Evaluation Of A Student Evaluation - 871 Words

Students were given a candidate evaluation form to evaluate me as their teacher. The students received this form on October 15th 2015, and the form was due back by the end of the class period. I instructed the students not to put their name on their evaluation, as this is an anonymous evaluation. My intentions for stating this, is for the students to know that I would not use the information they wrote against them in any way. Once they finished they were to pass them up to the front tables. The chart following displays 19 students’ evaluations. The students’ responses were mostly positive, which was great to see while evaluating the evaluations. One of my strengths were â€Å"expecting all students to learn†, which didn’t surprise me because I make sure every student knows I believe in them and expects them all to give their very best in my class. For all of my students to see this, it’s a given that another strength would be â€Å"treats all students fairly†. My goal is to make sure every student is given the same opportunity and know my main goal is that they learn the information in a safe environment. I am a firm believer that as an educator you must know your content, but you must be able to deliver the information to the students. My students feel that I know the content, but I also want them to see that I am able to deliver the information to them to meet all of their needs. â€Å"Teaching the subject matter so I understand it† and â€Å"Uses different ways to teach the lessons thatShow MoreRelatedEvaluation Of A Student Program1330 Words   |  6 Pagesthat individual student have suggestions for school wide interventions or programs. If the student is having problems academically or behaviorally, the PPT closely examines that student’s case to see if the school can change to better this student. As described by the school psychologist, RTI is a three-tier program that mainly focuses on prevention. The school concentrate on prevention by ensuring the school is using appropriate and evidence based methods to work with all students. RTI assist theRead MoreEvalua tion Of A Student Outcomes1303 Words   |  6 PagesSummary of student outcomes The evaluation of the students work was conducted with the end of year exams in mind. In particular, I wanted to provide feedback and forward to the students that was targeted towards their essay writing in the exams at the end of the year. I grouped results from what grades the students gained against the marking schedule that I developed. Bearing in mind that the sample size was small, most students attained the merit grade, with the same amount of students being eitherRead MoreEvaluation Of A Student Nurse1677 Words   |  7 PagesAs I am getting closer to the end of the practicum, I can see myself on the floor, daily, with my fellow RN’s. I feel as I am part of the team then simply a student nurse. At the beginning of my student nursing career, I felt that were so many limitations, but then, slowly, these perceived restrictions were removed. There are still things that I am not allowed to do, but now I do not have to ask the nurse if I can do a head to toe on the patient. I walk in the room and perform assessment of vitalRead MoreAn Evaluation Of An International Student926 Words   |  4 PagesPersona1 John is an international student that recently enrolled into the univeristy of southamptom . john has barely used a virutal learning environement before , so he normally depends on google searches to find important information for his assigment . google searches don’t normally give him the answers he wants directly which means he spends extra time searching for sources that are credible which makes his search more time consuming . john would like an application to helps him get answersRead MoreEvaluation Of A Successful Student956 Words   |  4 Pages Bosque 2 How to Become a Successful Student When you look back at yourself in high school, were you a student that always did well or were you the total opposite perhaps a procrastinator who always slacked off? Some students that begin their first semester of college find themselves struggling to keep up because of their old inadequate study habits and lackadaisical mentality. There may have been a time where you completed a project hastily the night before it was due or chose to go out andRead MoreEvaluation Of A Student For Special Education Essay931 Words   |  4 PagesIn order for a student to be eligible for special education services, the regular education teacher discovers that there is a problem. From there, a screening must take place. The screening can consist of hearing, vision, communication, and any other type that may be needed. Permission is not needed in order to do a screening. Next, Response to Intervention begins, also known as RTI. This provides levels or tiers of increasingly intensive instruction to help students master academic content. TierRead MoreStudent Internship Evaluation Paper1141 Words   |  5 PagesDYO Student Internship Evaluation An evaluation of your internship experience is required to complete your file and allow for reimbursement to your employer. Your organization will also be required to complete its evaluation and forward proof of payment and your time records before the final reimbursement is released. Name - Shamae Burrell Company/Organization - Community Labor United Department/Project Assignment – Boston Climate Action Network: Community Choice Energy Campaign InternshipRead MoreEvaluation Of A Student Learning Objectives1268 Words   |  6 Pagesincorporates all the Student Learning Objectives (SLO), intended for six weeks of instruction. Each unit contains the content of the grade that can be taught to proficiency by the end of the unit. The assessment allows for measuring student proficiency of those targeted skills as the year of instruction progresses. Assessment procedures are not only used to evaluate student success but can also be used to evaluate the curriculum itself. Essentially, by assessing our students, we are also evaluatingRead MoreEvaluation Of The Student Nurse Progress Essay1320 Words   |  6 Pagesabout evaluating and examining the student nurse progress in meeting all the objectives written in her action plan. An action plan is a tool used by the student nurse to list down her actions or the steps that she will do in achieving her objectives in a specific timeframe. The nursing student also discussed and reflected on evaluating herself. Therefore, an evaluation which is about assessing is required in her Learning to learn assignment. Furthermore, the student nurse needs to assess and reflectRead MoreAn End Of Term Student Evaluation3167 Words   |  13 Pages2.0 Strategic Alignment 2.1 Background ADA is a leading drama school in the ACT which supports over 400 students through regular drama classes in venues across Canberra. â€Å"Our mission is to be ACT’s first choice for students possessing a passion for the arts and a vivid imagination. We at ADA train students to boldly engage themselves in creative pursuits by stimulating their imagination in collaboration with others to bring to life innovative and fun theatrical ideas†. (See appendix 1 for ADA’s

Persepolis - 2274 Words

Xavier Borbor May 3, 2012 CORC 3101 The Harsh Realities of Life In Persepolis, Marjane Satrapi explores the realities of her native land. She begins the story as a intelligent young pre-teen with a promising future. As she grows older she sees how cold the world is outside of her homeland as she lives through a near self-destructing phase of her life. She is capable of catching herself in this free fall with the help and guidance of her family a little while after returning home. In the story, her country continuously is fighting from freedom all the while she’s searching for her own identity. Throughout the book there are various things going on that can alter an individual’s point of view in search of their identity. To understand†¦show more content†¦In reality there are no in between. A woman cannot be seen walking the streets with a man who is not her husband or else she would be viewed as a prostitute. They are obligated to not make any formal communications with the opposite sex because if they did they would be viewed as sluts and whores. With the new regime gaining control of the country everyone’s lifestyle had to change. All bi-lingual schools must be closed down. They are a symbol of capitalism. Of decadence. This is called a â€Å"Cultural Revolution† (Satrapi 4). Those were words spoken by the Shah. The transformation happened overnight. The country was divided once again. People wanted the freedom to be religious at the same time maintaining a modern lifestyle. The country was divided for and against the war. Those against the war were in possible danger of losing their lives if the government found out about their political views. The government controlled the power and held the citizens oppressed. Dissident political activism, absent for seventeen years among college students, has resurfaced in the Iranian political scene as of early 1997. (Mashayekhi 283) The Cultural Revolution has returned. Similar to the revolution of 1980 that lasted three years this revolution began with the protest of fre edom of press after the shutdown of the Salaam. It seems like a neverShow MoreRelatedThe Complete Persepolis By Marjane Satrapi1185 Words   |  5 PagesThere are certain countries that are ran through dictatorship, they abuse the power they have to the country. In the story, The Complete Persepolis written by Marjane Satrapi, she changes the view towards Iran through occurrences and eastern fundamentalist ideas. In 1979, there was the Islamic revolution in Iran. This year was the year that was going to have many changes to the country. In chapter one of the Veil, there are characters and their freedom of expression being repressed as well as theRead MoreThe Hittite Civilization972 Words   |  4 Pagesform and natural color of the stone. It is said to be of Mesopotamian, Islamic or Neo-Babylonian in style and design. According to the Bible, Jerusalem was destroyed by Nebuchadnezzar and put the Jews into exile.The magnificent palace complex at Persepolis was founded by Darius th e Great around 518 B.C. More than a century passed before it was finally completed. It was to be the seat of government of the Achaemenian kings. The wealth of the Persian Empire was evident in its construction. The mainRead MoreAlexander the Great Essay 91181 Words   |  5 Pagesconquest and died right after his death (Stoneman 92-94). It is believed that Alexander conquered to rule, not to blend cultures. Heavy drinking led to disastrous incidents and hastened his death. An example of such a disaster was the burning down of Persepolis in a drunken revel. This is not an attribute of a good leader. He also lacked long-range planning and neglected his kingdoms future by exhausting himself in warfare while he delayed fathering a royal successor. His selfishness is proved by his actRead MoreThe Use of Art by Those in Power602 Words   |  2 Pagesa political tool; kings competed for more dazzling adornments for their appearances. As kingdoms began to become bigger the kings started to face communication issues and Darius the Great of Persia was one of them, he ruled over 20 nations from Persepolis. As many people from his nation could not read, Darius then had stone reliefs created that combined styles from all over the empire, these carvings showed each nation bring tributes to their king. These cravings showed a sign of respect and theseRead MoreModern Art : Ancient Art1555 Words   |  7 Pagesthe king who create them against evil and immorality. 1 Comparing this Human- headed Winged Bull sculpture with other Assyrian Lamassu, as indicated on the museum label, has a body of a lion rather a bull. In addition, compared to a Lamassu from Persepolis palace shown in lecture slides, the sculpture looks similar to the Assyrian Lamassu except if we were to look at it from the side the one would see an animal with four legs rather than five, and it does not seem to have a smiling face as depictedRead MoreArchitecture And The Development Of Large Cities1301 Words à ‚  |  6 Pagessculptures pieces. Architecture and the development of large cities, such as Persepolis Palace, is a widely interesting matter. This type of design provides the essential information on who build it, why it was build, for whom and what it signifies to the people; it offers information of the communities thoughts, beliefs and form of living. It was around 520 BCE when Darius I began the construction of the ambitious Persepolis Palace, covering a 125.000 square-meter. The construction of this, locatedRead MoreAncient Persian Society Sample Answers Essay5585 Words   |  23 PagesDarius I is credited with transforming the city into the administrative capital for the Persian kings. It was accessible to Babylon, Ecbatana and the eastern parts of the empire. Identify three Royal Palaces in this period Susa, Pasargadae and Persepolis Who or what was Bel Marduk? Bel Marduk was the principal Babylonian God at the time of the conquest of Babylon by Cyrus the Great. Bel Marduk is honored in Babylon for bringing order to the cosmos, creating humankind and defending all otherRead MoreComparing Ancient India And Persia1420 Words   |  6 Pagescivilization emerged as a tolerant society that embraced diversity. Although the Persians promoted their diverse cultural acceptance through their architecture, they were still able to create magnificent architectural structures, such as the Apadana in Persepolis, that were prominent to their culture and influenced later cultures. The Apadana greatly contributed to the definition of ancient Persian architecture. The construction was ordered by Darius I and completed by his son, Xerxes I, in sixth centuryRead MoreEnvy Of The Gods By John Prevas2404 Words   |  10 Pageschapter begins by describing Persepolis right before it was conquered by Alexander the Great (330 BCE). The city was a relatively new, magnificent capital of the Persian Empire. The city’s original name was Parsa, but the Greeks changed it to Persepolis, which means Persian City. The city was created by the two kings that the Greeks hated the most, Darius I and Xerxes (they were responsible for the burning of Athens in the fifth century. When Alexander took over Persepolis he had already taken overRead MoreAncient Artifacts Of The Great Things That Is Known About Darius1319 Words   |  6 Pagesprovincial revenues, and a garrison commander who was responsible for the troops. Additionally, royal inspectors who were the eyes and ears of Darius completed further checks over each satrap. There were headquarters of imperial administration at Persepolis, Susa, and Babylon while Bactria, Ecbatana, Sardis, Dascylium and Memphis also had branches of imperial administration. Darius chose Aramaic as a common language, which soon spread throughout the empire. However, Darius gathered a group of scholars

Narrative Assignment Free Essays

Unit 2 narrative Assignment Kaplan University Pamela Baker HU 300 – 25 Folk tale, fairy tales, and fables have been used for generations and have been passed down from generation to generation to teach children about morals, what’s right and wrong, cultures and believes. The emotional connection to feelings that children develop from them will help them develop a sense of belonging. Folk tales, fairy tales and fables have changed over time depending on how and where they are told but the outcomes are always the same. We will write a custom essay sample on Narrative Assignment or any similar topic only for you Order Now My favorite fable growing up was Aesop’s the Tortoise and the Hare. This fable was about a hare that thinks he is faster than anyone else. He is always boosting about how he is so fast that no one can beat him. He is always piking on the tortious about how slow he is. One day the tortious is fed up with the hair and his bragging and tells him that he can be beat. The hair laughs and asks by who you? The tortoise agrees to race the hair. They decide to start the race early the next morning. The tortoise started at a slow and steady pace. Since the tortoise is moving at a slow and steady pace. The hare feels that the tortoise is moving so slow he has time to take a nap even before he starts racing. When he awakes he sees that the tortoise is only about a third of the way to the finish line. The hare then decides to get something to eat. He eats and eats until he is full. Now with his belly full and the warm sun shining he starts felling very heavy eyed so he decides to take another nap. This time when he awakes he sees that the tortoise has almost made it to the finish line. The hare jumps up and rushes out of the field. The hare runs and runs as fast as he can towards the finish line. He is running so fast he become so tired. He is too tired and cannot make it across the finish line because he is too tired. The tortoise that has kept going at a slow and steady pace is not tired at all. He is able to crosses the finish line. The moral of this fable is that it is better to pace yourself then to procrastinate and then rush to get it done. You can get more accomplished and accomplished well if you take your time. I also think that another lesson that could be learned is that it is not nice to keep boosting about thing that you are better at than everyone else. It is also not nice to pick o people when they cannot accomplish or perform at the same rate as you. I do think that the morals that could be learned from fairy tales, folk tales and fables could indeed effect the guiding of an individual’s action. If an individual understands the story being told then they will learn and will think twice about their actions. They will also learn that they should keep other individuals feelings into consideration. The narrative or story telling depend on which culture the story is being told. Communication a lesson though story telling parents, caregivers and educators can create an emotional connection to feelings. This is a lot different than just giving a child a list of ruses to follow. Children tend to learn and retain better if it something fun. Rather than give them a set of rules. Families have used folk tales, fairy tales and fables to teach children a lesson or morals for many generations. Though the stories have changed over the years and cultures are not the same the meaning of the story is still remained the same. References : Janaro, R. P. , Altshuler, T. C. (2012). The art of being human: The humanities as a technique for living (Kaplan University 3rd custom ed. ). New York: Pearson Education. How to cite Narrative Assignment, Essays

Karl marx 5 Essay Example For Students

Karl marx 5 Essay Karl MarxThe work of Marx, like that of other philosophers and thinkers in the 19th century, owed a great deal to the social context into which he was born and thus the issues he tackled were often similar to those of concern to his contemporaries. It was Marx who decided to go beyond the academia and theoretical study and produce an active theory or a practical philosophy which could provide a basis for political action. Whilst at University in Berlin, Marx adopted and later modified the philosophy and principles of Hegel, centrally his dialectal mode of logic. Marx, rather than focusing on a dialectic of ideas as did Hegel, was looking to apply this method to the material world. This was a step to import the dialectic from the realm of philosophy into the realm of social science and thus an important step in the history of sociology. Marxs theories were also influenced by other sources such as French socialist thought, particularly the work of Saint-Simon, concerned with social progress as a result of workers leading the country. The political economy of Britain was another as was his friendship with Engels, both of which had an effect on Marxs transformation from a radical democrat to a communist revolutionary. Marxs theory of society originates from the simple observation that humans must produce food and material goods in order to survive. As a result of this they must enter into social relationships with others, and production becomes a social enterprise. Alongside this exists the forces of production, a technical component to manufacturing including the technology, scientific knowledge and raw materials used in the process of production. According to Marx, each stage of development in these forces will necessarily correspond with a certain form of social relationships of production, and the two of these components combine to form the infrastructure or economic base of a society. This infrastructure largely shapes the other elements of society known as the superstructure and for this reason political, educational, legal institutions and belief and value systems are largely determined by economic factors. Marx claimed that all historical societies contained some contradictions which means that they cannot survive indefinitely in their existing mode. These contradictions involve the exploitation of one social group by another. This creates an underlying conflict of interest since one group gains at the expense of another. As mentioned previously, Marx drew upon Hegels dialectic, which can be loosely defined as trying to understand change that occurs through conflict. However, while Hegel saw this conflict as taking place with ideas, Marx saw these ruptures as occurring in material conditions in the form of social revolution. Therefore, according to Marx, the conflicts of interest within society provokes the rising class to overthrow the present system and creat e a new one. This corresponds accurately to the feudal relations of production which acted to repress the capitalism which was developing within feudal society. Capitalism therefore overthrew lord-serf relationships and replaced them with a new set of relations known as the bourgeoisie or dominant class and the proletariat or subordinate class. Marx believed that this pattern will recur and lead to the collapse and replacement of capitalism with communism and despite the fact that this process has not yet taken place, Marxist thought still holds great relevance and plausibility in contemporary society. BibliographyCraib, I(1997)Classic Social TheoryOxford University PressMcLellan, D(1979)The Thought ofMacmillanKarl MarxRitzer, G(1996)Sociological TheoryMcGraw-HillMarsh,I(1996)Making Sense ofLongmanSociety

The Leadership Needs of the Great Tunes Music Company

The Very Old Man With Enormous Wings Essays - Fiction, Angel

The Very Old Man With Enormous Wings Essays - Fiction, Angel The Very Old Man With Enormous Wings Response to essay on The Very Old Man With Enormous Wings What does this piece reveal about people's attitudes towards religion? Why do the townspeople treat the old man in the way that they do? Do they respond differently to the spider girl than to the old man? Is there evidence that he is really an angel? Does that make a difference? Why is the subtitle of the piece A Tale for Children? Why would children be the intended audience for this piece? Is it intended to be educational? If so, in what way? Explain the ending a bit more. What does this piece have to do with life after death as you bring up in your essay? Is an angel the same as a ghost? What is an angel? What purpose are they thought to serve in human life? Does this angel serve that purpose? If not, does he serve any purpose? Does he fail at his objective? Explain. Why is the piece called A Very Old Man With Enormous Wings rather than An Angel? Any suggestions? Do the people exploit him? Explain. Any connection between the old man's arrival and the child's recovery? Is it simply coincidence? How do you respond to the parents' displaying the old man to make money off of him? What does that say about them, about their attitudes towards religion, towards God's work.

MREmpanada Research Paper Example | Topics and Well Written Essays - 1500 words

MREmpanada - Research Paper Example I. Fragmentation and/or Concentration As a player in the United States restaurant industry, Mr. Empanada is a fast casual industry and not a fast food company as most people take it. The U.S restaurant industry is characterized by countless actors. The industry has already entered the mature stage of the industry life cycle, as growth of the industry slows own. The united states restaurant industry is fragmented into various subsets, the most popular being the fast food, full service restaurants and the fast casual segments. In a fast food setting, food is prepared before being ordered while in a casual setting, food is prepared after the customer has ordered it. There are hundreds of fast food and fast casual joints in United States that offer products that are intractably similar in almost all aspects. Panera Bread Company is the renowned leader in the casual food subset while McDonald’s is the overall industry leader operating in the fast food segment. The yearly anticipate d growth for the restaurant industry is 1.9% from 2013 through 2018 (The University of Tampa, 2). The slow growth rate is attributable to reduction in consumer disposable income due to prolonged recession period in United States. Consumers opt to consume home cooked means or consumer lower priced items when eating out. This is hurting the growth in the various fragments of the restaurant industry. United States restaurant industry sales ($ billions) (Source: The University of Tampa, 1) II. Switching costs Switching costs are the negative costs that buyers incur due to changing products, brands or suppliers. Switching costs are mostly evaluated in terms of money value, but they may also be time-based, effort based and psychological switching costs. Switching costs may be associated to learning, finding alternatives, ambiguity costs, contractual costs and transaction costs. Switching costs is a control mechanism that exists in most markets (Sundelin, para 1). In the case of Mr. Empana da, there are little or no switching costs as substitutes are readily available. Providers of casual foods are such as the chipotle Mexican grill, Panera bread, Skyline Chili, Donatos Pizza, Freebirds among others, which are easy to locate. Customers who wish to change from Mr. Empanada products and consumer rival products do not incur significant costs. For illustration, learning and compatibility cost is almost zero since the Mr. Empanada and its rival’s products are undifferentiated. Therefore, customers do not have to look and learn new information with regard to rival products. As such, consumers easily change from one Mr. Empanada products to its rivals due to insignificant switching costs or no cost at all. III. Buyer inclination to substitute In the United States restaurant industry, competition is so rife and fierce. As stated earlier, most of the industry’s products are undifferentiated. Customers hardly notice the difference between competitors’ produ cts and this extremely heightens buyers’ inclination to substitute (Porter, 28). In regard to Mr. Empanada, buyer inclination to substitutes is indispensably high. The reason is that Mr. Empanada is not known to many people outside its headquarters in Tampa, Florida. In addition to limited popularity, Mr. Empanada offers few types of salads, beverages, sandwiches that

A Critique on the Kyoto Protocols Research Paper

A Critique on the Kyoto Protocols - Research Paper Example In the discourse, global warming was specifically defined as â€Å"climate change that causes an increase in the average temperature of the lower atmosphere.   Global warming can have many different causes, but it is most commonly associated with human interference, specifically the release of excessive amounts of greenhouse gases† (ibid.). With the alarming levels of greenhouse gases continuing to increase at an unprecedented pace, scientists all over the world drastically made efforts to inform the international organizations in charge of environmental protection. An international treaty, the United Nations Framework Convention on Climate Change (UNFCCC) deemed it of primary importance to address global warming issues through its governance and with the assistance of another international agreement, the Kyoto Protocol. According to the official website of UNFCCC, the Kyoto Protocol â€Å"sets binding targets for 37 industrialized countries and the European community for reducing greenhouse gas (GHG) emissions. These amount to an average of five percent against 1990 levels over the five-year period 2008-2012† (UNFCCC, 2010, par. 1). In this regard, the essay aims to proffer one’s personal opinion as to  what world leaders and the Intergovernmental Panel on Climate Change (IPCC) should agree on. Likewise, the essay seeks to address the following concerns, to wit: (1) is there a solution that they should commit to? If so, what is it? If not, then what should they do? (2) Why haven't the Kyoto Protocols worked? What has not worked and why? What has worked and why? (3) What should be the role of the US? And (4) what should be the role of China?   Diverse articles and publications on UNFCCC and Kyoto Protocol reveal that their primary thrust is â€Å"to stabilize greenhouse gas concentrations in the atmosphere at a level that will  prevent dangerous human interference with the climate system.  

Visual culture of cosmetics Essay Example | Topics and Well Written Essays - 1000 words

Visual culture of cosmetics - Essay Example In life,a woman is both a generation of red roses which passes its genetics properly to the following off-springs and the rose in the hair of a baby child when attending another womans wedding:a symbol of the cycle of life(a child comes from love,grows in love and embarks on the ship of love to the next home that it will nourish in the following family.)this is the cycle of womanhood in life as properly as possible the more the woman is more intellectual and thoughtful and caring and loving and unbalanced in her life. Women are schools of thoughts,the better they are raised,the better the off-springs of following generations there are. Photo one is about intellect:the woman in her early years of understanding life through reading and becoming the next Jane Austen of her age and what she admires most in life is loving intellect and for women to be empowered to be the most well bred beings which are the pride of the fathers and families instead of the pride in men because of gender preferentials. Photo two is about family:when a woman is intellectual there is a greater chance of her becoming a better mother for the family. The best civilization that could portray women is the Ancient Egyptian. This civilization shows women to be the reason why such civilization flourished:because women knew where to stand in society and raised men who lead an empire to its eternity. Photo three is about maternal love:with a well nourished and fearless child surrounded by motherly love he or she could rise in life and be a soaring eagle when in the upper parts of the atmosphere and still breathe the fresh air and not choke or suffocate of any kind of fumes as it will be able to flourish and nurture its ambitions under all conditions having the base of such ambition strong and well bred through the main source of it:the mother. Photo four is about the future in the eyes of the child:the mother works for the child and is best seen as someone who loves to be

Stability and Control of Nonlinear Systems

Stability and Control of Nonlinear Systems The following system was provided to study about passivity, asymptotic stability, and input to state stability properties at conditions. The given system of differential equation for analysis is given below Also, The state space representation of the system is as follows. Let, Similarly Hence Based on the system equation is given by Similarly, based on the state space representation The state of system , where n=4, where m=2 and where p=2. Hence p=m.   A dissipative system with respect to supply rate is said to be passive, if The Lyapunov function for the system is given as Hence with respect to definition of state variables, it can be rewritten as Hence, Also, based on the definition of S, For the given system , hence the lossless system, is passive from u to y. The PD feedback controller of the system with and is represented as Hence the state space representation of the system, is given by The modified Lyapunov function with potential energy is given by It can be observed that V(x) is differentiable (V: R4 → R and a C1 function). Based on the equation of V(x) it can be observed that, The term and all other terms are quadratic in nature.   Hence where Hence V(x) is positive definite. Let V(x) is bounded by V(x)≠¤M, where M à Ã‚ µ R, then it implies that ⇒ ⇒ and ⇒ ⇒ and ⇒ ⇒ and ⇒ ⇒ and ⇒ ⇒ Hence V(x) is radially unbounded. The derivative of V(x) can be obtained as follows Upon substitution and solving the equations, At It can be observed that Based on the above equation, it can be observed that It can be observed that , has only quadratic terms with a negative sign prefixed hence where Hence is negative definite. The equilibrium point of the system at is given by Hence origin is the only equilibrium point of the system. Based on the above observations, it can be concluded that the system is globally asymptotically stable at the origin. The given systems were simulated for different values of   and , modified one at a time with other disturbance set to zero and the initial condition set at origin. The following observations can be found from subplots of and Hence the disturbance in both the coordinates of the system are additive in nature. It can be observed that, whenever initial state of the system set to origin and disturbance is induced in one of the coordinate ( or ), the other coordinate of the system is not disturbed. Figure 1 State of System with disturbance at origin with rd=0 Figure 2 State of System with disturbance at origin with thd=0 The Figure 3 indicates the state of the system, when is modified from -5 to 5 with , with the initial condition as x = {7,3,5,1}.   The settling time of the system varies with the magnitude of disturbance and the initial condition.   Also, it can be observed from the plot of that the system settles to a point which is offset from the origin (equilibrium) by the value of disturbance.   Also, the settling time of the system is more for d=-c, when compared to d=c. Also, disturbance in one of the coordinate (), has its effect in another coordinate. Figure 3 State of System with rd=0 at x = [7,3,5,1] The observations of disturbance induced in when , is applicable for the disturbance induced in with    Also, it can be observed from Figure 4 that the settling time of the system is higher when a disturbance is induced in r-coordinate, when compared to -coordinate. Figure 4 State of System with thd = 0 at x = [7,3,5,1] The effect of having both and was observed by simulating the system response for and . Also, it can be observed that settling time of the system is similar to disturbance induced only in the r-coordinate. Figure 5 State of System with thd = -5, rd=5 at x = [7,3,5,1] In all the above plots, it can be observed from the subplot of that the settling point of state as t→, and , indicating that the state of the system tracks the input in the respective coordinate. It can also be observed from the previous plots for d=0, system exhibits the property of global asymptotic stability to the origin (equilibrium point).   Also, , the state implies the Bounded Input Bounded State property of the system. The input to state stability of the closed loop system with respect to and for the system was validated by adding a destabilizing feedback with and . The function k(x) of the disturbance is selected, such that the power transferred to the system is maximized, which can be performed when   . From the above equation, it can be observed that the power transferred to the system can be maximized by choosing same sign of with c≠¥0.   The nature of system response for different range of c is listed in the Table 1 below. Table 1 System Response for Variation in c at initial condition of [7,3,5,1]] Value of c Observation c ≠¤ 1.99 The energy of the system decreases initially, indicated by the plot of Lyapunov function shown in Figure 6 and the same result can be observed on the plot of r and ÃŽ ¸, where the magnitude decreases initially and oscillates with the bounded magnitude, for the bounded input indicated in plot of theta-d. c>1.99 For c=5, the energy of the system increases, indicated by the plot of Lyapunov function shown in Figure 7 and the plot of r and ÃŽ ¸ indicates that the magnitude continues to increases resulting in unbounded state for the bounded input indicated in plot of theta-d.   Also, it can be observed that the rate of increase in energy of the system, decreases with time. Figure 6 State of System at c=1.75 The system is not Input to state stable (ISS) for c>1.99 and Figure 7 indicates a system which is not ISS for c=5.   The value of transition from bounded state to unbounded state was observed at c=1.93 for an initial point of [1,2,1,2].   Based on the above observation, the transition value of c is dependent of initial condition (energy) of the system. Figure 7 State of System at c=5 The PD control used in the r-coordinate is modified as The simulations were carried out, to identify the properties of ISS satisfied by the system, with respect to and as inputs.   All the simulations were carried out with respect to the initial condition x0 = (7,3,5,1) Condition 1: The system is evaluated with zero disturbance and , the result is indicated in Figure 8. Figure 8 System with Zero Disturbance For the no disturbance conditions, it can be observed that the system is asymptotically stable about the origin (equilibrium), indicating the Global asymptotic stability of the system about the origin.   Also from the plot of Lyapunov function, it can be observed that the energy of the system settles down to zero. Condition 2: The destabilizing feedback input used in question 5 for the system was fed to the system and it its response is indicated in figure Figure 9 State of System at c=5 with modified PD Control The following observations can be made with respect to figure For an input , the state , indicating bounded input bounded state property of the system. It can be observed that, though the energy of the system increases initially, but upper bounded over a period.   The energy and the state of the system gets bounded over period of simulation.   Hence for the bounded input, state of the system is bounded. Also, the system exhibits property of asymptotic gain, since the state of the system is upper bounded by disturbance with gain of the system. Also, it was observed that though the system is ISS for the c=5, as the value of c increases energy of the system increases (example for c=10, v(x) is upper bounded to 10,000).   Hence modifying the PD control, makes the system ISS for a larger range of disturbances, when compared to earlier control. Condition 3: The system was fed with the input Figure 10 State of system rd=0 and theta d=5*exp(t) It can be observed from the plot that d(t)→ 0 as , also aysmptotically.   Hence the system indicates the property of converging input, converging state. The response of the system was evaluated with different possible inputs for , such as , the state of the system x1, x3 was chosen based on observations made in earlier simulations (q5) where predominantly these states grew out of bound Similarly, the above input conditions were simulated with =0 and defined as one of the input, few combinations of the above input disturbances and few possible system interconnections such as positive feedback interconnection, negative feedback interconnection, series interconnection. System response for various types of disturbance Constant Disturbance The disturbance of the system is set to constant values, as indicated in Figure 5 Figure 11 State of system at theta d=-5 rd=5 It can be observed from the plot of Figure 11 and Figure 5 that the settling time of system in r-coordinate has reduced almost by half, when compared to previous control. Positive Feedback Interconnection The disturbance input condition is mentioned below and the system response is shown in Figure 12 Figure 12 System Response for Positive Feedback Interconnection The state of the system indicates the converging nature, also it can be observed that after the transient period system follows the input. Series Interconnection The system is connected in series, with the following disturbance input configuration for each of the subsystem and the plot for the same is shown in Figure 13. Figure 13 System Response for Series Interconnection It can be observed that the behavior of the system is similar with respect to condition 2, but the energy of the system settles down at a higher level when compared to the similar condition with System with different disturbances acting simultaneously The type of disturbance added to the system is given below and the response of the system is shown in figure Figure 14 System response of simultaneous time varying disturbance It can be observed that the system exhibit the property of bounded input bounded state, even if the disturbance is of time varying. In all the above simulation conditions, it was observed that the system exhibits bounded state nature for a wider range of inputs with higher magnitude, when compared to the PD control implemented earlier.   This phenomenon can be attributed to the cubic terms with the negative sign, as it can reduce the rate at which energy of the system increases, before it goes out of bound. APPENDIX Code Used for Generation of Plots Contents Q4 Constant Value of Theta-d and r-d Q5 for ISS Q6 for ISS with new u2 Q4 Constant Value of Theta-d and r-d clc clear all close all global x1d; global x3d; ts=500;   %Duration for solving ip=[7,3,5,1]; options=odeset(AbsTol,1e-7,RelTol,1e-5); thd=[-5]; rd=[5]; for i=1:size(thd,2)   Ã‚  Ã‚   for j=1:size(rd,2)%-29:30:31   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x1d=thd(i);  Ã‚   %x1d is Theta-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x3d=rd(j);  Ã‚   %x3d is r-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [t,x]=ode23(@deeqn,[0 ts],ip,options);   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   figure(1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,1))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,2))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,3)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,3))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,4)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,4))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚   end end Q5 for ISS clc close all global x1d; global x3d; ts=10000;   %Duration for solving ip=[7,3,5,1]; options=odeset(AbsTol,1e-7,RelTol,1e-5); x1=ip;    global c;    cval=[1.92]   %1.993 is transition point    for i=1:size(cval,2)    c=cval(i);   %4.0125   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x1d=0;  Ã‚   %x1d is Theta-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x3d=0;  Ã‚   %x3d is r-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [t,x]=ode23(@deeqnvx,[0 ts],ip,options);   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   figure(2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,1))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,2))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,4)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,3))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,5)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,4))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,3)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   thdin=c.*sign(x(:,2));   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,thdin)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of theta-d)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,6)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   vxfn=(1/2).*(((x(:,3).^2)+1).*(x(:,2).^2)+(x(:,4).^2)+(x(:,1).^2)+(x(:,3).^2));   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,vxfn)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot Lyapunov Function)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(v(x))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor    end Q6 for ISS with new u2 clc close all global x1d; global x3d; ts=100;   %Duration for solving ip=[7,3,5,1]; options=odeset(AbsTol,1e-7,RelTol,1e-5); x1=ip;    global c;    cval=[5]   %1.993 is transition point    for i=1:size(cval,2)    c=cval(i);   %4.0125   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x1d=0;  Ã‚   %x1d is Theta-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x3d=0;  Ã‚   %x3d is r-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [t,x]=ode23(@deeqnr,[0 ts],ip,options);   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   figure(3)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,1))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,2))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,4)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,3))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r) Function for constant disturbance function dx = deeqn(t,x) % Function for system model %  Ã‚   Argument function for ODE Solver global x1d; global x3d; dx=[x(2); (-2*x(3)*x(4)*x(2)-x(2)-x(1)+x1d)/((x(3).^2)+1);x(4);x(3)*(x(2).^2)-x(4)-x(3)+x3d]; end System with Destabilizing Feedback function dx = deeqnvx(t,x) % Function for system model %  Ã‚   Argument function for ODE Solver global x1d; global x3d; global c; x1d=c.*sign((+1).*x(2));; dx=[x(2); (-2*x(3)*x(4)*x(2)-x(2)-x(1)+x1d)/((x(3).^2)+1); x(4); x(3)*(x(2).^2)-x(4)-x(3)+x3d]; end Function with new u2 and old u1 function dx = deeqnr(t,x) % Function for system model %  Ã‚   Argument function for ODE Solver global x1d; global x3d; global c; x1d=x(4);%c.*sign((+1).*x(2));; x3d=x(2); dx=[x(2); (-2*x(3)*x(4)*x(2)-x(2)-x(1)+x1d)/((x(3).^2)+1);x(4);x(3)*(x(2).^2)-x(4)-x(3)+x3d-(x(3).^3)+(x3d.^3)]; end Published with MATLAB ® R2016b

The Self-confidence of Jane in Charlotte Brontes Jane Eyre Essay

In the Webster's online dictionary, self-confidence is defined as confidence in oneself and in one's powers and abilities. A famous quote by Jim Loehr says, "With confidence, you can reach truly amazing heights; Without confidence, even the simplest accomplishments are beyond your grasp." Confidence in yourself does not come without effort. One must believe in themselves, and not let someone change their beliefs. In the novel Jane Eyre by Charlotte Bronte, Jane shows self-confidence throughout the novel, by possessing a sense of self-worth, dignity, and a trust in God. At the beginning of the novel while Jane is living under her aunt, Mrs. Reed, she is treated disrespectfully and cruelly. She accuses Jane of being deceitful and a troublesome girl in front of Mr. Brocklehurst, the master of Lowood School. Jane is so hurt by this accusation that she cannot stop herself from defending her well being, and she stands up to her aunt. She knows she is being treated disrespectful and has much more self-worth than ...

Peer Evaluation

BARS Instructions For Evaluator: ? Circle a score of 1 through 5 in each category based on the team member’s performance below. ? Average the scores provided by your team members by adding them together and dividing by 4 and place it in the space below. Evaluator’s Total: 20 Final Grade for BARS: __ Evaluation Ratings Scale Please indicate your views on each individual member by scoring them on the scale provided. We understand that some of the descriptions of the member may coincide with one another; but, from the descriptions listed below, we will put best possible number that best fits the efforts of the member.Contributing To Team Success: Actively participating as a member of a team to move the team toward the completion of goals. 1 = No Effort Given No effort was put into helping the team at all, let others volunteer their time and efforts No effort or ideas given Puts down other members ideas 2 = A Little More Than Nothing Completed one assignment give Gave just enough effort to slide by Gave 1 idea, while shutting down others ideas 3 = Needs Help †¢ Tasks assigned though some completed were usually left for other members to ick up †¢ Ignores team and organizational goals expected of them such as: completing tasks, researching, giving the ideas, and so forth. †¢ Does not give input in meetings; avoids sharing thoughts/input. Says just enough to get in and out as soon as possible. 4 = Meets Expectations Completes fair share of responsibilities by doing just the required amount of work instead of going above and beyond to help others and their tasks. Helps others perform tasks and reach goals only if it doesn’t inconvenience them.Subordinates own personal goals for the good of the team. 5 = High Performing Always comes ready with ideas and the initiative to get the job done for the group. Helps other achieve without expectation of recognition and does the work at hand without waiting on others to ask for help. Assists fe llow team members and takes on added responsibility without being asked. Communication: Clearly conveying and receiving information and ideas through a variety of outlets to group members. 1 = No Effort GivenDid not come prepared for discussions, never gave ideas, just sat there and gave no effort No participation in class was reached, whether in sending in question or answering them for the class assignments Did not inform members of their absence or being late to class 2 = A Little More Than Nothing Responded to at least 2 to 3 emails, text, or other forms of communication but was always late Gave at least 2 ideas during the entire course’s group meetings and gave at least two discussions points for projects Informed only one member of their absence or tardiness at least once. 3 = Needs ImprovementResponded to at least half of all emails, text, or other forms of communication but was usually late Gave 3 ideas during the entire course’s group meetings and at gave at l east 4 discussion points for projects. Informed all members of their absence or tardiness at least once 4 = Meets Expectations Responded to a majority of the emails, text, or other forms of communication in a descent time manner. Effort was put forth in communicating ideas for group meetings, gave at least 4 ideas during the entire course’s group meetings, and gave at least 4 discussions points for projects.Informed all members of their absence and tardiness 5 = High Performing Responded to every email, text, or other form of communication on time. Came prepared for every group discussion, gave others their chance to speak, gave at least 6 ideas during the entire course’s group meetings, and gave at least 6 discussion points as well. Informed all members of their absence and tardiness. Initiating Action: Taking prompt action to accomplish team assignments; taking action to achieve goals beyond what is required; being proactive. 1 = No Effort GivenNo action or effort in achieving a goal as a group was met. Always waited for others to step up and volunteer for work. If a project was given to them another member had to come behind and clean up their work or do the work 2 = A Little More Than Nothing Accomplished one task given to them Waits for others to tell he or she what to do All work given was appeared to be done right before class with minimal effort in citing, grammar, spelling, and so forth. 3 = Needs Improvement Does not take appropriate action to accomplish tasks.Completes 7 out of 10 assignments. Is not proactive; but reactive; avoids work. Fails to follow through on projects/processes. Always waits for others to review his or her work. 4 = Meets Expectations Takes appropriate action to accomplish tasks. Completes 9 out of 10 assignments Takes action when appropriate; does not wait for others to take action. This member is more of a pusher for the group instead of one that has to be pulled. Always completes projects in a timely manner to complete objectives and achieve goals for the team 5 = High PerformingAction is taken to achieve goals ahead of schedule; anxious to complete high-quality, professional work in a timely manner. Anticipates setting new goals as experience and knowledge increases. Encourages others to do their part in performing and helping the group achieve their goal of getting an A. Managing Work: Effectively managing one’s time and resources to ensure that work is completed efficiently; makes timely notice of not being in class/meeting or tardiness. 1 = No Effort Given Work was never turned in Never completed his or her own work but left it for other to do Without other group members they would be lost. = A Little More than Nothing Work came in late every time, that is if it made it Would complete half of the work given to him or her but another member would have to come behind their work and clean it up or redo the work for it to be expectable. Highly dependable on others. 3 = Needs Improv ement Work is not completed in a timely manner or completed Completed all the work given to them but other members had to help polish the work before it could be turned Depended on others after their share of work was completed in order to reach a polished project = Meets Expectations †¢ Work completed in a timely manner †¢ Completed all work given on time and without the need of others help †¢ Only depended on other members when other members were required to help complete the project. 5 = High Performing Work is always completed on time or ahead of schedule and needs no help from others, unless required Encourages others to do their part in performing and helping the group achieve their goal of getting an A.Only depended on other member when other members were required to help complete the project We understand the course credit is earned at each meeting. Meetings and preparation may be changed with majority agreement – if the change is possible for all parti es. Report changes to the instructor. Signed and Dated Team Members 1. _______________________________________ 2. _________________________________________ 3. ________________________________________ 4. __________________________________________

Free Essays on Society Acceptance

Society acceptance J. D. Salinger’s The Catcher in the Rye focuses on societies acceptance. Holden Caufield attends Pencey, a prestigious school with very high expectations. At Pencey, Holden is excluded by classmates, and frowned upon by the faculty. He sometimes separates himself from his peer group by not becoming involved in school activities. Although Holden participates on the fencing team as the equipment manager, he makes a point to not fit in by losing the equipment. Holden shows that he does not fit in, and does not want to. At the very beginning of the story Holden is expelled from Pencey for not meeting their academic expectations. As he reflects on his final day at Pencey, he says â€Å"They kicked me out... I was flunking four subjects and was not applying myself at all. They gave me frequent warnings to start applying myself but I didn’t do it.† (4) New York City is where Holden ends up after Pencey. Even in New York, Holden feels singled out and ostracized. In a hotel he was staying at, he ran into a pimp who offered him a prostitute for five dollars. Holden accepts, but the next morning the pimp confronts him and tells him he did not pay enough. After a scuffle, in which Holden is injured he leaves the hotel. He feels as if he cannot go to another hotel for fear the same thing will happen. He says â€Å"I had no place to go. It as only Sunday and I couldn’t go home till Wednesday-or Tuesday at the soonest. And I certainly didn’t feel like going to another hotel and getting my brains beat out† (106-107) This shows how very vulnerable Holden is. He does not want to go back home, because he does not belong there at the moment, so he stays in New York. Holden needs the support of the world around him. He came from a generation that could not find their identity, and a society that left people with so little choice that they became bitter and angry much like Holden. Holden’s lack of guidance by hi... Free Essays on Society Acceptance Free Essays on Society Acceptance Society acceptance J. D. Salinger’s The Catcher in the Rye focuses on societies acceptance. Holden Caufield attends Pencey, a prestigious school with very high expectations. At Pencey, Holden is excluded by classmates, and frowned upon by the faculty. He sometimes separates himself from his peer group by not becoming involved in school activities. Although Holden participates on the fencing team as the equipment manager, he makes a point to not fit in by losing the equipment. Holden shows that he does not fit in, and does not want to. At the very beginning of the story Holden is expelled from Pencey for not meeting their academic expectations. As he reflects on his final day at Pencey, he says â€Å"They kicked me out... I was flunking four subjects and was not applying myself at all. They gave me frequent warnings to start applying myself but I didn’t do it.† (4) New York City is where Holden ends up after Pencey. Even in New York, Holden feels singled out and ostracized. In a hotel he was staying at, he ran into a pimp who offered him a prostitute for five dollars. Holden accepts, but the next morning the pimp confronts him and tells him he did not pay enough. After a scuffle, in which Holden is injured he leaves the hotel. He feels as if he cannot go to another hotel for fear the same thing will happen. He says â€Å"I had no place to go. It as only Sunday and I couldn’t go home till Wednesday-or Tuesday at the soonest. And I certainly didn’t feel like going to another hotel and getting my brains beat out† (106-107) This shows how very vulnerable Holden is. He does not want to go back home, because he does not belong there at the moment, so he stays in New York. Holden needs the support of the world around him. He came from a generation that could not find their identity, and a society that left people with so little choice that they became bitter and angry much like Holden. Holden’s lack of guidance by hi...

Free Essays on Through The Eyes Of A Child

Through the Eyes of a Child One would think that it is impossible to read this story without being ashamed of White America especially in the third paragraph page 746. â€Å"Of my ancestry I know almost nothing.† Booker T. Washington was a man of such extensive good will and generous spirit, that he could write about his mother being purchased like a barnyard animal and, on the other hand, could forgive the purchaser as one of slavery's victims too. Up From Slavery tells his story and provides his vision of America's racial future without express hate, in a childlike manner. Through the eyes of a child, Washington depicts how unfortunate he was as an adolescent yet grew to become one of the nation's leading educators and the recognized spokesman for his race at the turn of the Century. â€Å"I had no schooling whatever while I was a slave, though I remember on several occasions I went as far as the schoolhouse door with one of my young mistresses to carry her books. The picture of several dozen boys and girls in a schoolroom engaged in study made a deep impression upon me, and I had the feeling that to get into a schoolhouse and study in this way would be about the same as getting into paradise.†(pp.748) Washington had a brilliant observation. Education was in fact a major issue to which would help people like himself reach freedom. Small things like family gatherings and the clothes for him to wear was something else Washington brought up in his story. Things that we know take for granted was a dream to him. The clothes he was allowed to wear were not fit for anyone to bear. â€Å"It is almost equal to the feeling that one would experience if he had a dozen or more chestnut burrs, or a hundred small pin-points, in contact with his flesh.† (pp.750) This story of dreadful conditions is truly disturbing and should serve to silence those who pretend that slavery was a benevolent system. But even after recounting these hardships Washingto... Free Essays on Through The Eyes Of A Child Free Essays on Through The Eyes Of A Child Through the Eyes of a Child One would think that it is impossible to read this story without being ashamed of White America especially in the third paragraph page 746. â€Å"Of my ancestry I know almost nothing.† Booker T. Washington was a man of such extensive good will and generous spirit, that he could write about his mother being purchased like a barnyard animal and, on the other hand, could forgive the purchaser as one of slavery's victims too. Up From Slavery tells his story and provides his vision of America's racial future without express hate, in a childlike manner. Through the eyes of a child, Washington depicts how unfortunate he was as an adolescent yet grew to become one of the nation's leading educators and the recognized spokesman for his race at the turn of the Century. â€Å"I had no schooling whatever while I was a slave, though I remember on several occasions I went as far as the schoolhouse door with one of my young mistresses to carry her books. The picture of several dozen boys and girls in a schoolroom engaged in study made a deep impression upon me, and I had the feeling that to get into a schoolhouse and study in this way would be about the same as getting into paradise.†(pp.748) Washington had a brilliant observation. Education was in fact a major issue to which would help people like himself reach freedom. Small things like family gatherings and the clothes for him to wear was something else Washington brought up in his story. Things that we know take for granted was a dream to him. The clothes he was allowed to wear were not fit for anyone to bear. â€Å"It is almost equal to the feeling that one would experience if he had a dozen or more chestnut burrs, or a hundred small pin-points, in contact with his flesh.† (pp.750) This story of dreadful conditions is truly disturbing and should serve to silence those who pretend that slavery was a benevolent system. But even after recounting these hardships Washingto...

Meanings of Intelligence and Adaptive Behavior Essay

Meanings of Intelligence and Adaptive Behavior - Essay Example Shapiro, E. S. (2011) pointed out that, in assessing the students, the teacher requires combining, intelligence and adaptive behavior that causes them fall behind in their school achievement. This cannot be caused by a sensory impairment, a specific learning disability or a behavioral disorder and the onset must be prior to being school aged. For those with milder cognitive impairment, this would look like a broad form of a learning disability that is not specific to any one area. Those with specific learning disabilities and many with autism will have performance valleys and spikes, where they may be proficient in one area while being very weak in another. Cognitive impairment cuts across all learning, which is intelligence and adaptive behavior together, are important. Shapiro, E. S. (2011) asked a question on how one would assess a student with a cognitive disability fairly and accurately. The answer to that is that it will take more than one tool to do it and over some span of time. It will not be easy or cheap. First, you can use standardized intelligence tests provided they do not floor out. You can also use adaptive behavior assessments and questionnaires. The questionnaires should be given to parents as well as teachers. Next, do some real-time observations of the student in the actual environment. Then look at actual work products and compare them with same-aged peers. All of these last measures should be done in several settings and across time in order to assess the rate of progress. Assessment should always inform instruction, but in practice most of what passes as â€Å"accountability† and â€Å"performance† nowadays does not (Shaw, 2008). Shapiro, E. S. (2011) added that, eligibility for special education services requires two findings: first, the student must meet the criteria for at least one of the thirteen disabilities recognized in the federal Individuals with Disabilities Education Act (IDEA) or the counterparts thereof in state law, 1, 2. Second, special education and/or related services must be required for the student to receive an appropriate education 2, 3. It is true that some students are eligible for

Reflection of Stock Market Project Essay Example | Topics and Well Written Essays - 250 words

Reflection of Stock Market Project - Essay Example Mostly in the stock market, human psychology gets reflected by either greed or fear. During the period when the share prices of the MSFT was considerably decreasing, fear lead me to sell the shares immediately the prices reached the original price. The Cognizant Technology Solutions Corp shares prices decreased, but for the past four days the prices have exceed the $47 price margin I had anticipated selling the shares. Greed to profit from the increasing prices led more people to buy these shares by the close of the stock market on 10th December 2014(Graham 189-98). I sold least Apple Inc. shares because the company intends to launch its new iPhone models in 2015. The entry of the new iPhones will increase the earnings of the company considerably, and the shares will as well increase. Therefore, in anticipation of the increase, I will keep the shares and sell them when the new iPhones premiers in the market. From the experience in the stock market, I learned to rely mostly on the more scientific and economic factors. Human psychology slightly affects the stock as compared to the scientifically and economically conscious factors (Graham

God's Omniscience and Human Free Will - Contradiction Essay

God's Omniscience and Human Free Will - Contradiction - Essay Example Most of the solutions or arguments are aimed at working around the problem rather than resolving it. I believe that there is no way to solve this conflict without denying either God’s omniscience or the existence of free will. In this essay I argue and attempt to prove that God’s omniscience and human free will are not compatible with each other. Omniscience in the simplest form is defined as the knowledge of everything, infinite or complete knowledge. That is, an omniscient God knows and has knowledge of everything, including what is going to happen in the future1. Human free will on the other hand is defined as the ability, power or force of a person to choose what or what not to do. In a more religious sense it is the ability or power to choose or turn away from good or evil2. Hence, definition of omniscient God implies an all knowing God meaning that God knows what is going to happen in the future. If God already knows what we are going to do in the future, it means that our actions are already predetermined and we have no control over the actions that we are going to take in the future. ... God is omniscient or humans have free will, both cannot be possible. Now let’s consider some of the solutions offered to solve the above conflict and see if it actually attempts to prove the compatibility of the two ideas or not. One of the major arguments made by those supporting omniscient God and human free will is that God’s foreknowledge in no way restricts human free will. That is, foreknowledge does not imply causality. Following analogy is used to support the claim: Sun rises tomorrow and knowing this does not cause the sun to rise. Knowing ahead of time does not restrict or cause an event to occur. Similarly, God’s foreknowledge of what we are going to do does not affect our free will to choose what we are going to do. It just means that God happens to know ahead of time what we are going to choose freely. God does not affect our freedom to choose but he simply knows ahead of time that what we are going to choose3. For this argument to work the concept o f time as we know it must be discarded. God is not restricted by the concept of time as we do. To God past, present and future exists at once, i.e, God exists outside of time. The above argument does not make logical sense and can be termed invalid. Let’s assume that humans have free will and are free to choose what they want to do. If an option A is chosen then by the earlier argument God would have known that option A would be chosen ahead of time. If instead of option A, due to free will, option B is chosen then the argument would be that this is what would have been known4. So either way the conclusion that can be drawn is that the future is determined. Irrespective of causing the event to occur or not, the future remains determined in the analogy used. Knowing that the sun

Global sourcing Essay Example for Free

Global sourcing Essay 1) What is global sourcing? Global sourcing is defined as the process of identifying, developing, and utilizing the source of supply for the enterprise through expanding purchasing activities internationally. It is a part of post reengineering activities which is an useful measure of cutting cost. Global sourcing is a typical example of foreign construction outsourcing firms which process construction by distributing each process of construction work to vendors instead of running on its own. Such construction method not only does reduce costs in terms of managing construction sites such as labor cost and equipment cost including vehicles, but also is being adopted by various companies for value-adding construction management (CM) project. For instance, global sourcing was utilized when building Daewoo Business Center at Warszawa, Poland, on March, 1997. The process of erecting the center was alloted to vendors; construction was executed by VOICE(England), design through RTKL(U.S.), facility management was duty of Dongwoo which is a department of Daewoo Group, hotel management by Hilton hotel(U.S.). 2) Global sourcing factors Global sourcing factors that must be understood and balanced can be segmented into 5 categories. First factor is material cost. The bottom line of execution of global sourcing is reduce cost by minimizing material cost. Another category is transportation cost. Various costs including inventory delivery cost can be dwindled through global sourcing. Moreover, significant amount of transportation expense can be reduced when marketing products at outsourcing regions. Cross-border taxes, tariffs, and duty costs are third factor which form global sourcing. Instead of relying on domestic production but rather outsource each process internationally, costs can be reduce by avoiding trade barriers which include cross-border tax, tariff and duty cost. Next factor is supply and operational performance. With effective resource management and cheap labor cost, supply and operational performance can be efficiently managed which enables global sourcing companies to manufacture high quality-low price merchandises. The last category of global sourcing is supply and operational risks. Cultural and geographical disparities can yield additional costs such as labor cost and transportation cost. If not managed thoroughly, they can militate as huge risks in terms of conducting sourcing. 3) Advantages of global sourcing There are three major merits of performing global sourcing; gumption to changes, reduction of cost, and trade barriers avoidance. To begin with, global sourcing allows a firm to develop capacity to cope with changes in market condition. Importing numerous raw materials and resources economically and steadily can be done through global sourcing. With such abundant resources, a firm can flexibly adopt to environmental alterations when confronting unexpected economic crisis. Secondly, average 20% of cost saving is possible. Components of products or raw materials procured from abroad is advantageous in terms of price. Furthermore, many countries such as American and Europe are sourcing materials to cut cost in terms of distribution industries. As a result, China has become the hub of production base for global sourcing. Even in case of Korea, sourcing products from China are 30%~40% cheaper than Korean domestic goods. In particular, simple functional merchandizes whose design and quality are relatively less considered are largely influenced by global sourcing. Consequently, over 70% of commodities and clothes are imported from China. Last merit of global sourcing is evasion of trade barriers. In case of global sourced goods, the price is lower, leading to economical purchase, by avoiding trade barriers such tariffs and cross-border taxes. On top of that, firms are able to acquire restricted raw materials and resource. Thus, unique and competitive products can be created. 2. Case-Study (LiFung) 1) Introduction LiFung is a professional trading company which specializes in global sourcing and was founded in 1906. It functioned as a broker between Asian manufacturers and foreign traders and expanded as a trading company later on. Today, LiFung acts as a professional sourcing and distribution firm focusing on toys and textile. Becoming an intermediary, it reconstructed the business by forming it as a connection and manager of diverse supply chains. LiFung is the representative of smokeless factory without owning any equipment and factories regarding production process from raw material to final goods and distribution of final products. 2) Business area / Present condition LiFung won the rewards in Fabulous 50 selectied by Forbes Asia, 50 for 2012 from Morgan Stanley, and The most influential companies 25 from Business week. The sales of LiFung in 2007 was 92.4 billion in Hong Kong dollars, approximately 36% increase in sales compared to that of 2006. Net income reached 30 billion dollars(2007) and LiFung Co. Ltd. succeed in gaining 19.8% increase in sales (110.7 billion Hongkong dollars)than that of previous year. After 1998, foreign companies such as The Limited, Gymboree, American Eagle, Warner Brothers, Abercrombie Fitch, Bed, Bath Beyond, Tesco, Avon Products, Levi-Strauss, Reebok have become major customers of LiFung, and Royal Ahold, Guess Jeans, Bebe also joined as major customers of LiFung in 2000. As a result, LiFung currently has 68 offices in the 38 countries, and shareholders numbers 17,900. In addition, it consists of 107,000 employees engaged in the business associated with LiFung, especially 40,000 related businesses only in the United States. Thus, it can be said that LiFung has entered plateau stage as a company settling new form of SCM rather than just being a simple trading firm. 3) Platform / Operation System LiFung is one of the enterprises which effectively employ platform strategy. In terms of strategy, LiFung adequately balances SRM and CRM strategy to manage producers and customers. LiFung distributes textile component orders to vendors as soon as receiving orders from textile industries. It makes most of 15,000 subcontractors which are located around the globe. When producing a jacket, for example, LiFung procures materials from diverse vendors; outshell is from Korea, Zipper from Japan, lining is done from Thailand, and trademarks and thread from Hongkong. Fabric is dyed in Southern Asia, China sews, and finally quality inspection and packaging are done in Hongkong. Then, headquarter in Hongkong generally manages cash flow and value-added process. 4) Success Factors Success factors of LiFung can be categorized into three elements. The first factor is IT evolution. Through IT development, product lead time dwindled through forming network among producers and customers, and even efficiently manage vendors. Another facet is SRM and CRM, especially have strength on SRM. LiFung analyze customer’s needs and scrutinize supply chain to meet the desires. Since firms tend to focus on maximizing their capability instead of in accordance with needs, LiFung can otherwise strive to fortify supply chain or value chain for customers. In other words, the key role of LiFung is to direct manufacturers of supply chain to the intended direction. For that specific purpose, it establishes education to producers on scattered network management rather than having strict control system for managing vendors, and emphasizes on trust and active empowerment. Lastly, LiFung follows 30/70 rule, which is to set a standard(from 30% to 70% of total production) on production quota to LiFung. This enables LiFung to have loose liaison among subcontractors. Minimum 30% of total production allows LiFung to possess minimum supply from each subcontractors and prevention vendors from being subordinates can be done by setting maximum 70%. The core objective of this principle is to assure vendors of gaining huge profit from being a member of the network and on the other hand guaranteeing flexibility of business and availability of a room for growth. Other vendors also benefit from the principle by being expose to opportunities to work with others, which help them to learn and come up with innovative ideas. Such principle demonstrates value of LiFung on making supply chain more dynamic and lively. Thus, change in partners frequently happens in supply chain of LiFung. In conclusion, LiFung shows contradictory management of pursuing stable and long-term partnership whereas also demanding loose network instead to forming strict organization. 3. Problem Solution 1) Wage stagnation / Pricing pressure The first problem of LiFung is wage stagnation of China. China accounts for 60% of total global sourcing of LiFung, which means that shift in China impact LiFung heavily. After the economic liberalization of China, China has been able to attract world companies as the most suitable production base due to cheap and abundant labor. As a consequence of substantial growth, China’s wage has been increasing 16% annually. As labor cost takes up the largest portion of garment industry’s costs, Li Fung’s first half of 2011 net income dwindled 18%. Therefore, there is high necessity for finding a new production base(a new partners) and gain price competitiveness through such measure. Second problem is overseas buyers’ desire to lower supply pricing due to high uncertainty from global recession. As shown in the ‘average import price of textile in the U.S.’ graph on the right, the average import price has been continually decreasing, from $3.18 in 2006 t o $3 in 2009. Heavy pressure on supply pricing is having negative impact on net income of LiFung. 2) China U.S Trade conflict Third adversity is potential trade disputes between the United States and China. This trade conflict, which is referred to as protectionism, is noteworthy of a notice as 69% of total production of LiFung is sold to the United States. The United States has criticized China on the currency exchange rate manipulation, along with accusation of exchange dumping. In addition, Section 421 is an article which can be executed in a situation where increased import of Chinese products acts as a severe damage to American domestic industries. Accordingly, it is inevitable to exclude potential trade conflict between two countries on account of high possibility of implementing additional countervailing duty by executing section 421. 3) Expanding partners in Southern Asia In preparation for deterioration of China’s production environment and falling competitiveness of China as a sourcing region, Southern Asia is evaluated as the most practical alternative for strategic sourcing of LiFung. In terms of percentage change in world textile industry sourcing, diminution of China is noticeable, as –7%, whereas Vietnam and Bangladesh show growth, respectively displaying 1% and 20% of sourcing uprising rate. To demonstrate suitability of sourcing to Banladesh, environment of Bangladesh such as social infrastructure and facilities, and educational level should be thoroughly examined. Nevertheless, wage of Bangladesh is much cheaper than that of China, Bangladesh being one third that of China, in terms of only considering unit labor cost. Furthermore, Bangladesh is likely to be significantly equipped with garment-industry infrastructure judging from the large number of textile industries sourcing to Bangladesh. Therefore, it is no hasty conclusion that Bangladesh is the most appropriate region for new production base of LiFung. 4) Quality management system Controlling over 15,000 vendors is demanding and the possible drawback is failure of consistency in quality. Since quality is prerequisite these days, stricter vendor’s quality management system should be made. One of the tools that LiFung can utilize and apply stricter is ‘Vendor compliance index’. There are six indexes LiFung should keep attention to; efficient operation, productivity, process innovation, ensuring the quality, purchase the appropriate law material, and good working condition of labor. By balancing and fulfilling following vendor compliance indexes, LiFung will be able to afford products to customer with coherent quality. 4. Conclusion The concept having used by LiFung is highly familiar to us as global sourcing is also deployed by domestic companies such as Samsung and LG. Global sourcing can be divided into two factors; risk element and opportunity element. These two elements are in trade-off relation which means that change in one element accompanies the other, while endeavoring to maximize opportunity element. Thus, taking advantage of opportunity and risk element in a timely manner is the premise for successful global sourcing and in-depth analysis on local region and strategy should be followed when implementing global sourcing.

Role of Institutions in Social Policy

Role of Institutions in Social Policy Explore with examples the role of institutions in influencing policy outcomes. The following will discuss the role that institutions can or may have in influencing public policy outcomes, and where relevant examples of such influences will be provided. The role of various institutions will be explored, and any differences in the amount or the importance of those organisations in influencing policy outcomes will be analysed. Included in this study of the influence upon policy outcomes that institutions have, will be an evaluation of whether that influence changes with the type of organisation that is being examined, and upon the circumstances in which the policy outcomes are reached and implemented within. How much influence the roles of institutions allow them in the determination of policy outcomes, or policy decision-making can depend on the functions and objectives of the institutions involved in the decision-making process. The influence any institutions have upon policy outcomes or policy decision-making processes varies with the expertise, knowledge, tech nical know how that the institutions have available, as well as the level of access these institutions have to the decision-makers that are mainly responsible for determining policy outcomes. As will be explored the decision-makers that are responsible for the framing and carrying out of policy outcomes will be more likely to be influenced by the institutions that have the most experience and expertise in the policy areas that the decision-makers are tasked with controlling and administering. An area of policy outcomes in which institutions have played roles in influencing the final policy decisions made and actually carried out has been in issues relating to the environment. Institutions that have been involved in studying the environment in general and environmental changes like the greenhouse effect in particular have been able to influence the policy outcomes in relation to taking measures to limit or reduce environmental damage. Academic and scientific institutions alongside environmentalist groups such as Friends of the Earth have played a significant role influencing policy outcomes. There are a few examples of policy outcomes that could be used in support of this statement, arguably strong supporting evidence as well (Jones et al, 2004 p. 600). These groups and institutions believe they can influence policy outcomes by setting the public agenda (Seldon Kavanagh, 2005 p. 5). Prior to the 1960s academic and scientific institutions had a minor role in influencing po licy outcomes with regard to issues concerning the environment. Policy decision-makers would contact institutions that had expertise or knowledge about environmental issues upon an ad hoc basis, for example in the 1950s when the British government wished to solve the problem of smog in the London area. On that occasion institutions gave advice as to the best way of cleaning up the air pollution that had been the cause of the smog (Jones et al, 2004 p. 600). From the 1960s academic and scientific institutions began to suspect that human economic and industrial activities were having a profoundly detrimental affect upon the physical environment. Increased concerns over the environment led to the emergence of pressure groups such as Friends of the Earth and Greenpeace, these groups have tended to attempt to influence policy outcomes by generating publicity to raise public awareness of environment issues (Jones et al, 2004 p. 695). Arguably, the combined efforts of the academic and scientific institutions and the pressure groups have raised international as well as national awareness of environmental issues. Without the publicity achieved by the environmentalist pressure groups, the academic and scientific institutions would have found it much harder to have had any kind of meaningful influence over policy outcomes relating to the environment. In turn the publicity campaigns of the environmentalist pressure groups would have a had minimal i nfluence over policy outcomes without the strong and convincing scientific evidence of human induced climate change and environmental damage presented by the by the academic and scientific institutions. These were research findings that policy decision-makers believed they have had to react to (Coxall, Robbins, Leach, 2003 p. 401). The universal nature and the global scope of environmental issues has meant that institutions and pressure groups have attempted to influence policy outcomes upon a regional or even a global basis as well as at the national level (Jones et al, 2004 p. 599). Now attention needs to be turned to explore when the approach of academic and scientific institutions and environmentalist pressure groups has been able to influence policy outcomes. A good example of this happening was the problem of acid rain, which had its worst affects upon the forests of Scandinavia. Coal fired power stations in Britain were regarded as being the main culprits behind acid rain. Strong scientific evidence produced by research institutions and environmentalist pressure groups proved that this was in fact the case. Pressure from the Scandinavian governments and the European Union coupled with the evidence from academic institutions combined to persuade the British government to take action to solve the problem by cleaning up the emissions from the coal fired power stations (Coxall, Robbins, Leach, 2003 p. 406). Perhaps the first significant example of academic and scientific institutions having a global impact as opposed to a national impact over policy outcomes with regard to the environment was over the issue of damage to the ozone layer. During the early 1980s there was increasing scientific evidence of expanding holes in the ozone layer, which is an important barrier against the more harmful effects and forms of radiation emitted by the sun. The depletion of the ozone layer would not be harmful to peoples’ health, and it would increase the environmental damage caused by the greenhouse effect and speed up the process of global warming. Scientific research proved that the hole in the ozone layer was caused by the chloroflurocarbons (CFCs) used as coolants in fridges and freezers, as the propellants in aerosol cans, and in fast food packaging. Media coverage of the problems that the shrinking of the ozone layer was causing increased the ability of institutions to influence policy ou tcomes. International agreement was eventually reached that the use of CFCs would be phased out with less harmful alternatives being used instead (Jones et al, 2004 p. 600). As the scientific evidence of the greenhouse effect grew the role of academic and scientific institutions in influencing policy outcomes has increased as well. Countries such as the Netherlands, Germany, Sweden, and eventually Britain have made efforts to reduce the emission of greenhouse gases (Judt, 2007 p. 494). The efforts of institutions concerned with protecting the environment has also strongly affected and influenced the European Union, which has introduced legislation, regulations, and directives for its member states to take policy measures to reduce the emissions of greenhouse gases and achieve sustainable development. Attempts to reduce their emissions of greenhouse gases culminated in the Rio Earth Summit, and the later Kyoto Protocol (Coxall, Robbins, Leach, 2003 p. 407). Currently there are ongoing talks to renew the Kyoto Protocol. Over all policy decision-makers have to take into account the environmental affects of the policy outcomes they make decisions on (Coxall , Robbins, Leach, 2003 p. 406). An area in which institutions can play a major or significant role in influencing policy outcomes is in relation to medical and public health issue. Hospitals, medical centres, universities, doctors, and nursing unions are all institutions or organisations that influence or attempt to influence policy outcomes. Governments believe that they have a responsibility to ensure that their policy outcomes if possible protect and enhance public health and safety standards. Doctors, nurses, universities, and hospitals also have good reasons to promote public health issues, mainly as that is important part of their objectives as institutions and skilled professionals. When it comes down to these institutions or groups influencing policy outcomes, those that have firmly focused public health and safety objectives are more effective if they have a strong or well developed expertise in their area of specialisation. In Britain the medical institutions that are linked with, or are actually part of the National Health Service (NHS) potentially have a strong influence on health policy outcomes. For instance, doctors and the medical departments of universities have played in developing new medical treatments, diagnosing new diseases, and researching for cures to illnesses. These institutions have helped to progressively improve the quality and quantity of healthcare services and medical treatments available, allowing for increased life expectancy. For instance organ transplants, better cancer treatments, and drugs that delay the onset of the HIV / AIDS virus have all been developed since the 1960s. These medical achievements were primarily developed to prolong both life expectancy and quality, which after all is the purpose of all medical professions (Hobsbawm, 1994 p. 556). However, universities, medical research laboratories, and pharmaceutical companies also motivated by the opportunities to raise their reputations for expertise, as well as hoping to gain substantial financial rewards (Hobsbawm, 1994 p. 556). Decision-makers that are part of publicly funded health services such as the NHS in Britain can have another major influence over policy outcomes, aside from the influence of medical institutions. That other influence is often decisive in the final determination of policy outcomes, and that is the issue of funding. The majority of the British population has high expectations of the NHS, and they expect or hope that all new medical treatments will be available to patients as soon as those treatments are required. Despite public expenditure on the NHS increasing every year, medical treatments have to be rationed out or provided on the basis of which patients need treatment the most urgently (Seldon Kavanagh, 2005 p. 296). The splitting up of the N HS budget into individual budgets for each health trust unit also means that medical institutions now have to attempt to influence policy outcomes at the health unit trust level as well as at the national level. Although the introduction of health trust units was intended to improve efficiency within the NHS, it has also meant that the medical treatments that patients may or may not receive depends on which area of Britain they live in (Seldon Kavanagh, 2005 p. 297). Of course those people that chose to have private healthcare there is no worry about their medical treatments being rationed or not available in some areas, all they have to do is have enough money or insurance to pay for their treatment in the first place (Moran, 2005, p. 54). Medical institutions can have an influence over policy outcomes when they diagnose or discover new illnesses, or when they wish to change people’s behaviour to prevent illnesses. When medical institutions diagnose or discover new illnesses it can have drastic consequences, and therefore have a significant influence upon policy outcomes. A prime example of a new illness having such a significant effect on policy outcomes was over the issue of mad cow disease in Britain. The issue of mad cow disease cut across agricultural, trade, and medical areas of government policy. The origin of the crisis began with the farming practice of feeding cattle food that inadvertently used the brains of sheep infected with scrapie, and subsequently led to the emergence of mad cow disease or Bovine Sponigform Encephalopathy (BSE). Medical and scientific evidence proved that BSE could be passed on to humans through the food chain. People infected in such a way went on to develop variant CJD, for wh ich there is currently no cure, and it invariably kills those infected. The initial reaction of the British government to the BSE crisis was slow, and seemed to ignore advice and evidence provided by agricultural and medical institutions in a vain attempt to protect the British beef industry (Fisher, Denver, Benyon, 2003 p. 123). Indeed the slowness of the government’s reaction meant that the problem got better rather than worse. The government’s efforts to maintain public confidence in the safety of British beef proved unconvincing. The testing of cattle herds for BSE infection was too slow, leaving the culling of entire herds as the only means of tackling the problem. The government was also slow in issuing safety guidelines in the NHS which meant that blood and organs unknowingly donated by variant CJD victims was used in blood transfusions and organ transplants which therefore infected more people (Moran, 2005 p. 433). The whole handling of the BSE issue clearly demonstrates that if politicians or policy decision-makers within the government fail to heed the advice of suitably qualified or experienced institutions that it can have disastrous consequences in terms of policy outcomes. Tackling an issue before it becomes an intractable problem can be the difference between damage limitation, and unmitigated policy failure (Moran, 2005 p. 433). The delays in tackling the BSE issue meant that peoples lives were put at risk unnecessarily, whilst the European Union ban on British beef and any of its by-products was highly damaging to the British beef industry (Fisher, Denver, Benyon, 2003 p. 123). The measures taken to restrict and eventually got rid of BSE cases in British cattle. However the gestation period of variant CJD means that it will be some time before there are no cases at all. The BSE free status of British cattle did eventually lead to the lifting of the ban on British beef exports (Moran, 2005 p. 433). Institutions have been able to influence policy outcomes when it comes to taking preventative health measures. For instance, reducing the number of smokers, heavy drinkers, and the number of people that have heart disease. Medical institutions have been aware for quite some time that many health problems are preventable, especially if people change their behaviour. An example of medical institutions having a strong influence on policy outcomes has been in reducing the number of smokers. Smoking has been proven to be a major cause of various types of cancer, heart disease, high blood pressure, and strokes. Anti-smoking groups and medical institutions have sought to influence policy outcomes to reduce the numbers of people killed by smoking related illnesses. Policy outcomes have included a ban on cigarette advertising, government health warnings on packets, and hard -hitting NHS adverts showing the consequences of smoking upon people’s health. Governments have also raised duty levels on cigarettes to persuade people to give up smoking, although this has only had limited success (Seldon Kavanagh, 2005 p. 297). The Scottish Parliament took evidence about the harmful effects of smoking from medical institutions, and voted to ban smoking in public places. That decision proved to be the catalyst for the Westminster Parliament to do like likewise in 2006 (Whitaker’s, 2007 p. 1067). Data shows that increasing numbers of British smokers wish to stop, 598,600 attempting to do so in 2006 alone (Schott, 2006 p. 109). Attempts by medical institutions and the Police to reduce heavy drinking have not been so successful. Whilst the government has tried to reduce the amount of binge drinking, most steps have been done voluntarily by the drinks industry to avoid tougher measures been taken. Medical institutions are opposed to heavy drinking due to the medical damage it does, whilst the Police can prove the link between alcohol consumption and crime. The government also decided to extend licensing so pubs could stay open for 24 hours a day, a policy outcome that seems to contradict the objective of reducing alcohol consumption levels (Coxall, Robbins, Leach, 2003 p. 330). Britain according to research is the country with the third largest frequency of binge drinkers in the European Union, after Finland and Ireland (Schott, 2006 p. 109). In terms of reducing the risks of heart disease, high blood pressure, and strokes, medical institutions seem to have had more influence with food and drinks producers t han with the decision-makers that decide policy outcomes. Once again the government prefers that companies make their products healthier on a voluntarily basis. Governments also prefer not to alienate too many businesses by affecting their ability to make profits (Jones et al, 2004 p.599). Another way in which institutions can have an influence upon policy outcomes is by being involved with organisations or committees that can determine policy decisions. Such organisations are referred to quangos or quasi-autonomous non-government organisation, and they control many areas of public decision-making and expenditure (Comfort, 1993 p. 493). The definition of quangos is now national rather than non-governmental, as they are part of the governmental structure even they are not part of departments or the civil service. Quangos have various functions and therefore levels of power and budgets. Quangos such as regional development bodies have large budgets, and community institutions could have stronger influences on policy outcomes than national institutions. Other Quangos such as regulatory bodies like Ofgem are meant to regulate private businesses rather then being influenced by institutions (Coxall, Robbins, Leach, 2003 p. 332). Quangos therefore have a great deal of inform al power, so to influence with any of them can allow institutions to gain influence over policy outcomes (Jones et al, 2004 p. 663). Potentially institutions could gain influence over policy outcomes by having some of their representatives joining any quangos that operate within their areas of interest or expertise. Alternatively quangos often have the power to award lucrative contracts, or grant funding for research or community projects, that provides further incentives for institutions to gain access to those quangos that can decide policy outcomes. There are quangos that are linked to the relevant government departments, some of which could provide institutions with the ability to communicate with ministers. Some would argue that quangos are undemocratic, and increase the chances of corruption, although ministers can make them accountable to the government if not to Parliament (Fisher, Denver, Benyon, 2003 p.371). Both the Conservatives and New Labour have made widespread use o f quangos when in government as they argued that quangos make governance more efficient (Jones et al p.664). Another way in which institutions are able to influence policy outcomes is through publicity campaigns, and lobbying the government to make decisions that favour their objectives. Such a mode of operation can mean that the behaviour and strategy of institutions is very similar to pressure groups (Fisher, Denver, Benyon, 2003 p. 171). Publicity campaigns can be either positive or negative in their tone, depending on whether institutions want to encourage or discourage certain decisions (Judt, 2007 p. 544). Examples of positive campaigning include universities encouraging the introduction of tuition fees to fund increasing numbers of students, or campaigns to fund new hospitals or new medical treatments (Seldon Kavanagh, 2005 p. 272). More negative campaigns have included medical institutions resisting any reforms of the NHS that they do not like. These campaigns have proved highly effective, as even the Thatcher government could not attempt to dismantle the NHS (Judt, 2007 p. 544). Therefore it could be concluded that institutions could play a significant role in influencing policy outcomes. However, no institution is guaranteed to play a significant role in influencing policy outcomes just because it exists. The roles that institutions play in influencing policy outcomes varies with circumstances, whether the government of the day has strong ideological beliefs, the expertise, campaigning skills, and the objectives of each individual institution. Governments will naturally tend to favour the institutions whose views and objectives are similar to their own, although governments also like to pursue policies that improve their chances of re-election. However, that does not mean that governments are unwilling to hear the opinions of institutions if those institutions lobby the government to influence policy outcomes. Institutions are more likely to succeed in influencing policy outcomes if they can provide strong evidence to back up their arguments or policy sugge stions. Governments prefer to adopt policies that they can convince the electorate is necessary to improve public services, could improve the standard of living, or prevent things going wrong. Examples of governments being influenced by institutions that have altered government policy include taking the environment seriously, measures to reduce smoking, and steps taken to deal with the BSE crisis. The failings that the initially inept handling of the BSE crisis demonstrated that institutions cannot always have had an influence on policy outcomes, and may only be consulted after things have gone wrong. 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