Pit Bulls Essay Sample free essay sample

Pit bulls and terrier strains were created in early nineteenth century. for the popular witness athleticss of bull- and bear-baiting. In 1898 the UKC. Britain’s equivalent of the AKC. named these bull Canis familiariss the American Pit Bull Terrier. The AKC decided to acknowledge the strain in the early 1930s–but under a new name. Intending to divide it from its pit-fighting yesteryear. the AKC named it the American Staffordshire terrier. besides known as a cavity bull. These Canis familiariss have been used for protection non merely in places but in war. with the constabulary and even with famous persons. Unfortunately. this same strain of Canis familiaris now has a bad repute. being called a barbarous strain of Canis familiaris and bully’s. I would hold to differ though. I believe that yes. there are some really average cavity bulls out at that place but there are besides really nice and even celebrated 1s. We will write a custom essay sample on Pit Bulls Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Not all cavity bulls can be bad they aren’t born that manner. they are raised that manner. Stating a cavity bull is born aggressive is sort of like stating a babe is born to detest. In WW1 cavity bulls were considered heroes. America’s first war Canis familiaris. Stubby. served 18 months ‘over there’ and participated in 18 conflicts on the Western Front. He saved his regiment from surprise mustard gas onslaughts. found and comforted the wounded. and even one time caught a German undercover agent by his bloomerss. Back place his feats were front page intelligence of every major newspaper. He made it to Sergeant and received over 11 awards and decorations. Stubby was made a life member of the American Legion. the Red Cross. and the YMCA. In 1921. the Humane Education Society awarded him a particular gold decoration for service to his state. It was presented by General John Pershing. Pit Bull strains have become celebrated for their functions as soldiers. constabularies Canis familiariss. hunt and deliverance Canis familiariss. histrions. telecasting personalities. Sing Eye Canis familiariss and famous person pets. Historically. the Bull Terrier mix Nipper and Petey from the Small Rascals. are the most well-known. Lesser known. but still historically of import cavity bulls include Helen Keller’s household Canis familiaris â€Å"Sir Thomas† . Buster Brown’s Canis familiaris â€Å"Tige† . Horatio Jackson’s Canis familiaris â€Å"Bud† . President Theodore Roosevelt’s Pit Bull terrier â€Å"Pete† . â€Å"Jack Brutus† who served for Company K. the First Connecticut Volunteer Infantry during the civil war and Sir Walter Scott’s beloved â€Å"Wasp† . Many cavity bulls are celebrated for salvaging lives ; some cavities saved legion lives at one time. Weela. who saved 31 people. 29 Canis familiar iss. three Equus caballuss and one cat ; Popsicle. a five-month-old puppy originally found about dead in a deep-freeze. who grew to go one of the nation’s most of import constabularies Canis familiariss ; Norton. who was placed in the Purina Animal Hall of Fame after he rescued his proprietor from a terrible reaction to a spider bite ; Titan. who rescued his owner’s married woman. who would hold died from an aneurism and D-Boy. who took three slugs to salvage his household from an interloper with a gun. So who are we to state that all cavity bulls are bad? Pit bulls are really enthusiastic and really eager to delight. They love nil more than acquiring clinchs and busss. Pit bulls are really protective of household. They are besides really strong willed and need subject and most of them acquire bored easy. therefore being why they eat the house! Pit bulls are besides really determined. when they want out. they get out. Pit bulls were one time a mark of strength and self-respect to the United States and to the people who live here. The never- quit attitude was a major statement towards the United States. This now feared strain was one time posted in magazines. in advertizement and in films. Now today people fear this one time loved strain. They fear the atrocious myths environing the strain. They fear the bad repute of the strain. And yet this strain was one time a extremely dignified and loved strain. So I’m sure we will ever reason whether or non pit bulls are heroes or toughs. I believe that it all depends on the proprietor of this Canis familiaris. I personally have a cavity bull that is the love of my life. She is the best Canis familiaris I have of all time had and I besides have three immature kids at the house and I can candidly state that I don’t worry about her of all time aching them. If you raise a pit bull from a puppy and demo him love and train and learn them. merely demo them you care. so your puppy will turn up to love you and be a great Canis familiaris. But if you raise them to detest and desire to contend them with other animate beings so yes they are traveling to turn up barbarous and average. So alternatively of looking at the strain let’s start looking at the proprietors. All those who think its merriment to watch two animate beings fight to the decease. Or those who like to mistreat their pet. Those who like the thought of holding a Cani s familiaris but can’t of all time take attention of them. Pit bulls are a strain of Canis familiaris that needs love and fondness. If they go a twenty-four hours without person loving on them it changes them. The stating man’s best friend. good I have to hold my cavity is my best friend and I can candidly state she would make anything for me or my household and we would make anything for her.

Free Essays on Physician Assisted Suide

In today's society, one of the most controversial issues is physician-assisted suicide for the terminally ill. Many people feel that it is wrong for people, regardless of their health condition, to ask their health care provider to end their life; while others feel it is their right to be able to choose how and when they die. When a physician is asked to help a patient into death, they have many responsibilities that come along with that single question. Among those responsibilities are: providing valid information as to the terminal illness the patient is suffering, educating the patient as to what their final options may be, making the decision of whether or not to help the patient into death, and also if they do decide to help, providing the lethal dose of medication that will end the patient's life. For those who believe physician-assisted suicide should be their choice, they feel it should be legalized because: they don't want to go through the suffering caused by the terminal i llness; they fear the loss of their autonomy (independence); becoming a burden to their family or friends, and also the fear of dying alone. One the other hand those opposed to assisted suicide feel it goes against religious beliefs and medical ethics. They also believe that there is always the possibility that a miracle will occur and the patient will overcome the illness and also that the doctor could have provided the wrong prognosis/diagnosis to the patient. The strongest reason against physician-assisted suicide has been the idea that if assisted suicide becomes legal, it will get out of hand and target certain people in society, such as those with disabilities, or certain races. In 1990, physician-assisted suicide became better known to the public when Dr. Jack Kevorkian, a retired pathologist, helped to assist his first patient into death (Landau 80). Kevorkian had created a machine, known as the "suicide machine", which was made up of three glass b... Free Essays on Physician Assisted Suide Free Essays on Physician Assisted Suide In today's society, one of the most controversial issues is physician-assisted suicide for the terminally ill. Many people feel that it is wrong for people, regardless of their health condition, to ask their health care provider to end their life; while others feel it is their right to be able to choose how and when they die. When a physician is asked to help a patient into death, they have many responsibilities that come along with that single question. Among those responsibilities are: providing valid information as to the terminal illness the patient is suffering, educating the patient as to what their final options may be, making the decision of whether or not to help the patient into death, and also if they do decide to help, providing the lethal dose of medication that will end the patient's life. For those who believe physician-assisted suicide should be their choice, they feel it should be legalized because: they don't want to go through the suffering caused by the terminal i llness; they fear the loss of their autonomy (independence); becoming a burden to their family or friends, and also the fear of dying alone. One the other hand those opposed to assisted suicide feel it goes against religious beliefs and medical ethics. They also believe that there is always the possibility that a miracle will occur and the patient will overcome the illness and also that the doctor could have provided the wrong prognosis/diagnosis to the patient. The strongest reason against physician-assisted suicide has been the idea that if assisted suicide becomes legal, it will get out of hand and target certain people in society, such as those with disabilities, or certain races. In 1990, physician-assisted suicide became better known to the public when Dr. Jack Kevorkian, a retired pathologist, helped to assist his first patient into death (Landau 80). Kevorkian had created a machine, known as the "suicide machine", which was made up of three glass b...

What Is Stockholm Syndrome Is It Real

What Is Stockholm Syndrome Is It Real SAT / ACT Prep Online Guides and Tips If you’re studying for your AP Psychology exam, you’ve probably stumbled across the term â€Å"Stockholm Syndrome.† But what is Stockholm Syndrome, exactly? As it turns out, Stockholm Syndrome is a complicated diagnosis that is still surrounded in quite a bit of controversy. In this guide, we’ll teach you everything you need to know about Stockholm Syndrome, and we’ll answer the following frequently asked questions: What is Stockholm Syndrome? Where does it come from? What causes Stockholm Syndrome, and what are its symptoms? Is Stockholm Syndrome a real diagnosis? At the end of this article, we’ll wrap things up with an in-depth look at two real-life cases of Stockholm Syndrome. (You’ll want to stick around until the end...those cases are really interesting.) Ready? Then let’s jump in! What Is Stockholm Syndrome? Stockholm Syndrome- which is also sometimes called â€Å"trauma bonding† or â€Å"terror bonding†- is defined as the â€Å"psychological tendency of a hostage to bond with, identify with, or sympathize with his or her captor.† In other words, Stockholm Syndrome occurs when someone who is held against their will starts to have positive feelings toward the person (or group) who is holding them captive. Also, despite being a psychological phenomenon, Stockholm Syndrome isn’t a mental disorder. Instead, it’s classified as a syndrome, which is a condition that’s characterized by a set of symptoms that often occur together. In order to be diagnosed with a syndrome like Stockholm Syndrome, a person has to exhibit most- but not all!- of the major symptoms that are associated with the syndrome itself. The Kreditbanken building in Norrmalmstorg, Sweden The History of Stockholm Syndrome Unlike most syndromes, which are discovered over time as doctors uncover trends in their patients, the origin of Stockholm Syndrome can be traced back to one specific event. On the morning of August 23, 1973, Jan-Erik Olsson- who was already on parole for robbery- walked into Kreditbanken, a bank in Stockholm, Sweden. He opened fire on two Swedish police officers before taking four bank employees hostage. As part of the list of demands he issued to authorities, Olsson asked that Clark Olofsson, one of his friends from prison, be brought to him. (Olofsson would become Olsson’s accomplice in the Kreditbanken hostage situation, and he would go on to rob another bank two years later.) The hostage situation would last six days before police would use tear gas to subdue Olsson and rescue the hostages. The unfolding drama captured the world’s attention. However, over the course of those 130 hours, another strange thing happened: Olsson’s hostages began to feel sympathy for their captor. One hostage, Kristin Ehnmark, told reporters after the ordeal that she and her fellow hostages were more afraid of the police than Olsson. She and her fellow hostages would later tell authorities that they were treated kindly by Olsson, even though he was holding them captive. For instance, Olsson gave his jacket to Kristin when she began to shiver, and when Elizabeth Oldgren- another hostage- became claustrophobic, Olsson allowed her to walk outside of the vault where he was holding everyone hostage.The hostages’ sympathy of Olsson continued on even after their ordeal was over, and some of them even went to visit Olsson in prison! The psychiatrists who treated the victims compared their behavior to the Post-Traumatic Stress Disorder, or PTSD, that they saw in soldiers returning from war. But that diagnosis didn’t quite fit, especially since the Kreditbanken hostage victims felt emotionally indebted to Olsson. They felt that Olsson, not the police, spared them from death, and they were grateful to Olsson for how kind he was to them. This unique set of symptoms led psychiatrists to label this phenomenon â€Å"Stockholm Syndrome,† which is still what we call it today. Nick Youngson/Alpha Stock Images What Causes Stockholm Syndrome? Stockholm Syndrome occurs in people who have been kidnapped or taken hostage and held against their will. It’s common for people to think that someone must be held hostage for a long period of time to develop Stockholm Syndrome, but new research suggests that isn’t true. Experts believe that it’s the intensity of the experience- not the length of it- that’s one of the primary contributors to whether someone will experience Stockholm Syndrome. Additionally, some psychologists believe that Stockholm Syndrome is more likely in situations where the captors don’t physically abuse their hostages. Instead, captors rely on the threat of violence instead. This can be aimed toward the victim, the victim’s families, or even other hostages. If victims believe their captors will carry through on their threats, it makes them more compliant. Additionally, the lack of violence becomes a sign of kindness. In other words, because a captor could- but doesn’t- act on their threats, victims begin to see that as a sign that their captors care about them. This tension creates the defining characteristic of Stockholm Syndrome, where victims start to sympathize with and/or care about their captors. We can definitely see this in the case of the Kreditbanken robbery. Olssen threatened his hostages with physical violence but never carried through. The hostages told the press that they didn’t feel Olssen was a bad person, especially since he didn’t physically mistreat them during the hostage crisis. Circumstances like these can cause victims to think of their captors as essentially nice- or sometimes even good- people who are taking care of them. Cases of Stockholm Syndrome can show evidence of emotional manipulation or abuse, however. In these instances, the captors use emotional tactics to convince victims to sympathize with them and comply with their demands. This can involve convincing victims that the outside world is more dangerous than staying with their captors or persuading victims that the kidnapper is a victim, too.This makes victims feel like they are unable to escape from their situation, which is why people with Stockholm Syndrome stay with their captors. From a psychological perspective, most psychologists and psychiatrists believe that Stockholm Syndrome is, at its core, all about survival instinct. When people are put into extremely dangerous or traumatic situations, they often behave instinctually in order to survive. You’ve probably heard of this phenomenon phrased as â€Å"fight or flight† instinct, where you either run, freeze, or attack when you’re scared. (For the record, we’re runners.) But survival instinct is actually much more complicated than that, especially when it comes to complex trauma. In the case of Stockholm Syndrome, victims become attached to their captors as a way to cope with their situation. This is also a way for victims to try to make their captors sympathize with them, and thus make it less likely for their captors to hurt or kill them. In other words, building an emotional connection becomes a victim’s way to both cope with his/her new reality and, hopefully, to survive. Having said all of this, there’s one last- but important- thing to realize about Stockholm Syndrome: it doesn’t involve any conscious choice on the part of the victim. Here’s what we mean. Say you’ve been kidnapped, and you’re being held against your will. You might decide to be nice to your kidnappers in an attempt to stay alive and, hopefully, escape. In this scenario, you choose to act in a certain way. Stockholm Syndrome, on the other hand, only occurs when the victim starts subconsciously and involuntarily sympathizing with their captor. In these instances, victims don’t have any conscious idea of what they’re doing, and their feelings toward their kidnappers last long after they’ve been freed. What Are the Symptoms of Stockholm Syndrome? At this point, it’s clear that Stockholm Syndrome is situational, which means that it’s something a person develops in a certain set of very traumatic circumstances. (Namely, the victim has been taken hostage by a stranger and is being held captive.) Now let’s take a look at the four major symptoms someone with Stockholm Syndrome experiences. Symptom 1: The Victim Has Positive Feelings Toward the Captor Like we’ve mentioned before, this is the hallmark of Stockholm Syndrome. Despite being in a terrifying situation, someone developing Stockholm Syndrome will start to sympathize, care about, or feel positively about the person (or people) who are holding them hostage. These positive feelings make the victim more likely to comply with their captors’ demands and feel guilty when they don’t. This was certainly true for the hostages in the Kreditbanken robbery. After her release, Kristin Ehnmark- one of the hostages- would tell reporters that she â€Å"felt like a traitor† when she gave the police information behind Olsson’s back. Additionally, these feelings come from a perception that the captors are treating them kindly. Another of the Kreditbanken victims, Sven Safstrà ¶m, remembers his reaction to Olsson’s threats. â€Å"All that comes back to me [now],† he would tell reporters later, â€Å"is how kind I thought [Olsson] was for saying it was just my leg he would shoot.† These perceived acts of kindness make victims feel like their captors are caring for or protecting them, even in a bad situation. This can make victims think of their captors as good people in a bad situation, rather than criminals who are breaking the law. And remember: for the victim, these positive feelings develop subconsciously and is completely outside of their control. This reaction is their instinctual reaction to a dangerous and traumatic situation, and it’s a survival tactic. Symptom 2: The Victim Has Negative Feelings Toward Family, Friends, or Authorities Because the victim is aligning with their captor, victims also begin to adopt their way of thinking. Since the captors are afraid of being caught and prosecuted, the victims often take on the same anxiety as well. Additionally, some kidnappers also convince their victims that they are protecting them from a dangerous world, not the other way around. This was the case in the Kreditbanken case, where the hostages became afraid that the police- not Olsson- were the real threat. In a phone call with Sweden’s Prime Minister, Kristin Ehnmark explained that while she was being treated well, she was afraid â€Å"the police will attack and kill us† instead. Experts explain that the phenomenon of sympathizing with the captor is a type of hypervigilance, where victims believe that the happiness of their captors is critical to their own wellbeing and safety. In other words, when the captor feels happy and safe, the victims are, too. That’s why victims displaying symptoms of Stockholm Syndrome turn on people who threaten the captor-captive relationship, including the authorities. Symptom 3: The Captor Has Positive Feelings Toward the Victim There are two ways this works. In one aspect, the victim perceives that their captor actually cares about them. This has a lot to do with the â€Å"kindness† we mentioned earlier. When captors don’t act on their threats- or when they do small, seemingly nice things for their victims- it can seem like they actually care about the people they’re holding captive. For example, during her time as a hostage in the Kreditbanken robbery, Elizabeth Oldgren was used by Olsson as a human shield. But he also gave her his jacket when she got cold, which Elizabeth saw as a sign of Olsson’s goodness. She would later tell reporters that although she had â€Å"known him a day when I felt his coat around† her, she was also â€Å"sure [Olsson] had always been that way.† Despite Olsson’s threats and posturing, his one act of compassion made Elizabeth think that he cared about her well-being, too. The second way this works is when authorities, like FBI or police negotiators, use tactics to get captors to see their victims as humans. By doing things like asking captors to call their hostages by their first names, the authorities work to humanize the victims. Doing so makes captors less likely to kill their victims because they’re afraid of getting caught, and the FBI trains its members to use this tactic to â€Å"help preserve life.† Symptom 4: The Victim Supports or Helps the Captor The final symptom of Stockholm Syndrome comes when a victim, instead of trying to escape, tries to help their captor rather than the authorities. In this case, the victim is putting the needs of their captor above their own freedom in order to survive. By this point, someone displaying the symptoms of Stockholm Syndrome already believes that their captor might hurt them or people they care about if they don’t comply with their demands. But more importantly, the victim has started to see the world from their captor’s point of view. Helping their captor isn’t something they’re forced to do- people with Stockholm Syndrome do so out of their own free will and their survival instinct. This last symptom can be particularly confusing for authorities, especially when they don’t realize that the victim has Stockholm Syndrome. During the Kreditbanken incident, Kristin Ehnmark was allowed to speak the then-Prime Minister, Olof Palme, on the phone. Not only did she express a distrust of the police, she also demanded that the victims be allowed to escape with Olsson, not from him! To make things more complicated, this symptom can also manifest itself in a desire to help captors even after the victim has been freed. In fact, Kristen and the other victims of the Kreditbanken robbery visited Olsson in prison for years after the incident. Is Stockholm Syndrome the Same Thing as Being in an Abusive Relationship? The short answer? No. Even though many of the causes and symptoms of Stockholm Syndrome sound like the hallmarks of an abusive relationship, there’s one significant difference: Stockholm Syndrome only occurs in situations where a victim doesn’t know their captor. In other words, in order to develop Stockholm Syndrome, a victim must have never met their kidnapper before. Domestic abuse, on the other hand, requires some sort of prior contact. In cases of domestic abuse, the victim and the perpetrator know each other in some way- they’re related, romantically involved, or in some other close relationship. So while abusive relationships and Stockholm Syndrome might share some characteristics, they aren’t the same thing. Is Stockholm Syndrome a Real Diagnosis? Although Stockholm Syndrome has captured public imagination, there is controversy in the medical community about whether it should be classified as its own disorder. Psychologists and psychiatrists use the Diagnostic and Statistical Manual of Mental Disorders, or DSM-5, as the holy grail of psychological diagnoses. It’s the standard diagnostic tool for any and all psychiatric illnesses and disorders...and Stockholm Syndrome doesn’t appear in the DSM-5. That’s the case for a few reasons. First, the symptoms of Stockholm Syndrome are very similar to those of trauma bonding or post-traumatic stress disorder, both of which do appear in the DSM-5. Psychiatrists and psychologists, however, aren’t in agreement about which classification Stockholm Syndrome falls under. Because there’s no extensive body of research or consensus to help solve the argument, Stockholm Syndrome is left out of the DSM-5 entirely. Second, Stockholm Syndrome is incredibly hard to study because it’s so rare. (More on that in a second.) That means it’s hard to come up with a widely accepted metric for diagnosing Stockholm Syndrome since each case is so unique. That makes it nearly impossible to develop a diagnostic rubric for Stockholm Syndrome, which is the DSM-5’s primary purpose. Lastly, Stockholm Syndrome is a syndrome, not a mental disorder or a mental illness. That means that it’s a collection of associated symptoms with no root biological or mental cause. While there are ramifications of Stockholm Syndrome that are similar to post-traumatic stress disorder, the onset of Stockholm Syndrome is situational, not pathological. So that brings us back to our first question: is Stockholm Syndrome a real diagnosis? Yes and no. While Stockholm Syndrome is not a recognized psychological diagnosis of a mental illness or disorder in the DSM-5, it is a clinical way to explain the unique symptoms that some kidnap and hostage victims display. Nick Youngson/Alpha Stock Images Are There Famous Examples of Stockholm Syndrome? Despite being a fairly well-known psychological condition, Stockholm Syndrome in real life is remarkably rare. According to the 2007 FBI Law Enforcement Bulletin, 73 percent of all kidnapping victims show no evidence of Stockholm syndrome whatsoever. Of those victims remaining, fewer than five percent will develop Stockholm syndrome at all. (In contrast, abusive domestic relationships- which share many of the characteristics of Stockholm syndrome- are unfortunately much more common.) So why are people so curious about a syndrome that occurs so rarely? Along with being a fascinating psychological topic, Stockholm Syndrome continues to capture the imagination of the public in movies, television shows, and even music. In fact, it’s such a pervasive topic in pop culture that the syndrome even has its own write-up on TVTropes.com! This preoccupation with Stockholm Syndrome means that when the rare case does occur, it triggers a media frenzy. Let’s take a look at two of cases of Stockholm Syndrome that captured the world’s attention. Patty Hearst after her arrest in 1975 Patty Hearst One of the most famous cases of Stockholm Syndrome is the kidnapping of Patty Hearst. In February 1974, 19-year-old Patty Hearst was kidnapped from her apartment in Berkeley, California by a group calling themselves the Symbionese Liberation Army, or SLA. The SLA was a radical activist group that used tactics like bank robbing, murder, and kidnapping to wage war- both ideological and literal- against the U.S. Government, which they viewed as an oppressive â€Å"capitalist state.† The SLA decided to kidnap Patty Hearst because she was the granddaughter of billionaire newspaper mogul William Randolph Hearst and the heiress to his fortune. The SLA had three goals in kidnapping Patty Hearst. First, they wanted media attention for their anti-capitalist platform (which they definitely received). Second, they wanted to extort money from Patty’s family to fuel their cause. And last, the SLA planned to brainwash Patty into becoming not only a member of the SLA, but the poster child of their movement. Unfortunately, although the Hearst family would meet most of the SLA’s demands- which included donating $8 million dollars to feed the poor- the SLA didn’t release Patty to her family. Patty wouldn’t be seen for two months, and when she did reappear, it was shocking. In April 1974, the SLA robbed Hibernia Bank in San Francisco...and Patty Hearst was one of the robbers. Security footage showed Patty wielding a machine gun and helping in the robbery, looking quite unlike someone who was being held against her will. After the robbery, the SLA released a pre-taped message from Patty herself. In the recording, Patty called herself â€Å"Tania† and claimed that she was now a voluntary member of the SLA movement. The video sparked widespread public debate. Had Patty been brainwashed by the SLA? Or had she orchestrated the kidnapping plot in order to join the organization and extort money from her family? This debate would end up playing out in court. Patty and other members of the SLA were captured by the FBI in September 1975, eight months after Patty’s kidnapping. She was charged with armed robbery along with a handful of other crimes, and her defense team argued that she had Stockholm Syndrome. But that was a hard case to make: the Kreditbanken robbery had happened just two years earlier, and Stockholm Syndrome was still a new idea in the public consciousness. Ultimately, the jury was unconvinced by the defense, and Patty Hearst was still sentenced to seven years in prison. She would serve two years in prison before her sentence was commuted by President Jimmy Carter. Although there is still quite a bit of controversy surrounding the Patty Hearst case, her situation is now regarded as one of the best examples of Stockholm Syndrome outside of the Kreditbanken hostage situation. Jaycee Dugard in 1991 (Family Photo/CNN) Jaycee Dugard The kidnapping of Jaycee Dugard is another famous case of Stockholm Syndrome that became a media sensation. On June 10, 1991, 11-year-old Jaycee Dugard was abducted while walking home after getting off the school bus. Her mother had moved the family to Meyers, California a year earlier because she thought it was a safer place to raise her children, but now her worst fears had been realized. Once people realized that Jaycee was missing, the community leaped into action. Despite a widespread search effort and tons of media coverage- including a feature on America’s Most Wanted- Jaycee Dugard seemed to have disappeared without a trace. Many thought Jaycee was dead, but her mother held out hope that she was still alive.And she was alive, but she was being held against her will in Antioch, California...just three hours away from her childhood home. Jaycee was held captive until 2009, and even then, she was only rescued because her kidnapper made some critical mistakes. Phillip Greg Garrido, who was on parole for kidnapping and a registered sexual offender, visited the University of California, Berkeley campus looking for a place to hold a special event as part of his â€Å"God’s Desire† program. Garrido believed that angels were communicating with him and had granted him supernatural powers, and he wanted to proselytize on the campus. The UC Berkeley events office and campus police reported him to his parole officer, who asked Garrido to come in for a meeting. He did and brought his wife, Nancy, Jaycee, and Jaycee’s two daughters. (Garrido had repeatedly sexually assaulted Jaycee, who had two children as a consequence.) The police separated Jaycee from Garrido and started questioning her. Jaycee insisted her name was â€Å"Allissa,† and she only admitted her true identity after Garrido confessed to his crimes. By this point, Jaycee had lived with Garrido as â€Å"Allissa† for longer than she had lived with her biological parents. During her questioning at the police station, authorities immediately noticed that Jaycee was displaying symptoms of Stockholm Syndrome. This became even more apparent as more of Jaycee’s story came to light. For instance, as Jaycee got older, Garrido and his wife would take her out into public, including local festivals and fairs. Dugard even helped Garrido run a printing business out of his house. She worked as his graphic designer, answered phone calls and emails, and even met with clients. Despite this, she never made any attempts to escape or reveal her true identity. During an interview with Diane Sawyer for ABC News, Jaycee explained why she never tried to run away and her experience with Stockholm Syndrome. When Sawyer asks Jaycee why she didn’t run, she says, â€Å"in the situation...it wasn’t an option.† She goes on to say that Garrido convinced her that the outside world was dangerous, and that staying with him was the only way to keep herself and her children safe. Sawyer then asks Jaycee if she will ever understand why she didn’t try to leave, and Jaycee responds, â€Å"No. I don’t think so.† Like the Kreditbanken victims, Stockholm Syndrome convinced Jaycee that she was safer staying with her captor than trying to leave. Today, Jaycee uses her experience as a kidnapping victim and trauma survivor to help others who have experienced similar situations. Through her non-profit, the JAYCFoundation, Jaycee works to raise awareness and support for families who have experienced the abduction of a loved one. Now What? If you or someone you know is in a situation like the ones we’ve described above, reach out for help. You can always contact The National Domestic Violence Hotline by phone, text, or web chat for help. Looking for more resources on AP test topics? We’ve got plenty, like a run-down on the different modes of persuasion and a huge list of AP biology study guides! If the term â€Å"AP Test† is no for you, don’t worry! Here’s a primer on AP exams and a breakdown of the average score for each one.

Questionnaire design Assignment Example | Topics and Well Written Essays - 500 words

Questionnaire design - Assignment Example The benefits accrued by a business enterprise as a result of using loyalty programs include economic advantage and non-economic advantages such as sociological, psychological and relational outcome. The wheel of loyalty can be used by firms to effectively make sure that loyalty programs are functional. The first component in the wheel of loyalty is building a foundation for loyalty, which entails factors such as market segmentation to meet the customers need, ensure that the firm is geared to excellence in terms of quality. The next component is creating loyalty bonds, which is enhance by issuing loyalty rewards in form of financial, nonfinancial appreciation and recognition; loyalty bond can also be enhanced by building high level bonds in terms of structural, social and customization; and finally loyalty bonds can be enhanced by strengthening the relationship through techniques such as bundling and cross-selling. The last component in the wheel of customer loyalty is churn drivers that requires the business enterprise to demeanor churn diagnostics and monitor decreasing customers, it will also be necessary for the firm to make sure that switching costs are enabled. It is also very important for the firm to search for value in each customer, not the number of customers they

IT WORKFORCE Essay Example | Topics and Well Written Essays - 750 words

IT WORKFORCE - Essay Example Thus, adversely affecting the business The paper B1 talked about the ethical issue of whether an IT officer should access and read his colleagues and companys private information just because he is the one managing the network? Such an issue is a major concern to the business and its other employees as it needs to know that it has entrusted its information and that of its other employees to a morally responsible IT personnel. The company, therefore, decides to draw up an ethical policy to regulate the operations of the IT officer and to ensure the security of the clients, employees and companys information. The company will thus hold liable the person who breaks the privacy rules of any of its parties. The overall goal of setting up the privacy policy is for the company to create an environment of trust and security. Such an environment creates an atmosphere of reassurance to the parties involved because they know that any person who breaks such a rule is held responsible. The policy will thus serve as a guide to IT officers conduct within the business premises. "Effective ethics is a team effort involving the participation and support of every Company employee" (Institute, 2014). All employees have an obligation to know the ethics Privacy guidelines set by the company. A security scope defines who has a right to access what information within an organization. The ethical privacy policy applies to all the parties involved in the operations and actualization of the business goals. The IT officers the primary party affected by this policy, and who should adhere to this policy. The employees, management, and other consultants are secondary parties. They should also adhere to this policy by ensuring they do not interfere in any way with the companys network settings, either by hacking the business security system or by using the network to access information on their colleagues or companys computers. c. The IT

Higher education Essay Example for Free

Higher education Essay 1. Introduction IT HAS BEEN A LONG FELT NECESSITY TO ALIGN HIGHER EDUCATION WITH THE EMERGING NEEDS OF THE ECONOMY SO AS TO ENSURE THAT THE GRADUATES OF HIGHER EDUCATION SYSTEM HAVE ADEQUATE KNOWLEDGE AND SKILLS FOR EMPLOYMENT AND ENTREPRENEURSHIP. THE HIGHER EDUCATION SYSTEM HAS TO INCORPORATE THE REQUIREMENTS OF VARIOUS INDUSTRIES IN ITS CURRICULUM, IN AN INNOVATIVE AND FLEXIBLE MANNER WHILE DEVELOPING A HOLISTIC AND WELL GROOMED GRADUATE. MINISTRY OF HRD, GOVERNMENT OF INDIA HAD ISSUED AN EXECUTIVE ORDER IN SEPTEMBER 2011 FOR NATIONAL VOCATIONAL EDUCATION QUALIFICATION FRAMEWORK (NVEQF). SUBSEQUENTLY, MINISTRY OF FINANCE, IN PURSUANCE OF  THE DECISION OF CABINET COMMITTEE ON SKILL DEVELOPMENT IN ITS MEETING held on 19th December, 2013, has issued a notification for National Skills QUALIFICATIONS FRAMEWORK (NSQF) WHICH SUPERSEDES NVEQF. UNDER THE NATIONAL SKILLS DEVELOPMENT CORPORATION, MANY SECTOR SKILL COUNCILS REPRESENTING RESPECTIVE INDUSTRIES HAVE/ARE BEING ESTABLISHED. ONE OF THE MANDATES OF SECTOR SKILL COUNCILS IS TO DEVELOP NATIONAL OCCUPATIONAL STANDARDS (NOSS) FOR VARIOUS JOB ROLES IN THEIR RESPECTIVE INDUSTRIES. IT IS IMPORTANT TO EMBED THE COMPETENCIES REQUIRED FOR SPECIFIC JOB ROLES IN THE HIGHER EDUCATION SYSTEM FOR CREATING EMPLOYABLE  GRADUATES. THE UNIVERSITY GRANTS COMMISSION (UGC) HAS LAUNCHED A SCHEME ON SKILLS DEVELOPMENT BASED HIGHER EDUCATION AS PART OF COLLEGE/UNIVERSITY EDUCATION, LEADING TO BACHELOR OF VOCATION (B. VOC. ) DEGREE WITH MULTIPLE EXITS SUCH AS DIPLOMA/ADVANCED DIPLOMA UNDER THE NSQF. THE B. VOC. PROGRAMME IS FOCUSED ON UNIVERSITIES AND COLLEGES PROVIDING UNDERGRADUATE STUDIES WHICH WOULD ALSO INCORPORATE SPECIFIC JOB ROLES AND THEIR NOSS ALONGWITH BROAD BASED GENERAL EDUCATION. THIS WOULD ENABLE THE GRADUATES COMPLETING B. VOC. TO MAKE A MEANINGFUL PARTICIPATION IN ACCELERATING INDIA’S ECONOMY BY GAINING APPROPRIATE  EMPLOYMENT, BECOMING ENTREPRENEURS AND CREATING APPROPRIATE KNOWLEDGE. UGC? GUIDELINES? FOR? B. Voc.? 2 2. Objectives 2. 1 To provide judicious mix of skills relating to a profession and appropriate CONTENT OF GENERAL EDUCATION. 2. 2 To ensure that the students have adequate knowledge and skills, so that THEY ARE WORK READY AT EACH EXIT POINT OF THE PROGRAMME. 2. 3 To provide flexibility to the students by means of pre-defined entry and MULTIPLE EXIT POINTS. 2. 4 To integrate NSQF within the undergraduate level of higher education in ORDER TO ENHANCE EMPLOYABILITY OF THE GRADUATES AND MEET INDUSTRY REQUIREMENTS. SUCH GRADUATES APART FROM MEETING THE NEEDS OF LOCAL AND NATIONAL INDUSTRY ARE ALSO EXPECTED TO BE EQUIPPED TO BECOME PART OF THE GLOBAL WORKFORCE. 2. 5 To provide vertical mobility to students coming out of 10+2 with VOCATIONAL SUBJECTS. 3. Levels of Awards THE CERTIFICATION LEVELS WILL LEAD TO DIPLOMA/ADVANCED DIPLOMA/B. VOC. DEGREE IN ONE OR MORE VOCATIONAL AREAS AND WILL BE OFFERED UNDER THE AEGIS OF THE UNIVERSITY. THIS IS OUT-LINED IN TABLE I. TABLE 1: AWARDS AWARD DURATION CORRESPONDING NSQF LEVEL DIPLOMA 1 YEAR 5 ADVANCED DIPLOMA 2 YEARS 6 B. VOC. DEGREE 3 YEARS 7 EACH OF THE AWARDS SHALL SPECIFY WITHIN PARENTHESIS, THE SKILL(S) SPECIALIZATION FOR EXAMPLE: ? B. Voc. (Renewably Energy Management) ? B. Voc. (Retail Management) ? B. Voc. (Retail Management and IT) ? Advanced Diploma (Food Processing) ? Advanced Diploma (Health Care) ? Advanced Diploma (Hospitality and Tourism) ? Diploma (Green House Technology) ? Diploma (BPO) ? Diploma (Jewellery Designing) UGC? GUIDELINES? FOR? B. Voc.? 3 A suggestive list of vocational sectors and related specializations is given below: Universities and colleges may like to identify additional sectors/specializations in view of the potential for employment in the local industries and meet the standards laid  down by National Occupational Standards. No. Sector Specialization 1. Automobiles 1. Engine Testing 2. Vehicle Testing 3. Vehicle Quality 4. Auto Electricals and Electronics. 5. Farm Equipment and Machinery 2. Entertainment 1. Theatre and Stage Craft 2. Contemporary Western Dance 3. Theatre studies 4. Acting 3. Information Technology 1. Software Development 4 Telecommunications 1. Mobile Communication 5. Marketing 1. Retail 6. Agriculture 1. Farm Machinery and Power Engineering 2. Green House Technology 3. Renewable Energy 4. Processing and Food Engineering 5. Soil and Water Conservation 7. Construction 1. Building Technology 8. Applied Arts 1. Fashion Technology 2. Interior Design 3. Jewellery Design 9. Tourism 1. Tourism and Service Industry 10. Printing and Publishing 1. Printing Technology UGC? GUIDELINES? FOR? B. Voc.? 4 4. ELIGIBILITY /TARGET ALL UNIVERSITIES AND COLLEGES INCLUDED UNDER SECTIONS 2(F) AND 12(B) OF THE UGC ACT, 1956 AND RECEIVING PLAN GRANT FROM THE UGC ARE ELIGIBLE FOR UGC FINANCIAL ASSISTANCE UNDER THE SCHEME. 5. ELIGIBILITY FOR ADMISSION IN B. VOC. THE ELIGIBILITY CONDITION FOR ADMISSION TO B. VOC. PROGRAMME SHALL BE 10+2 OR EQUIVALENT, IN ANY STREAM. 6. CURRICULUM 6. 1 THE CURRICULUM IN EACH OF THE YEARS OF THE PROGRAMME WOULD BE A. SUITABLE MIX OF GENERAL EDUCATION AND SKILL DEVELOPMENT COMPONENTS. CURRICULUM DETAILS SHOULD BE WORKED BEFORE INTRODUCTION OF THE COURSES. 6. 2 SKILL DEVELOPMENT COMPONENTS: (I) THE FOCUS OF SKILL DEVELOPMENT COMPONENTS SHALL BE TO EQUIP STUDENTS WITH APPROPRIATE KNOWLEDGE, PRACTICE AND ATTITUDE, SO AS TO BECOME WORK READY. THE SKILL DEVELOPMENT COMPONENTS SHOULD BE RELEVANT TO THE INDUSTRIES AS PER THEIR REQUIREMENTS. (II) THE CURRICULUM SHOULD NECESSARILY EMBED WITHIN ITSELF, NATIONAL OCCUPATIONAL STANDARDS (NOSS) OF SPECIFIC JOB ROLES WITHIN THE INDUSTRY SECTOR(S). THIS WOULD ENABLE THE STUDENTS TO MEET THE  LEARNING OUTCOMES SPECIFIED IN THE NOSS. (III) THE OVERALL DESIGN OF THE SKILL DEVELOPMENT COMPONENT ALONG WITH THE JOB ROLES SELECTED SHOULD BE SUCH THAT IT LEADS TO A COMPREHENSIVE SPECIALIZATION IN ONE OR TWO DOMAINS. (IV) IN CASE NOS IS NOT AVAILABLE FOR A SPECIFIC AREA / JOB ROLE, THE UNIVERSITY/COLLEGE SHOULD GET THE CURRICULUM FOR THIS DEVELOPED IN CONSULTATION WITH INDUSTRY EXPERTS. (V) THE CURRICULUM SHOULD ALSO FOCUS ON WORK-READINESS SKILLS IN EACH OF THE THREE YEARS. (VI) ADEQUATE ATTENTION NEEDS TO BE GIVEN IN CURRICULUM DESIGN TO PRACTICAL WORK, ON THE JOB TRAINING, DEVELOPMENT OF STUDENT  PORTFOLIOS AND PROJECT WORK. UGC? GUIDELINES? FOR? B. Voc.? 5 6. 3 GENERAL EDUCATION COMPONENT: (i) The general education component should adhere to the normal UNIVERSITY STANDARDS. IT SHOULD EMPHASISE AND OFFER COURSES WHICH PROVIDE HOLISTIC DEVELOPMENT. HOWEVER, IT SHOULD NOT EXCEED 40% OF THE TOTAL CURRICULUM. (ii) Adequate emphasis should be given to language and COMMUNICATION SKILLS. 6. 4 THE CURRICULUM SHOULD BE DESIGNED IN A MANNER THAT AT THE END OF YEAR- 1, YEAR-2 AND YEAR-3, STUDENTS ARE ABLE TO MEET BELOW MENTIONED LEVEL DESCRIPTORS FOR LEVEL 5, 6 AND 7 OF NSQF, RESPECTIVELY: Level Process required  Professional knowledge Professional skill Core skill Responsibili ty Level 5 Job that requires well developed skill, with clear choice of procedures in familiar context Knowledge of facts, principles, processes and general concepts, in a field of work or study A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools materials and information Desired mathematical skill, understandin g of social, political and some skill of collecting and organizing information, communicati on. Responsibilit y for own work and learning and some responsibility  for other’s works and learning Level 6 Demands wide range of specialized technical skill, clarity of knowledge and practice in broad range of activity involving standard / non-standard practices Factual and theoretical knowledge in broad contexts within a field of work or study A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Reasonably good in mathematical calculation, understandin g of social, political and, reasonably good in data collecting organizing information, and logical communicati on Responsibilit y for own work and learning and full  responsibility for other’s works and learning UGC? GUIDELINES? FOR? B. Voc.? 6 Level 7 Requires a command of wide ranging specialized theoretical and practical skill, involving variable routine and non-routine context Wide ranging, factual and theoretical knowledge in broad contexts within a field of work or study Wide range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Good logical and mathematical skill understandin g of social political and natural environment good in collecting and organizing information, communicati on and presentation skill  Full responsibility for output of group and development a. Professional knowledge is what a learner should know and understand WITH REFERENCE TO THE SUBJECT. b. Professional skills are what a learner should be able to do. c. Core skills refer to basic skills involving dexterity and use of methods, MATERIALS, TOOLS AND INSTRUMENTS USED TO PERFORM THE JOB INCLUDING IT SKILLS NEEDED FOR THAT JOB. d. Responsibility aspect determines the (i) nature of working relationship, (ii) LEVEL OF RESPONSIBILITY FOR SELF AND OTHERS, (III) MANAGING CHANGE AND (IV) ACCOUNTABILITY FOR ACTIONS. 6. 5 Guidelines for credit calculations. 6. 5. 1 THIS SECTION CONTAINS CREDIT FRAMEWORK GUIDELINES. THE UNIVERSITY/ COLLEGE SHOULD USE THESE GUIDELINES OR ADAPT THEM. 6. 5. 2 THE FOLLOWING FORMULA SHOULD BE USED FOR CONVERSION OF TIME INTO CREDIT HOURS. a) One Credit would mean equivalent of 15 periods of 60 minutes EACH, FOR THEORY, WORKSHOPS/LABS AND TUTORIALS; b) For internship/field work, the credit weightage for equivalent hours SHALL BE 50% OF THAT FOR LECTURES/WORKSHOPS; c) For self-learning, based on e-content or otherwise, the credit WEIGHTAGE FOR EQUIVALENT HOURS OF STUDY SHOULD BE 50% OR LESS OF THAT FOR LECTURES/WORKSHOPS. UGC? GUIDELINES? FOR? B. Voc.? 7 6. 5. 3 THE SUGGESTED CREDITS FOR EACH OF THE YEARS ARE AS FOLLOWS: TABLE 3 NSQF Level Skill Component Credits General Education Credits Normal calendar duration Exit Points / Awards Year 3 36 24 Six Semesters B. Voc. Year 2 36 24 Four semesters Advanced Diploma Year 1 36 24 Two semesters Diploma TOTAL 108 72 6. 6 THE UNIVERSITY/COLLEGE SHOULD DEVELOP THE CURRICULUM IN CONSULTATION WITH INDUSTRY. THE INDUSTRY REPRESENTATIVES SHOULD BE AN INTEGRAL PART OF THE ACADEMIC BODIES OF THE UNIVERSITY/COLLEGE. WHILE DOING SO, THEY SHOULD WORK TOWARDS ALIGNING THE SKILLS COMPONENTS OF THE CURRICULUM  WITH THE NOSS DEVELOPED BY THE RESPECTIVE SECTOR SKILL COUNCILS. 6. 7 THE PRACTICAL/HANDS-ON PORTION OF THE SKILLS DEVELOPMENT COMPONENTS OF THE CURRICULUM SHOULD BE TRANSACTED NORMALLY IN FACE TO FACE MODE, EITHER WITHIN THE INSTITUTION OR AT A SPECIFIED INDUSTRY PARTNER LOCATION. HOWEVER, IF DUE TO THE NATURE OF THE SKILL TO BE LEARNT, THE INDUSTRY PRESCRIBES ITS ACQUISITION THROUGH BLENDED OR DISTANCE MODE, THE SAME MAY BE FOLLOWED. IN NUTSHELL, THE EMPHASIS SHOULD BE ON LEARNING OUTCOME AND NOT THE INPUT AND PROCESSES. THE GENERAL EDUCATION COMPONENT OF THE CURRICULUM MAY BE TRANSACTED IN ANY MODE WITHOUT COMPROMISING ON QUALITY. 6. 8 THE SPECIALIZATION CHOSEN BY THE UNIVERSITY/COLLEGE SHOULD BE BASED ON THE EXISTING/FORECASTED SKILL GAPS IN THE INDUSTRY. 6. 9 RELEVANCE OF PROGRAMMES OFFERED, ALONG WITH THAT OF THE CURRICULUM IS IMPORTANT. THEREFORE, MONITORING, EVALUATION AND UPDATING OF THE CURRICULUM NEEDS TO BE DONE PERIODICALLY IN CONSULTATION WITH INDUSTRY, KEEPING IN VIEW THEIR REQUIREMENTS AND CHANGES IN NOSS. THE UNIVERSITY/COLLEGE SHOULD INCORPORATE THIS AS A CONTINUOUS AND DYNAMIC PROCESS IN-BUILT IN THEIR SYSTEM. 6. 10 THE UNIVERSITY/COLLEGE SHOULD APPROPRIATELY USE TECHNOLOGY TO IMPROVE THE EFFECTIVENESS OF THE DELIVERY OF COURSES. UGC? GUIDELINES? FOR? B. Voc.? 8 7. EXAMINATION AND ASSESSMENT 7. 1 THE ASSESSMENT FOR THE GENERAL EDUCATION COMPONENT SHOULD BE DONE BY THE UNIVERSITY AS PER THEIR PREVAILING STANDARDS AND PROCEDURES. 7. 2 THE ASSESSMENT FOR THE SKILL DEVELOPMENT COMPONENTS SHOULD NECESSARILY FOCUS ON PRACTICAL DEMONSTRATIONS OF THE SKILLS ACQUIRED. THE UNIVERSITY MAY LIKE TO CONSULT THE RESPECTIVE SECTOR SKILL COUNCIL FOR DESIGNING THE EXAMINATION AND ASSESSMENT PATTERN FOR THE SKILL DEVELOPMENT COMPONENTS. THE UNIVERSITY MAY ALSO CONSIDER USING THE DESIGNATED ASSESSORS OF SECTOR SKILL COUNCILS/INDUSTRY ASSOCIATIONS FOR THE CONDUCT OF PRACTICAL ASSESSMENT. 7. 3 THE UNIVERSITY HAS TO NECESSARILY ESTABLISH A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM FOR THE B. VOC. PROGRAMME. 8. INFRASTRUCTURE AND FACULTY FOR B. VOC. PROGRAMME 8. 1 UNIVERSITY/COLLEGE NEEDS TO HAVE ADEQUATE LABORATORY /WORKSHOP FACILITIES FOR FACE TO FACE DELIVERY OF SKILLS AND HANDS-ON PRACTICE EITHER OWNED OR ARRANGED THROUGH TIE-UP WITH THE PARTNER INDUSTRY OR ANY INSTITUTION RECOGNIZED BY THE CERTIFICATION AGENCY. 8. 2 THE UNIVERSITY/COLLEGE SHOULD USE ITS REGULAR FACULTY FOR THE CONDUCT OF GENERAL EDUCATION COMPONENT AND ALSO FOR THE SKILLS COMPONENTS, IF  EXISTING. ADDITIONALLY, THEY MAY HIRE FACULTY ON CONTRACTUAL BASIS AND GUEST FACULTY IN THE CORE TRADES ONLY AS PER UGC NORMS. 8. 3 THERE IS A PROVISION OF ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN PERIOD), UNDER THIS SCHEME. 9. STUDENT FEE STUDENT FEE SHOULD BE DECIDED AS PER THE PREVALENT MECHANISM FOR FEE FIXATION FOR AIDED COURSES IN THE UNIVERSITY/COLLEGE. 10. OTHER CONDITIONS 10. 1 THE UNIVERSITY HAS TO NECESSARILY ADOPT A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM IN SEMESTER MODE FOR THE B. VOC. PROGRAMME. 10. 2 THE B. VOC. PROGRAMME SHOULD BE EVALUATED AND MONITORED BY THE UNIVERSITY/COLLEGE THROUGH ITS EXISTING MECHANISM OR BY SETTING UP AN ALTERNATE MECHANISM, WITH INVOLVEMENT OF INDUSTRY REPRESENTATIVES. UGC? GUIDELINES? FOR? B. Voc.? 9 10. 3 UNIVERSITY/COLLEGE SHOULD DEVELOP BYE-LAWS FOR RUNNING THE B. VOC. DEGREE PROGRAMME. 10. 4 BYE-LAWS FOR THE COURSE SHOULD INCLUDE PROVISION OF REJOINING OR RE- ADMISSION TO THE COURSE DURING THE PERIOD AND COUNSELING/ MECHANISM FOR PROPER SELECTION OF SPECIALIZATION BY THE STUDENTS AT THE TIME OF ADMISSION. 10. 5 A COLLEGE/UNIVERSITY SHOULD OFFER A MINIMUM OF 2 SKILL SPECIALIZATIONS. UNDER THE B. VOC. PROGRAMME. 11. FINANCIAL ASSISTANCE THE FINANCIAL ALLOCATION WILL BE MADE BY UGC WITHIN OVERALL CEILING OF RS. 1. 85 CRORES FOR A PERIOD OF THREE YEARS UNDER DIFFERENT HEADS AS GIVEN BELOW: 11. 1 START-UP ASSISTANCE: A ONE-TIME START-UP ASSISTANCE OF RS. 50. 00 LAKH FOR SETTING UP OF LABORATORIES/WORKSHOPS FACILITIES, PROCUREMENT OF TEACHING AND LEARNING MATERIALS, MACHINERIES/EQUIPMENT AND RENOVATION. THIS SHALL NOT COVER ANY NEW CONSTRUCTION. 11. 2 FACULTY: ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS – RS. 75. 00 LAKH FOR THREE YEARS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN  PERIOD). RS. 25. 00 LAKHS PER ANNUM X 3 YEARS = RS. 75. 00 LAKH TO BE REIMBURSED ON ACTUAL BASIS WITHIN THE TOTAL ALLOCATION. 11. 3 INSTITUTIONS SHOULD RECRUIT FACULTY ONLY IN THE CORE TRADES BEING OFFERED UNDER THE SCHEME. 11. 4 VISITING/GUEST FACULTY: RS. 5. 00 LAKH FOR FIRST YEAR AND RS. 10. 00 LAKH FOR SECOND AND RS. 15. 00 LAKH FOR THIRD YEAR. 11. 5 THE OPERATIVE YEARLY COST: THE OPERATIVE YEARLY COST SHALL BE OF RS. 10. 00 LAKHS PER ANNUM. EXISTING FACULTY RS. 500/- PER LECTURE VISITING/GUEST FACULTY RS. 2,000/- PER LECTURE UGC? GUIDELINES? FOR? B. Voc.? 10 12. PROCEDURE FOR APPLYING UNDER THE SCHEME  12. 1 UNIVERSITY/COLLEGE SHOULD SUBMIT PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME DIRECTLY TO UGC IN THE PRESCRIBED PROFORMA ATTACHED AS ANNEXURE-I. HOWEVER, COLLEGE SHOULD ALSO SUBMIT A COPY OF â€Å"NO OBJECTION CERTIFICATE† FROM THE AFFILIATING UNIVERSITY. 13. ANNEXURES (A) PROFORMA FOR SUBMISSION OF PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME AS GIVEN IN ANNEXURE-I. (B) PROFORMA FOR SUBMISSION OF MANDATE FORM AS GIVEN IN ANNEXURE-II. (C) PROFORMA FOR UTILIZATION CERTIFICATE IS GIVEN IN ANNEXURE-III. (D) PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR INTRODUCTION OF B. VOC. COURSE IS GIVEN IN ANNEXURE-IV. (E) PROFORMA FOR SUBMISSION OF ANNUAL PROGRESS REPORT IS GIVEN IN ANNEXURE-V. UGC? GUIDELINES? FOR? B. Voc.? 11 ANNEXURE-I Proposal Form for B. Voc. Programme 1. Details of the University / College: Please ensure that the details entered below match exactly with the details registered with UGC. 1. Name of the University / College: 2. Full Postal Address: 3. Name of the Affiliating University 4. Whether covered under Section 2(f) and 12(B) of the UGC Act, 1956 (If yes, please enclose a copy of the letter) Yes / No Whether Autonomous Yes / No 5. Whether the college is aided or  self financing? 6. Name, designation and contact details (Tel/fax/mobile/email) of Head of the Institution. 7. Website URL of the College / University 8. Any other relevant information (Maximum 100 words) College / University may like to share UGC? GUIDELINES? FOR? B. Voc.? 12 2. Details of the Proposed Skills Specialisations in the B. Voc. Program ( * ) This would be mentioned within Parenthesis in the name of the Award, e. g. B. Voc. (Specialisation) Programme Name of the Specialisation (*) Job Roles proposed to be covered in each year (Along with NSQF level) Proposed intake of students (Annually) Yr-1 Yr-2. Yr-3 UGC? GUIDELINES? FOR? B. Voc.? 13 3. Proposed subjects / papers in the General Education component in each of the three years. Year-1 Credits 1. 2. 3. 4. 5. Year-2 1. 2. 3. 4. 5. Year-3 1. 2. 3. 4. 5. UGC? GUIDELINES? FOR? B. Voc.? 14 4. Basis for choosing the specialisation(s): The choice of specialisation should be based on: a) Skills Gap requirements, to ensure that the program fulfils the skills requirement of industry; b) University / College has expertise in the specialisation; and c) University / College have one or more committed industry partner(s) for design, delivery, internship and placement. Provide detailed basis for the choice of each of the specialisation(s). This would be an important factor during the approval process of this proposal. 4. 1. Skill Gaps identified: Specialisation Skill Gaps Identified(Quantitative, Qualitative, Source,†¦) 1. 2. 3. 4. 2. Existing expertise of the University / College: Specialisation Existing expertise (Which can be leveraged by the institution) 1. 2. 3. UGC? GUIDELINES? FOR? B. Voc.? 15 4. 3. Industry Partner(s) S. No. Specialis ation Details of the Industry Partnership(s) Name of Organisation and Address Nature of Partnership / Support (*) Name, Designation  and Contact details of official 1. 2. 3. 4. (*) Curriculum design, content creation, admission, conduct of courses, provision of infrastructure (in University / College, at employer location), internship, placement, etc. 4. 3. 1. Attach MOU(s), if any, signed with the industry Partner(s): UGC? GUIDELINES? FOR? B. Voc.? 16 5. Curriculum Design and Approval 5. 1. What is the proposed process and plan for curriculum design? How is the University / College ensuring that the curriculum meets the objectives of the B. Voc. Program? 5. 2. Status / Plan for curriculumapproval by the appropriate body of the University / Colleges? 6. Student placement plan: 6. 1. How would the University / College set up an effective mechanism for placement of students? UGC? GUIDELINES? FOR? B. Voc.? 17 7. Faculty: 7. 1. Availability of Faculty(For year-1) Specialisation / Area Faculty Needed Available with Institution To be Recruited Guest Faculty Guest faculty to be provided by Industry Partner 1. 2. 3. 4. 5. 6. 7. 7. 2. Training needs of Faculty(For Year-1) S. No. Specialisation / Area Details of Training Needed and duration Training Provider 1. 2. 3. 4. 5. 6. UGC? GUIDELINES? FOR? B. Voc.? 18 8. Availability of Infrastructure 8. 1. 1. Details of physical infrastructure. Name of the Specialisation Availability of physical infrastructure Infrastructure Available in the College/ University To be provided by Industry Partner 1. Classroom Laboratory Workshop Library ICT Facility Others 2. Classroom Laboratory Workshop Library ICT Facility Others 3. Classroom Laboratory Workshop Library ICT Facility Others UGC? GUIDELINES? FOR? B. Voc.? 19 9. Details of Expenditure: (It is assumed that the existing infrastructure / faculty will be used as far as possible. The expenditure to be listed here is only for any incremental requirements the University / College may need. ) S. No. Components Expenditure (amounts in Rs. ) Remarks (Provide justification for expenditure) Y-1 Y-2 Y-3 Total 1. Faculty / Staff a. Contractual b. Guest c. Lab Assistant d. 2. Equipment for Labs / Workshops / Classrooms a. b. c. 3. Raw Materials etc. for Labs / Workshops a. b. c. 4. Faculty Training a. b. 5. Admission Process, Pre-admission Student Counselling etc. 6. Office Expenses / Contingencies (including expenditure on publicity, guidance and counselling, transport, field visits, postage, stationery, electricity, water etc. ) 7. Travel 8. Others a. Assessments b. Contingencies c. Workshops / conferences / seminars e. Any other expense TOTAL UGC? GUIDELINES? FOR? B. Voc.? 20 10. Student / Learner Fee details: (All figures in Rupees) S. No. Programme(s) Annual Fee per student Proposed student intake per year Total Fees proposed to be collected Y1 Y2 Y3 Total Y1 Y2 Y3 Total 1. 2. Total 11. Key Milestones / Plans for Year-1 Key Plans / Milestones Person Responsible Expected Completion Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 12. Any other Information which the host college / university may like to provide. _________________________________________________ Signature with Seal of the Head of the Host Institution Name : Date: UGC? GUIDELINES? FOR? B. Voc.? 21 ANNEXURE – II MANDATE FORM Electronic Clearing Service (Credit Clearing)/ Real Time Gross Settlement (RTGS) facility for receiving payments. A. Details of Accounts Holders:- 1. Name of Account Holder 2. Complete Contact Address 3. Telephone Number/Fax/E-mail B. Bank Account Details:- 1. Bank Name 2. Branch Name with Complete Address, Telephone No. and E-mail 3. Whether the Branch is computerized? 4. Whether the Branch is RTGS enabled? If yes then what is the Branch’s IFSC Code 5. Is the Branch also NEFT enabled? 6. Type of Bank Account (SB/Current /Cash Credit) 7. Complete Bank Account No. (Latest). 8. MICR Code of Bank I hereby declare that the particulars given above are correct and complete. If the transaction is delayed or not effected at all for reasons of incomplete or incorrect information I would not hold the use Institution responsible. I have read the option invitation letter and agree to discharge responsibility expected of me as a participant under the Scheme. Date: SignatureofCustomer Certified that the particulars furnished above are correct as per our records. (Bank’s Stamp) Date: SignatureofCustomer 1. Please attach a photocopy of cheque along with the verification obtained from the bank. 2. In case your Bank Branch is presently not â€Å"RTGS enabled†, then upon its up gradation to â€Å"RTGS Enabled† branch, please submit the information again in the above proforma to the Department at earliest. NOTE:- Refund of Security Deposit/ Hire Charges Due to operation of E-payment w. e. f. 01/04/2012 the Mandate form may please be submitted, duly verified by the bank, to this office for claiming Refund of Security Deposit/Hire Charges along with a photocopy of blank Cheque. UGC? GUIDELINES? FOR? B. Voc.? 22 ANNEXURE – III UNIVERSITY GRANTS COMMISSION, NEW DELHI UTILIZATION CERTIFICATE IT IS CERTIFIED THAT THE TOTAL GRANT OF RS. ___________ (RUPEES .. ) SANCTIONED BY THE UGC VIDE LETTER NO. F. _______________________ DATED___________ HAS BEEN UTILIZED BY THE COLLEGE/UNIVERSITY AS PER DETAILS GIVEN IN THE ATTACHED STATEMENT (AS PER ANNEXURE D) IN ACCORDANCE WITH THE TERMS AND CONDITIONS LAID DOWN BY THE UGC VIDE ITS LETTER NO__________ DATED______________. AND THAT ALL THE TERMS AND CONDITIONS HAVE BEEN FULFILLED BY THE COLLEGE/UNIVERSITY AND THE GRANT HAS BEEN UTILIZED FOR THE PURPOSE FOR WHICH IT WAS SANCTIONED. IT IS FURTHER CERTIFIED THAT THE INVENTORIES OF PERMANENT AND SEMI-PERMANENT ASSETS. CREATED/ACQUIRED WHOLLY OR MAINLY OUT OF THE GRANTS GIVEN BY THE UGC AS INDICATED IN THE ENCLOSED STATEMENT ARE BEING MAINTAINED IN THE PRESCRIBED FORM AND ARE BEING KEPT UP-TO-DATE AND THESE ASSETS HAVE NOT BEEN DISPOSED OFF, ENCUMBERED OR UTILIZED FOR ANY OTHER PURPOSE. IF AS A RESULT OF CHECK OR AUDIT OBJECTION, SOME IRREGULARITY IS NOTICED AT A LATER STAGE, THE COLLEGE/UNIVERSITY WILL REFUND THE OBJECTED AMOUNT. ___________________________________ ______________________________ SIGNATURE OF PRINCIPAL / REGISTRAR WITH SEAL SIGNATURE OF AUDITOR WITH SEAL NOTE: THE UTILIZATION CERTIFICATE SHOULD BE ACCOMPANIED BY AUDITED STATEMENT OF ACCOUNT INDICATING EXPENDITURE ON VARIOUS ITEMS. UGC? GUIDELINES? FOR? B. Voc.? 23 ANNEXURE-IV UNIVERSITY GRANTS COMMISSION PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR THE OF B. VOC. PROGRAMMES (DIPLOMA/ ADVANCED DIPLOMA/DEGREE) 1. Name of the University/ College: 2. Name of the Vocational degree/Advance Diploma/Diploma Course: 3. No. Date of UGC’s approval No. F. _______________________________ Dated ___________________ 4. Period to which the accounts related : w. e. f. _____________________________ to ____________________________________________. 5. Details of actual expenditure incurred : Grants approved Grants released Unspent balance (i) (ii) (iii) (iv) NOTE 1. The statement of expenditure should be filled up separately for each vocational degree course. 2. List of equipment purchased should be submitted. 3. Details of periods taken, amount paid to leach teacher by name under guest faculty and internal faculty should be submitted. Signature Head of Institution / Principal/Registrar Govt. Auditor/CA UGC? GUIDELINES? FOR? B. Voc.? 24 ANNEXURE – V UNIVERSITY GRANTS COMMISSION, NEW DELHI ANNUAL PROGRESS REPORT (to be submitted annually to the UGC by each University /College) 1. Name and Address of the institution: 2. Name of the Head of the institution: 3. Period of the Progress Report: 4. Activities Taken up During the Year: 5. Utilization of Grants during the Year: 6. Specific Outcomes: 7. Difficulties encountered in implementation, if any: CERTIFICATE This is to certify that the data/ information presented in this Annual Progress Report are true and correct to the best of my knowledge and belief and the required documents will be provided to the UGC, as and when the same are called for. ____________________________________________ Signature with Seal of Head of the University /College Place: Date:

Nature vs. Nurture - We are Influenced by a Combination :: Papers Psychology Development Behavior

Nature vs. Nurture Debate The controversy over what determines who we are, whether it is Nature (heredity, our biological make up) or Nurture (our environment) is taking a new shape. Through the past decades, psychologists have developed different theories to explain the characteristics of human-beings; how we feel, think and behave. Usually, these theories were one directional in the nature / nurture question. Today, a new approach to deal with this question is emerging. This new approach finds a middle ground between nature and nurture. The conclusion that nature and nurture are complementary and work hand and hand to shape a behavior (a purposeful and meaningful activity) is not a compromise; it is a result of a vigorous study of each of the components of the equation of heredity and environment and their affects on determining one’s development and behavior. In fact, the more we understand about development and behavior, the more obvious it becomes that nature and nurture are similarly influences rather than determinants, not only singly but also in combination. Here below, I will endeavour to expose the leading theories dealing with the question of nature vs. nurture. I will also try to present the third, new-emerging approach meant to solve the mystery of â€Å" What is it that makes us who we are?† â€Å"Our genes made us. We animals exist for their preservation and are nothing more than their throwaway survival machines.† This is what Richard Darwin states in his book: The Selfish Gene. In his international best seller book, he argues that we are merely a product of our genes and our main purpose in life is to serve the genes, become distribution agents and ensure their proliferation. Before we take any stand to Darwin’s statement, let us familiarize ourselves with what is meant when the term nature is used. Nature represents what we are born with and cannot control. Our biological make up is determined by the genes we receive from our parents(reside in the 23 pairs of chromosomes, 23 from each parent.) â€Å"A gene is a segment of DNA or a sequence of nucleotides in DNA that codes for a functional product,† (Tortora, Microbiology. p. 575.) These genes not only affect our outlook, but also play a significant role in determining our behavior and our well-being. â€Å"Through new genetic studies, clinical observation, and research on identical twins and adopted children, we are becoming increasingly aware that many of the human characteristics previously taken for granted as products of childhood rearing and environment are rooted in the genetic matrix.†, (Neubrauer, Peter. p 38) Studies of identical twins reared apart have provided researchers with a lot of clues

High Turnover Rate Essay

1. Key issue High labour turnover rate is prevalent in the insurance industry and especially in prudential. Thus, the firm may have to incur more costs and time to train new employees. http://business.asiaone.com/Business/My%2BMoney/Building%2BYour%2BNest%2BEgg/Insurance/Story/A1Story20090821-162517.html 2. Causes The main cause of the high turnover is the organisation culture. Observable Artifact Every Monday, all employees are required to wear white as a symbol of unity and recite the firm’s pledge, which is to place their family’s interest before their own. While expecting the employee to perform his best, the firm should also provide adequate welfare for its employees. Otherwise, employees may feel discontented and choose to leave, thus, increasing the turnover rate. Espoused Values The firm espouses the value of family. Family in this case, refers to one’s own family as well as the firm. Everyone has an obligation to work hard for their family. It is taboo for the employee to raise their point of view during meetings, as they have to respect the â€Å"seniors† in the â€Å"family†. Top performing employees are rewarded handsomely while underperforming employees are pressured to hit their quota or be forced to leave the firm. Based on the Blake-Mouton Managerial Grid, Prudential has an autocratic leadership, characterised by high concern for production and low concern for people. http://www.mindtools.com/pages/article/newLDR_73.htm http://www.kean.edu/~lelovitz/docs/EDD6005/humansideofenterprise.pdf Enacted Values The espoused values are not exhibited boldly. Some meetings are on the weekends, preventing employees from spending family time. This discrepancy can cause higher turnover rate. Basic Assumption The firm adopted the Taylorism theory, which attempted to increase productivity by motivating its employees through monetary incentives. Sales ranking charts are commonly seen in the office. Top employees are rewarded and highly regarded in the company, while the rest are neglected. By assuming that employees are only motivated by money, the employees’ morale is ignored. Herzberg’s motivation-hygiene theory states that an employee’s satisfaction is dependent on â€Å"hygiene† issues and â€Å"motivators†. In Prudential, the hygiene factors like work/life balance and good inter-personal relationship with the superiors are lacking. Thus, employees are more inclined to leave the firm, contributing to its high turnover rate. http://research-methodology.net/frederick-hertzbergs-two-factor-theory/ http://www.businessballs.com/herzberg.htm 3. Analysis of the theories 1. 2. 3. 3.1 Taylorism’s theory This theory assumes that each employee will maximise his productivity in order to earn the bonuses. When interviewed by Kurt Nelson in his study of pharmaceutical sales teams, all of them stated that the incentives for the top achievers were very motivational. This theory corresponds with a research done by Michele Marchetti in 1998, which indicates that commission encourage salespeople to perform. However, Kurt Nelson’s study involved only four employees, of which all of them worked together as a team. The small number of the employees is insufficient in proving that monetary incentives can motivate them to perform. Furthermore, this study is based on a sales team, where the motivation to perform can be different from that of an individual salesperson. 3.2 HerzBerg’s Motivation-Hygiene theory Herzberg’s theory can be used to detect issues that need to be mitigated. In a study conducted by Jones and Lloyd, employees who contribute ideas in a meeting usually exhibit the following motivations: a) A desire for recognition from a line manager b) The desire for recognition from colleagues For instance, the use of this theory can help Prudential in strengthening its family culture and allow the voices of the employees to be heard. However, there are also several limitations too. Herzberg’s theory is still a generalization which cannot be applied to all individuals. It is also based on interviews with accountants and engineers. An accountant may be motivated by increased pay while the Prudential employee may be more motivated by flexible work timings. Furthermore, giving an employee responsibility they are not ready for can be overwhelming and become a demotivator. 4. Author’s perspectives To rectify this issue, the management at Prudential should adopt a healthy balance of the Taylorism theory and Herzberg’s theory. Providing incentives for the employees to perform in the Taylorism’s theory is merely a hygiene factor in Herzberg’s theory. The management need to incorporate other factors to encourage lower turnover. Studies have shown that to predict voluntary turnover, an increase in individual values enactment corresponds with a decrease in turnover. [citation] Another study which includes 2,622 employees from a hospital located in the US, found that the organization’s incorporation of a values enactment measurement system into the formal performance evaluation process benefited the organization by retaining employees more likely to conform to the organization’s espoused values. [citation] Hence, Prudential should first boldly exhibit its espoused values. Incentives should also include things like family trips. Performance measures should not only be linked to sales quota only, but the number of trainings conducted by the senior employees to the junior employees, the amount of time spent with their own family and more. While recruiting employees, Prudential need to conduct a thorough interview, to screen the employees with the same values as the firm, as they would be more likely to stay in the firm. While such recommendations can motivate employees, it is difficult to measure the amount of time one spends with his family as the data could be easily fabricated. The cost of recruiting new employees must be equivalent to the increase of sales made from this new strategy, for this change to be justifiable. Resistance to change will also be expected from the management as the previous system has been very successful in ensuring high profits for the firm, despite the high employee turnover rate. In a study conducted by Caliper Human Strategies Inc., a human resource consulting firm in Princeton, NJ, and Automotive News magazine, reveals that top salespeople in 3000 car dealerships have several personality traits (Sawyers, 1997). Some of the strong personality traits are: Ego drive( the need to motivate people), Ego strength (ability to handle rejections), Self structure( a strong ability to organise one’s own work), Assertiveness(persuading others to adopt a different point of view). Prudential can use these traits listed in order to hire the right person for the job. Perhaps a job trial can be conducted for the candidate rather than the standard interview. 5. Conclusion 6. Appendix * A newcomer should not be employed with the same compensation system as the veteran. (us automobile ) * Changing the compensation system to a more comfortable and predictable system such as the salary based payment will greatly increase the retention rate of the salespeople. This has been proven in different dealerships throughout the country.Abetter alternative is to allow the salespeople to switch between the two compensation methods. During a lean period, the dealership would allow the salespeople to switch to salary based, and during the boom period to switch to risk based compensation method. * Foster a more-family like culture; http://www.businessballs.com/herzberg.htm http://www.managementstudyguide.com/herzbergs-theory-motivation.htm

Incumbents and Their Re-election Essay

Statistical research suggests that in 1998 a total of 395 Representatives and 26 Senators were reelected (U. S. Census, 2000). Since the middle of the 20th century and up to the present time, the process of re-electing incumbents has turned into one of the major political trends. The more incumbents sought to reestablish themselves in political office, the more concerned political scholars became about the causes and factors of such political advantage. The current state of political research suggests that a whole set of factors predetermines incumbents’ continuous political success, with access to media and excessive financial resources being the most important elements of political fight. True, those trying to become the members of political office for the first time often lack sufficient political opportunities, compared to resources, which incumbents can access and use in their election campaigns. Reelection of incumbents has already turned into the major political trend in the U. S. , and there are several reasons for that. To begin with, incumbents are frequently referred to as â€Å"the perks of Office†; in other words, all Congress members are given enough material and nonmaterial resources to hire professional staff, whose primary responsibility is to turn their Congress employers into well-represented, widely recognized and well-liked political figures (McKay 140). For example, incumbents can send postage-free letters to their constituents, and can use these as a part of their promotional political campaigns (McKay 140). These are just some out of many benefits which Congress members are being granted by the state. Time is just another component of incumbents’ success in Congress. It should be noted, that Congress is incumbents’ full-time job, and meeting voters, resolving local issues, and participating in public events and television shows are what they are being paid for. It appears that for many potential candidates to run for office and to try to combat an existing Congress member would mean to face the lack of media and financial resources, which for the current Congress members are available on a regular basis (McKay 147). Certainly, all these benefits would be irrelevant and unimportant if not for the image promotion and visibility of all Congress members. It is difficult to deny the fact that â€Å"sitting members of Congress are almost universally recognized in their districts† (Cusdi). This visibility is the direct result of one’s running for office, and after having served two or more years for Congress, its members become widely recognized and accepted among their constituents; and voters are more likely to give their vote to those whom they already know for their Congressional achievements than those, who just start their political career. It should also be noted, that such political visibility is directly associated with incumbents’ ability to organize their promotional campaigns. Having won at least one election campaign, an incumbent is more prepared to face the major political and organizational challenges than his (her) political opponents (McKay 152). Finally, these are financial resources that predetermine incumbents’ political successes. McKay writes that â€Å"for both senators and representatives, money has become a crucial resource in congressional elections. With voters acting in response to the appeal of individual candidates rather than to parties, both incumbents and challengers must ensure that the voters know who they are and what their record is† (169). It appears that in terms of money, incumbents also have significant comparative advantage over political outsiders. Average financial resources available to incumbents are 2-3 times higher than those available to challengers, which makes it impossible for the latter to develop well-grounded media campaigns. For example, in 2002 many Republican incumbents took advantage of â€Å"fundraising visits by President Bush during the 2002 election cycle† (Smith, Roberts & Wielen 74). As a result, incumbents have much more chances to win elections for the second time, and will hardly give their position away to political outsiders. Conclusion A whole set of advantages works to provide incumbents with an opportunity to be reelected. Time, visibility, access to media, and excessive financial resources – all these factors make incumbents less vulnerable to political changes and give them a kind of comparative advantage over political challengers. On the one hand, these advantages seem to make elections unfair, but on the other hand, political outsiders have to develop convincing argumentation that would persuade constituents to change their political commitments, and to give a political beginner a unique chance to run for office.

Like Serves Nouns and Pronouns, Not Verbs

Like Serves Nouns and Pronouns, Not Verbs â€Å"Like† Serves Nouns and Pronouns, Not Verbs â€Å"Like† Serves Nouns and Pronouns, Not Verbs By Daniel Scocco Like is associated with various uncouth usages â€Å"They were, like, all over the place†; â€Å"I was, like, ‘Really?’† common in speech but easily avoided (except for comic effect) in writing, but many people are unaware that another widespread usage is considered improper in formal writing. As a preposition meaning â€Å"similar to,† like is associated with nouns (â€Å"She entered the room like an empress†) and pronouns (â€Å"I don’t know anyone like him†). However, when the word connects one clause (a segment of a sentence that includes a subject and a verb) to another, it impersonates a conjunction: â€Å"He started dancing like his pants were on fire†; â€Å"I arranged the furniture like it had appeared before.† Note, though, that this usage, though ubiquitous in conversation and in informal writing, is not considered acceptable in formal writing; like should be replaced, respectively, by â€Å"as if† (He started dancing as if his pants were on fire†) or as: (â€Å"I arranged the furniture as it had appeared before†). Replacing as with â€Å"the way† is also acceptable: â€Å"I arranged the furniture the way it had appeared before.† (But beware of hypercorrection; as is erroneous when, with the same intent, it precedes a noun: â€Å"She entered the room as an empress† means that the subject literally became, rather than merely resembled, royalty. But â€Å"She entered the room as an empress would† is correct, because the emphasis is then on the subject’s action, not on the type of person the subject is compared to.) In the case of a sentence such as â€Å"Like many first-time visitors do, I stared, dumbstruck, at the vista before me,† either change like to as (â€Å"As many first-time visitors do, I stared, dumbstruck, at the vista before me†) or delete the verb at the end of the introductory phrase (â€Å"Like many first-time visitors, I stared, dumbstruck, at the vista before me†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:100 Idioms About Numbers50 Idioms About Fruits and VegetablesAppropriate vs. Apropos vs. Apt

How to Write the University of Virginia Essays 2018-2019

The University of Virginia is a public research university founded in 1819 by Thomas Jefferson, making the institution a prominent historical site. Being a UNESCO World Heritage Site, UVA is well known for its historical foundation and early roots. Located in Charlottesville, Virginia, UVA is situated in a lively metropolitan community. Ranked by U.S. News and World Report at #3 among public schools and #25 overall, UVA is one of the nation’s top universities. In the 2016-2017 application cycle, UVA only admitted 27.4% of applicants, making admission quite competitive. In addition to academic transcripts and letters of recommendation, all applicants are required to submit an additional supplemental essay, with additional essays needed depending on your selected major. With such competitive rates, it is often intimidating to complete these additional essays. However, is here to offer our guide on how to tackle UVA’s 2018-2019 application! Required: Choose one of the following (250 words): Note that this essay is required; however, UVA gives you the option to choose between 4 prompts, all of which have a 250-word limit. Choose the essay that you feel a stronger connection to, as this will make for a much stronger and more personal essay. With that being said, let’s take a look at each of the following prompts. For this essay, avoid choosing a word that’s generally self-explanatory or cliche. Example of this could be â€Å"happiness† or â€Å"love† because these words are often overused and the meaning can generally be inferred without an additional story. You want to choose something that is both personally meaningful to you and something that is attached to a greater story. For instance, if you are multilingual and your grandmother would always offer you a specific piece of advice in another language, you could use a word related to that advice in that language. Perhaps there is a story attached to the reason why she gave you that advice, or perhaps it is what you remember the most from her. Tell a story around this idea and your essay will be much more personal and impactful. You could also show off your nerdy side here or highlight your interests. Perhaps your favorite word is â€Å"emulsion† because it is relevant to your two favorite activities: chemistry and cooking. You could discuss your love for each of these subjects and, like the previous example, tell a brief story on how the word relates to your personal experiences. When choosing a word, you could also consider alternate meanings by considering meanings outside the traditional dictionary definition. In this case, you could contrast the traditional meaning with your own personal interpretation of the word in order to point out any differences and highlight your own personal connection to the word. Again, the key for this essay is to be personal. In terms of writing your essay, you want to make it clear what your word is without directly saying â€Å"my favorite word is _____.†; always start your essay with an interesting opener and a thoughtful conclusion. Since the essay is short at 250 words, you want to be fairly straightforward without being too stale or obvious. Chances are, you have a unique quality that makes up who you are. This essay is all about pinpointing that quality and describing it in terms of its importance to your identity. Perhaps you have an odd fascination with insects or you collect unconventional objects. This is a perfect essay to discuss these facets of your life. You must make sure to connect your quirk to your personality and individuality. Don’t simply describe the quirk; ask yourself why this quality is important to you and consider how your individuality would change had you not possessed this characteristic. You want to highlight your personality in this essay, whether it be through humorous writing or a creative story. For example, if your quirk is having to do a cartwheel every morning before school, you can write a story mapping out your day, with emphasis on your daily cartwheel. Perhaps this is the only way to get your blood pumping and prepare you for the day ahead. Perhaps doing cartwheels ensures that you always start your day with a positive attitude, allowing you to tackle any obstacles during the day. There are endless possibilities for quirks you could write about, as each person is different and has unique habits. Your quirk could be a unique mannerism such as a â€Å"weird† laugh or a unique daily routine you have. Perhaps your quirk was the object of ridicule in your earlier years, but now you’ve become confident in yourself and your unique qualities. Show UVA what makes you you and how proud you are to be yourself — weird quirks and all! For this essay, you want to consider your interests and how you want to share these interests with others. Your Flash Seminar should reflect something you’re passionate about, yet also be unique enough to not already exist. For example, you don’t want to create a seminar about something like â€Å"Cell Biology† or â€Å"Classical Literature.† For instance, if you love science and have always been intrigued by astrology, you could create a Flash Seminar called â€Å"Is there a Scientific Basis for Astrology?† If you love politics and are passionate about film, you could create a seminar called â€Å"Hidden Political Messages in Modern Film.† With any topic you choose, make sure to explain your choice. Why are you passionate about the topic and why do you think there should be a discussion about it? Perhaps you want to share your passions with others through a unique perspective or perhaps your proposed question has puzzled you in the past, making you eager to hear the thoughts of others. Discuss your reasons for creating the class and the goals you hope the class achieves. Like the previous question, you want to consider the topics you’re passionate about and want to share with others. You could interpret â€Å"message† as a form of artwork such as a painting, or you can interpret it more literally as a message or phrase. For instance, if you’re passionate about redesigning the roles of modern women, you could describe a painting that includes a dichotomy between traditional and more progressive roles of women. Perhaps half the painting includes black and white images of women performing household tasks and the other half uses vivid colors to portray women in positions of power and independence. Maybe you’ve been empowered by several strong women in your life and want to advocate for gender issues such as equal pay. Maybe there is a quote or phrase from a novel that you’ve read that stuck out to you and want to share with UVA’s student body. For instance, if a quote from Thi Bui’s The Best We Could Do resonates with you due to a similarity with your immigration story, you could paint this message on the Beta Bridge in order to create a sense of community with those who share similar backgrounds. No matter what you choose to paint, make sure you have a personal connection to the art. Ensure that you answer the â€Å"why† aspect of the question and discuss the reasons why the message is important to both you and others. This is the last of the 4 prompt options and we recommend choosing the prompt you have the strongest connection to. Remember, there is no â€Å"best† prompt; regardless of the prompt you choose, ensure that you reveal something about your personality and give the admissions committee a closer look at your background Submit your essay and we’ll get back to you with helpful edits. This essay is only required for those applying under architecture. Like the previous prompts, this essay also has a word limit of 250 words. If you’ve traveled to a place with intricate and unique architecture, or you visited a site that excluded aesthetic excellence, this is the place to discuss that. Perhaps you were intrigued by the ancient architecture and designs featured in ancient Greece. Or perhaps you were fascinated by a particular home you saw while driving through Hollywood Hills due to its unique modern characteristics. Be detailed when describing the instance or location, and allow the reader to visualize the design. Your goal for this essay is to highlight the location that inspired you and explain why this was inspiring for you. Maybe you loved the detailed engravings embedded into ancient European architecture or maybe you love the intersection of minimalism and functionality. Make sure to convey the passion you have towards architecture and show a genuine interest and love for unique designs. For those of you interested in kinesiology, or the study of how the body moves, you must complete this essay. There could be several reasons why you chose this field of study but make sure to choose something that is personal to you and had a large impact in terms of exciting your interest in the subject. For instance, if you volunteered in a hospital and often worked with patients recovering from physical injuries, you could discuss watching people slowly regain mobility. You could discuss how you were amazed by the body’s ability to recover and how a person could transition from immobility to mobility. Maybe you have a more personal connection and witnessed a friend or family member experience the same recovery. If so, you could definitely include this in discussing your motivation for pursuing kinesiology. You could also discuss the science and mechanics behind kinesiology if you did not necessarily have a defining moment that influenced you to choose the field. Perhaps you are interested biomechanics behind kinesiology and were always intrigued by how the body interacts with itself. If you have played sports before, you could draw a connection between the two here and discuss how your interest in sports influenced your interest in the body’s mechanics. You want to identify a problem that’s important to you and propose a solution to solve it. This doesn’t mean the problem has to be large, as the prompt also explicitly states â€Å"small engineering project.† For instance, if you live in a large household with many siblings, perhaps you want to design a robot that cleans the house, easing the daily burden on your parent. If your grandfather struggles with putting on his shoes due to a weak back, you could propose a machine that assists him with that every morning. A great way to address the prompt is to consider any medical disabilities that a friend or family member may have. However, make sure to propose something that doesn’t already exist. For instance, if a family member is hard of hearing, you wouldn’t want to design a hearing aid since this already exists. If, however, you have a proposed modification that makes an existing device better for your chosen individual, then this would be appropriate to discuss. Pay attention to the people surrounding you by identifying any daily challenges they may experience. Once you choose your project, you want to describe the design and explain how this would be beneficial to your chosen family member or friend. This prompt is essentially asking you why you want to study nursing. You want to trace your previous experiences and consider whether they impacted your decision to study health care. Perhaps an experiences volunteering at a hospital changed influenced your love for nursing, or perhaps you realized nursing comes naturally to you after caring for an ill friend or family member. If you worked or volunteered at a hospital, you could discuss a specific interaction you had with a patient. For example, maybe an elderly woman recently exited surgery and you were assigned to assist with her recovery. Perhaps the woman would often tell stories about her past experiences to you, reminding you of your own grandmother. Maybe it’s this deep interaction with patients that has attracted you to nursing. You want to be personal in your response; don’t simply state that you want to study nursing in order to help people. These answers are cliche and vague, as they don’t really highlight a particular experience that you had. With so many fields classified under arts and sciences, you have a variety of ways to approach this answer. If you’re studying biology, for example, perhaps a unique experiment in the lab opened your eyes to the intricacies of life. If you want to study math, maybe you struggled with learning a theorem and want to discuss how you overcame this challenge. Maybe Toni Morrison’s Beloved introduced you to the darker side of literature that made you both uncomfortable and intrigued. You want to discuss why and how the work challenged or changed you rather than simply describing the work itself. The key here is to draw a personal connection and explain how the work impacted you by describing your personal reactions to it. For example, if you found reading Chaucer’s The Canterbury Tales challenging whether it be due to the language or content, you could describe the obstacles you encountered while analyzing the text. You could then conclude with discussing how working through these obstacles forced you to look at literature from a different perspective, thus allowing you to find unique symbols in the text that you otherwise would have skipped over. Remember, the purpose of these essays is to showcase your identity to the admissions officers. You want to highlight your personality and convey your passions in order to allow the reader to get a better sense of who you are. We hope this guide has allowed you to tackle UVA’s application with the utmost confidence. Happy writing! Want help on your University of Virginia application or essays? Learn about our College Apps Program . Want us to quickly edit your college essay? Submit it to our Rapid Review program , and we’ll get it back to you quickly with comments from our expert team.

Brand management Assignment Example | Topics and Well Written Essays - 2000 words

Brand management - Assignment Example A mixture of various marketing media is called branding. Branding tends to give an identity and captures the mind of the customers with the name of the brand. Depending on the brand value and the intended target segment, companies of all sizes are increasingly weighing their options whether to promote their marketing campaigns through the social networking sites, since there are high chances of possible dilution of the brand value as well as backlash coming from negative feedback and comments from disgruntled and unhappy consumers (Smith and Zook, 2011, p. 14). So, companies are increasingly taking a much more conscious step in their effort to promote the brands in the minds of today’s tech savvy consumers by the usage of promotion techniques such as website promotion, email marketing and mobile promotions. Brand Image The current outlook of the customers regarding a brand is called brand image. Brand image can be looked upon as the set of beliefs the target customers hold I r espect of a certain brand. Brand image is constructed in the minds of the customers from all sources. Brand image has the potential to convey emotional value. The basis of an image in the mind of customers depends upon the subjective perceptions that the consumers have in respect of some brands. When a consumer decides to purchase a product, he is not purchasing only the product itself but also the brand. It is the image that drives the consumers to buy that brand. The brand communications can help to strengthen the images. There are four steps by which a certain product can create its brand image. Creating a brand image is essential to sustain in the long run. The product must be uniquely valuable and present itself in front of the customers in such a fashion that customer can have a clear idea of the benefits that the product provides. The product should communicate with the customer in such a manner that is easily understandable and easy to remember. Another important step in ord er to create brand image is to differentiate itself from the already existing competitors. The new brand must analyze the key selling points of the competitors. The brand will have to set a new structure of promises to the customer, which it will be able to deliver. In fact, the promises offered by the new brand may become the selling point for the brand. The marketing strategies of the brand should revolve with a central theme. The theme may consist of a single idea, and this will act as the focus in all external communications. The brand that is willing to penetrate into the market must live up to the promises made. So the first and foremost step to penetrate into the market is not to make fake promises which the brand cannot live up to. If the brand fails to fulfill the expectations, then in spite of many attempts, it will not be able to enter the market according to its desires. Brand image is created only when the brand creates and meets the expectations. Brand Salience The pro pensity of the brand to come into the mind of the customers in the situations of buying is regarded as brand salience. It differs from the concept of awareness. It reflects the quality as well as the quantity of the network that buyers hold in their minds. The ability of an item to stand out from its competitors and create its own identity is regarded as the concept of salience. The concept of brand salience has achieved much prominence in the brand