Field Work essays

Field Work essays Many people go to the bar to relax after a long day of work. They sometimes meet up with friends or coworkers and discuss their day. People in public are very interesting in their interaction with others because nonverbal communication can be observed in virtually any situation. Bars are especially interesting because there are different personality labels. For example, there are the regulars who are there everyday at the same time, the couples who come before dinner to have their cocktails, and the drunks. The drunks are there no matter what time of day and stay for hours. The more interesting part in the observation is how the bartender is able to deal with all these different personality types. A bartender must be able to communicate with all of these personality types in order to do his job well. A good bartender must demonstrate and often alter his communication styles on a daily basis. The hypothesis is when visiting a sports bar, a male bartender, in general, will interact with his customers more effective than a female bartender. This is because males tend to know more about sports history than females do and male bartenders seem to relate to bar stories better than female bartenders. In sports bars, there is always some type of sporting event on the television. If a male bartender can have a conversation about the event on the television, he can then build a relationship with that customer and in turn keep the customer at his bar longer. This observation was conducted at Putters Bar and Grill at Pheasant Run Golf Course strictly to observe the bartender. The first visit was around three oclock in the afternoon on Friday. There were only four people at the bar. They were older men in their late 50s or early 60s. They had just come in from a round of golf. They were all drinking whiskey on the rocks and adding up their scorecards. The bartender, who is male poured their drinks and ...

When Should I Ask for a College Recommendation Letter

When Should I Ask for a College Recommendation Letter SAT / ACT Prep Online Guides and Tips I remember worrying about the perfect time to ask for recommendation letters. Too early, I thought, could seem like over-planning; maybe my teachers would even forget by the time deadlines rolled around! Too late, though, would suggest a lack of preparation or could even offend my recommenders. It seemed like the stars had to align just right. If you’ve had any of these same concerns, you don’t have to wonder anymore. This guide will discuss the best times to ask for recommendations, plus why it’s important to have good timing in the first place. To start, what should you consider as you figure out when to ask? What Matters As You Decide When to Ask? There are a few main factors that influence when you should ask for recommendation letters, each of which I’ll talk about in more detail below. In a nutshell, these factors include the following: your college deadlines your teachers’ preferences your school's policy the year in which you had your teachers Some of these factors are easy to define - like your college deadlines - while others may offer a little more flexibility. Read on to figure out which ofthese scenarios applies to you, as well as what it means for your rec letter request schedule. Let’s begin with the general (though not necessarily definitive) golden rule: Ask At Least a Month Before Your College Deadlines Unless your school or teachers set other policies, you should ask for recommendation letters about four weeks before your college deadlines. If your deadlines vary, then ask four weeks before your earliest one. What exactly does this look like? If you’re applying to meet a November 1st early action or early decision deadline, then you should ask your teachers by October 1st. If your deadline’s November 15, then ask by October 15th. You get the idea. If your deadlines are regular decision, then they might be around January 1st or January 15th. In this situation, you could ask by the time December rolls around. However, consider everything that goes on in December. December is full of midterms, which means lots of grading for teachers, plus manydays off from school. You can also assume that most students have made their rec letter requests earlier in the semester. For regular decision deadlines, I would suggest asking by mid-November at the latest, to take into account the busy scheduleandvacation daysin the winter months. You may be wondering why teachers need a month to write a letter. For one thing, they’re not just writing you a letter - some teachers have dozens of letters to write, and most counselors have hundreds! Besides that, rec letters take time and thought to do well. You don’t want a rushed, subpar letter because you waited too long to ask for it. While giving your teachers about a month before your deadlines is generally a safe rule, it’s not the end-all, be-all answer. Your teachers and school might tell you to ask even earlier. Let’s consider what policies teachers set, followed by what your school guidance department might tell you to do. Everyteacher might have their ownpersonal preference. Ask According to Your Recommenders’ Preferences Teachers are busy. They have to teach several classes a day for hundreds of students, not to mention all the planning and grading that goes on behind the scenes. Plus, despite what we may have believed in elementary school, they don’t live at the school. They have lots going on in their personal lives, too. My point is that recommendation letters are another task on top of an already packed schedule. Just as you should give your teacher plenty of time to write your letter, your teacher might set certain policies to make the workload more manageable. She might set a rec letter request due date, or set a cap on how many letters she’ll write. It’s your job to find out what your teachers’ policies are. If you can’t find out from older students or through word of mouth, then you should ask your teacher when she prefers to get requests. Find out if she sets a deadline or limit. If she sets a cap, try to get a sense of how popular a recommender she is. If you know your English teacher, for instance, gets inundated with requests, get yours in early. Ask her in September or, better yet, in the spring of junior year. You don’t want to ask a month before your deadlines only to find that your teacher’s too busy or has stopped accepting requests. Generally speaking, your teacher will appreciate that you’re being thoughtful, proactive, and giving her plenty of time. Along similar lines, your guidance department may give you instructions about when to ask. Ask According to Your Guidance Department’s Instructions While individual teachers may set their own policies, your guidance department may also have a blanket rule for all college-boundstudents. Some schools, for instance, have students ask in the spring of junior year. Others tell students to submit three teacher preferences to their college counselors, who will then assign everyone two (and thereby balancethe numbers more evenly). Other high schools tell students to ask in the fall of senior year, and still others have no particular guidance - they leave it up to each student to figure it out. If you haven’t received directions, visit your school counselor and ask her about the general expectations. They may determine whether you ask in Aprilof 11th grade or September of 12th. Finally, there’s one more consideration that may alter your request timeline: the grade in which you had your recommenders as teachers. Don't wait so long that your teacher forgets who you are! Also, just keep swimming. Ask Your Teachers At the End of their Class or School Year Remember that classic first day of school assignment,"Write about what you did over the summer"? Well, what if your teacher asked you to write in vivid detail about what you did three summers ago? Just as you might have trouble remembering the specifics, your recommenders mightnot be able to produce the clearest memories if they had you in class years before you make your request. While it’s advisable to ask your junior year teachers, some students reach back further and have their freshman or sophomore year teachers recommend them. If you had a great connection with a 9th or 10th grade teacher and feel they might make a strong recommender, then you should ask them sooner rather than later. Instead of waiting until senior year, you should ask them at the end of the year you had them, ie, at the end of 9th or 10th grade. Similarly, you could ask your junior year teachers at the end of 11th grade, rather than waiting until after summer break. Even if you don’t ultimately use the letter, you can have it on file just in case. Plus, asking early helps in any of the other scenarios mentioned above: you give your recommenders (more than) a month before your deadlines, you beat the rush of requests, and you get your request in before any ofyour teachers’ or guidance department’s deadlines. Win-win-win. If you’ve learned about the rec letter process, then you know more goes into it than simply asking your teacher to write you one. You additionally want to provide a resume and a thoughtful brag sheet. If you’re asking especially early, then you could make the request and follow up later with all this info. You’ll show your recommenders that you’re proactive and goal-oriented; then you can send along your recommendation packet once you’ve prepared it. Now that you have a sense of when students typically ask for recommendations and why, how can you figure out when exactly YOU should ask? So When Should You Ask for Your Recommendations? To determine when you should ask your recommenders for a letter, you need to do your research. Make sure you know all your college deadlines, for starters. Then figure out whether your school has any guidance about when to ask, like in April of 11th grade or September of 12th grade. Figure out who you're going to ask in junior year, so you can find out if your teachers set any deadlines for or caps on requests. If you're a younger student, you should think about whether any of your teachers would make for strong recommenders. If so, then consider asking them at the end of the school year. The latest that you should ask for recommendations is October of senior year for early deadlines and November to December of senior year for regular deadlines. To be safe and proactive though, as well as to keep yourself fresh in your teachers' memories, you'd do well to ask in March, April, or May of junior year. Asking early will not only give your teachers the time they need to write a well-crafted letter, but it will also give you peace of mind. Apart from following up with a reminder and thank you note, your work on recommendation letters will be done! Then it will be up to your recommenders to upload their letters, and you can focus on finishing up the rest of your college application. What's Next? As you can tell, a lot of planning and strategy goes into your recommendation letters. Why are rec letters important in your application? Whatdo admissions officers look for when they read them?Find out more about the role of rec letters in admissions decisions in these guides. There are lots of other steps that go into applying for college, like scheduling your SAT/ACT and writing your personal essay. Check outour complete guideto applying to college, from 9th grade up until senior year. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Digital technology play a key role in education Essay

Digital technology play a key role in education - Essay Example First an introduction has been given as to what contribution has technology made in education. Then, teachers’ technological skills and problems to the implementation of digital technology have been discussed. After that, various technological tools and concept are discussed like CALL and ICT, which the teachers can make use of to enhance the education. The report is summarized in a concluding paragraph, and Harvard referencing style has been used properly. Selwyn (2011) asserts that educators have been trying to modify their teaching process with the help of technology ever since the modern technological means came into market. According to Baker, early 1960’s brought with it â€Å"new curricula, instructional models, and approaches to individualization† (1978:3) of instruction. The problem was that teachers did not know how to manage the new instructional schemes. Today, an ideal classroom environment is dynamic in which each student presents his own understanding and is comfortable with his own set of instructional materials. Thus, the teacher needs to organize instructional schemes in such a way that all students with their unique qualities are equally attended to. Teachers started feeling the necessity of incorporating information and communication technology in education. This way, they could enhance the overall experience of teaching through the use of some most modern digital technologies like camcorders, multimed ia, microphones, supervision cameras, and most of all, the internet. Technology helps students in their early years to gain independence in creating and designing things, and in understanding basic literacy skills (Massey University 2014). In later years, students can make use of information and communication technology (ICT) to do research and create innovative pieces of work. Libraries are available online, where

Foreign Market Analysis Essay Example | Topics and Well Written Essays - 1250 words

Foreign Market Analysis - Essay Example product. The feel good factor is that it is pro-American country with the Filipinos and their government having very friendly relations with the U.S. The Philippines is the 19th largest export market of the United States with an approximate annual export of $8 billion. For launching a new product by JF’s Electronics, the Philippines can be the perfect launching pad as people there have liking for the U.S. products. Language is not a barrier, as the Philippines is the third largest English speaking country (buyusa.gov). The Philippines market environment for the mobile phone products, called the Cellular Mobile Telephone System (CMTS) is quite encouraging for the U.S. products. Let’s review different environmental aspects related to the Philippines economy, politics, legal, regulatory, technological, and social factors to ensure that the JF’s Electronics would succeed in providing a secure international platform to its new product – customized mobile phone. JF’s Electronics new product – the customized mobile phone would find a ready and ripe market as the mobile phone is a favorite digital device of the Filipinos. More than 22 million Filipinos have a mobile phone. The number of mobile subscribers is growing fast; in 2004 the growth rate touched to 34% to more than 30.2 million. In Short Messaging Service (SMS), this country is the world leader. As per the market report, carriers cover more than 200 million text messages a day in Philippines. The above scenario projected by the U.S. Commercial Service regarding the mobile phone market and the Philippine’s 100 years old friendly business relations with the U.S. are enough to build up confidence of the JF’s Electronics to enter in the Philippines market with its new product launch, i.e. customized mobile phone (buyusa.gov). The Philippines imports in electronics are into raw material to be used in export processing locations. Consumer goods, a subsector of electronics industry are 0.93

Captain Ahab Essay -- Literary Analysis, Moby Dick, Shakespeare

Captain Ahab sights Moby Dick from afar and continues his hot pursuit on the White Whale. For three days, a relentless chase occurs because of Ahab’s desire for revenge. The indomitable whale continually destroys boat after boat. During the latter days of the struggle, the whale finally attacks the Pequod, plunging the ship to the bottom pits of the ocean. Determined to reach his final goal, the captain makes a last ditch effort and launches his harpoon towards Moby Dick. Ironically, Ahab’s harpoon catches around his neck and strangles him to death. Obviously determined to avenge his leg, the Captain causes his own downfall through his own desire for retribution. In The Tragedy of Hamlet Prince of Denmark, Shakespeare creates two characters, Hamlet and Laertes, who endure a series of events and unveil Shakespeare’s similar belief that revenge causes one to act blindly in anger. Through Shakespeare’s distinct language and diction, the characters’ mot ivational factors and personality traits, the write conveys his strong belief regarding the desire for vengeance. While the actual personality traits and each character’s motivations add more depth to Shakespeare’s overall belief, the language each character incorporates contributes more highly to the conviction – revenge causes one to act blindly in anger. By analyzing Hamlet’s use of language throughout the play, one can tell Hamlet is keen on avenging his father, but no heart or effort is put into the action. Speaking in disgust with himself, Hamlet says â€Å"That I, the son of a dear father murder'd, / Prompted to my revenge by heaven and hell, / Must, like a whore, unpack my heart with words, â€Å" (2.2.584-586). Hamlet uses simile to compare himself to a coward and state that he has no... ...ooms Laertes as it did Hamlet, because it clouds his judgment. His rashness causes him to be easily played by Claudius. Regardless of the fact that Hamlet killed Polonius, Claudius never specified that it was an accident, which could have played a major role in Laertes’ decision to go along with the King’s plan. Hamlet and Laertes share much in common with Captain Ahab. All three characters share a similar passion and determination for achieving vengeance, which ultimately results in their own downfall. Plan after plan, harpoon after harpoon, only one goal resonates in their minds: to get revenge. Blinded by their desire for vengeance, all three characters act out of personality and cause harm to themselves and those around them. Thus, revealing Shakespeare’s strong notion that the desire for revenge causes one to act blindly, rather than with reason and logic.

The Things People Forget in the Heat of the Moment

The task of instructing adolescents about sex has been seen as the responsibility of the parents for many years. But, parent-child communication in sexual matters may be hindered by parental inhibitions or by various intergenerational tensions. Children often times do not receive information on sexual matters from their parents, at least initially. Due to sex related information available to children through mass media, the education board has deemed it necessary to evaluate and change sexual education. The course work has evolved drastically from the idea of teaching merely about sexual reproduction and focusing on abstinence. Rather, now it is important to deal with sex-related topics in the media through more sophisticated and comprehensive programs, deemed necessary to institute in the public school system. This of course has brought about several conflicting views about the course work within the program, raising social and ethical questions here and there. Although the idea of educating such young people about sex is viewed as strange, or as wrong, or even as immoral entirely, it is necessary for the well being of young people to be educated about these matters. Failing to teach young people about sex is like playing a ‘friendly† game of Russian Roulette; the risks are vast, danger is unknown, and death may stare one in the face. Often times failing to teach properly the risks of something causes a lack of knowledge, almost like ignorance, especially regarding the subject of sex. Disastrous consequences can come about because of insignificant information about sex and sex relations. For example, thoughts of pregnancy surface with the lack of protection, but additionally, risks include the possibility of venereal disease spread, such as Gonorrhea, Syphilis, or HIV, in the absence of contraceptives. These serious circumstances are often taken lightly when in ‘the mood† and one must be educated fairly well to understand the extreme importance of safety. This safety may include birth control or forms of contraceptives like male or female condoms, to ensure that one's health is never undermined at any cost. Lack of monogamy and smart sexual relations has made it imperative to take ‘safety precautions†, as comical as it may sound, to ensure that one†s health is not jeopardized. In similarity, Russian Roulette is a game of risks, much like sex. Although the stakes are rather different, sex of late and Russian Roulette alike are merely gambling with one†s life. It seems it might be wiser to choose the latter as a means of destruction. After all, a life stricken with some disease associated with sex can have disastrous effects on one's physical body. For instance, John, an eighteen-year-old freshman at the University of Pennsylvania illustrates this perfectly. He was diagnosed two years ago with a virus he can never be rid of. Diagnosed at the age of sixteen with herpes simplex one, he lives a stressful life, often ridiculed because of constant outbreaks of sores, not only on his genitals, but also in and around his mouth. He dreads the next outbreak everyday, and wishes with every frequent recurrence he had taken the extra ten seconds to put on a condom, for if he had done so, life would be more pleasant (â€Å"FAQ About Genital Herpes†). In addition, take for example Maria. Maria is a junior at Lake Springs High School. She too had a sexual encounter she wishes she could take back. One evening at a party, she drank a few drinks, and before she knew it, she was having intercourse with a man she hardly knew; she couldn†t even recall his name. Now, Maria endures extensive treatment weekly of AZT to hinder the debilitating effects HIV has on her body. She will grow weaker until the day she dies, all because of an unprotected sex act (â€Å"Education†). This information heightens the need for education regarding the proper care and safety precautions one must take when sexually active with another person. With the game of Russian Roulette, though, just one pull of the trigger and there are 1 in 6 chances, one swift blow. In addition, cases exist of Russian Roulette players who are uneventful in killing themselves, yet do serious damage to their brain, causing them to be quadriplegic. Teaching the dangers about sex is not an easy task. No easier is learning to accept consequences, but these must be taught during adolescence for it to be better embedded within one†s thoughts. In addition, danger regarding sex coincides with the risks one takes when the decision to consummate a relationship is made. Teaching youth about the risk of pregnancy and the likelihood of contracting one of a vast array of diseases that range from completely curable with little discomfort, to long, drawn out, and debilitating incurable diseases one must endure the entirety of their life. One could say that a person walking down the street each day puts himself or herself in danger; that there are risks everywhere, and this need not be taught at school, for it is common knowledge. This may be true, but the idea that one can protect themselves from potential danger just by being informed should be basis enough to incorporate a more advanced sexual education course curriculum in the public schooling system. For instance, instead of focusing on abstinence, which is purely opinion, focus on the fact that by the age of 15, more than 18% of U. S. teens have experienced sexual encounters and that by the age of 20, 40% of Caucasian women have conceived at least one child (â€Å"Causes, Incidence, and Risk Factors†). Focus also on the likelihood of contracting a sexually transmitted disease; focus on the facts, focus on the statistics. Take Russian Roulette for comparison to these dangers associated with sex. Potential dangers are obvious; holding a gun to one†s head and pulling the trigger, the danger seems quite substantial. This means of suicide can be compared to that of unprotected sex. One can illuminate the idea of unprotected sex as a way to commit suicide. A person not knowing the dangers of sex, and a person holding a gun up to one†s head, not thinking that there could be a bullet within the pistol display the same ignorance. The lack of information or education about these two instances could be devastating. Knowing the dangers, but still taking the risk, sex seems a lot like the game of Russian Roulette. Proposals need to be made to fulfill both parents and adolescent concerns in addition to societal needs to incorporate a more advanced form of sexual education. Perhaps issuing more of a homework-based class via an Internet website could fulfill these concerns. The idea in mind would be to lessen a student†s awkwardness of a classroom setting, yet still understanding the necessary material presented. This being beneficial because students are still learning about the subject matter and it would increase a parent†s morale about this course matter, for their children are learning about sex within their home rather than in a classroom, where sexual tensions may be embarrassing. Another proposal is to include the curriculum within already established courses. Academics such as English and History can hold intimate classroom conversation about this subject matter relevant to course curriculum. This means of incorporating the sexual education material within required classes would guarantee that sexual education be at least introduced to these younger individuals. It is not necessarily automatic that one will contract a venereal or sexually transmitted disease, neither is it definite that when the trigger is pulled, the bullet will come raging through for a short journey through the skull. The risks are there though; the danger is there. Without an education to outline these risks and dangers, the results a lack of education would be devastating to society.

Counselling in Nigeria - 6031 Words

COUNSELLING IN NIGERIA: AN OVERVIEW BY C.N. UGWUEGBULAM, Ph.D., JP. ALVAN IKOKU COLLEGE OF EDUCATION, OWERRI – IMO STATE, NIGERIA AND CUUU KADURUMBA (Ph.D.) COLLEGE OF FOOD PROCESSING AND STORAGE TECHNOLOGY, MICHAEL OKPARA UNIVERSITY OF AGRICULTURE, UMUDIKE, ABIA STATE, NIGERIA HISTORICAL DEVELOPMENT OF GUIDANCE AND COUNSELLING IN NIGERIA Man from pre-historic times have been having challenges and solving them. Nigerians in the traditional set-up before the advent of formalized guidance and counselling had problems and they were solving them through what Iwuama (1991, 2003) called traditional guidance. This is any type of assistance given to somebody in need. Their needs were personal, social, vocational or traditional education. The†¦show more content†¦More counsellors from Harvard/USAID were later sent to assist Mr. Ree. In 1966, Njoku (2005) reported that Mr. P. O. Ree organized a workshop on guidance and counselling in which he presented a position paper on the role of a counsellor in a comprehensive school. Another recommendation that impacts in the development of guidance and counselling was the team’s other recommendation that organized and proper guidance and counselling is of fundamental importance. This led to the training of many Nigerian teachers in vocational guidance. Earlier in 1964, t he Federal Ministry of Education organized the first government organised seminar on guidance and counselling and testing. This workshop was organised with a view to capacity build the career masters at that time. The Roman Catholic Mission established and managed a child guidance clinic. The Vocational Guidance Bureau was also opened in Lagos to organize workshops on guidance and counselling for teachers. Similarly, Njoku (2005) asserted that the development of organized guidance and counselling in Nigeria was to no lesser extent assisted by the establishment of the Test Development and Research Office (TEDRO) in 1963 by the Federal Ministry of Education. The office was charge with the responsibility of constructing and analysing psychometric instruments for general use as well as for counselling in school. In view of the above developments the 1977 National policy on Education for Nigeria made provisionShow MoreRelatedAvailability Of Counselling Services In Nigeria Case Study1267 Words   |  6 PagesAvailability of Counselling Services Counselling services in schools have been found to be lacking (Adejimola Tayo-Olajubu, 2009). This subsequently affects students’ access to information and counselling as to what to do when they have been sexually harassed. Okeke and Okorie (2006) reported from a study in South-East Nigeria that there was a lack of counselling centres in schools. 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