Reading Recommendations and Sites for Studying Multiple Subjects

Reading Recommendations and Sites for Studying Multiple Subjects There are many websites that offer free online access to their courses and materials. Check out our selection of useful websites and take your learning journey to a new level. OpenLearn  Ã¢â‚¬â€œ Open Learning website offers free access to the Open University course materials, which cover a multitude of important topics supported by expert opinion.Capilano University OpenCourseWare  Ã¢â‚¬â€œ The site is free and gives away courses online for students and self-learners from around the world.University of Southern Queensland’s OpenCourseWare  Ã¢â‚¬â€œ For several years now, open courses at USQ demonstrate a commitment of the University to providing the accessible education. The resources presented on the website relate to various study areas.YouTube EDU  Ã¢â‚¬â€œ The website was created with the aim to provide various educational videos on one platform. Free lectures from over a hundred universities are easily accessible for anyone.LearnHub Test Prep  Ã¢â‚¬â€œ Preparation is a key element for any test and if you don’t know how to do it right, check out a LearnHub Test Prep platform.iTunes U  Ã¢â‚¬â€œ Here is a great portal for films , audiobooks, lectures, slide shows that were produced by professors from hundreds of universities, including MIT, Yale, and Stanford.United Nations University OpenCourseWare  Ã¢â‚¬â€œ Training and educational programs related to the work of the United Nations are available at this site.Brigham Young Independent Study  Ã¢â‚¬â€œ The aim of BYU Independent Study is to support any learner on his educational journey. Whether you are a beginner in some area of study or want to increase your expertise, you can find a lot of useful information for yourself, no matter what the subject of your interest is.TED  Ã¢â‚¬â€œ A unique educational video platform the idea of which is to highlight important issues and motivate other people. The content, which is presented by many distinguished experts, is powerful enough to change the world for the better.LibraryThing  Ã¢â‚¬â€œ LibraryThing offers a useful option to be connected to other people who also read what you are reading.Scribd  Ã¢â‚ ¬â€œ Scribd is a digital library and a subscription service, which allows sharing documents in a variety of popular formats. You can download the documents or embed them as well.   Textbook Revolution  Ã¢â‚¬â€œ The website is run by students with the aim of sharing textbooks and other educational materials online for free.

Answers to Practice Questions before the Midterm ( Essays - Economy

Answers to Practice Questions before the Midterm ( Essays - Economy Answers to Practice Questions before the Midterm (MBAC 512) Prof. Silke Forbes Spring 2017 Multiple-Choice Questions 1 . The law of demand states that, holding all else constant: A. as price falls, demand will fall also. B. as price rises, demand will also rise. C. price has no effect on quantity demanded. D. as price falls, quantity demanded rises. 2 . An increase in the price of steak will probably lead to: A. an increase in demand for chicken. B. an increase in demand for steak. C. no change in the demand for steak or chicken. D. an increase in the supply of chicken. 3 . If A and B are complements, an increase in the price of good A would: A. have no effect on the quantity demanded of B. B. lead to an increase in demand for B. C. lead to a decrease in demand for B. D. none of the statements associated with this question are correct. 4 . Suppose both supply and demand decrease. What effect will this have on the market price? A. It will fall. B. It will rise. C. It may rise or fall. D. It will remain the same. 5 . Assume that the price elasticity of demand is -2 for a certain firm's product. If the firm raises price, the firm's manage rs can expect total revenue to: A. decrease. B. increase. C. remain constant. D. either increase or remain constant, depending upon the size of the price increase. 6 . One of the conditions under which market-based (third-degree) price discrimination is profitable is: A. ability to identify consumer types. B. inability to resell the good. C. differences in demand elasticities. D. All of the statements associated with this question are correct. 7. The own price elasticity of demand for apples is -1.2. If the price of apples falls by 5 percent, what will happen to the quantity of apples demanded? It will increase 5 percent. It will fall 4.3 percent. It will increase 4.2 percent. It will increase 6 percent. 8. If apples have an own price elasticity of -1.2 we know the demand is: unitary. indeterminate. elastic. inelastic. 9 . A consumer values a car at $525,000 and a producer values the same car at $485,000. If the transaction is completed at $510,000, the transaction will generate: No surplus. $25,000 worth of producer surplus and unknown amount of consumer surplus. $15,000 worth of consumer surplus and $25,000 of producer surplus. $25,000 worth of consumer surplus and unknown amount of producer surplus. 1 0 . The opportunity cost of an action: is equal to the marginal cost of an action. is equal to explicit cost. is equal to the value of next best alternative . is the total cost of an action 1 1 . If Average Variable Costs are equal to $5 and Average Fixed Costs are equal to $15, then the Average Total Costs are equal to: $10 $5 $15 $20 1 2 . Sarah's Machinery Company is deciding to dump their current technology A for a new technology B with small fixed costs but big marginal costs. The current technology has fixed costs of $500 and marginal costs of $50 whereas the new technology has fixed costs of $250 and marginal costs of $100. At what quantity is Sarah Machinery indifferent between two technologies? 5 6 7 8 1 3 . In 2011, Netflix raised prices on its DVDs and internet streaming plan. This decision could have been based on the following rationale: Netflix had become an industry leader thereby making the demand curve inelastic. Netflix had become an industry leader thereby making the demand curve elastic. Internet service, a complement to a Netflix subscription, had become more expensive. There are many substitutes to Netflix products. 1 4 . It costs a firm $80 per unit to produce product A and $50 per unit to produce product B individually. If the firm can produce both products together at $120 per unit of product A and B, this exhibits signs of Economies of scale. Economies of Scope. Diseconomies of Scale. Diseconomies of Scope. 15 . When there are economies of scale, per-unit costs increase as output increases. per-unit costs

Discrimination Essay Example | Topics and Well Written Essays - 250 words

Discrimination - Essay Example This harassment is termed as overt discrimination (Gregory, 2004). The Title VII of the Civil Right Act addressed the situation and declared that all decisions pertaining to employment, termination or promotion should never be based on gender, instead based on merit. The issue was addressed, and the female employee got the promotion and the male employee was subjected to punishment to discourage such behaviors (Boland, 2005). The uninformed manager could have mishandled the issue if he/she is uninformed of the Title VII of the Civil Right Act, this way there would never be any punishment administered to the gender prejudiced employee. In return, this would have led to subsequent cases of sexual harassment of the same nature in the organization (Barreto et al, 2009). The managers always determine the level of sexual harassment to be expected in an organization. Mangers that set rules that discourage sexual harassment tend to report lower cases of sexual harassment, whilst managers with rules that encourage sexual harassment experience a vast number of cases of sexual harassment (Neville,

Literature mary shellys frankenstein Essay Example | Topics and Well Written Essays - 1250 words

Literature mary shellys frankenstein - Essay Example It didn’t take but a few moments for me to realize the logical extrapolation of the relevancy of Frankenstein. While Victor Frankenstein’s fictional undertaking took place in the early 19th century, the same story line- blindly ambitious genius creates a scientific marvel that becomes the source of his mental destruction- has been and is still seen throughout history. In the mid 19th century, Alfred Nobel developed dynamite. His invention made earth-moving projects extremely more affordable, and ushered in a new era of major construction projects. But his ambition to create the world’s best explosive had a dark side. Dynamite would become incorporated into weapons of war, used in assassination attempts, and the cause of many accidental deaths. Alfred Nobel would become haunted by his creation, however, and became especially remorseful, even terrified, when a mistaken obituary made him realize the world thought of him as the creator of a tool of destruction. From then on, Nobel’s creation haunted him, and he sought to make up for what he felt bad for creating, and thus donated most of his wealth to the creation of the Nobel Prize Foundation (NobelPrize.org). Thus, Alfred Nobel, after the fictional Frankenstein, embodied the same general story as the novel. Another, more contemporary example of the relevancy of Frankenstein is the scientist J. ... Oppenheimer, however, would come to be haunted by his creation, just as Victor Franken was. Therefore, Oppenheimer serves as another more contemporary example of the relevancy of Frankenstein today. Of course, the previous examples have not been extremely modern, but this is because we can only see the overlying theme when looking back. Today, Frankenstein is even more relevant since we have even more problems to solve. Increasing technology makes our research more efficient, and this improved rate of research has allowed us to tackle the big questions, like if we have free will, what dark matter is, and how the universe was created (JupiterScientific.org). The solution to questions like these could have even larger ramifications than Frankenstein faced. Say, for instance, that a champion of research undertook an ambitious campaign and managed to discover the reality of dark matter, and was subsequently able to harness it and generate massive amounts of power. But some rogue governme nt, like North Korea, got ahold of the technology, and was able to develop a super weapon. Dark matter then would be developed by all nations with a large military program, The USA, China, Russia, India, etc. all have their own programs, and through research and espionage most major nations of the world get ahold of these dark matter super weapons, which are then used in wars around the globe, making killing even easier. I could see that original researcher would be haunted by the destruction being caused by his creation, and would live perpetually tormented much like Victor Frankenstein. Now we must examine whether promoting blind ambition is still worth it. Do the pros outweigh the cons of these creations, be if

Work and Society People Assignment Example | Topics and Well Written Essays - 3000 words

Work and Society People - Assignment Example It is evidently clear from the discussion that the participation of women in paid market work is increasing day by day. This situation is also experiencing various issues and challenges. These challenges are resulting in the reformation of different policies such as taxation, benefits and health policies. Though the number of women professionals is increasing in the job market, the undeniable responsibilities towards childcare and household works are restricting their contribution towards organizations and career growth. A huge number of women with these kinds of responsibilities are scaling down their employment potency by choosing less challenging works and part-time jobs. The involvement of men in domestic works is increasing day by day. Now a day’s men are providing their share of contribution in the domestic works and they are also spending adequate time with their children than before. There are several reasons behind these role changes such as economic pressure, increas ed time pressure on working women and attitude changes in terms of gender role. On the other hand, different researches conducted in the UK and US have demonstrated that women are still handling most of the household responsibilities in comparison to men. More involvement of the male partner in domestic works indicates improvement in the job performance of women. It also ensures the increase in women’s capability to accept more job responsibility. Further discussion of the study has also demonstrated the changing scenario of labor distribution between men and women. Gender division in terms of paid market work and domestic labor is a very common site in the developing countries. A statistical report has shown that women are more inclined towards the less paid part-time job while men are focused towards higher paid full-time jobs. The governmental data has represented that near about 27% of part-time workers in the UK are female employees.

Schottky Diode Lab Report

Schottky Diode Lab Report INTRODUCTION A Schottky diode is the common name for a metal-semiconductor junction, it is the work function between the semiconductor and metal that determines whether the junction is ohmic or rectifying [1]. This lab will focus on the fabrication of a Schottky diode and the characteristics they possess. In principle, Schottky diodes are rectifying as the current can only flow one way. They can also handle high frequencies and have lower power loss which makes them ideal for many applications [2]. These include being extensively used in power electronics, general purpose rectifiers and due to its non-linear I-V curves, it is able to be used as a varistor which in turn can be used for voltage suppression [2]. Also there is a low capacitance of the device which makes it more ideal than alternative diodes. OVERVIEW OF THEORY An Ohmic contact is needed on the bottom part of the sample as without this, any measurements taken would create a very high resistance as the semiconductor and the metal probe used to measure would create two diodes facing each other, therefore no current could flow. This is overcome by diffusing indium and germanium onto the semiconductor wafer. Gold is also used to prevent any oxidisation on the sample. The wafer is firstly placed into the tube furnace with the gold, indium and germanium on it then heated at 420 °C for 90 seconds. This is to enable quantum tunnelling so there is little resistance and only the semiconductor and top metal are measured. Figure 1 shows the energy band diagram of a metal-semiconductor junction, which is rectifying as the work function of semiconductor is higher than that of the metal. Figure two is the Schottky diode characteristics and when compared to figure 3, the PN diode characteristics, it shows that the turn on point is lower in the Schottky diode, which means less power is needed to operate, however there is a higher leakage current in reverse bias. DEVICE FABRICATION When working with such easily influenced devices, safety must be upheld at every milestone. This is first enforced by the dress code that is required in the laboratory. Each person must wear an overcoat, safety glasses, gloves, overshoes and a hair net. Due to e ven the smallest particles being able to affect each sample, the dress code is necessary to ensure that very little dust gets into the clean room. Also, there are many different chemicals in the room therefore more precautions are needed when working with them. All guidelines set out by the Control of Substances Hazardous to Health (COSHH) regulations must be vigorously followed. Using these guidelines, all chemicals must be used inside a fume cupboard as any spillages will be contained and the fumes can be collected. There are also hot plates and other specialised equipment that should be handled with care to ensure no damage comes to either the user or the machine itself. The cleanroom is comprised of 3 different areas. The first is where the entrants of the cleanroom put the safety equipment on, the second is the main laboratory area and the final is the yellow room. Each room is connected to the next with interlocking doors that only open when all others are closed.   This is because each has a different pressure level due to the need of having to keep as little dust in the main room to stop the contamination of samples. The high pressure level in the main room help to filter out any unwanted particles in the room. The air flow is also monitored to ensure that if there is a drop in pressure, the right actions can be taken to rectify any issues. The yellow room has special lighting due to the sensitivity of the devices that will be later described, however the main difference is that both red and blue colours have been taken out as the devices are easily affected by UV lights. The clean room being used for this experiment is classified as Class 6, this refers to the particle size compared to the maximum particle density. Once all safety aspects have been covered, the process to create the device can begin. The first step is cleaving. This is where the wafer is cut into small sample sizes, usually 3x3mm, as the wafer is very expensive and only a small amounted is needed to complete the experiment. A special machine can be used to perform this however it is also achievable by hand. When the sample has been cut to the necessary size, it is essential that a three stage solvent cleaning method is used. This is to ensure that there is little to no dust on the sample. To complete the three stages, the sample must first be placed into a beaker of N-Butyl Acetate (NBA) that has been heated on a hotplate. Once it has been in the beaker for a short amount of time it must be removed and then cleaned with a cotton swab that has also been dipped in the NBA. This is done by rolling the swab forward whilst pulling back so that as many particles as possible are collected. The sample is the turned 90 ° and swabbed again to collect any particles that may have been missed. This process is again completed but with the sample being dipped in Acetone and then Isopropyl Alcohol to complete the three stage cleaning. After this has happened, the sample is then dried with Nitrogen gas. Due to the small size of the sample, it is much easier to handle on a larger material, such as a glass slide. This is done by heating the slide on a hot plate then melting wax onto it then placing the sample on that. This is then left to cool and will now be ready for the next stage. The next stage is photolithography. This is required to put a pattern onto the sample so that testing of the device can happen and is exclusively completed in the yellow room. As mentioned earlier, the stages throughout this part will mean that the sample will be affected by UV lights so it is necessary to complete this in the designated room. Firstly, the sample is placed on a hot plate for one minute. Then it is placed onto the spinner and spun at 4000rpm for 30 seconds and dried with nitrogen gas. Now a few drops of photoresist are added, this is the solution our sample will be printed with. Again the sample is placed in the spinner 30 seconds and then soft baked on a hot plate for exactly 1 minute. If the sample is baked for too short, the sample will stick to the machine used in the next part and if baked for too long the sample may become damaged. Once the sample is completely dry, it is placed into the mask aligner. Each corner is lined up using the microscope and the camera s o that a complete pattern is across the sample. Once completed, the machine is set for 6 seconds and exposes the sample to UV light, the time needed varies with different materials. The sample is then washed in a beaker of developer solution for exactly one minute as again if the time is not strictly adhered to, it can have adverse effects on the sample. Finally it is washed in deionised water and dried with nitrogen gas. Now the sample has the same pattern which was imprinted from the mask aligner as the photoresist has been taken away from the parts that are needed. Now metallisation must happen as the sample needs a metal layer placed onto it. This is completed by placing the sample in a vacuum chamber and placing a small amount of aluminium inside a tungsten coil. Tungsten is used as the process involves heating the chamber to a point where the aluminium will evaporate but the other materials will not. As the chamber heats, the aluminium creates a thin layer across all of the inside of the chamber, this layer is approximately 0.2ÃŽ ¼m which can be calculated by knowing the amount of aluminium used. As the chamber is a vacuum, there will be no chance of an oxide layer being created which would ruin the sample. Using the vacuum also means that less pressure is needed and that a lower temperature can be used. Due to the evaporation covering the entire surface of the sample, the Lift-off process is needed to remove any parts of the metal that is not needed. The photoresist has protected some parts of the semiconductor from the metal and this needs to be removed to leave the parts where there is a direct contact between the metal and semiconductor. This is done by placing the sample in a beaker of acetone and syringing the sample until the photoresist, and the metal on it, is removed. This process is usually quite quick but can take anywhere up to 20 minutes. The final stage before the sample is ready for experimental observation is to remove the sample from the glass slide. This is completed by heating the sample on a hot plate until the wax has melted. Once this happens the sample is then cleaned with the same three stage solvent cleaning method earlier describe to remove any remaining wax. Finally it should be dried with nitrogen gas, with care taken as the sample could be blown away due to it not being on the glass slide. Once the all stages have been completed the sample is ready for analysis at the probe station. DEVICE CHARACTERISATION Now the slide is ready, the first test can commence. The sample is placed in the probe station and a Source measurement unit (SMU) is connected to the probe station and a computer so the results can be recorded. As the SMU acts as both the source and meter, this is connected to one probe whilst the base is connected to the other. Now the probe is carefully aligned onto one of the small circles that has been created on the sample, with great care being taken due to the sample only having a very thin layer which is easily penetrable. Next, a voltage sweep is created from -3V to 3V with a low current limit so ensure the device is not broken. Once the data has been recorded the probe is moved onto a different circle and the process is repeated. The behaviour of the Schottky diode can be modelled by the following equation: If the gradient of the voltage versus Log(J) is taken, the equation can be rearranged to find n. n is the factor that is used to determine the non-ideality of the diode. The values for the current density and n can be found in table 1. The next experiment is to measure Capacitance verses Voltage. The measurements will be taken in a similar way to the IV measurements however, a LCR meter will be used instead. This is due to the LCR being able to measure capacitance and phase angle. For these measurements, the sweep will start at 0 and be reduced until the phase angle is roughly 75 °. This is due to the need of being in reverse bias. The following formula can be used to find the dopant density of the semiconductor. The dopant density of the sample was found to be ***. The voltage barrier of each diode can be found by taking the gradient of the graphs. DISCUSSION AND CONCLUSIONS Reviewing the IV graphs it is clear that as the current increases, the linearity of the current density starts to become unstable. This can be explained due to the possibility of defects in the sample. In most industry practices, technicians are not present during the manufacturing fabrication stage and is solely completed by machines. Even though great care has been taken to ensure that the samples used in this exercise have been unaffected by unwanted particles, there is clearly still evidence of impurities throughout the sample. When the data from the CV graphs is reviewed, the observation that as the diameter of each diode increases, the barriers height decreases can be made. Having a higher barrier height is important as this will create a rectifying contact which is beneficial as it only lets the current flow one way. Therefore the conclusion can be made that having diodes with lower diameters have more advantages when creating Schottky diodes. This lab has demonstrated how a Schottky diode has been made and what the different characterises are. Great care has been taken to ensure little impurities affect the sample however there is still room for improvement and shows the essential need to uphold the safety requirements. Due to the low power needed and the fast switching abilities Schottky diodes are able to be used much more universally than standard PN diodes.

Grammar and the Role of Writing Center Tutors as Teachers of Grammar :: Teaching Writing Grammer Education

Grammar and the Role of Writing Center Tutors as Teachers of Grammar Communication in any form requires a protocol. The evolution of language from sounds into words is proof of that. People recognized that in order for two people to understand each other, they must have a common code that will allow each one to transmit and receive signals accurately. If the word â€Å"red† signified two different colors to two different people, for example, then there would be a breakdown of communication. Language has grown complex over time and in its current form, it enables users to communicate with precision and nuance. In the English language, specifically, the meaning of what is communicated depends not only on the words chosen, but also on where those words are placed and how they are modified. Semantics studies meaning and interpretation of words. This is separate from syntax, which deals with the physical location of a word (or other element of language) within a sentence (or other linguistic construct). Today, we usually use â€Å"grammar† an d â€Å"syntax† interchangeably, although syntax is a subset of grammar. Within the context of Writing Centers, this is acceptable, because when the issue of grammar comes up, it is always a matter of syntax; we never, for example, deal with phonology, which is also a subset of grammar. However, semantic issues are sometimes labeled grammatical issues, which is not correct. One might argue that what we call these issues does not matter so long as they are dealt with appropriately. In truth, it does matter, because by lumping semantic issues together with syntactic issues makes grammatical issues as a whole a larger issue, which is undesirable because grammar is already a much feared and religiously avoided area. I imagine a small, dark closet labeled Grammar, in an obscure part of the house that represents all the issues that Writing Centers deal with. Into the Grammar closet, students and tutors alike throw in several issues—actual grammar, but also semantics and mis cellaneous quirks of the language—and then shut the door. Over time, the inside of the closet becomes dusty and obscure, inaccessible as well something to be both feared and ignored. Come spring, nobody wants to be responsible for cleaning the grammar closet. Sadly, with the desire to focus on critical thinking in papers (i.e. content), those who plan Expository Writing classes or provide tutoring for it have gone from saying, â€Å"Critical thinking is the primary focus† to saying â€Å"Critical thinking is the only focus.

Feminism in Islamic countries

Argument Feminism in Islamic countries is probably among the sharpest issues nowadays, as the religious tradition to be broken is time-honored and legally enforced in the present day. Saba Mahmood, who originated from the state of this category, explores this situation from inside (Wadud, 2006) in her writings in general and her book â€Å"Politics of Piety: The Islamic Revival and the Feminist Subject† in particular.The paper is intended to study her argument in details and provide a critical response. The Saba Mahmood’s writing offers an interesting perspective on Islamic feminism – the so-called piety movement or Islamic revival. I would like to challenge this concept, as the term ‘feminism’ lies in a different dimension from the mosque movement. First of all, feminism refers to the movement, established by women and aimed at achieving equality in all spheres of social life: career, education, suffrage, marital life and so forth.This means, female s seek to raise their social status and gain the right to manifest their views and engage into different activities on the same basis as males do. Mahmood unfairly call the female participants of the Islamic revival â€Å"feminists†, as this movement was primarily initiated by Muslim males, who wished to reinforce their dominative position at the time of globalization and gradual egalitarization in terms of gender.In addition, Islam is a masculine religion that seeks to curb woman’s entitlement even in the most primitive daily routines (like walking alone around the city), i. e. it restricts her liberty – that’s why most feminists are known as secular. The Islamic revival is described in the following way: â€Å"Practically, this means instructing Muslims not only in the proper performance of religious duties and acts of worship but, more importantly, in how to organize their daily conduct in accord with principles of Islamic piety and virtuous behaviorà ¢â‚¬  (Mahmood, at press. princeton. edu, 2006, p. 5).These rules and daily activities must include one vital component: female’s obedience and observance of traditional androcenrtic principles, widely rejected by contemporary feminists, as such prescriptions are unlikely to result in the establishment of gender equality. As one can understand, the participants of the Islamic revival pursue to great extent converse goals, pointing to the increase of overall piety in Egyptian society. Due to this substantial divergence in opinions and attitudes it would be incorrect to characterize the women, who actively engage into the piety movement, as feminists, despite their active social position.On the other hand, I agree with the notion of women’s agency in Islamic countries, as numerous investigations have already proved that there are certain areas of life, which belong exceptionally to females: â€Å"Through a rich ethnography of women’s cultic practices, Boddy prop oses that in a society where the â€Å"official ideology† of Islam is dominated and controlled by men, the zar practice might be understood as a space of subordinate discourse† (Mahmood, at press.princeton. edu, 2006, p. 8). Mahmood therefore writes about the women’s secreted resistance to androcentrism, but the notion of feminism refers to broad manifestation of such opposition. Another questionable notion that relates to feminism is positive freedom: â€Å"Positive freedom is understood as the capacity to realize an autonomous will, one generally fashioned in accord with the dictates of universal reason.. † (Mahmood, at press. princeton. edu, 2006, p. 12).The scholar suggests that positive freedom is a domineering concept in feminism, as true liberty can be brought about only by the ability to understand and realize one’s own true will. On the other hand, this concept, in my, opinion, is valid only in European or Western-oriented countries, as Chr istianity as a religion and ideology supports such a deep and thorough search for one’s ‘self’ regardless of gender, i. e. Western religions are more egalitarian in this sense, comparing to Islam, which, in turn, assists only males in their self-discovery, whereas females are traditionally viewed as property in this doctrine.This means, Muslim females are not always able to realize their true will, as they have been brought up in the spirit of complete obedience and inequality since their early childhood. Due to the fact that feminism in Islamic countries is currently being at relatively lower stage of development, it would be more appropriate to apply the principle of negative freedom, or absence of restraints and numerous taboos in such countries, as the elimination of objective (social, political and cultural) bounds is the first step to cognitive liberation.Another important message conveyed by the scholar is following: â€Å"if the ability to effect change in the world and in oneself is historically and culturally specific [†¦], then the meaning and sense of agency cannot be fixed in advance, but must emerge through an analysis of the particular concepts that enable specific modes of being, responsibility and efficacy† (Mahmood, at press.princeton. edu, 2006, p. 15-16). This means, in order to initiate certain social change, it is particularly important to learn the cultural context within which the transformation will occur. In fact, cultural literacy and the ability to evaluate certain phenomena, which exist in certain culture from the position of this tradition, are important, as they allow preserving national identity.The only note to be done is that situational approach is relevant in any situation, so that sometimes it is necessary to perform radical intervention – for instance, if certain (hypothetical) nation suddenly introduces a violent practice (legalization of homicide or infanticide), it would be unwise to conduct a scrupulous analysis of the cultural context and the causes of such an inhumane innovation – on the contrary, more conscientious nations should interfere into the situation and resolve it in accordance with international legislation.Such cases of emergency should therefore be approached from more radical standpoint. Furthermore, Mahmood challenges the notion that the Islamic revival is a strategy, employer to resist the Westernization of the corresponding states: â€Å"While this interpretation is not entirely wrong and captures an important aspect of Islamist movements, it nonetheless reduces their complexity to the trope of resistance†¦Ã¢â‚¬  (Mahmood, at press. princeton.edu, 2006, p. 15-16). The scholar does not adopt the term ‘resistance’ , but the issue she discusses in her book, females’ participation in the piety restoration, can be characterized as the opposition to classical European and American feminism that seeks to separate social life from religious rituals (Madud, 2006) and create new (and, more importantly, extensive) opportunities for women in terms of career development and university education.On the contrary, the Islamic movement is aimed at providing women with a ‘narrow’ chance to access mosque not merely as ‘parishioners’, but also as ‘preachers’. Nevertheless, the foundation of the piety restoration and the issues in Western feminism can be approached independently , as local events, reflecting the peculiarities of certain nation.The author suggests that the piety movement has certain political functions: â€Å"The political efficacy of this these movements is, I would suggest, a function of the work they perform in the ethical realm† (Mahmood, at press. princeton. edu, 2006, p. 37). In my opinion, Mahmood overstresses the importance of the mentioned movement in political discourse: although it operates in the sphere of ethics and to great exten t modifies the nation’s cognitive constructs and convictions, it is not directly involved into the current state of political affairs.Thus, the movement, being completely clerical, is not capable of intervening into the politics in the present day – and due to the fact that Islamic countries are now influenced by numerous powers and their development is therefore dynamic and unpredictable, it will be possible to assert the penetration of piety restoration into politics only after its members gain access to political power or achieve the introduction of ‘piety policy’ at governmental level – otherwise the efforts within the realm of ethics might appear in vain.The most doubtful argument of Mahmood’s writing is her confidence in the broad perspectives of the Islamic revival: due to the fact that women are nowadays entitled to serve in mosques (sacred places, or male domain) as ‘preachers’, they are likely to expand their political influence in the future. On the other hand, the nature of this revival points to the desirable abstention from politics, as the pure concept of female virtuousness to great extent excludes the woman’s participation in the affairs of the state.Clearly, the idea of neo-piety teaches females to behave in strict accordance with religious prescriptions and demonstrate modesty and humility, but these qualities are unlikely to enhance the person’s access to power. Historically, women were allowed to serve as priestesses in ancient, but this fact gave them no benefits except prestige – the situation seems to recur.To sum up, Saba Mahmood basically tries to link two incompatible issues – feminism and the piousness renewal, which, as I deem, operate in completely different dimensions. In addition, the scholar suggests that the penetration into the religious system is the primary prerequisite for women’s access to politics, yet it is still unclear in which wa y the movement will modify the existing ethical matrix so that it determines their ‘political weight’.Works cited Mahmood, S. Politics of Piety: The Islamic Revival and the Feminist Subject. Princeton: Princeton University Press, 2005. Available online at: http://press. princeton. edu/chapters/s7888. pdf, 2006 Wadud, A. â€Å"Politics of Piety: The Islamic Revival and the Feminist Subject (review)†. Journal of the American Academy of Religion, vol. 74 (3), September 2006: pp. 815-818

Strategies for writing an ideal teacher resume -TheJobNetwork

Strategies for writing an ideal teacher resume -TheJobNetwork If you’re a teacher (or working on becoming one), you know that by the time you complete your degree(s), your training courses, and any standardized exams your state throws your way, the job search can feel like yet another daunting process. Or maybe you’re further along in your career and you’re ready for a scenery change, or a subject change. Whatever the case may be, your resume should be a painless part of the process. Let’s look at some strategies you can use as you craft your own teaching resume. Do a little pre-resume brainstorming.Before you start cranking away, here are some resume basics to consider before you even start working on your resume. Ask yourself:Who is going to be reading this? Will it be another educator or administrator, or a layperson? This can help you determine how much jargon or career shorthand you can use.What do I want to emphasize most about myself and my career? What are the assets that make you the most valuable hire?What is my goal with this resume? Are you looking to find your first job in the field, change jobs, or move up?Thinking about these things ahead of time helps you refine your resume before you’ve even begun. You’ve got ideas. Now you just need some structure for them†¦Open strong with a headline, objective, or summary.At the top of your resume will be your contact info, of course (don’t be that guy or gal who thinks that the cover email is enough contact info for this digital day and age), but after that is your opening statement. You could just dive right into the details of your resume, but think about it- this is a chance to really introduce yourself to the reader, and set the narrative for the rest of your resume. Chances are, whoever is reading your resume will also be reading a pile of resumes from other people who may be similarly qualified for the job. So you want to take every edge you can get, including a sentence or two to help set you apart from thos e others.Headlines are exactly what they sound like: a brief, bold one-liner about who you are. A headline is brief, and it doesn’t contain your life story, but it does tell the reader who they’re about to meet in the rest of the resume. Here are some examples:Columbus School District Teacher of the Year  Seasoned Educator and Expert Curriculum Builder  Creative, Metrics-Focused Elementary School Educator Objective statements are a couple of brief sentences letting the reader know your intent. The reader already knows you want a job, so you don’t need to be that explicit. The objective can be more about your short-term goals with this position. Are you looking to change your career? Start your career? Level up with a leadership role? The objective helps the reader see what you’re angling for, besides an interview. Here are some examples:Educator with 10 years of experience seeking an administrative role.Looking for a position as a special-needs teache r at Washington Academy, bringing a creative, high-energy approach to student outcomes.Seeking a position as a math teacher focusing on technology integration and curriculum best practices to improve student achievement.Summary statements are more of a brief collection of highlights that you want to emphasize about yourself. Resume summaries are sometimes called â€Å"qualifications summaries† or â€Å"competencies.† Here, you call out the skills and accomplishments that you want the reader to focus on. For example:Motivated, energetic teacher who values diversity and creativity in the classroomResults-focused leader with a record of improving student test scores year-over-year15 years of curriculum-building experience, and development of classroom activities in accordance with state standards and best practicesAgain, not the life story, but a bit of a sneak preview for the reader. You should be prepared to back up your intro statements with more detailed skills or exp erience bullets later in the resume.Make your experience work for you.As a teacher, you’ve got a lot of things already working for you on your resume: your education and certifications, which are essential elements. Those are concrete points that you don’t really need to finesse or wordsmith- they are what they are. You should highlight your education and credentials in a brief section near the top of the resume.After that, you can start being a little more creative with your resume structure. If you already have a ton of classroom experience, then you can go the traditional route and put your work experience next, followed by skills.If you’re a recent grad or a career changer, and don’t yet have tons of experience, consider going with a more skills-heavy format. This puts your skills and general qualifications front and center, giving it higher priority over the â€Å"experience† section. And even if you feel like you don’t have a lot of ex perience (yet), you do have things you can use to flesh out that experience section. Volunteer work, club or professional association activities, or extracurricular teaching work you’ve done can also be used here. That community writing seminar you ran at the senior center last year? Include it. Your three recent summers as a camp counselor working with elementary age students while you completed your undergrad work? Include it, if it applies to the teaching job you’re seeking. (If you’re seeking an early childhood education job, great- if you’re looking to teach calculus to seniors, maybe not as relevant). You can be creative here to fill in gaps.As you’re building your experience section, don’t forget to list accomplishments, not duties. The person reading the resume is more interested in what you’ve achieved in your career so far, not necessarily what your 10 daily duties were in your last job. It’s important to highlight on ly the most relevant experience points, related to the job you’re seeking.Be selective about your skills.Sure, you may have the highest Candy Crush score in the county, or play the harmonica intro to â€Å"Piano Man† so beautifully it’d make Billy Joel himself cry. Those are great skills to have. But they may not work on your resume. Your skills section, like the rest of your resume, should be laser-focused on the job at hand. These six skill sets are among the top skills for teachers, so you should concentrate on these areas:Communication skills. Teachers communicate all the time- they work directly with students, other teachers, administrators, staff, and parents on a regular basis. Make sure you emphasize your strengths when it comes to writing, speaking, presenting, and- perhaps most importantly- listening.Problem solving skills. Teachers are problem-solvers, and help others solve them as well. You can provide examples of how you solve conflicts, how you can adapt lesson plans in real time, and how you approach those unexpected moments in any classroom.Organizational skills. Hiring managers will be interested to know how you juggle a teacher’s many tasks (classroom teaching, meetings, grading, lesson planning, etc.). Your time management skills are crucial, so definitely emphasize those on your resume.Patience. Whether you’re teaching a classroom of six-year-olds or sixty-year-olds, one of the key characteristics of an educator is patience, and the ability to work with any student to help them learn and achieve. Not everyone has patience, so this is a good skill to include on your resume.People skills. Similarly, general people skills are an asset on your resume. The reader will want to know you can work with others in a productive way, especially students. But this applies to others as well, because teachers are very much team players, interacting with their colleagues and administrators every day as well.Technological s kills. We live in an ever-more-digital world, and teachers who can help bring technology into the classroom productively can be major assets for a school. The skills section is a good place to call out your career-relevant tech expertise.Don’t skip the editing.After you’ve written your resume, there is one more non-negotiable step: you need to review it carefully. Do you really need everything you’ve included? Is everything relevant to the job description? And most important, have you obsessively proofread it, and/or had someone trusted do it for you? It can be tempting to hit â€Å"send† as soon as you write the last word, but you should always, always take that extra step and make sure the whole document is exactly as it should be.For examples of teacher resumes (entry level, mid-career, and seeking upward movement), we’ve got you covered: How to Write a Perfect Teaching Resume (Examples Included). And if you need more inspiration, our Resume Lib rary is a click away as well.

Association in Java Definition and Examples

Association in Java Definition and Examples The association relationship indicates that a class knows about, and holds a reference to, another class. Associations can be described as a has-a relationship because the typical implementation in Java is through the use of an instance field. The relationship can be bi-directional with each class holding a reference to the other. Aggregation and composition are types of association relationships. Associations join one or more of one thing against one or more of another thing. A professor might be associated with a college course (a one-to-one relationship) but also with each student in her class (a one-to-many relationship). The students in one section might be associated with the students in another section of the same course (a many-to-many relationship) while all the sections of the course relate to a single course (a many-to-one relationship). Association Example Imagine a simple war game with an AntiAircraftGun class and a Bomber class. Both classes need to be aware of each other because they are designed to destroy each other: public class AntiAirCraftGun {   Ã‚  private Bomber target;   Ã‚  private int positionX;   Ã‚  private int positionY;   Ã‚  private int damage;   Ã‚  public void setTarget(Bomber newTarget)   Ã‚  {   Ã‚  Ã‚  Ã‚  this.target newTarget;   Ã‚  }   Ã‚  //rest of AntiAircraftGun class } public class Bomber {   Ã‚  private AntiAirCraftGun target;   Ã‚  private int positionX;   Ã‚  private int positionY;   Ã‚  private int damage;   Ã‚  public void setTarget(AntiAirCraftGun newTarget)   Ã‚  {   Ã‚  Ã‚  Ã‚  this.target newTarget;   Ã‚  }   Ã‚  //rest of Bomber class } The AntiAirCraftGun class has-a Bomber object and the Bomber class has-a AntiAirCraftGun object.

Why Is Cultural Diversity a Concept Diversity That Businesses Today Term Paper

Why Is Cultural Diversity a Concept Diversity That Businesses Today Should Value - Term Paper Example Cultural diversity can be defined as the cultural differences and cultural variety that exist around the world, society, nation, or an institution. It is important for business organizations to understand the role and challenges that cultural diversity plays in influencing economic success. In a World Report titled, investing in Cultural Diversity and Intercultural Dialogue, the UN Educational Scientific and Cultural Organization (UNESCO) explains the importance of diversity; in a highly globalized marketplace, the ability of organizations to diversify their products according to various consumers adds significant value to the brand image, and product value of the business. This paper, therefore, seeks to outline the benefits of cultural diversity to a business. Analysis Today, Cultural diversity plays a major role in the marketing strategies, brand image, and conceptions of products that successfully hit the global market. Multinational organizations that make it in the global marke t customize and diversify their products to meet the expectations of the various international markets they intend to capture. Cultural diversification is the answer to cultural isolationism, the development of intercultural skills in organizations, and the means to reducing imbalances in world differences. Business corporations need to understand the concept of cultural diversity and incorporate this concept into business operations due to its various benefits (Laroche, 2003). Advantages of Cultural Diversity in Business Business Communication Cultural diversity enables the organization to understand the cultural norms, taboos, biases in political, social and spiritual issues of other people, regions, countries, or continents. Business organizations must understand the cultural eccentricities of their competitors before making contact with foreign clients of other subcultures. Cultural diversity also enables businesses to understand verbal and non-verbal cues appropriate to various international business dealings; this is on the basis of subcultures relevant to the foreign countries (Ingram, 2013). Access to Domestic and International Markets Human beings are of various ancestries and languages. Cultural diversity, therefore; Opens up new market networks at a local, regional and international level Enables businesses to serve and understand an increasingly dynamic clientele. Provides the business with crucial language skills, cultural understanding and knowledge. Provides the business with vital information regarding protocols, and practices in overseas markets. Provides business with low cost intimate details regarding consumer tastes and preferences in overseas markets (Diversity Council Australia, 2013, 1). Productivity and Innovation A business can maximize the efficiency and productivity of its personnel through; Improving cross-cultural communication and understanding thus fostering cohesive efforts at work. Identifying and embracing the full range skil ls of employees, eliminating obstacles in the working processes, and capitalizing on the skills of the workforce. Research shows that, businesses that encourage innovative ideas from a cross-cultural workforce, meet their product launch dates 47% more often, and revenue targets 46% more often than their competitors (Diversity Council Australia, 2013, 1). People from India and China benefit companies in the United States with their stellar quantitative skills while European workers do very well in high-level jobs (Laroche 2003). Valuing Cultural Diversity Enables the Business to Capture the Best Talent Cultural diversit

Experiance of Childhood Essay Example | Topics and Well Written Essays - 750 words

Experiance of Childhood - Essay Example It is rightly said "There is a garden in every childhood, an enchanted place where colors are brighter, the air softer, and the morning more fragrant than ever again." (Lawrence 1999) Sometimes I wish to get back into my childhood where things were so simple and not complicated and life was like a piece of chocolate. I remember some moments of my childhood which I cherish even today. I remember the experience of my father helping me out with various learning processes, be it my first bicycle ride or helping me out with learning to write, holding my hand and helping me to make alphabets, when I was in kindergarten. The most interesting part of my childhood was my school days. I had always been a friendly being and a social animal. I made a lot of friends at school. I had always this attitude of interacting with as many people as I can whom I come across, so I had a big friendship circle. I used to play soccer with my friends who lived nearby my place and in the evening I used to watch cartoon shows on television. When I was nine my father changed my school and I was put into the most reputed school of that area. Thanks to my friendly nature I made a lot of friends there as well. It was a lot of learning process there, from where I started loving my childhood even more. After school my mother used to come to pick me up and then I used to go for the swimming after taking a rest of about two hours. My father always insisted me to pick up a sport ever since I was nine years old. Initially I didn't have any interest in swimming, though I used to go for it everyday. But later I developed a keen interest in the sport and I started learning it with much of interest. I remember when I was about to be 10 , I stood second in the district swimming championship. I was so excited that I thought I have conquered this world and therefore I demanded for a bicycle. I saw in a nearby shop a brand new bicycle with speed-gear technology, I insisted my parents to buy me that bicycle but they got me a simple bicycle. Initially after getting that simple bicycle I was not happy but later I was bribed with chocolates and ice-cream by my mother and I was happy with th at bicycle. Imagine the innocence of a kid to adjust with his liking for ice-cream and chocolates. Later when was 10 years old my dad took me for an educational trip round the country and I saw various parts of the country including some parts blessed with natural beauty. One of the most amazing thing that I can never forget about my childhood was my Maths class .I was always weal in this subject and so I generally used to feel uncomfortable in that class. I never got an A grade in that subject and I literally used to struggle in that subject. I developed interest in dance and i insisted my mother to join me dance classes. My parents thought that it was a waste of time and money and refused it, but i was adamant of joining the class and kept on insisting my parents and they finally gave up and made me join it. I was excited and I learned a lot there and I made many friends there as well. The biggest surprise of my childhood was on my 12th birthday when my parents gifted me a Compute r. I was so excited but basically to play games on it. My parents have always been co-operative and interactive with me and I learned a lot from them . I can remember that day when I landed up with a fight with one of my classmates and my parents were called