Process Behind Institutional Reform in Alberta essays

Process Behind Institutional Reform in Alberta essays The Process Behind Institutional Reform in Alberta By Ronald Kneebone and Kenneth McKenzie When the Klein government took office in 1993 they had one goal, to balance the budget without raising taxes. The Process of Institutional Reform in Alberta by Ronald Kneebone and Kenneth McKenzie outlines how the Klein government achieved the impossible; balancing Albertas budget without increasing taxes. The authors interviewed 48 individuals including members of the government, civil servants, bureaucrats and various other stakeholders. The general theme of these interviews was the process behind the cutbacks and institutional changes. Kneebone and McKenzie highlight the key points that were made by most interviewees as to how the government balanced the budget so effectively. The main elements to successful institutional reform and deficit reduction under the Klein government were: 1. The size and the speed of the cutbacks. 2. The source of Albertas deficit problem was that it had a spending problem, not a revenue problem. 3. The importance of a big spending cut. 6. The Allocation of Cuts Across Departments These eight factors were the backbone to institutional reform in Alberta. McKenzie and Kneebone also point out that Alberta was in a position that was ready for reform. They point out the policy reform is often typified by these six common elements (Wilsford, 1994): 1. The perception of crises- there was a definite perception of an impending financial crises in Alberta as a result of over 20 years of fiscal irresponsibility 2. The presence of a relatively simple, somewhat hierarchical political system that is able to act quickly- the Klein government began to implement cutbacks immediately upon election 3. Strong and determined political leader- na ...

How to Make Rock Salt

How to Make Rock Salt Rock salt is a natural, unrefined salt consisting of large crystals with mineral impurities. Sometimes the impurities color the salt. For example, natural salt occurs in white, pink, red, and black. The grain size, color, and flavor make rock salt popular for recipes, bath products, and crafts, but it can be expensive! You can make your own rock salt substitute from regular table salt. Rock Salt Materials Salt (NaCl) - You can use iodized salt, uniodized salt, or sea salt.WaterFood coloring (optional) Grow Rock Salt Crystals Heat the water to a rolling boil. Very hot tap water is not hot enough because salt solubility depends on temperature.Stir in salt until no more will dissolve.If desired, add a couple of drops of food coloring. Two drops of red and one of yellow will give you rock salt that resembles pink Himalayan rock salt.Pour the solution into a clean container. For the cleanest crystals, avoid getting undissolved salt into this new container. On the other hand, for the quickest results, leave the undissolved salt to help start crystal growth.Let the salt crystals grow. As the water evaporates, the liquid becomes more concentrated and the crystals will grow more quickly. When you are satisfied with the amount you have (or the crystals stop growing), pour off the remaining liquid and let the salt dry. You can break it into pieces and store it in a sealed bag or jar.

Modern Leadership Principles Essay Example | Topics and Well Written Essays - 2750 words

Modern Leadership Principles - Essay Example These goals indeed lead the organization to the successful heights that it had every dreamt of achieving. In the process of accomplishing these tasks, there are many obstacles that need to be addressed. The environment, under which the organization puts forth its work, plays a critical role. These goals can be achieved by executing the tasks. For successful execution of these tasks, we need to have a guideline and organizations prefer to have these goals assigned as tasks to specific personnel. These personnel are the one's responsible to lead the team/group of people in successful completion of their duties. There are various definitions to describe the characteristic features of leadership. John Maxwell sums up his definition of leadership as "leadership is influence - nothing more, nothing less. This moves beyond the position defining the leader, to looking at the ability of the leader to influence others - both those who would consider themselves followers, and those outside that circle. Indirectly, it also builds in leadership character, since without maintaining integrity and trustworthiness, the capability to influence will disappear (Teal.org, nd). An organization always looks forward to have experienced personnel as well as the personnel who exhibit leadership skills to take up important tasks to benefit the entire organization. Leadership quality is the most sort after characteristic that the organizations seek in the personnel. Leadership requires the personnel to guide the entire team/group to attain the goals. As an individual has their own point of view regarding the critical issues, it is very important to gain a certain level of understanding amongst various individuals. There might be various situations where in certain amount of conflicts arise due to individual point of view. Importance of leadership Leadership is a characteristic that has engulfed all the organizations in recent times. As there is a transfer of cultures, technology update and many more challenges coming up there are a huge number of tasks that need to be accomplished every moment at the right time. To accomplish these tasks at the right time, there has to be proper management as there are numerous tasks to be accomplished. These management issues are always achieved by a certain motive. This particular characteristic of the motive is known as Leadership (Justin Sturek, 2005). A quality that helps in executing the tasks and then achieving the assigned goals can be defined as Leadership. Leadership is a characteristic of knowing oneself, the capabilities and the potential of working things out when required to attain a particular state of action. It is about having a vision about the goals to be accomplished. The vision of accomplishing the tasks at a particular level of success is very essential to guide the team members in the right direction. Leadership also involves the primary feature of building trust among the colleagues. All these have to be attained by taking effective action to realize your own leadership potential. The quality of leadership in organizations can be defined in a different manner. It is usually defined as the characteristic

Rational in Buying Case Study Example | Topics and Well Written Essays - 4750 words

Rational in Buying - Case Study Example The consumer obviously would like the personality traits to be that of his own. Characteristics that brands would like to associate with are a sense of dependability, understanding, and caring; a friend who is always there to care, respect, comfort, and enjoy (Brand Personality-The relationship Basis Model, groups.haas.berkeley.edu). It was thought that companies were responsible was the creation of a brand, or its managers and planners, but the reality is far from these. Brands are created by ordinary people like us. It is the extent to which it makes sense and the role it plays in a consumer's life that builds a brand. There are two questions which should be asked: How different are these brands, and how relevant is it to us, as consumers A product becomes a brand not when it talks about itself, but when people talk about it. Every single thing that one does builds a brand. 2.0 Executive Summary The three key elements of demographic segmentation variables are age, gender and the life cycle. Age is an important demographic variable in brand development and sales, as purchases vary from one demographic to another. Those in the age group of 12-18 would have a different view of a product than those in the 30-45 age brackets. This can change again with those 50 and above. So, how do marketers identify the needs of these age groups, and what are the parameters by which they can gauge the right demographic for expanding their market and brand Today, most consumers are aware of his/her rights and are well informed. Television, newspapers and magazines have only contributed to their better understanding of the world around them. Internet has gone a step ahead in educating and promoting awareness at the click of a button. So... The three key elements of demographic segmentation variables are age, gender and the life cycle. Age is an important demographic variable in brand development and sales, as purchases vary from one demographic to another. Those in the age group of 12-18 would have a different view of a product than those in the 30-45 age brackets. This can change again with those 50 and above. So, how do marketers identify the needs of these age groups, and what are the parameters by which they can gauge the right demographic for expanding their market and brand? Television, newspapers and magazines have only contributed to their better understanding of the world around them. Internet has gone a step ahead in educating and promoting awareness at the click of a button. So knowledgeable is today’s consumer that it becomes difficult for manufacturers and producers to associate themselves with them. However, there are certain influences that demarcate these demographics, the 4Ps of marketing namely , product, place, promotion, and price. These elements have a direct impact on a consumer’s buying rationale. In order to understand the topic on a consumer’s buying rationale on the three demographics, this paper explores the importance of branding, and the role of the 4Ps in influencing the buying behaviour.. Three age groups are considered for this analysis; 12-18, 30-45 and those over 55. The primary objective of this paper will be to research the factors that contribute to consumer buying rationale.

Properties of Gases Essay Example for Free

Properties of Gases Essay The purpose of this lab was to investigate and discover the physical and chemical properties of some gases. Throughout this lab the ability to identify if and when gasses were present was enhanced. During the first step of this lab, when obtaining the hydrogen from the mossy zinc and the hydrochloric acid, it took a lot longer than I thought it would for the water in the pipet to be displaced. I was tempted to remove the stopper and add another piece of zinc and see if that would make it go faster, but I did not want to interrupt the process. It seemed the longer that the mossy zinc was exposed to the hydrochloric acid the faster it dissolved and therefore more gas was produced. When the manganese and the hydrogen peroxide were exposed to each other there was much more fizzing produced than that of the zinc and the hydrochloric acid. I was surprised (although I don’t know why) that the lime water turned cloudy when exposed to breath. It is quite simple when you think about it that when you exhale you release carbon dioxide which as shown in the above data turns the lime water cloudy. Conclusion/Discussion During the course of this lab I learned a lot about the generation of gases. I was somewhat confused in the beginning about how to use some of the equipment for this lab. As the lab went on I figured it out and became much more comfortable with it. I thought some of the experiments were very informative and interesting. I especially liked the portions about reactions with a lit match or the glowing splint as it showed on a small scale if the gas produced was flammable or not. Questions A. Give two reasons why we fill the gas generator test tubes almost to the top with chemicals. 1. The first reason we fill the test tubes almost to the top with chemicals is so that the reaction between the two substances is high enough to the top to go through the rubber stopper and displace the water in the pipet and trap the gas. 2. The second reason is so that observations can be made easily about the reactions. If it was not almost completely filled we may have had to try to pick up the test tube or remove the tissue paper to make observations and this may have altered the results. B. What happens to the zinc in the hydrogen generation experiment? The zinc begins to slowly dissolve when exposed to the hydrochloric acid. The longer the zinc was submerged in the hydrochloric acid the faster it seemed to dissolve. C. What happens to the manganese in the oxygen generation experiment? The manganese produced large amounts of fizzing when exposed to the hydrogen peroxide. It was difficult to tell whether the manganese was actually dissolving or just fizzing. D. Write a balanced equation for the reaction between O2 and H2. 2H2 + O2 2H2O E. What is the function/purpose of the bromothymol blue in the CO2 experiment? The purpose of the bromothymol blue was to show the reaction of the chemicals and the gas that was formed. Since the bromothymol blue changed from blue to yellow, that signified that the gas formed was acidic. F. Bromothymol blue is blue in the presence of basic solutions, and yellow in the presence of acidic solutions. If your solution is a murky green, what might you assume about the solution? I would assume one of two things. There may have possibly been a contamination of the substance. The other possibility might be that the pH of the solution is neutral. If the bromothymol blue turns a murky green color this may indicate that the substance is neither basic or acidic.

The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies :: The Red Badge of Courage

The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies    The Red Badge of Courage by Stephen Crane, one of the most significant and renowned books in American literature, defies outright classification, showing traits of both the realist and naturalist movements. It is a classic, however, precisely because it does so without sacrificing unity or poignancy. The Red Badge of Courage belongs unequivocally to the naturalist genre, but realism is also present and used to great effect. The conflict between these styles mirrors the bloody clash of the war described in the book – and the eternal struggle between good and evil in human nature. There are many characteristics in Crane’s novel that would more readily fit within the category of realism: the ordinariness of his characters, the use of dialect, the portrayal of protagonist Henry Fleming as a complex individual, the description of nature as disinterested in human affairs, and the positive ending of the story. Realism, often described as "slice of life" or "photographic" writing, attempts to portray life exactly as it is, without twisting it or reworking it to fit it into preconceived notions of what is appropriate or what is aesthetically pleasing. In this book, Crane relies on neither the oversimplified rationalism of classicist literature nor the emotional idealism of romantic prose. Instead, he offers realistic, believable characters with average abilities. The soldiers are presented neither as epic heroes nor as bloodthirsty killers; rather, their most noticeable trait is their overwhelming normalcy. The soldiers of Henry’s regiment curse, fight, and argue just like normal people. This down-to-earth, gritty, everyday style is characteristic of realism. A particular convention used by Crane in convincing the reader of his characters’ existence is dialect. The distinctive speech of the soldiers enhances the photographic effect of the novel, lending it authenticity. Another distinctive trait of realism is complexity of character – a trait readily evident in Henry Fleming. As he switches between cowardice and heroism, compassion and contempt, and optimism and pessimism, the reader observes that he is more than just a stereotype. He is a person with fears, hopes, dreams, and foibles. Nature is often portrayed as indifferent or disinterested in the affairs of humankind. Whereas naturalism involves emphasis on the hostility of nature, realism lacks this trait. For example, after fighting a battle, "the youth [feels] a flash of astonishment at the blue, pure sky and the sun gleaming on the trees and fields. The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies :: The Red Badge of Courage The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies    The Red Badge of Courage by Stephen Crane, one of the most significant and renowned books in American literature, defies outright classification, showing traits of both the realist and naturalist movements. It is a classic, however, precisely because it does so without sacrificing unity or poignancy. The Red Badge of Courage belongs unequivocally to the naturalist genre, but realism is also present and used to great effect. The conflict between these styles mirrors the bloody clash of the war described in the book – and the eternal struggle between good and evil in human nature. There are many characteristics in Crane’s novel that would more readily fit within the category of realism: the ordinariness of his characters, the use of dialect, the portrayal of protagonist Henry Fleming as a complex individual, the description of nature as disinterested in human affairs, and the positive ending of the story. Realism, often described as "slice of life" or "photographic" writing, attempts to portray life exactly as it is, without twisting it or reworking it to fit it into preconceived notions of what is appropriate or what is aesthetically pleasing. In this book, Crane relies on neither the oversimplified rationalism of classicist literature nor the emotional idealism of romantic prose. Instead, he offers realistic, believable characters with average abilities. The soldiers are presented neither as epic heroes nor as bloodthirsty killers; rather, their most noticeable trait is their overwhelming normalcy. The soldiers of Henry’s regiment curse, fight, and argue just like normal people. This down-to-earth, gritty, everyday style is characteristic of realism. A particular convention used by Crane in convincing the reader of his characters’ existence is dialect. The distinctive speech of the soldiers enhances the photographic effect of the novel, lending it authenticity. Another distinctive trait of realism is complexity of character – a trait readily evident in Henry Fleming. As he switches between cowardice and heroism, compassion and contempt, and optimism and pessimism, the reader observes that he is more than just a stereotype. He is a person with fears, hopes, dreams, and foibles. Nature is often portrayed as indifferent or disinterested in the affairs of humankind. Whereas naturalism involves emphasis on the hostility of nature, realism lacks this trait. For example, after fighting a battle, "the youth [feels] a flash of astonishment at the blue, pure sky and the sun gleaming on the trees and fields.

Lijjat Papad

Shri Mahila Griha Udyog Lijjat papad popularly known as â€Å"Lijjat† is woman’s organization manufacturing different products such as Papad, Khakhra, Appalam, Masala, Vadi, Gehu Atta, Bakery Products, Chapati, SASA Detergent Powder, SASA Detergent Cake (Tikia), SASA Nilam Detergent Powder, SASA Liquid Detergent. It is an organization of the women, by the women and for the women. The turning point of the institution was in 1966 when it was registered under the Bombay Public Trust act 1950 and also registered societies registration Act, 1860 and it’s recognized by Khadi & Village Industries Commission as a village industry.The objective of the institution is to provide employment to the ladies to enable them to earn decent and dignified livelihood. Any women who can render physical work in the institution without distinction of caste, creed and color and agrees to abide by the objective of the institution can become a member of the institution from the date on whi ch she starts working. Lijjat has a Central Managing Committee, which consist of 21 members out of whom they have 6 elected Office Bearers i. e. President, Vice President, 2 Secretaries and 2 Treasurers.Besides Lijjat Papad the Institution has other products like Masala, Detergent Powder, Cakes & Chapaties. At present it has 72 Branches & 27 Divisions and gives employment to about 42,000 sister members all over India with sales turnover of Rs. 650 crore which includes Rs. 30 crore from the Exports. The Institution, over the years, has paved the way for women to become self-reliant and self confident. Lijjat has provided them the right platform to improve their status in society. ? HISTORY It all began on 15th March 1959 which was a warm summer day.A majority of the women inhabitants of an old residential building in Girgaum (South Mumbai) were attending their usual domestic chores. A group of seven gathered on the terrace of the building and started rolling the bait. A handful of so cial workers were also present. The gathering was over soon after rolling of 4 packets of Papads and taking a firm decision to continue making papads. This function added a new chapter in the history. Shri Mahila griha Udyog Lijjat Papad was launched. It was a humble beginning.As the ays went by, the additions to this initial group began increasing. In those early days the path was not easy. The institution had its trials and tribulation. Faith and patience of the members were put to teat on several occasions. They had no money. Literally the Institution started from scratch, on borrowed sum of Rs. 80/- on the condition that it must earn and return Rs. 200/- within a stipulated time. The Institution has opted for the goal of self reliance and self growth from the very beginning. As a matter of principle no monetary help was to be sought from any quarter.Even voluntarily offered for donations were not to be accepted. So work started on commercial footing, as a small scale venture. Di fficulties and hurdles were there, but they were accepted by the members as test and trails of their convictions and they met them with a smile. What really helped the institution was excellent quality of papads, which has remained uniform from the very first day of its production. At no time the members have allowed it to deteriorate. The principles, upon which the institution is based, have made Lijjat Papad a successful organization

Theroies of Child Development

Professor:Linda Derscheid, Ph. D. Office:Wirtz 160Fax: 753-1321 Office Phone:753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email  protected] edu; Blackboard: http://webcourses. niu. edu n development. Thousand Oaks, CA: Sage. Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed. ). Boston, MA: Pearson Education, Inc. READINGS:Other assigned readings will be placed on Blackboard e-reserve from the NIU library. COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and assignments; computer help email: [email  protected] du Office Hours:Open: M noon-1 p. m. ; Adv. : TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced): Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing. OBJECTIVES: 1. St udents will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3. Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. ); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals. EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period.See your NIU student handbook for approved reasons. Note: Both undergrad and grad students ’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1. Exams: The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be re turned to the instructor before the student leaves class. A student who removes an exam from the classroom will be given an F for that exam.Bring a #2 pencil. Also refer to #5 and Grading Criteria below. Make-up Exams: Make-up exams will be allowed only when prior notice is given with an approved excuse with proof. Make-up exams are scheduled on Friday afternoons at 1:30 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar): In these papers (4-6 text pages in length), you will be required to integrate, apply, and communicate the appropriate theories. All papers must be typed and written in APA style (with cover page, citations in your text, including citing all theoretical constructs (see end of this syllabus for citation info. , & reference page). Turn in & submit on Blackboard’s Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question Sets (5 Take Home Mini-Exams for study guides): These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 9:15 a. m. Tuesday morning. Late question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof read!!!Think of these as study guides for yourself, so be thorough and accurate. Check the chapter lecture outline that is on Blackboard for helpful tips if you can’t find the info in the textbook/s. 4. Class Policies: a. Class Participation: Participation is encouraged and appreciated! Each week you will be assigned readings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and small group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oth er class members’ learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must ask the professor’s permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some special arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All written assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you don’t show up, or come in late, or exhibit grossly unprofessional behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors! Then on your own time and when work is done, party hearty! e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a pager or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone t hat is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality: Students are expected to be professional. One of the issues that you will face when you enter the workforce is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor: You have several ways to contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond within 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the student’s responsibility to locate the professor. It is not the professor’s responsibility to find students and ask if they need something! Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first! Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS’ GUIDELINES: There will be two short papers. The 1st paper will include analyses using a social and emotional theories; the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your exper iences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with A–F (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including title and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions! GRADING CRITERIA: A† PaperYour ideas are well organized and presented clearly. Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. â€Å"B† PaperThe course material may be either acc urately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated clearly. â€Å"C† PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. â€Å"D† PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. â€Å"F† PaperThe paper is irrelevant to the course or demonstrates plagiarism. Note:Late papers will not be accepted unless arrangements for an extension are negotiated between student and professor prior to the due date.Reminder: Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of â€Å"F† for the course and may be suspended or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Overview of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freud's PsychoanalysisChap. 5 Sept. Life Stages Approach: Erikson's Psychosocial Chap. 6 Perspective Ques. Set #1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38; Reading #1 Short Paper #1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model: Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analy sis – Operant ConditioningChap. 7 Ques. Set #2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8; PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9; Wadsworth Chap 1-2 Ques. Set # 3 Due 10/27Nov. 3Cog. -Dev. – PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading #2 – Reserve Ques. Set # 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings #3 Short Paper #2 Due –11/24 Dec. 1Theories of Moral Dev. ; Eval. of Dev’al TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set #5 Due 12/1 Dec. 10FINAL EXAM: Thursday Dec. 10 at 10-11:50 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site: #1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). #2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). #3. Thomas, R. M. (2005). Kohlberg’s moral developmental model, (Ch. 14). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment: Discussion and future directions. Monographs of the Society for Research in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention: The role of developmental theory in the specification of effects. Early Childhood Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting task. Child Developme nt, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in middle childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 35-51). New York: Teachers College Press. Dilg, M. (1999). Why I am a mu lticulturalist: The power of stories told and untold. In M. Dilg (Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education. (pp. 99-107). New York: Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of â€Å"nonbasic† emotions: A critical review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 85 4-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky: Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No: ED457968. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. (pp. 37-63). NJ: LEA. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment: Perceptions of the child in context. NY: The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and parents’ knowledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences: From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY: W. H. Freeman and Company. Piaget, J. ; Smith, L. (Trans. ). (2000). Commentary on Vygotsky’s criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenge d. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education: Challenges, controversies and insights. (pp. 75-89). New York: Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Dev elopment, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on â€Å"Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note: To cite within your text, remember there are 3 ways: (a) a quote (only 3 per short paper), then put author's or authors' last name/s, year, page # in ( )s, e. g. , â€Å"†¦ † (Salkind, 2004, p. 34); (b) paraphrase, then put author's or author's last name/s and year in ( )s, e. g. , †¦ (Vondra, Hammerding, & Shaw, 1999); and (c) paraphrase after saying, According to Martin and Oliva (2001), †¦. If you use 4 or more words in a row from an author you must quote them and use example â€Å"a† above for proper citation; otherwise, you are plagiarizing =; F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours originally! It is best to cite each se ntence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yours is not enough! Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note: All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note: Your grade will be lowered at least one grade for late work. Note: Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note: All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the begi nning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professor’s assistance if I have further questions. (student’s signature)(date)

The Man Of Steel essays

The Man Of Steel essays I am a person who believes that all people should be treated fairly. I believe in the freedom of thought, the freedom of religion, the freedom of speech, but most of all the freedom to control ones own destiny. During his dictatorship Joseph Stalin stripped his people not only of freedom of thought, religion and speech, but of many other rights as well. Although Joseph Stalin managed to bring about great changes in a very short period of time, I believe that the results were not worth the price paid by his country and its people. Stalins first major policy that he enforced came in the form of a five-year plan. This was created to help build up the industry and economy of Russia. It included using a command economy, which forced people to work when, where and for how long the government dictated. This was to help eliminate unemployment and to stress the importance in equality of work. This plan also was to limit the production of consumer goods, and instead invest in mines, railroads, energy sources and heavy industry. Once this plan was put into action, drastic changes were immediately evident. Russias industry and economy rose to new levels. In his efforts to enforce this plan, Stalin was especially cruel to the people of Russia. Anyone who he thought was being disloyal, or trying to get out of his/her share of work would be immediately arrested and most times executed. As a result of this, many lives were lost. Stalin gave no consideration to the freedoms or rights of his people; he used them li ke slaves and treated them like animals. During the implementation of Stalins first five-year plan, much of the dignity of the Russian people was lost. The second policy enforced by Stalin was one of collective farming. In trying to spark the industry and the economy Stalin took all the land away from the farmers. He would move the families into a large area of land that would be worked by hund ...

November Writing Prompts for Journaling

November Writing Prompts for Journaling November is a great month to step back and count our blessings. The month offers a range of activities, many associated with football and meals and family. Here are writing prompts, one for each day of the month of November. These prompts been chosen to highlight special days throughout the month. These can be used as daily warm-ups, journal entries, or opportunities for speaking and listening.  Thanksgiving  does not have a date, as it is always the fourth Thursday in November. For this holiday, a great prompt would be: What are five things that you have to be thankful for? November Holidays Aviation MonthChild Safety and Protection MonthLatin American MonthNational Model Railway MonthNational Novel Writing Month   Speaking and Listening Opportunity Participate in  Storycorps  The Great Thanksgiving Listen.​The Great Thanksgiving Listen is a national movement that empowers young people- and people of all ages- to create an oral history of the contemporary United States by recording an interview with an elder. To date, thousands of high schools from all 50 states have participated and preserved more than  75,000 interviews, providing families with a priceless piece of personal history. Writing Prompt Ideas November 1 - Theme: National Authors Day. Who is your favorite author? Why do you like his or her writing?November 2 - Theme: Cookie Monsters birthday. Which of the Sesame Street characters was your favorite as a child? Why?November 3 - Theme: Sandwich Day. Whats your idea of a perfect sandwich? Whats on it? What type of bread would it have? Describe it in detail.November 4 - Theme: End of daylight savings time. Do you think that America should continue to observe daylight savings time? Why or why not?November 5 - Theme: National Donut Day. Use your five senses to describe your favorite type of donut.November 6 - Theme: Voting. What are your feelings about voting? Is it something you look forward to doing or do you not really care? Explain your answer.November 7 - Theme: Magazine Day. Pretend you are creating a new magazine. What would it be about? What type of features would it include? Make sure to give your magazine a name. If you were going to create a magazine, what would it be called, and November 8 - Theme: X-Ray Day. Have you ever had to have an x-ray? If so, what was it for? Describe what happened to cause your injury. If you never had an x-ray, write about your worst injury.November 9 - Theme: Parade Day. Write a poem or a short piece of prose about a parade. It can be serious or humorous, your choice.November 10 - Theme: National Novel Writing Month. If you were going to write a novel, what would it be about? What would its title be?November 11 - Theme: Veterans Day. Describe at least three ways that you can honor veterans who have served in Americas armed forces.November 12 - Theme: Nuclear energy. Which type of energy do you think America should focus on for the future: solar, wind, fossil fuel, or nuclear? Explain your answer.November 13 - Theme: World Kindness Day. Describe an instance where someone was really kind to you. How did it make you feel?November 14 - Theme: Childrens Day (India). In India, November 14th is Childrens Day. Do you think that America s hould institute a special day set aside as childrens day? Explain your answer. November 15 - Theme: National Recycling Day. Do you believe that people should be penalized if they dont recycle? Explain your answer.November 16 - Theme: Scorpios. According to the Astrological calendar, people born on November 16th are Scorpios.  Do you believe in astrology and sun signs? Why or why not?November 17 - Theme: International Students Day. Would you ever consider studying in another country? Why or why not?November 20 - Theme:  National Peanut Butter Fudge Day. What food combinations do you think are delicious such as the combination of chocolate and peanut butter?November 21 - Theme:  National Stuffing Day. Stuffing is one of the most traditional foods for a holiday. What are some of the foods you associate with the holidays?November 22 - Theme: National Start Your Own Country Day. Pretend you have decided to start your own country. Give your country a name. Describe what symbols and colors would be on its flag. Finally, write about at least three protections gua ranteed to all citizens. November 23 - Theme: National Espresso Day. What kind(s) of food gives you a boost of energy?November 24 -Theme:  National Native American Heritage Day. What do you know about the Native American tribes who lived in your area? OR Read a Native American myth or folktale. How is this story like or unlike other cultural myths or folktales?November 25 - Theme:  National Parfait Day. Parfaits are desserts created with layers of sweets, but they can serve as a metaphor for someone who has different talents or layers of ability.  What kinds of layers do you have?November 25 - Theme: National Cookie Day. If you are not tired of all the holiday food options in November, then write about your favorite kinds of cookies.November 27 - Theme: Celebrities. If you had the ability to meet one celebrity, who would it be? Why?November 28 - Theme: Red Planet Day. If it was announced that a new colony was being planned on Mars, would you want to join it? Why or why not?November 29 - Theme: King Tut s Tomb Opened. Do you believe that something like the curse of the mummy against those who opened old Egyptian tombs really exists? Why or why not? November 30 - Theme: Dinner Party. If you were going to have a dinner party and could invite five historical figures, who would you choose? Explain why you would invite each one.

Organizational Behaviour and Human Resource Development Essay

Organizational Behaviour and Human Resource Development - Essay Example No consideration has been given to the impact of business practices on the environment. This has resulted into an increase in the global warming, and the natural resources reserves are diminishing all over the world. As people learned more and more about these facts owing to the immense universal rise in the literacy rate since the past few years, they have developed a sense of responsibility towards the environment. Ethics and ethical concepts like corporate social responsibility were never given as much importance as they are valued in the contemporary age. There has been a general discouragement and disliking for environment ruining businesses. As a result of this, modern day entrepreneurs face additional challenge of having to comply with the ethical standards in order to gain competitive advantage over their contemporaries in the market. Business ethics is a concept that is getting increasingly prominent in the current market scenario. It is a â€Å"buzz word† in the mode rn age corporations (Arrizza, 2009). This has also invited much debate owing to the conflict between the intrinsic nature of business and the ethical standards it is required to comply with. Business ethics is increasingly being taught in schools all over the world presently. ... Discussion: In any kind of business, the owner makes cost and benefit analysis of his decision to know whether the cost incurred in taking the action surpasses or is less than the expected benefits. Interestingly, what is beneficial to an entrepreneur is often harmful for many others and vice versa. Few decades ago, the doyen of market economics, Milton Friedman overtly expressed the concerns of a businessman saying, â€Å"There is one and only one social responsibility of business—to use its resources and engage in activities designed to increase its profits.† (Friedman cited in mindfully.org, 2000). Business owners tend to measure the financial benefits of their decisions. Any attempt that is business driven is an attempt to maximize the profits. A successful business is often quite ignorant of the implications of the owners’ actions on the society at large. This can be attributed to the fact that the stakeholders affected by the businessman’s decisions often realize that their rights have been subdued or they have been harmed in any way much after the harm was actually caused. For example, as the technological era was gaining strength, more and more industries were being established. The establishment of factories and industries was seen as a sign of development. People were not educated much. The scientific research was also not quite mature and sufficient to judge the environmental impacts of the conventional practices that were in place. The factories discharged waste into the water, and polluted the air with chemical rich dust. No one actually estimated the dreadful impacts of such practices until global warming showed up in the form of a