Wednesday, April 15, 2020
Sample Austin Magnet School Essay Prompt
Sample Austin Magnet School Essay PromptWriting a sample Austin magnet school essay prompt can be a daunting task. You want to write a prompt that is appropriate for your school and meets the requirements of the essay prompts. You want to be able to convey all of the information needed in the essay.Writing a school essay prompt does not have to be difficult or time consuming. This can be your time to express your inner thoughts, feelings, and creativity. You want to prepare for this essay assignment so that you will be able to follow directions and write a prompt that will allow you to accomplish the job. This will also help you to show your skills as a writer.Writing a prompt is going to involve research. Find out what the topic is that your school essay focuses on. Determine if there is going to be any writing that is required. There may be some writing that will be required at the end of the essay and you will want to be prepared.It is important that you are able to convey your st udents's knowledge and understandings about the topic. By writing a prompt, you will be able to make the students' tasks easier to complete. In addition, it is also the only way that they will be able to show their knowledge when they take this essay test.There are a few things that you will want to consider before beginning to write the prompt. One thing that you want to consider is how long the topic should be for. The school essay prompt should relate to what is taught in class. You want to have a specific number of words for this particular topic.One great tips that you can use is to write in a chronological order. This will help you keep your attention and let you write more quickly. You also want to choose a certain type of word that you want to use.You want to decide what you want to say for different instances. For example, you can choose to use one verb to explain one point or you can explain several different subjects or sub-topics using multiple verbs and adjectives. Ther e are different options for you to consider when you write the school essay prompt.Using this essay writing software, you will be able to write a prompt that you find more meaningful to you. This is going to be a great writing tip that you will want to remember when you begin to write the prompt. You will want to think about what you want to say and write down your thoughts in a word document. You can then print these words and put them in front of your computer screen and let the software do the rest.
Monday, March 16, 2020
Easy Methods to Arrange a Classroom
Easy Methods to Arrange a Classroom Classroom arrangement is one of the key decisions that teachers need to make when they begin a new teaching year. A few of the items that need to be decided include where to place the teacher desk, how to place the student desks, and whether or not to use seating charts. Where to Place the Teacher Desk Teachers typically place their desk to the front of the classroom. However, there is nothing that says that this is the way it has to be. While being in the front of the class affords the teacher a good view of the students faces, there are advantages to placing the desk in the back of the classroom. For one thing, by being in the back of the classroom, the teacher has less of a chance of blocking the students view of the board. Additionally, less motivated students will choose to sit in the back of the class even though the teachers desk is placed in the back. Finally, if a student needs help from the teacher, they might feel less intimated by not being on show in front of the classroom. Classroom Arrangement of Student Desks After placing the teachers desk, the next step is to decide how you will arrange student desks. There are four main arrangements that you can choose from. You can set up desks into straight lines. This is the normal way in which student desks are set up. In a typical class, you might have five rows of six students. The benefit of this is that it affords the teacher the ability to walk between the rows. The negative is that it doesnt really allow for collaborative work. If you are going to have students often work in pairs or teams you will be moving the desks a lot.A second way to arrange desks is in a large circle. This has the benefit of providing ample opportunity for interaction but hinders the ability to utilize the board. It can also be challenging when having the students take quizzes and tests in that it is easier for students to cheat.Another method of classroom arrangement is to have students sit in pairs, with two desks touching each other. The teacher can still walk down the rows helping students, and there is a greater chance for collaboration to occur. The board is still available for use. However, a couple of issues can arise including interpersonal problems and cheating concerns. The fourth method to arrange student desks is in groups of four. Students face each other, providing them ample opportunity for teamwork and collaboration. However, some students might find they are not facing the board. Further, there can be interpersonal issues and cheating concerns. Most teachers opt to use rows for their students but have them move into the other arrangements if a specific lesson plan calls for it. Just be aware that this can take time and can be loud for adjoining classrooms. Seating Charts The final step in classroom arrangement is to decide how you are going to deal with where students sit. When you dont know the students coming in, you typically do not know which students should not be seated next to each other. Therefore, there are a couple of ways to set up your initial seating chart. One way that you can arrange students is alphabetical. This is a simple way that makes sense and can help you learn student names.Another method for seating charts is to alternate girls and boys. This is another simple way to divide out a class.One way that many teachers choose is to allow students to choose their seats. Then you as a teacher mark this down and it becomes the seating chart.The final option is to have no seating chart at all. Realize, however, that without a seating chart you lose a bit of control and you also lose a powerful way to help you learn student names. No matter which seating chart option you choose, make sure that you reserve the right to change the seating chart at any time in order to keep order in your classroom. Also, realize that you start the year without a seating chart and then decide partway through the year to implement one, this can cause some issues with students.
Friday, February 28, 2020
Methods used by Transportation Safety Administration Term Paper
Methods used by Transportation Safety Administration - Term Paper Example The body ensures that the nation’s transport systems are secure through use of sophisticated technologies like bottled liquid scanner, Biometrics, Credential Authentication Technology, explosive trace detection explosive detection system and threat image projection. Secure Flight Plan is another security measure by TSA where airline passengers’ information is compared to that in the governments watch list. In order to prove the effectiveness and ineffectiveness of these programs, TSA carried out a basic training program, which revealed that a good number of these technologies are efficient, though a few are ineffectual. Explosive Detection System is one of the programs introduced by TSA to ensure security in air travel. EDS is used to screen bags in order to detect any explosive. Using the Explosive Detective machine the system can capture the image of a bag that contains an item that is a potential threat. If more screening is needed for such a bag, it is directed to the resolution room where the bag is thoroughly inspected by the security officers before it is redirected to the system (TSA, 2014). If cleared, the bag is directed to the aircraft. However, if the officers are not able to detect the alarm they can call upon the bomb squad. When this screening is used together with baggage system that is automated, there is improved security and increased efficiency. Explosive Detective System is effective for identifying threat items, which should be subjected to further screening without the screener interpreting the message. Although, the screeners who are able to interpret EDS should be cautious not to trigger the explosion when the luggage is taken for further screening Explosive Trace Detection is the second program in TSA’s list of technologies for combating insecurity. This technology is used to screen passengers and their baggage to detect if there are any traces of explosives. In this
Wednesday, February 12, 2020
Aspirin Assignment Example | Topics and Well Written Essays - 500 words
Aspirin - Assignment Example Two Italians, Brugnatelli and Fontana, had in fact already obtained salicin in 1826, but in a highly impure form. By 1829, [French chemist] Henri Leroux had improved the extraction procedure to obtain about 30g from 1.5kg of bark. In 1838, Raffaele Piria [an Italian chemist] then working at the Sorbonne in Paris, split salicin into a sugar and an aromatic component (salicylaldehyde) and converted the latter, by hydrolysis and oxidation, to an acid of crystallized colorless needles, which he named salicylic acid (Bellis, 2012) Acetyl salicylic acid is the chemical name of Aspirin. In other words, Salicylic acid is the major content of Aspirin. Aspirin plays a vital role in the metabolism of humans and animals. This paper analyses the various aspects of aspirin such as chemical formula, systemic names, physical and chemical properties, relevance of its physical and chemical properties and precautions while taking aspirin etc. As mentioned earlier, Acetyl salicylic acid is the chemical name of Aspirin. C9H8O4 is the chemical formula of aspirin. The elaborated chemical formula of aspirin can be represented as CH3COOC6H4COOH. In other words, each aspirin molecule consists of 9 carbon atoms, 8 hydrogen atoms and 4 oxygen atoms. Structural formula of aspirin can be represented as follows. Physically, Aspirin is a solid substance. It is colorless, odorless, white, crystalline, acidic substance. Its melting point is 137 °C and boiling point is 140 °C. Moreover, it is soluble in water. As evident from the chemical structure, Aspirin is an aromatic compound with a ring structure. It can be converted into several different useful compounds because of its ring or aromatic structure. â€Å"Molecular Weight of aspirin is 180.15 g/mole and its Specific Gravity: 1.35 (Water = 1)†(Material Safety Data Sheet Acetylsalicylic acid MSDS, n.d., p.3).
Friday, January 31, 2020
Quantum Oscillator Problem Assignment Example | Topics and Well Written Essays - 250 words
Quantum Oscillator Problem - Assignment Example Figure 6.11 shows a plot of the 10th excited state probability density, |È10|2. Mathematica has the Hermite polynomials built-in. The quantum oscillator wave functions are given in equation 6.57; these wave functions are not normalized. The ÃŽ ± in these equations is ð ‘š ð Å"â€Ã¢â€ž (HW Problem 6.36 and in-class work). The argument of the Hermite polynomials in equation 6.57 is listed as â€Å"x†but you will want to use ð ‘ ¢ = √ð › ¼Ã° ‘ ¥ as the argument when you are actually write down or program the Hermite polynomials. (a) Write down the (un-normalized) wave function for the 10th excited state; you can write it in terms of ÃŽ ±. Also write down the energy for this state (write this energy in terms â„ and É)? This type of which energy act on the energy eigenstates of the harmonic oscillator potential producing a un-normalized state of higher or lower energy. a ± =1/√2m(~/i∂/∂x  ± imÉx) A=- â„ ^2 d^2/ 2mr^2d (b) Plot È10 and |È10|2(use u rather than x for your independent variable); your |È10|2 plot should look like Figure 6.11. (c) Normalize È10 (use u); Normalization the stationary wave functions are r a 1 2 2 Èn (x) = 2n√À n! Hn (ax) e− a x 2 .The diodes are available in the normalized E24  ±1 % (BZX84-A),  ±2 % (BZX84-B) and approximately  ±5 % (BZX84-C) tolerance range. The series includes 37 breakdown voltages with nominal working voltages from 2.4Vto75 V. (d) Find the probability that the electron is in the region −0.5 ≠¤ √ð › ¼Ã° ‘ ¥ ≠¤ 0.5. Use 3 significant figures for these numerical answers. (e) What is âÅ' ©Ã° › ¼Ã° ‘ ¥2âÅ' ª for this excited state?
Thursday, January 23, 2020
Phonology And The Dutch Stress :: essays research papers
The Dutch stress sytem Dutch is described as being a quantity-sensitive trochaic system, operating from left to right with extrametricality. In the following essay I will gice the arguments and data that point towards this system. I will also analyse in which way exceptions are being taken care of within this system. The metrical analysis will be based on work by Trommelen & Zonneveld. These authors adopt an onset-rhyme organisation of syllable structure. We can make three major generalisations about stress when analysing Dutch: Firstly, main stress always falls within a three-syllable-window at the right word edge: this indicates that the main stress always falls on one of the last three syllables. This can also be called the three-syllable restriction. This produces three different stress patterns: final, penultimate and antepenultimate. Primary stress is prohibited further to the left. The three-syllable-window restriction: …()# Data:          ANT          PEN          FIN VV#     Amà ©rika          macarà ³ni     individà º VC#     Jerà ºzalem     catamà ¡ran     kameleà ³n Furthermore, stress is restricted to a two-syllable windowin words containing a prefinal (or diphtongal) syllable. This means that antepenultimate stress (third syllable from right side of the word) only occurs in words with an open syllable next to it (an open penultimate syllable). Therefore, the Dutch stress system depends on the character of the second to last (penultimate) syllable. Data:               ANT          PEN          FIN -VV-VV          Pà ¡nama          pyjà ¡ma          chocolà ¡Ã‚                    -VV-VC          bà ¡riton          cà ©lebes          pelotà ³n          -VC-VV                    agà ©nda          frikandà ©au -VC-VC                    Gibrà ¡ltar     bombardà ³n -ViVj-VV               andà jvie                         Thirdly, schwa syllables ae never stressed: Data:          a) –CVX-C@(C)               b) -CVV-@(C ) mà ³de, salà ¡de, mir     à ¡kel,           Azià «, Bà ©lgià «, tà ©rrià «r, là ©nte, septà ©mber               à ndià «           This is called the schwa-syllable restriction. Primary stress falls directly for a schwa syllable if schwa is immediately preceded by a consonant. We can, however also make minor generalisations within the bounds of major generalisations. These minor generalisations reflect the predominant stress patterns, and allow for exceptions. These exceptions stand for the recessive stress patterns within the system. The position of main stress is conditioned both by the length of the word and by the internal structure of the syllables involved. The dominant patterns in Dutch are the following: In disyllabic words ending in open (VV) and closed (VC) syllables, penultimate stress is dominant In trisyllabics, the dominant patterns are penultimate stress in VV-final words and antepenultimate stress in VC-final words (if the penultimate syllable is open) In VXC-final words, final stress is the dominant pattern. Now that we know about these generalisations we can provide arguments and data which point towards the system of Dutch stress. Extrametricality: Extrametricality in the Dutch language is normally operating on words having a final –VX syllable (which is heavy). However, it does not work on final ‘open’ VV-syllables (which are light). The following examples prove this:
Wednesday, January 15, 2020
Classical and Human Relations Theories Essay
Critically evaluate the classical and human relations approaches of management theory. Your essay must clearly define the term ’’ management theory’’ and include industry examples to illustrate your answers. The purpose of this essay is to provide a critical assessment of the strengths and weaknesses of the classical and human relations theories of management giving some industry examples which supports their applicability and importance or otherwise. â€Å"‘Critical evaluation is the skill of assessing the strengths and weaknesses of a piece of work, and of understanding the importance of its contribution to the subject’. Hulme, J.A. (2004). For the benefits of in-depth analysis we will look at the classical scientific of F. W. Taylor (and not the classical administrative approach of say Weber), identifying expert supported strengths and weaknesses of his approach. Equally, we will look at Herzberg’s human relations theory of motivation. Classical management was rooted on the belief that employees have only economical and physical needs, and that social needs and need for job-satisfaction either don’t exist or are unimportant. Accordingly, this school advocates high specialization of labor, centralized decision making, and profit maximization. The humanistic (or human relations) school recognized people as a special sort of resource. They not only work for the organization – they are the organization. Mary Parker Follett succinctly defined management as ‘†¦the art of getting things done through people.’ Management theory can be defined as a body of general principles on how best to manage a business or organization to achieve its goals and how to motivate employees to achieve highest possible performance. F. W. Taylor (the father of scientific management) was the intellectual leader of the efficiency or classical movement. According to him the main object of management ‘should be to secure the maximum prosperity for the employer, coupled with the maximum prosperity of each employee’. For employers ‘maximum prosperity’ not only means large profits but overall development in the enterprise to a state of permanent prosperity. Taylor was, therefore, driven to ask why is there so much antagonism and inefficiency? He suggested three causes: (1) the fallacious belief by workers that massive increase in output will ultimately lead to their unemployment; (2) the defective systems of management which make it possible for workers to restrict output so as to protect their interests; (3) effort- wasting methods of work. The aim of scientific management to him was to overcome these obstacles by a systematic study of work to discover the most efficient methods of performing the job, and then a systematic study of management leading to the most efficient methods of controlling the workers. As Taylor puts it: ‘What the workmen want from their employers beyond anything else is high wages and what employers want from their workmen most of all is low labour cost of manufacture†¦.the existence or absence of these two elements forms the best index to either good or bad management.’ (Pugh & Hickson, 1996) Taylor, therefore, propounded four principles of management: Development of a true science of work to replace the old rule-of thumb; those fulfilling optimum goals would earn higher wages; failure would result in loss of earnings. The Scientific selection and progressive development of the worker: Every worker can be trained to be ‘first- class’ at some task. The mental revolution in management: He argued that the major resistance to scientific management came from management as workers are all too keen to learn to do a good job for a high rate of pay. The constant and close cooperation of management and workers: Every job is divided into various tasks each of which is done by a specialist- this system he calls ‘functional management’. He also formulates the ‘exception principle’ where management reports only details deviation from the expected norm. In support of his approach, it has been argued that Taylor laid the foundation for the development of other management systems for decades to come. His thinking has been developed into what is now called Work Study or Industrial Engineering. Taylor’s focus is understandably narrow as he was writing from scratch. Few managements have been willing to put into practice one of his basic tenets that there should be no limit to earnings or bonus- most incentive schemes are restricted. This may inhibit the ‘mental revolution’ Taylor sought. The focus on division of labour leads to increased efficiency and productivity. This can be seen in many operations ranging from fast food to large industrial facilities e.g. MacDonald’s or the car industry. Ford is said to have adopted his approach in 1913. Taiichi Ono of Toyota, father of JIT acknowledges his debt to scientific management. The autocratic style of leadership also ensures a unity of command, clear lines of direction and control for a better focus on the job at hand. During his time, the work force was not highly educated or trained. For many, the opportunity to obtain a secure job and a level of wages to provide for their families was all they expected. Taylor, like the other classicists, have been criticised in that he heavily relied on experiences with large manufacturing companies enjoying stable environments. It may be unwise to generalize from those situations to others’ especially to young, high-technology firms of today that are confronted daily with changes in their competitors’ products. Taylor assumed that workers are only motivated by money and that productivity is the best measure of how well a firm is performing. These assumptions fail to recognize that employees may have needs unrelated to the workplace or may view their jobs only as a necessary evil. His approach tends to ignore informal relations as characterized by social interchange among workers, the emergence of group leaders apart from those specified by the formal organization, and so forth. When such things are not considered, it is likely that many important factors affecting satisfaction and performance, such as letting employees participate in decision making and task planning, will never be explored or tried. Taylor’s approach aim at achieving high productivity, at making behaviors predictable, and at achieving fairness among workers and between managers and workers; fails to recognize that several unintended consequences can occur in practice. A heavy emphasis on rules and regulations may cause people to obey rules blindly without remembering their original intent, defeating their objectives. The theory was dehumanising work processes – stripped jobs of skill and judgement, treating workers as machine parts. Organizations are influenced by external conditions that often fluctuate over time, yet his approach presents an image of an organization that is not affected by external influences. The Human Relations theories of Management The primary functions of any organization, whether religious, political or industrial, should be to implement the needs of man to enjoy a meaningful existence. Frederick Herzberg (Pugh & Hickson, 1996) Frederick Herzberg (1923-2000), an American psychologist, conducted research on 200 engineers and accountants that led him to develop the two-factor theory of job satisfaction and dissatisfaction. Herzberg’s two-factor theory separated the elements of a job into those serving economic needs (‘hygiene’ and maintenance factors/Adam) and those meeting deeper aspirations (motivational factors/Abraham). He also relates job satisfaction and dissatisfaction to mental health. The motivators include responsibility, a sense of achievement, recognition, promotion and job attraction. These things are likely to motivate workers and are related directly to the job. The ‘hygiene’ factors include company policy and procedures, supervision, pay, work relationships and working conditions. These factors can only reduce job dissatisfaction and they are not directly linked to the job. Making sure these factors are acceptable to the labour force prevents dissatisfaction ra ther than causing positive motivation. The ‘Adam’ factor seeks the avoidance of dissatisfaction and the ‘Abraham’ factor is linked to job satisfaction. Their absence will not cause dissatisfaction but will reduce job satisfaction. Man has the above two sets of needs explained Herzberg in a later book (work and the nature of man); his needs as an animal to avoid pain and his needs as a human to grow psychologically. A lack in one cannot be compensated by fulfillment in the other. Herzberg therefore advocates for an industrial engineering approach which would design the ‘Abraham’ factor into jobs. This he called job enrichment to produce an effective utilization of people and to increase job satisfaction. When a worker does more hours at work to save money for a holiday it is a movement, not motivation. From this, Herzberg suggested that reward based systems including bonuses, could only provide movement rather than long term motivation. The main criticism of Herzberg’s research was the fact that the sample he used consisted of only two hundred accountants and engineers. It was also overly simplistic and blurs the distinction between satisfaction and motivation. Being pleased with doing a more challenging set of tasks does not necessarily mean it will increase motivation. It was also suggested that his research understated the role of groups and teams within the workplace. This is because groups and teams can generate a great deal of motivational influence. Even though Herzberg’s work has its criticisms, his ideas have been shown to be valid in practice. This is evident in businesses because a pay rise or change in working conditions is rarely enough to produce a labour force that is highly motivated. It has also been shown that if workers perceive a wage increase to be inadequate or working conditions are less than ideal it can have major consequences on the business and its operations. (The annual series of strikes by LU workers springs to mind). Conclusion As Oliver Wendel Holmes quoted, â€Å"When we want to know what is going on today or want to make sure what will happen tomorrow, I will look back at the past.†One theory will not fit all businesses at all times, naturally. But management theories are useful in that they formulate principles of best practise. Their relevance will depend on the socio-economic, cultural and political environments in which they are applied. ‘The gurus have all the answers, but all the answers are different. No one knows the problem’ . (Owen, Jo, Management stripped bare, 2012, 3rd ed.) References Hulme, J.A. (2004). Critical Evaluation: A Student Guide. Psychology Review, 10, 6-8. Pugh & Hickson, (1996) Writers on Organizations, (5thed) George, Claude S.1968. The History of management thought (1sted). Englewood Cliffs: N.J. Prentice-hall Herzberg, F. (1959) Mausner, B; Snyderman, B. the motivation to work, NY Herzberg, F. (1966) Work and the nature of man, world publ. Herzberg, F. (1976) Managerial choice: To be efficient and to be human, Dow Jones, Irwin Owen, Jo, (2012) Management stripped bare, 3rd ed.
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