I’m pretty experienced at this rejection thing!) Now that you know my story, let’s start with the positives: how to avoid getting rejected from college in the first place. If this doesn’t work out for you, no worries- I’ll also give you advice on what to do if you do get rejected. Unfortunately, my tips for avoiding rejection don't apply to asking people out on dates. How to Avoid Getting a College Rejection: 6 Tips Since getting my first college rejection from Stanford, I can tell you this: I’ve learned a lot about what I did wrong in my application. For one, my application wasn't unique enough.I didn’t have a "spike" that made me stand apart from other applicants; instead, I naively believed in the misconception that well rounded was what all top schools wanted the most. (Hint: it’s not!) In addition, my SAT score wasn’t up to par. At the time I thought I'd done fairly well on the test, but I didn’t realize that pretty good isn’t usually good enough for top schools like Stanford. These days,you'd need to score around 1520 (or in the top 1%) just to meet the average at Stanford! Finally, I didn’t take advantage of the AP/honors classes available at my high schools (I moved and attended two schools). I remember thinking that two or three AP classes and a couple of high AP scores would be good enough. Again, though, this isn’t that impressive to top-ranked schools. So what can you do to ensure that you have a better chance of getting into your top-choice school? Here are my top six tips: #1: Maintain a High GPA While Also Challenging Yourself Most students probably know this, but you’ll need a pretty high GPA to keep from getting rejected. Why? Well,a high GPA proves that you’re not only responsible and studious but also capable of performing consistently well in a variety of disciplines. By excelling in several classes, you’re providing direct evidence of your deep commitment to learning and academic success. So what constitutes a high GPA? The answer to this will depend on the school you’re applying to.If you’re aiming for a top 25 school such as Stanford, aim for a 4.0 (unweighted) or pretty close to it.If you’re not sure how high of a GPA your school expects, try looking on the school's website for any information or data about the average GPA of admitted applicants. That being said, getting a high GPA alone isn’t as important as getting a good GPA and taking a challenging course load. Here’s what I mean by this: when applying to top colleges, a 4.0 unweighted GPA is no doubt great. However, you’ll be a much more competitive applicant if you have, say, a slightly lower 3.8 GPA and have also taken loads of challenging AP/honors courses. This means that you could get mostly As and a couple of Bs in challenging AP courses and still have a higher chance of getting accepted over someone who got all As but took only easy classes. This is because colleges like to see that you’re continuously challenging yourself. For me, this was a critical point I didn’t get at all in high school. I took a few AP and honors courses, but I didn’t take nearly as many as I should have.Instead, I stuck mostly to classes I knew I’d get As in and refrained from truly challenging myself by taking harder ones. This is probably part of the reason Stanford rejected me. #2: Get a High SAT/ACT Score Like the tip above, this is kind of a no-brainer, but you’d be surprised how little I thought of it when I applied to college back in 2008. While colleges understand that the SAT/ACT is just one part of your application, it’s still pretty important to get a high score on one of the two tests- especially a score that sets you apart from other applicants. A good SAT/ACT scorewill vary depending on the schools you're applying to.For example, if you were applying to Harvard, you'd want to aim for a perfect 1600 on the SAT or a 35 on the ACT. These are the 75th percentile SAT/ACT scores for admitted applicants to Harvard. In other words, get this score level and you’ll have a higher score than 75% of applicants. Even if you got slightly lower than this- such as a 1570 on the SAT or a 34 on the ACT- you'd still be in relatively good shape. The point, however, is that you want to shoot as high as possibleso you can give yourself the best chance of admission. On the other hand, if you were applying to a less selective school like the University of Houston, you'd only needan SAT score around 1320 or an ACT score around 28. Again, you could still get accepted with slightly lower scores than these, but aiming high ensures you'll have a great shot. As you can see, what’s considered a high SAT/ACT score will depend greatly on where you’re applying.If you can hit (or almost hit) your top-choice school’s 75th percentile score, you’ll stand out and lower your chances of rejection. To find your school’s test score information, search for â€Å"[School Name] PrepScholar" on Google. Click our link to the school’s Admission Requirements page to see the school's average SAT/ACT scores and its 25th/75th percentiles. Here’s an example of our Admission Requirements page for Stanford: #3: Work On Developing Your Spike This piece of advice is essential for those applying to theIvy League or Ivy League-level institutions (and it’s definitely something I wish I’d known back when I applied to Stanford). And here's what it is: part of crafting an incredible college application is working on developing a spike. I briefly introduced this concept earlier, but now let's look at in detail. Your spike is what makes you stand out from other applicants.This is typically an ongoing passion for and commitment to some kind of academic and/or personal interest. For instance, perhaps you're a lover of writing who's published his own self-help ebook and tutors elementary school students in creative writing on weekends. Or maybe you’re a science whiz who's conducted numerous experiments and submitted her results to conventions. Get the picture here?Think of this spike as the opposite of being well rounded. When I applied to Stanford, I assumed that well rounded = automatic acceptance. I was a member of my school's honor society, ran on the cross country team for two years, and played the piano in my spare time. All of this, I thought, made me an eclectic, ideal candidate. Boy, was I wrong. In truth, colleges- particularly selective ones like Stanford- see tons of applicants like this. This is likely a big reason I got rejected: I wasn't unique enough! Instead, I should have spent more time developing the hobbies I enjoyed most and participating in activities more strongly tied to my most passionate interests. That's what I did wrong. Now, here's what you can do right.Below, I list some options you can try to help you further develop your spike: Take classes related to your passion:Into writing? Take extra writing-oriented classes such as newspaper, yearbook, or journalism. Also, if possible, opt for the hardest versions of these classes (e.g., take AP English instead of regular English). Join a relevant club:If you’re a lover of geometry or calculus, join the math club. Putting in extra time shows that you’re interested in this field outside of school as well. Enter fairs, contests, and conventions:This tip is especially relevant to those in the science field. Say you’ve got an invention, made a discovery, or created a piece of art that you want to show off. Don't just keep it for yourself- submit your project somewhere in order to highlight your commitment to making a change in the world. Teach younger students:Becoming a volunteer tutor/teacher demonstrates your devotion to helping others develop their passions in a field you enjoy. If you're an artist, volunteer to teach drawing or painting classes to students at a local Boys Girls Club, for instance. Get a relevant part-time job:Not all students have the time or opportunity to secure a part-time job in a field relevant to their interests, but if you can, I highly recommend doing so, as it can stress both your commitment to your field and your responsibility as an employee. All in all, don’t rely on the trap of being well rounded, particularly if you’re trying to get accepted to highly selective schools. The only thing you want to be well rounded is the bubble you're blowing. #4: Write a Compelling Personal Statement and Consider Context Even if you’ve got both stellar grades and a high SAT/ACT score, schools want to see that you’re an interesting, passionate person who is committed to learning. This is why it’s important to spend a lot of time crafting animpactful personal statementfor your application. In general,a good personal statementwill accomplish the following: Introduce who you are as a person (not just as a student!) and why you’re applying Provide context for your academic accomplishments, passions, and future goals Focus on your spike and what makes you unique Answer the prompt clearly and fully (if given one) Use correct grammar, spelling, and punctuation Be thecorrect lengthandfile format(e.g., PDF, .docx, etc.) Make the collegewantto admit you! The statement is a great opportunity to explain what your spike is, how you got interested in it, and what kind of role you see it playing in your future. For a detailed look at what makes for a powerful personal statement, check outour analysis of more than 100 college essays. In addition, the personal statement lets youexplain the context of your academic situation. For example, does your high schoolnotoffer any AP or honors courses? Or are you the first person in your family to attend college? It's important to answer questions like these in your essay so that the school can take into account your personal circumstancesas well as how these might have influenced the quality of your application.This way, you won’t get rejected simply because you didn’t take any AP courses (even though none might have been available to you!). Many schools stress the importance of considering each applicant's circumstances. For example, here's what Stanford says on its website: â€Å"We take into account family background, educational differences, employment and life experiences. By focusing on your achievements within context, we evaluate how you have excelled within your unique school environment and how you have taken advantage of what was available to you in your school and community.† Andhere's how Duke considers contextin applications for admission: â€Å"We think about what a student has accomplished within the context of the opportunities and challenges he or she has faced.† Evidently, the personal statement isn’t just an opportunity to showcase your spike and strengths- it's also a chance toexplain your personal situation. Do all of this, and you’ll be far less likely to get rejected for something like a slightly lower SAT score. #5: Apply Early Action/Early Decision, If Possible If your top-choice school offers an early action or early decisionplan, definitely do it (but only do the latter if you’re 100% sure this is the school you want to attend). Most early action/early decision deadlines are November 1 or November 15.These deadlines are about a month or two earlier than most regular decision deadlines. So how does applying early action/early decision affect your admission chances? Data shows that those who apply early action or early decisiontypically have higher acceptance rates than those who apply regular decision. This doesn’t necessarily mean you’ll get accepted.I applied early action to Stanford and still got rejected. Nevertheless, an early applicationmight give you a slight edge over other applicants, as it shows the school you’re committed to it and really want to continue your education there. The only drawback to applying early action/early decision is that the early deadline gives you less time to put together a strong application. Ifyou’re struggling to prepare an effective application for an early action plan, consider applying regular decision instead to give yourself more time. This leads me to my next point ... #6: Take Your Time- Don’t Rush the Application Process! Whether you’re applying early action/early decision or regular decision, it can be tempting to rush through the application process, especially since most students are extremely busy at the start of senior year. Even though this is a stressful time, try your bestnot to rush through your application to your top-choice school.Simply put, don’t write your personal statement the day before the deadline, and don’t ask for letters of recommendation from teachers at the last minute. Why is this so important? If you spend too little time working on your application, you run a much higher risk of doing the following: Misreading application instructions Forgetting to submit a required (or very important) document/application component Turning in subpar materials, such as a poorly written essay I advise spending at least a few months on your college applications. And while all applications are equally important, it's OK tospend a little extra time on the application for your top choice, if only because it's the school you’re most interested in. Also, don'tbe afraid to ask questions by emailing or calling the school.For example, confused about application instructions? Send an email. Not sure what a "supplementary document" is? Call the admissions department. Better to make sure you’re following the rules than to risk getting your application disqualified because you made a huge (but entirely preventable) mistake. When I applied to Stanford, I thought I’d taken my time to do the application, but I really hadn’t. It was only after I submitted it that I realized I’d made some dire mistakes. Here’s my most memorable: at the time, Stanford allowed applicants to attach supplementary files. So I attached a sample chapter from a novel I was writing to prove my passion for writing.But after submitting my application, I reread the application instructions and realized that chapters of fiction was something Stanford specifically requested applicants to not send in.Oops! Got rejected? It's OK to get a little dramatic. How to Deal With College Rejection: 5 Essential Tips Unfortunately, even if you heed all the tips above, you could still wind up with a college rejection letter.I’ll be honest: getting rejected sucks.But it certainly doesn't mean your academic career (or life, if you're dramatic like me) is over. Here are some ways to cope with a college rejection, as well as options on what to do after you get rejected from college: #1: Give Yourself Time to Process the Rejection This is really, really important. Once you get the dreaded college rejection letter from your top-choice school, it can feel as though the whole world is crashing down around you. I'm here to tell you that this feeling is totally normal.After all, you’re essentially grieving- sounds cheesy, I know. But it's the truth. And when something bad happens, it’s important to take time to let yourself feel sad about it. In this case, even though you likely worked really hard in school, you lost the opportunity to attend the college of your dreams. All of your future plans must change, which sucks.It's OK (and even expected) to be upset about this. Here are some healthy options for coping with a college rejection: Cry (hey, it worked for me!) Spend some time alone to help you get used to the fact that you got rejected Talk it out with close friends and/or family members Distract yourself in positive ways with activities such as video games, homework, hanging out with friends, etc. Commiserate with other rejectees, either in person or on college forums such as College Confidential and Reddit Rip up, shred, or burn your rejection letter (let's be honest: dramatic expressions can make us feel great) Although grieving is important, don’t let yourself get wrapped up in your sorrows for too long. Once you've given yourself ample time to cope, get off the ground and focus on the other options you've got in your life. Also,try not tolet the rejection negatively impact your grades, extracurriculars, and other college applications (if you haven't finished all of them yet). #2: Get Excited About Other Schools While your top-choice school might've rejected you, remember that this is just one school, and you (hopefully) have several others you're applying to or already applied to. These are the schools it’s time to get excited about, regardless of whether you’ve heard back from them. There is a reason you applied to each school you applied to. As you go through the schools you've been accepted to, concentrate on the specific features and opportunities you liked about each school.For example, what inspired you to apply there? Can you envision yourself feeling at home on-campus? What kinds of classes and majors does it offer? Do you like its emphasis on Greek life? What about its awesome football team? If possible, talk to current students at the schoolsso you can start to imagine yourself attending them. Doing this will not only make you excited about your other options but will also prevent you from daydreaming about what might've happened had you been accepted to your top choice. Finally, remember that you will likely be able to study what you want to at these other schools as well. Just because your top-choice school rejected you, that doesn’t mean you still can’t get a BA in Psychology or a BS in Computer Science. Apparently, you can even make your own Disney degree at UC Berkeley! #3: Take a Gap Year and Reapply Later If you didn’t get accepted to your top-choice school, a gap year can help you figure out what kind of education you want in life while also providing you with some interesting experiences (which could potentially strengthen future college applications!). After your gap year, you can thenreapply to your top-choice school, with a fresh perspective and a slightly better understanding of where your application might’ve gone wrong before. While there's nothing wrong with taking a year off before college, be sure you’re actually making your gap year worthwhile.Neither colleges nor your parents will be impressed if all you do is sit at home and play video games all day.Make your gap year an adventure: work a new job, travel abroad, intern at a company, join a community club, learn a foreign language, etc. Hopefully, you’llget experiences out of your gap year that'll help you in the field you want to major in.For example, if you’re thinking about majoring in English, taking a year off to write a novel and submit stories you've written to literary magazines would be an excellent use of your time (assuming your parents are OK with it, of course!). Later, when you begin the process of reapplying to your top-choice school, you can explain in your application what you did during your gap year and why you chose to take a year off before starting college. If you decide to reapply, it's a good idea to use your old application as a reference. Think about where you might’ve gone wrong and how you can improve on it this time (ideally, by incorporating some of your gap-year experiences into it). A word of caution, though: don’t put all your eggs in one basket. In other words, don’t expect to get admitted simply because you applied before and now deserve to get in. Admissions is often a brutal process, and nobody (except those on the admissions committee) knows what a college is looking for in terms of applicants. So as you reapply to your top-choice school, make sure you’re applying to other schools as well- ideally, a combination of reach schools and safety schools. #4: Remember That Transferring Is an Option If you decide to attend a different school you got into (which most people do, including myself!), know thatit might be possible to transfer to your top-choice school in a couple of years. While I wouldn’t attend a different college with this exact plan in mind, knowing that transferring is an option in case you still really want to attend your top-choice school should make you feel a little more at ease with your decision to (temporarily) attend a different school. Note that to transfer to a school, you’ll usually need to submit an entirely new transfer application (meaning that it can't be the same one you submitted before when applying as a freshman). Moreover, transferring is not guaranteed.Many schools, particularly the Ivies, accept very few transfers each year. In 2012,Harvard admitted just 1% (15 out of 1,448) of transfer applicants. As you can see, here you actually have a lower chance of getting accepted as a transfer student than you do as a freshman applicant (the currentacceptance rate for which is 5%). If you’re curious about the transfer acceptance rate at your top-choice school, contact your school directly or check out CollegeTransfer.net, which contains tons of data on schools and their transfer rates. In the end, though, who knows what’ll happen? You might end up loving the school you attend and wouldn’t even consider transferring out of it. #5: Consider Challenging the Rejection There is one final option you have when it comes to college rejection, though it’s one I honestly don’t recommend doing:appealing, or challenging, your rejection. Challenging a college rejection is pretty much what it sounds like. When you get rejected, you have the option to tell the college you think they’re wrong and ask them to reconsider your application. So what's the problem? You can’t appeal your rejection simply because you’re upset that you didn’t get accepted. This is not a good enough reason to ask a college to look at your application again. Even if a schooldid agree to reevaluate your application, it's unlikely a second look-through would change their minds (particularly if your main complaint is that they failed to recognize how absolutely incredible you are). Instead, you can only appeal a college rejection if you have any new, significant information to add to your application, or if there was a major error or problem with your application. For example, did you win a big award or somehow dramatically improve your GPA? Then see whether you can appeal the rejection. (Not all schools will let you do this, though!) In terms of technical problems, did your SAT/ACT score get reported incorrectly to your college? Or did your transcript get messed up and show you got Ds when you actually got As? Then appeal the rejection; most likely the college will allow it in this case since the problem is not actually your fault. In some cases, colleges will not allow you to appeal your rejection at all(even if you won the Nobel Peace Prize).In fact, most top-ranked schools don’t allow appeals of admission decisions. If you disagree with their decision, you simply have to wait and reapply the following year. If you’re not sure whether your top-choice school allows appeals or not, look at the school’s official website or contact the school directly. While rare, it is possible to get into a college through an appeal (though it’s admittedly far less likely to get in this way). Here's an example ofa student who got accepted to UC Berkeley through an appeal. Seriously, first a Disney major and now a successful appeal? Starting to think I should've attended Berkeley ... Conclusion: How to Deal With College Rejection After getting my Stanford rejection letter, I cried a lot and talked to my parents. Eventually, I moved on and started to get excited about my other options. I ended up attending USC, where I had a fun, stimulating, and all-around memorable experience- something I wouldn’t trade for the world! Still, getting rejected isn’t fun. Unfortunately, it can be a likely consequence if you’re applying to highly selective universities and don’t have the grades or test scores your school expects. The easiest way to avoid getting rejected from college is to produce the best application you can. For top schools, this means you should typically have the following: A high GPA and a challenging course load Strong SAT/ACT test scores A pronounced spike in your extracurriculars and hobbies A well-written and impactful personal statement If possible,apply early action/early decision to your top-choice school. Applying early raises your chance of admission justslightly,as it highlights your commitment to the school. Finally, make sure to take your time with your application- don’t rush any part of it! Let’s say you do all of this, though, and still get rejected from your top-choice school. Bummer. At this point, you've essentially got five options (which you can mix and match, as desired): Take your time to process the rejection:Find a shoulder to cry on. Talk to family members and friends for support. Scream, "Rejection sucks!" while punching a pillow. Do whatever you need to do (in a healthy way) to make yourself feel better as you grieve. Get excited about your other schools: One rejection shouldn't the be-all and end-all of your academic dreams. Remember that you applied to other schools for a reason, so start to think about what those can offer you instead. Take a gap year and reapply later: For some people, taking a break from school is exactly what they need to feel better and figure out what they want to do with their lives. It can also help you put together a stronger, more versatile application the next time you apply. Just don't expect an automatic acceptance from your top-choice school- more than likely, it'll still be just as hard to get into as it was the first year you applied! Remember that you can transfer later: Though not guaranteed, transferring is an option you might have a couple of years down the road if you still want the chance to attend your top-choice school. Consider challenging your rejection: I don’t recommend this option, but it’s there if your school allows it. Though it’s rare to get in based on an appeal, it’s certainly not impossible! No matter what you choose to do, take care to remind yourself that getting rejected doesn't mean you're a bad student or that your application was horrendous. It just means that the school could only admit so many people, and you happened to not be one of them. Even though the college admissions process can feel like an uphill battle, just know that you're definitely not alone.As we say at my alma mater, "Fight on!" What’s Next? Want more tips for raising your chances of getting accepted to college?Check out our handy admissions calculatortolearn how to estimate your chances of acceptance based on your current GPA and test scores. Need help applying toHarvard and other top schools?This guide coverseverythingyou need to know about getting into the nation's best colleges and universities. Struggling with the application process?We're here to help! Our expert guides teach you how to build a versatile college application,and go over the application timelineto help you pace yourself. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

10 Directional-Sign Disasters

10 Directional-Sign Disasters 10 Directional-Sign Disasters 10 Directional-Sign Disasters By Mark Nichol Here’s a photo gallery of directional signs that should give visitors pause. Enclosing one or more words in quotation marks when the marks are not used in the context of quoting another person is widely believed to represent emphasis, but among careful writers, this technique represents skepticism or distancing oneself from the term, as if to say, â€Å"I didn’t come up with this idea; I’m just reporting it.† Therefore, the use here of scare quotes around not creates cognitive dissonance. The photographic subject looks like an entrance to me. But’s it’s â€Å"not.† Is the author of this message conflicted about the truth of the statement? And is the â€Å"front† door not really a front door? (Solution: Just underline handwritten words for emphasis, and your existential crisis will dissipate.) By the same token, how does one open a door â€Å"slowly†? Does one merely pretend to exercise caution? Does one ignite a slapstick routine by feigning a measured widening of the aperture in the doorway and then suddenly flinging the door open? When the president of the company is the victim of such a prank, is only the perpetrator culpable, or is the sign maker fired, too? (Solution: For job security, use italics.) Metropolitan State University certainly has its protocols down to an exact science, designating a special room where VIPs can be mugged. It might have been better, however, to set aside separate rooms for staff orientation and the reception so that the muggers have enough space to work in and nobody else gets hurt. Yes, that door is very close. You are certainly correct about that. Thanks for pointing it out for me. Is there another close door that I can use? That’s something you don’t see every day. Does Hoover Dam charge admission to view the restrooms from the exhibits? Private room? You know, it’s no problem, really I think I’ll just wait until I get home. Ladie, when you’re done taking a picture of the sign, would you mind stepping aside so I can get to the me’ns room? The typographical error of upon for open is forgivable, but the second sentence is problematic not just in construction (suggested revision: â€Å"IT staff needs access until keys are obtained†) but in what’s between the lines: â€Å"Until we do get the keys, which, thanks to this company’s byzantine requisition procedure should happen sometime in the next decade, help yourself to any of the expensive, vital electronic equipment located herein.† As I said earlier, I can wait. No, really, I’m good. (I can smell the stairway from here.) Irate customer: â€Å"Open if your game enough†? It’s you’re! You’re!! You’re!!! Sales associate at the counter, talking into the telephone: â€Å"Security to the front desk, please hurry!† These images are from the websites Apostrophe Abuse, the â€Å"Blog† of â€Å"Unnecessary† Quotation Marks, and Wordsplosion. 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 General category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should KnowBetween vs. In BetweenNeither... or?

Data base Coursework Example | Topics and Well Written Essays - 250 words - 1

Data base - Coursework Example Oracle runs under Windows Server 2012, Windows Server 2012 R2, Windows Server 2008 SP2, Windows Server 2008 R2 SP1, SUSE Linux Enterprise Server 11 SP1, SP2, and SP3 (64-bit), Red Hat Enterprise Linux 5.7, 5.8, 5.9, 5.10, 6.1, 6.2, 6.3, 6.4, and 6.5 for x86 (64-bit), Solaris 11.1, Oracle Linux 5.7, 5.8, 5.9, 5.10, 6.1, 6.2, 6.3, 6.4, and 6.5 for x86 (64-bit), VMware ESXi 5.0, and VMware ESXi 5.1 operating systems among others (Oracle, Supported Operating Systems-Sun Server ). F. What is SQL? Why is it important? It is a standard language used for manipulating and accessing data. One of the importances is that it is used in many organizations to manage their data (SparkNET). G. What does the term, â€Å"Database driven Web site†, mean? You will need to use the term â€Å"back end database† in your explanation. Database driven website is a website that uses HTML forms to collect data and store them in MYSQL database backend or any other database

Risk management Failure Essay Example | Topics and Well Written Essays - 1500 words

Risk management Failure - Essay Example The overall discharge of the spill was estimated at 4.9 million barrels, which covered an area of 780,000 cubic metres (Jervis and Levin 2010). The disaster was followed by major attempts to protect the estuaries and wetlands of the region, from the spreading oil. The impacts of the spill included the destruction of wildlife and marine habitats in the area; the stagnation of the tourism and the fishing industry of the region, as well as the human health issues that continued to be felt until year 2012 (Robertson and Krauss 2010). Following investigations, the causes of the disaster included the use of defective cement; the ineffectiveness of the operations of Halliburton and Transocean, as well as the lack of effective risk assessment by BP (NOAA 2011). This paper will explore the impact of BP’s failure to manage risks, which resulted in the BP disaster. The risk management failures of BP that led to the disaster Risk management failures were among the core factors that led to the 2010 BP disaster at the Gulf of Mexico (Zolkos and Bradford 2011). ... However, the contributory roles of the two secondary companies blamed for the disaster could have been mitigated through an effective investigation and the management of the risks facing the project. For example, the report from the investigation showed that the cement used during the construction was defective. Through effective risk assessment and management, BP would have discovered that the cement supplied was defective, therefore would outsource good cement for the project (Ingersoll, Richard and Reavis 2013). The Macondo blowout of 20th April 2010 was caused by a string of company decisions by BP, which increased the risk levels of the project. The company, also failed to assess different areas that would help it mitigate the risks of the project. These risk management failings include that BP did not carry out an official risk assessment of the critical operational choices made during the days prior to the disaster. For example, through administering an effective risk assessme nt process, the company would have discovered the risky operations planned during the execution of the project. Through the assessment, the BP Company would have exposed any organizational issues that were likely to affect the credibility of the decision-making process. Through exposing the different areas of risk – whether in the areas of planning or implementation – the company would have averted the incidence of the disaster. Therefore, the company’s failure to assess the risks that contributed to the disaster was a contributing factor. Through effective risk management prior to the disaster, the company would have detected the engineering weaknesses in the plant, therefore would have recommended some precautions to the issue (Zolkos and

Electro-Motion Devices Essay Example | Topics and Well Written Essays - 2500 words

Electro-Motion Devices - Essay Example This novel electro-motion device has been explained in the paper below. The common electro-motion devices comprise of the normal rotary machines running on both AC and DC power supply. In addition to these, electro-motion devices also produce linear motion, controlled rotary and linear motions. On most of the occasions, the linear motion in an electro motion device is produced using rotary equipment. For long traveling devices, motors are used with appropriate capacity. Stepper motors and servo controlled motors are normally used for small and incremental movements needed out of electro motion devices. These motors are normally rotating devices. They are not directly producing linear movement. However, there are devices which produce controlled linear movement. Uncontrolled linear devices are used in high speed trains typically, the bullet trains. In some special applications, rotating devices need to be controlled to an accurate angle. This kind of controlled movement becomes a tough implementation because of the motor's speed and the reduction that mi ght be required. These are normally used for controlling the movement of telescopes and antennas in radar systems. The electro motion device for rotation control is a common requirement. ... The ball valve is normally operated using either a mechanical lever or a rotating member or it could be a pneumatically operated valve. The ball valves are used to control the flow rate and could be placed in any of the angles to control the flow. In order to realize this, an electro motion device is used more comfortably rather than use one of the indicated methods. The design consists of a large gear wheel connected to a standard AC motor. This motor to gear ratio is predetermined in such a way that the motor has to rotate about 100 times to realize one complete rotation of the gear wheel. One rotation of the gear wheel will, in turn, open the valve fully. If the gear wheel is to be rotated only through half of the rotation, then the valve will be open ninety degrees. The design of the gear wheel has to take into consideration the size of the motor drive gear. The ratio between them has to be one hundred ensuring that the motor rotates one hundred times to open the valve fully. By controlling the motor and the number of times it could rotate, the opening of the valve could be controlled. The percentage opening obtained is exactly proportion to the number of rotations that the motor has performed. If it has rotated twenty times, then the valve is open for twenty percent. The same logic is maintained for one hundred percent opening too. The working of the device varies with the options that are required. In the process industries where such devices are put to use, the electro motion ball valve can be used in any of the following applications: 1. Steam handling 2. Non Corrosive liquid handling 3. Corrosive liquid handling 4. Gas handling 5. Sludge or semi solid handling Depending on the viscosity of the fluid that is

Employee Development and Talent Management Essay

Employee Development and Talent Management - Essay Example It is evident from the study that human resource department is responsible for attracting prospective employees through hiring, and training, evaluating, retaining, and performing other functions that make work beneficial for both employees and the firm. In other words, the human resource management is the link between the senior management and employees. This department works to ensure that the workforce is utilized effectively to further organisational goals while ensuring employee interests are not ignored. The human resources department has various professionals who must work together for the department to execute its roles flawlessly. In small start-up businesses, one individual handles the various roles of a human resource officer since the issues are few with a low number of employees. However, in larger organizations, human resource is a full department with various professionals specializing in the numerous functions of the human resource management.The functions of the huma n resource management include creating an enabling environment, in addition to, promotion of employee training and talent development. This task includes regular, formal and informal training of employees at all levels as well as identifying and encouraging growth of careers for employees with the potential for growth. One current concern of the human resource management in the UK revolves around striking a balance between the cost of labour and the quality and quantity of production. This is because there is highly qualified labour in the UK, which comes at a cost so high that it deters a company from making desirable profit margins. In addition to the cost, human resource departments face the challenge of workforce shortage and have to contend with importing labour, especially from Asia where majority of the educated population is young (Scholz and Bohm 2008, p. 245; Banfield and Kay 2008). In employee training and development, the human resource team faces many issues that harden tasks and make it ineffective. Crucial issues include assessment of administrative performance, and setting of benchmarks for competency, transparency, accountability and a sense of public interest. Other issues are categorised based on the functions of the human resource management. These categories include recruitment issues, employment issues, autonomy concerns and structural issues. All these issues have to do with fair decision making and allocation of resources in a way that promotes achievement of company objectives and at the same time taking care of employee interests. The human resource should create a balanced workforce with no discrimination whatsoever which is mainly based on race, gender, education level, religion or any other basis. However, the non-discrimination policy should not put the main company objective profit maximisation in jeopardy. In an attempt to explain why employee training is not all that effective, the study first aims to identify various issues th at the human resource management team faces as it does employee training and development. The next aim was to make recommendations on some steps that could reduce or eliminate these challenges for effective human resource management (Briscoe, Schuler and Claus 2008, p. 200; Dowling, Festing and Engle2008, p. 153). Critical Issues Administrative Performance The human resource management is responsible for the welfare of the whole company’s workforce, including that of the top management. The human resource management is part of the company management that it is supposed to assess. However, it is a hard task analysing the performance of administrative departments since that is akin to supervising oneself. In this case, the human resource management may not be objective enough to ensure impartiality in its analysis. This is a matter of concern especially because the people that sit in other management offices are, in many cases, the ones that sit in assessment panels. It is huma n nature for these individuals to put their personal interests

Biography Assignment Essay Example | Topics and Well Written Essays - 1750 words

Biography Assignment - Essay Example d as a Prime Minister for two different periods including the 11 year period starting from 1966 and ending in 1977 and then she held the office of Prime Minister for a 4 year period ranging from 1980 to 1984. She was still holding the office when she was removed from the face of the earth through murder and she successfully became the only female Prime Minister in the history of India. This writing will focus on the leadership autobiography of Indira Gandhi and will reflect upon why she is one of the major examples of a successful leader. The way a leader leads is referred to his/her personal philosophy of leadership. Different leaders follow a different philosophy of leadership. Leaders follow the dictatorial, participative, delegative philosophies of leadership. Indira Gandhi and her actions reveal that she followed an autocratic form of leadership philosophy. A leader who follows this philosophy tends to communicate clear expectations that he/she may have from her followers. They do not only inform the followers about what needs to be done, they even tell them how operations are to be carried out. These leaders try to alienate themselves from the followers and create clear distinction between the two in the eyes of others. They themselves make the decisions and do not allow the followers to participate and expect the followers to follow those decisions obediently. One of the reasons due to which it is believed that Indira Gandhi was an autocratic leader is that she was held responsible for conducting acts of corru ption and even after she was found to be guilty, she did not give up her position and instead instated emergency after 19752. This shows that Indira Gandhi thought of herself as someone who is above all and has a higher status as compared to others. She did not only declare emergency. She even disallowed the press to report freely and she even went a step further by detaining members of opposition’s political parties. This shows that Indira Gandhi

Employee Development and Talent Management Essay

Employee Development and Talent Management - Essay Example It is evident from the study that human resource department is responsible for attracting prospective employees through hiring, and training, evaluating, retaining, and performing other functions that make work beneficial for both employees and the firm. In other words, the human resource management is the link between the senior management and employees. This department works to ensure that the workforce is utilized effectively to further organisational goals while ensuring employee interests are not ignored. The human resources department has various professionals who must work together for the department to execute its roles flawlessly. In small start-up businesses, one individual handles the various roles of a human resource officer since the issues are few with a low number of employees. However, in larger organizations, human resource is a full department with various professionals specializing in the numerous functions of the human resource management.The functions of the huma n resource management include creating an enabling environment, in addition to, promotion of employee training and talent development. This task includes regular, formal and informal training of employees at all levels as well as identifying and encouraging growth of careers for employees with the potential for growth. One current concern of the human resource management in the UK revolves around striking a balance between the cost of labour and the quality and quantity of production. This is because there is highly qualified labour in the UK, which comes at a cost so high that it deters a company from making desirable profit margins. In addition to the cost, human resource departments face the challenge of workforce shortage and have to contend with importing labour, especially from Asia where majority of the educated population is young (Scholz and Bohm 2008, p. 245; Banfield and Kay 2008). In employee training and development, the human resource team faces many issues that harden tasks and make it ineffective. Crucial issues include assessment of administrative performance, and setting of benchmarks for competency, transparency, accountability and a sense of public interest. Other issues are categorised based on the functions of the human resource management. These categories include recruitment issues, employment issues, autonomy concerns and structural issues. All these issues have to do with fair decision making and allocation of resources in a way that promotes achievement of company objectives and at the same time taking care of employee interests. The human resource should create a balanced workforce with no discrimination whatsoever which is mainly based on race, gender, education level, religion or any other basis. However, the non-discrimination policy should not put the main company objective profit maximisation in jeopardy. In an attempt to explain why employee training is not all that effective, the study first aims to identify various issues th at the human resource management team faces as it does employee training and development. The next aim was to make recommendations on some steps that could reduce or eliminate these challenges for effective human resource management (Briscoe, Schuler and Claus 2008, p. 200; Dowling, Festing and Engle2008, p. 153). Critical Issues Administrative Performance The human resource management is responsible for the welfare of the whole company’s workforce, including that of the top management. The human resource management is part of the company management that it is supposed to assess. However, it is a hard task analysing the performance of administrative departments since that is akin to supervising oneself. In this case, the human resource management may not be objective enough to ensure impartiality in its analysis. This is a matter of concern especially because the people that sit in other management offices are, in many cases, the ones that sit in assessment panels. It is huma n nature for these individuals to put their personal interests

Summary of chapter 9- business ethics Essay Example | Topics and Well Written Essays - 1000 words

Summary of chapter 9- business ethics - Essay Example These stereotypes may be based on societal beliefs or may directly target certain ethnic groups. There may also be normal processes inherent in the company byline which they are not aware of. These processes may look nondiscriminatory at first glance but their use can lead to discriminatory practices such as policies which predicate nominations on existing members. Moral arguments are firmly based on racial and sexual grounds. Since discrimination predicates itself on the shortcomings of a group or an individual within a group, utilitarians reject such principles since they can harm collective wellbeing. Kantians however believe that this practice fails to acknowledge people as individuals. Universally it is impossible to consider that people would willingly allow themselves to be subjected to such treatment. Rawls’s theory suggests that â€Å"parties in the original position would choose for themselves the principles of equal opportunity.† Such actions go against the belief in human equality. No one would actively support such actions. An example of elimination from society through legal and political means include slavery and the repeal of the 19th amendment. Given that discrimination is predicated upon existing attitudes and practices, there is an unequal stake for women and minorities in the working environment. Even though Americans have the highest living standard in the world today, minorities in comparison of Caucasians make less income and are prone to being poor. Minorities and women are shoe horned into jobs with lower paying salaries despite doing the same amount of work as their counterparts. There have been few inroads into the top ranks in the professional business world. The U. S Supreme Court states that numerical discrepancies do not directly point to disparity in the work place, though societal examples and practices speak otherwise. Lawsuits for both sexual and

Classroom Scenarios Essay Example for Free

Classroom Scenarios Essay Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.

Relationship between the headmaster and teachers

Relationship between the headmaster and teachers INTRODUCTION The relationship between the Head master and teachers in the school organization has always been the focus of much discussion. The discussion has centered on how the actions and behaviors of the Head master affect the work that teachers do and ultimately the students they instruct. Teachers willingness to persist in their efforts to tech difficult student, to try different strategies, even to participate in innovations has been related to their sense of efficacy (Hoy Woolfork, 1993). Ross (1995) in his research on teachers sense of efficacy demonstrated that teachers who believe they are effective set more challenging goals for themselves and their student, take responsibility for student outcomes, and persist longer when faced with obstacles in teaching students who are having difficulty. Researchers has supported the position that teachers efficacy significantly relates to student achievement (Nemman Rutter Smith, 1989) and teachers receptivity to change. In this work, Ross (199 5) suggests that efforts to improve student learning should include attention to teachers sense of efficacy. Leithwood (1992) provides support to the claim that principals demonstrate strategies and behaviors that can increase teachers efficacy. In his studies, he described Heads leadership behaviors as having a direct affect on innovation and change as well as teacher performance both in class and out of class. Leithwood (1994) defined behaviors such as models behavior, inspires group purpose, provides contingent reward, holds high performance expectations, and provides support as being important to teachers in the school organization. Blasà © and Blasà © (1989) found that Heads who gave constant and immediate feedback fostered among their teachers stronger feeling of efficacy. Teachers effectiveness may also be correlated to background variables such a gender, in-service training, years of experience, and educational level. (Ross, 1995). Edwards (1996) in her study indicated that females responded with stronger sense of efficacy with regard to problems in the classroom than males and that there is no correlation with educational level. Bibson and Brown (1982) found that experienced teachers (more than five years) have a strong sense of efficacy than beginning teachers. Other studies fail to substantiate the findings that years of experience relate to efficacy. There is limiting and conflicting evidence that background variables of gender, years of experience, in-service training and educational level may have moderating effects on teachers efficacy. If teacher efficacy affects teacher performance and student achievement, than it is worth looking at what background variables affect teacher efficacy in order to better understand what we can do in the school organization to make teachers feel more able to do their work. Statement of the problem In Pakistan, at the time of independence, the education system was largely comprised of private and local schools run by district councils and municipal governments. At that time these schools were much independent and much decisions of the school matter were taken by the head and teachers of the schools. It was a system in which the central and provincial ministries of education played only a limited role in the operation of schools (Ahmad and Mirza, 1975). This trend continued till the year 1972. That year marked the nationalization of all private schools with the implementation of Martial law regulation 118 (Government of Punjab, 1982). Under its provisions, the rights, properties and assets of private colleges and schools were taken over by the central and provincial governments without compensation to the owners. The salary scale and conditions of employment for teacher previously in private institutions were brought to par with those in government schools. This situation was a great dismal for the democratic and decentralized school system in Pakistan. Not only Head teachers but teachers also were affected in terms of decision making and authority. The head masters and principals of the schools came under the direct control of ministries of education. Top level officers started to decide the matters related to the admissions, curricula and teacher affairs instead of teachers of the school or the head masters of the school. Due to this centralized situation Head teachers also became rigid and undemocratic which resulted ineffective teachers. Research has supported that teacher is the main actor in the education of a child, therefore he must be well equipped with necessary tools of teaching e.g certification status, experience and necessary teacher training (demographic characteristics), moreover with these things he must be satisfy with his profession, knowledge and skills (Hipp, 1995), This study will examine how the leadership behaviors of Head masters as perceived by teachers at the secondary school level correlate with their efficacy in the Schools of Hyderabad Division. Also, the extent to which this relationship is moderated by the select teacher background variables of gender, years of experience, and educational level will be studied. Research questions In order to guide this study following research questions are developed for investigation in this study: What is the relationship between teachers sense of efficacy, both general and personal, and teachers perceptions of their principals leadership behaviors? Does the level of teachers sense of efficacy, both general and personal, differ with respect to the select background variables of gender, years of teaching experience, and educational level? How do principals foster teachers efficacy in their schools? The significance of Study: The purpose of this study is to better understand how Headmaster affects a teachers sense of efficacy. The decisions a Head makes, activities, and behaviors that describe what he does on a day to day basis will be explored in this study, and an attempt will be made to relate these behaviors with teachers efficacy. This study also examined how background variables of teacher affect their sense of efficacy. The select teacher background variables described in this study are gender, years of teaching experience, in-service training and educational level. . Limitations of the study This study is limited to teachers and principals employed in secondary schools located in Hyderabad Division Therefore, the generalization of the results of this study is limited to Districts with similar socioeconomic characteristics. The credibility and dependability of the data in the qualitative part of the study will be established through taped interviews. Insuring confidentiality of all teachers who will respond to both surveys and the interviews, every effort will be made to have the interviews remain confidential Definitions Leadership behaviors: The principal leadership behaviors used in this study are: fostering vision and goals; holding high expectations; providing intellectual stimulation; providing individualized support, developing collaborative decision-making structure and symbolizing good professional practice. Self efficacy: Self efficacy is a construct originated by Albert Bandura to describe an individuals belief in his or her own capabilities. Teaching efficacy: Teaching efficacy refers to a belief in the power of teaching. Personal efficacy: Personal efficacy refers to ones perceived ability to influence classroom events. Methodology The major focus of this study will be to examine how teachers efficacy is affected by their principals leadership behaviors in 20 Secondary schools of Hyderabad Division. It will also be examined that how variables among teachers such as gender, years of experience, and educational level affect teachers efficacy. The study will be conducted in two phases and will combine both quantitative and qualitative methods of investigation in secondary schools of Hyderabad Division.(With the implementation of Devolution Plan of present Government, the boundaries of Hyderabad Division are changed. As the topic was approved for Hyderabad Division, therefore the same geographical areas are included in this study which were previously included in Hyderabad Division). Population of the study Population of this study is all the secondary school teachers of four districts which were previously included in Hyderabad division i.e. Hyderabad district, Dadu district, Badin district and Thatta district. Sample of the study A sample of ninety five teachers and twenty five Head masters will be drawn for this study from the population of all the twenty schools of four districts. The random sampling will be stratified by dividing the schools in clusters of male and female. Methods and procedures The study will be conducted in two phases. In phase one quantitative data will be collected to address the first two research questions. The instruments will be developed by the researcher according to the local conditions. In the preparation of instruments a number of formats are considered to be evaluated particularly the pattern of Teacher Efficacy Scale (TES) by Gibson and Dembo (1948). The data, using instrument will be used to make the quantitative analyses in order to determine the relationships between teachers perceptions of leadership behaviors and teacher efficacy, both general and personal. Data from background information that the teachers completed and the Teacher Efficacy Scale will be analyzed in order to determine the relationship between teacher efficacy and the selected back ground variables of gender, years of teaching experience, and educational level. In addition to check teachers efficacy, student performance of the teacher will also be measured. In phase two a qualitative follow-up study will be conducted to address the research question-How Head masters at the secondary school level can foster teachers sense of efficacy in their schools? In order to address this question, the five schools with the highest aggregated efficacy scores will be selected. At least three teachers will be interviewed at each school. They will be randomly selected from those teachers who will indicate that they are willing to participate in the follow-up study. The questions that will be asked will be designed to give more in-depth information on how Head of schools foster teachers sense of efficacy.