Are Colleges Worth the Price of Admission? Essay

â€Å"Graduating with six figures’ worth of debt is becoming increasingly common.† (179) In the essay â€Å"Are Colleges Worth the Price of Admission† Andrew Hacker and Claudia Dreifus discussed about how the price of college education is increasing, while the quality of some teachers is decreasing. Hacker and Dreifus gave tips on how to make college education successful. Hacker and Dreifus included the tips they discovered including money, faculty-student relations, classes that should be taken, graduate schools, and teaching techniques; the two also visited schools across the United States from University of Mississippi to Western Oregon and figured out what those schools were doing right to have a good success rate. Many schools have forgotten what it’s like to give a student an education that is worth their time and money. Most kids go into several thousands of dollars of debt and come out with a negligent education. If schools were to pay better atten tion to the tips given, they would be more likely to succeed in educating students. Hacker and Dreifus believe that all students should be involved in the learning process. The students must love to learn what they are learning about; but in order for that to happen teachers must love what they are teaching about and care for their students. All students must be able to use their minds. â€Å"64% of undergraduate students are enrolled in vocational majors, instead of choosing fields like philosophy, literature, or physical science.† (180) Those classes are much more difficult than general classes. Students should not be able to go through college and never be challenged; they are paying for a challenge. If a student’s relationship to faculty members is good then they will get a better education. The education shouldn’t just be the teacher not knowing names, and teaching; the relationship should be the teacher knows what the student wants to do with the degree. But, instead many teachers are apathetic when it comes to a students learning. The teacher gets paid whether they teach well or not. Another problem is many teachers are getti ng a sabbatical, which allows them to get time off every 7 years. The reasoning of sabbaticals is so teachers  can expand the research field but as Hacker and Dreifus pondered, †Do we really need that many new books or articles?†(181) The president of the school typically does no know their students. The presidents are just in the business for the money, not the student’s individual education. Some teachers try to focus on sending students to graduate school and not worry about the ones stopping their education after their two or four year degree. Schools believe that they need all of the big graduate schools on their campus. But in reality there are plenty of graduate schools in the United States. Not every school needs a graduate or medical school; in fact, â€Å"Princeton University has succeeded quite nicely without a medical school.†(182) Princeton University is an Ivy League school, and if they are doing just fine without a medical school, chances are your school will do fine also. People donate money and services to schools. That’s nice and considerate of them but most people send money to the big schools that everybody knows and hears about. Then those schools then have too many donations and begin buying unimportant things. People should try sending their money to small schools that could truly use the money and be much more thankful for it. A bundle of new teaching techniques are now available for teachers to use. Teachers need to be able to offer multiple techniques. Some techniques work better for some students, while others do not. In order for students to get the best education, they will need to use the technique that works best for them. Hacker and Dreifus visited campuses across the United States from the University of Mississippi to Western Oregon. Many of the things each of the schools had in common was that they focused on the students, had professors that cared about their field of study, and didn’t charge the most outrageous prices. â€Å"Only 10% of the classes are taught by graduate assistants† (184) was found during researching the school of Notre Dame. A school that wants to be successful cannot have a majority of classes taught by graduate assistants. Berea College and Cooper Union were both schools that students received tuition free; there were alternatives, such as labor jobs for them to pay off tuition, therefore students were not stressed about their education debt. Evergreen State College was a school that did not give letter grades. Each student was given an evaluation sheet at the end of the year. Surprisingly, the school is very successful with reports of â€Å"82% found full time employment within a year, and 93% that  applied to graduate school was accepted† (188) The teachers must pay some attention to undergraduate students, so they can succeed and hopefully go up to the next level of education. The key to a successful school is paying attention to your undergraduates and not making them pay so much money for a bad quality education. Schools need to keep in mind the tips given. Remember Hacker and Dreifus think that money, faculty-student relations, the choice of classes, the amount of graduate schools on campus, and teaching techniques are important tips to giving a student a successful education. The two learned the tips from visiting a variety of schools and doing research! WORKS CITED PAGE Hacker, Andrew and Claudia Dreifus. â€Å"Are College Worth the Price of Admission?† They say I say: With Readings. 2nd edition. Cathy Birkenstein, Gerald Graff, Russel Durst. New York: Norton, 2012. 179-189. Print.

Administrative Issues and closeout, Sponsor interactions, IRB communication, Document retention, Close-out

Drug research and development are an essential part of the medical and pharmaceutical company today and therefore each step has to be taken cautiously to keep the process flawless and thereby maintain the efficiency of the system.The system is rendered useless if there are fingers being pointed at the preciseness and the authenticity of the outcome of the research. Issues may crop up related to the research due to a difference in the interest of the scientists and the financial interests of researchers in the study, thereby making it the responsibility of the staff or the pollster to make others aware of the underlying rift in the interests of the two.The function of the food and drug administration (FDA) is to gauge the researches that are requirements of the law needed for the development of new medicines and other similar products and to apply for re-categorizing medical instruments and gadgets, together with upgrading the image of these products.Moreover it minutely scrutinizes e ach and every detail of the data put forth so as to be sure that the research had been done with the required steps so that the study is neutral.The other duty of the FDA is to remain fully aware of the benefit of the sponsors and the clinical investigators, and   the reason why the study is being carried out, and therefore analyze if both are appropriate to each other or not. It even keeps a check by visiting the sites to be sure about the authenticity of the results. (Source: Good Clinical Practice Regulations)The secretary of the US department of the Health and Human services, Tommy G Thompson has stated that the best way to preserve the efficiency of the research is by maintaining the ethics in the study, and the preeminent way to do this is by keeping nothing hidden from all the elements involved in the research, Therefore, shielding all the subjects in the study.There is a report by the name of â€Å"Financial Relationships and Interests in Research Involving Human Subjects : Guidance for Human Subject Protection† which is followed by the HHS and FDA in all the researches that they undertake, aimed at providing a written guidance about the rights of all the human subjects that are a part of the study. (Source: HHS Provides Guidance on Financial Relationships and Interests in Research Involving Human Subjects)The other issue that comes forth is the imbursement to the people taking part in the study. It has been known that the subjects have been paid, but on what grounds, that still is questionable as any written proof on this subject matter has yet not been found.Even the federal and the experts of the field (being researched) do not see eye to eye on this matter. This is where the Institutional Review Boards step in.These agencies are aimed at ensuring that no harm what so ever is caused to the subjects of the research and that they were not brain washed or coerced to be a part of the study and that it was solely their decision to participate. (S ource: National practices regarding payment to research subjects for  participating in pediatric research)There are however certain rules that have to be abided by when it comes to paying the subjects. Firstly that the payments should be made in bits as the study progresses, however if any of the subjects back off before the completion of the research   in that case the payment should be made at the time that had been promised to them had they not backed out.Moreover a check should be made that incase if an additional benefit is to be given to the subject, then it should not be a handsome amount so that it holds the subject back to remain in the research out of greed who would have otherwise not been a part of any longer therefore every monetary dealing should also be documented and written in the approval. (Source: National practices regarding payment to research subjects for  participating in pediatric research)ReferencesUS Food and Drug Adinistration (2006).   Good Clinic al Practice Regulations.   Read the sections in part 312 related to financial disclosure (part 54).   Retrieved on  July 24, 2008  from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfcfr/CFRSearch.cfm?CFRPart=54 Department of Health and Human Services (2004).   HHS Provides Guidance on Financial Relationships and Interests in Research Involving Human Subjects.   Retrieved on July 24, 2008 from http://www.hhs.gov/news/press/2004pres/20040512.html. Weise, K. L., Smith, M. L., Maschke, K. J. and Copeland, H. L. (2002). National practices regarding payment to research subjects for  participating in pediatric research.   Pediatrics 110 (3), 577.   Retrieved on May 21, 2008 from  http://pediatrics.aappublications.org/cgi/content/full/110/3/577?ck=nck.

Ehtnographic Study paper Essay Example | Topics and Well Written Essays - 1500 words

Ehtnographic Study paper - Essay Example Regarding the students in the entire school, these students’ ethnic background(s), language(s), ages, educational level of community members, behavioral norms and values, and socioeconomic statuses will be evaluated and thoroughly analyzed. Here we will analyze primarily the students in the entire school, with a philosophy of diversity centering upon the particular class. II. Background The ethnic mix of the learners, both in the class and in the school, is diverse. The school’s student body is predominantly African-American, although there are small amounts of other races present in the student body. The school used to be more racially diverse years ago. Regarding students’ socioeconomic status, this is diverse as well. The SES of the learners at this high school is varied, but a lot of the students tend to come from backgrounds with socioeconomically disadvantaged status. The primary language spoken is English, and in some cases, Ebonics (although not formally recognized by some as a bona fide language) is widely spoken by the student body. The type of community surrounding the school is in the city. Therefore, this school is an urban school. This school has special populations (special education, ESL/ELL, gifted). This school has a comprehensive special education program. Moreover, however, it has a large gifted population in its 7th-12th grade program. A certain percentage of the 7th and 8th graders in the Gifted program remain to go on for high school there, so there is that factor to consider, too. It is a keystone of any teacher’s philosophy of diversity that the classroom be a place of inclusiveness—whether students be Black, white, Latino, Asian, Native American, or of mixed race(s) or races not named here, and be of whatever socioeconomic status, religion, national origin, gender, sexual orientation, disability, or cultural affiliation—that students feel that they are equals in the classroom regardless of the teacher’s cultural lens. An inclusive philosophy dictates that each student should have the same opportunity to learn their subject. This includes being cognizant of striving against favoritism, especially based on gender or race. Students who are from lower levels socioeconomically should be given a fair chance to succeed by providing them with the tools they need to succeed in an environment which has typically favored the dominant culture’s hegemonic social strata. A level playing field is key. Strategies include having class materials available such as extra paper and pens. Teachers should want students of various national origins and religions to feel comfortable enough to express themselves within the dynamic of their own backgrounds. Especially with students who have ESL/ELL/bilinugal/multilingual backgrounds, teachers should want to make sure that their class is accessible to their language capabilities by supporting their learning with extra attention in order to check for understanding so that they don’t fall behind. Additionally, teachers should like to extend their help to students of different genders and sexual orientations who may suffer discrimination from other students—and try to combat that discrimination within the classroom by having an open-door policy. The teacher should wish to facilitate a learning

What Shapes External Competitiveness (Compensation Strategy) Essay

What Shapes External Competitiveness (Compensation Strategy) - Essay Example 2. The degree of competitiveness being intense, increases in product prices would correspond to lowering of revenues, if undertaken. Thus most judicious producers would adopt a wait-and -watch attitude rather than take up indiscreet steps of hiking prices to serve short-term monetary interests Finally, coming to organizational structure, it is believed that whether the business is labour or capital intensive, technology driven or market driven- all contribute towards the kind of wage or compensation strategy that would be enforced. As a usual practice, firms that are reputed, technology driven and well entrenched pay higher than start ups and growing business houses. In the sphere of external competitiveness, that is wage bargaining, there are several factors which make their mark. The â€Å"comparing of compensation rates of one organization with that of its competitors† is what determines compensation strategy. The relevant compensation strategy that needs to be pursued. It is believed that â€Å"the organization’s plan for how compensation decisions on the types and amount of pay are made, based on the interests of the employees and keeping with the organization’s mission and competitive position in the market.† (Compensation and internal & external equity, 2008, para.3). Besides this, the level at which compensation is payable to staff, executive or top management level is also important as is the kind of individual contributions made by employees at these levels. Quality and quantity of performance, work commitment, loyalty for the cause of the organization and the ability to work harmoniously in a Compensation and internal & external equity. (2008).One step Compensation Framework. Retrieved June 17, 2010, from

In what ways and why did the character of the nineteenthcentury Essay

In what ways and why did the character of the nineteenthcentury Scottish economy and society differ from that of the rest of Britain - Essay Example "Treaty of England" held a year earlier, and was put into action by the "Acts of Union", which was passed by the Parliaments of both of the kingdoms. Scotland witnessed a lot of pretest across the country, due to this union1. After the union, Scotland maintained to have their separate legal system, from England, Wales and Northern Island. Not just legal system, Scotland kept its education system, and Church of Scotland separate and it is the reason that Scotland maintained its uniqueness in all these times. It helped in keeping the Scottish culture and Scottish national identity since the union2. Though, it is not a separate country now, but still they tried to maintain their national identity. Scotland has a large abundance of natural resources from fertile land, and this land is suitable and considered best for the cultivation. Other than cultivated land, it also produces minerals and there are resources of different minerals in Scotland, such as coal, zinc, iron and oil shale etc. and the reservoirs of coal seams beneath central Scotland, and in the areas of Ayrshire and Fife. These reservoirs of coal contributed a great share in the industrialization of Scotland, during the 19th century. The mining of coal was a huge employment generator in the 19th century, though it declined now, due to the cheap coal, which is imported from the other countries. The Industrial Revolution was witnessed heavily in Scotland, as the Scottish Economy is well known for its heavy industries in 19th century. The heavy industry includes the shipbuilding, coal mining and steel industries, these industries attracted a lot of people from the neighboring states and countries, who came in search of jobs and finally settled here. The growth of Scottish economy is also due to the fact that British Empire had allowed Scottish economy, to export their goods throughout the world and it was due to the presence and participation of Scottish people in the British Empire. No doubt, Scotland left behind the England and the other states at that time. The Scotland witnessed a great political and industrial change during the nineteenth century. Industrial revolution was the talk of town and Scotland was taking full advantage of it, and heavy industries were making their way not only in the country but also in the world, as the Scottish products were being exported throughout the world. These industries generated a lot of employment opportunities and hence many poor people from the neighboring countries, such as Ireland, came in search of jobs and in the same way, labour movements begin to form. This development lead the Scotland to improve the living standard of their citizens and like this, proper measures were taken, which made a base to improve the situation of poor people in the country and also few new laws were introduced, such as poor laws. Laws were passed in the parliament, which demands the betterment of the poor people in the country and they were approved by the parliament and like this, the living standard of the poor was improved, and they started living a better and safe life. Laws introduced at that era were, poor laws, sanitation and education. Though, these changes were

Mutually Assured Destruction Research Paper Example | Topics and Well Written Essays - 3000 words

Mutually Assured Destruction - Research Paper Example Their own children fought the first man versus man battle with Abel as the first human casualty. From then onwards, from the Book of Genesis to the Book of Revelation, every chapter exposes the wars human beings have had to win. On the other hand, the theory of evolution paints an even more difficult birth for the human kind. It is survival of the fittest. Perhaps the Homo sapiens specie is indeed the fittest because it had survived the tests of time and nature. Sadly though, we did survive millions of years of evolution only to stand at the brink of total annihilation on our own hands. Apparently, Armageddon would come not through the Beast of the Book of Revelation or through a colliding giant asteroid. Contrary to the prophecies of prophets and filmmakers, the end of days would be brought by the beast of man called nuclear weapon when the interests of the world’s powers collide. Worse, there is no need for a world war three in order for the world to be in chaos. All it need s is a war between two nuclear superpowers and the earth will stand still, or whatever is left of it. War in this day and age is unthinkable but we need to think about it. War in the twenty first century is simply mad. Well, as a matter of fact, it is MAD. This paper shall look into the theory of war called Mutually Assured Destruction (MAD) and its role in the World War I, World War II and the Cold War. Moreover, this paper shall explore into the future of weapons and war in light of the technological advancements of our time. The MAD Theory When John F. Kennedy took over the reins on January 20, 1961, he declared in his inaugural address: "Let every nation know, whether it wishes us well or ill, that we will pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.† Essentially, this was a confirmation that from then onwards, the USSR will never catch up on the mighty USA. The government will do everything in its power and utilize all available resources to ensure that the USA shall remain the world’s guardian of democracy and anyone who chose to disagree and oppose shall feel its power. True to his words, the President brought in Robert McNamara from the business sector to help him pound the competition and ensure its monopoly on world power. And McNamara managed the Department of Defense like he would a multinational company – always with a sharp eye on profit and always calculating the odds with the aid of cost-benefit analysis. The US developed more products that would be a big hit in the world market (read: weapons that would destroy the world). And the business of war was indeed good. President John F. Kennedy’s Secretary of Defense Robert McNamara introduced the world to the concept of Mutually Assured Destruction otherwise known as simply MAD. In his own words: â€Å"Mutual Assured Destruction is the foundation of deterrence†¦ If you want a stable nuclear world†¦ it requires that each side be confident that it can deter the other. And that requires that there be a balance and the balance is the understanding that if either side initiates the use of nuclear weapons, the other side will respond with sufficient power to inflict unacceptable damage. Mutual Assured Destruction. So Mutual Assured Destruction is the foundation of stable deterrence in a nuclear world. It's not mad, it's logical.† (Interview) Robert McNamara is credited with the doctrine of Mutually Assur

Saddam Husseins Execution Essay Example | Topics and Well Written Essays - 1000 words

Saddam Husseins Execution - Essay Example President of the United States, George Bush applied his doctrine of pre-emption and US forces entered Afghanistan. In pursuance of this policy, the Bush administration went a bit further and made an effort to win hearts and minds of the Muslims. Once again the old rivals of first Gulf war were confronting each other. But this time the objective was even bigger. The allied forces led by US troops, made a plan and showed determination to get rid of Saddam Hussain once and for all. This would have given two clear benefits namely support from the long suppressed Iraqi nation, who would welcome any positive change and secondly the permanent footings in the region of middle east that has enormous value because of its precious mineral resources (Mike Shuster 2006). The Arab world wanted freedom from the fearful and despotic rule of Saddam Hussein and US promised exactly that (Hasan Abu Nimah 2007). Although some of the analysts claim that the war was unjustified on the grounds that it did not have the backing of United Nations. Still others say that this was the only way to relieve the Iraqi nation of its miseries. This is the way that would pave well for the conducive environment for democracy. A democratic government in Iraq would be a basis for stability of the country and the region. But the incidents like the Abu Gharaib added to American problems, need to send more troops than pulling out and the rising death toll on daily basis aggravated the situation and changed the whole scenario. The Bush administration started losing its support of allied forces and among the American public. The insurgencies against the forces started rising tremendously and the Arab world lost confidence in the United States. The whole world began to doubt and started criticizing the policies and strategies of the American leadership. Thus, President Bush had to think of some way out to recover the messed up state of affairs. He therefore, decided to bring Saddam under trial and the Iraqi court sentenced him to death. Soon after his death the air is heavy with accusation as the implication of grotesquely botched lynching sink in. What should have been an act of justice following due process had the baying malice of an execution. A legal execution intended to show at last that the period of Saddam is over-threatened to have the conflicting effects. Whilst a tyrant of exceptional violence is publicized dying with pride and no slight valor at the hands of covered thugs. No doubt American officials are cleansing their hands of this whole shocking concern, and Tony Blair is saying no to make any remark from his Miami poolside. There is some fairness in American statements that it is the Iraqi PM, Nouri al-Maliki, who has to take the burden of blame for this fiasco. He outshined religious and legal reactions to rush the death sentence. The Iraqi constitution wants President Jalal Talabani and his two colleagues to sign a verdict of authorization for 'the death sentence'. Mr Maliki efficiently disregarded this obligation. Even more rabble-rousing to the extent that Iraq's Sunni minority is concerned was his breach of the Iraqi decree that executions should not occur during the Eid al-Adha, the Muslim's celebration day. For Sunnis, that

Curriculum Development Assignment ( French Secondary PGCE) Essay

Curriculum Development Assignment ( French Secondary PGCE) - Essay Example In this context, one would define an authentic learning experience as one which would prepare students for real-life situations (using props, or realia, if necessary and available) in order to facilitate the learning process. Students, then, are not seen from the philosophical lens of being merely â€Å"vessels to be filled with knowledge,† as Paulo Freire might have argued. Nor are students coming to classroom with their minds a tabula rossa, a blank slate on which one must fill their heads with ideas—as John Locke might very well have argued. Instead, students have knowledge already, prior knowledge that can be tapped into and used in dramatic situations in order to facilitate new learning, weaving what they know in with what they don’t know. Additionally, students have ideas already in their minds about the language they are learning and how exactly they might like to go about learning in their own manner—but, perhaps outside of a drama-inspired French class, they might not receive as many opportunities to be creative in secondary school subjects as they might with a class designed like this one. Indeed, it is the students who make the classroom setting and the learning fun by adding their own knowledge or surprise â€Å"twist† to the subject matter’s material, if you will. ... In every truly good drama, there are always elements of serious academic study and research that go behind every academic project worthy of some undertaking. Drama is a way for students to use different kinds of intelligences as defined by Howard Gardner’s Theory Of Multiple Intelligences, which are common knowledge to educators everywhere—the different intelligences being bodily-kinesthetic, interpersonal, intrapersonal, musical, verbal-linguistic, logical, spatial, and naturalist intelligences all combined. For example, students may use their interpersonal skills interacting with each other as actors and actresses. Intrapersonal—or extremely introverted students—may learn to be more outgoing and even have their own soliloquies. Musical students may choose to sing in their dramatic presentation, in French, as part of their particular project. Verbal-linguistic students might be interested in reciting long monologues or dialogues that they themselves have written in French, and then perform them in a lively and witty verbal discourse. Students who are visual may use their spatial intelligence in order to draw or design temporary, movable scenery or provide visual imagery for the presentation—which could include technology such as a PowerPoint or a presentation on a SmartBoard (if such technologies are available). Students with bodily-kinesthetic intelligence may be good with activities requiring movement and the proper placement of one’s presence on-stage. Students with naturalistic intelligence may incorporate nature and ethical treatment for animals into their dramatic presentations. As an additional bonus, some students may have high moral intelligence, which may lead them to produce a morality play, for

Love and Family Essay Example for Free

Love and Family Essay The short story â€Å"Eveline,† by James Joyce is a story of a young girl who must make a decision between an unhappy life that she is familiar and comfortable with and a life of possible happiness, love, and the unknown. If she leaves with the sailor she has become fond of, she would have the chance to run off to unknown fun, unlimited dreams, and the possibility of love, or the possibility of a life of solitude. If she chose to stay with her father who was abusive and unwilling to change his ways, she would most certainly have a life of predictability and unhappiness. This made life with Frank sound more appealing. Also, Eveline had made a promise to her dying mother to take care of the home and her younger siblings for as long as she could. She would have to go back on her promise. Could she break a promise to her dying mother? The neighborhood she lived in was predictable and comfortable. She knew everything about it. As hard as the decision was, Eveline made the right decision to stay with her family because she is afraid to fail. Although Frank was a sailor that promised fun, dreams, and the ability to be happy, he could never make Eveline completely happy without love. When they would meet in secret she would always have fun with him. He made her happy. They would go to shows and he would sing to her. He made her feel special, which was something Eveline yearned for. Frank was mysterious. He told her stories of the many things he would do on his travels. He told of how he traveled through the Straights of Magellan and of when he had fallen on his feet in Buenos Ayres. His stories were always elaborate and often seemingly unbelievable at times. He told her he would take her to Buenos Ayres; this is where they would live happily ever after. He had a house waiting for her, he told her. She would be his wife. He never actually told her though, what would become of them or how they would survive. She knew Frank could give her life, but only perhaps love too. Eveline was not in love with Frank. At the end of this short story when she tells him good bye her eyes showed him no sign of farewell, or recognition, or love. When she decided to stay, Eveline knew what the rest of her life had in store with her family. Eveline was comfortable with her family and knew what to expect for the rest of her life. She had food and shelter. Her father was abusive and demanding but, he was always there for her and her family. One time when she was sick he read her a story and made her toast by the fire. This shows that even if his actions don’t always prove it, he cares about her and loves her. She would have to give up her family to stay with Frank because her father did not like him. Once her father had quarreled with Frank, after that she had been forbidden to see him any longer. She loved her family. It would be too difficult to give up on her family to be with a man she did not love. If she failed she would not have her family. Eveline never wanted to disappoint anyone in anything she did. If she left she would even disappoint her dead mother. Eveline had made a promise to her dying mother, on her death bed, the night she died, to keep the house together for as long as she could. This was hard for Eveline, but she knew it must be done. Eveline was the only person who could take on the task of caring for her siblings after her mother had passed away. Her father was often in a bad way, and would become violent with everyone that he came in contact with. Eveline would give all her money to the family for what they needed and wished she could give more. If Eveline stayed she would have to continue to work hard to keep her family together, but it was familiar and did not threaten failure and loneliness. She knew what was expected of her and knew she could do it. She would go to work, come home, and take care of her family that was her routine. Eveline was comfortable. She would work hard to keep her family together. She would not fail and she would forever be able to stay in the house she was familiar with and loved. Eveline was so accustomed to the neighborhood she lived, it had become comfortable. This was where she had grown up. She used to play in the streets and she knew everybody. She even knew the sounds of the people walking down the street, like the familiar footsteps clacking on the pavement of the man in the last house on his way home. She knew the familiar smells of the area. She was fond of the smell of her house. Eveline often mentioned the familiar odor of dusty creatone. Everything in the house was familiar and she had wondered at times if she would ever see them again. She had never dreamed of being divided from them. She was unsure if she could leave and not come back. She would never be able to see these things again. This was something Eveline could never face. Eveline was a weak woman brought down by a man all her life. Eveline made the right decision by staying because she had no idea what was ahead and was too afraid of failure. The risk of failure was too real. There were no promises of success. Eveline realized she only had one family and if you turn on them you have nobody left. If she were to fail with Frank she would have to fail alone, she than would have nobody to be there to help pick up the pieces. She would never again have the familiar sounds in the street, the house she grew up in, or her family. She would have to break a promise she made to her dying mother. Eveline did not believe it was worth the chance of failure. Eveline made the right decision to stay with her family.

The action of enzymes Essay Example for Free

The action of enzymes Essay Enzymes are proteins that are chemicals that dissolve and break down food. They help speed up the rate of which food can be digested in our bodies. Without enzymes food will take forever to digest, but as they are highly specific catalysts that mean that they can break larger molecules faster then if they were not there at all. Although enzymes are very useful to our bodies they can become useless in extreme conditions as they become denatured, and lose the intricate structure so that they can no longer break down any substrates. Enzymes being catalysts mean that they dont get used up in the reaction and so can continue to break down any substrates. Enzymes break down substrates by using the lock and key theory. The lock and key theory is a simple way of describing how specific an enzyme is for a substrate. Just like a lock requires a specifically shaped key for it work so does an enzyme. Each enzyme has an active site, which is where the enzyme can bind to the substrate on which it can perform some chemical reaction. Because each enzyme performs a specific task on a substrate the active center of the enzyme can be considered to be the lock which requires a specific key or substrate to the function of breaking it down. Aim: To investigate how temperature can effect the rate of reaction between an enzyme and a substrate. Theory: My initial theory is that as the temperature reaches a certain level (optimum temperature) the rate of reaction will increase. As the enzyme reaches its optimum level the rate of reaction will increase causing there to be less trypsin present. The purpose of a catalyst is to make a reaction work without getting used up in the process. If there is no catalyst then any substrates such as glucose or sucrose can ever be digested. Prediction: My prediction is that as the temperature reaches roughly 40i c that the reaction rate will become quicker. I am saying this because the optimum level of the enzyme is roughly 40i c, anything above 45i c and the enzyme will start to denature and not work properly causing the rate of reaction to decrease. Also if the temperature is below 40i c then the enzyme will work too slow due to temperature. I also think that the rate of reaction will increase because of the collision theory. The collision theory is based on the fact that when the temperature reaches 40i c (optimum level) the Enzymes and substrates will be moving faster meaning that there will be more successful chemical reactions between them. More successful chemical reactions happen because there is enough energy in the chemical reaction to break bonds. This means that there will be more substrates to break down per second, which means there will be more successful substrates being broken down per second, so the rate of reaction will increase. I also predict that the rate of reaction will double after every 10i c. the reason that I predict this is because of the Q10 theory. I also predict that the doubling will stop at roughly 40i c. By using the Q10 theory it means that we are able to predict the results that we are going to get up to and including 40i c. As is clear from the graph below that the optimum level of an enzyme is roughly 40i c Preliminary Experiment: Temperature of test tube (i c) Time taken to turn into negative (s) Repeat. It took on the first repeat 150 seconds for the starch to turn into a negative at a temperature of 30i c. Then on the second repeat it took 300 seconds for the starch to turn into a negative at a temperature of 30i c. After we saw the difference of the readings we decided to write down the results in intervals of 10 seconds, rather than 30 seconds so as to make sure that our results are more accurate. Method:   Collect test tubes.   Collect enzyme trypsin.   Collect a syringe and milk. Collect tripod, Bunsen burner and heat proof mat.   Collect a stopwatch and thermometer.   Mark a dot on a piece of paper and put it under the test tube. Lower the test tube in the water at the temperature desired. Start the stopwatch when the trypsin and casein are in the test tube and at the right temperature. Stop the stopwatch when the solution goes clear and the dot is clearly visible.   Record the time it took in seconds for the solution to go clear.   Record the results gotten, into a table.   After recording the results repeat the experiment.   As I am taking readings from 0-70i c in steps of 10i c there will be 21 readings including the repeats and also another three readings for my controlled experiment including the repeats. The Clarity of the test tube will be determined by eye, due to lack of equipment. The stopwatch shall be stopped once the solution has reached its optimum clarity, this could be proved difficult due to the fact that the clarity of the test tube varies as you go up it. This means that our results may have some anomalies occurring in them, these anomalies may be caused by human error or other occurrences with in the experiment like the temperature not remaining constant. This means that our results may not be very accurate. Variables:   Temperature of solution. Constants:   Volume of solution. We will be keeping the same apparatus so as to keep it a fair test.   The pH of the test tube will be kept the same so as to make it a fair test. The concentration of both the substrate and enzyme will be kept the same.   The fact that we will not shake or stir the test-tube will be kept constant as this would make our results unreliable. Fair Test: The reason why we have a fair test is so to make the results as accurate as possible. The ways in which we shall keep it a fair test is to have 3 repetitions of each temperature. Also I shall clean out the apparatus used like the test tube and syringes so as to make sure that out results are not affected through contamination. Factor of rate of reaction: The factor that I have chosen to affect the rate of reaction of my experiment will be temperature. The reason for this is that it seems that there is less chance of human error making my results inaccurate. Safety During this experiment certain precautions must be made as we are dealing with water in excess of 70i C. The precautions taken were to wear safety goggles, so that our eyes can not get harmed or damaged as a result of a spillage.

Overview Of The Human Resource Activities Management Essay

Overview Of The Human Resource Activities Management Essay This essay gives an overview of the Human Resource activities in Goldman Sachs Group with particular concern to the challenges faced at the senior management level. In Goldman Sachs, Human resource management is referred to as Human Capital management and during my investigation it was revealed that the Groups HR managers employ the SOFT approach that emphasis the need to gain commitment of employees through involvement and communication. The challenges faced by this division are as a result of the rapid changes occurring in the external business environment and some internal re-structuring adopted regularly to tackle short and long-term un-foreseen circumstances. The Goldman Sachs Group is a global investment banking and securities firm which engages in investment banking, securities, investment management, and other financial services primarily with institutional clients. Goldman Sachs was founded in 1869 and is headquartered at 200 West Street in the Lower Manhattan area of New York City, with additional offices in major international financial centre. The firm provides mergers and acquisitions advice, underwriting services, asset management, and prime brokerage to its clients, which include corporations, governments and individuals. The firm also engages in proprietary trading and private equity deals, and is a primary dealer in the United States Treasury security market (Goldman Sachs, 2010). According to Leif Edvinsson (2002), the only essential value an enterprise has is the experience, skills, innovativeness and insights of its people; Goldman Sachs believes human resource management plays a critical role in managing the firms most important asset, the people. People are our most valuable asset is a truism which no member of the senior management team would disagree with. The HR division serves the firm globally from locations in the Americas, Europe, India and Asia, and is responsible for a broad range of activities that relates to that outlined by Henry Fayol (1841-1925). Question 1: Business environment is rapidly changing and bringing new challenges to the workplace. What are the challenges face by the HR Manager in your chosen organization and suggest how these can be overcome by effective HR strategies. There is a dynamic shift in the global business environment today and more dramatic change is expected in the next decades especially at senior level (CIPD, 2010). As a result, HR managers at Goldman Sachs must play special roles in dealing with these changes and must develop specific competencies to tackle the effect. These changes include Workplace Diversity, Pay structure, the transfer of work abroad, either to outsourced providers or on a global in-sourcing basis; the e-enablement of many HR process; greater sophistication in the HR information technology, new structures for international HR functions; greater competition for talented staff at all levels of organization; more protracted and strategic talent pipelines. Stuart (2009) wrote in an article that If HR is not yet sufficiently respected in financial services, especially in the Investment banking industry, and then such an important issue, affecting both corporate image and the compensation of senior executives, is unlikely to be delegated to them. I strongly concur with this logic, implying that other senior executives will make the decisions, while HR is left to handle the vast amount of day-to-day paperwork: This is not the case in Goldman Sachs Group. After a careful research into the Human resource activities in Goldman Sachs, this report revealed that there is a well-structured strategy tailored specifically for senior level employees. This is because of their strong concern for long term leadership scheme required for the sustainability of their cooperate strategy. They accept as true that Human Capital management has been the bed-rock of the Organizations success so far (GS leadership Summit, 2009). There is a direct link between the corporate strategy and the HR strategies in Goldman Sachs. As a result, the HR managers in various locations continually strive to hit a balance in the way and manner they deal with executives in the top level (Goldman Sachs, 2010). The HR managers have long wanted to get away from the old reputation of telling line managers what they cannot do, by concentrating on business partnering, change management, leadership development and of course Financial Directors that are also seldom turned on by reconciliations and Internal Audit, but they do it while still remaining strategically relevant (Taylor, 2009). In Goldman Sachs, the HR function is viewed differently according to the organizations sub-divisions; however, the financial crisis has given rise to four key issues that provide HR managers in Goldman Sachs with the chance to demonstrate the value of its expertise and elevate its image and status within the Investment banking industry. These issues are: Leadership selection and development, pay structure, Workplace Diversity, intelligent and efficient downsizing, and the need for new ways to manage, engage and retain staff for higher management positions. Spencer (2009) in a research discovered that these issues are key factor that could affect the future of any organization in the long term hence the need for critical response by the HR managers in Goldman Sachs. Leadership selection and development Establishing a strong pipeline of potential leaders is important for Goldman Sachs future success (Goldman Sachs, 2008). In the financial services industry, organizations have often felt compelled to reward high revenue-generating employees with promotion to management positions, the results have been mixed indeed, it could be argued that the inappropriate selection of managers contributed to the recent crisis. The Goldman Sachs group as a whole is still grappling with this issue, thinking of effective ways to integrate star performers within the management structure without compromising standards. A good retention plan as well as training and development programs for senior executives (as illustrated in the later part of this paper) can help Goldman HR managers tackle this challenge. Pay structure The financial crisis has brought the compensation structure within all divisions in Goldman Sachs back to the drawing board (FT, 2009). There is a widespread feeling that short-term pay deals encouraged risk-taking behavior which, at least in part, contributed to the crisis. As a result, growing pressure from government, media and the general public has resulted in many investment banks rethinking the way they pay their front-line staff. The need for greater transparency, a remodeled financial incentive for risk-taking, and more precise measurement of individual performance is a topic of much debate within Goldman Sachs. At the very least, HR can anticipate heavy involvement in ensuring compliance with newly introduced and very detailed legal and regulatory requirements on pay. Workplace Diversity The future success of Goldman Sachs relies on the ability to manage a diverse body of talent that can bring innovative ideas, perspectives and views to their work. The challenge and problems faced of workplace diversity can be turned into a strategic asset if Goldman Sachs is able to capitalize on this melting pot of diverse talents. With the blend of talents of diverse cultural backgrounds, genders, ages and lifestyles, they can react to business opportunities more rapidly and creatively, especially in the global investment banking industry. Alison (2008) confirmed that this fact must be one of the important corporate goals to accomplish for greater success. More importantly, if Goldman Sachs internal working environment does not support diversity broadly, they risk losing talent to competitors. In order to effectively manage workplace diversity especially at senior level, Cox (1993) suggests that HR Managers at Goldman Sachs needs to change from an ethnocentric view (our way is the best way) to a culturally relative perspective (lets take the best of a variety of ways). This shift in philosophy has to be deep-rooted in the managerial framework of the HR Management in her planning, organizing, leading and controlling of the Groups valued asset Our People. Since pay is no longer a necessarily key motivator, other ways to attract, engage and retain staff need to be emphasized or discovered for long-term benefits. Intelligent downsizing A harsher economic climate has resulted in several Investment banks downsizing their staff level considerably. Goldman Sachs HR managers most consider reshaping the organization so that it can ride the downturn with morale intact, while ensuring that it is prepared to capitalize when the economy recovers, this will present a clear opportunity for HR managers at Goldman Sachs to prove their commercial value. However, at their annual stakeholders conference (2009), doubts were expressed about whether HR has so far managed to stamp its authority on this process. Question 2: Comment on how HR activities contribute to the success of your chosen organization. Use any 2 HRM Models to explain your answer. A number of studies have noted significance of human resource activities in the success or failure of an organization (Terpstra Olson, 1993). Human resource factors form one of the most important areas for success for Goldman Sachs (Castanias Helfat, 1991; Spender, 1993; Lei Hitt, 1995; Conner Prahalad, 1996). Carter, et al. (1994), as well as Nucci (1999) wrote that business continued existence and success is associated to human resource as well as the financial factors at the early start-up phase. A study of new businesses by Bamford, Dean, McDougall (1996) acknowledged acquiring competent human resources was critical for any Business success or failure because HR management (also called Human capital management in Goldman Sachs) influence and may determine how well success can be achieved in a highly competitive global market environment. HR managers at Goldman Sachs employ a model synonymous to the Harvard analytic framework which focuses on the different stakeholders interest that impact on employee behavior and performance. All the successful internal operational activities have been shaped by their Human Resource strategic choices (Goldman Sachs, 2009). Like the Harvard analytical framework, HRM policies at Goldman Sachs are derived from Stakeholders interest and the outcomes which are in-line with the HRM policies produces corresponding Long-term consequences (Organizational effectiveness). These consequently have a direct effect on the Stakeholders interest and several situational factors (Workforce, Business strategies, Management Structure and Culture). Stake holder Interests Shareholders Management Employee Groups HRM policy HR outcomes Long-Term Government choices Consequences Community Employee Commitment Individual Unions influence Compliance well-being Human resource Congruence Organizational flow Cost effectiveness effectiveness Rewards systems Societal well- Work Systems being Situational Factors Workforce Characteristics Business Strategy and conditions Management Philosophy Labor Market Unions Task Technology Law and Societal values Figure 1: Harvard analytical framework adapted from Beer et al (1984) Guest strategic Human Resource management model best summarize the strategies and contributions of Human Resources managers at Goldman Sachs. The model draws a link from the HRM policies (concerning Organizational design, management of change, Recruitment, selection, development and reward systems) to the Human Resource outcomes (strategic integration, commitment and quality) produced by such policies and onto the corresponding Organizational outcomes (High job performance, innovation, Cost effectiveness and competitive advantage). HRM Policies Human Resource Outcomes Organizational Outcomes High Organizational design Job performance Management of change Strategic Integration High Problem-solving Change Recruitment Commitment Innovation selection socialization Appraisal training Flexibility High development Cost Effectiveness Reward systems Quality Low Turnover Absence Grievances Leadership/ Culture/Strategy Figure 2: SHRM model Adapted from Guest (1989) The degree of the overall HR performance at Goldman Sachs is positively associated with success and growth as explained by Fombrun et al (1984). The approaches to employee recruitment and selection are many. The firm often has greater resources to filter potential workers, yet the HR managers have greater insight regarding a potential recruit at the individual level. Regardless of the types of recruitment, tests, interviews, and measures of potential performance, recruitment and selection of the right people for company positions affects the probability of success. Effective recruitment and selection is positively associated with success and growth. Designing and implementing adequate work environments, reward systems, benefits packages (among others) are part of HR function at Goldman Sachs. These are often critical to retain the highest performing quality employees. At Goldman Sachs, difficulties sometimes arise in keeping their best people from accepting posts that are more attractive. This is particularly true in the Investment banking sectors of high demand for particular human capital. Retention of quality employees is positively associated with success and growth. In the same way, Employee Satisfaction is positively associated with success and growth. The Group recorded an increase in profit from 15.6% as of November 28, 2008 to 16.0% In March 27, 2009 and this was linked to the effectiveness of her HR managers with particular concern on the way and manner they managed issues relating to recruitment and selection of the Groups senior executives, established successful retention of quality employees (created high number of high ranked staffs renowned in the investment banking industry), and excellent succession planning strategies. Rewards Selection Performance Appraisal Training Figure 3: Human Resource circle adapted from Fombrun et al (1984) HR managers at Goldman Sachs provide enhancement of human capital by education, training, mentoring and other programs as a means to improving business outcomes. These programs not only increase the skills of employees, but also motivate them and inspire new ideas. There are positive effects in the interrelation between knowledge-structures (such as development and training) with the corporate goal. Employee training and development is positively associated with success and growth. Question 3: What role HR planning plays in your chosen organization? Describe any 3 HR planning Methods that has been used to achieve organizational objectives. In March 27, 2009 Goldman Sachs improved her balance sheet, reporting a Tier 1 ratio of 16.0% (an increase from 15.6% as of November 28, 2008); credit was given to the effectiveness and proactive strategies of her HR managers for successful planning across all divisions of the group (GS summit, 2009). Goldman Sachs HR managers believe that a good planning requires an assessment of present and future needs of the organization compared with present resources and future predicted resources. Effective HR planning has anticipated and mapped out the cost and benefit of their business strategy on the effectiveness of their Human resources (Bott, 2010). These plans have enabled them anticipate the future needs of their Human resource management, and indentify practices that will help them meet those needs. Although, Goldman Sachs corporate strategy guides the HR strategies, their HR plans are highly congruent with their Business strategy (vertical integration). In like manner, the HR strateg ies are cohesive and mutually supportive to all functional departments and divisions across the Group (Horizontal integration). HR planning has contributed immensely to the emulating succession planning at Goldman Sachs (Goldman Sachs, 2009), it has helped to anticipate and prevent chaos within the organization (Smoke detectors), help to resolve employees challenges especially at the senior level, enable an effective Retention plan, and several developmental programs to ensure staff competency (Goldman Sachs treasured asset). It has also helped the group to answer question like; where will the next generation of our managers come from, how they can retain their highly skilled staffs, and what number of staffs they should employ. Several HR planning methods has been employed by HR managers at Goldman Sachs to achieve success in these areas. Some of such planning methods are; Bench Strength Plan; this planning method is more of a targeted succession planning at Goldman Sachs. It emphasizes on the Human capital on reserve that are capable of succeeding a senior executive when they leave. It is currently the least automated talent management procedure within the Group but has also provided the senior executives with global visibility into the talent pipeline and overall bench strength by leveraging dynamic talent pools and advanced analysis of capable staffs that would take over if a senior executive leaves (softscape, 2009). Goldman Sachs Succession planning systems have helped to identify, prepare, and track high potential employees for promotion and advancement. This planning method further reaffirms the fact that the key success factor as stated in the Groups Values is Our People (Goldman Sachs, 2010). Practically, Goldman Sachs examines the capabilities of her employees and follows up their performance and effectiveness from basic roles to leadership qualities. Senior executives are encouraged to select at least three employee of their choice who would be monitored and later given more responsibilities within a division by way of heading smaller departments (see figure 4). These selected employees would then be observed and scrutinized considering several behavioral and professional factors. After a specified period, one out of the three would be groomed specifically for the proposed senior position. Figure 4: Succession planning adapted from Goldman Sachs (2010) Retention Plan; this planning method enables the Goldman Sachs HR managers to identify competent employees who are of great value to the organization and have the capabilities of stepping into senior positions. This category of employees are then developed and mentored through a planned procedure to equip them with the classified ethics of the Group (GS annual conference, 2009). Goldman HR managers also use tools like competitive pay rate, quality training, and continuous development programs as a retention strategy for senior executives. Although Goldman Sachs keeps all vital information regarding their senior executives classified. Effective Retention planning has helped Goldmans HR managers to anticipate unforeseen circumstances that may occur if an employee under grooming decides to leave (Lloyd, 2008). Horizontal Progression plan; as a result of the recent economy down-turn Goldman Sachs has integrated many job positions to shrink cost (FT, 2008). The effect of this change created an un-safe environment for their employees and resulted to under performance across all divisions. As part of the strategic intervention by the HR managers, Horizontal progression plan was introduced to enable job rotation and staffs transfer across the Group (Goldman Sachs, 2009). This created a boost in their employees morale and there was a recorded Tier 1 ratio of 16.0% increase in Balance sheet (an increase from 15.6% as of November 28, 2008). Question 4: Recruitment Selection strategies ensure the deployment of a new human capital in the organization. What Recruitment and Selection strategies are taken in your chosen organization to recruit select senior management staff to enhance organizational performance? Goldman Sachs global business reputation and success begin from the recruitment and selection of competent and talented employees (Lloyd, 2009); this statement forms the bedrock on which GS HR managers build recruitment and selection strategies for senior executives. Fletcher (1996) started that an organizations workforce should match her corporate vision; hence the HR policies for recruitment and selection of senior executives at Goldman Sachs have been tailored to best fit their business goals. There is a clear definition of who is needed and a well defined role and responsibilities of any selected senior executive at all division. A recent report by KPMG (2009) started that in the USA 20 percent of the entire workforce will retire in 2011, in London 60 percent of skilled employers are facing skill shortage already, and the average cost of recruitment and selection process runs into an excess of about  £4800. Recruiting senior staff members is a critical procedure for HR managers at Goldman Sachs, unlike the general recruitment process; Brains are not just enough, there are several stages to determine whether a prospective candidate meet the Goldman Sachs intellectual standards. Prospective employees are identified, assessed and selected on the bases of their work experience and professional recognition within the financial trading, asset management and investment banking industry. Some of the best fit recruitment strategies employed by Goldman Sachs HR managers includes; Employers Branding, In-house search, Head hunters, Employee referral schemes, Professional social networks like LinkedIn (Crawford, 2010) a nd sometimes newspaper advert. Employers Branding Minchington (2005) defines employer brand as the image of an organization as a great place to work in the mind of existing employees and key stakeholders. Simon and Tim (1996) defined it as the package of functional, economic and psychological benefits provided by employment. HR managers at Goldman Sachs use their employer brand in the form of series of messages and images about the company to communicate its culture and value- from the employees point of view during the pre-recruitment phase. They employ this strategy as a strong tool to attract and recruit talented senior executives across the investment banking industry as well as retention strategy for existing senior employees (Goldman, 2009). In-House Exploration Goldman HR managers identify existing employees who have the capabilities and can possibly fill in a vacant senior position when the need arise (Goldman Sachs Tactical recruitment option, 2009). The advantage of this option is that it reduces the cost of going through the rigorous recruitment and selection process for fresh candidates. However, the disadvantage of this strategy is that when a junior employee is identified to fill up a senior position, the position of that employee becomes vacant thereby creating the need for the recruitment of another junior employee to fill in such gap. Head Hunters Traditionally, Headhunter is the industry term for a third-party recruiter, who seeks out possible candidates. Goldman Sachs has got in-house Headhunters who have been employed to network, cultivate relationships with various companies, maintain large databases, purchase company directories or candidate lists, and cold call prospective recruits (GS, 2009). This category of employees is part of the Goldman Sachs HR team and their sole responsibility is to source for possible candidates to fill any senior job role vacancy. Employee referral schemes This is the case where existing Goldman Sachs senior employees suggest potential candidates drawn from their own networks and connections. Goldman Sachs HR managers adopt this strategy very often considering the quality of these existing senior employees and their contribution to the success and standard of the Goldman Sachs Group. Latest CIPD Recruitment and Retention survey  ¬Ã‚ ndings indicates that the percentage of organizations that attract applicants by this method has increased from 38% in 2005 to over 47% in 2010 (CIPD, 2010). Purcell et al (2003) started that the willingness of existing employees to recommend their organization to others is used as a measure of organizational commitment in high performing workplaces. The advantage of employee referral schemes includes reduced recruitment costs, as well as enabling applicants to achieve a more realistic job preview. Professional social network (LinkedIn) Goldman Sachs has a network on LinkedIn a social networking site that is career focused and has got a tremendous reach across geographies. Goldman Sachs HR managers use LinkedIn to post job vacancies especially for senior management roles. Sometimes, the use of LinkedIn search prompts which has a sophisticated algorithm to job match possible candidates may become handy (Goldman, 2010). This strategy is often adopted when the need for a candidate to fill up a vacant role arise rather impromptu. However, the tendency for such situation to arise is slim due to the proactive nature of HR managers at Goldman Sachs. The right selection strategy is as important as any recruitment strategy employed by Goldman Sachs HR managers. The aim is to ensure that candidates are employed based on realistic competency rather than an acclaimed quality usually presented in resumes (Milner, 2009). Goldman selection process aim to quickly, accurately, and efficiently identify the best potential candidate for a vacant position. As a result, Goldman Sachs selects potential senior employee by means of direct telephone interview, board-room presentation and on rare occasions, face-to-face interview. Goldman Sachs HR managers adopt this medium considering the necessity for a fast, efficient and cost effective selection process for any prospective candidate who has been deemed fit for a senior position. Interviewing is the most widely used selection process in Goldman Sachs; where first and second interviews are conducted. Interviews are normally conducted between business hours, which are from 8:00 a.m. until 4:30 p.m. Interviews are ideally scheduled one week in advance, but may not always be possible, therefore negotiation between GS HR representative and prospective senior employee may be necessary. Behavioral interviewing is a common practice at during Goldman selection process, alongside with reference checks and psychometric assessments. It is advised that a combination of these selection methods be utilized to guarantee that the best candidates are screened and to benefit from a reduction in future costs associated with hiring and training, even at the fundamental entry level positions. It is also important to consider compensation and benefits packages in order to retain and attract the best candidates. Question 5: HRD interventions help organization to develop highly competent staff and teams. Describe the use of at least 3 HR training Development methods taken to enhance the competence of the senior management staff in your chosen organization. To a large extent, models of strategic HRD presupposes a rational and linear model of strategy formulation and implementation of process involving objective settings, the analysis of environmental trends and available resources, evaluation of options, and ending with a careful planning of the strategys implementation (Storey, 1991). Hendry (1995) suggested that the ideal HRD strategy should be the one that best fit Goldman Sachs business goals not actually the best practice. Beer and Spector (1989) added that strategic HRD can be viewed as a proactive system-wide intervention which is linked to strategic and cultural changes. Goldman Sachs Business objective Goals and strategies Departmental strategies Finance,Marketing,HRD,HRM,Operations HRD policies HRD plans HRD procedures HRD practices Evaluation Figure 5: Strategy and HRD adapted from (Wilson, 1999) Figure 5 illustrates the contribution of strategic HRD interventions to the training and development of Goldman Sachs human capital at every stage of the organizations strategy breakdown structure. HRD is an essential factor that affects employees capability and performance. It shows that HR development in policies, plans, working procedures, and practices would lead to staff competency. Human resource development focuses on the development of people, enhancing their skills, knowledge, attitudes so that they create value (human capital) for Goldman Sachs business needs. HRD seeks to optimize the human potential readily available across all Goldmans divisions (Shames, 2010). Goldman Sachs believes that human resource development interventions should be proactive rather that reactive (Lloyd, 2009). Employees are frequently groomed to become efficient in their core competency. Like the Japanese Kaizen, training and development is a continuous process in Goldman Sachs; the quality and standard of employees reflects the effectiveness of the HRD strategies employed by HR managers at all divisions of the Group. The training and development methods adopted are; Job rotation: Flexibility within working environment is a breeding-ground for development (Frederic, 2006). Senior executives are obligated to perform different job roles on regular bases as part of Goldman Sachs continuous development plan. This is a proactive strategy that does not only increase employees competency but also ensures that all senior employees can play several roles within the organization to reduce cost. It also creates an avenue for the HR managers to identify who best fit certain roles for efficiency and productivity. Coaching: Although rarely employed at senior level, Coaching at Goldman Sachs explains the development process where a more experienced senior executive (trainer) ensure that the senior employee under development (trainee) is monitored and guided through a well structured on-the-job training program. Usually, the trainer commits the trainee to undertake certain un-familiar responsibilities while he looks out for errors. These errors would be corrected in a manner that wouldnt tarnish the morale of the senior employee under development else the aim for the program would be ruined. This method ensures a close working relationship between the trainer and the trainee. Self-development and Learning: During the GS annual conference in March, 2008, Goldman Sachs CEO Lloyd C. Blankfein stated We cannot recruit an employee who doesnt have value for self development. Self development is enhanced by continuous learning and development in a broader perspective increases competency. Goldman Sachs encourages its senior management staffs to improve by constantly challenging them with greater job responsibilities as well as a regular review of working standards. Figure 5 illustrates the model of Goldmans employees continuous learning where they engage in learning opportunities to maintain, or improve, their employability. Figure 6: GS continuous learning structure adapted from (eBusiness Community Model, 2010) Question 6: What role Performance Management plays in achieving higher performance in your chosen organization? M

Physics of Beer :: physics alcohol beverage

Carbonated beverages contain dissolved carbon-dioxide gas. The way to get gas to dissolve in liquid is to pressurize the mixture, meaning that the pressure inside a beer can is greater than the pressure outside the can. This is why you see little bubbles spray out when you open a beer can. Breaking the seal depressurizes the mixture, causing the gas to come out of solution, starting with the gas closest to the top (that's where the pressure decrease starts). Because gas is lighter than liquid, as soon as it comes out of solution, it rises to escape the can. When it escapes, it carries with it a small amount of liquid from the very top of the can because that liquid is blocking its path. When beer is agitated (shaken), cavities form small bubbles, which then collect as foam on the surface. If you then open the bottle, and explosively decompress the beer, the foam eruption is the work Boyle's law and inflation by diffusion. On the other hand, if the shaken beer is allowed to sit for a while and "decompress," the gass in the bubbles will be driven back into solution by the bubble skin tension making it safe to open. If you are impatient you can tap on the can. When you tap on the can, you knock bubbles off the bottom and sides of the can, at which point they rise to the top (because gas is lighter than liquid) and there is only a small amount of liquid blocking their escape when you open the can. As a matter of fact most bubbles do move upwards. The bubbles in the center of the glass, free from the effects of the wall, move upwards most quickly and drag liquid with them. But the liquid moving up in the center of the glass, having nowhere else to go, must eventually turn towards the walls and start to move downward. The liquid moving downward near the walls tries to drag down bubbles with it. Larger bubbles have sufficient buoyancy to resist but smaller bubbles (less than 0.05 mm) are continuously dragged to the bottom of the glass. A stout like Guinness has a creamier, longer lasting head than a canned lager beer. In addition, Guinness is less fizzy than a regular lager beer. Guinness is canned with a mixture of carbon dioxide and nitrogen. Nitrogen is not absorbed into the beer nearly as well as carbon dioxide, so even though a can of Guinness may be at the same pressure as a can of lager, it contains less CO2 (and is therefore less fizzy) because the nitrogen makes up some of the pressure.

Unemployment in the US Essay -- essays papers

Unemployment in the US Why I Chose These Indicators I chose these indicators because all are something that ordinary people deal with every day. All of us have control over our own spending and how far into debt we go. If we are not making the salary we want then we are free to look for a new job or an additional job. There is also the possibility of going back to school to raise your educational level in order to get a better job. This may, of course, put us deeper into debt. We are in debt as a country, and as individuals, but with the economy as strong as it is people have no qualms about going deeper into debt. There are increases in delinquency rates on consumer loans, record numbers of bankruptcy filings, and an increasing share of income devoted to paying interest on debt. These are signs that some households are becoming overextended. In this paper I discuss bankruptcy, consumer credit, inherited wealth and the difference in the way some generations handle debt. Executive Summary Personal income, installment debt and unemployment are coincident or lagging economic indicators or both. By many measures the US economy is very healthy, but increasing consumer debt and personal bankruptcies raise concerns about the future. Credit card debt is higher than ever, and personal bankruptcies soared in 1995 and 1996 (Silverman 1997). Over 10% of Americans are expected to declare bankruptcy during the 1990s unless the trend changes, and there is no longer public scorn for those who file bankruptcy (Darlin 1997). Consumer credit remains readily available despite rising bankruptcies. This trend is attributed to a credit-friendly social policy which requires credit to be extended without discrimination. Furthermore, easy credit is needed to allow consumers to buy goods. The lending business also remains lucrative. To manage risks, financial institutions resort to diversification and risk shifting. The cost of bankruptcy is also incorporated in the cost of credit (Lykins and Plankenhorn 1996). The post baby-boom group known as Generation X is accumulating a great deal of debt, mostly through credit cards. The average credit card balance of households headed by someone under 25 nearly doubled from 1990 to 1995. There seems to be little desire among these people to live within their means (Shenk 1997). However,... ...e News, 6 October 1997 v13 n37 p40. Lykins, Gregory B., and Robert L. Plankenhorn. AEven with personal bankruptcies at record levels, easy consumer credit is here to stay,@ Illinois Business Review, Winter 1996 v53 n4 pg32. McGinn, Daniel. ADeadbeat nation: why are so many people in bankruptcy court?,@ Newsweek, 14 April 1997 v129 n15 p50. Murphy, Robert G. AHousehold debt and consumer spending,@ Business Economics, July 1998 v33 n3 p38. Seiberg, Jaret. AFed card study finds surprisingly little pure convenience use,@ American Banker, 19 June 1997, v162 p4. Shafer, Tim. ASailing over the fence: the rewards of good credit,@ Credit World, July-August 1997 v85 n6 p38. Shrenk, Joshua Wolf. AIn debt all the way up to their nose rings,@ U.S. News & World Report, 9 June 1997 v122 n22 p38. Silverman, Dick. AConsumer debt builds a house of cards,@ Daily News Record, 1 August 1997, v27 n92 p10. Time. AWhen boomers become busted,@ Time 31 March, 1997 v149 n13 p64. Topolnicki, Denise. AYou=d be surprised what folks will do for money today,@ Money August 1994, v23 n8 p12. Ventura, Michael. AThe psychology of money,@ Psychology Today, March-April 1995, v28 n2 p50. Unemployment in the US Essay -- essays papers Unemployment in the US Why I Chose These Indicators I chose these indicators because all are something that ordinary people deal with every day. All of us have control over our own spending and how far into debt we go. If we are not making the salary we want then we are free to look for a new job or an additional job. There is also the possibility of going back to school to raise your educational level in order to get a better job. This may, of course, put us deeper into debt. We are in debt as a country, and as individuals, but with the economy as strong as it is people have no qualms about going deeper into debt. There are increases in delinquency rates on consumer loans, record numbers of bankruptcy filings, and an increasing share of income devoted to paying interest on debt. These are signs that some households are becoming overextended. In this paper I discuss bankruptcy, consumer credit, inherited wealth and the difference in the way some generations handle debt. Executive Summary Personal income, installment debt and unemployment are coincident or lagging economic indicators or both. By many measures the US economy is very healthy, but increasing consumer debt and personal bankruptcies raise concerns about the future. Credit card debt is higher than ever, and personal bankruptcies soared in 1995 and 1996 (Silverman 1997). Over 10% of Americans are expected to declare bankruptcy during the 1990s unless the trend changes, and there is no longer public scorn for those who file bankruptcy (Darlin 1997). Consumer credit remains readily available despite rising bankruptcies. This trend is attributed to a credit-friendly social policy which requires credit to be extended without discrimination. Furthermore, easy credit is needed to allow consumers to buy goods. The lending business also remains lucrative. To manage risks, financial institutions resort to diversification and risk shifting. The cost of bankruptcy is also incorporated in the cost of credit (Lykins and Plankenhorn 1996). The post baby-boom group known as Generation X is accumulating a great deal of debt, mostly through credit cards. The average credit card balance of households headed by someone under 25 nearly doubled from 1990 to 1995. There seems to be little desire among these people to live within their means (Shenk 1997). However,... ...e News, 6 October 1997 v13 n37 p40. Lykins, Gregory B., and Robert L. Plankenhorn. AEven with personal bankruptcies at record levels, easy consumer credit is here to stay,@ Illinois Business Review, Winter 1996 v53 n4 pg32. McGinn, Daniel. ADeadbeat nation: why are so many people in bankruptcy court?,@ Newsweek, 14 April 1997 v129 n15 p50. Murphy, Robert G. AHousehold debt and consumer spending,@ Business Economics, July 1998 v33 n3 p38. Seiberg, Jaret. AFed card study finds surprisingly little pure convenience use,@ American Banker, 19 June 1997, v162 p4. Shafer, Tim. ASailing over the fence: the rewards of good credit,@ Credit World, July-August 1997 v85 n6 p38. Shrenk, Joshua Wolf. AIn debt all the way up to their nose rings,@ U.S. News & World Report, 9 June 1997 v122 n22 p38. Silverman, Dick. AConsumer debt builds a house of cards,@ Daily News Record, 1 August 1997, v27 n92 p10. Time. AWhen boomers become busted,@ Time 31 March, 1997 v149 n13 p64. Topolnicki, Denise. AYou=d be surprised what folks will do for money today,@ Money August 1994, v23 n8 p12. Ventura, Michael. AThe psychology of money,@ Psychology Today, March-April 1995, v28 n2 p50.

DBQ Federalists and Democratic-Republicans Essay

Thesis: It would appear that the assertion that Democratic-Republicans were strict interpreters of the Constitution while Federalists were not are only somewhat accurate. The Letter from Thomas Jefferson to Samuel Kercheval is of particular interest because Jefferson outright states â€Å"†¦I know also, that the laws and institutions must go hand in hand with the progress of the human mind†. This is somewhat different from the traditional image of Jefferson interpreting the constitution as absolute under any circumstances. The fact that he himself writes that the constitution must be adapted to the times suggest that Jefferson, like the Democratic-Republican party as a whole, was not such an absolutist. Jefferson also states that â€Å"I am certainly not an advocate for frequent and untried changes in laws and constitutions†¦Ã¢â‚¬  which would seem to indicate that He also believed that a change to the constitution was a serious thing not to be taken lightly much like the historical image of the Democratic-Republicans. Jefferson believed that amendments would eventually become necessary to preserve the constitution as a credible document, however he also believed such changes should only be made when absolutely necessary. The fact that this idea about the constitution (that it was not perfect and would eventually need change) contradicts the historical image of strict and absolute interpretation of the constitution that Democratic-Republicans, and by extension Jefferson himself, are given. -While Jefferson shows sympathy towards eventual change on issues such as slavery he did not follow through in the least as president. -Jefferson is sometimes portrayed as the first great president by historians. -Jefferson actually helped sign in the constitution with many of the men who would go on to be federalists. -Jefferson made many of his statements against slavery and absolute interpretation of the Constitution later in life which could suggest that much of these writings were out of hindsight of his actions as president and the unofficial leader of the Democratic-Republicans One document that might suggest that Federalists were not all so supportive of the federal government over the states was the speech that Federalist  Daniel Webster delivered before Congress on december 9th 1814. Webster states â€Å"If the secretary of war has proved the right of Congress to enact the law enforcing a draft of men out of the militia into the regular army, he will be able at any time be able to prove quite as clearly that Congress has the power to create a dictator†. This quote is loaded with sentiments normally expected from a Democratic Republican rather than a Federalist. States rights, negative sentiment towards Federal authority over the states, and the assertion that this expansion of Federal power is a step towards tyranny, are all opinions typical of a Democratic Republican, not a Federalist. This clearly suggests that not all Federalists were loose interpreters of the constitution since states rights is an argument usually made by someone advocating for a strict interpretation of the Constitution. – It would appear that this speech was relatively pointless to affect the conflict at hand considering that the war of 1812 (Mr. Madison’s war as dubbed by Federalists) was only fought for a few more weeks before it was officially concluded. – Federalists were quite against this war with Britain which could mean that Webster could have come to this argument more out of anger over the war than actual ideals. – It is interesting that the measure Webster is referring to took place in 1814 considering that the Democratic-Republicans, who would have been against drafting militiamen into the national army, controlled the Congress, Senate, and the White House. -1814 was the last year that Federalists had a major role in Congress given their attempt to secede from the union in 1815 in the Hartford Convention. The report and resolutions of the Hartford Convention serves to demonstrate how Federalists did support a loose interpretation of the constitution. In the resolution the participants (of whom many were Federalists) proposed that several amendments to the constitution be adopted by the states. While this may seem fairly insignificant the fact that they were trying to conform state laws to national law shows a very strong leaning towards Federal authority over state authority. This was very much in line with Federalist principles and loose interpretations of the constitution since they are proposing three changes to several state constitutions. The Federalists are taking a stance against state rights which are guaranteed in the  constitution and requesting that the states conform to federal law which can be seen as a rather loose interpretation given that powers not afforded to the national government are given to the states by the tenth amendment. -The three proposed amendments seem to inhibit the power of the government which is more in line with Democratic-Republican ideals, which could suggest that this was meant to gain bipartisan support in the states. – The Hartford Convention was also famous for being the unofficial demise of the Federalist party considering that the resolutions also threatened to declare New England independent from the union if the government did not comply which the largely Democratic-Republican populated nation viewed as treasonous. – One of the amendments proposed made it illegal to enforce an embargo for longer than 60 days which is interesting considering that leading up to the war with Britain, many Federalists were advocating ignoring the embargo on Britain. – Although the Democratic-Republicans controlled Congress, the Senate, and the presidency prior to the Hartford Convention, the negative reaction to the resolutions layed out by the Hartford Convention ensured what could be described as a near one party rule for the Democratic-Republicans through the mid 1800’s. One Final Document that would serve to demonstrate how there was a large grey area in how Democratic-Republicans and Federalists interpreted the Constitution is actually another speech made by John Randolph in 1816 before Congress. Randolph himself was a very strict interpreter of the constitution but what makes this speech interesting is who he is calling out in this speech and why. â€Å"We have another proof that the present government (the Madison administration) have renounced the true Republican principles of Jefferson’s administration on which they raised themselves to power†¦Ã¢â‚¬ . Randolph is calling out the Democratic-Republican president James Madison, for â€Å"renouncing† the policies laid out by Thomas Jefferson who is seen as  the establisher of many of the ideals of the Democratic Republican Party. Madison is accused of â€Å"aggravating the burdens of the people for the purpose of favoring the manufacturers†¦Ã¢â‚¬ . Essentially he is being called out for raising taxes on the middle class. Why this demonstrates how Democratic Republicans could have taken a loose interpretation to the constitution is because raising taxes is something that many Democratic-Republicans believed to be a state by state issue even though the Constitution gives the government the power to levy taxes. However Madison is going against that ideal and raising the national tax rate which given the Democratic-Republican interpretation of only allowing states to raise taxes, is a very loose interpretation. -Madison was known to have changed his opinion on these matters several times as a politician which could explain why he was raising taxes. -Randolph also linked Madison to John Adams who was also a loose interpreter of the constitution and rather unpopular amongst the Democratic-Republicans because of it. – Madison was very much influenced by Thomas Jefferson who would have definitely disapproved of raising taxes on the middle class. – Madison was the first president to preside over the â€Å"Era of Good Feelings† or the time period where the Democratic-Republicans enjoyed a near one party rule in the government. This tax would have been a very unusual interruption in the usual lack of debate and argument that was apparent in Congress and the Senate.

Business Etiquette

The proverb â€Å"When In Rome, do as the Romans do† applies to business representatives as well as tourists. Being attuned to a country business etiquette can make or break sale, particularly in countries where 1 ,oho-year-did traditions can dictate the rules for proper behavior. Anyone interested in being a successful marketer should be aware of the following considerations: Local customer, etiquette, and protocol. An exporter's behavior in a foreign country can reflect favorably or unfavorable on the exporter, the company, and even the sales potential for the product. Body language and facial expressions. Often, actions do speak louder than words. Expressions of appreciation. Giving and receiving gifts can be a touchy subject in many countries. Doing it badly may be worse than not doing it at all. Choices of words. Knowing when and whether to use slang tell a joke, or Just keep silent is Important. The following informal test will help exporters rate their business etiquett e. See how many of the following you can answer correctly. Answers follow the last question. ) 1 . You are in a business meeting in an Arabian Gulf country. You are offered a small cup of bitter cardamom coffee. After your cup has been refilled several times, you decide you would rather not have anymore. How do you decline the next cup offered to you? A. Place your palm over the top of the cup when the coffee pot Is passed. B. Turn your empty cup upside down on the table. C. Hold the cup and twist your wrist from side to sled_ .In which of the following countries are you expected to be punctual for business meetings? A. Peru. B. Hong Kong. C. Japan. D. China. E. Morocco. 3. Gift giving is prevalent in Japanese society. A business acquaintance presents you with a small wrapped package. Do you: a. Open the present immediately and thank the giver? B. Thank the giver and open the present later? C. Suggest that the giver open the present for you? 4. In which of the following countries is tipping considered an insult? A. Great Britain. B. Iceland. Canada. 5. What Is the normal workweek In Saudi Arabia? B. Friday through Tuesday. C. Saturday through Wednesday. 6. You are in a business meeting in Seoul. Your Korean business associate hands you his calling card, which states his name in the traditional Korean order: Park Chula So How do you address him? A. Mr.. Park. B. Mr.. Chula. C. Mr.. So 7. In general, which of the following would be good topics of conversation in Latin American countries? A. Sports. B. Religion. C. Local politics. D. The weather. E. Travel.

History Marking Scheme

Junior Certificate History Exam 2012 (Higher Level) 180 marks 150 minutes   S. 1 Pictures (15 marks) (8 ? %) 3 Pictures with 3 questions each S. 2 Documents (15 marks) (8 ? %) 2 Documents with 4/5 questions each S. 3 Short Questions (20 marks) (11 %) 20 Short Questions – Do TEN at least S. 4 People in History (40 marks – 2 x 20) (22%) N. B. DO ONE option from A & ONE option from B Section A – Ancient Civilisations/ Rome/ Early Christian Ireland/ Middle Ages/ RenaissanceSection B – Age of Revolutions/ Industrial Revolution/ Political Change in 20th Century Ireland/ S. 5 Long Document (30 marks) (16 ? %) ONLY ONE of the following sections will come up. Reformation Age of Revolutions (America, France, Ireland) Age of Exploration Industrial Revolution & 19th Century Ireland (Famine) Plantations S. 6 (60 marks) (33 1/3%) N. B. International Relations in the 20th Century (30) Political Change in 20th Century Ireland (30) (+ Two other sections from Junior Cert Course e. g. The Middle Ages/ Prehistoric Ireland) SECTION 4: PEOPLE IN HISTORY (2 x 20 marks)Do ONE OPTION from Part A & ONE OPTION from Part B Marking Scheme: SRS = Significant Relevant Statement (Each SRS = 2 marks) CM = 16 (8 x 2M) OM = Overall Mark OM = 4 VERY GOOD = 4M; GOOD = 3M; FAIR = 2M; POOR = 1M Guidelines: 1) ENSURE that you are writing from the correct perspective e. g. a supporter of a named revolutionary 2) Always include an introductory paragraph on the birth and early life of a named explorer/ reformer/ revolutionary leader etc. 3) Ensure that you STATE & EXPLAIN key concepts e. g. ‘Justification by Faith Alone’/ Republicanism/ Sailing West to reach the East Indies ) ALWAYS name & describe the widely-held beliefs of the time of the named person e. g. Church control over peoples’ religious beliefs/ Flat-Earth/ Ireland as part of the UK/ USA as a colony of England/ 5) NAME the group(s)/ organisation(s) who were founded by or supported the beliefs of the named person 6) ALWAYS NAME & DESCRIBE the impact of inventions/ innovations that aided the stated person & their beliefs/ revolution e. g. Printing Press/ Astrolabe/ Magnetic Compass/ Seed Drill/ Selective Breeding/ Factory System/ Steam Locomotive/ Home Rule/ IRB Fenianism/ Fascism/ Communism/ ) DESCRIBE & EXPLAIN how people and institutions reacted to the named person’s beliefs/ discoveries e. g. the Counter-Reformation/ superstitions of sailors during the Age of Discovery/ British refusal to accept Irish Independence/ 8) DESCRIBE the impact of the named person on later history itself: Spread of Protestantism throughout Europe/ Counter-Reformation/ Spanish Inquisition/ Discovery of American Continents/ New Colonies/ New ways of travelling/ Spread of Irish Republicanism/ Spread of Communism/ Spread of Fascism in Europe PART A OPTIONS (PEOPLE IN HISTORY) EARLY MODERN EUROPE & IRELAND A monk in an early Christian monastery in Ireland (2011/ 07/ 05) N. B. – A per son living in a named ancient civilisation OUTSIDE of Ireland. (11/ 09/ 06/ 04) N. B. – A farmer living in ancient (pre-Christian) Ireland. (08/ 05) – A named religious reformer at the time of the Reformation (2011/ 08) N. B. – An archaeologist working on a dig. (2010/ 07/ 04) – The lord or lady of a medieval castle. (2010/ 08) – A knight living in a medieval castle. (05) N. B. A named Renaissance artist from OUTSIDE of Italy. (2009) N. B. – A named Renaissance artist or sculptor (07 (PART B)/ 04) N. B. PART B OPTIONS (PEOPLE IN HISTORY) Later Modern Europe & Ireland – A named leader on a voyage during the Age of Exploration (2011/ 09/ 06 (PART A) N. B. – A native Irish landowner who lost land in a named plantation during the 16th or 17th centuries. (2011) – A settler who received land during a named plantation in Ireland during the 16th or 17th N. B. entury. (08/ 06 (PART A)/ 04) – A mine or factory worker during the Industrial Revolution. (07) N. B. – A factory or mine owner during the Industrial Revolution (05) N. B. – A named leader in the struggle for Irish independence, 1900-1921. (2011/ 07/ 05) N. B. – A named leader involved in a revolution (America, France or Ireland) during the period, 1770-1815. (2010/ 05) N. B. – A supporter of a named revolutionary leader during the period, 1770-1803. 06) N. B. – A named leader involved in one of the crises during the rise of the superpowers (Berlin Blockade; Korean War; Cuban Missile Crisis). (2010/ 06) N. B. – A named political leader in the Republic of Ireland during the period, 1960-1985. (08 ) – An old person describing changes that have occurred in communications in Ireland since 1945. (04) A – A named religious reformer at the time of the Reformation. (20 marks) A specific reformer (eg: Luther, Calvin, Henry VIII) must be named or implied, but no marks are awarded for the reformerâ⠂¬â„¢s name.If the name of the reformer is not mentioned, or is incorrect, but the material relates to a specific reformer, max. OM = 3. In the case of Luther, treat all material up to and including his ordination as ‘background’, i. e. 1 SRS max. In the case of Calvin, treat all material up to and including his conversion to Luther’s teaching as ‘background’, i. e. 1 SRS max. List of ‘abuses’, stated or explained, = 1 SRS. A belief/teaching explained = 1 SRS. A belief coupled with the relevant Catholic teaching = 1 SRS. 2 merely stated beliefs/teachings = 1 SRS. Teachings/beliefs = 3 SRSs max. ESSAY PLAN: NAME the reformer/ year of birth/ background & education – NAME & EXPLAIN the list of abuses within the Roman Church: – STATE the reformer’s beliefs and opinion of abuses in detail – NAME the steps he took to address these abuses – STATE & DESCRIBE the Church’s reaction to the reformer’s actions/ beliefs – NAME the reformer’s beliefs and EXPLAIN N. B. ***** – NAME any associates who aided the reformer – NAME any invention/ innovation that helped to spread the reformer’s beliefs – DESCRIBE the impact of the reformer’s teachings/ beliefs – DESCRIBE how the Church reacted to the reformerA – A knight living in a medieval castle. – Castle or Knight only dealt with – 1 OM. – Name of a castle feature + description / function = 1 SRS. – Mere list of castle features without description/function – 2 features = 1 SRS. ESSAY PLAN: – NAME yourself (you are the knight) – STATE who your LORD is and your allegiance to him – DESCRIBE WHAT YOUR ROLE is in the CASTLE & HOW you defend it – NAME & DESCRIBE WHERE the LORD & HIS FAMILY LIVES (KEEP) – DESCRIBE 3 DEFENSIVE FEATURES OF the castle – DESCRIBE the 3 STAGES of becoming a medieval knight â⠂¬â€œ DESCRIBE the tournaments & jousts that you regularly participate in DESCRIBE your belief in the ‘Code of CHIVALRY’ N. B. *** B – A supporter of a named revolutionary leader (USA, France, Ireland), 1770-1803. Do not award marks for naming the revolutionary leader. In the case of George Washington, treat all material prior to the First Continental Congress as ‘background’, i. e. 1 SRS max. In the case of Robespierre, treat all material prior to the outbreak of the French Revolution in 1789 as ‘background’, i. e. 1 SRS max. In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen as ‘background, i. e. 1 SRS max.In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as ‘background’, i. e. 1 SRS max. ESSAY PLAN: – NAME the leader who you are supporting – NAME the country & time period (1765 – 1783) – STATE YOUR REA SONS for supporting the revolutionary leader i. e. taxes/ interference from colonial power etc. – NAME the reasons why a revolution is taking place – NAME & DESCRIBE AT LEAST TWO incidents where conflict has occurred between the revolutionaries & the colonial power – DESCRIBE how the RULING POWER is reacting to THIS REVOLUTIONARY & Revolution NAME & DESCRIBE any documents or beliefs expressed by this revolutionary leader or revolutionary group – STATE what the revolutionary leader is aiming for i. e. a coming decisive battle B – A named revolutionary leader (USA, France or Ireland) No marks for the revolutionary leader’s name. – If the material clearly relates to a particular revolutionary leader without the person being named, mark on its merits. – In the case of George Washington, treat all material prior to the First Continental Congress as background, i. e. 1 SRS. In the case of Robespierre, treat all material prior to the outbreak of Revolution in1789 as background. – In the case of Wolfe Tone, treat all material prior to the founding of the United Irishmen in 1791 as background. – In the case of Robert Emmet, treat all material prior to his involvement with the United Irishmen as background. ESAY PLAN: SAME AS ABOVE EXCEPT FROM the REVOLUTIONARY LEADER’S POINT OF VIEW B – A factory/mine owner during the Industrial Revolution in Britain, c. 1850. – If the answer is exclusively from the perspective of the factory worker, Max CM = 8 Max OM =0.ESSAY PLAN: (*** YOU are the factory owner) – NAME the factory/ mine owner – STATE what type of factory/ mine you own – NAME the part of England your factory is in – DESCRIBE what your factory produces and where you sell/ exports your goods – NAME & DESCRIBE how and where you get your raw materials i. e. coal, water-power etc. – NAME the inventions that you use in your factory – DE SCRIBE how you transport your raw materials INTO your factory and how you transport your goods OUT of your factory – DESCRIBE the workers who work in your factory, what hours they work, their working conditions and pay. DESCRIBE the living conditions of your workers and HOW you have attempted to make their lives better – STATE what hobbies or leisure activities you like i. e. gambling, betting on bare-knuckle fights etc. A factory/ mine worker during the Industrial Revolution (As above EXCEPT from the WORKER’S PERSPECTIVE) B – A named leader in Irish independence struggle, 1916-1923. – No marks for the leader’s name. – Background material i. e. pre-1916 = 1 SRS; Post-1923 material = 1 SRS. ESSAY PLAN: – STATE where and when the leader was born – STATE the background of the leader i. e. education/ work etc. NAME the organisation that the leader joined and WHEN – NAME other people who the leader was associated with – STATE the political beliefs of this leader – STATE & DESCRIBE what role the leader played in the Irish Independence struggle e. g. Minister for Finance in the 1st Dail N. B. ** – STATE whether or not this leader was part of the Sinn Fein delegation to London for the Anglo-Irish Treaty Negotiations of 1921 – STATE whether this leader was PRO-TREATY or ANTI-TREATY in 1922/ 1923 – GIVE THEIR REASONS for being PRO-TREATY or ANTI-TREATY – DESCRIBE the rest of the leader’s careerSection 5 Long Document Question (30 marks) – Famine, Emigration & De-population in 19th Century Ireland (2004) – Exploration, Vespucci & Impacts on Indigenous Populations (2005) – Famine, Emigration & De-Population in 19th Century Ireland (2006) – Reformation, Papal Bull & Counter-Reformation (2007) – French & Irish Revolutions in 18th Century (2008) – Plantations in 17th Century Ireland (2009) – Exploration, Spani sh & Portuguese (2010) – Rural Ireland & Industrial England in the 19th Century (2011) Structure of Question: Part A – Answers derived from 1st Source. USE QUOTATIONS & EVIDENCE from Source (8-10 marks)Part B – Answers derived from 2nd/ 3rd Sources USE QUOTATIONS & EVIDENCE from Source or Contextual/ Background Information require on topic (8 – 10 marks) Part C – Answer ONE from 3 Options Contextual/ Background Information required on topic (10 – 12 marks) Part C: Usually requires a short paragraph answer worth 10 or 12 marks. It is important that you write at length on whatever topic you are asked e. g. ‘Problems faced by Irish Immigrants abroad’ or the ‘Counter-Reformation in Europe’.Ensure that you have at least 5 – 6 clear points of information on each of the following topics: (next page) (Check the relevant webpages on the History site under Junior Certificate History for examples of these) Part C Exampl es: †¢ Counter-Reformation †¢ Consequences of the Reformation for Ireland †¢ Urbanisation, Health, Lifestyle & Pastimes of Industrial England †¢ Impact of Famine & Problems faced by Immigrants abroad †¢ Conflict between European Powers as a consequence of Exploration †¢ Impacts on indigenous Populations by Explorations †¢ Religious, Political & Cultural Impacts of Plantations in Ireland Brehon Law, Language & Customs †¢ Causes & Impacts of French, American & Irish Rebellions/ Revolutions †¢ Reign of Terror Section 6 (60 marks) Do two options from (A), (B), (C) and (D). (2 x 30 marks) Political Developments in 20th Century Ireland Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions. The ten mark questions to be prepared are as follows: – 1) Home Rule Crisis 1912 – 1914 2) 1916 Rising 3) 1918 General Election 4) War of Independence 1919 – 1921 5) Anglo-Irish Treaty 1921 (& split in Si nn Fein) 6) Irish Civil War 1922 – 1923 7) Cumann na Gaedheal Government 1923 – 1932 ) DeValera & ‘Dismantling the Treaty’ 1932 – 1938 9) The ‘Emergency (neutrality) 1939 – 1945 10) The 1st Inter-Party Government 1948 – 1951 11) 1950’s Ireland 12) Sean Lemass & 1960’s Ireland (1st Programme for Economic Expansion) – Also Northern Ireland 1) N. Ireland during WWII 2) Civil Right Movement in late 1960’s 3) The ‘Troubles’ For key terms and short questions, check the webpage ‘Political Developments in 20th Century Ireland’ on the History website under Junior Cert. History International Relations in the 20th Century Question divided into 2 or 3 parts: short questions followed by 10 or 12 mark questions.Ten mark questions to be prepared are as follows: 1) Lenin & Russian Revolution 1917 2) Treaty of Versailles 1919 3) Mussolini’s Italy 4) Nazi Rise to Power 1927 – 1933 5) Nazi Germany 1933 – 1939 (Totalitarianism & Propaganda) 6) Hitler’s Foreign Policy 1933 – 1939 7) World War II 8) The Cold War: a) Berlin Blockade b) Korean War c) Cuban Missile Crisis For key terms and short questions, check the webpage ‘International Relations in the 20th Century’ on the website under Junior Cert. History ———————– Reformation Rural Ireland, Famine & Industrial England in 19th Century Age of Exploration Plantations Age of Revolutions