Planning - Sandwich Blitz free essay sample

According to Bateman Snell Typical strategic goals include growing, increasing market share, improving profitability (2010, Page 77), which means that Dalman and Lei need to set a long term goals and achieve them for example if they would like to expand they need to set their expansion based on meeting a certain percent of their profit after 4 years of achieving this profit or higher. Implement annual training for their middle management to improve their managerial performances and productivity that includes but not limited to budgeting, decision making, profits, staff turnover etc. Introduce and implement a key performance indicator in the company to review the performance of the middle management, and the rest of the staff to know the strength and weaknesses and work on it. Tactical Planning: Tactical plans focus on the major actions a unit must take to fulfill its part of the strategic plan (Bateman and Snell, 2010, Page, 78) Location managers need to develop a sales and marketing plan that can help the business for the next 3 years and pitch it to top management for approval to help increase the profits based on their locations, targeting audience. We will write a custom essay sample on Planning Sandwich Blitz or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also they need to implement training for their team supervisors that includes customer service and up selling their products and promoting them, location managers can also set bonuses for their team supervisors if they achieve their sales target. Location managers need to deal with their budgets and meet them by developing an annual budget. Operational Planning: Team supervisors need to introduce new products and new methods of selling these products but at the same time maintaining the food consistency in their shops, keep track of daily issues such as refunds and replacements any other issues with customer care to help them improve. Also hire more staff or cut down the overhead when needed, train the staff on dealing with customer service.

Contrast Essay for The Great Gatsby

How to Write a Compare/Contrast Essay for The Great Gatsby SAT / ACT Prep Online Guides and Tips A very common essay prompt/discussion topic for The Great Gatsby is to have you compare and contrast a pair of characters in Gatsby. Why do teachers love these prompts so much? These compare/contrast essays are an opportunity for you to tie the character similarities and differences to larger observations about society and class, the American Dream, or identity in the novel. They also allow you to practice standard English class skills: close reading, using lines from the text as evidence, and taking a stance and presenting a supporting argument in an essay. We’ll go over some basic dos and don’ts for writing compare/contrast essays before diving into some analysis of the most asked-about character pairings. Keep reading if you have a Compare/Contrast assignment on the horizon! Article Roadmap The do's of acompare and contrast essay The don'ts of a compare contrast essay Why some characters are paired for comparison more often than others Analysis of and essay topic ideas for the most common character pairs: Nick and Gatsby Tom and George Tom and Gatsby Daisy and Jordan Daisy and Myrtle What to Do in a Compare/Contrast Essay Like anything you write for English class, your essay should be clearly organized, with a thesis statement (a one-sentence summary of your argument), and topic sentences for each body paragraph. And you should definitely have an overall argument! The point of the compare/contrast essay isn’t for you to just list the differences and similarities between two characters, you need to take those observations and make a larger argument about the novel as a whole. That larger argument allows you to practice writing an essay that contains an argument, which is a skill that nearly all English teachers are focused on building. To take a quick example, don’t just list the differences between Tom Buchanan and Jay Gatsby. Instead, make an argument like, â€Å"Fitzgerald’s portrayal of wealthy New York society through Jay Gatsby and Tom Buchanan allows him to critique both old money and the newly rich, while reserving his most pointed critiques for the old money crowd.† (Obviously, that’s just one example, and there are dozens of potential arguments you could make while comparing and contrasting characters in Gatsby!) Make sure to address your larger argument in each body paragraph as you draw out the similarities and differences between the two characters. Don’t get caught in the weeds as you tease out the many differences and similarities in each character pair. Always link back to the bigger picture. Finally, analyze each quote you use – in other words, don’t stick a quote in your essay and do nothing with it. Make sure to explain how and why the quote demonstrates a key similarity or difference, and what that means for your bigger argument. What to Avoid in a Compare/Contrast Essay Don’t just list differences and similarities without an overarching argument. Although you can definitely start brainstorming by making a list of similarities and differences, just presenting that list in essay form won’t get you a good grade, since you need to go deeper and explain what the similarities/differences suggest about the novel as a whole. And, on the other side, don’t make big claims without some evidence from the text to back them up. For example, don’t say â€Å"Tom is selfish while Gatsby cares about others.† Prove those two separate claims (Tom is selfish† and â€Å"Gatsby cares about others†) with relevant lines from the book. (And if you’re having a hard time locating good quotes, find a digital version of Gatsby you can search using the CTRL-F function. It’s a lifesaver when gathering relevant quotes for an essay!) The garden gnome agrees - our essay tips have helped him out more than you'll ever know. Why Are These Characters Paired Most Often? We will tackle these major pairings in the next sections of this article: Nick Carraway and Jay Gatsby Tom Buchanan and Jay Gatsby Tom Buchanan and George Wilson Daisy Buchanan and Jordan Baker Daisy Buchanan and Myrtle Wilson Before we dig into the analysis, you might be wondering: â€Å"why are we only comparing characters of the same gender?† or maybe â€Å"why not other pairings? Why not Jordan and Myrtle, or Nick and Tom?† We are focusing on these specific pairings because they are by far the most commonly asked about pairs in essay prompts and discussion topics for The Great Gatsby. And we want this guide, first and foremost, to be helpful to students as you work on assignments involving Gatsby! Furthermore, these pairings help teachers get you to explore some of the novel’s larger themes. For example, comparing Daisy/ Myrtle or Tom/George can help you explore the differences between the wealthy and the working class.Comparing Daisy/Myrtle or Daisy/Jordan can help you explore the changing status of women during the 1920s. Comparing Tom and Gatsby can get at the old money/new money divide. Finally, differences betweenNick and Gatsby raisesome of the novel’s larger questions about the American Dream, repeating the past, and identity. In short, these pairings have become common because they each allow fairly easy access to one of the novel’s larger issues. That’s not to say you couldn’t also explore some of those themes by comparing, say, Jordan and George, or Daisy and Gatsby, but cross-gender compare/contrast essays can be challenging because the status of women and men is so different in the novel. If you are interested in seeing how a particular male and female character are paired, you may be better off studying them through the lens of love, desire, and relationships in the novel, or through the way they relate to one of the novel's symbols or motifs. With those thoughts in mind, let's jump into the top 5 pairings! For each pairing, we will suggest a few possible larger arguments you can either build from or disagree with, but these are far from comprehensive! You should add to our analysis of the characters and come up with an argument you’re excited about. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. Nick Carraway and Jay Gatsby Although Jay Gatsby and Nick Carraway varyboth in outlook and temperament, they are also alike ininteresting ways. Despite somewhat similardesires, attitudes, and social positions, Nick and Gatsby make very different choices during the novel. Love and Romance.Nick and Gatsbyboth want womenthat are out of their reach, although in different degrees. Daisy is miles above Gatsby in terms of social class. Jordan and Nick are of the same social status, but Jordan doesn't seem free to make her own decisions since an aunt controls her financial life.There is a significant passion gap between Gatsby and Nick as well. Gatsby obsesses over Daisy- he has thought of nothing else for five years, going as far as to buy a house across the bay from her just in case she notices. Nick, meanwhile, is attracted to Jordan's cool and self-sufficient demeanor, but he is clearly not in love with her, as he himself notes ("I wasn't actually in love, but I felt a sort of tender curiosity" (3.159)). Approach to Women.Both men are not particularly interested in the inner lives of the women they want to be with. Gatsby is devastated when Daisy doesn't want to renounce her relationship with Tom completely. Similarly, Nick cavalierly discounts Jordan's penchant to lie, cheat, and generally be cynically uninterested in other people, and then is deeply disappointed when she acts this way after Myrtle's death. Class and Social Standing.Although bothGatsby and Nick are outsiders to the wealthy communities of East and West Egg, Nick is a much more in-between character socially than Gatsby. Nick is familiar with the ways of the old money crowd because of his own family's privilege and the fact that he is related to Daisy. Gatsby isnot only self-made, but is a criminal whois desperate to pass as part of the old money elite without knowing its customs or rules of behavior.What isolates Nickfrom East Egg life is his Midwestern values and the importance he places on morality and decency. Gatsby is isolated from everyone by the fact that he can never actually be himself - he is always playing a role and putting on his "Oxford man" persona. It may be this sense of feeling out of place that connects them. Outlook and Temperament.Gatsby is an optimist (almost to a delusional degree)while Nick is a realist who finds Gatsby's idealism inspiring and admirable. Gatsby believes in his ability to shape his own life and future, which makes sense since he has managed to transform himself from a farmer to a successful gangster, to impersonate an "Oxford man," and to accumulatea fantastic amount of wealth in a very short time. This belief in his power translates to Gatsby being sure that he and Daisy can go back to their month of idyllic love ("'Can't repeat the past?', he cried incredulously. 'Why of course you can!'" (6.129).Nick tries his best to be an objective realist and to reign in his tendency to judge others. He is deeply in awe of self-directed men like Gatsby, and even Wolfshiem (Nick is amazed to think that one man could be behind a huge event like therigged World Series). Ambition.Gatsby dreams of greatness. As a young man his mind â€Å"romped like the mind of God,† and so as an adult, he seems to have made good on this promise by buying the most ridiculous mansion and throwing the most extravagantparties (6.134). Nick is much less ambitious in comparison. While he comes to New York seeking excitement, he doesn't want to be the wealthiest bond salesman on Wall Street or to have the biggest house. He is happy to be an observer at the edge of the drama rather than being in its midst. Nick and GatsbyEssay Ideas Here arepotential arguments to build on or disagree with based our observations. These are certainly not the only possible arguments, so be creative! Make sure your essay considers what the similarities and differences between Nick and Gatsby reveal about the novel as a whole. Nick is a passive person and Gatsby is active, which is why Gatsby is the hero and Nick simply the observer. Nick has much more in common with Gatsby than he thinks he does, which explains why he becomes so enamored of him. Nick serves as a foil (someone whoserves as a contrast)to Gatsby, which makes Nick the best possible observer of Gatsby. At the end of the novel, Tom says that Gatsby â€Å"threw dirt in [Nick’s] eyes, just like Daisy’s,† meaning thatboth Nick and Daisy were taken in and could never see the true Gatsby: a narcissist and a criminal.Tom is right - the whole novel is Nick trying to spin a negative character into a positive one. Nick Carraway: master of spin or just along for the ride? Tom Buchanan and Jay Gatsby As they battle overDaisy’s love, Tom Buchanan and Jay Gatsby sometimes seem surprisingly similar - particular in their self-centeredness, wealth, and concern with appearances. At the same time, these surface parallelspoint to majorconflictsin their social class, and say a lot about the world of the novel. Appearance.Gatsby is driven by his materialism to be very invested having fashionable clothes, a beautiful mansion, and visually overwhelmingparties - for him, the outfit is the thing that makes the Oxford man. Meanwhile because Tom doesn't have to dress the part of the moneyed elite to be one, he is instead veryattuned to the behavior of others. This is why he immediately seeshow fakeGatsby's persona is, both because of Gatsby's overly ostentatious clothes, and because of how much Gatsby misreads the fake invitation from the Sloanes. Tom is never fooled into thinking that Gatsby isanything other than an upstart, and mostly likely a criminal one. Self-Centeredness.Tom and Gatsbyare both completely selfish, and fully convinced that their desires have to be acquiesced to by those around them. Tom, for example, starts his affair with Myrtle by pressing himself against her on a train platform - basically, his version of flirting is bodily assault. Gatsby, meanwhile, also thinks nothing of starting anaffair with a married woman, assuming that his obsessive feelings are enough to justify any behavior. Wealth.Despite the fact that both are unimaginably rich, these men come from totally different sides of the big money divide.Tom comes fromold money and is forever worried about the encroachment of the nouveau riche, minorities, and others onto what he thinks is his. At the same time, Gatsby is the most successful of the novel's many ambitious social climbers, using his lack of ethical scruples to parlay his criminal activity into a higher social status. Power.Tom loves being powerful and wieldshis power directly. He is physically aggressive and uses his body to threaten and intimidate (Nick, for one, is clearly very cowed by Tom's bulk). He is also quick to violence, whether it's socially sanctioned - like his football accomplishments - or not - like when he breaks Myrtle's nose without a second thought.Gatsby also holdssignificant power, but his methods are much more indirect. Still, whether he is offering Nick some illegal bond trading action, or showing off his get-out-of-a-ticket-free card to a cop on the highway, Gatsby is clearly happy to be in control of a situation. Love. Tom and Gatsby both seem to be in love with Daisy. But what does that really mean to each of them? For Tom, Daisy is clearly partly appealing because she completes his horse-riding, East Egg, 350-thousand-dollar pearl necklace lifestyle. He cheats on her because he clearly has never denied himself anything, but he also understands Daisy as a person. He knows that she is too weak to leave him, but he also loves her enough to tolerate her affair with Gatsby and to stay with her after Myrtle's murder.Gatsby's love, on the other hand, is in some ways purer because he so idealizes Daisy and connects her to all of his other hopes and dreams. But this love is overly pure - he doesn't really seem to know Daisy as anything other than an idealized object, and is incapable of accepting that she has led a life apart from him for five years. Tom and Gatsby Essay Ideas In a compare/contrast essay, you can’t just present a list of similarities and differences. You also need to have an underlying argument you’re supporting. Feel free to take these at face value or as jumping-off points for your own thoughts. Tom loves Daisy as a person, Gatsby loves her as an idea. Both Tom and Gatsby’s tendency to control women and see them as prizes reveals the misogyny of the 1920s. Although Tom sees Gatsby as someone from an entirely different class than him, what they have in common (selfishness, affairs, obsession with appearances) makes a larger argument for an overall moral hollowness of the rich of any class. We see both Gatsby and Tom through the eyes of Nick, who worships one of them and hates the other. In reality, they are both much more similar than different, and their different treatment reveals Nick's insecurities and biases. Gatsby gives new meaning to letting perfect be the enemy of the good. Tom Buchanan and George Wilson At first, most readers see Tom Buchanan and George Wilsonas opposites. But, these markedly different characters face very similar circumstances andoffer two takes on masculinity and power in the novel. Appearance and Presence.Where Tom is strong and cowering, George is meek and shrinking. Tom exudes power and confidence while George tends to just fade into the background. These differences are borne out in the way these two men interact with the world. Tom is violent towards others, while George’s instinct is to be passive or to try and escape situations, the notable exceptions being his locking up of Myrtle and murder of Gatsby. Tom is confident, privileged, and assured while George is timid; George is â€Å"ruled by his wife† where Tom is selfish and acts on his own desires. Reaction to Adversity. There is a dramatic difference in the way the two menreactto the factthat their wives are cheating on them. Tom notices Daisy’s love for Gatsby and immediately starts making power plays. On the other hand, George discovers Myrtle’s affair and is undone by it. Nick compares the two men in a memorable description: â€Å"the shock had made him physically sick. I stared at him and then at Tom, who had made a parallel discovery less than an hour beforeand it occurred to me that there was no difference between men, in intelligence or race, so profound as the difference between the sick and the well. Wilson was so sick that he looked guilty, unforgivably guiltyas if he had just got some poor girl with child" (7.160). In this description, Tom is â€Å"well† and George is â€Å"sick.† Theseare certainly arresting ways to describe Tom's more traditional masculinity and George's less overtly masculine character. Tom is self-assured in the face of adversity and immediately takes action to win Daisyback,insisting on driving Gatsby's car, bullying those around him into driving to Manhattan, and using his romance skills to remind Daisy of the pluses of their relationship. Meanwhile, George's weaknessmakeshim look sick and guilty as he contemplates Myrtle's betrayal and isdriven to violence to reassert his power over her. Approach to Women.Both Tom and George assume they know what’s best for their wives: Tom dismisses Daisy’s professed love for Gatsby despite their obvious closeness, while George is determined to take Myrtle out west once he learns about the affair. But, while it seems that Tom does fundamentally understand Daisy and is right about her unwillingness to leave their marriage, George is unable to hold on to Myrtle either emotionally or physically. She is killed trying to run away from him. Tom and George Essay Ideas Differences in attitude and outcome, despite a relatively similar situation, reveal some unexpectedtruths aboutthe world of the novel. Argue the reverse of any of these topics for a really provocative essay! The fact that Tom manipulates George into killing Gatsby and then himself (which allows Tom and Daisy to walk away from the entire affair without consequence) shows the huge privileges of having money in the novel. Nick's approach to Tom and George shows his admiration of a physical, brutish, domineering kind of masculinity. The fact that the relatively good guy turns into a murderer while the bad guy lives to cheat another day isavery cynical takeon what happens in a world without a moral compass. Perhaps it shouldn't be surprised that the meeker man turns out to be the ultraviolent one. Daisy Buchanan and Jordan Baker Despite Daisy Buchanan and Jordan Baker'ssimilar â€Å"white girlhoods† (1.140) in Louisville, their attitude and motivations are quite distinct, making them really interesting to compare and contrast. Attitude and Outlook.Both Daisy and Jordan display an entitled, bored attitude that’s typical of Fitzgerald’s depiction of the old money segment of wealthy New York society. The fact that they are introduced in tandem, both lying on the couches in their white dresses, speaks to their initially similar attitudes. But soon we see how different their takes on this kind of life are.Daisy is increasingly despondent, even nihilistic, asking in Chapter 7, â€Å"what shall we do today, and tomorrow, and for the next thirty years?† (7.74). Jordan meanwhile is a pragmatic opportunist, who sees possibilities everywhere, arguingthat â€Å"life starts all over again when it gets crisp in the fall† (7.75). In other words, Daisy’s pessimistic attitude from Chapter 1 comes through again, while Jordan, despite coming across as cynical and sharp, actually still seems excited about the possibilities life has to offer. Appearance and Personality.Both Daisy and Jordan very alluring in their own way, though Daisy’s allure comes through her enchanting voice and feminine charms, while Jordan is masculine, â€Å"jaunty,† witty, sharp, and physical.Daisy maintains a squeaky-clean reputation despite moving with a fast crowd, while there are plenty of rumors about Jordan’s cheating in golf, and Nick comments on her dishonest attitude.More significantly, Daisy is incredibly self-absorbed while Jordan is very observant. Role in Society.Daisy seems caught between what society expects of her and some deeper, more powerful desires she can’t name, resulting in restlessness, depression, and her affair.Daisy is sticking to her prescribed societal role by marrying and having a child, while Jordan plays golf, â€Å"runs around town† and doesn’t seem to be in a hurry to marry, at least in the beginning of the novel. Perhaps Jordan is still somewhat optimistic about the possibilities of life since she hasn’t settled down yet, while Daisy realizes that nothing major in her life will change at this point.Jordan, meanwhile, is content to chase after fun and intrigue via other people’s bad behavior. And she doesn’t get dragged down by the tragedy in the book – on the contrary, she is callous in how little Myrtle’s death seems to shake her, coolly calling Nick the next day and asking him to meet like nothing has happened (8.50-61). Perhaps her motivations are a bit less accessible to the reader since her role was significantly downsized between some of Fitzgerald’s earlier drafts. But in any case, as we watch Daisy struggle in her marriage, what we see of Jordan is cool, calm, collected, and rather uncaring. Daisy and Jordan Essay Ideas So what are some possible conclusions we can draw from Daisy and Jordan’s characters? One of the most common strategies is to tie the differences between these women onto oneof the book’s larger themes, like the role of society and class or the American Dream. Another is to think about an important feature of the novel, like Nick’s narration, and see what these two characters can reveal about it. With those strategies in mind, here are some potential arguments you could argue for or against! Jordan and Daisy, because they are generally disempowered, both use their sexuality in different ways to gain power, with different results. Despite Jordan’s overt cheating and lying, Daisy is, in fact, the more morally compromisedperson. The way Nick treats Jordan versus the way he describes Daisy revealsthe novel’s preoccupation with Gatsby above all, to the detriment of the female characters. Dear Diary: Today I cheated at golf yet again! But it was nothing compared to what my friend Daisy did... Daisy Buchanan and Myrtle Wilson While Daisy Buchanan and Myrtle Wilson obviously come from very different backgrounds and have conflicting motivations, they also have some surprising similarities. Physical Appearance.Daisy and Myrtle both derive power from their looks. Myrtle's comfort with hervoluptuous bodyis clearly appealing to Tom, while Daisy's magnetic voice and ethereal presence obsess Gatsby. Throughout the novel, Myrtle is frequently reduced to being just a body - one to be used or violated by those around her. Tom sees little inMyrtle besides someone to either rub up against, have sex with, or punch at will; George resorts to imprisoning Myrtle while she eggs him on to "beat" her (7.314) the way Tom does; and finally, Daisy gruesomely rips Myrtle's body apart with a car. Meanwhile, Daisy's voice also serves to make her less of a person in her own right and more of an idealized, mythic figure from fairy tales. For Gatsby, Daisy's voice is appealing because it is "full of money" (7.105) - he is attracted to her not because of who she is, but because he sees her as a prize. Social Standing.Myrtle puts on the airs that Daisy has been born and raised with. This allows Myrtle to wield considerable social power within her group, as seen by how her guests fawn on her at the Manhattan party she throws. Daisy, in contrast, never exerts such overt power over a group – rather, she seems to move with crowds, doing what it expected of her (for instance marrying Tom despite still loving Gatsby). Love and Relationships.Daisy and Myrtle’s marriages are strikingly quite different. Daisy and Tom are able to stay together even through serial affairs and murder. They end uployal co-conspirators, protected by their wealth. Meanwhile, Myrtle has nothing but disdain forGeorge despite his evident love for her. Still, both womenuse affairs with other men as a way toescape. Daisy wants to get away from an increasingly unhappy marriage and try to recapture the spontaneity and possibility of her youth, while Myrtle loves the status that her affair with Tom grants her.However, both learn that they can’t escape forever through their affairs. Obviously, their biggest difference is thatDaisy gets to walk away from the novel unscathed, while Myrtle gets killed. Daisy and Myrtle Essay Ideas Here are ways to write about these different women who face similar choices with dramatically opposite conclusions. Despite their similarities in action and motivation, Daisy is protected from any lasting harm by her wealth and old money status, while Myrtle is punished for the same behavior, revealing how the class system in America protects the wealthy. The novel refuses to give any inner life to women, and instead reduces them to their physical qualities no matter what social class they come from. Daisy and Myrtle's similar treatment by the narrator and by the men around them shows that gender trumps class when determining status. Daisy and Myrtle’s similarities reveal how hollow the progress of the women’s movement really was at that point in time. Despite the big gains the movement made in the early twentieth century, including winning the right to vote and pushing for more freedom in how they could dress and act, both of these women’s lives aren’t vastly improved. They’re both trapped in unhappy marriages, they both rely on their looks/charms/sexuality to get what they want, and neither of them has even a chance of pursuing a fulfilling life through a career. The butterfly may be beautiful, but it's still trapped. What’s Next? Now that you’ve gone over the novel’s most popular compare/contrast pairings, check outour analysis of the novel’s romantic pairings in our guide to love, desire, and relationships in The Great Gatsby. Have an essay about a symbol or motif? Get started with our symbols overviewand motifs overview. Still a little hazy on some of the plot elements in Gatsby? Not to worry, we have you covered with our complete book summary! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Dinosaur Exhibits at The Field Museum of Natural History

Dinosaur Exhibits at The Field Museum of Natural History Name: Field Museum of Natural History Address: 1400 S. Lake Shore Drive, Chicago, IL Phone Number: 312-922-9410 Ticket Prices: $14 for adults, $9 for children age 4 to 11 Hours: 10:00 AM to 5:00 PM daily Web Site: Field Museum of Natural History    About the Field Museum of Natural History For dinosaur fans, the centerpiece of the Field Museum of Natural History in Chicago is Evolving Planetan exhibit that traces the evolution of life from the Cambrian period down to the present day. And as you might expect, the centerpiece of Evolving Planet is the Hall of Dinosaurs, which boasts such specimens as a juvenile Rapetosaurus and a rare Cryolophosaurus, the only dinosaur known to have lived in Antarctica. (Other dinosaurs on display at the Field include Parasaurolophus, Masiakasaurus, Deinonychus, and dozens of other genera.) After youre done with the dinosaurs, a 40-foot-long aquarium harbors reproductions of ancient aquatic reptiles, such as Mosasaurus. The Field Museum of Natural History was originally known as the Columbian Museum of Chicago, the only remaining building from the gigantic Columbian Exposition held in Chicago in 1893, one of the first truly world-sized World Fairs. In 1905, its name was changed to the Field Museum, in honor of department store tycoon Marshall Field, and in 1921 it moved closer to downtown Chicago. Today, the Field Museum is considered one of the United States three premier natural history museums, alongside the American Museum of Natural History in New York and the National Museum of Natural History in Washington, D.C. (part of the Smithsonian Institution complex). By far the most famous dinosaur at the Field Museum of Natural History is Tyrannosaurus Suethe near-complete, full-sized Tyrannosaurus Rex discovered by roving fossil-hunter Sue Hendrickson in 1990 in South Dakota. The Field Museum wound up acquiring Tyrannosaurus Sue at auction (for the relative bargain price $8 million) after a dispute arose between Hendrickson and the owners of the property on which she made her spectacular find. Like any world-class museum, the Field Museum hosts extensive fossil collections that are not open to the general public, but are available for inspection and study by qualified academicsincluding not only dinosaur bones, but mollusks, fish, butterflies and birds. And as in Jurassic Parkbut not at quite as high a level of technologyvisitors can see museum scientists extracting DNA from various organisms at the DNA Discovery Center, and watch fossils being prepared for exhibition at the McDonald Fossil Prep Lab.

Critical Issue Paper Four Essay Example | Topics and Well Written Essays - 1750 words

Critical Issue Paper Four - Essay Example The Second World War proved to be a period of technological breakthrough according to Weinberg. In his book â€Å"A world at Arms: A Global History of World War II,† he related that technological improvements such as radio direction finders and sonar, along with the breaking of the Germans Enigma Code, improved the Allies defenses against their Axis counterparts. He goes on to say that the Germans were able to design new types of submarines, which were faster and could stay submerged longer, however said submarines â€Å"did not become operational before the end of the war.†3 1 Terry Boardman. â€Å"What Was the 20th Century?† A lecture delivered on 17th March 2000 in Stourbridge, England. http://www.monju.pwp.blueyonder.co.uk/20th%cent.htm (accessed September 9, 2008), p.1. In relation to the above statements, historian writer Richard Overy in his book â€Å"Why the Allies Won† also made references that the last World War of the 20th century (WWII), showed that American technology and ingenuity combined with correct and better tactics won the war for the Allied forces despite the fact that the Axis nations had the backing of German engineering ingenuity. Overy reasons out that the Allies whose military capacity in the beginning was inferior compared to the Axis forces, integrated technology and logistics with moral force. He detailed facts that the nations which comprise the Allied Grand Coalition succeeded in World War II because they knew that it â€Å"was a life-and-death struggle for fundamental values.†4 Values that are needed in order to establish a better society. Moreover, Keegan in his timeless masterpiece â€Å"The Battle for History: Re-Fighting World War II† says that the Second World War, which was generally acclaimed as a â€Å"wonderful† period in history, should be examined closely because there is nothing wonderful

Decision-making and Information Politics Essay Example | Topics and Well Written Essays - 1000 words

Decision-making and Information Politics - Essay Example Responsibility refers to the concept of being accountable for every action an officer undertakes, while authority refers to the ability of an officer to influence the behavior of individuals. Empowerment in relation to governance means the authority an officer has towards acting on the decision made. Communication is the exchange of ideas or information pertaining to the policy or decision that has been made. For IT governance to achieve success, the authorities concerned must show the values of transparency, appropriate representation and support (Birrell, 2012). Transparency refers to availing information on the process itself, and this includes on how the decisions are made, and who are the individuals who make the decisions. Appropriate representation denotes the representation of people who might be affected by the decisions made, while support refers to the ability of an organization to mobilize the support of its IT governance structure. The organization should seek the support of every one interested with its affairs, and this includes its employees, and members of the public. The IT governance has a structure component, which provides an answer to what is governed, and who governs it. My university of study has a centralized IT governance model divided into four sections (Brisebois, Boyd and Shadid, 2010) , The first level of the governance structure is the strategic level, and it comprises of the senior most executives of the business entity. The main focus of governance at this level is to align the education strategies of the university, with its information technology strategy. At this stage, the committee creates the vision of the vision of the university, and how information technology will help it achieve its vision (Weill and Ross, 2004). The second level of the IT governance structure is the executive level. This stage

Evidence Based Practice Essay Example for Free

Evidence Based Practice Essay The institute of Medicine has set a goal that by 2020, 90% of all health care decisions will be evidence based (Mazurek et al. , 2009). On entering the words Evidence Based Practice into the Cumulative Index for Nursing and Allied Health Literature( CINAHL) database in December 2012, the amount of articles to be found by the author of this assignment was 5694. It could be said that this shows the importance of evidence based practice in todays world of nursing. In 2012, the words accreditation, in private health care settings, Health Information and Quality Authority ( H. I. Q.  A) standards, in the public sector and indeed Clinical Governance are spoken every day! Cranston (2002) stated that for the organisation, clinical governance lies at the heart of quality assurance and that clinical governance is linked to clinical effectiveness which is the goal of evidence based practice. Inevitably as a result of this all health care professionals are required to use evidence based practice in their every day working lives. Thus promoting accountability and quality patient care. However we must ask ourselves is there a down side to all this evidence based practice? What is wrong with the way we always did things? As already stated above it is a necessity for all health care professionals to use evidence based practice, however for the purpose of this assignment the author will concentrate on the nursing profession, looking at how the use of evidence based practice is important for the patient, the nurse and finally the organisation. On the other hand the author will also look at the barriers of evidence based practice for nurses. The methodology used is that of a literature review on evidence based practice in nursing. In addition a S. W. O. T. analysis was undertaken by the author looking at the strengths, weaknesses, opportunities and also the threats to evidence based practice. At the outset it is important to firstly look at what evidence based practice is. It has been defined as the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients (Sackett D. L, 1996) In addition it is further described as the integration of best research evidence with clinical expertise and patient values (Sackett, 2000). On speaking about Professor Archie Cochrane, Barker ( 2010) stated that he argued there was a need to ensure treatment was delivered in the most effective way and to ensure that available evidence was used (p. 5). The dictionary definition of evidence is a â€Å"grounds for belief or disbelief; data on which to base proof or establish truth or falsehood† (Collins 1998) So where you may ask do we obtain this evidence? Well the range of different sources of evidence that can inform practice includes personal reflection, journal articles, policies, guidelines, reports and professional consensus, as well as research and audit. However, the literature generally implies research is the strongest form of evidence (Dale, 2005). So why is it important to use evidence based practice to the nursing profession? For this section the author has divided it into three; the patient, the nurse and finally the organisation. Improvement in the quality of care received by the patient. The Department of Health and Children (2001) stated that improving quality in the Irish Healthcare system requires the implementation of internationally recognised evidence based guidelines and protocols. Furthermore Craig and Smyth (2007) stated that the main aim of evidence based practice is to obtain the best outcomes for patients by selecting interventions that have the greatest chance of success cited by Leufer and Cleary-Holdforth (2009). Every working day a nurse carries out daily duties; a bed bath, medication administration, mobilising patients post joint replacement, and many more, the list is endless; but how does the nurse know that what he or she is doing is the best way to do it and indeed perhaps what he or she is doing may be impeding the healing for the patient. Evidence based practice has been demonstrated to yield improved patient outcomes ( Killeen and Barnfather, 2005). Recent research carried out on the use of anticoagulation therapy for the prevention of post operative development of deep vein thrombosis and pulmonary embolism following a total knee or total hip replacement surgery, showed the effect of the anticoagulants appears to be influenced by the time of initiation of coagulation more than the effect of the drug itself. (Salazar, et al. , 2011). Therefore it can be said that the previous practice of commencing the anticoagulant post operatively is not the best for the patient. Indeed commencement pre operatively greatly reduces the risk of developing a deep venous thrombosis or a pulmonary embolism, thus improving the patient outcome. When evidence is used to define best practices rather than to support existing practices, nursing care keeps pace with the latest technological advances and takes advantage of new knowledge developments. ( Youngblut and Brooten 2001). Accountability and Ongoing Education for the nurse as a practicing professional. In addition to the before mentioned benefit to patient outcomes another strength to evidence based practice is that to the nurse as a professional. The Code of Professional Conduct for Nurses in Ireland states that each registered nurse is accountable for his or her own practice An Bord Altranais ( 2000). In order for the practicing nurse to be accountable for his or her practice he or she must be able to substantiate the decisions they have made on a foundation of professional expertise which clearly includes using relevant evidence to inform practice (McSherry, et al. 2006) Nurses and midwives form the bulk of the clinical health workforce and play a central role in all health service delivery (Buscher, et al. , 2009). Therefore it could be said that nurses can improve the quality of healthcare provided to their patients if they were to use the best evidence based practice. Moreover by carrying out evidence based practice the nurse is maintaining and improving his or her knowledge continuously. Therefore increasing his or her confidence while carrying out his or her daily nursing duties, as he or she is confident that the care he or she is administrating is based on researched findings. Furthermore in their article on a Spirit of Inquiry Melnyk et al. stated that findings in some studies indicated that when nurses engage in evidence based practice, they experience greater autonomy in their practices and a higher level of job satisfaction. This is of huge importance in these difficult times of staff shortages, cost saving and unfortunately emigration. There is a need to retain the nurses that we have and indeed job satisfaction goes a long way to aid this retention. The Organisation: Finally in this section the author looks at the organisation as a beneficiary of evidence based practice. Leufer et. al (2009) stated that evidence based practice is highly relevant in a social and healthcare environment that has to deal with consumerism, budget cuts, accountability, rapidly advancing technology, demands for ever-increasing knowledge and litigation. Furthermore in the USA there is a system where health care follows a business model, it is imperative for organisations to provide the best care based on the best available evidence to attract customers. (Fitzsimmons Cooper, 2012). This indeed could also be said for the healthcare system in Ireland at present, with the increasing demands on health care facilities either public or private to show that they are compliant with strict standards of care. Furthermore some of the many health insurance providers in Ireland will not continue to provide cover to the private hospitals if they do not hold an accreditation award. Moreover as has been seen in recent years H. I. Q. A. ill without a doubt close down healthcare facilities if they do not show themselves to be compliant with the H. I. Q. A. standards. It could be said that the best way to ensure obtaining and retaining these standards is through the use of evidence based practice. As already mentioned in the introduction clinical governance is also of paramount importance in todays hospitals; Sale 2005 stated that achieve clinical governance, organisations are expected to set and monitor standards that are evidence-based. as cited by Dale (2006). In addition in these highly litigious times, an organisation that uses internationally approved evidence based practice could perhaps be less likely to attract litigation cases. However if such a case were to arise the organisation could successfully defend itself, again if it is providing care which is of international best practice standard. Finally in relation to the benefits of evidence based practice to the organisation it could perhaps be claimed that evidence based practice may lead to a change in practice; as a result of said change, indeed cost saving may occur. For an example of this the author would again like to refer to the afore mentioned study on anticoagulants, if the use of the anticoagulant preoperatively is to reduce the risk of developing thrombosis, this in turn will lead to a reduction in hospital length of stay, when no thrombosis occurs, thus in the long term introducing a cost saving to the organisation. However, even with all the benefits of evidence based practiced as already discussed, throughout the literature review, it was difficult for the author not to discover the weaknesses, or indeed the pitfalls to the use of and the implementation of same. Lack of understanding! Perhaps one of the main barriers to evidence based practice is indeed the very lack of understanding of what it is! Evidence based practice is a well known concept, yet practitioners appear to lack knowledge of the principles that underpin it (Dale, 2006). It could be said that definitions of evidence in nursing are very broad, Is it literature review? Is it clinical expertise? Is it nursing knowledge? Is it nursing theory? Is it local? Is it organisational? As evidence based practice is a relatively new phenomenon to the profession of nursing, only really being born in the 90s, there are a lot of nurses trained before this time who do not understand the concept of evidence based practice. This in turn perhaps leads to another pitfall of evidence based practice! Conflict between professionals: There may indeed be a lack of team effort in implementing evidence based practice in the work place. As previously mentioned the old fashioned trained nurses may not understand what evidence based practice is and may feel that I have always done it this way or youre only qualified what would you know Resistance to change is very common in all areas of life. The extent to which different healthcare professionals work well together can affect the quality of the health care that they provide. If there are problems in how healthcare professionals communicate and interact with each other, then problems in patient care can occur. (Zwarenstein, et al. , 2009). In addition there may interdisciplinary conflict as a result of nurses carrying out evidence based practice. As already mentioned above in the research carried out by Salazar, et al. in 2011, it is of more benefit to administer anticoagulant therapy pre total hip or total knee replacement; however the nurse does not prescribe these medications and perhaps he or she may not feel they have the autonomy or authority to propose this or indeed even show the consultant or the anaesethist these findings. There could be a perceived lack of authority to change practice on reflection of research findings Medical disinterest is a significant barrier to evidence-based standards (Sams, et al. , 2004) Unfortunately it would appear from the authors own experience that some surgeons still see the nurses as only nurses. Therefore the nurse may feel this is a waste of time. Speaking of time this leads onto another pitfall in the use of evidence based practice. Time Constraints: In these times of cost savings, high staff turn over, emmigration and staff shortages, there may be a perceived lack of time to carry out any research or data. It can be said that staff work hard and perhaps they feel as if research is not part of their job, as it is not spelt out in the their job description. However as discussed earlier it is the responsibility of every registered nurse is accountible for his or her own practice. In addition it could be said that in this nday and age nurses feel that they do too much writing and have less time for hands on care therefore they feel that they really do not have the time for researching data. Because we are so busy doing the real work of caring for patients in the operating room, it is hard to even contemplate activities that would result in more work! We often believe we dont have the time, that our energies are better directed toward patient care, and that research is something to be conducted by academics; (Knoll Leifso, 2009). If however the time was made available, another question to be asked is; Is there the library facilities available? Lack of study facilities or library facilities: Yes if perhaps the nurse works in a teaching hospital then it could perhaps be presumed that there would be very good library and research facilities to hand to aid in research. However in some organisations there may be a lack of resources to support changing practice to reflect research findings (Hewitt-Taylor, et al. , 2012). However not all hospitals are teaching hospitals, so where does the information come from. In an ideal world the organisation would provide such facilities, however what if there is a: Lack of Organisational Support: Is there managerial support provided? Do management understand the process and the importance of the process for the organisation? Is there a cost involved to the organisation? If there is going to be a change in practice will it be cost effective. Is there organisational readiness to change?

James Baldwin and the Jewish Freedom Riders :: Civil Rights

When the call went out in the summer of 1961 for volunteers to ride buses throughout the South to help integrate public transportation, a large percentage of the people who made a commitment to take on this dangerous assignment were Jews. To be exact, nearly two-thirds of the Freedom Riders were Jewish which is â€Å"quite an amazing feat for a minority which made up less than 2% of the entire American population† (Weinblatt 5). Although Jews and African Americans are two very distinct, and often opposing, cultural groups in our society, the great struggle to end racism in America meshed these two groups tightly together. Their shared motivations, expectations and experiences in dealing with white racists during the civil rights movement are amazingly similar, especially when they are compared in the writings of African American essayist and activist James Baldwin and the personal recollections of the Jewish Freedom Riders. It is important to first discover what the reasons were for these Northerners (Jews and Baldwin) to travel into the South at around the time when the civil rights movement was just beginning to pick up speed. Baldwin decided to return home from Europe and venture into the South because he felt a great sense of guilt and helplessness while reading newspaper accounts about a young black woman who was humiliated and intimidated by white crowds in North Carolina while she was just trying to attend school. He experienced a powerful sense of outrage that â€Å"†¦made me furious, it filled me with both hatred and pity, and it made me ashamed. Some one of us should have been there with her!† (â€Å"Take Me to the Water† 383). Similarly, the young Jewish volunteers were motivated by a sense of moral indignation at the mistreatment of African Americans, feelings based on the persecution that their own cultural group has suffered at the hands of bigots for centuri es. One activist remembers having mixed feelings as he left his mother and wondered what she â€Å"†¦ a refugee from Nazi-occupied Austria, thought as I boarded that train to join the fight for other people's freedom† (Honigsberg 7). It was mainly an overwhelming need to become personally involved, to do their part, in the fight for equal justice that was the driving force for both African Americans like Baldwin and the Jewish Freedom Riders.

Career Study: Dental Assistant

Table of Contents EXECUTIVE SUMMARYiv Introduction1 Facts and Findings2 Occupational Inventory2 Work environment2 Perks. 3 Market trends. 3 Personality Fit4 Stress level/mental strains. 4 Personality traits recommended/required. 4 Personal interests and passions. 5 Future Potential5 Continuing education requirements. 5 Advancement Opportunities. 5 Conclusion6 References7 List of Figures Figure 1 Gender of Dental Assistants3 Figure 2 Current Wages Earned for Dental Assistants3 Figure 3 Estimated Yearly Growth of Dental Assistant Jobs in Alberta4 EXECUTIVE SUMMARYThe career area of dental assistant does, in many ways, relate directly to the skills and knowledge learnt in the Administrative Office Professional program (APRO). Skills such as computer knowledge, bookkeeping, customer service, human relations, reading and writing, verbal communication, and active listening are an essential part of being a dental assistant. APRO students already obtain these skills. This report shows how be coming a dental assistant is a great career choice for APRO students. With only an additional eight to ten months of training, an APRO student could become a ental assistant and earn a great wage, as well as acquire many sought after job perks. Job perks of a dental assistant include Monday to Friday daytime hours, free dental care, monthly or yearly bonuses, and medical benefits. Dental assistants primarily work in dental offices; however, there are jobs available in health care units and hospitals as well. The research that was conducted for this report consists of both primary and secondary sources. The primary research sources include an interview of a local dental assistant, as well as the researcher’s own experience and knowledge.Secondary sources of research include Google searches, ALIS website, STATS Canada, and APRO text books. The three main aspects covered in this report are as follows: 1) Occupational Inventory a. Work environment b. Perks c. Market trends 2) Per sonality Fit d. Stress level/mental strains e. Personality traits recommended/required 3) Future Potential f. Continuing education requirements g. Advancement opportunities Potential Career Choice: Dental Assistant Introduction Weekends off, daytime hours, decent wages, free dental care, medical benefits, and yearly bonuses! These, in many cases, are the perks that career seekers are looking for.Look no further. These, among others, are the perks the career of dental assistant has to offer. One might think that dental assisting has nothing to do with the tasks or skills learnt in the Administrative Office Professional program (APRO); however, there are many duties involved in dental assisting that relate directly to APRO knowledge. Skills such as computer knowledge, bookkeeping, customer service, human relations, reading and writing, verbal communication, and active listening are essential in a dental assisting career. As an APRO student, one obtains those skills.However, an APRO st udent would need to further their education. A dental assistant training program is needed to pursue a career in dental assisting. This training program would typically only be an additional eight to ten months over and above the APRO program. The APRO program is a good foundation as it gives students many of the basic skills needed to be successful in any program or career area. The dental assistant program differs by educational institution, but for the most part, prerequisites include a 30-level of English (which all APRO students already have), biology, and chemistry. Dental assisting is a very diverse career.One never knows what sort of situation or emergency may arise. For example, an appointment may be as simple as a routine check-up or a filling, and may be as complicated as a tooth breaking off at the gum line during an extraction which can lead to dental surgery. Duties of dental assistants are as diverse as the job itself. Duties will change from office to office, and day to day, but will include tasks such as: * Prepare patient, sterilize and disinfect instruments, set up instrument trays, prepare materials, and assist dentist during dental procedures * Take and prepare dental diagnostic x-rays Record treatment information in patient records * Take and record medical and dental histories and vital signs of patient * Provide postoperative instructions prescribed by dentist * Assist dentist in management of medical and dental emergencies * Instruct patients in oral hygiene and plaque control programs * Apply protective coating of fluoride to teeth * Schedule appointments, prepare bills, and receive payment for dental services, complete insurance forms, and maintain records using computer or manually Because dental assisting does entail working in someone’s mouth, it may not be appealing to everyone.However, dental assistants are a vital part of the heath care profession. Most people have, at some point in time, experienced the excruciating pai n of a tooth ache. Without dentists and dental assistants, one would have to suffer through the pain, or extract the tooth one’s self. One might choose dental assisting as a career if one enjoys working in an office environment, prefer daytime hours, and the medical field is of interest to them. There are many perks associated with being a dental assistant such as wages and bonuses.Dentistry is a rapidly growing field, therefore leaving many new jobs available both now and in the future. One who enjoys helping others, and wants to make a difference in the lives of many, would be satisfied in the career of dental assisting. Dental assisting is a relatively low stress-level job. Because life-long learning is a required part of being a dental assistant, one must have a love of education and be committed to life-long learning. This report will look at the occupational inventory of dental assisting, including work environment, job perks, and market trends.It will also look at the personality fit for one interested in seeking a career in this area. The personality fit will include such information as the stress level of the job, personality traits required/recommended, and potential interests and passions one might have. Finally, this report will look at the future potential of this career choice for APRO students. The future potential will share information such as continuing education requirements and advancement opportunities. The facts and findings in this report are based on both primary and secondary sources.The primary sources include an interview with a dental assistant. I chose to interview a local dental assistant who works at Dr. Lo’s office here in Brooks, Alberta. The researcher will also be using her own experience and knowledge as primary research. The secondary research consists of Google searches, ALIS website, STATS Canada, and APRO textbooks. Facts and Findings Occupational Inventory Occupational inventory is an especially important aspect of a career because it looks at things such as work environment, career perks, and market trends.These specifics can help one decide if a certain career, in this case dental assisting, is right for them. Work environment. Dental assistants have a variety of different working environments to choose from. Dental assistants work as part of a dental health care team. Their duties can vary and can include working as chair-side assistants, intra-oral assistants, administrative assistants, community health assistants, sterilization assistants, research assistants, or treatment coordinators. Dental assistants can also work in dental sales and insurance or dental education.However, dental offices are the primary employer of dental assistants, with 97% of dental assistants working in dental offices. Typical hours of dental offices are Monday to Friday, 8 a. m. to 5 p. m. Some offices, however, are open during the evenings and weekends to accommodate a larger portion of the population. As shown in Figure 1, according to STATS Canada 2011, 99% of dental assistants are women. In larger offices, one can expect to work alongside many women. In smaller offices, on the other hand, one can expect to work closely with the dentist and a few other staff. Figure 1 Gender of Dental AssistantsPerks. There are several perks in the career of dental assistant. These perks may include good wages, good hours, free dental care for one’s family, yearly or monthly bonuses, and paid continuing education. As shown in Figure 2, according to the 2011 Alberta Wage and Salary Survey, Albertans in the Dental Assistants’ occupational group earned between $15. 00 and $34. 00 per hour (2011 Alberta Wage and Salary Survay, 2011). Therefore, the average wage of dental assistants in Alberta is around $26. 40 an hour. As stated previously, most dental office hours are Monday to Friday, with daytime hours.In many cases, dental offices provide their staff with free dental care for both the employee and the employee’s family. Many offices offer incentives in the form of either monthly or yearly bonuses. If the office is busy and makes over a certain amount of money in a month or year, a percentage of the excess money will be awarded to staff according to seniority and hours worked. Because dental assistants are required to keep up-to-date with their education and skills, most dental offices pay for continuing education. Figure 2 Current Wages Earned for Dental AssistantsCurrent Wages Earned for Dental Assistants| Wages| Low (5th percentile)| High (95th percentile)| Average| Median| Starting| $15. 00| $27. 00| $21. 82| $23. 00| Overall| $21. 00| $32. 57| $26. 40| $27. 00| Top| $25. 24| $34. 00| $30. 14| $30. 47| Figure 2 Figure 2 Market trends. Over 4,100 Albertans are employed in the Dental Assistants’ occupational group. It is expected to have an annual average growth of 3. 2%, which is above average. (Dental Assistant's Occupation Group, 2012) It is expected that about 131 new positions will be created each year, in addition to job openings created by employment turnover.Employment turnover is expected to increase as members of the baby boomer generation will be retiring over the next few years. Figure 3 shows the estimated yearly growth of dental assistant positions available in Alberta over the next few years. Figure 3 Estimated Yearly Growth of Dental Assistant Jobs in Alberta Personality Fit Being happy and comfortable at work is very important. One usually spends more time at work than they do anywhere else. Therefore, the personality fit of a given career, specifically dental assisting, is crucial.Personality fit for a career includes the stress level and mental strains, personality traits recommended, and personal interests and passions. Stress level/mental strains. Dental assistants can come across some stressful situations. Sometimes, a procedure does not go as planned, leaving it up to the dentist and dental assistan t to determine what to do next to ensure the safety and well-being of the patient. Although this may not be a regular occurrence, a dental assistant must have critical thinking ability and work well under pressure.When an appointment runs over time, this often leaves the next scheduled patient waiting longer than anticipated for his/her turn. This can sometimes lead to a stressful situation if the patient who is waiting does not understand the situation. Overall, most dental assistants have a low- to moderate-level of stress in their everyday work. Personality traits recommended/required. Dental assistants are required to work closely with their patients and co-workers. In order to communicate well with both patients and co-workers, one should be kind, patient, outgoing, an active listener, and organized.The ability to stay calm while under pressure and during emergencies is essential. Because dental assistants work side by side with dentists, one must be a team player and pay close attention to detail. It is the dental assistant’s job to know what the dentist needs next. Personal interests and passions. One who has a passion for helping others and for making a real difference in people’s lives may enjoy being a dental assistant. One should also have a general interest in the medical field. Dental assistants require continuing education; therefore, life-long learners would be satisfied in this career. Future PotentialIn many cases, employees want to be able to advance within their career area. Therefore, looking at the future potential of a career, in this case dental assistant, determines whether or not it is for him/her. Future potential information includes continuing education requirements and advancement opportunities. Continuing education requirements. Dental assistants must maintain their competency through the CADA Continuing Competence Program (CPP) (Dental Assistant Registration Process, 2012). This program assesses, maintains, and moni tors ongoing knowledge, skills, attitudes, and judgments of professional dental assistants.According to the Alberta Government, dental assistants must do the following activities each year in order to keep their Continuing Competence current: * Complete one hundred (100) hours in the dental field, or three hundred (300) in the past three (3) years * Review the Competency Profile * Complete the Competency Self-Assessment * Complete a Proposed Learning Plan by the renewal deadline * Undertake appropriate Learning Activities to complete your proposed Learning Objectives * Keep the proof of your completed Learning Activities.At least once in every five years you will be asked to send in Verification of Learning documents and Completed Learning Plans. CADA will want to see evidence of two completed Learning Objectives for each year Advancement Opportunities. Depending on the size of dental office, there are advancement opportunities for dental assistants. Although a dental assistant is a dental assistant, there are different skill sets and knowledge levels involved. If a dental assistant has furthered his/her education with advanced courses in specialty areas, for example, he/she would make a higher salary.Also, some dental assistants move on to be administrative managers of the dental offices where they work. Conclusion Based on the facts and findings in this report, dental assistant is a great career choice for APRO students. With only an additional eight months of training, an APRO student can have the opportunity to be a vital part of the health care system by becoming a dental assistant. Many of the skills already learnt in APRO are essential in the career area of dental assisting.If one loves to work with people, is outgoing, patient, and loves helping others, dental assisting may be for him/her. If one chooses this career path, one can look forward to good pay, hours, and benefits. References 2011 Alberta Wage and Salary Survey. (2011). Retrieved February 25 , 2013, from ALIS: www. alis. ca Dental Assistant's Occupation Group. (2012). Retrieved February 25, 2013, from Statistics Canada: www. statcan. gc. ca Dental Assistant Registration Process. (2012, May). Retrieved February 25, 2013, from Government of Alberta: http://www. albertacanada. com/Dental_Assisant_May_2012. pdf

Presenting, Assessing and Reviewing Essay

As a teacher my roles responsibilities and boundaries, would be spread over a broad spectrum of areas and tasks and in preparing for, delivering, assessing and reviewing the courses I would deliver, applying the P. A. R. (Present, Apply, Review) principles not only in the direct delivery of my subject but as a broader ethos surrounding my whole teaching cycle. On employment with a provider my initial responsibilities would be to review the Protocols, rules and regulations of the establishment which are the most fundamental boundaries, to review the contents of existing courses (or units for art and design courses) that were already being provided in my subject area of photography , examining the associated schemes of work and lesson plans to ensure that I had a good grasp of what I was expected to teach, ( it may be impossible to assimilate all of this information in one go , but I would go into each session having researched what I am expected to know and impart to the students). Drawing from my own experience I would offer to open a dialogue (using course data) with my colleagues and peers, be they fellow tutors or superiors, to see where the delivery could be strengthened, via its content (syllabus non-withstanding) timing structure , scale, location and facilities on offer. This would be with a view to improving course numbers and positive learning outcomes which is a core responsibility. A boundary here would be if I were employed in a role which did not allow this kind of input, a barrier would be the annoyance of staff who have already delivered photography courses or units (as I have little teaching experience) so consideration and good interpersonal skills would need to come to the fore. This information would feed into my role of preparing my own subject ‘schemes of work’, it would be my responsibility to analyse the requirements of the syllabus, making sure that I understood it myself by carrying out research to bring myself up to date I would then work out how to break it down into its constituent parts and how relate it to my learners in enjoyable and manageable chunks over the duration of the course. Boundaries here are set out by awarding bodies for the qualifications I would teach, such as the amount of contact time, the length of time allowed for a learner to complete the course, what written work is required i. . assignments, essays or dissertations as well as how it is assessed. The amount of practical work and how it is assessed may also be set externally. When setting out schemes of work I would also need to consider as boundaries:- †¢ What kind of learners will be attending, what will be their motivations, what will their baseline achievement levels be, how broad will the spectrum of attainment be? †¢ What equipment will be required and how will I make it available to everyone? †¢ Where each session is to be delivered, its impact on what can be taught and how it can be taught? †¢ When each session is delivered, what condition the learners will be in, how will it impact on their concentration and what kind of practical work will be viable? †¢ How long is the term and are there any holidays, placements, visits and other trips? Having set out my schemes of work, I would then review them with my colleagues if the setting out had not already been a collaborative effort. Depending on the circumstances there also might be the opportunity to feedback to whichever body (or senior member of staff) sets the syllabus, with new ideas or fresh perspectives on the course contents. At this point I could give a clear insight into the courses I would be delivering and how it would fit into the broader theme of being a learner, I would be able to use this in my role as a spokesman for my subject area or faculty during marketing events such as open evenings and school visits, again feeding back information about new areas of interest, ways of getting better uptake of courses by analysing dialogue or questionnaires filled out. In my role as a Tutor I will conduct interviews with prospective students myself, (or they may be conducted by someone else) where I will be responsible for assessing whether they which of my courses would be most suited to them, if they may need to carry out further learning, either alongside doing the course or in preparation for it and if they require support in regard to disability, inance, childcare or any other barrier that would prevent them from fair access to the course. From this meeting and after enrolment an initial Individual Learning Plan is agreed. Using the framework of my ‘Schemes of Work’ I will then use the information from the Individual Learning Plans to tailor my lesson planning to the students needs and strengths and encouraging improvement in their weaker areas, using Visual, Aural and Kinaesthetic (V.  A. K. ) means, Making best use of their prior learning, promoting equality and celebrating diversity. Once students have started a course with me I would be responsible for their health and safety, I would make them familiar with all aspects of health and safety relevant to Photography Practice, and the policy of the college or institution, these are boundaries put in place to protect all, providing a safe and supportive place to study and work. These would also form part of the ground rules in my sessions, It would be my role to enforce them as it would be to abide by them, examples would be to establish what is suitable subject material, what constitutes correct handling of equipment , respect for others, no shouting, swearing, no sexism or racism either in images or verbally. I would present this information as I would with the rest of my course content using V. A. K. modes of teaching in as enjoyable a format as possible, clearly setting out the aims and objectives. Personal boundaries would need to be set out as I could well be teaching people of the same age as me, or anyone of 16 years or older, fraternisation outside of contact time could be seen as favouritism or abusing my position. Another important boundary would be to recognise the appropriate amount of help I should give to an individual learner, assisting students to access relevant services in college but avoiding inappropriate contact and making sure that my actions are not to the detriment of my students. I would strive to create a supportive learning environment for my learners while teaching theoretical and practical aspects of photography, I would introduce each session with a clear aims and objectives, assess what knowledge the group has of the topic, Sharing my Knowledge via demonstrations, videos or lectures, giving opportunities to discuss and explore the topic via V. A. K. learning modes, allowing them to apply their learning with hands on work, demonstrating their learning to each other, myself and themselves making sure that hands on time extends their knowledge and maximises learning potential. I would use informal testing methods such as questions and answers or a quiz to assess retention before finally reviewing the learning. Written and practical assignments , formal testing either set by the awarding body or myself would be used in part to assess the learning, It would be my role to use this data in tandem with informal testing (Q&A, Quizzes, etc), observation, peer review and self assessment and progress meetings with individual students. It would be my responsibility to see that these assessments are carried out properly, and without bias, making sure that handed in work was assessed with the same care that I would like my own work to be assessed and kept safe, free from damage and in accordance with the institutions’ data protection policy. On a session to session basis it would be my responsibility to ensure all of the administration relating to the students was up to date, in good order and reached the correct departments in the learning institute (or external body). Records such as the attendance register are not only kept for safety reasons (to establish the whereabouts of an individual, during a fire or other emergency and as part of a broader duty of care to students) but to monitor learners attendance so it meets the minimum requirements for the course. If not, correct assessment would not possible and the student’s opportunity to learn would also be compromised, falling below the minimum accepted attendance would be a boundary to the student’s success. I would also keep records on student progress, behaviour and performance (including which learning methods stimulate them the most. ) and use them with the results from both formal and informal assessments to adjust my lesson planning not only during the session as it happens, but fine tuning future lesson plans to match the rise and falls of student insight into, retention and application of the subject. During this fine tuning process I would also take account of my own reflections on the session, (Review) has my communication (spoken, written or by demonstration) triggered the correct response in the learner? Have I listened correctly and understood the students? (Feedback is only useful if it is understood,) In addition I would consider input from my peers (assessment) as to whether my delivery and the structure of the course needs to be amended during the period of its current delivery (Present). At the end of the course I would use this information and the students’ completed portfolios to assess and review what improvements can be made in the presentation of the next teaching year cycle. The principle of P. A. R. (Presenting, Assessing and Reviewing) is used on several different forms, In my preparation to become a trainer, In my extended role as a spokesperson for my subject or college and as a tutor within individual sessions, dealing with students and their immediate interaction with the subject and my delivery of it, then again in preparation and evaluation of courses I would run in the session to session cycle and during the yearly teaching cycle.

Cuándo un Divorcio Afecta la Residencia

Cundo un Divorcio Afecta la Residencia Una de las formas ms rpidas y frecuentes de obtener la  tarjeta de residencia permanente  es mediante el matrimonio, bien sea celebrado en Estados Unidos o en otro paà ­s. Pero  ¿quà © sucede con la green card si la relacià ³n termina en divorcio? Es importante resaltar que la residencia solo se ver afectada si el beneficiario obtuvo su estatus migratorio exclusivamente por matrimonio. Si la persona llegà ³ a Estados Unidos con una visa de trabajo, se casà ³ posteriormente con un ciudadano americano y luego se divorcià ³, su estatus migratorio no est en peligro. Estos son los dos casos en los que el divorcio afecta la residencia del cà ³nyuge beneficiario: Si el divorcio sucede antes de que se reciba la green card: entre la entrega de papeles a la oficina de USCIS y la obtencià ³n de la tarjeta de residencia pueden pasar entre seis y doce meses. Si el divorcio sucede antes de que se reciba la tarjeta, el beneficiario pierde todos los derechos. Si el divorcio sucede por maltrato o violencia de parte del ciudadano americano, el no-residente tiene opciones para quedarse legalmente (esta là ­nea 1-800-799-7233 puede ser de gran ayuda).Si el divorcio sucede cuando la residencia es temporal: si la residencia se obtuvo de manera temporal (dos aà ±os) porque los papeles se presentaron antes de los dos aà ±os de casados, el beneficiario pierde los beneficios migratorios. Quienes recibieron la residencia permanente y piden el divorcio al poco tiempo de recibida la green card deben saber que: Un futuro proceso de naturalizacià ³n (ciudadanà ­a) puede verse afectado dado que el matrimonio podrà ­a parecer no legitimo.Un futuro proceso de renovacià ³n de la residencia puede generar preguntas acerca de la naturaleza del matrimonio y las causas del divorcio.Los procesos de inmigracià ³n en todos los puertos pueden generar preguntas acerca de la naturaleza del matrimonio y las causas del divorcio.Un futuro matrimonio entre el beneficiario de la green card y otro inmigrante no tiene beneficios de residencia por cinco aà ±os. Quienes obtengan su residencia por matrimonio, se divorcien, y se casen nuevamente, debern esperar cinco aà ±os desde que obtuvieron su green card para pedir beneficios para su nuevo esposo/a. Quienes patrocinaron a su cà ³nyuge inmigrante deben saber que: Al firmar el affidavit of support estn comprometidos durante aà ±os a la manutencià ³n econà ³mica de su pareja, asà ­ està ©n legalmente divorciados.  ¿Quà © Hacer Antes de Divorciarse? Antes de hacer el papeleo de divorcio es importante asesorarse de un abogado de inmigracià ³n, sobretodo en los casos en los que no existen pruebas documentales que sirvan para apoyar el carcter del matrimonio (propiedades o cuentas de banco conjuntas, viajes, hijos en comà ºn, fotos, facturas). Este artà ­culo es informativo y no pretende ser asesorà ­a legal.

Long Island University (LIU) Brooklyn Admissions Info

Long Island University (LIU) Brooklyn Admissions Info Long Island University Brooklyn Admissions Overview: Long Island University (LIU) in Brooklyn is a generally open school; the acceptance rate is around 88%. Students can apply using the schools application, or with the Common Application. Additional required materials include an essay, letters of recommendation, and high school transcripts. SAT and/or ACT scores are not required, but students can submit them if they wish. For complete instructions, prospective students should visit LIU Brooklyns website, or contact the admissions office.   Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): Long Island University Brooklyn Acceptance Rate: 88%GPA, SAT and ACT Graph for LIU Brooklyn AdmissionsWhat SAT numbers meanNortheast Conference SAT score comparisonWhat ACT numbers meanNortheast Conference ACT score comparison Long Island University Description Founded in 1926, Long Island Universitys Brooklyn campus is located in the heart of Brooklyn, a block from Fort Greene Park. The school is one of the most diverse in the country, and it takes pride in serving many first-generation college students from around the globe. The university has strong programs in the health sciences and has affiliations with some of the worlds top hospitals and pharmaceutical companies. The campus sits adjacent to the Brooklyn Hospital Center. The university has a 15 to 1  student/faculty ratio. Nursing is the most popular bachelors degree program. In athletics, the LIU Blackbirds compete in the NCAA Division I  Northeast Conference. The school fields 14 Division I sports. Enrollment (2016) Total Enrollment: 7,609  (4,275 undergraduates)Gender Breakdown: 31% Male / 69% Female88% Full-time Costs (2016 - 17) Tuition and Fees: $36,256Books: $2,000 (why so much?)Room and Board: $13,426Other Expenses: $2,500Total Cost: $54,182 LIU Brooklyn Financial Aid (2015  - 16) Percentage of New Students Receiving Aid: 96%Percentage of New Students Receiving Types of AidGrants: 94%Loans: 61%Average Amount of AidGrants: $19,592Loans: $6,683 Academic Programs Most Popular Majors:  Biology, Business Administration, Marketing, Nursing, PsychologyWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 61%Transfer Out Rate: 40%4-Year Graduation Rate: 8%6-Year Graduation Rate: 28% Intercollegiate Athletic Programs Mens Sports:  Basketball, Track and Field, Soccer, Golf, Soccer, Cross CountryWomens Sports:  Basketball, Volleyball, Soccer, Track and Field, Bowling, Golf, Lacrosse, Soccer Data Source National Center for Educational Statistics If You Like LIU Brooklyn, You May Also Like These Schools CCNY, City College of New York (CUNY):  Profile  |  GPA-SAT-ACT GraphHunter College (CUNY):  Profile  |  GPA-SAT-ACT GraphYork College (CUNY):  ProfilePace University:  Profile  |  GPA-SAT-ACT GraphSt. Johns University:  Profile  |  GPA-SAT-ACT GraphNew York University:  Profile  |  GPA-SAT-ACT GraphLIU Post Campus:  ProfileFordham University:  Profile  |  GPA-SAT-ACT GraphMassachusetts College of Pharmacy and Health Sciences:  ProfileAlbany College of Pharmacy and Health Sciences:  Profile

Create a value chain for Ryanair. Examine the extent to which Ryanairs Essay

Create a value chain for Ryanair. Examine the extent to which Ryanairs value chain represents a traditional value chain, as opposed to a revised value chain, - Essay Example These core competencies help in the creation of value chain. Porter’s traditional value chain focuses on the enterprise and its internal mechanisms and is recognized as an effective management tool for value analysis. This paper will examine how this traditional value chain differs from the revised value chain created by Deise et al., and create a value chain for Ryanair based on its core competencies. According to Porter, ‘every firm is a collection of activities that are performed to design, produce, market, deliver and support its product. All these activities can be represented using a value chain’. The porter’s model of value chain (Table I) describes generic activities undertaken by the firm to procure, transform and add value to the products and services delivered to the customer. These activities can be primary or support activities where the primary activities are concerned with the transformation of the input into output as services or after sales service. Support activities include procurement, HRM, technology and infrastructure. A firm’s value chain reflects its history, strategy, the approach to implementing the strategy and the economics of the activities themselves. In this traditional value chain each activity is an independent process and each activity sequentially adds value to the final outcome. Creating a value chain is with the objective to create a process or product that will lead to profits. Thus value chain analysis studies each link of the chain to ensure that economic value is added to it. According to Porter, adding value is a strategic means to achieve profit and competitive advantage. Traditionally different business functions perceived and created value differently but with Porter’s model each activity can be analyzed individually or collectively to asses their contribution to the enterprise. An analysis helps to eliminate the inefficient processes and add value. Mascarenhas, Kesavan and