Wednesday, November 6, 2019
Career as A College Professor
Career as A College Professor Free Online Research Papers The career I choose to explore is a profession as a college professor. Based on the interest profiler and work value sorter, I believe I posses the interests, and skills to succeed in the career path. My primary interest is social. I enjoy assisting people in varies ways, I am capable of working in groups, and I have good verbal and nonverbal communication skills. My secondary interest is in enterprising. I can effectively lead and manage others, respond well to competition, and working as part of a team. Also, I am willing to take chances; I value status, power, money, and material possessions (Your Top Interest Areas). I describe myself as ambitious and energetic. I have skills in the following areas: mathematics, active listening, science, speaking, learning strategies, critical thinking, writing, reading comprehension, active learning, and monitoring (Your Basic Skills). In my opinion, these skills will help me to succeed at this profession. To be a college professor you must have interests in investigative, social, and artistic (Is This For You). I already posses a social interest and believe I can obtain the others with practice and work in those areas. The skills needed to excel in this career are being able to understand written sentences and paragraphs, listening to others and ask relevant questions, you must be able to communicate through writing with students and peers. You must be able to convey information through speak, use mathematics to solve problems, use the scientific method to solve problems, identify and analyze the strengths and weaknesses of different learning strategies, work to learn new information so you can better teach it to your students. Also, you must be able to vary your learning strategies to cater to your students different learning styles, and you must be able to monitor them to ensure your students are understanding the information you are conveying to them (Skills You Need). In this profession, I will have to perform many duties. I will have to develop teaching materials, prepare and give exams, grade assignments; papers, class work, and homework. I will need to prepare and give speeches, and lectures to my students. Also, I will compile, administer, and grade examinations (What They Do). Professors can expect to earn $33,155 $69,582 annually with the average being $69,582 or between $15.94 and $30.60 hourly with an average of $25.72 in Florida. Although the national earnings are higher were professors earn $60,798 $103,688, with a national average of $87,276 (Money and Outlook). To be a college professor, I must obtain a Masters Degree. I plan to finish my Associates of Arts at Daytona State College. After receiving my AA, I plan to continue at Daytona State to get my Bachelors of Arts. With a BA I could teach kindergarten through high school, but I plan to get my Masters. I am currently undecided on where I will transfer to get my Masters. In conclusion, I feel I am well suited for a career as a college professor. My interests, and skills, in my opinion, match up well with the interest and skills required to excel as a professor. Research Papers on Career as A College ProfessorStandardized TestingHip-Hop is ArtThree Concepts of PsychodynamicThe Relationship Between Delinquency and Drug UseResearch Process Part OneIncorporating Risk and Uncertainty Factor in CapitalTwilight of the UAWBionic Assembly System: A New Concept of SelfBringing Democracy to AfricaThe Effects of Illegal Immigration
Monday, November 4, 2019
The Empire of Ghana Essay Example | Topics and Well Written Essays - 2000 words
The Empire of Ghana - Essay Example According to the archaeological evidence available, in the initial stages of the kingdom, the relatively low levels of economic and technological development coupled with a sense of communism among the citizens led to minimal differentiation among social classes. This trend changed when the empire discovered natural resources such as gold within its boundaries. In addition, its proximity to major sub Saharan trade routes also contributed to the rise of economic muscle of the kingdom (Irele & Jeyifo, 2010). The development of iron resources and ironworking skills among the people led to production of weapons, which made it easier for the empire to expand its territory by conquering the neighbouring tribes. The production of iron tools also led to better farm equipments, which brought about distribution of labour and increased stratification of social classes. The main territories of the kingdom lay in the middle of trade routes that were used by ivory and gold producers of the south a nd Arab and Berber tradesmen of the north who introduced camels in the empire. The empire ensured that it had an army of at least 200, 000 warriors mainly of Soninke origin who provided the trade caravans with security during their journeys. These warriors were also responsible for invasion of neighbouring tribes in a bid to expand their territory and to get slaves to provide labour in the farms and mines (Masonen & Senkomago, 2005). Initially, the government structure in the Ghana Empire was a communal system led by village elders; however, with increased military and trade activities, the empire expanded its authority and territories, which led to the formation of a hierarchical system of governance led by an emperor. The rule of the emperor was absolute as he had the final word regarding all activities within the empire. He was assisted to rule by the royal council that directed and vetted his decisions, in addition, the council was also responsible for the supervising all govern ment affairs. The monarchy had a matrilineal succession style where the son of the emperor’s sister would succeed the emperor on his death. With the growth in the kingdom, the government structure became sophisticated and the emperors had to entrust the responsibility of running the affairs of the government to viziers (prime ministers) who in turn were assisted by many officials in various areas of administration such as palace, foreign affairs, trade among others (Haywood, 2008). The introduction of Islam religion and its culture from the Middle East brought with it more elaborative leadership styles that were used in that region (Lange, 2005). The empire of Ghana was divided into provinces that were ruled by governors appointed by the king, in addition, there were tributary kingdoms that were allowed to retain their autonomy by the king but they had to pay tribute to the emperor and provide the empire with soldiers. Justice in the empire of Ghana was served by higher and l ower courts that became active after Arab traders set their base in the region. The empire had two main sources of revenue; one was tax that was levied per donkey and camel load of precious metals or merchandise that entered or left the empire, secondly, the empire got revenues from production tax that was levied on gold and iron ore, which were the most precious resources that the country had. The capital city of the empire is
Saturday, November 2, 2019
Four HR Questions Essay Example | Topics and Well Written Essays - 2000 words
Four HR Questions - Essay Example However, it is vital to note that the decisions taken under particular situation may not hold good for all situations, in fact they may give negative results under different circumstances. This implies that effective leadership calls for consistently making situation based decisions. From literature, situational leadership advocates for greater participation of employee in decision making on the premise that the more employees participate in decision making the more they will accept the decisions taken. It with this line of thought that Vroom and Yetton (1973) proposed a Situational leadership model called the normative decision model. The normative model identifies five different decision procedures that range on the situation and level of involvement from autocratic to consultative to group-based decisions. Even though, situational leadership advocates for greater employee participation, Vroom and Yetton (1973) identified that not all decision making situations need to go throu gh the process of consultation. To enable leaders isolate the instances where decision making would require consultation from those where consultations would add little value, Vroom and Yetton (1973) formulated seven questions which leaders can use to determine the level of subordinate involvement in decision making. The seven questions touch on problem information, commitment, and decision quality and acceptance. Putting Vroom and Yetton (1973) normative model to use it can be discovered that consultation would be a waste of time in the following circumstances: (1) where the leader has sufficient information to make a high quality decision and acceptance of the decision by subordinates is not critical for its implementation; (2) where neither the nature of the solution nor the acceptance of the decision by subordinates is critical to the implementation of the decision; (3) where the nature of the solution is not critical and whatever the leader decides it is reasonably certain th at his / her subordinates would accept; (4) where the nature of the solution is critical but the leader has sufficient information to make a high quality decision. In this instance even though the acceptance of the decision by subordinates would be critical to its implementation, if the leader is reasonable certain that he / she has sufficient influence over his / her subordinates to the extent that they would most certainly accept his / her decision then consultations would be a waste of time. In conclusion, to enable effective decision making a leader would find using Vroom and Yetton (1973) seven questions and normative model a critical tool that will save him / her time, effort and likelihood of success for the decisions that he / she takes. Identify the potential difference in human resource management (HRM) policies between two organizations where one follows a low-cost strategy and the other follows a differentiated, quality enhancement
Thursday, October 31, 2019
The Basic Function Of Strategic Management Accounting Essay
The Basic Function Of Strategic Management Accounting - Essay Example In terms of capital investment decisions, Tesco Plc should set up more grocery outlets in other communities. Based on prior feasibility studies done on a prospective new location, Tesco will use both investor funds (retained earnings reserved for branch expansions), and long-term borrowings to finance another big Tesco grocery outlet. In terms of the evaluation of multidivisional companies, Tesco Plc should conduct classify each multi-divisional company as cost and revenue centers. Each company will generate its own financial statements. Thus, the financial statements will indicate the number of a multi-divisional company under Tesco Plc that generates profits. Likewise, the same financial statements will vividly indicate the number of multi-divisional companies generating net losses (Garrison, 2003). The strategic management accounting system of Tesco Plc focuses on ascertaining if the company’s final reports conform to international accounting standards.The strategic managem ent accountant of Tesco is a driving force to develop a global accounting system is the desire to underwrite securities in any, or all, of the world's capital markets using a single set of financial statements. Currently, the Tesco Stocks are listed in the stock exchanges. A positive incentive for a capital market to support a global accounting system is the enhancement of its volume of business by being able to participate in underwritings in other capital markets. Reinforcing the positive incentive is the realization that a capital market, which ignores the development of a global accounting system, may find itself with a unique set of accounting standards while the rest of the world relies on a common set of accounting standards. This would lead to an irretrievable loss of business (Brigham & Houston, 2002). Heely (1993;25) emphasized â€Å"the globalization of corporate activity, coupled with
Tuesday, October 29, 2019
Statement of purpose biotechnology Essay Example for Free
Statement of purpose biotechnology Essay There was a time when the average awareness of man did not extend beyond the immediate. But over the centuries and especially over the past decade the average intellectual and knowledge levels of people have -undergone an exponential increase. And keeping in with the laws of evolution and survival it has become imperative for every individual to strive a lot harder even to maintain a status quo. I do not wish to exist and strive merely for survival, for though human beings being a creature of this earth are subject to the same laws of nature and survival, I believe that there should be a cause which extends beyond mere survival to justify ones existence and the gift of a superior intellect. That I believe is the true essence of civilization. My Bachelors degree in Engineering will definitely ensure my survival, but to justify my existence I feel I should give back more to this world and leave it a better place. It is this philosophy and put myself in a position to do so that I wish to pursue my Masters and later my Doctoral studies. Background I have displayed a natural aptitude for biology ever since my school years. And have even won quite a few awards for the same. So upon passing out of high school it was but natural I seek a career in the same field. Microbiology and Biotechnology were the two options I was faced with. Microbiology though being the more glamorous cousin lost out. Because since Biotechnology is where my interest lay, it is what I felt I would excel at. For it is definitely â€Å"better to be the best in a mediocre field, than be mediocre in the best field †. My grades to date have vindicated my decision. Ever since the beginning of my third year I had decided to pursue Masters and later my PhD from an institute of international renown. It remained for me to zero in on the area of specialization. I studied up on the various options available, and the application of ______________ and its contribution to ____________________ fascinated me. In my pre final year I read a special article in a magazine called Global Educator about the application of ______________, after reading the article I got a clear insight as to what was ________________________ about and as expected, appealed to me. I was totally impressed with how _____________________. However my knowledge in the subject could at best be termed less than superficial. One of the major reasons for applying to your university is the highly impressive research work in progress in areas pertaining to the ______________________. I chose to present a paper on the topic of â€Å"_________________________†. I immersed myself in researching up the topic and presented the paper. My third year project â€Å" _________________†helped me get a better idea to the field of ___________________. I have tried to get a perspective of the industrial constraints and aspects of the subject by undergoing Industrial trainings and certifications at some of the premiere institutes in India like __________________, _____________ and _________________. I have also had exposure to various other fields like _____________, ___________ and _________________. In fact, I intend to use my masters as a testing ground for further narrowing down my area of interest so as to zero in on a topic that I could make a passion and of course also continue my research in the same! Why USA and your institute Lucre has never had much lure for me. It is a necessity, but only just that. It is to leave an indelible mark in my chosen field that is my â€Å"raison d’etre†. Unfortunately very few institutes in the world can boast of an extensive research set up and infrastructure, in my area of interest. And it is precisely this reason why I have chosen US of A, and your institute in particular to pursue my masters. I am especially impressed with research work being carried out by Dr. ______________ and Dr. ____________ in the field of _______________ and _________________. I am also keen on being a part of the research centers and laboratories like __________________ and __________________. For I believe your institute will provide me with the ideal ambience to pursue my masters and later my Doctorate. My life my philosophy and my possible contribution to your institute I know I am not perfect, and I am always willing to make myself a better human being. It is a process I will continue till the day I die. Life with its endless lessons is a class in itself. I have vowed never to become a cynic, no matter how many setbacks I have, for I have realized that life is too short to be spent over things that did not happen or could have. Because such a lot else is happening, and a lot more is yet to happen. Though in terms of knowledge I stand to gain more than I can contribute, but it is my abilities as a person and my attitude towards life in general which I believe will help enriching the already rich texture of your university. I realize everything we do is directly or indirectly an endeavor to make the world a better place, and therefore I always feel it is more important to be good human beings, than just good professionals. On a micro level, it applies to ones immediate surroundings. I also come from a land of immense diversity, where tolerance has been an accepted way of life. But unfortunately in the modern world it is often misconstrued as a weakness. I believe it is in the best interest of humanity that people with a broad global outlook, like mine, interact on an international stage. My Short and long term Goals I wish to be considered an authority in my field and leave a legacy that will live on beyond me. I am well aware that age changes ones priorities. I know it is my youthful optimism and exuberance that speaks. Probably 20 years down the line tempered with the wisdom of age, I will be doing a rethink on my priorities but as of now I want to be involved in path breaking research work in my field and later pursue my doctorate along similar lines. Like mentioned earlier it is my desire to make a big difference in every possible way to humanity.
Sunday, October 27, 2019
Voiced And Voiceless Sounds Of English English Language Essay
Voiced And Voiceless Sounds Of English English Language Essay There are 26 letters in the English alphabet, but there are 39 sounds (15 vowel sounds and 24 consonant sounds) prooduced by these letters. A vowel is a sound where air coming from the lungs is not bloecked by the mouth or throat. All normal English words contain at least one vowel.        The vowels are:        A, E, I, O, U, and sometimes Y.          Y can also behave as aa consonant when it is at the beginning of a word. A consonant is a sound formed by stopping the air flowing through the mouth.        The consonants are:        B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z Alll the sounds produced in the English are either voiced or voiceless. Voiced sounds occur when the vocal cords vibrate when the sound is produced. There is no vocal cord vibration when producing voiceless sounds. To test thise, place your finger tips hand on your throat as you say the sounds. When saying the voiced sounds, you should be able to feel a vibration. When saying the voiceless sounds you sound not be able to feel a vibration. Sometimes it is very difficult to feel the difference between a voiced and voiceless sound. Another test may help. Put a piece of paper in front of your mouth when saying the sounds- the paper will should move when saying the unvoiced sounds. All vowels in English are voiced. Some of the consonant sounds are voiced and some are voiceless. Some of the consonanat sounds produced in English are very similar. Many times the difference between them is because one is voiced and the other is voiceless. Two examples are z, which is voiced and s, which is voiceless. See the chart below for a listing of the voiced and voicelless consonants.            Voiced consonants           Voiceless consonant          Sounds                                 Sounds             b                                              p             d                                              t             g                                              k             v                                              f             z                                              s             th                                            th             sz                                            sh             j                                               ch             l                                                h             m             n             ng             r             w             y any consonant sounds come in pairs. For example, P and B are produced in the same place in the mouth with the tongue in the same position. The only difference is that P is an unvoiceds sound (no vibration of the vocal cords) while B is a voiced sound (vocal cords vibrate). Put your hand on your throat as you say the pairs below to feel the difference. Note tht the first pair of consonants in the table (p, b) is produced at the front of the mouth. Each pair shifts further back with the last pair (k, g) being produced at the back of the mouth. The following consonant sounds are represented using the International Phonetic Alphabet(IPA). The words in parentheses represent phonetic transcriptions. we can clearly distinguish (b, d, g) from (p, t, k) spoken by native US/UK English speakers. People can clearly distinguish my (b, d, g) from (p, t, k) too. the only perceivable difference between the two groups is that a puff of air comes out when we say (p, t, k). Certain pairs of consonants can be problematic for some learners. In some cases, the main difference between the pair is whether the consonant is voiced or unvoiced, that is, whether or not the vocal chords vibrate when making this sound. This discovery activity can be used to help learners notice the difference between voiced and unvoiced consonants. Begin by asking learners what noise a bee makes. As they make a buzzing noise, do the same and purt your fingers on your throat, indicating that they should do likeewise. This will allow them to feel the vibrations of the vocal chords that occur with voiced consonant sounds. Ask them if they can feel the vibrations. Then focus on a voiced / unvoiced pair such as s and z. Make the sounds with your fingers on your throaet, indicating that the learners should do the same. You can help learners with this by getting them to make the bee sounds for z, and the sound a snake is supposed to make for s. Ask them when they feel the vocal chords vibrate with s or z? (The answer should be z). Tell them that this is the main difference between the two sounds, and that z is voiced while s is unvoiced. You could then give them a list of words and ask them to categorise the underlined consonant sound into these two categories. With /s/ and /z/, you might choose to include some third person singular verb and plural endings. Inn this list the sound being focused on is the final sound in each case. /s/ /z/ cupss pens speaks reads gets goes puts lives tents cars plants sees baggs hears looks learns stops rise rice rose place plays Learners then use the chart to deside which of the other consonant sounds are voiced and which are unvoiced. In a computer lab, learners could do this in pairs. They listen to a sound and repeat it, with their fingers on their throat to check ifz it is voiced or unvoiced. In class with the IWB, or a computer and a projector, the teacher or a learner could click on sounds while the rest of the class repeat them and categorize them into voiced or unvoiced. As a follow up, you could do a minimal pairs activity using some voiced / unvoiced pairs, focusing on initial consonannt sounds. Display this list or something similar on the board and say a word from each pair. After each word learners have to say voiced or unvoiced, depending on which of the pair they hear. They can then test each other in pairs. Voiced Unvoiced Ben pen do to gone con van fan gin chin zoo Sue This activity has the advantage of establishing the voiced / unvoiced distinction, and a shared gesture that learners and the teacher can use in class to indicate that a sound is voiced or unvoiced, i.e. the fingers on the throat. It also helps learners to become conscious of the muscle movements involved in voicing a consonant. All of this will be useful in future classes if problem arise in the discrimination or production of voiced / unvoiced consonant pairs. what is Voiced? A simple explanation of voiced consonants is that they use the voice. This is easy to test by putting your finger on your throat. If you feel a vibration the consonant is voiced. Here is a list of some voiced consonants. Pronounce each consonant sound (not the letter) and feel the vibration of your vocal chords. b d th (as in then) v l r z j (as in Jane) What is Voiceless? Voiceless consonants do not use the voice. They are percussive and use hard sounds. Once again, you can test if a consonant is voiceless by putting your finger on your throats. You will feel no vibration in your throat, just a short explosion of air as you pronounce. Pronounce each of these consonant sounds and feel NO vibration in your throat. p t k s sh ch th (as in thing) Careful! Some Consonants Voiced, but are Voiceless When consonants are put in groups they can change the voiced or voiceless quality of the consonant that follows. A great example of this is the past simple form of regular verbs. As you know, regular verbs add -ed to the end of the verb in the past simple. play played wash washed live lived etc. These past simple verbs all end in -ed. However, some of the verbs are pronounced with a voiceless t sound and some are pronounced with the voiced d sound. Why? Here are the rules: If -ed is preceded by a voiceless consonant sound (p, k, sh, etc.) -ed sounds as a voiceless t. Remember that the e is silent. If -ed is preceded by a voiced consonant sound (d, b, v, etc.) -ed sounds as a voiced d. Remember that the e is silent. If -ed is preceded by a vowel sound (often ay) -ed sounds as a voiced d because vowels are always voiced. Remember that the e is silent. Exception: If -ed is preceded by t pronounce a voiced -id. In this case, the e is pronounced. This pattern can also be found with plural forms. If the consonant preceding the s is voiced, s will sound as voiced z: chairs machines bags If the consonant preceding the s is voiceless, s will sound as voiceless s: bats parks pipes Connected Speech Finally, when speaking in sentences the ending consonant sounds can change based on the following words. This is often referred to as connected speech. Here is an example of a change from a voiced b in the word club to a voiceless p because of the voiced t of to of the following word: We went to the club to meet some friends. Here is an example of a change from a voiced d past simple verb changed to voiceless t: We played tennis yesterday afternoon. All sounds in the English language have a sound associated with it. The voiced noise that you hear if you say sounds individually, originates from the vibration of the vocal cords and the way in which you shape your tongue and lips and palate to create the consonant. When you use your vocal cords to make a consonant, you are producing a voiced consonant or vowel. But there are a handful of voiceless consonants that are produced without vibrating the vocal cords at all. The noise that you hear, originates somewhere in the mouth or at the lips. It is easier to memorize which consonants are voiceless since there are fewer of them-only nine: /p, t, k, s, sh, ch, h, f, th/ Try to make each of these sounds individually. You should not be voicing at all. The /p/ sound will have its noise made at the lips. The /t/ is made by placing the tongue behind the upper teeth and pushing/stopping air rapidly. The /k/ is made in the back of the throat with the tongue pushing against the palate. Of these sounds (except for /h/) there are partner sounds or minimal pairs that are made exactly the same except voicing is added. Compare the following pairs of sounds: /p/ vs. /b/ /t/ vs. /d/ /k/ vs. /g/ To feel vibration, place your fingers on your larynx, the bony structure of the front part of your neck, and say, ah. Do you feel some vibration? Now make the first sound in each of the above pairs. Again, place your fingers on your larynx. You should not feel vibration. If you feel vibration you are not pronouncing the sound correctly. Only the second sound in each pair should have a vocal cord vibration. When sounds that are voiced are produced without voice, word meaning changes drastically. For example, pill sounds like bill, tan sounds like Dan, Kate sounds like gate. Miscommunications are inevitable! Why is this important? You will need to understand the voicing aspect of final consonants on words to help you understand past tense endings and plurals endings. A voiced sound is one in which the vocal cords vibrate, and a voiceless sound is one in which they do not. Voicing is the difference between pairs of sounds such as [s] and [z] in English. If one places the fingers on the voice box (ie the location of the Adams apple in the upper throat), one can feel a vibration when one pronounces zzzz, but not when one pronounces ssss. (For a more detailed, technical explanation, see modal voice and phonation.) In European languages such as English, vowels and other sonorants (consonants such as m, n, l, and r) are modally voiced. In most European languages, other consonants contrast between voiced and unvoiced sounds such as [s] and [z], though in English many of these are at least partially devoiced in most environments.
Friday, October 25, 2019
thomas paine :: essays research papers
Thomas Paine was more than just a writer. He did many things in his life. He wrote pamphlets and books like the Common Sense, or African Slavery on America. He is still recognized for his writings today.      Thomas Paine was born on January 29, 1737 in Thetford, England. He was the son of a farmer and corsetmaker. He went to a local school until the age of thirteen. We was forced to leave school so he could help his father at work. He went through many jobs, and felt unhappy at everyone he tried.      He went to sea at the age of nineteen. He traveled from place to place meeting many different people. He got married, but unfortunately she died a year later in 1760. He remarried in 1771. But again he was separated from her three years later. His appointment as excise collector in 1762 was lost in 1765 because of an improper entry report. ( Encyclopedia of World Biography, 66)      Paine moved to America because of a London meeting with Benjamin Franklin. He got a job writing for a magazine called the Pennsylvania Magazine, and eventually became the editor. He wrote the Common Sense in 1776, about independence. It was a instantaneous success. It was even translated into German and printed in England, Scotland, Holland, and France. It sold 120,000 in just three months, and over six million today. It was said to get the people ready for the Declaration of Independence soon after.      For the remainder of the Revolution he was with Washington’s soldiers. He wrote The Crisis which appeared between December 1776 and April 1783. Again he was Paine was know for his phrasemaking. In his later papers Paine attacked Tories, profiteers, inflationists, and counterfeiters. (Encyclopedia of World Biography, 66) On April 19, 1783, he concluded his Crisis series on a note of expectations.      He lived quietly after the Revolution. He worked on several inventions, like a pierless iron bridge to cross the Schuylkill River. He wrote the Age of Reason, in 1794, which was a direct attack on the irrationality of religion and a defense of deism. Despite Paine’s belief in the Creator, it was suppressed in England.
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