Motivation System - 2626 Words

Introduction Motivation is a process of arousing and sustaining goal-directed behavior induced by the expectation of satisfying individual needs. It is the major determinants of our behaviors. By understand the motives, you can influence staff’s behaviors. Especially with the shift towards a more socially and culturally responsive workforce, ability to motivate your staff is becoming one of the most important assets of an organization. Motivation System of my Organization In organizational context, managers must identify the reasons behind in achievement of goals set by the staffs and understand the aspiration and needs of the employees in order to motivate them as appropriate to reach organization’s objective (in the context of their†¦show more content†¦In addition, there will be very major difference on compensation package between local staff and expatriates in terms basic salary standard, academic sponsorship for children, rental reimbursement etc. To design and determine the motivation plan for each staff, my company encourages involvement of staff him/herself via yearly staff appraisal evaluation system. Every year, manager will conduct annual performance appraisal with subordinates in order to review the job performance for the previous year as well as to set the performance target for the following year. This annual event will be promoted around beginning of Q4 to encourage staff to start the self-assessment before hold the discussion with the direct appraiser. During the evaluation discussion, staff performance will be reviewed and feedback in order for both appraisees and appraisers to understand each other perspectives. It also helps appraisers to understand the real needs of the appraisees in order to lay down the appropriate set of goals and development plan for the staff. This set of key performance indicator becomes the set of essential goals that drive the staff to perform better as well as encourage staff to take a ccountability and commit on the targets they have agreed with the managers. Moreover staff’s performance together with staff turnover rate, staff performance, and absenteeism, union dispute etc, will also served as a indicator or feedback on theShow MoreRelatedMotivation/Reward System1404 Words   |  6 PagesEssay 1: Motivation/Reward System by Blake P. Rodabaugh EDD 9100 CRN 35455 Leadership Seminar Nova Southeastern University January 15, 2012 Essay 1: Motivation/Reward System Employee motivation seems to be at the core of what defines leadership or more importantly a leader. The success or failure of an organization is dependent upon the ability of those in leadership positions and roles to motivate and inspireRead MoreImpact of Reward System on Employee Motivation3826 Words   |  16 Pages â€Å"IMPACT OF REWARD SYSTEM ON EMPLOYEE MOTIVATION† SUBMITTED TO: SIR RAZA NAQVI SUBMITTED BY: (Group#6) Shazia faiz (MM111119) Zainab Hassan (MM111027) Robeela qayyum (MM103070) DATE: 22 JUNE 2011 â€Å"IMPACT OF REWARD SYSTEM ON EMPLOYEE MOTIVATION† Shazia Faiz, Zainab Hassan Robeela Qayyum Abstract The purpose of the study was to investigate and analyze the impact of reward system on employee motivation and how well the current reward system was helping to generateRead MoreApple‚Äà ´s motivation system1258 Words   |  6 Pagesï » ¿Apple’s motivation system I. Why is Apple tops in its industry. 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Organisations must evaluate employee performance for a number of reasons:  · Employees need to understand the behavioural requirements of the job  · EmployeesRead MoreManagement Leadership Styles And Employee Motivation By Reward And Incentive Systems Essay2084 Words   |  9 Pagesthis report is to provide an analysis, concept and theories that were applied at Vivint - a smart home technological company. The depth of the report will include organisational culture, management leadership styles and employee motivation by reward and incentive systems. Finally, report will conclude recommendation based on unsuccessful practices at Vivint. Vivint, second largest home automation service company in North America and Canada. Their main office based in Utah. They provide home securityRead MoreMotivation and Reward System1335 Words   |  6 PagesMotivation and Rewards System GROUP III Motivation through Equity, Expectancy and Goal Setting Three Cognitive Theories of Work Motivation 1. Adams’s Equity Theory is a model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take relationship and based on Cognitive Dissonance Theory. 2. Expectancy Theory Holds that people are motivated to behave in ways that produce desired combinations of expected outcomes What an individual isRead MorePizza Hut Motivation System1464 Words   |  6 PagesCapital Budgeting 1. Barbarian Pizza is analyzing the prospect of purchasing an additional fire brick oven. The oven costs $200,000 and would be depreciated (straight-line to a salvage value of $120,000 in 10 years. The extra oven would increase annual revenues by $120,000 and annual operating expenses by $90,000. Barbarian’s marginal tax rate is 25%. a. What would be the initial, operating, and terminal cash flows generated by the new oven? b. What is the payback period for theRead MoreMy Motivation At Carver High School System1364 Words   |  6 Pagesexpectations I have developed for my students, and my ability to have empathy for my students without allowing them to use the same situation as an excuse, are all hallmarks of my development as a new teacher in the Winston Salem Forsyth County School system. I show RESPONSIBILITY at Carver by making an effort to attend all professional meetings and utilize what I learn to improve my classroom. I work to integrate current pedagogy and make it a point to understand the needs of my individual studentsRead MoreBuilding A Complex Recommendation System Mixed With Motivation Induction944 Words   |  4 Pagestheir life and health. Goal: To build a complex recommendation system mixed with motivation induction methods to gradually change people’s diets and eating patterns to be more healthy and suitable to them. Procedures: Start asking students and friends to do questionnaires about what part(s) of meals they think are the most important. Analyze the data input to make sure what factors I should conclude in the recommendation system. Search and find a proper recommender algorithm for different partsRead MoreMotivation Is An Individual s Choice915 Words   |  4 PagesAccording to Rabey (2001), motivation has been defined as the internalized drive that is more dominant in an individual at a given moment. Motivation cannot be created. It comes from inside of a person such as thoughts, beliefs, ambitions and goals. In a workplace, motivation is the willingness to work at a certain level of effort. To better understand what motivation is, we are going to explore some really popular motivation theories. The Two-Factor Theory of motivation was developed by psychologist

The Destruction Of The American Dream English Literature Essay Free Essays

The American Dream is a journey through life that people venture out on to accomplish ends, fiscal stableness and felicity. One can state that dreams went manus in manus with strength and hope. Although that is true, the clip of the 1920 ‘s dreams were tainted by the demand of mercenary points and munificent life styles. We will write a custom essay sample on The Destruction Of The American Dream English Literature Essay or any similar topic only for you Order Now Author Francis Scott Key Fitzgerald reveals the devastation of the American dream through symbolism in the life of Jay Gatsby. Gatsby is determined to resuscitate his past immature love affair with the love of his life, Daisy Buchanan but unluckily his dream is destroyed because of his greed. Gatsby knows that he wants something and person that he can ne’er hold. Jay Gatsby destroys the opportunity of holding a normal life when he pushes himself to make an impossible end of being with Daisy for the remainder of his life ; desiring to do her his married woman. In order to be the adult male she ‘ll of all time desire and necessitate, he changed himself from a hapless adult male who is James Gatz to a successful Jay Gatsby. This end greatly impacted his life and would alter him everlastingly. His thrust was so strong that he had even gone through with such illegal behaviours such as bootlegging. The lone ground why Gatsby had invested so much clip to go wealthy is merely because he knew this is what Daisy needed in adult male. Gatsby knew that Daisy would ne’er get married a adult male without fiscal stableness and security, so Gatsby worked himself to be a adult male that Daisy could get married. No affair how hard he tried to be a suited adult male for Daisy, Gatsby would ne’er hold the opportunity to marry his love. A A A A After Gatsby has established himself as a successful adult male, he feels ready to reunite with Daisy. Now cognizing Gatsby is the perfect adult male, the love of her life that evidently has a batch of money ; Daisy begins to pass her clip reminiscing about the love they shared. Gatsby still remains highly close to Daisy, invariably prosecuting her and wishing that one twenty-four hours she will portion the feelings he has and would desire to be with him everlastingly. Towards the terminal of the novel, it can be seen that Daisy will non go forth the life she has now to be with Gatsby. Gatsby is â€Å" †¦ left standing in the moonlight-watching over nil † ( 153 ) . â€Å" And as I sat at that place, dwelling on the old unknown universe, I thought of Gatsby ‘s admiration when he foremost picked out the green visible radiation at the terminal of Daisy ‘s dock. He had come a long manner to this bluish lawn and his dream must hold seemed so near that he could barely neglect to hold on it. He did non cognize that it was already behind himaˆÂ ¦ . † ( 189 ) The green visible radiation symbolizes a hope and dream of Gatsby ‘s hereafter with daisy. Although his bosom pushes him frontward and he remains strong, his dreams are destroyed by his stuff ownerships, much like how the American society is now with it ‘s compulsion with wealth. Gatsby ‘s dream dies because of sloppiness and shallowness. Gatsby reaches for his hopes, ranges for the green visible radiation as if he was a worshipper of some kind. His mission of deriving Daisy is a religious one and non merely a physical enterprise. â€Å" He was a boy of Go d – a phrase which, if it means anything, means merely that – and he must be about His Father ‘s concern, the service of a huge, vulgar, and meretricious beauty. So he invented merely the kind of Jay Gatsby that a seventeen-year-old male child would be probably to contrive, and to this construct he was faithful to the terminal. † ( 63 ) The symbolism in The Great Gatsby, show that the American dream has been corrupted. Gatsby has finally corrupted himself and his ain dream before he even set out to accomplish it. He fails in his mission because of the mercenary success he must possess to fulfill the love of his life. So hence, his dream fails before he even begins. So, Gatsby ‘s dreams become merely another hope, another visible radiation at the terminal of Daisy ‘s dock. â€Å" Gatsby believed in the green visible radiation, the orgiastic hereafter that twelvemonth by twelvemonth recedes before us. It eluded us so, but that ‘s no affair – tomorrow we will run quicker, stretch out our weaponries farther aˆÂ ¦ And one mulct forenoon – So we beat on, boats against the current, borne back endlessly into the yesteryear. † ( 115 ) Gatsby ‘s life was led by dishonest success and unanswered love. He abandoned a life of being potentially a better individual from his earlier life. Gatsby was foolish and threw his life off to derive Daisy ‘s love. He wanted more than he could of all time manage emotionally or physically have. She ruined his life. Scott Fitzgerald is capable to capturing an of import word picture of how the American dream was destroyed and how it affected work forces like Gatsby. Gatsby ‘s being in West Egg was wholly for Daisy. Gatsby changed who he was to suit into Daisy ‘s life. Gatsby merely wanted to be the adult male that was able to hold Daisy and in the terminal they both ruined him and ne’er reunited. How to cite The Destruction Of The American Dream English Literature Essay, Essay examples

Teaching free essay sample

The teaching hospital and the medical school had only one top official in common-the provost. The unusual nature of the financial arrangements was a big problem. Patients paid for professional services, but the revenues went into department funds, which were controlled by the department chairs. The hospital, on the other hand, turned in all patient- revenue incomes to the state. The working conditions and compensation were much better in the medical school than those in the hospital. There was a serious lack of coordination in the integration of medical school faculty into hospital functions. Dr. Robert Uric, head of the renal unit was one exception. The hospital employees with whom he worked all liked him very much. One of the reasons was he often shared his grant monies with the hospital employees in his unit whenever it was possible. Dr. Uric took the renal unit as his home and his favorite child financially and emotionally. We will write a custom essay sample on Teaching or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The renal unit was a cheerful place under the leadership of Uric. The National Institutes of Health (NIH) supported Dr. Uric with several federal grants to do research on kidney transplantation. In the research Dr. Uric discovered a fluid that could keep the cut stem end from closing. According to the grant agreement, Uric reported his discovery to NIH. NIH officials did not want it. Uric sold the fluid to a big nursery-supply manufacturer; the firm named it Flower Life, and began mass-producing. NIH regretted and filed suit at a sudden, the story was widely spread across the nation on newspapers. The faculty concerned the story would make a bad influence on the reputation of the school, and Uric was moved to another new unit. The executive committee promoted Dr. George Conrad (the chief resident of renal medicine) to replace Uric’s position after the removal of Uric. Serious personnel problems arose in the dialysis unit not long after Conrad took the position. B y the end of the first month employees started to leave the renal unit; three months later ninety percent of the old employees were gone. Interns on rotation through renal medicine complained about Conrad attitude toward and treatment of them; the roster of residents applying to the service dropped dramatically. Astonished by the realization of how bad the situation had become, the dean and the executive committee had to place Uric back to be the head of the renal unit again. †¢ Major Problem Competition between the Hospital and Medical School †¢ Summary of Recommended Plan of Action The provost administration’s appropriate segregation of duties and responsibilities must be implemented as soon as possible through this the competition could be lessen if officers would be treated equally. Together with the collection and payment of funds for salaries, wages and benefits. Working condition must also be improve to encourage employees motivation and responsibility. II. Statement of the Problem †¢ State the problem facing the manager/key person (Provost) 1. Unusual nature of financial arrangement 2. Inconsistencies between the operation of the hospital and those of medical school 3. Peculiar behavior of Head Renal Unit (Dr. Uric) transplantation disapproval made by NIH and university officials Dr. Uric in a covert position. Improper conveyance of position of Dr. Conrad 5. Lack of communication 6. Dr. Conrad’s disruption of routine †¢ Identify and link the symptoms and root causes of the problem . grant moneys ; because of the financial flexibility, working condition were also frequently better on the medical school side and medical school staff had money for more equipment, more travel and even more parties; salaries for physicians 2. faculty members of the school also operate hospital functions 3. unprofessional (cried openly when patient died); undignified (attachment with patient) it led the discovery of the extending life through kidney transplantation in the most possible way NIH was not satisfied with the compatibility between plant and human cell the proposition made by Dr. Uric in a nursery-supply manufacturer of the pending lawsuit filed to him, which in turn the reputation suffers as viewed by the management 4. Based on the reference letter that Dr. Conrad is inflexible and rather ruthless 5. The officers are in denial of the proper action for complains in deciding administrative manners. 6. There should be a proper training and transposition of assignment and responsibility that should be given to Dr. Conrad from Dr. Uric †¢ Differentiate Short Term to Long Term Better solutions are provided to short term while long term problems were left hanging on the floor. Long term problems are not easily seen. They are sometime have to be observed by people outside the organization to structure the major issues faced by the organization or administration as a whole. Those problems are develop in due time and sometimes they grow much deeper, while however short term problems, sprout easily and in times the concerned people are easily tracked and solutions are immediately provided. †¢ Conclude with the decision facing the manager/key person The problem arise from inappropriate action of the provost in case of the long run problems. While the short term problems were immediately responded to by being contingent. III. Causes of the Problem †¢ Detailed Analysis 1. Plays a major part in the administrative function of the teaching hospital. The contingency inside system of salary and procurement of funds turned things to worst scenario. The physicians who are acting also as faculty members could only get salaries but no money for patient service. Patients paid for professional services, but the revenues went into department funds, which were spent by the discretion of the department chairs. The hospital, on the other hand, turned in all patient revenue incomes to the state. 2. The jobs performed by the physicians and faculty members is not properly divided by the administration that is why time management techniques are also incontinent resulting in the sufferings of either the student/patient service. These peculiarities also lead to competition between the hospital side and school, due to attention spent by the provost to the employees. 3. The research made by Dr. Uric about the fluid which enhances or prolong life made a great impact in the results in changes on the environment of his workplace. Due to the rejection of the NIH with the proposition, he in turn offered it to another who did not question the effectiveness and market of the fluid. When the fluid proved to be true, the NIH, serves as support filed a suit which worsens the situation. The rejection of the NIH might be because of no trust and confidence for Dr. Uric’s ability and knowledge. Having this disputes, we cannot put the blame on the doctor if he offered it to another who he thinks will best appreciate his hardwork. 4. The immediate approval of the transposition of the job to Dr. Conrad that should take time to choose the right personnel.

Jackson 1 Essays (2752 words) - Cuba, Americas, Politics

Jackson 1 What impact did the Cuban revolution have on Afro-Cubans and race relations in Cuba? Describe the experience of African American radicals and nationalists in Cuba. In March 1959, two months after the conquest of state power, Castro broke the conspiracy of silence on racism in Cuba by confronting it head on. His first step was to abolish the old private school system and establish a well-funded public school system that was completely integrated. Economic and social conditions for Blacks improved dramatically when the revolutionary government decreed the Agrarian Reform and Urban Reform Laws, which gave the land to small farmers, and lowered ren ts in the cities by 50 percent. Laws were enacted and enforced prohibition discrimination in jobs, scho ols, housing, and medical care. In Cuba, race prejudice would be a punishable offense. Official Cuban census figures say black and mixed-heritage people are about 35 percent of the island's population, but a quick stroll around any Cuban town will provide visual confirmation of just how many Cubans of color deem themselves "white" . That may not be surprising, given that r ace is not an objective scientific category, but rather an organizing principle of political power both before and after the revolution that brought Fidel Castro to power. Cuba (pre-Fidel) had been a place where multiracial alliances coexisted with persistent, entrenched rac ism and vast racial inequality. The last pre-revolutionary president, Fulgencio Batista, was a mulatto who may have had some Chinese and Indian blood. While he may have firmly ruled that system of inequality, he was, demographically speaking, more inclusive than were the white revolutionaries who overthrew him. But once the rebels won and tens of thousands of the wealthiest whites fled to Florida, Castro emphasized independence from American capitalism, improvements in healthcare, and literacy drives and he also told Jackson 2 American journalists in January 1959 that his new government would work to erase racial d iscrimination once and for all. In 1962, a North American survey found that 80 percent of black Cubans were wholly in favor of the revolution, compared to 67 percent of whites. The ensuing years saw visible gains towards social equality. The entire country was literate, regardless of color, a nd the 1980s, saw a generation of young black Cubans whose parents had been sugarcane and service workers enter the workforce as doctor s, engineers and professionals. Still, despite major economic and social gains, b lack Cubans remained unrepresent ed in the political leadership. In the years between Castro's ascendance and the 1991 collapse of the Soviet Union, race was an issue kept under the rug. During the Black Power Movement, the African American organization that established the most significant relations with Cuba was the Black Panthe r Party. The B lack P anther P arty was a radical Marxist organization which was inspired by the Cuban rev olution. Huey P. Newton, cof ounder with Bobby Seale of the Black Panther Party , wrote in his autobiography: "For Castro guerrilla warfare was a good form of propaganda. Walking armed through R ichmond was our propaganda". For many Black Panthers , Cuba symbolized a perfect example of how a socialist system could succeed in offering equal oppor tunities to all its citizens. Socialist Cuba also became a safe place for those panthers who wanted to escape from the illegal activities of John Edgar Hoover's Counter Intelligence Program, a nd starting from 1967-68 many members of the Black Panther Party m embers went into exile in Cuba. Among the African Americans in exile in Cuba there were some of the most prominent leaders of the Black Power Movement such as Eldridge Cleaver, Hu ey P. Newton and Assata Jackson 3 Shakur. Cleaver came to Cuba in 1968 to avoid arrest and sp ent eight months on the island. His story is particularly interesting because, as the Minister of Information of the B lack P anther P arty , he had high expectations from the alliance with the Cuban government: he hoped that the Cubans would organize a military camp for the training of Af rican American revolutionaries. The project failed because the Cubans decided not to transform their political support for the African American

COMPANY ASSIGNMENT 2015 Essays - Petroleum Politics, Free Essays

COMPANY ASSIGNMENT 2015 Essays - Petroleum Politics, Free Essays The plummeting price of oil is still the biggest energy story in the world. The oil price has fallen by more than 40% since June, the price of Brent crude as in Diagram 1.This comes after nearly five years of stability. At a meeting in Vienna on November 27th the Organisation of Petroleum Exporting Countries (OPEC), which controls nearly 40% of the world market, failed to reach agreement on production curbs, sending the price tumbling. Also hard hit are oil-exporting countries such as Russia (where the rouble has hit record lows), Nigeria, Iran and Venezuela. Why is the price of oil falling? The oil price is partly determined by actual supply and demand, and partly by expectation. Demand for energy is closely related to economic activity. It also spikes in the winter in the northern hemisphere, and during summers in countries which use air conditioning. Supply can be affected by weather (which prevents tankers loading) and by geopolitical upsets. If producers think the price is staying high, they invest, which after a lag boosts supply. Similarly, low prices lead to an investment drought. OPECs decisions shape expectations; if it curbs supply sharply, it can send prices spiking. Saudi Arabia produces nearly 10m barrels a daya third of the OPEC total. Four things are now affecting the picture. Demand is low because of weak economic activity, increased efficiency, and a growing switch away from oil to other fuels. Second, turmoil in Iraq and Libya, two big oil producers with nearly 4m barrels a day combined has not affected their output. The market is more sanguine about geopolitical risk. Thirdly, America has become the worlds largest oil producer. Though it does not export crude oil, it now imports much less, creating a lot of spare supply. Finally, the Saudis and their Gulf allies have decided not to sacrifice their own market share to restore the price. They could curb production sharply, but the main benefits would go to countries they detest such as Iran and Russia. Saudi Arabia can tolerate lower oil prices quite easily. It has $900 billion in reserves. Its own oil costs very little (around $5-6 per barrel) to get out of the ground. The main effect of this is on the riskiest and most vulnerable bits of the oil industry. These include American frackers who have borrowed heavily on the expectation of continuing high prices. They also include Western oil companies with high-cost projects involving drilling in deep water or in the Arctic, or dealing with maturing and increasingly expensive fields such as the North Sea. But the greatest pain is in countries where the regimes are dependent on a high oil price to pay for costly foreign adventures and expensive social programmes. These include Russia (which is already hit by Western sanctions following its meddling in Ukraine) and Iran (which is paying to keep the Assad regime afloat in Syria). Optimists think economic pain may make these countries more amenable to international pressure. Pessimists fear that when cornered, they may lash out in desperation World's largest oil exporter is forcing prices lower to win back market share but the high-risk strategy will test the house of Saudi like never before. Saudi Arabia has won the opening battle of its radical oil strategy by forcing prices lower. But the kingdom is about to enter into a dangerous new phase in its war to regain control of the worlds oil market. Saudi succeeded in bullying the other members of the (OPEC) into continuing to pump their current quota of 30m barrels per day as its first objective. The kingdoms veteran oil minister Ali Naimi clearly believes is necessary to shut down the cartels biggest rivals in Russia and the shale oil fields of Dakota. With 13pc of global oil reserves and the cheapest production costs, the kingdom believes that it can still buy back the market and secure higher prices over the long term. This is one of the most important policy initiatives by Saudi Arabia in the modern era. If victorious, Saudi Arabia will emerge stronger after re-asserting its global significance as the custodian of the worlds primary energy source. Besides, Saudi Oil Minister Ali al-Naimi, the architect of OPECs strategy to

How Do You Calculate Your GPA Step by Step Instructions

How Do You Calculate Your GPA Step by Step Instructions SAT / ACT Prep Online Guides and Tips How exactly do you take a document as complicated as your transcript and shrink it all down to one number? If you are wondering how to take all the final grades you've gotten in high school and figure out your GPA, then this article will show you exactly how to make that calculation. I'll take you through step by step. What Is a GPA? Most likely, in your high school classes, your final grades are given as letters (A-, B+, etc.) or as percents (92, 85, etc. out of 100). A GPA, or grade point average, first converts those letters or percents into numbers, then averages these numbers together. Because it's made up of all your grades, your GPA is one of the most important factors for college admission. It is a good indicator of your intelligence, work ethic, perseverance, and willingness to push yourself. GPAs are useful for colleges to easily compare you to other students who graduated from your school, and to all the other applicants. Why? Well, imagine you're an admissions officer who is looking at thousands of college applications. Would you rather go through each transcript, add up all the A's and all the B's, and then compare that to the next person, and so on forever? Or would you rather just have an easy summary number that could be used for a quick comparison across the board? Your GPA is that quick summary number. // Turn the hard to eat ingredients of your transcript into the gooey smore deliciousness of a GPA. Probably not with an open flame, though. The Difference Between Weighted and Unweighted GPA There are two main types of GPAs: weighted and unweighted. When schools use unweighted GPAs, they use a scale that goes from 0.0 to 4.0 and doesn't take the difficulty level of classes into account. However, some schools use a weighted GPA model, which takes class difficulty into account by using a scale that goes from 0.0 to 5.0. This gives higher numerical values to grades earned in honors/AP/IB classes. Suppose Jeremy gets an A in standard-level US History while Lakshmi gets an A in AP US History. With unweighted GPAs, both A’s are treated the same- each becomes a 4.0. On the other hand, with a weighted GPA, Jeremy's A would convert to a 4.0, while Lakshmi’s A would convert to a 5.0 to show that her class took a lot more effort to ace. // This article focuses primarily on explaining and calculating unweighted GPAs. For more information on weighted GPAs, check out our other article. Sure, you can pick them up, but doesn't it help to know how much each weighs? How Do You Calculate Your Unweighted GPA? The first thing to do in order to calculate a grade point average is to convert each of the final class grades you’ve gotten so far in high school into the right decimal. Here is the standard unweighted scale for doing this: Letter Grade Percentile GPA A+ 97-100 4.0 A 93-96 4.0 A- 90-92 3.7 B+ 87-89 3.3 B 83-86 3.0 B- 80-82 2.7 C+ 77-79 2.3 C 73-76 2.0 C- 70-72 1.7 D+ 67-69 1.3 D 65-66 1.0 F Below 65 0.0 Then, perform the following calculation: Add all the converted decimal grades together – this is your sum. Count the number of classes you’ve taken. Divide the sum by the number of classes, and you have your unweighted GPA // In the next section, we'll go through an example calculation of an unweighted GPA. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Step of an Unweighted GPA Calculation Let me show you an example of how to calculate an unweighted GPA so you can see how this will look inpractice. (To see how to calculate a weighted GPA, check out our other article.) We'll use a sample transcript for incognito CIA operative John Doe. #1: Convert Grades Into Decimals In order to learn how to calculate a GPA, let’s first convert John's letter grades into numbers: 9th Grade 10th Grade th Grade 12th Grade 3.0 4.0 4.0 3.0 4.0 3.0 2.7 3.0 3.3 3.7 3.7 4.0 3.7 4.0 3.0 3.0 3.0 4.0 3.3 3.0 3.3 3.3 4.0 3.7 4.0 4.0 4.0 3.7 4.0 3.0 3.0 2.7 4.0 3.0 // Let’s also count how many classes he took each of those years: 9th Grade 10th Grade th Grade 12th Grade 10 classes 10 classes 8 classes 6 classes #2: Calculate Individual Year GPAs To get each individual year’s GPA, all we need to do is divide the sum by the number of classes. If this division ends up with a long decimal, simply round to the nearest tenth: 9th Grade 10th Grade th Grade 12th Grade 35 / 10 = 3.5 35.7 / 10 = 3.57 27.7 / 8 = 3.46 19.7 / 6 = 3.28 #3: Calculate Cumulative High School GPA To get a cumulative GPA for John’s entire high school career, we add up the sums for all the years and divide by the number of classes he took over all those years: 35 + 35.7 + 27.7 + 19.7 = 8.1 (sum of all final grades) 10 + 10 + 8 + 6 = 34 (total number of classes taken) 8.1 / 34 = 3.47 (GPA) So, his GPA for all of high school is 3.47. Pro tip:the cumulative GPA is NOT an average of each year because the number of classes taken each year is different. // #4: Calculate GPA Submitted to Colleges (Optional) Finally, if we wanted to figure out the GPA that John would send out on his college applications, we would do the same process, but leave off senior year. Since applications go out in the beginning of 12th grade, those final grades don't make it into the application GPA: 35 + 35.7 + 27.7 = 98.4 (sum of final grades from 9th to th grade) 10 + 10 + 8 = 28 (number of classes taken from 9th to th grade) 98.4 / 28 = 3.5 (college application GPA) John’s application GPA is 3.5. Is nicely done, John! What’s Next? // Interested in diving even deeper into the differences between weighted and unweighted GPA? Check out our guide to the benefits and drawbacks of both. Want to see step-by-step weighted GPA calculation? Let us show you how it’s done. Curious how your GPA compares? See what a good or bad GPA score is, and how you stack up against the average high school student. Want to improve your GPA?Check out our in-depth guide to raising your grades, from a writer who got a perfect 4.0 GPA. Read it for free now:

Constitution of three countries Research Paper Example | Topics and Well Written Essays - 1500 words

Constitution of three countries - Research Paper Example The judicial branch as outlined by the constitution has been given the responsibility of ensuring that the constitution is well implemented by the help of the court system and judges. This research paper will look at the constitutions of Britain, Kenya, and China and compare them with that of the United States. Through this, it will be realized that each country’s constitution varies when it comes to the court system, but at the same time, there are some similarities that exist. Keywords: Constitution, Court System, United States, Kenya, Britain, China, America, Term Limit, Age Limit Introduction Constitutions have existed for decades. Among the earliest constitutions is the constitution of England, which was written in 1215 in England (Thomas, 2008). This essay compares and contrasts the constitutions and court systems of three countries, which are Britain, Kenya and China, with that of the United States. The courts have the responsibility of ensuring that the constitutions a re well implemented, either by the government or by the people or citizens of a particular country. What is a constitution? A constitution is referred to as â€Å"a written set of rules for a country† (Thomas, 2008, p. 6). ... It has been discovered that most of these constitutions are very similar in some ways. The people who wrote the United Sates constitution worked really hard to make the best system of rules they could. Structures of the Court Systems of the United States, Britain, Kenya, and China United States Court System Structure Court of Last Resort or the Supreme Court: This is the most superior court in America and the final place where litigants can file appeals for their cases (â€Å"Introduction to the Court System,† 2003). The appeals received in this court are mainly from the middle appellate courts (â€Å"Introduction to the Court System,† 2003). Appeal Courts: These courts come in between the Supreme Court and the trial courts and are found in the federal governments. Their jurisdiction is broader than the Supreme Court’s. They are responsible for reviewing the facts and the law of a case. They are also referred to as the intermediate or middle appellate courts (â⠂¬Å"Introduction to the Court System,† 2003). Trial courts: They are typically known as courts of general or original jurisdiction; this is usually where a case starts. The judges and juries of these courts are given the responsibility of listening to witnesses, examining the evidence, and giving rulings. If the parties involved are not satisfied, they then appeal to the Court of Appeal, and later to the Supreme Court. These courts are given names according to the types of cases they handle and their locations. These courts are also found in the federal government (â€Å"Introduction to the Court System,† 2003). Britain’s Court System Structure The structure of the British court system is rather complex

Coperate social responsibility Essay Example | Topics and Well Written Essays - 2750 words

Coperate social responsibility - Essay Example This paper describes almost all the CSR activities of these two companies. Beside that paper also provides a descriptive view of stakeholder models of these two companies. Finally there is a comparative analysis of CSR activities of Microsoft and Tata. This comparison is made on the basis of their operating zone and industry in which they are operating. Corporate social responsibility (CSR) has been defined in various ways over the time. Most experts believe that the foundation of CSR is good corporate citizenship. It is also believed that CSR is founded on acknowledgement by the organizations that they need to clearly understand and manage the massive influences of business on the society in order to benefiting both society and company as a whole (Marsden and Andriof, 1998). According to McIntosh and Andriof refers to the understanding of the corporate leaders regarding the fact that each and every activity of an organization has flow-on effect on both inside and outside of the company. Company’s activities would have effect on everything starting from customers to communities and environment. Several management writers argue that corporate social responsiveness deal with the capacity of any business organization to respond to various social pressures (Foley, Jayawardhena, October 2001). In this paper CSR would be discussed in the context of two multinational companies, one is from a developed economy and another is from a developing economy. Microsoft is chosen as the representative of developed economies and TATA is chosen as the representative of developing economies. Software giant Microsoft provides software service and creative business solution to its huge customer base. The company was founded in 1975 by Bill gates and Paul Allen. Various products of Microsoft include different versions of windows, MS-DOS, Office XP, .NET, 2007 Office system etc. (AEA Member Directory, n.d.).

The New Deal and Its Triumph Essay Example for Free

The New Deal and Its Triumph Essay The New Deal and it’s Triumph The 1930’s were a time of despair, poverty and distress and those who lived during this time believed it would be better to die, than to continue to live this way. When Franklin D. Roosevelt came into office in 1932, the United States was in the most disconsolate moments of the Great Depression. However, he brought with him a promise, a promise to make things better through a series of reforms he was planning on implementing known as the New Deal. In the first one hundred days following his inauguration as president, FDR, had already put into place a variety of programs, all with the goal to briskly improve the lives of those that had been most affected by the Great Depression and boost the economy. Through these programs FDR hoped to create jobs, lower the amount of people living on the streets, and most of all, uplift the spirits of the American people which had taken the biggest hit of all. The New Deal was a success because even though many minorities were overlooked, the overall population was influenced in a significant positive manner through job creation and governmental aid despite having negative effects in other areas of the country. Although the New Deal was an overall success in the United States, a significant amount of the minorities, especially the African Americans and Native Americans were neglected as opposed to the rest of the population. During the Great Depression, 50% of the African American citizens became unemployed, due to the fact that they were the first to be fired, and the last to be hired. Furthermore, many of the programs put into place by the New Deal, by improving the lives of other Americans, would damage and harm those of the African Americans. For example, as the excerpt from the Gilder Lehman Institute of American History online textbook , when the AAA was put into place between 1933-1934, more than 100,000 black workers who made their living as sharecroppers and tenant farmers were forced off the land (document B). When African Americans had a job, such as in the WPA, their working conditions would be incredibly harsh and unmerciful. These men were forced to work under harsh circumstances and if they didn’t they would lose  their job. A WPA foreman in the South being interviewed by a questioner from the Federal Writer’s Project claimed that, â€Å"As a matter of fact they cannot be sick for more than five days in succession. If they are†¦ they are automatically dropped from the rolls† (document H) demonstrating that these workers cannot afford to be sick if they want to be able to maintain their jobs. Additionally, even though the Black Cabinet was formed during these years, no civil rights reforms became law during the 1930 since the New Deal had no intention of working towards the civil rights movement. Another minority that was significantly overlooked and even negatively impacted was the Native Americans. As Document G mentions, â€Å"Many Indian problems remain unresolved, but every one has been addressed†. Sometimes, by addressing these problems, the government would actually hurt the Native Americans. For example, the Navajo Reduction Program forced hundreds of Indians to kill or sell thousands of their sheep and other forms of livestock; therefore raising the tension between the Native Americans and the government. The New Deal, even though it helped and lessened the economic problems throughout the country, actually weakened the situation of many minorities such as the African Americans and the Native Americans. The overall population of the United States was significantly enhanced by a number of the programs put into place by FDR through the New Deal. Roosevelt made the purpose of these programs and what he intended to do with them clear through he Fire Side Chats. For example, in one of these many chats, he claims, that â€Å"First, we are giving opportunity of employment to one-quarter of a million of the unemployed, especially the young men, to go into forestry and flood prevention work (document B) † He planned to do this through programs he implemented a short time after such as the CCC and WPA, which gave jobs to young men all over the country, whether they were skilled or not. Slowly, the effect became clear not only in the amount of young men with jobs, but also in the overall attitudes of those in America, which had begun to lose hope. As George Dobbin, he declares that â€Å"It’s the first time in my recollection that a President ever got up and said, ‘Iâ€⠄¢m interested in and aim to do somethin’ for the workin’ man (Document C)† Norman Thomas would have agreed with this whole heartedly since one of this main  objectives was to try and support the industrial worker and to improve their conditions. The results of these programs being put into place were obvious, as unemployment statistics were brought to light. In only two years, the unemployment rate had gone down from 20.6 % to a 14.2% (document E). These percentages strongly supported the idea that the New Deal programs were helping boost the country’s economy once more. Finally, many of these programs brought assistance to other areas of living. For example, the WPA brought hot lunches to schoolchildren and would serve 500,000 meals a day (document D). This made it possible for many children, living in detrimental conditions, to eat at least one nutritional meal a day. Huey Long, a past governor of Louisiana, would have agreed with this hot-lunch program due to the fact that he believed in the re-distribution of wealth from the rich to the poor, and in this case the money is being targeted to those of more humble background. Many programs put into place by FDR such as the CCC and the WPA significantly improved the wa y of life of hundreds of Americans. Eventually, even though the New Deal brought with it a lot of progress and improved life conditions, there were some areas of every day life it was not able to amend completely. One of these was the spirit of the American people. Songs such as â€Å"No Depression in Heaven† performed by the Carter Family showed the true feelings of those that were still struggling to survive. Lyrics such as â€Å"out here the hearts of men are failing† or â€Å"no orphan children crying for bread, no weeping widows toil or struggle, no shrouds, no coffins, and no dead (document E)† demonstrated how desperate and disconsolate many of the people are still and how they feel that it would be better to die, than to continue to live this way. Other negative impacts of the New Deal on the United States was the continuous discrimination towards woman and the fact that they were paid lower wages by many of the programs put into place such as the WPA or the PWA. Additionally Alden Stevens mentions that, â€Å"the New Deal Indian administration is neither as successful as its publicity says it is,† (document G) showing how improvements were not made in all areas of life in the United States. Furthermore, programs such as the TVA destroyed the environment by flooding hundreds of acres of land in order to build dams and reservoirs. The New Deal did not bring with it only positive effects towards the country. It had  negative connotations as well, those which could be observed in different, minor aspects of every day life. When FDR put into place the New Deal, he had three goals in mind. These were reform, recovery and reconstruction. He pretended to do this through various programs he implemented right away, which included the CCC, the WPA, the SSA, and much more. Slowly the effects of these programs began to be seen all over the country and the overall response was that yes, this program was working. People stopped living on the streets and began working, those who had lost everything now had insurance, and unskilled workers were now learning skills they needed in order to get a job. Even though many minorities were overlooked, and not all aspects of life in America were improved, the general impact of the New Deal was a positive one. Therefore, the New Deal was a success, because through this Roosevelt was able to create jobs and provide governmental aid, despite having slight negative effects in other areas of the country.

What is Economics? :: Economic Systems Economy Scarcity Essays

Economics, in one aspect, is the study of how individuals, societies, and countries manage to deal with the problem of scarcity. Scarcity is a problem within economics because the wants of people are unlimited and the resources available to fulfil those wants are finite (Sloman, 2001). The answer to scarcity is efficiency which Gowland and Paterson (1993) described as the most benefit from a certain amount of scarce resources. Within the economic system, there are several types of economies, each generating a different level of efficiency. It is said that an economic system that has allocative efficiency, productive efficiency, and equity will be effective. Along with the latter mentioned, the division of labour and comparative advantage, when exploited also bring about the effectiveness of a system. Within an economic system there are two contrasting ideals: the market economy and the planned economy. A free-market or laissez-faire economy makes decisions on an individual level with minimal government intervention. On the other hand of the spectrum lies the planned economy where all economic decisions are made by the government (Sloman, 2001). Both economies have their advantages and disadvantages. In a free-market economy there is freedom of choice, high incentives, and the belief in consumer sovereignty, yet, there are problems such as inequality of income, macroeconomic instability, and the chance of market failure. Likewise, though a planned economy has advantages such as low levels of unemployment and equal distribution of income, there is a loss of personal freedom and lack of consumer choice. Many people feel that efficiency lies in the free-market economy where one can easily answer the questions what should be produced, how it should be produced, and for whom. However, the problem with this ‘capitalist’ economy is that poverty and boom and bust cycles reduce progress (Economic Systems: How Societies adapt to Problems, 2003). â€Å"If you care about economic efficiency, you should like free markets†¦But they would also believe the second one should be qualified, in addition to its stabilisation and distribution functions, governments will be needed to correct market imperfections†¦Ã¢â‚¬  (Rhoads, 1999, p.66) Rhoads (1999) mentions how a market economy leans towards more efficiency but needs the government sporadically, a combination which makes the so-called mixed economy. A mixed economy which leans towards laissez-faire, as in the case with the U.S or the United Kingdom, is rather successful. On the contrary, countries, such as Burma or North Korea, which slant towards a planned economy, lack progress. Along with allocative efficiency, how resources should be allocated, productive efficiency, which production method should be utilised, and equity, â€Å"specialisation and exchange are both necessary to have an efficient economy† (Demmert, 1991 p.3). Specialisation comes in the

Drugs & Addiction

Drugs and Addiction Carl Jung, a Swiss psychiatrist once said: â€Å"Every form of addiction is bad, no matter whether the narcotic be alcohol, morphine or idealism. † I agree with what he said. It’s true; addiction is not only bad, it can be dangerous! Do you know how many people who take drugs die each year? According to WHO (World Health Organization), 2,000 Americans die each year from using heroin, in England, 5,000. 2,500 Americans die each year from using cocaine.Alcohol kills 80,000 Americans every year. And tobacco? Every year, tobacco kills 440,000 Americans, 1. 2 million Chinese, 900,000 Indians, 450,000 Germans, and 90,000 Britons! An addiction means being habitually or compulsively occupied with or involved in something. Some common addictions may be: coffee, drugs, gambling, stealing, food/eating, shopping, working, social media, video games, internet, etc. And how do drugs work? Drugs are chemicals or substances that change the way our bodies work.When yo u take drugs, they find their way into your bloodstream and are eventually sent to parts of your body, your brain for example. The effects of drugs can change depending on the kind of drug you take, how much is taken, how often you use it, how quickly it gets to your brain, and what other drugs, or food, are taken at the same time. Effects can also change based on the differences in body size, and weight. They can do a lot of harm to your body and brain.Drinking alcohol, smoking tobacco, and taking illegal drugs, can all cause serious damage to the human body. Drugs may numb your senses, or severely hurt your ability to make healthy choices and decisions. Perhaps you have heard of Judy Garland. At the age of 17, a year after she played Dorothy in the â€Å"Wizard of Oz†, Judy Garland was prescribed drugs to control her appetite. Soon she was under the â€Å"care† of psychiatrist Dr. Frederick Hacker, and her prescribed drugs that produced even more anxiety for the trou bled actress.In 1949 she was given electroshock and after that, hypnosis. In the fifties she suffered a dangerously swollen liver and spleen due to her drug intake, but in the sixties she was put on even more drugs. She ended up taking 40 Ritalin a day before she died of a drug overdose in 1969; she was only 47 years old. None of the dozen psychiatrists she'd seen had ever really helped her. So be aware! Say no to drugs! It all starts with just one!

Holly Bobo

It is not completely known that an actual crime has occurred, there hasn’t been enough evidence to prove that there has been a crime. I would want to interview her 25 years old brother, Clint. He reported seeing her being taken into the woods by a white male with all camouflage clothing. He said he only saw the back of this male and thought it was her boyfriend until he walked outside and saw some blood in front of their house. I would interview Clint because he was the last person that saw Holly and he also saw the man that kidnapped her. I would ask questions about the man who he saw take her. Also, about the path that this man took her. Finally, if he has noticed any weirdness from his sister the past couple of days or weeks. Then, I would want to interview Heather Sullivan, which is a woman in her town, she was approached by a man a couple of months before Holly’s disappearance, but she was so startled that she dropped the glass lamp that she was holding. When she dropped it got her boyfriends attention and he scared the man off. I would like to get from her details about the man that tried to kidnap her and see if Clint and her details maybe match up. Finally I would like to interview Whitney Duncan, which is her cousin. I would want to find out how close they were and if they talked on a regular basis and if she noticed anything not normal with her. I would obtain criminal records from each of these people and see if they’ve had any criminal history in the past that might pertain to this case. Also, I would want to obtain phone and text message records from each person. I would want to identify if there were any subspecies phone calls or text messages. I would want to collect the hair that was stuck to the piece of duck tape. This evidence could tell investigators who the hair belongs to and what part of the body it has came from. Also, I would want to collect her cell phone, this can prove to investigators who she made calls to and if there were any strange or threatening text messages. Also, it could have finger prints other than Holly’s. I would investigate the blood that was found at her home to find out if it belonged to Holly. Finally, I would want to obtain the lunch box that was found in the woods. It could provide investigators with finger prints if their were any other than hers. All the evidence would be carefully placed in the right kind of container or bag. Once it is placed in the right container, it would need to be tagged with the time, location, name of the person that collected it; then it is sent off to the lab to be investigated. Once they are done it is sent off for more investigation and it should be labeled with the names of the person sending it off, the time, and location. The primary scene is Holly’s home from where she was abducted from. This is the primary because it is the main place as to where the abduction occurred. The secondary scene is the woods. This is because this was the place where she was taken to after being abducted from her home. Then, there is another scene that the public or investigators don’t know about yet because there hasn’t been any other evidence leading to another scene. As for the other persons that would be investigated and records obtained from I would also obtain the phone and text messages records from Holly as well. These records would be important because it would tell investigators if there were any unusual phone calls or text messages sent or received from Holly. Also, I would investigate her Facebook and Myspace to find out if there were any unusual things going on through her social network sites. The locard exchange principle can apply to this case if her body has been found mostly. It is possible that other fibers can be found on the duck tape that the hair is stuck to. Also, some could be on the cell phone near the ear piece if the perpetrator used her cell phone. His DNA can possibly be on the ear piece of the phone. If people that Holly knew were ruled out I would suspect that maybe a neighbor that has been stocking her could be a potential perpetrator. It could be anyone that knew her schedule and her parents schedule. Whoever abducted her had to have known that her parents were gone and that she left for school at a certain time. I would document where all the evidence was found, the times it was found, and who found the evidence. I would document all the details that witnesses know about the perpetrator that abducted her. I would find out if anyone in the neighborhood saw a complete stranger just hanging around. If someone saw that then it could be a potential stalker of Holly. I would have of course TBI because it did happen in Tennessee so they would have to be involved in this case. I would also have FBI involved in this case because it is possible that they have traveled out of the Tennessee area. Of course volunteers they can be a big help in trying to find clues that lead to the end of a crime. I would also keep posting it on TV because some things can jog someone’s memory and that could lead you to your suspect. One possible motive could be that it was someone that wanted to date her and she didn’t want to date them so they wanted to get at her and her boyfriend and cause harm to her. Another could be that it was an ex-boyfriend and she didn’t want to have any contact with him or they ended on bad terms, which could have set him off and caused him to do this to her. Finally, another motive could have been just some random stranger that had been stalking her and knew that she left at a certain time in the morning for school and knew that her parents were gone and didn’t know her brother was still in the house and he could have just wanted to cause harm to her. I think these are viable motives because really it is only possible that someone that knew her schedule could commit this. A theory could be that her ex-boyfriend wanted to still be with her and he knew that she was with someone else and he didn’t like that she was. So he wanted to get back at her. He knew that she was on her way to school so he parked his car on a road behind the woods and when he saw her at her car went and grabbed her and made her come with him. He could have put the duck tape over her mouth and she ripped it off and that’s when he made her walk to his car. She had the lunch box still in her hand when they went in the woods and he could have made her drop it and then they drove off and went to another location. Another theory could be that a stalker could have just been planning to kidnap and harm this young lady. So he would watch her a lot and see the times her parents and her left and then the morning of April 13th he walked through the woods and went and grabbed her and made her walk through the woods to a car and he took her to another destination. It is possible that maybe her parents owed someone money for something that they were doing on the side and since they weren’t home and they saw that Holly as leaving the house they decided to abduct her and harm her as well. Finally, it is possible that a coworker could have had some kind of beef with her about something and they wanted to come abduct her and take her away from her family. So they watched her throughout a couple of days and figured out the times nobody was home and when she was on her way to school. And when she went out to her car someone jumped out of the woods and grabbed her and took her with them and they are at another location that investigators haven’t discovered yet.

Air quality under the bush administration essays

Air quality under the bush administration essays Air Quality Under the Bush Administration President Bush faced many issues when he ran for the office of the President in the new millennium. One of continuing concern since his swearing in on January 20, 2001 is the air quality in the United States. While Bush presented an environmentally friendly front during his campaign, a look at his activities in the environmental arena since his election reveals other agendas at work. Bush, like many elected officials, has ties to major supporters of his election campaign. In his case, some of the main supporters are executives of powerful U.S. energy companies. This is not surprising since Bush comes from Texas, the state recognized as the energy capital of America. However, a look at changes to our environmental legislation during Bushs administration shows that President Bush has used the power of the presidential office to favor energy companies. While Bush remains in the White House, our air quality is at risk. Air quality, as well as the methods for achieving cleaner air, consists of a broad range of concerns. To narrow down this topic, one can look at the power industry and power plant emissions in this country. In particular, older power plants are some of the biggest contributors to deteriorating air quality because of the high levels of toxic emissions from their operations. Decades ago, legislators and voters began to recognize the serious impact of power plants on the U.S. environment, as well as the environments of other countries. The Clean Air Act, the primary federal law governing air quality, was devised and enacted in 1970 in response to demands for protecting the air we breathe. Continuing concern led Congress to enact an additional piece of legislation called New Source Review (N.S.R.) 25 years ago. According to an article by Bruce Barcott in The New York Times, N.S.R. involves an obscure and complex set of environmental rules and regulations (Barc...

All About Mettre - Irregular French Verb

All About Mettre - Irregular French Verb Mettre, which means to put, is one of the most common French verbs. It is irregular in conjugation and is found in a number of idiomatic expressions.Using mettreMettre means to put:  Ã‚  Ã‚  Jai mis les livres sur la table.  Ã‚  Ã‚  I put the books on the table.  Ã‚  Ã‚  Il faut mettre sa famille avant son travail.  Ã‚  Ã‚  You have to put your family before your work.  Ã‚  Ã‚  Mettez les mains en lair.  Ã‚  Ã‚  Put your hands in the air.  Ã‚  Ã‚  Il veut mettre de largent dans votre affaire.  Ã‚  Ã‚  He wants to put money into your business.Mettre has various other meanings as well.1. to put on  Ã‚  Ã‚  Tu dois mettre un pull.  Ã‚  Ã‚  You need to put on a sweater.2. to spend time on  Ã‚  Ã‚  Jai mis deux semaines le faire.  Ã‚  Ã‚  I spent two weeks doing it.3. to turn on, activate  Ã‚  Ã‚  Peux-tu mettre la radio  ?  Ã‚  Ã‚  Could you turn on the radio?4. to suppose  Ã‚  Ã‚  Mettons quil a raison....  Ã‚  Ã‚  Supposing / Lets just say that hes ri ght....Mettre noun infinitive means to put something up/out/on to do something:  Ã‚  Ã‚  Jai mis de leau bouillir.  Ã‚  Ã‚  I put some water on to boil.   Ã‚  Ã‚  Il doit mettre le linge sà ©cher.  Ã‚  Ã‚  He has to put (hang) the laundry up to dry.Se mettreSe mettre also has many different meanings.1. to put oneself  Ã‚  Ã‚  Mets-toi cà ´tà © de ton frà ¨re.  Ã‚  Ã‚  Put yourself next to your brother, Go sit/stand next to your brother.  Ã‚  Ã‚  Je dois me mettre lombre.  Ã‚  Ã‚  I have to get into the shade.(figurative)  Ã‚  Ã‚  Je ne sais pas oà ¹ me mettre.  Ã‚  Ã‚  I dont know where to look / what to do with myself.  Ã‚  Ã‚  se mettre dans une situation dà ©licate  Ã‚  Ã‚  to put/get oneself into a delicate situation2. to become (weather)  Ã‚  Ã‚  Il va se mettre au froid demain.  Ã‚  Ã‚  Its going to get/turn cold tomorrow.  Ã‚  Ã‚  Il sest mis au chaud.  Ã‚  Ã‚  It got hot.3. se mettre - to start, set to, take up  Ã‚  Ã‚  Il sest enfin mis au travail.  Ã‚  Ã‚  He finally started working.  Ã‚  Ã‚  Je vais me mettre la danse.  Ã‚  Ã‚  Im going to take up dancing.  Ã‚  Ã‚  Quand vas -tu te mettre à ©tudier  ?  Ã‚  Ã‚  When are you going to start / set about studying?Expressions with mettre  Ã‚  Ã‚  mettre lessai - to put to the test  Ã‚  Ã‚  mettre en relief - to accentuate, bring out, emphasize  Ã‚  Ã‚  Il y a mis le temps  ! - He took his sweet time about it!  Ã‚  Ã‚  se mettre au rà ©gime - to go on a diet  Ã‚  Ã‚  More expressions with mettreConjugationsPresent tense  Ã‚  Ã‚  je mets  Ã‚  Ã‚  tu  mets  Ã‚  Ã‚  il met  Ã‚  Ã‚  nous  mettons  Ã‚  Ã‚  vous  mettez  Ã‚  Ã‚  ils  mettentAll tenses

Diversity in the United States Term Paper Example | Topics and Well Written Essays - 1000 words

Diversity in the United States - Term Paper Example Diversity in the United States I had always known about the settlers from Europe and their conflict with the Native Indians in the early days, but I had not realized just how many different national origins have made up the people of the modern United States. Looking at modern American culture, with such different styles as Hollywood films, rappers, classical orchestras and all kinds of local folk, country and rock music it is obvious that a creative mixture is going on. Learning about the different groups, such as Africans, British, Italians, Spanish, Japanese, Puerto Ricans, Mexicans etc, has opened my eyes to the rich cultural history that we all share. When I see this big range of cultures, this helps me to understand that immigration is a permanent and healthy tradition that America needs to manage well. People want to come here, because it is a great country to live in, but at the same time, we need to find ways to accept each other and get along peacefully together. My own background already combines two ve ry different cultures, since my parents are from the Philippines and Jordan. I grew up in a Muslim country, with a Muslim father and Christian mother. I can see that there are many differences between these two major religions, but what I have learned is that both of them have a belief in God, and both of them deserve our respect. I have seen how Muslims looked down on Christians (in Jordan) and Christians looked down on Muslims (in the United States) and this shows me that people are influenced by their own place of birth, rather than by any particular logic. I think my mother must have endured quite a lot of hardship to be married to my father and I think it took great courage for her to bring me to the United States and start a new life in a new country. She has been able to find a job, and I have been able to learn English, because this country welcomed us at a time when we needed a safe place to go to. Seeing this against the background of America’s history of diversity makes me very proud to have joined the many thousands who have brought their own culture into this country. I think that in the next thirty years or so there will be more immigrants to the US, including some from China, because of the attraction of the lifestyle and the freedom to think and speak what you want to. I hope that there will be a better agreement about immigrants from Mexico and the South American countries, because I believe that this has the potential to cause some tensions if it is not regulated properly. One big change that I see coming in the next thirty years is that there will be more people like myself who have a mixed heritage of more than one culture. Hispanic and Asian populations are growing faster, and so the proportion of these groups is likely to rise (Census Bureau, 2011). I think this is a good thing, and it will make people generally more tolerant. This is because second and third generation immigrants tend to marry outside of the narrow culture of thei r parents, and this will bring about more mixing of cultures, and more children who have the benefit of seeing things through different perspectives. A big challenge that the U.S. faces is the fact that different cultures have strong views about some issues, such as

Violence in Education Research Paper Example | Topics and Well Written Essays - 1750 words

Violence in Education - Research Paper Example This essay highlights that  education is a very critical sector in the economy of any nation as it contributes too much in terms of expertise and professional knowledge which can be utilized in various fields for achievement of success and progress. It is also through education that many problems faced by the contemporary society are eradicated for instance poverty and ignorance. Despite its importance, education is faced with numerous challenges that hinder its success in one way or the other for example lack of adequate resources and facilities, poor management and violence among others.  According to the report findings  education is a very instrumental aspect to every individual, the society, a nation and the world at large. Every person should be entitled to education to the highest possible level with favorable conditions that allows for excellence. This is so because education is a significant building block in regard to the growth and development of human beings   as it acts as a driving force towards improved living standards and also development through aspects like reduction of poverty, promotion of peace and stability,   improvement of health, promotion of gender equality among other aspects. All this is made possible because people get enlightened when they go through various education systems which instill a lot of knowledge in a wide range of life issues hence helping them in general decision making and problem solving. Education sector is faced with a lot of challenges violence being one of them.

Impairments of intangible (including goodwill) Research Paper

Impairments of intangible (including goodwill) - Research Paper Example Under the USA GAAP principle, the methodology used for the determination of the impairment of long lived assets is based on the two step approach. In the two steps approach, the first step requires test of recoverability. In this test, the comparison of the carrying amount and future amount of discounted cash flows from the using and disposing. In case, the assets are determined to be not recoverable than impairment testing conduct becomes mandatory. Contrary to this, in the IFRS system one step approach is employed. Under this system, the existence of the impairment indicators makes it mandatory for the application of the impairment testing (EY, a). The second major difference in the treatment of intangible assets in US GAAP and IFRS exist in calculation of the loss in the impairment of long lived assets. Under the system of US GAAP using FAS 157 entitled Fair Value Measurement is employed and the loss calculation is difference between the carrying amounts to the fair value amount. On the other hand, the IFRS system of financial reporting, the calculation of the loss is conducted by measuring the difference between the carrying amount and the recoverable amount. The recoverable amount is measured as either the fair value net of cost of selling or value in use or value indicating future value of discounted cash flow including the amount received after disposal. ... Additionally, the reporting unit can also be accounted in the level under operating segment or the component. In the IFRS financial reporting of corporate accounts, the allocation of goodwill is conducted differently. Goodwill in the IFRS system is allocated either in the group of Cash Generation Unit (CGU) or CGU itself. Allocation of the Goodwill in the group of CGU represents lowest level from which the internal management monitors goodwill for internal assessment IAS 36.6. Importantly, this group, by law of IFRS 8 (Operating Segment) cannot larger than operating segments (EY, a). In addition to the goodwill allocation carrying differences in the two internationally followed systems of reporting of corporate accounts, methodology for the determination of impairment of goodwill also varies. Corporate accountants using US GAAP system of reporting has to imply the two step approach or methodology for the determining the requisite impairment. Under two-step approach requires performin g the recoverability test at the level of reporting unit in which the allocation of goodwill is conducted. In this initial test, the net amount of difference of the reporting unit’s carrying value to the reporting unit’s fair values is conducted. Positive difference between the carrying value and the fair value of the reporting unit makes it mandatory to perform the impairment test for the goodwill. Companies using IFRS system of developing the financial accounts apply the one step approach. Under the IFRS system it is simply mandated to conduct the impairment test. The impairment test of goodwill is conducted at CGU unit. Under this approach, the comparison of the carrying amount at CGU level with recoverable amount is conducted while carrying amount

Teachers role in Facilitating Learning

Teachers role in Facilitating Learning To fully understand, appreciate and reflect on this title, I will have to study three, very different, yet at the same time inherently linked facets of the education spectrum. Firstly, the role of the teacher will have to be explored and the functions and responsibilities this position entails. Are teachers just lecturing child-minders, or are they fundamental, not only to a childs learning in school, but to their social and moral development and education? Secondly, what children learn, how children learn, and how we, as educators, learn with them, are crucial aspects which cannot be ignored. And thirdly, I will refer to the aforementioned areas of teaching within the context of key stage 3 and 4 English. The precise role of the teacher varies, but educator and role-model are two essential parts. Teachers have a responsibility and a moral duty (and are legally contracted), to assist the development of a pupils learning throughout their school life, whether they are in a lesson or during any other scholastic situation. Teachers and pupils have to co-exist, live and work within the confines of a school, and the reasons why many children just cannot cope with this set-up are many. To minimize these potential problems, the teacher therefore has to cater for every pupils different needs, (race, gender, SEN etc). A teacher can do this by researching particular pupils asking previous teachers, seeing SAT scores and literacy and numeracy levels. Consulting the Senco can be beneficial if there are concerns over teaching somebody with special educational needs. Understanding and accepting pupils differences, whether they are educational, religious or cultural have to be, not tackled, but worked through with all parties present. A working relationship has to develop where the teacher can initiate and then assist learning and the pupil can respond in their own way. Knowing the pupils individually is of vital importance in knocking down walls and building bridges. The pupils knowing the teacher and the teache rs consistencies of discipline, standards and expectations, can benefit the two-way relationship. Both parties know each others likes, dislikes and boundaries etc. Children are constantly underestimated, they frequently gauge and assess the teacher, acting and reacting in different situations with different teachers, so its important to assert yourself and get that relationship right. This is a key target for me; because I worked as a teaching assistant at The Woodroffe, I had to create a formality between myself and a few of the pupils, whereas before it was beneficial to have a more relaxed approach to get the job done. In English, the teacher has several key tasks which help children to get the most out of the subject: giving the pupils confidence to try when reading and when writing and to give them the relevant skills. Encouraging them to share opinions and interact with their peers through discussion speaking and listening. Introduce literature and language variation. Help them to understand the authors craft reading for meaning. They should be given access to our literary heritage and texts from different cultures and traditions. Recognise where a pupil may benefit from drama and ICT related lessons and then differentiate accordingly. Teachers should consolidate this information with media topics and theories to expand knowledge and understanding. The ability to fuse these areas is a teachers aim. The teacher constantly has to push the boundaries, challenge the pupils to get them out of their comfort-zone. There is an element of risk involved for the teacher in attempting a balanced but chall enging lesson. There is also risk for many pupils in different ways: Some of us are risk tolerant and some of us are risk averse with all points equally represented. If you are in a learning situation and anxiety tips into stress, then what happens next is predictable. There are four categories of survival response available to you. A teacher or anyone is involved in formally educating others will be familiar with them. They are fight, flight, freeze and flock. You show resistance or fight the source of stress, you flee from it, you freeze in the face of it or you hang out with others like you or flock from it. If you have an accumulation of stressors that leave you feeling out of control, then the four Fs are what is left for you.  [1]   The teacher regularly reviews the boundaries to reduce the usage of these defence mechanisms. These four Fs are prevalent in English where in ascertaining whether the students have understood, the teacher will direct questions to random pupils, which in their eyes might be thought of as picking on. Speaking and listening tasks can offer problems to some students who may be good in other areas and some pupils respond by using one of these defence mechanisms because they lack the basic skills needed. What the teacher can do to alleviate this problem is to fore-warn the class that questions will be asked, nominate a table, group or pairs for an answer and say what type of questions you are going to ask, building up from easy questions to harder questions. A quieter student could be asked before the lesson if they felt okay with answering a question/performing a poem etc. A certain degree of sensitivity and common sense is needed when considering this question. Because English is such a varied subject that encompasses many different teaching and learning styles, it can be difficult to teach and consider the different and necessary approaches. Key stage 3 can be problematic at The Woodroffe as the classes are of mixed ability with a vast range of skills and needs. Key stage 4 are put into sets which, although can help with differentiation, means the need to further challenge pupils becomes more apparent. Pupils know every trick in the book, every survival technique that will help them to stay alive in the jungle that is their classroom. The teacher has to remain one step ahead of them, using their motivational techniques along with a good lesson, to keep the class participating. Knowing each pupil and their needs is of vital importance to the teacher. The balance of praise and criticism in teaching is an ongoing debate and an issue of common sense. Educational psychologists, writers, theorists, parents and teachers have all added their ideas to the following questions: Is it three ticks to one cross? Do you give out fewer ticks as the pupils get older? Do you mark in green or red pen? These are just some of the basic questions that are trying to be answered. At my school there is an Assessment For Learning initiative set up where a group of teachers have volunteered to try many of these schemes. They meet up quarterly to share results. From attending one of these meetings and by witnessing them in class, I am now aiming to use one or two of the ideas in my lessons. For instance, the question of how to mark effectively: Within this context it is very difficult to state what type of marking is needed and where. One possible rule offered is that you dont highlight every spelling mistake, especially for the lower ability groups. This issue splits teachers. As previously mentioned, I feel that this is an issue of common sense depending on the context of the situation. There is also the question of summative vs. formative marking, but does there have to be verses, they can co-exist together. Sometimes a comment is more beneficial to the student than a grade. Some students may prefer to see a mark or grade so that they can easily see improvement. There is ongoing research into this area. Choosing which type of marking to use is a matter for each individual teacher and their individual students. Again, it is your knowledge of the pupils as individuals, building on your expectations for them, what they are achieving and what they should be achieving and getting the pupil to recognise these expectations. Just as two pupils are never the same, the marking, comments and grades reflect this. Teachers have to regulate and differentiate and only by knowing the pupils, (SEN, background, social problems etc) will this occur. I have realised that some pupils benefit from formative marking and that some crave a grade or number so that they see if they are progressing. It appears to me that higher ability students like to see the grades. I was asked recently by a higher ability year 12 student to give a grade for a piece of homework where I had just put a constructive comment. Putting crosses in red, underlining incorrect spelling and putting see me! at the end of the work, are all methods which we are familiar with, but how many teachers actually appreciate and celebrate pupils work? At every level pupils like to see their work appreciated by the teacher and the class. They like to know that they understood the question or showed a great deal of effort. They like to be rewarded appropriately and consistently. For some pupils just to finish a piece of work is a cause for celebration. This celebration should be differentiated by the teacher in accordance with individual expectations. Linked with praise and criticism is target-setting. A current theme in schools is for the student and teacher to work together to set the pupils targets for the term/year etc. The theory behind this idea is to involve the pupil as much as possible so they can create manageable targets. Also, they are more likely to resist completely if a teacher were to set their targets and force-feed them to the student. In English, setting targets, no matter how small and achieving them is the basis for progression in learning. Targets could include spelling certain words, taking part more in class discussions, not calling out or handwriting. Again, this target setting is heavily differentiated and that is why I feel it is a good idea to involve the student, they know probably better than the teacher where they need to improve. I have worked with students and other teachers setting literacy targets and behavioural targets in other schools and at The Woodroffe. We adjusted the targets by looking at levels and listening to comments from other teachers, not just in English. This idea attempts to motivate students by shifting the responsibility, from the teacher to the pupil, involving them more in their learning. This is just one facet of an interactive movement within education today; self-marking and self-evaluation are important tools in the classroom for all key stages. Just recently I asked a year 10 group to mark their own work as if they were a teacher. The comments and grades that I were shown were very interesting, the amount of constructive reflection was very surprising. This allows the students to see their work from a teachers perspective what they will be marked on and how the teacher allocates marks for spelling and handwriting, for example. The idea is to create reflective pupils. Pupil responsibility is the current catchphrase, although some students understand the reasoning behind the idea more than others. In my year 9 lessons, preparing for their SATS, I ma ke very explicit what they will be marked on for each type of question. They are given the mark scheme to mark their own mock papers. This seems to help them a great deal and they are beginning to realise that teachers dont just give a random grade with could do better on the bottom. A teacher has to consider the use of the different learning styles: visual, auditory and kinaesthetic. Visual learners like to see what they learn, auditory learners like to hear what they learn and kinaesthetic learners like to be physically involved in what they learn. They should be used together and this cross-over is of vital importance in an inclusive learning environment. In English, skills are needed that incorporate different styles of teaching (reading, writing, watching, speaking, listening, performing). When planning, teachers have to accommodate all the methods to make sure they appeal to all the different types of learners in their class. Across both key stages I have aimed to deliver a varied programme within the lesson; when I am explaining something I try to express it clearly and concisely, have what I am saying on the board, sometimes with a picture and by giving out helpful handouts. By demonstrating something as I am explaining it, especially in drama and speakin g and listening, helps to address all the different types of learners. Also, I prefer to set work involving a mixture doing tasks, reading tasks, written tasks, whilst incorporating drama and ICT. Flexibility within a lesson structure is a key theme. Recognising where to be flexible is a trait of a good teacher: (Is this too easy for them shall I move on to something more challenging? Did they get all that shall I go over it again?) Because of the wide range of topics in English, a well-structured lesson should be planned, although digression in a lesson, especially when instigated by a pupils question, can be beneficial to develop. It is beneficial if a teacher is enthusiastic and is able to enthuse students. This enthusiasm should be considered a valuable resource, just like the teachers subject knowledge. The knowledge of, understanding and using resources are essential for enhancing the learning experience. Resources can be varied and obviously differ between subjects, classrooms and teachers. Resources can include such things as: Teacher knowledge Student knowledge Teaching Assistants I.C.T. computers, O.H.P.s, digital cameras, video cameras etc Research Homework A brilliant and effective lesson is very hard to achieve. A well-structured lesson is a must as long as there is flexibility allowed, as previously mentioned. Presentation and delivery are also important aspects to consider whilst not forgetting the power of the teacher to inspire: Use rich language and lots of repetition. Encourage learning behaviours noticing, naming, describing, speculating, questioning. Encourage physical exploration and robust play. (Smith, p.46) Other things that are found in a good lesson vary from subject to subject, factors that I consider crucial in English are: 1) Good planning and preparation. A well planned and prepared lesson is more likely to be a good one. Each learning objective and task to meet that objective is carefully considered to be beneficial to the students. This is an ongoing target, which I feel I have met to a basic level. 2) Knowing the pupils well. By knowing the pupils well you can cater for all their weaknesses and abilities, set achievable targets, expectations and boundaries. Again, I know the majority of my students and some of their weaknesses and strengths but I realise more background research on the pupils is needed. 3) Differentiation/learning styles. This is to benefit each student with their own needs and learning styles tailoring the lesson so that it is accessible to thirty or more students. This is a key aim of mine and although I feel I understand what is needed, I need to spend a great deal of time on this area. 4) Check understanding continually (also from assessment). I check at regular intervals by asking questions, checking books and work in lesson. This is important because it is vital to realise if you are going too fast or too slow. Students that dont understand will switch off. Also, knowing when you are going too fast is crucial and leads on to: 5) Consolidation building on prior knowledge/looking to future lessons. This can be added to the start of a lesson to refresh memories and to let the students know the content of the lesson. I feel I do consolidate consistently but it is an ongoing, rolling target of mine. 6) Appropriate working relationship with students. As previously mentioned, to benefit the student and the teacher, getting the correct balance has to be achieved. This is an area where I realised I needed to focus myself. I think I am gradually achieving that balance. A critical aspect of the facilitation of learning is the actual environment where the learning takes place, usually the classroom. Children are learning all the time, whether they know about it or not: There is a great deal of learning that goes on outside of conscious attention. The brain processes information that is neither attended to nor noticed and this process is pervasive and ongoing. Children can, in some situations, be learning without the involvement of the teacher! (Smith, p.161) There are other ways to make the classroom an enriched learning place and accessible to all. Behaviour is a major factor, if you have bad behaviour constantly and from different students, you may well question your choice of lesson for them. A lesson that is too easy for students is just as bad as a lesson that is too hard for them. Better behaviour means better learning. Classrooms become better places in which to study and more enjoyable to work in.  [2]   It is also beneficial to students and teachers alike, to be consistent when setting and enforcing rules and boundaries. By talking to staff and from my own experiences, I have realised this is an important aspect. Clarification, explanation and the displaying of rules and guidelines are essential as pupils learn best in ordered environments where boundaries are clear.(DfES 2003) It is easy to overlook the actual classroom space. This is an integral part to the students lessons. Is it light and airy? Is it overcrowded or badly set out? Are the wall displays overbearing, too busy? Or, are the displays subtly aiding learning by just being visible? Students are proud to see their own work on the walls and this sense of well-being can only help create a positive atmosphere. It is good for the students to know where everything is in a classroom. Are the dictionaries and other resources easily accessible? Are the tables and chairs set out in rows or in groups? Which way would suit the task you are about to set? I have always thought that this is an area that could easily be overlooked by teachers and although I aim to consider this factor, I find it difficult when I use twelve different rooms, some of them art and science rooms which are not conducive for teaching English. Differentiation is a major consideration in the classroom. Recognising, understanding and catering for every childs individual needs are essential; knowing the pupils, planning for them appropriately and setting achievable learning outcomes. Getting the balance between challenging content and achievement can be difficult, even for experienced teachers. That is why it is so important to know your pupils well, as previously discussed. What special educational needs do they have? What can you do to help them progress in their learning? In English, recognising reading and writing problems, are they dyslexic? Also, speaking and listening problems, autism and understanding these problems is necessary. How can you make your lessons more accessible for them? You can try to understand their problems and talk to the Senco about how to facilitate learning better. Have they any background or social problems? Teachers have to differentiate for the gifted and talented in their classes, with extens ion tasks combined with rewards, whilst not forgetting all the pupils in between. It is also a key aim for teachers to be reflective, recognising the good aspects of their teaching and developing them in order to facilitate progression in pupils learning. It is also necessary for them to realise where their teaching techniques and methods can be improved to achieve their full potential as an educator, which in turn, will improve the student. Although I have only limited experience, one example is fresh in my mind: Whilst beginning to take a year 11 GCSE prep. group, I realised that because of their lack of motivation, they werent really benefiting from my lessons. I discussed the issue with my mentor and approached from a different angle, changing my lesson plans, tasks and delivery to get their attention and to offer the skills they needed to learn. I think that the role of the teacher is an indefinable idea. As times change, so do the responsibilities and duties for a teacher. One thing remains constant however, the main drive of teacher as educator. Although teachers wear many different hats, their actual teaching hat is never taken off, that is the one thing that takes precedence. As previously mentioned, teachers have to be flexible nowadays, and it is this pliability that has helped to make teaching such a demanding but rewarding career. Teaching has evolved and the roles are many and varied across the entire spectrum. There is a shift in telling the children what they need to know, to telling the children how to find out what they need to know, giving them the responsibility for their learning and development. In English, there is a drive towards prioritising what the child needs to progress on, students are marked and evaluated as individuals not as a whole class. Getting the balance between consolidation and moving the class on is a constant consideration and through teaching, teachers are learning how to adapt and improve so they can benefit the students to their full potential.

Teenage Alcohol Abuse Essay -- essays research papers

Is there ever going to be an end of teenagers drinking before they are allowed to according to law? In today’s society teenagers walk around as if they know exactly what is good for them, as if they are invincible. Take a look at the number of crashes caused every year by teenage under-aged drinkers and how alcohol effects their future and see how bold of a word invincibility is. Issues that need to be considered when it comes to alcohol are the medical conditions it gives people, how alcohol effects each teenagers future, and who the people are that are inspiring teenagers to drink. People have the right to drink but because of law teenagers are not legally allowed to. There is a reason for everything and this is to keep everyone safe. Alcohol has a major effect on people medically, especially teenagers. Between the years 1988-1996, there was between 130-150 deaths each year caused medically by the use of alcohol. Believe it or not but alcohol is the most commonly consumed drug in New Zealand. It causes cancer, high blood pressure, haemorrhagic strokes, cardiac conditions...

Lab Test: Tensile Testing

The mechanical properties of materials are determined by performing carefully designed laboratory experiments that replicate as nearly as possible the service conditions. In real life, there are many factors involved in the nature in which loads are applied on a material. The following are some common examples of modes in which loads might be applied: tensile, compressive, and shear. These properties are important In materials selections for mechanical design. Other factors that often complicate the design process Include temperature and time factors.The topic of this lab is confined to the tensile property of polymers. Figure 1 shows a tensile testing machine similar to the one used in this lab. This test is a destructive method, in which a specimen of a standard shape and dimensions (prepared according to ASTM D 638: standard test method for tensile properties of plastics) is subjected to an axial load. During a typical tensile experiment, a dog-bone shaped specimen Is gripped at I ts two ends and Is pulled to elongate at a determined rate to Its breakpoint; a highly ductile polymer may not reach its breakpoint.The tensile tester seed in this lab is manufactured by Insertion (model 5569). It has a maximum load of 2 or 50 ink and a variable pulling rate. The setup of the experiment could be changed to accommodate different types of mechanical testing, according to the ASTM standard (e. G. Compression test, etc). For analytical purposes, a plot of stress (o) versus strain (E) Is constructed during a tensile test experiment, which can be done automatically on the software provided by the instrument manufacturer. Stress, in the metric system, is usually measured in N/ mm or Pa, such that 1 N/mm = 1 Pa.From the experiment, the value of stress is lactated by dividing the amount of force (F) applied by the machine in the axial direction by its cross-sectional area (A), which is measured prior to running the experiment. Mathematically, It Is expressed In Equation 1. T he strain values, which have no units, can be calculated using Equation 2, where L Is the Instantaneous length of the specimen and LO Is the initial length. (Equation 1) (Equation 2) A typical stress-strain curve would look like Figure 2. The stress-strain curve shown In Figure 2 Is a textbook example of a stress-strain curve.In reality, not all stress-strain curves perfectly resemble the one shown In Figure 2. This stress-strain curve Is typical for ductile metallic elements. Another thing to take note is that Figure 2 shows an â€Å"engineering stress-strain† curve. When a material reaches its ultimate stress strength of the stress-strain curve, its cross-sectional area reduces dramatically, a term known as necking. When the computer software plots the stress-strain curve, it assumes that the cross sectional area stays constant throughout the experiment, even during necking, therefore causing the curve to slope down.The â€Å"true† stress- change in the cross section al area of the specimen throughout the experiment. Theoretically, even without measuring the cross-sectional area of the specimen during the tensile experiment, the â€Å"true† stress-strain curve could still be constructed by assuming that the volume of the material stays the same. Using this concept, both the true stress (UT) and the true strain (ET) could be calculated using Equations 3 and 4, respectively. The derivation of these equations is beyond the scope of this lab report. Consult any standard mechanics textbook to learn more about these equations.In these equations, LO refers to the initial length of the specimen, L refers o the instantaneous length and o refers to the instantaneous stress. (Equation 3) (Equation 4) Figure 2 also shows that a stress-strain curve is divided into four regions: elastic, yielding, strain hardening (commonly occurs in metallic materials), and necking. The area under the curve represents the amount of energy needed to accomplish each of these â€Å"events. † The total area under the curve (up to the point of fracture) is also known as the modulus of toughness.This represents the amount of energy needed to break the sample, which could be compared to the impact energy of the sample, determined from impact tests. The area under the linear region of the curve is known as the modulus of resilience. This represents the minimum amount of energy needed to deform the sample. The linear region of the curve of Figure 2, which is called the elastic region (past this region, is called the plastic region), is the region where a material behaves elastically. The material will return to its original shape when a force is released while the material is in its elastic region.The slope of the curve, which can be calculated using Equation 5, is a constant and is an intrinsic property of material known as the elastic modulus, E. In metric units, it is usually expressed in Pascal (Pa). (Equation 5) Figure 3(a) shows typical stre ss-strain curves of polymers. The figure shows that materials that are hard and brittle do not deform very much before breaking and have very steep elastic modulo. The mechanical property of polymers generally depends on their degree of crystalline, molecular weights and glass transition temperature, Tug.Highly crystalline polymeric materials with a Tug above the room temperature are usually brittle, and vice versa. When a semi-crystalline polymer undergoes a tensile test, the amorphous chains, will become aligned. This is usually evident for transparent and translucent materials, which become opaque upon turning crystalline. Figure 3(b) shows a diagram showing the mechanical property of some common polymers. Important! Make sure you wear safety glasses before starting any operation. Your eyes could be hurt by a broken piece of polymer. Also wear gloves to protect against any residue on the machine and samples. . 1 Specimen Preparation The polymer specimens were injection-molded int o dog-bone shapes. Their dimensions were determined according to the ASTM D 638 standard mentioned earlier in the introduction. (1) Measure the thickness, width and gage length of polymer samples in mm. These dimensions should be approximately the same for each sample. (2) Also make note of any sample defects (e. G. Impurities, air bubbles, etc. ). The following samples will be tested: 1) Polypropylene (UP), polystyrene (AS), polycyclic acid (polymer), high density polyethylene (HIDE), and Dentally for analysis of mechanical properties. ) Polystyrene: to compare effects of feeding direction on mechanical properties. 3) Polypropylene: to analyze effects of strain rate on mechanical properties. . 2 Bluebill Software Setup 1) Turn on the tensile test machine. The switch is located on the right side of the machine. Also turn on the video extensors. (2)Go to the desktop and double-click on the â€Å"Bluebill† icon. (3) On the main page, select Test to start a new sample. Name your test and click Browse to select the folder you would like to save it in. Click next. (4) Choose which method you would like to use.Create and save a new method if needed. (5) Method set up: Save after any changes are made. General: used for display purposes Specimen: specifies sample dimensions and parameters. A doggone sample is used for tensile testing. Select rectangular, and specify the width, thickness and gauge length of the sample. The gauge length is the distance between the clamps before starting the test. Control: describes the actual test. Select extension for mode of displacement, then specify the rate of extension. Most use 5 mm/min or 50 min/mm, depending on if you want a slow or fast test.End of Test: identifies the criteria for the end of the test. A large load drop is experienced when sample failure occurs. For this test, when the sample load drops by a certain percentage of the peak load, he machine will stop. Data: specifies if the data is acquired manually or au tomatically, while the strain tab recognizes whether the strain is measured from the video exterminates or the extension. Results and Graphs: select what data is shown and how it is displayed. (1) Make sure the proper load cell is installed, either 2 ink or 50 ink depending on the load range and sensitivity of the sample.To switch load cells, make sure the machine is off. Unscrew the bolts and remove using the handle. Make sure to plug the new load cell into the port behind the machine. (2) Calibrate the load cell by licking on the button in the upper right hand corner. Make sure all loads are removed from the load cell and click calibrate. (3) Install the correct type of clamps for the testing. For tensile testing, non or ink samples can be used. Install the clamps using the pins. Also install height brackets if needed. Zero the load once the clamps are installed. 4) Press the up and down arrows on the controller until the clamps are Just touching. Press the reset gauge length butt on at the top of the screen to zero the position of the clamps. (5) Use the up and down arrows until the clamps are about 100 mm apart. This is a typical gauge length for the dog bone samples. (6) Place the polymer sample between the grips of both the tensile test machine. While holding the sample vertically with one hand, use another hand to turn the handle of the top grip in the closing direction as tightly as possible. The specimen should be gripped such that the two ends of the specimen are covered by the grip, approximately 3 mm away from its gage-length. It is important that the specimens are tightly gripped onto the specimen grips to prevent slipping, which will otherwise result in experimental errors. ) (8) Make sure that the specimen s vertically aligned, if not a torsion's force, rather than axial force, will result. (9) Turn the bottom handle in the â€Å"close† direction as tightly as possible. Visually verify that the sample is gripped symmetrically at its two en ds. 10)Zero the extension by pushing zero extension button at the top of the screen. Also zero the load if needed. Wait for a few seconds to let the computer return its value to zero. 2. 4 Tensile Test (1) Enter geometry of the sample before starting. (2) Click on the Start button. Both the upper and bottom grips will start moving in opposite directions according to the specified pulling rate. Observe the experiment at a safe distance (about 1. 5 meters away) at an angle and take note of the failure mode when the specimen fails. (NOTE: Be sure to wear safety glasses.Do not come close to equipment when the tensile test is running). (3) A plot of tensile stress (Amp) versus tensile strain (mm/mm) will be generated in real-time during the experiment. 2. 6 End of Test (1) The machine will stop automatically when the sample is broken. (2) Press the â€Å"Return† button on the digital controller. Both the upper and lower grips will be returned to their original positions automatica lly. 3) Turn the two handles in the open directions to remove the sample (4) Repeat the previous steps for any additional tests. 5) When finished, save your file and click Finish. This will export your data into a PDF and individual data files. (6) Clean up any broken fragments from the specimens. (7) Turn off the machine and exit the program when finished. Graph UP (50 mm/mm extension), AS (2 feed inputs), PLAN, HIDE and Dentally results using raw data files. There should be two tests for each polymer, but Just pick one to graph. Construct the true stress-strain curves for each polymer (hint: use Equations 3) and (4) provided in the Introduction section).Calculate Young Modulus for each material and testing condition and compare experimental values with literature values. Discuss any differences in mechanical behavior between the polymers (use pictures! ) Analyze the fracture modes of each sample (ductile fracture, brittle fracture, or intermediate fracture mode). Using the data fo r polypropylene, discuss the effects of strain rate on the mechanical behavior of the polymers. Using the data for polystyrene, compare effects of feed direction on the mechanical behavior. Explain any unexpected results.