Meaning of life Essay - 1372 Words

The True Meaning of Life nbsp;nbsp;nbsp;nbsp;nbsp;What is the meaning of life? Well known Greek philosphers such as Socrates and Plato believed that our purpose in this life was to gain knowledge in preparation for the next life. Other Philosophers such as Epicurus believed that pleasure is the main goal in life. After giving these ideas lots of thought, I have come to my own conclusion that the true meaning of life is far more complex than either of these; far too complex for any human to fully comprehend. In fact these two different philosophies are only part of the grand picture. If it were that easy for men to figure out our lives wouldnt be so messed up now. The meaning of life revolves around many different things. I think†¦show more content†¦Socrates also said that quot;the good of life is knowledge.quot; He believed in a higher good in life that could be achieved through an endless search for knowledge. His definition of higher good was when virtue and knowledge united. Although I agree tha t what Socrates speaks of is an important part of living, I would not go so far as to say it is the reason for liveing. I say this partially because of my definition of knowledge. I see knowledge not as just to be found in the universe, but in a way created by humans not unlike myself. Many things that are classified as knowledge such as: language, mathematics, and history are all human created. Our language was created by people in earlier civilizations, as well as mathematics. History is the story of these early people and civilizations. Should I assume that my reason for living is to learn of someone elses life? If so, what was that persons meaning for living? Undoubtitly these things are of tremendous value to our civilization and how we live. But I ask myself once again how does it relate to quot;why we live.quot; As far as Socrates belief in a higher good, I agree 100%. I honestly believe that there is a higher good that can be achieved but not just through the search of knowl edge. My theory of how higher good can be achieved isShow MoreRelatedMeaning of Life1425 Words   |  6 PagesThe Meaning of Life The meaning of life, defined by Victor E. Frankl, is the will to find your meaning in life. It is not the meaning of life in general, but rather the specific meaning of a persons life at a given moment. He believes that if you are approached with the question of what is the meaning of my life or in this case, life is meaningless, then you should reverse the question to that person asking the question. For example: What are you bringing to me? What are you as an individualRead MoreThe Meaning Of Life1639 Words   |  7 Pagesexperiences shaped us. The search for the meaning of life gives everyone part of their purpose or reason for existing. It gives us hope and self-satisfaction that we can use our talents to make the world a better place. Meaning and experience are closely related. They focus on living in the moment and questing ideas that surround us. Experiences allow us to take part in the world and to have first-hand emotions that give new perspectives. The meaning of life dire cts our actions to the positive well-beingRead MoreThe Meaning of Life826 Words   |  3 PagesThe meaning of Life? What is the true meaning of your existence in life? What’s the purpose of having life? I researched many peoples view on life and many of them said life was a beautiful thing, and they’re very happy to live their life. Some said they really don’t know why their living or what they are living for. Some didn’t even care at all because they knew they would eventually meet death soon or later, kind of similar to the character named Meursault in the book â€Å"TheRead MoreThe Real Meaning Of Life1511 Words   |  7 Pages The real meaning to life Since the beginning of humankind we have always strived to find answers to everything that has come to exist along in life with us or before us. Even though at any given time Life can throw us obstacles, we may face these moments which sometimes make us wonder why were we placed into this world. I believe as humans we will always hold a desire to try and understand every issue we encounter. Although the world can be a very cruel place to live in and, it can mentally damageRead MoreMeaning of Life Essay1392 Words   |  6 PagesJermaine Smith Period 7 The True Meaning of Life What is the meaning of life? Well known Greek philosphers such as Socrates and Plato believed that our purpose in this life was to gain knowledge in preparation for the next life. Other Philosophers such as Epicurus believed that pleasure is the main goal in life. After giving these ideas lots of thought, I have come to my own conclusion that the true meaning of life is far more complex than either of these; far too complex for any humanRead MoreEssay on The Meaning of Life843 Words   |  4 PagesThe Meaning of Life My few years on this planet have been a bit confusing. I have learned of many aspects of life from which one can draw meaning, if indeed such meaning can be drawn. I have also learned that there can be no singular meaning of life to stand for us all, or even any one of us. What I have learned above all is that trying to put words to the meaning of life is a task of absolute absurdity. This is not to be confused with the idea that life has no meaning, for life certainlyRead MoreMeaning to Life Essay1402 Words   |  6 PagesMeaning to Life Is there a meaning to life? First, to clear up any misunderstandings in the next few paragraphs you are about to read, I shall explain a few things. I am not talking about the individual people in our lives, that mean so much to us, or individual lives. That is a whole other matter. What I mean by the meaning of life, is the greater picture. There are people all over the world, doing their own thing, living their own lives, in their own areas. Is there a point to this? TheRead MoreEssay on The Meaning of Life2288 Words   |  10 Pages The Meaning of Life The most difficult thing in life is finding something worth living for. The second most difficult thing is knowing when youve found it...... by Jamie Andreas Okay, lets be light hearted for once. Lets not talk about some heavy subject. Lets pick something more down to earth and fun. How about the meaning of life? Yes, the meaning of life, and the purpose of our lives. Teen-agers (that group of people who are most likely to begin to play the guitar) love to think aboutRead MoreThe True Meaning Of Life1880 Words   |  8 PagesThe true meaning of life comes in many different ways depending on the individual. As we grow older, we begin to contemplate what our true purpose is. For some, it might be the pursuit of love, happiness, or success. The truth is that many times these questions begin to arise when a person comes in close contact with someone that has passed away. A young child or teenager, for the most part, doesn’t think that death is close because our society has created this idea in which older people are depictedRead MoreWhat Is The Meaning Of Life? Essay1924 Words   |  8 PagesWhat is the Meaning of Life? The topic of life and its meaning has always been an obscure concept. Is life just about being prosperous and getting things done in time as if we are crossing things off a list or is there a deeper meaning to it? Before we go on I would like to ask this, what is the deeper meaning of life for you? This can be a challenging question for some because they might not have thought about this topic and or requires deep amount of discussion in oneself. Everyone will answer

Accounting as a Career Option Admission/Application Essay

Essays on Accounting as a Career Option Admission/Application Essay The paper "Accounting as a Career Option" is an outstanding example of an application essay on finance and accounting. Reasons behind choosing AccountingAccording to the American Institute of Certified Public Accountants, accounting is explained as â€Å"The One Degree with 360 Degrees of Possibilities† (California State University). Accounting is chosen as the major subject because it is one of the basic tools that are required for the smooth operation of the business and hence one must know it in order to make a successful career in the corporate world. However, accounting as a subject can prepare an individual to become an entrepreneur, to work in public sector organizations, to teach in educational institutions and to turn out to be an important partner in a particular accounting firm. There are several types of job opportunities that the accountants are exposed to. Such opportunities can be classified into three major categories namely private accounting, public accounting, and not-for-profit or government accounting. In simple words, it can be said that accounting is chosen as it provide s enormous opportunities to make a successful career in several sectors and industries (California State University).Experiences and activities that have influencedThere is a number of experiences and activities that have influenced the decision-making process of choosing to account. From the school days, I have been observing that the calculation of prices is an important and integral activity in all the retail centers starting from big grocery outlets to small roadside shops. That observations gradually turned into the realization that there are two crucial concepts namely ‘profit’ and ‘loss’ which are the fundamental concepts that are to be followed while running any organization. However, accounting is much more than ‘profit’ and ‘loss’ and since one of the family members is strongly associated with the same field, I have witnessed the vastness of this subject. Furthermore, I have been attached to a family that runs a business. This has given me the opportunity of having an indirect but effective experience of understanding the usefulness and importance of accounting even in a small family business.Accounting as a career optionIf accounting to be considered as a serious career option then the beginning has to be from the school level so that core concepts can be understood and used properly. My plan for using the experiences and studies in achieving a successful career in accounting begins with setting the objective of becoming a partner or an employee in any CA (Chartered Accountant) firm. It is likely to provide initial opportunities for understanding the ‘accounting in practice’. In other words, the link between the accounting theories and the use of accounting in real business situations is expected to be properly understood by means of joining an accounting firm. After spending at least 5 years as a partner, the option of becoming an accounting consultant can be tried out. This objective can be attained by starting a new accounting firm and providing various finance and accounting related services to small and medium-sized organizations.

Statistik dalam penyelidikan pendidikan Free Essays

PENDAHULUAN Tajuk ini dipilih kerana parity pengkaji hendak mengetahui tahap penggunaan Teknologi Maklumat dan Komunikasi ( TMK ) di kalangan guru-guru Sains sekolah menengah di daerah Gombak bagi memastikan kejayaan mengintegrasikan teknologi ke dalam bilik darjah. Pendidik yang berkompetensi teknologi memahami hubungan di antara fungsi asas komputer dan pembelajaran pelajar. Setiap kali suatu teknologi baru diperkenalkan dalam bilik darjah, ada pihak yang Akan menyokong dan mendakwa teknologi ini Akan merevolusikan cara guru mengajar, cara murid belajar dan secara amnya keseluruhan cara pendidikan dikendalikan. We will write a custom essay sample on Statistik dalam penyelidikan pendidikan or any similar topic only for you Order Now Dalam abad ke-21 ini, negara menghadapi cabaran baru kesan daripada globalisasi, liberalisasi, pengantarabangsaan dan perkembangan Teknologi Maklumat dan Komunikasi ( TMK ) . Sehubungan dengan itu Malaysia memerlukan modal insan yang juga celik TMK, progresif dan mampu bersaing di pasaran kerja planetary. Oleh itu, guru-guru perlulah lebih `competent ‘ dan `well-informed ‘ , dimana seseorang guru itu berkemampuan mengolah maklumat dan pengetahuan yang sebegitu banyak dengan ketajaman daya analisisnya dan kemampuannya untuk berfikir secara integratif dan conceptual. Ini akan membolehkannya bertindak balas dengan cepat terhadap perkembangan pesat di sekitarnya. Beberapa masalah timbul mengenai pengetahuan tahap penggunaan Teknologi Maklumat dan Komunikasi di kalangan guru-guru Sains di sekolah menengah. Antaranya adalah: Sejauh manakah tahap penggunaan TMK oleh guru dalam P A ; P Sains? Adakah penggunaan TMK membantu meringankan beban guru dalam P A ; P Sains? Apakah faktor-faktor yang mendorong dan menghalang penggunaan TMK oleh guru dalam P A ; P Sains? OBJEKTIF KAJIAN Objektif kajian ini ialah untuk: Untuk mengenalpasti tahap frekuensi penggunaan TMK oleh guru dalam P A ; P Sains. Untuk mengenalpasti tahap frekuensi bentuk bahan TMK yang digunakan oleh guru dalam P A ; P Sains. Untuk mengenalpasti faktor yang mendorong penggunaan TMK oleh guru dalam P A ; P Sains. Untuk mengenalpasti faktor yang menghalang penggunaan TMK oleh guru dalam P A ; P Sains. Untuk mengenalpasti kelebihan penggunaan TMK dalam P A ; P Sains. SOALAN KAJIAN Kajian ini dijalankan untuk menjawab beberapa persoalan mengenai tahap penggunaan TMK oleh guru dalam P A ; P Sains. Apakah tahap frekuensi penggunaan TMK oleh guru dalam P A ; P Sains? Apakah tahap frekuensi bentuk bahan TMK yang digunakan oleh guru dalam P A ; P Sains? Apakah faktor yang mendorong peggunaan TMK oleh guru dalam P A ; P Sains? Apakah faktor yang menghalang penggunaan TMK oleh guru dalam P A ; P Sains? Apakah kelebihan penggunaan TMK dalam P A ; P Sains? METODOLOGI Dua teknik analisis telah digunakan dalam kajian ini, yakni yang pertama analisis deskriptif dan yang keduanya adalah analisis inferensi. Statistik deskriptif membantu mengatur, memaparkan dan menerangkan informations dengan menggunakan jadual, graf dan teknik rumusan. Terdapat lapan puluh responden, oleh itu ianya boleh diklasifikasikan sebagai sesuatu populasi. Selain daripada itu, statistic inferensi pula merangkumi teknik atau langkah yang menggunakan sampel ujikaji untuk membuat keputusan dan generalisasi terhadap sesuatu populasi. Justeru, demi memenuhi keperluan ujikaji, dua jenis analisis deskriptif telah digunakan. Analisis ini menggunakan peratus untuk menerangkan maklumat tentang latarbelakang responden seperti jantina, umur, bangsa, opysen, bilangan tahun mengajar matapelajaran sains dan latarbelakang pendidikan tertinggi. Analisis yang disertakan dalam kajian ini turut mengandungi peratus, min, sisihan piawai, mod, average serta julat minimal dan maximal untuk menerangkan pembolehubah-pembolehubah yang telah dipilih diatas. Selain daripada itu, empat jenis statistik inferensi turut digunakan dalam kajian ini. Chi- kuasa dua digunakan untuk mengkaji hubungan antara dua pembolehubah nominal, iaitu jantina dan bilangan tahun mengajar matapelajaran Sains. Ujikaji-T pula telah digunakan untuk menentukan min antara pembolehubah-pembolehubah tidak bersandar. Korelasi Pearson R, juga telah digunakan untuk menganalisa perhubungan di antara pembolehubah-pembolehubah tidak bersandar. Pembolehubah-pemboleh ubah yang dikaji adalah tahap penggunaan Teknologi Maklumat dan Komunikasi oleh guru dalam pengajaran dan pembelajaran Sains, faktor-faktor yang mempengaruhi penggunaan Teknologi Maklumat dan Komunikasi oleh guru, serta kelebihan penggunaan Teknologi Maklumat dan Komunikasi dalam pengajaran dan pembelajaran Sains. SAMPEL KAJIAN Dalam kajian ini, sampel terdiri daripada guru-guru yang mengajar mata pelajaran Sains di sekolah menengah. Sampel kajian ini dipilih secara rawak mudah yang terdiri daripada pelbagai bangsa dan agama. Persampelan rawak mudah merupakan proses menggunakan sampel bila mana individu dalam populasi mempunyai kebarangkalian yang sama untuk dipilih. Bilangan sampel terdiri daripada 80 Pongo pygmaeus guru yang mengajar dalam mata pelajaran Sains di sekolah menengah. INSTRUMEN KAJIAN Dalam kajian ini satu set soal selidik telah digunakan untuk mengumpul informations iaitu: – Bahagian A: Soal Selidik Latar Belakang Responden Bahagian B: Soal Selidik Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru-Guru Sains ( TPTMK ) Bahagian C: Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( FPTMK ) Bahagian D: Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( KPTMK ) Bahagian A: Soal Selidik Latar Belakang Responden Bahagian A adalah soal selidik berkaitan dengan maklumat diri subjek. Antara item-item yang dimuatkan untuk mendapatkan maklumat peribadi guru ialah umur, jantina, bangsa dan opysen matapelajaran, Di samping itu juga, soal selidik ini berkaitan dengan sumber maklumat mengenai bilangan tahun mengajar dalam mata pelajaran Sains dan latar belakang pendidikan tertinggi. Sumber maklumat ini telah diubah suai oleh pengkaji agar bersesuaian dengan kajian yang dijalankan. Subjek diminta menandakan ( / ) terhadap sumber maklumat yang berkaitan dengan diri subjek. Bahagian B: Soal Selidik Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru dalam Pengajaran dan Pembelajaran Sains ( TPTMK ) Bahagian ini adalah doal selidik mengenai tahap penggunaan Teknologi Maklumat dan Komunikasi terhadap subjek yang dikaji. Alat kajian ini sebenarnya menguji tentang kekerapan tahap penggunaan Teknologi Maklumat dan Komunikasi subjek dalam Masa seminggu dan juga tahap kekerapan penggunaan peralatan, perkakasan atau perisian yang dibekalkan semasa pengajaran dan pembelajaran Sains. Responden dikehendaki menjawab dua puluh Lima soalan dengan menggunakan dua pilihan jawapan iaitu ya atau tidak. Bahagian C: Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains. ( FPTMK ) Bahagian C adalah soal selidik berkaitan dengan faktor-faktor yang mendorong dan menghalang penggunaan Teknologi Maklumat dan Komunikasi oleh guru dalam pengajaran dan pembelajaran Sains. Dalam bahagian ini juga, responden dikehendaki menjawab Lima puluh soalan dengan menggunakan dua pilihan jawapan iaitu ya atau tidak. Bahagian D: Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains. ( KPTMK ) Bahagian D pula, merupakan soal selidik berkaitan dengan kelebihan penggunaan Teknologi Maklumat dan Komunikasi oleh guru dalam pengajaran dan pembelajaran Sains. Bahagian ini terbahagi kepada dua kumpulan soalan. Responden dikehendaki menjawab soalan dengan menggunakan dua pilihan jawapan iaitu ya atau tidak. PEMBOLEHUBAH KAJIAN Pembolehubah bebas dalam kajian ini ialah umur, jantina, bangsa, bilangan tahun mengajar dan latarbelakang pendidikan tertinggi. Manakala pembolehubah bersandar adalah tahap penggunaan TMK dan faktor-faktor yang mempengaruhi serta kelebihan penggunaan TMK. Soalselidik ini terbahagi kepada empat bahagian iaitu Bahagian A, B, C dan D. Bahagian A mengandungi pembolehubah-pembolehubah di bawah: Jantina Umur Bangsa Opysen Pengalaman mengajar matapeajaran Sains Latarbelakang Pendidikan Tertinggi Dalam kajian ini terdapat satu set borang soal selidik yang mengandungi tiga bahagian iaitu Bahagian A, Bahagian B, Bahagian C dan Bahagian D. Dalam Bahagian A, soal selidik latar belakang responden digunakan untuk mengumpul maklumat daripada responden, bilangan tahun mengajar dan latarbelakang pendidikan seperti yang dipaparkan di atas. Bahagian B pula, adalah soal selidik berkaitan dengan tahap penggunaan TMK guru dalam pengajaran dan pembelajaran Sains. Soal selidik tentang tahap penggunaan TMK ini terdiri daripada item-item yang berkaitan dengan tahap kekerapan mengunakan TMK dalam seminggu semasa sesi pengajaran dan pembelajaran Sains. Selain itu, item-item berkaitan dengan kekerapan menggunakan peralatan, perkakasan atau perisian TMK dalam Masa seminggu. Bahagian C, adalah berkaitan dengan faktor-faktor yang mempengaruhi penggunaan TMK oleh guru dalam pengajaran dan pembelajaran Sains. Dalam bahagian ini item-item yang terdapat dalamnya adalah berkaitan dengan faktor mendorong dan menghalang responden dalam menjayakan pengajaran dan pembelajaran Sains dengan menggunakan TMK. Bahagian D, adalah mengenai kelebihan penggunaan TMK oleh guru dalam pengajaran dan pembelajaran Sains. Bahagian ini terdiri daripada 50 soalan tertutup yang memerlukan responden menjawab ya atau tidak. Soalan -soalan yang dikemukankan merangkumi, kebaikan dan kelebihan TMK dalam meringankan beban guru dengan menjimatkan Masa, tenaga dan coss dalam penyediaan sesi pengajaran dan pembelajaran Sains. LATARBELAKANG RESPONDEN Item-item dalam bahagian A soal selidik secara umumnya digunakan untuk mengenalpasti demografi responden Dari aspek umur, jantina, bangsa, opsyen, bilangan tahun mengajar matapelajaran Sains dan latar belakang akademik responden. Seramai 80 Pongo pygmaeus responden yang terdiri daripada 100 % guru Dari Lima buah sekolah menengah di sekitar daerah Gombak. Seramai 40 Pongo pygmaeus responden terdiri daripada guru lelaki, manakala selebihnya merupakan guru perempuan. Majoriti respoden Lelaki and Perempuan masing masing adalah 50 % ( n=40 ) Majoriti respoden adalah dalam lingkungan 30-34 tahun iaitu sebanyak 31 % ( n=25 ) .Diikuti 30 % ( n=24 ) adalah responden dalam lingkungan umur 25-29 tahun. Umur 35-39 ( n=2 ) responden adalah sebanyak 15 % manakala 14 % responden adalah dalam lingkungan 40-44 tahun. 45 keatas adalah sebanyak 6 % dan 4 % adalah umur diantara 20-24 tahun. Majoriti responden adalah Bangsa Melayu iaitu 44 % ( n=35 ) .Dikuti oleh bangsa Cina 28 % ( n=22 ) , 21 % ( n=17 ) adalah bangsa India, manakala 8 % ( n=6 ) adalah dalam kategori lain lain. Majoriti responden 85 % ( n=68 ) adalalah Dari aliran Sains, manakala 15 % ( n=15 ) adalah dalam aliran Bukan Sains. Sejumlah 39 % respoden ( n=31 ) mempunyai Pengalaman Mengajar diantara 4-6 tahun, 0-3 tahun dalam sebanyak 34 % ( n=27 ) , dikuti 7-9 tahun 20 % ( n=16 ) dan hanya 8 % ( n=6 ) mempunyai Pengalaman Mengajar 10 tahun ke atas. 75 % respoden ( n=60 ) adalah kelulusan Ijazah Sarjana Muda, manakala bagi Ijazah Sarjana dan Diploma masing masing adalah 13 % ( n=10 ) . Analisis informations Empat inferens analisis telah dijalankan. Khi kuasa dua digunakan untuk menguji perhubungan antara dua pembolehubah-pembolehubah tidak bersandar nominal, jantina dan bilangan tahun mengajar matapelajaran Sains. T-tests telah dijalankan untuk bandingkan cara antara pembolehubah-pembolehubah bersandar. Tiga pembolehubah bersandar yang telah dikaji ialah: Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru-Guru Sains ( TPTMK ) , Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( FPTMK ) , Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( KPTMK ) . Ujian Deskriptif Jadual 6.1, 6.2 dan 6.3 menunjukan tahap-tahap bagi TPTMK, FPTMK, dan KPTMK masing-masing. Nilai berangka dimensi pembolehubah-pembolehubah di atas sahaja tidak menunjukkan kekuatan relatif tahap-tahap ini. Beberapa perbandingan diperlukan untuk menandakan ini. Jadual 6.4: Ujian Analisis Khi Kuasa Dua Antara Jantina Dan Bilangan Tahun Mengajar Untuk Keseluruhan Sampel ( N=80 ) . Langkah 1: H0: Tidak ada perhubungan jantina dan bilangan tahun mengajar H1: Terdapat perhubungan antara jantina dan bilangan tahun mengajar Langkah 2: Kami menggunakan taburan X? untuk menguji darjah kebebasan atau perhubungan antara pembolehubah jantina dan bilangan tahun mengajar Langkah 3: Menentukan kawasan penolakan dan bukan penolakan. Tahap signifikan ialah 0.05 atau 5 % . Kawasan dalam hujung kanan = ? = 0.05 Darjah kebebasan, df = ( Jumlah barisan – 1 ) ( Bilangan ruangan – 1 ) = ( 2 – 1 ) ( 4 – 1 ) = 3 Daripada Jadual X? , untuk df = 3, ? = 0.05, X? = 7.815 Langkah 6: Nilai 3.3 yang diperolehi adalah lebih kecil daripada nilai kritikal ( 7.815 ) dan ia jatuh dalam kawasan bukan penolakan H0. Oleh itu, kami menolak H1 dan mengekalkan H0 ; dimana tidak adenosine deaminase signifikan ( p lt ; 0.05 ) perhubungan antara jantina dan bilangan tahun mengajar ( X? = 3.3, P A ; gt ; 0.05 ) . Pekali korelasi additive adalah 0.0018 ( dibundarkan kepada 2 tempat perpuluhan ) Interpretasi: Korelasi di antara TPTMK and FPTMK adalah lemah. Korelasi kuasa dua, merupakan pekali bagi penentuan. r2 = ( 0.0018 ) 2 = 0.00 menunjukkan kiraan 0 % terhadap varians bagi skor FPTMK dalam kes ini. Langkah 4: Menguji dapatan signifikan R melalui hipotesis nul supaya tiada hubungan yang signifikan di antara skor TPTMK dan FPTMK. Bagi menguji nilai dapatan signifikan R yang diperolehi, pertama perlu setkan Arass signifikan yang hendak diuji iaitu 1 % atau pada P A ; gt ; .01. Kemudian uji hipotesis mengenai populasi pekali korelasi P menggunakan sampel pekali korelasi r. Selain itu jadual taburan T boleh digunakan dalam ujian ini. Apabila n – 2 merupakan nilai darjah kebebasan. Hipotesis nul merupakan pekali korelasi additive di antara dua pembolehubah yang kosong, ? = 0. Hipotesis alternatif boleh menjadi: Pekali korelasi additive di antara 2 pembolehubah yang kurang daripada kosong, ? A ; gt ; 0 Pekali korelasi additive di antara 2 pembolehubah yang lebih daripada kosong, ? A ; lt ; 0 Pekali korelasi additive di antara 2 pembolehubah yang tidak sama dengan kosong, ? ? 0 Catat hipotesis nul: ( ? merupakan pekali korelasi populasi ) Holmium: ? = 0 ( Pekali korelasi additive adalah kosong dalam populasi ) H1: ? gt ; 0 ( Pekali koralsi additive adalah positif dalam populasi ) bermaksud satu hujung ( Apabila kita menguji H1: hanya korelasi positif wujud di mana Iowa adalah mustahil bagi korelasi negative wujud ) ( Selain itu, kita harus menguji H1: ? ? 0, apabila kami ingin menguji korelasi kedua-dua atau negative iaitu ujian dua- hujung ) Langkah 5: Pilih fungsi taburan yang perlu digunakan. Taburan populasi untuk kedua-dua pembolehubah adalah normal. Oleh itu, kita boleh menggunakan taburan T untuk menunjukkan ujian tersebut adalah pekali korelasi linear. Langkah 6: Menentukan kawasan penolakan dan bukan penolakan Aras signifikan adalah 1 % . Melalui hipotesis alternatif, kita dapat mengetahui ujian itu adalah hujung kanan. Oleh itu Kawasan pada hujung kanan taburan T = 0.01 df = n – 2 = 80 – 2 = 78 Melalui taburan T, nilai kritikal bagi T adalah 1.292. Kawasan penolakan dan bukan penolakan untuk ujian ini adalah seperti di bawah: Langkah 8: Membuat keputusan Nilai bagi ujian statistik T = 0.016 is adlah kurang daripada nilai kritikal T = 1.292 dan Iowa jatuh di kawasan yang bukan penolakan. Oleh itu, kita menerima hipotesis nul dan membuat kesimpulan bahawa tiada hubungan additive yang signifikan, di antara TPTMK dengan FPTMK. DAPATAN KAJIAN Keputusan Khi-kuasa dua menunjukkan bahawa tiada hubungan di antara jantina dan kawasan khas. ( X2= 3.3, P A ; gt ; 0.05 ) . Sampel ujian-t yang berpasangan dijalankan untuk menilai jikalau terdapat hubungan di antara FPTMK dan TPTMK, FPTMK dan KPTMK serta TPTMK dan KPTMK. Keputusan menunujukkan bahawa min bagi FPTMK ( , SD= 8.9314 ) adalah signifikan dan lebih besar daripada min bagi TPTMK ( , SD=6.853 ) , t ( 158 ) =44.6329, P A ; gt ; 0.025. Ini menunjukkan bahawa terdapat perbezaan yang signifikan di antara FPTMK dan TPTMK di kalangan guru. Keputusan ini juga menunjukkan bahawa min bagi KPTMK ( , SD=6.293 ) . Ujian-t di antara FPTMK dan KPTMK T ( 158 ) =51.7703, P A ; gt ; 0.025. Ini juga menunjukkan bahawa terdapat perbezaan signifikan di antara FPTMK dan KPTMK di kalangan guru. Keputusan ujian-t di antara TPTMK dan KPTMK adalah T ( 158 ) =6.7902, P A ; gt ; 0.025. Ini juga menunjukkan bahawa terdapat perbezaan yang signifikan di antara TPTMK dan KPTMK di kalangan guru di daerah Gombak. KESIMPULAN Kesimpulan yang boleh dibuat daripada analisis empat inferensi adalah khi-kuasa dua menunjukkan bahawa tiada perhubungan di antara jantina dan bilangan tahun mengajar. Manakala kesemua keputusan ujian-t menunjukkan bahawa terdapat hubungan di antara jantina dan pengalaman mengajar. Tambahan pula, keputusan kesemua ujian-t tak bersandar yang utama iaitu Tahap Penggunaan Teknologi Maklumat dan Komunikasi Oleh Guru-Guru Sains ( TPTMK ) , Faktor-faktor Yang Mempengaruhi Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( FPTMK ) , Kelebihan Penggunaan Teknologi Maklumat dan Komunikasi oleh Guru dalam Pengajaran dan Pembelajaran Sains ( KPTMK ) ada menunjukkan perkaitan antara satu sama lain. Pekali korelasi Pearson di antara tiga pembolehubah ( TPTMK, FPTMK, KPTMK ) menunjukkan bahawa tidak terdapat hubungan additive yang signifikan di antara mereka. Berdasarkan pada keputusan analisis yang di perolehi, di sarankan adalah baik sekiranya tahap penggunaan teknologi maklumat dan komunikasi oleh guru ditingkatkan. Ini secara tidak langsung akan membantu parity guru meringankan beban guru-guru di sekolah dan Iowa juga akan memberikan kesan baik terhadap pelajar. Guru-guru baru juga harus menjalani kursus pra-pratikum di mana mereka perlu didedahkan kepada Pendekatan Penggunaan Teknologi Maklumat dan Komunikasi dalam Pengajaran Sains. Manakala guru-guru yang sudah berada dalam perkhidmatan atau guru yang berpengalaman, boleh didedahkan kepada Penggunaan Teknologi Maklumat dan Komunikasi melalui kursus pendek atau kursus dalaman. Umumnya, Iowa boleh dikatakan bahawa ramai guru yang berpengalaman secara semula jadi mempunyai banyak pendedahan dan motivasi untuk membangunkan profesion pengajaran mereka. Walaubagaimanapun, kepercayaan ini boleh menjadi persoalan dalam konteks fakta dimana kebolehan dan kecemerlangan seseorang individu boleh meningkat melalui insiatif sendiri atau pembangunan serta keazaman untuk memperbaiki diri sendiri. Oleh itu, ia boleh diringkaskan kepada realiti bahawa Iowa bergantung kepada diri guru itu sendiri untuk menyedari dan meningkatkan kemahiran pengajaran sendiri untuk menjadi guru yang inovatif dan kreatif. RUJUKAN Coakes, S.J. , et Al. ( 2008 ) . SPSS Analysis Without Anguish. China: John Wiley A ; Sons Inc. Green, S.B. , et Al ( 1997 ) . Using SPSS for Windowss: Analyzing and Understanding Data. New Jersey: Prentice Hall Mann, P.S. ( 2007 ) . Intoduction Statistic 6th Edition. New Jersey: John Wiley A ; Sons Inc. Norusis, M.J. ( 1997 ) . SPSS Guide to Data Analysis. New Jersey: Prentice Hall How to cite Statistik dalam penyelidikan pendidikan, Essay examples

Demand and Supply Analysis free essay sample

Fixed cost involves all the expenditure done on fixed factors of production. However, the fixed costs remain constant i. e. they do not vary with the level of output. For instance, interest, insurance premium, rent and wages of permanent employees are categorized as fixed costs. †¢Ã‚  Variable cost –  Variable cost can be defined as the cost that does remain constant i. e. it varies with the level of output. For example, salaries of employees appointed on day to day basis and expenditure made on fuel, power and raw material. Opportunity cost –  It is quite true that the resources are limited; therefore the production of one commodity can only be made possible at the cost of other. The good that is given up is the opportunity cost of the commodity manufactured. †¢ Accounting cost – The accounting cost outlines actual expenditure incurred during the production. †¢ Economic cost –  Aggregate of implicit cost, normal profits and explicit cost. †¢ Explicit cost –  Explicit cost embraces all the money payments done to the suppliers who provide the company with raw materials or many other equipments used in production etc. Implicit cost –  Implicit cost is the aggregate cost of self owned resources. Total cost curves in short run †¢ Total Fixed Cost (TFC) Total Fixed Cost (TFC) is a straight line curve that does not change with the level of output, even in the situation when output is zero unit or one hundred units it remains same all through the course. For example, interest on bonds, insurance premium etc is considered as total fixed cost. Production is an economic activity that makes goods available for consumption. Production at times is also defined as all economic activities minus consumption. It is the process of creating goods or services using various available resources. Production function and Factors of production Production function shows the relationship between the quantity of a good/service produced (output) and the factors or resources (inputs) used. The inputs used for producing these goods and services are called factors of production. Variable factor of Production: A variable factor of production is one whose input level can be varied in the short run. Raw material inputs are a variable factor and unskilled labour is usually thought of as a variable factor. Fixed factor of production: A fixed factor of production is one whose input level cannot be varied in the short run. Capital is usually a fixed factor. Capital refers to resources such as buildings and machinery etc. Thus production generally represented as a function of capital and labour. Q = F (K, L) [pic] Production Possibilities frontier Production possibilities frontier (PPF) curve represents all combinations of goods and services that can be produced using the available goods and resources. The PPF curve is also called Transformation curve. This curve shows the maximum quantity of goods/services that can be produced given the availability of the factors of production. As can be seen from the figure below point X lies beyond the PPF curve and thus the output level of X can’t be reached. Similarly point A lies below the PPF curve which means that the production is below the efficient level. Points B, C and D are different combinations of quantity produced of Good X and Good Y. At all these points the resources or inputs are efficiently utilised [pic] Isoquants Isoquants are those combination of inputs or factors of production which provides an equal or same quantity of output. Isoquant curves are also called Equal product or isoproduct curve. For a production function which denotes isoquant: Q=F(L,K), Q is fixed level of production L = labour and K = Capital are variable The table below shows different combinations of labour and capital required to produce 100 shirts |Capital   |Output   | |Labour |(K) |(Shirts) | |(L) | | | |10 |90 |100 | |20 |60 |100 | |30 |40 |100 | |40 |30 |100 | |50 |20 |100 | Different resources/ inputs are required for production of goods. Same number of outputs can be produced using different input combinations. Isoquant is the combination of all such combination of inputs which produces same output. Thus we have an isoquant curve for every level of output. Since the quantity produced will remain unchanged on an isoquant, the producer is indifferent for different input combinations. In the figure below the producer will be indifferent on points A, B and C since they are on the same isoquant. Also he cannot move to D without increasing both the inputs and would not produce at E due to inefficiency [pic] Similar to Indifference curve as one move to the right of the isoquant, one reaches a higher level of production. Returns to a factor In the short run the output can be increased for a production function by increasing the amount of the variable factor, usually taken to be labour. Thus the responsive change in the output due to a change in the variable input keeping all other things constant is called returns to a factor. Law of variable proportions In short run the output of goods and services is increased by introducing additional variable factor to the production process to a said quantity of fixed factors. Law of variable proportions outlines the various possible output scenarios due to the change in the proportions of fixed and variable factors used for production. If we increase the number of a factor (labour) keeping all other factors fixed (capital), then the proportion between the fixed and variable factors is changed. The law of variable proportions implies that as we keep on adding the variable factor of production the marginal product of that factor keeps on decreasing progressively. Thus after a point every additional unit of factor added will result in a smaller increase in output. The law of variable proportion is also known as law of diminishing marginal returns or law of diminishing returns. The law has several assumptions as below: one input is variable while others are fixed in the short run ll units of the variable input are same and have equal efficiency no change in production technology factors of production like land and labour can be used in different proportions Take for instance, hiring additional employees (a variable resource) to work at a factory will initially increase output but eventually it will become more and more difficult to generate additional output from the fixed resources (due to plant size and equipment limitations) and thus the total output will increase at a decreasing rate and ultimately will start decreasing.

Learning Strategies and Information Processing Development free essay sample

Teachers working with these students must implement strategies when presenting new information to their students, determining what helpful strategies should be utilized to help their students attend, recognize and remember this information. A main goal is that learning disabled students will be able to independently utilize these strategies in the future with minimal assistance from others. Learning strategies are â€Å"techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings† (Alley amp;Deshler, 1979, p. 13). Teachers implement strategies while instructing students to help students attend. Teachers also teach students strategies that will help them recall information (e. g. mnemonic devices) Learning disabled students have difficulty staying on task, organizing information and materials, memorizing important information, and writings tasks. Learning disabled students often exhibit low self-esteem and the necessary confidence to attempt new learning strategies. These students also seem to create a self-fulfilling prophecy in predicting and believing they will fail at a task because they have in the past. We will write a custom essay sample on Learning Strategies and Information Processing Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a result, the student doesn’t attempt task or attempts task without truly trying and fails. As students learning strategies improve, confidence levels will grow. LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 3 Educators can utilize different learning strategies to improve a student’s performance and gain learning skills for life as well as confidence. One of the difficult tasks a special education teacher faces is determining which strategy is most effective and how to implement that strategy. A teacher should consider a student’s disability and be familiar with the learning challenges that are associated with that particular disability. There are strategies that help instructional information be received by a student and information processing strategies that help students recall information. Many learning disabled students struggle with attending and recalling important information. This affects their ability to focus, gather important information and store that information for future use. â€Å"Each time a student’s attention is not engaged and maintained, an opportunity to learn is lost. When many such opportunities are lost, wide gaps in knowledge and skills are to be expected. These gaps, in turn, make new knowledge less† (Smith). Attention difficulties often impact a student’s ability to process information in short term and long term memory systems. When a student is not following a teacher’s instruction, the ability to note important facts and later recall them is greatly impacted. A teacher needs to be on able to identify students that appear distracted or are unable to recall recently presented information. After identification, teachers should implement learning strategies that will teach students the tools to help them recognize important information and move that information into their LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 4 memory system for future use. The end goal is for the student to utilize these strategies with minimal assistance in their daily life functions. Humans possess three types of memory systems: Short term memory, long term memory and working memory. All of these systems all work together and interpret information based on relevancy. Our memory systems also have different developmental stages. A person usually retains information in short term memory for approximately 25 seconds or less. The process of our short term memory moving over newly presented data to long term memory is called a working memory. This process for many learning disabled students can be very difficult as many different processes are involved that include: perception, language, thought, past knowledge. These processing skills become strong as we become adults. Helpful learning strategies include: modeling, self-questions techniques, self-monitoring to attention and verbal self-instruction. (Smith, 2003) Memory is crucial to all learning as it allows you store and retrieve the information that has been learned. â€Å"Learning depends on memory, because the knowledge stored in your memory provides the framework to which you link new knowledge, by association. And the more extensive your framework of existing knowledge, the more easily you can link new knowledge to it† (thebrain. mcgill. ca/flash/). One key strategy to help attention and memory is to make the information presented meaningful. When students engage in activities that where information that is more meaningful, information becomes easier to comprehend. Teachers should take into LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 5 consideration the student’s age, disability and any other important factors. Teachers can utilize mnemonic devices and graphic organizers to help students improve memory skills of important concepts. Inquiry based learning and discussions help students stay actively involved while the teacher is presenting key information. From an early age of development, toddlers are able to recognize basic objects and people. Being able to identify a picture and form recognition is not as difficult of a task as recalling facts and information from that picture. Recalling facts and data involves using language and sequencing processing skills. Many students with learning disabilities struggle to sequence events and processes. We may see a preschool student have difficulty related the necessary steps involved in making a sandwich or a middle school student struggle with relating what he did this past weekend. These skills can be strengthened through activities that involve rehearsal and practice using verbal and picture cues/prompts. Identify key facts and understanding numerical order (i. e. First I†¦ then †¦. next ) can help these students organize their thoughts and ideas. This skill can also help students identify key facts, sequence stories in correct chronological order. Information processing development can also be affected by visual-perceptual skills, motor skills and language skills. Teachers need to be familiar with each of these processes in order to understand how they each can affect the learning process and implement strategies for learning success. Teachers can help students from an early age understand and discriminate different lines and shapes as well as directional cues left and right and other line directional. LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. â€Å"Knowledge of the order of visual-perceptual development tells us that we should help students discriminate verticals, perpendiculars, up-down, and asymmetrical figures before left-right reversal figures, diagonals, or symmetrical figures (Smith, 2004). Many preschool students are identified with delayed fine motor skills during preschool when they have difficulty coloring, writing, using scissors. Young children with fine motor delays may avoid structured tabl e activities in preschool and kindergarten. Young students may also struggle with fine motor tasks like stringing beads, buttoning, and playing with blocks (http://preschooler. hebump. com). Many students that struggle with fine motor tasks often have difficulties with using scissors and paper pencil tasks. Note taking in class can be very difficult and cause great frustration. As a result, these students may become frustrated and unable to keep up with lectures and note taking. These students will often avoid writing assignments by avoidance tactics and not completing tasks. Teachers can use different strategies to help these students (e. g. provide printed notes, verbal/oral tests and homework). Occupational therapist can often help these students with accommodations (e. . computer software, keyboard/computer). Many students with fine motor delays as children often continue to have difficulties as adults. Language processing delays can have a significant impact on a studentâ€℠¢s ability to receive information and successfully process information. These delays affect many different areas that include: auditory processing skills, expressive and receptive language skills, pragmatic skills and problem solving skills. â€Å"Because words are symbols for concepts, any trouble processing these symbols affects a person’s thinking, comprehension, speaking, and social interactions. LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 7 Delays in this area tend to persist, so that language cannot be used effectively to facilitate learning† (Smith, 2004) Many learning disabled students also exhibit expressive and receptive language delays. These delays may affect a student’s ability to participate in the classroom. A student with language processing delays may have difficulties that may include: processing basic information, following directions, sequencing events, syntax and semantic difficulties. Special education teachers can provide helpful skills and strategies that can help their students be successful in the classroom and in their communities. These strategies allow students with disabilities and delays to recognize important, retain and recall this information. It is also important for educators to understand the stages of development in the areas of visual-perceptual skills, motor skills and language skills. Through understanding these stages of development, teachers will be able to provide support for students with disabilities and delays. LEARNING STRATEGIES AND INFORMATION PROCESSING Pg. 8 References Alley, G. R. , amp; Deshler, D. D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver, CO Canadian Institute of Health Research, Memory and Learning, Retrieved from http://thebrain. mcgill. ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra. html Christensen, J. , Delayed Fine Motor Skills in Children, Retrieved from http://preschooler. thebump. com/delayed-fine-motor-skills-children-3721. tml Smith, C. R. (2004). Learning disabilities: The interaction of students and their environments. (5th Ed. ). Syracuse University. Boston: Pearson Education Inc. Sturmonski, N. (1997). Interventions for learning disabled. National Information Center for Children and Youth with Disabilities , V. 25, Retrieved from http://nichcy. org/wp-content/uploads/docs/nd25. pdf University of Washington, Disabilities, Opportunities, Internetworking, and Technology, The Faculty Room, Retrieved from http://www. washington. e du/doit/Faculty/Strategies/Disability/LD/

New and Useful Information on How to Become a Bank Teller

New and Useful Information on How to Become a Bank Teller when you think of bank tellers, you probably think of someone who sits behind a counter and counts money all day. but really, they’re customer service professionals who also happen to count money and provide banking services. it’s a job that requires strong math skills, a high dependability factor (after all, you’re being trusted with other people’s money and banking information), and excellent people skills. the truth is, you’re not just dealing with money all day- you’re dealing with people. if you’re looking for information on how to become a bank teller, the following guide will let you know everything you need in order to make it happen.the many benefits of a bank teller jobbeing a bank teller is a great entry job if you’re thinking about a career in the finance world, or if you have strong cash-handling and people-handling skills from retail experience. depending on the bank that hires you, you could be looking at:paid, on -the-job training (or, for some banks, reimbursement for courses taken to prepare for the job)medical, dental, and life insurancea 401(k) retirement planpaid vacation and holidaysa calm, quiet, and secure working environmenta path forward to manager positions and beyondresume building, especially high-demand soft skills like trustworthiness, organization, and being detail-orientedthe qualifications you’ll needbank tellers don’t necessarily need tons of experience if they have the right skill set, but if you go down this path you should expect to be able to:do math quickly, and with total accuracy.handle money responsibly.look presentable and well-groomed at work (usually no obvious tattoos, odd piercings, or crazy hair).dress in business casual (or standard business attire if it’s a more formal bank).there are also usually minimum educational, experience, and language requirements. depending on a particular bank’s policies, bank tellers will likely need t o be:able to work legally in the u.s.fluent in english.a high school graduate, ged recipient, or higher.focused on providing fast, friendly customer service.able to multitask, while still doing things accurately and quickly.and again, don’t underestimate the customer service piece. a bank teller might be dealing with a line of people, with distractions all around. as the front lines of the bank, tellers are a huge part of keeping things calm and moving along, even when things are busiest. if you are someone who can’t stop themselves from rolling their eyes at a particularly rude customer, or have no patience for the toddler clamoring for his mother’s attention while you deposit mom’s check, this might not be the right financial services career for you. however, if you can hand the kid a sugar-free lollipop and process mom’s transaction in one smooth motion while keeping a smile on your face, this could definitely be the right job for you.the decisi on: is it the career for you?if you have the base skills and interest in becoming a bank teller, it’s time to move into the gut-check phase, and ask your self these questions.can you pass a criminal background check and a drug test? you’ll be handling money, physically and electronically- the bank will need to know you’re a trustworthy investment.can you serve customers with good cheer and diplomacy?are you good with details, with an eagle eye for possible mistakes? for bank teller, mistakes can come with a very real price tag either for the customer or the bank itself.are you comfortable learning and offering a range of financial services to customers?if you’re leaning toward â€Å"no† for any of these questions, then becoming a bank teller might not be your ideal path. but if all of these sound good and you’re ready to move on to the next step, it’s time to look at the how.the trainingmost banks offer on-the-job training for new hir es, which teaches skills like cashing checks, processing deposits and withdrawals, using the banks own systems, navigating security protocols, and settling the cash drawer at the end of the day. tellers also have the option to get outside education as well, before they get a job as a teller. the american bankers association offers courses and certification for all kinds of banking professionals, including tellers.the career outlookaccording to the u.s. bureau of labor statistics, the median salary for bank tellers is $26,410 per year, or $12.70 per hour. the field is facing a slight decline over the next 10 years, due to automation and fluctuations in the banking industry. you shouldn’t let this discourage you, though- becoming a bank teller is still a great way to get your foot in the door for other opportunities down the line. atm machines may be able to dispense cash, but banks still need people to manage services and act as a quality control.if you’ve got the peopl e skills and the money skills, this is a great career building block for you. bank tellers build a lot of super-useful, transferrable skills that will take you to the next step in your career fairly quickly, whether that’s in banking or any other field that requires a focused, responsible eye.look for bank teller jobs? thejobnetwork has you covered! search our site for jobs in your area, at all levels of experience.

The fit between published theory on project management and personal Essay

The fit between published theory on project management and personal practice as a result of my participation in the ActiveBeing project 2014-15 - Essay Example According to this institution, the best leisure and sports facilities require making a consideration for â€Å"Accessible sports facilities† (sportengland.org, 2010:n.p.). Thus, the fit between published theory and the project management pilot panning has been accomplished in this regard. This is because; the pilot planning has made all the necessary designing of the ActiveBeing leisure complex to ensure that it accommodates the needs of persons with disability; both the employees and clients wishing to use the gym and other leisure facilities offered in the complex. This is an important consideration, owing to the fact that; according to section 21 of the Disability Discrimination Act 1995 of the UK, it is the duty of the providers of any public services to make the necessary adjustments for accommodating the needs of the disabled persons (legislation.gov.uk, 1995:n.p.). Therefore, the necessary considerations have been made to adjust the leisure complex buildings, so as to allow people with disability to access the complex through elevators. The Equality Act 2010 provides that it is the rights of the people with disability to be facilitated to access desired goods, services or facilities (Government Equalities Office, 2010:6). Thus, the elevators will move the persons with disabilities up and down the floor, so they can access the leisure facilities. This consideration is essential, since it ensures complying with the provisions of the UN conventions on the rights of persons with disabilities, which provides that such the needs of such people should be recognized and planned for, as a way of recognizing their dignity, worth and equal rights to enjoy services, good and facilities (United Nations 2006:n.p.). The fit between the published theory and the project management pilot planning has also been achieved, under the provisions of the management-as-planning theory. According to the provisions of management-as-planning theory, there exists a strong causal

Precise Molded Products Essay Example | Topics and Well Written Essays - 500 words

Precise Molded Products - Essay Example I chose Alternative 2 as the best alternative based on the criteria and the pros and cons. Having the whole quality department undergo a new training will definitely help them improve their performances in ensuring quality in the company. Through this training, Bob will be able to refresh what he had learned in the university and function well as the quality manager. With this training, the company will be able to retain its employees who have been working with the company for a long time. Hiring a new manager will not only be costly but is also risky. I think it is better to retain the employees and just improve their performance. Also, the company may spend some money on the training and additional working hours for the whole department but the results will benefit the company in the long run. It is better to invest in human capital today and have the long-term benefits than save money today and continuously incur losses because of the rejects in the future. The top management will hold a meeting and talk to the members of the quality department and ask them about their problems and concerns about their department, the products, and the company as a whole. After evaluating the problems encountered in the department, professional trainees will hold the training. The training will include team buildings to improve the employees’ relationship with each other so that conflicts and communication barriers will be prevented. Second, TQM training will be done because it is now widely used to ensure quality in all aspects of the company. Total Quality Management is also capable of eliminating defects and errors in operations (Stark, 1998). Six Sigma will also be included in the training. This is now a popular trend in management where the data-intensive methodology is used to eliminate defects in the company’s production (â€Å"Six Sigma†). This will help Bob Thomas in lessening the production rejects of the company using systematical  approaches.

Employability in the Knowledge Economy Essay Example | Topics and Well Written Essays - 2000 words

Employability in the Knowledge Economy - Essay Example Besides being pervasive, its central features of manipulation, storage, and transmission of large amounts of data at low cost, has made the IT revolution to influence every element of the economy as well as business chain. From its significant impact on both goods and services to R&D, production, marketing, distribution, and customer management, the overall knowledge application of knowledge to all facets of economy has been greatly simplified; and with this the knowledge intensity of economic activities has amplified. Besides this, globalization has increased with global competition, removal of trade barriers, FDIs, easy transfers of technology and capital, and network oriented economic activities. The concept of knowledge economy does not merely revolve high technology or generation of new knowledge, in fact it centers on the exploitation or effective use of all type of knowledge for the creation of wealth (Dahlman, n.d.). The nature of knowledge economy has been explained in terms of the significant role of knowledge as a factor of production and how it impacts on learning, skills, and innovation in the business organization. With the help of information and communication technologies, knowledge is increasingly becoming systemized which is leading toward information diffusion. This in turn is stressing for the possession of knowledge-based skills by human resource. Learning is in focus for both people and business organizations. (Houghton & Sheehan, 1999) For the purpose of employability, business leaders constantly advise people to acquire the skills, knowledge, and capabilities that are required by employers in the increasingly knowledge-driven economy (CBI, 2001). Drucker (1993) suggests that production is no longer driven by natural resources, capital, or labor, but ‘innovation and productivity’ – the major applications of knowledge. Since technological

Psychological Perspectives in Health and Social Care

Psychological Perspectives in Health and Social Care Behaviourist theories might say Katya has turned out the way she has due to the way she has been treated by her father. Katya did not get the love or attention she needed as a child, and because of this when her father sexually abused her, she saw it as a reward by showing her love. Her father also had a drug problem, and as a reward could have possibly given them to her, and is why she deals class A drugs. Ivan Pavlov, a Russian psychologist came up with the classical conditioning theory. This involves putting an unconditioned response with a conditioned stimulus, which is the new learnt behaviour from putting the response and stimulus together. As Katya has been sexually abused at such a young age, she thinks that being sexually active is a normal thing to do at her age. This possibly has lead her to become a prostitute, which is extremely dangerous fro a girl of her age, due to catching STDs and not knowing the people she is sleeping with. Katya has never gone past the psychosexual stage of the 3-5 year olds. This is when children start to realise about sex. During peoples life stages, there are different psychosexual stages they go through. If they dont go through those stages, problems will occur in a change in personality. Sigmund Freud came up with this theory. He believed the mind can be divided into 2 main parts; the conscious mind, which is everything we are aware of, and memory is a part of this as we can retrieve information once it is made aware of again. This is also known as the preconscious mind is unpleasant, such as feelings, thoughts, urges. Most of the unconscious mind is unpleasant, such as feeling of pai n, conflict, anxiety. It influences behaviour even though we are unaware of it. Erik Erikson agreed with Freuds theory, but Erikson also believed that we move through a series of psychosocial crises with a different social focus at each stage, e.g. between the age of 0-1 the life crisis concerns developing thrust or mistrust in self or others. The social focus in this stage is the mother. The biological approach can make us understand how Katya has developed due to the environment she has been brought up in, (nurture) and her genes/behaviour (nature). Nature may have made Katya the way she is from the genes that have been passed on to her. Therefore, Katya may have got her fathers tendencies towards drinking and drug taking. Arnold Gesell (1880-1961) believed children went through development norms, which meant at a certain age they should be able to learn and understand certain things. Nurture could have influenced the way Katya behaves, as she does not really understand about certain things in life from not being told by role models, e.g. father, and does not know what her boundaries are. She also has not had any proper love, so that has leaded her to do other things, and from seeing what her father does, influences her to do things she should not. Task 2 The Social Learning Theory was developed by an American psychologist called Albert Bandura. He recognised that we learn things by observing people, also known as observational learning. Katyas assessment will be based on the impact in has on her life. Katyas emotional development has been because of seeing what her father has done to her as a child. Her father has been violent, and has locked her in the bathroom, so has not had good visible care, and does not understand how important it is and reacts against what people see. This is because she has seen her father act in this way and has copied him, as she sees him as a role model. For Katyas care plan, it would involve looking at different role models, as it can affect behaviour, as shown by Katya. In health and social care provisions, in order to promote anti-discrimination practices and behaviour, messages must be put forward which maximise attention. This can be done by using positive images, for example, people we admire like celebrities with messages which help promote anti discriminatory behaviour, so we copy what they do. The humanistic approach focuses on the idea of free will and the belief that we are capable of making choices. The 2 psychologists that approached this theory were Carl Rogers and Abraham Maslow. Abraham Maslow believed that every human being require certain basic needs before they can approach the next level. This can be shown on the hierarchy of needs. Firstly, basic physical needs have to be met before progressing further, for example, food and water, well housed, and once those have been met, we then focus on our emotional needs. These are things such as feeling loved, high self-esteem and feeling or belong. Once all the needs are met, we strive to self actualise, which means reaching full potential in life. Carl Rogers was more interested in the concept of self. This is how we view ourselves. If children get praised, encouraged to succeed, and told they are valued, their self-concept will be positive and see themselves as someone who is worthwhile and competent. If they are told they are naughty or no good, it will have a negative affect and will affect part of their self-concept aspects. For Kaytas assessment, the humanistic approach can be applied on how it affects her life. Katya got treated badly as a child, making her feel not wanted by her father and un-loved. He would often shout violently at her, and if she cried or complained, and once Katyas father calmed down he would sexually abuse them. This will affect her self-concept as she has not been valued enough, and also it has affected her self-esteem as she has not had the love from others and does not know how to look after her appearance due to not being taught. On Maslows hierarchy of needs, Katya has not been able to progress further from the basic physical needs. This is because she has not been cared from properly, and is unable to move to the safety and security needs due to her father not being there for her. The humanistic approach can be applied for to health and social care provisions to help the problem. Unconditioned positive regard refers to a totally judgemental way of being with or viewing a client. The therapist supports clients feelings, beliefs and emotions un-conditioning. This means without judging whether their emotions are good or bad. Empathy is also used in helping others. It requires care workers to listen to clients, and respect them for whom they are and any emotions they have had to deal with. Jean Piaget came up with the cognitive theory, saying that cognition develops through a series of stages building on the previous stage, and so on. He believed we can only achieve certain things in certain stages in life, for example, a baby is only able to experience the world through sense perceptions (smell, touch, sight) and motor activity. This will then develop into the next stage which involves language, memory and thought and so on. For Katyas assessment, this theory has an impact on her life as she grew up to fast. This means that she has to cope with things at a certain age which her brain could not deal with. Am example of this would be her fathers behaviour towards Katya, not allowed to have any creative play by making things or decorating a dolls face and playing with its hair. In health and social care provisions, keeping a diary or record of negative thoughts and feelings can help to identify why they are feeling like the way they are. By identifying why they are feeling like that, care workers can help support the individuals through their problem. Task 3 The psychological perspectives I have chosen to analyse are the behavioural theory, biological theory and social learning theory. I have chosen these theories because they apply more for the way Katya is behaving. Psychological Perspectives Katyas Challenging Behaviour Behaviourist Theory Ivan Pavlov-reward good behaviour Ignore her bad behaviour that she shows. Is used to being rewarded for bad behaviour so when shouts and screams walk away. Make sticker reward chart, so when Katya shows good behaviour gets a sticker and when completes chart gets a reward, e.g. money. Biological Theory Arnold Gesell Nature/Nurture Katya may possibly be more sensitive to drugs because if her mum took drugs whilst she was pregnant with Katya, she may have been born a crack baby Could put Katya into rehab to get her weaned of the drugs and alcohol. Social Learning Theory Albert Bandura Observational Learning Remove or separate Katya away from those who are a bad influence towards her, e.g. father. This is the responsibility of a social worker. Arrange for Katya to see/meet a person who experienced and went through the same issues as her, and speak to her about how they have dealt with it and how they have turned out today- can be seen as a role model for Katya to help her deal with the problem she went through Health and Social care organisations can help Katyas behaviour through different types of therapies. The therapies that will help Katya come under the Psychodynamic theory (child psychotherapist), humanistic theory (child therapist), and cognitive theory (CBT-cognitive behavioural therapy). Psychological Therapies How it will help Katya Psychodynamic theory Child psychotherapist Help her to manage her difficulties with behaviour Help Katya develop new skills Help resolve her issue that she has dealt with Boost communication skills Lets her play and do activities and then once comfortable help her problems Humanistic theory Child Therapist Form strong relationships with the therapist- mode of communication and type of relationship facilitates change and growth in children experiencing emotional distress http://www.bapt.info/playtherapycareers.htm Cognitive Theory CBT Helps Katya make sense of overwhelming problems by breaking them down into smaller parts Focuses on the cause of her distress or symptoms in the past, it looks for ways to improve her state of mind now. Identify Katyas individual patterns of thoughts, emotions, bodily feelings and actions and keep a diary record Help Katya to work out how to change her unhelpful thoughts and behaviours Helps Katya to replace unhappy thoughts with positive thoughts

John Smith And Pocahontas: A Disney Romance :: essays research papers

It can be easily assumed that almost everyone has heard the tale of the American Indian princess, Pocahontas – the narrative of a mysterious young girl who rescues an English explorer from death only to fall in love and win his affections in return. It is one that is quite popular and has even been developed into an animated movie by Walt Disney Pictures. Regardless of which version they may have heard, most people are familiar with the legend now thanks in part to Disney. However, what they are not familiar with, are the facts. All too often, we accept what is presented in films as history without any thought into the matter. Did Pocahontas and explorer John Smith ever actually meet? If so, how did they, and was there ever the feeling of love between them? There are similarities, but more differences between historical fact and what is presented in the Walt Disney motion picture.Aside from obvious deviations of the film, such as the language , there are others including how Pocahontas and Smith meet, which they did in fact do. In the movie from the beginning, Pocahontas is an independent, curious woman who stumbles upon the English settlement. As a result, Captain Smith notices her and assures her that he will do her no harm. The two instantly warm to one another. While this makes a wonderful opening for a movie – we view a great scene of the English working hard to establish a settlement – it is not how they met at all. In his book Pocahontas and Her World, Philip L. Barbour offers a more accurate account of the two’s first meeting. He explains that John Smith was the one who was adventuring, not Pocahontas (as Disney depicts). He says that "on or about December 29, 1607" , Smith was led into the chief’s hut as a "prisoner" by Indian braves. Inside, he witnessed chief Powhatan – Pocahontas’ father – lying in comfort, surrounded by women he thought to be the chief’s wives . According to Barbour, Smith was treated well and given food and drink. What happened next was more exciting than a modern day film could depict, but also very complicated to explain in a film geared toward younger audiences. After some dicussion among the elders, "two big stones were brought in, and Smith was forcibly stretched out on them.