Marketing for Financial Services Essay Example | Topics and Well Written Essays - 1000 words

Marketing for Financial Services - Essay Example This research will begin with the statement that Bank AlJazira has launched a new innovative â€Å"Tomouh† programme for a niche community that’s the female Saudi students. Our innovative programme is customised to fulfill all banking and financial needs of students. While studying in schools and colleges, immersed in the task of gaining knowledge for building a strong career, students don’t find any time left to fulfill your banking and investment needs, which our bank, the Bank AlJazira, has recognized well in time particularly for our female students in Saudi Arabia. The need for developing the â€Å"Tomouh† programme has been felt by the bank as our other products don’t satisfy the time schedules of our Saudi students who are very busy and are unable to avail the benefits because of their involvement with scholarship pursuits at their schools and colleges. Students can well imagine the frustration it may cause when the last date of submitting th e fees expires because there are no funds available in their pockets. It could be due to their spendthrift nature or lack of managing their finances. Bank AlJazira is offering a customised programme i.e. â€Å"Tomouh†, which will serve all their instant financial needs. Tomouh "6oumou7" programme is formulated for our Saudi Youth between the age-group of 15-24 years old. They are our star customers availing the privileges of modern Islamic banking services offered by Bank AlJazira. We need to develop a marketing strategy on this programme, the product and services of the programme. Students are our primary marketing sources to know directly from them their response to our new product. We need to organize meetings with the female student community to acquaint them with the features of the product such as uninterrupted access to the bank 24 hours a day without bunking classes! It is possible two-ways – either through our telephone banking services or our online services that students can access from anywhere whether in college, school, home or sitting and passing free time in the canteen. The best part of becoming a customer of Bank AlJazira female customers is that they can remain updated on each and every transaction and that too with total privacy and comfort of operation. Our marketing slogan should advertise our product’s compatibility with the Islamic Sharia Law (Bank AlJazira 2011). The Objective of the Marketing Plan for Financial Services T he objective of our marketing plan is to know the response of the students, how they would react to our novel â€Å"Tomouh† programme as the idea of offering a saving account to the student community has not been availed by other financial organisations in Saudi Arabia. It means our Tomouh programme should not face competition from other financial companies. We should not delay our marketing tactics to impress upon students the needs of managing their financial portfolios and initiate our marketing programmes by meeting female students through seminars for creating awareness on opening saving accounts while studying in schools and colleges so that students take time to fulfill the account opening formalities as soon as possible. We should focus on the feature of customised services being offered to the Saudi students. How they can add or snap any functionality of holding a student saving account that also provides investment solutions to their saved money at Bank AlJazira. If students feel that their spendthrift nature holds them back from saving funds, they can simply deposit their cash in their saving accounts so that when they are in dire need of it, they can withdraw funds to fulfill that need. We need to plan our marketing strategy by allaying the fears in the minds of students that they won’t be crossing the line of Islamic Sharia Law by opening a saving account in our bank. We should convince them that the purpose of the Bank AlJazira behind such an initiative is more social in nature by serving the

Citizenship Activity Log Essay Example for Free

Citizenship Activity Log Essay As a group we decided on possible ideas and we came to a conclusion of having an aim. We aim to raise basic drug awareness amongst the teenage society in our school. We want to achieve this aim by sticking up posters around the school. These posters need to be informative and eye-catching so the message can be spread effectively.  Discuss with Mrs Walton   As a group we plan to discuss our final conclusion to gain constructive feedback, to improve our general idea. We plan to put the feedback into action to produce Checking with Maiden Erlegh School   Me and David spoke to Mr. Attridge (Head of Year) about leaving earlier than usual on the day of our activity so that we will be able to teach our lesson at the right time. He told us that we needed a letter from one of our parents so that we would be able to do this. Therefore Davids mother wrote a letter to Mr. Attridge about this issue. This relates to the importance of communicating well with colleagues and bosses to be able to achieve our target. Speak to Mrs. Walton   After giving a parents letter to our school, we were told to see Mrs. Walton (Head of Citizenship) so that she would tell us what we needed to do next to be able to have permission from school for leaving early on the day of our activity. Mrs. Walton informed us that the final step was to get a letter from our parents confirming permission to be able to leave school earlier. Then she told us that we should hand it in so that the school would be able to give us permission for our activity day. This step was important because it shows that it is crucial to have written permission evidence of events in the future in order to carry it out. This influences citizenship issues such as being a responsible citizen and being able to provide enough information for work places. Research on internet   In my own time, I researched different health and fitness exercises to perform with the class in our activity. I kept the document so that I would be able to learn and use it for our event. Researching is important due to that it provides you with valuable information and sources relating to the subject.  Meeting, what we have done and future   Me and David had a meeting where we discussed what we have done so far, and what we are going to do in the future. I explained and showed the researches which I did and we talked about what we were going to do after. We realised that we still had to confirm an exact date of our event and get the permission letters from our parents. Group meetings influence ideas and improve plans towards the future. It is important because you have to gather what you have done and discuss it with your colleague or partner.

Evidenced Based Practice Guideline Essay -- Healthcare

Introduction In a fast-paced environment such as the emergency department, effective communication is imperative for a smooth working environment. Without proper communication; evidence supports decreased clinical outcomes and increased clinical errors. A study highlighted in the center for healthcare informatics, discusses the varying communication patterns and issues that are experienced by clinicians that occupied various clinical roles. (Spencer, Logan & Coiera, 2002). A look at the current evidence-based practice guidelines, the clinical question utilized is as follows: Among the ER staff nurses who received a monthly e-mail highlighting the essential points of the monthly staff meetings, what percentage can demonstrate evidence of improved communication opposed to those that did not receive e-mail during a three-month period. The target population for this particular study is a twelve bed emergency room located in a rural town of less than 250,000. The emergency room has fourteen full-time employees, eleven female and three male. Ten nurses work day shift, while four nurses work night shift. The decision to split the groups properly and without bias would be the selection of five dayshift nurses, two males and three females, and two night shift nurses, one male and one female who will receive electronic communication updates along with staff management meetings and minutes, selected randomly. The control group, the remaining seven nurses, all of which are female will not receive the same e-mail communications with updates to patient care and an increase in the information regulated by the emergency room. Because of the small sample size of registered nurses currently working in the emergency department and the inability... ... small number of staff that was involved in this study, the short time frame that the study was conducted in, and the limited amount of published research on emails in the health care industries. It is apparent from my attempt that more research need to be made. Works Cited Huber, D. L. (2010). Change and innovation. In N. O'Brien (Ed.), Leadership and Nursing Care Management (p. 68). Maryland Heights, Missouri: Saunders Elsevier. Kearnery-Nunnery, R. (2008). Change. In J. DaCunha (Ed.), Advancing Your Career: Concepts of Professional Nursing (p. 243). Philadelphia: F.A. Davis Company. Lusk, E. (2006). Email: Its decision support systems inroads- An update. Science Direct, 42(1), 328-332. doi: 10.1016/j.dss.2005.01.001 Spencer, R., Logan, P., & Coiera, E. (2002). Supporting communication in the emergency room. Retrieved from http://www.chi.unsw.edu.au

Current ideas about assessment in mathematics teaching

There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.

Application of Music therapy and Psychodrama Essay

With the blooming economic growth and remarkable improvement of people’s living standard, we focus on balancing physical well-being and emotional health in our daily life. Active research and the practice of improving mental health have become one of the most studied areas of science in the 20th century. Complimentary therapies have become more established during this time to supplement the Doctor’s Prescription pad. Combined with the lack of prior education in musical therapy, recipients can access this form of treatment without barrier because of the innate capacity for human’s to appreciate musical form and the profoundness with which we all regard music. This form of therapeutic treatment therefore transcends traditional forms of medical treatment such as paediatrics and adult health as all age groups seem to take part in the musical experience irrespective of gender, ethnicity etc., which has elsewhere in medicine been attributed some special status such as the requirement in paediatrics for twice the capacity in dealing with minority groups not exceeding one-third of the populace. Looking at all therapies around us, Music Therapy comes in different methods and approaches. Music is a language of its own; it is an alternation form of expression that is different to everyday verbal language communication. There are different definitions of Music Therapy due to different research types carried out in each country. In a definition given by the American Music Therapy Association, 2005, Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. Professor K. Bruscia defined music therapy as ‘A systematic process of intervention wherein the therapist helps the client to achieve health, using musical experiences and the relationships that develop through them as dynamic forces of change.’ In my understanding of broadening this definition, Music therapy is a systematic therapy treatment program of applying music or music related experience to promote physical and mental health. Any therapy that planned to apply music as a tool, in order to achieve the purpose of promoting human physical and mental wellbeing, should belong to scope of music therapy. Psychodrama, which was developed by J. L. Moreno, is used as a form of psychotherapy. Psychodrama is an action method, participants use dramatization, role playing and dramatic self-presentation, which often includes elements of theater and uses props on a stage, to recreate real-life situation, acting them out in the present. This can also be seen as psychodramatic enactment. Participants have the opportunity to evaluate their behavior and understand better a particular situation in their lives or common experiences in life in general. Moreno encourages participants expressing their underlying needs in role playing, and thereby neutralizing their compelling influence and tendencies. Clients can use non verbal expression e.g. musical instruments, for their emotion and feeling, which helps naturally healing by this process. Music and Drama are connected historically and have strong affection on each other in many aspects. The same theatrical forms of plays and opera will have the same healing effect. They all support the development of spontaneity and uninhibited expression of emotions and feelings. It’s unusual to see the combination of music therapy and psychodrama together until the advent of this book: ‘Acting Your Inner Music: Music Therapy and Psychodrama ’by Joseph J. Moreno. The method that is used in this book is defined as music psychodrama, is a particular complementary therapy. The complementary therapy integrates music and psychodrama for participants adequately exchange between music and verbal language, to complement expression of emotion and feeling. The ensemble of music improvisation, creation, using treatments from music therapy, together with traditional psychodramatic therapy, psychodramatic enactment, is a comprehensive treatment which shows better therapeutic effect than any single treatment of the two. The Complementary therapies, which is a term used to describe therapy that combines both music therapy and psychodrama together concomitantly. The complementary therapy requires participants in groups to express their emotion by communicating effectively with both music and language. Participants don’t need to have any musical background; neither needs to know how to play any musical instruments. In another words, anyone who wants to take part in this therapy are welcome to take part in, despite age, gender, occupation and education of participants. The Musical presentation of human emotion can be expressed quite well. This brings out a new and unique treatment effect in complementary therapy. The core of music psychodrama is a psycho-dramatic musical improvisation ensemble. It’s a way of experiencing what happened and how individuals reacted to the given situation and ambient experience of music in combination with an acting format. In order for participants to ‘let go of themselves’ and enable each individual to freely express their emotion and feeling, the following stages are operated by a psychodrama director or a psychotherapist with musical background: Musical improvisation serve as warm ups; Action, Individual and group improvisation and psychodrama; collectively combined constitute a common access point to Sharing. It’s important to note that interpersonal relationships between client and therapist, or psychodrama director remain strong during the whole process; music selected for the therapy is not for leisure proposes. Therefore the director needs to have a musical background and have professional understanding of music. Director also needs to have intensive training and be familiar with the therapeutic processes, as well as build up close relationship with participants. The room that psychodrama and music therapy is taking place should be quiet and comfortable for all participants to be in and enjoy. Children should not be put into a group of adult participants, babies should not be allowed in the room. If a child cries during the therapy, the sound of crying may tune with high pitch together with the therapeutic music. This could results unnecessary tension and upset and bought to participants, having negative emotions. * Warm ups A group of five or five participants are formed either by volunteering or selected by a Director. Each individual is asked to select a musical instrument and then to play a solo improvisation on their instrument, expressing their feeling at the moment or overall life situation. All solo improvisation is recorded and played back for participants to discuss and analyse. This is an effective projective technique. Emotions and personalities of individuals can be simply revealed by sounds projected through the instrumentation. Group music improvisation is another technique that helps the warm up of musical psychodrama. The principle is similar to individual improvisation. But this technique would emphasize emotions of members towards others in the group. During the orchestrated performance by phychodrama director or a musical therapiest, group members would emphasize their intragroup communication, responsiveness and rapport building of each member. For example, some would be the person who takes the leads in the group; some would be supporting and coordinating the group; some would immerse in their own performance; therapist can observe individual reactions to the other’s real behaviour rather than merely listen to verbal description by them. Involvement in and exposure to these experiences would help participants emerging musical imagery and emotional expression to the next stage of therapy, the musical psychodrama. * Action Protagonist selection of psychodrama is complete by discussion and identification of distinctive sounds of their instruments. During the action of psychodrama on the stage, protagonists need to move from one character to another character by swapping their situations, which means move himself into another person’s situation, and learn and action to the other person’s mind. The protagonist is living in another person’s life. When verbal expression is not clear enough to express by the protagonist, music or instrument can be selected by participants to better express their feelings. For example, participant may select a drum, which is a very powerful and dynamic instrument. The participant can play the drum in a very dominant and aggressive manner; it would easily affect the group feeling and continuously move the whole group to a stronger sharp and dynamic level. This might also create conflict between group members. The other group members may also use their instruments to change the aggressive behaviour of this participant with drum. In normal verbal communication, people who are involved in the communication also move with rhythmic synchronicity with speaker. If someone wants to pass their opposite opinion or thoughts to a listener in a soft, slow and gentle tone, listener will tend to be easier to accept their opposite idea than someone speak in a fast and commanding voice. Music has the same effect on people in affecting people’s emotion and feelings. By playing soft and sad music, this music is responsiveness to the drum player. Every nuance gives a continue reaction to drum player’s feeling. The drum player would be able to verbalise the different feelings, the subliminally hearing helps him to fell and benefit from the group support that the music which is played by other members of the group. Music psychodrama can be seen as a real life. The protagonist will be in different relationships and situations, for example, accepting a death from a beloved one, or giving up part of his life. It takes great courage to release part of ego. Communication through music in the improvisation may sometimes work better and more effectively than verbal communication. Musical mirroring is an auxiliary technique to mirror the progatonist’s behaviour or style of interaction by a selection of an appropriate musical instrument and improvise musical statement. The advantage of musical mirroring over verbal mirroring is helping it portray the protagonist’s essential behaviour without being mired in words. Musical modelling is a technique that suggests and influences the protagonist’s action, behave and interact through improvisational statements. The advantages are similar Musical Mirroring. Break-in and Break-out techniques are very special techniques in psychodrama. They can be very strong and effective approaches in the session for break through barriers that a protagonist holds him back in a real life situation. Break-in, protagonist may feel him being excluded from a group, feeling from outside of a group and looking in; Break-out is the reversed situation. In both these two situations, the protagonist needs to find the initiative to break the inner barriers and reconnect to the outside. Group members will surround the protagonist in a circle with locked arms; sometimes, depending on individual circumstance of protagonist, the group members will verbally taunt the protagonist and playing intensive nervous music; protagonist needs to fight his way out of this circle and break this barrier. * Sharing Sharing is an essential component in psychodrama. After the psychodrama enactment, all group members will be encouraged by director to share the feelings, thoughts in the experience both verbally and non-verbally. All members will be reassembling face to face in a circle. The purpose of this sharing is not only to help the protagonist feel less isolated; but also help the group member to find out their identification and share these identifications. Sharing in psychodrama enable the unconsciousness deep under in one’s mind to become conscious, enable all participants to find the fundamental problems in themselves. Protagonists in music psychodrama, just like performance in other types of drama, need to be engrossed and throw themselves into the performance. There are many issues that would affect the performance. For example, participants need to be in a quiet and comfortable room for all activities. They will not be disturbed by others outside the room. It’s also very important to build up confidence and trust between participants and director. The soul in musical psychodrama is the music that is selected for improvisation for participants. The director must be someone who has musical background and have well understanding of psychology. During the musical expression on stage, people who have no musical education normally do better than those who have been studied music for a long time. People who study music are more emotional and have more susceptibilities. They know how to technically control musical instruments and vocal, as well as rhythm sensation and volume. This is a limitation of applying musical psychodrama for musicians and musical students. How to use these musical techniques on these people is a subject that we can study. Certain music expression can be conveyed by the elements of music, for example, dynamic indications, differing qualities of touch and articulation, colour, intensity, energy and excitement, etc, through performance. Director needs to have certain level of appreciation of music in order to distinguish the content conveyed by participants. During the sharing, director and all participants will obtain different level of understanding. These are due to individual differences by culture, education, age, religion and life experiences. These differences would still contribute and help participants to express their emotions freely. Both music therapy and psychodrama are therapeutic approaches for participants to active their own treatment. The participants, who can be with or without prior music background and knowledge, use music, music instruments or any alternative to verbal expression, improvising their emotions and feelings in interaction with auxiliaries. Some members of the group in these involvements might be less activated with little response to surroundings. These silent participants are also absorbing and learning from the therapy in different levels, reflecting in a inner-action that also help with improving the pshchological status of participants. Music psychodrama in Mainland China Psychodrama and Music Therapy were introduced in Mainland China in the 80’s. The standard of the knowledge, skills, professionalism and application of music therapy and musical psychodrama are far from the standards of similar researches and studies in these subjects. Both forms of practices are still in the initial stage. For example, in the mid 80s, someone used the term Music Therapy in a clinic in Hunan Province and claimed that Music Therapy can treat many diseases. The so called Therapist only played some soft music for patients and used music as a medicine for treatment. This was totally misunderstood at the time due to lack of knowledge in this new psychotherapy. During 1985-1986, Beijing Anding Hospital and Beijing Hui Longguan hospital started researchs on Music therapy treatments for chronic mental disorders, Music therapy for senile melancholia; combined therapies for chronic psychosis disorders. China Association for Music Therapy was formed in 1989. In 1991, Music performance personnel stage nervous correctional and training research was produced by Zhang Hongyi. In 1999, China Conservatory of Music formed Music therapy centre for research and development in this subject. More people started to study and research for music therapy in China recent years. Music Therapy In Treatment Of The Cancer Patients is published in Chinese Mental Health Journal in 2001; Mood and Cognition in Music Therapy is a book that was published by Wu Ji-Hong and Wan Ying in 2006. Music Therapy is growing and being more and more recognised in China in recent years. Main obstacles for developments of Music Therapy in China are listed as followings: poor quality on academic researches and studies, knowledge and skills of this psychotherapy fall behind western countries; the value of academic in researches and publishes don’t have the standard compare to countries like American and the UK; there are not official publisher that focus in this subject; there are no professional bodies to evaluate and assess music therapists, neither any regulation nor laws to protect patients; lack of public awareness. Psychodrama or combination of Music and Psychodrama are less common in Chi na. People are not aware of this term and what it is involves. A small number of researches were carried out in schools and education. On School Psychodrama was published by Chen Xiaomei in Journal of Fujian Commercial College in 2006. Schools can be selected as operational bases for more researches and studied to carry out for psychodrama. Students will also benefit from different activities carried out by psychotherapist and receive good mental health education. In a research programme that was carry out in a university, 300 students were randomly selected for a mental health test. The result shows that 61 students have various degrees of psychological problems, which equals to 20.61% of candidates. The majority problems are caused by stresses come from studies, worries of employment, interpersonal relationships. This research provides a good breakthrough of applying music therapy for people of who can benefit. Localisation of Music therapy in China is the first step of development of music therapy and musical psychodrama. To develop this, musicians and therapists need to adapt to the Chinese culture and the Chinese social. A serial of arrangement need to be carried out for this localisation procedure: in an academic point of view, meetings and conferences for music therapists, psychologists, musicians, and other relevant specialists to meet up, set up a proper research area for music therapy, either as an academic discipline or therapeutic treatment. Researches then carried out to categorize music therapy to more detailed branches and select those can be better adapt in China; at the same time, establish and set up institution for this practise. Set up exams and assessment to select people who have musical and psychological expertise to become music therapists. Set up music therapy centres and clinics in hospitals and schools for people who want to participate in the theory. Establish database and update the information for people who are interested in this field. There are currently very few workshop and activity group in Mainland China. But there are some music therapy associations and workshops in Taiwan and Hong Kong. Music Therapy Association of Taiwan is formed in 1996. In 2012, GaoXiong hospitals approved to use music therapy as a form of clinical alternation treatment for patients. Hong Kong Music Therapy Centre was formed in 2008. The centre was operated by Ms Mak, an Association of Professional Music Therapists as well as qualification from Academy for Neurologic Music Therapy Academy. She’s the first music therapist in Hong Kong. Many lecturers and workshops are being held in the centre for a range of different attendants, especially youth in Hong Kong. Mainland China should learn and try to implement the development of music therapy in Taiwan and Hong Kong.

Familiares que puede pedir un ciudadano americano

Familiares que puede pedir un ciudadano americano Los ciudadanos de los Estados Unidos  pueden solicitar los papeles para la tarjeta de residencia permanente  Ã¢â‚¬â€œgreen card– para algunos de sus  familiares.  Los requisitos de edad, tiempos de demora, posibilidades de ajuste de estatus y de incluir a otros familiares en una à ºnica peticià ³n dependen del grado de la relacià ³n entre el estadounidense que pide los papeles y el extranjero que resulta beneficiado. Sin embargo, cabe destacar que en algunas ocasiones ser ciudadano no da derecho a pedir a un familiar. Esto es asà ­ en los casos en los que han sido previamente condenados por delitos contra menores de contenido sexual (Ley Adam Walsh). Adems, las condenas por secuestro o retencià ³n ilegal tambià ©n imposibilitan solicitar los papeles para un familiar. Familiares inmediatos de ciudadano estadounidense A la hora de pedir los papeles, la ley migratoria establece una diferencia fundamental entre familiares inmediatos de un ciudadano y los que no tienen esa categorà ­a. Su significado es muy distinto de lo que se entiende en lenguaje normal.   Solo y exclusivamente los siguientes son familiares inmediatos de un ciudadano: cà ³nyugeshijos solteros menores de 21 aà ±ospadres y madres Para la ley migratoria de EE.UU. son cà ³nyuges los matrimonios de varà ³n y mujer y tambià ©n los conformados por dos hombres o por dos mujeres. El matrimonio puede haberse celebrado en EE.UU. o en otro paà ­s, lo à ºnico que importa es que sea vlido segà ºn la ley del lugar de celebracià ³n. Asimismo, los cà ³nyuges solo pueden estar casados con una sola persona. Si tuvieron un matrimonio anterior, debe haber finalizado por fallecimiento de uno de los cà ³nyuges, anulacià ³n de matrimonio o divorcio. Si durante el proceso de peticià ³n el cà ³nyuge estadounidense falleciese, el viudo podrà ­a seguir siendo considerado como familiar inmediato y continuar con la tramitacià ³n, siempre que se cumplan ciertos requisito. Tambià ©n son familiares inmediatos de ciudadano los hijos/as biolà ³gicos o adoptados solteros que son menores de 21 aà ±os de edad. En los formularios de Inmigracià ³n se refieren a ellos como child. En algunos casos, los hijos biolà ³gicos podrà ­an ser ciudadanos por propio derecho a pesar de haber nacido en otro paà ­s por lo que se conoce como derecho de sangre. Con respecto a los hijos adoptados, podrà ­an haber adquirido la ciudadanà ­a estadounidense en el momento de la adopcià ³n, dependiendo de las circunstancias del caso. Tambià ©n podrà ­an ser considerados como familiares inmediato de un ciudadano los hijastros. Para este caso adems de ser solteros y menores de 21 aà ±os se exige que el matrimonio entre el ciudadano y el extranjero, que es padre o madre del menor, se hubiera celebrado antes de que dicho menor cumpliese los 18 aà ±os de edad. Si ya hubiera cumplido los 18 en el momento, el ciudadano no lo podr pedir ni como familiar inmediato ni en ninguna otra categorà ­a. La solucià ³n en estos casos es que el cà ³nyuge extranjero adquiera la green card y pida a ese hijo/a soltero. Otra opcià ³n, pero solo vlida si todavà ­a no se ha celebrado el matrimonio, es la visa K de prometido, ya que la derivada K-2 permitirà ­a pedir los papeles para el hijo soltero menor de 21 aà ±os del novio/a extranjero, a pesar de que la boda se celebra despuà ©s de que à ©ste hubiera cumplido los 18 aà ±os de edad. Por à ºltimo, son tambià ©n familiares inmediatos de un ciudadano su padre y su madre y en ciertas circunstancias, padres adoptivos, padrastros y madrastras. Pero para estas peticiones es requisito indispensable que el ciudadano cumpla los 21 aà ±os de edad antes de estar capacitado para hacerlas. Sin embargo, en el caso de un ciudadano estadounidense adulto que fue adoptado en otro paà ­s antes de cumplir los 16 aà ±os de edad y fruto de esa adopcià ³n obtuvo un beneficio migratorio -green card o ciudadanà ­a de EE.UU.-, no puede pedir los papeles para sus padres biolà ³gicos. Adems, un ciudadano solamente puede pedir al cà ³nyuge de su padre o al de su madre solamente si la boda entre ellos se celebrà ³ antes de que el ciudadano hubiera cumplido los 18 aà ±os de edad. Por ejemplo, si el ciudadano estadounidense Juan Garcà ­a tiene 19 aà ±os cuando su pap, Orlando Garcà ­a, se casa con Gloria Fernndez, cuando Juan cumpla los 21 aà ±os de edad podr pedir a su padre, pero no a Gloria. Pros y cons de peticiones de ciudadano a familiares inmediatos En primer lugar, una gran ventaja de las peticiones de ciudadano a familiar inmediato es el tiempo de espera por la tarjeta de residencia que es, simplemente, el que lleve la tramitacià ³n. A diferencia de lo que ocurre en el resto de peticiones por familia, en el caso de las de familiar inmediato no hay là ­mite en el nà ºmero de residencias que se pueden aprobar anualmente por esta causa. En la actualidad la demora puede llevar, aproximadamente, entre 12 y 24 meses. Otra gran ventaja de las peticiones de ciudadano a familiares inmediatos es que pueden ajustar su estatus –es decir, obtener la green card sin salir de EE.UU.- incluso si estn en el paà ­s como indocumentados, siempre y cuando hubieran entrado legalmente a EE.UU. En otras palabras, los que ingresaron cruzando ilegalmente la frontera no pueden ajustar su estatus y tendrà ­an que salir a una entrevista consular, con lo que surgirà ­a el problema del castigo del los tres o de los 10 aà ±os. Por esta razà ³n, se debe consultar con un abogado en el caso de peticiones de ciudadano a cà ³nyuges, padres e hijos mayores de edad de un ciudadano que ingresaron ilegalmente a EE.UU. Finalmente, otra ventaja es la congelacià ³n de la edad para el caso de hijos solteros que cumplen los 21 aà ±os de edad durante la tramitacià ³n de la peticià ³n. Por otro lado, el gran inconveniente de las peticiones de familiar inmediato es que en cada una solo se puede incluir a un familiar y no se admiten beneficiados derivados. Por ejemplo, si el ciudadano Juan Garcà ­a, de 21 aà ±os de edad, quiere pedir a sus padres y a su hermano debe presentar una peticià ³n para el pap y pagar por ella, otra para la mam, y de nuevo realizar un pago completo. Y al hermano debe pedirlo en otra tercera peticià ³n y, adems, no tendr consideracià ³n de familiar inmediato. Es decir, el hermano no puede incluirse ni en la del padre ni en la de la madre. Lo mismo sucede en el caso de que el ciudadano Juan Garcà ­a se casa con Sofà ­a Pà ©rez y Sofà ­a tiene 3 hijos de 12, 11 y 9 aà ±os. Juan puede pedir a su cà ³nyuge y a los tres nià ±os como hijastros, sin necesidad de adoptarlos. Pero debe presentar un total de cuatro peticiones distintas y pagar por cada una de ellas la tarifa correspondiente. Quià ©nes son familiares no inmediatos de ciudadanos Los ciudadanos estadounidenses pueden pedir la tarjeta de residencia permanente tambià ©n para los siguientes familiares: hijos  solteros mayores de 21 aà ±os: categorà ­a F1.hijos casados de cualquier edad: categorà ­a F3hermanos de cualquier edad, solteros y casados: categorà ­a F4. Para que un ciudadano pueda pedir a un hermano, debe haber cumplido ya los 21 aà ±os de edad. Adems, el ciudadano puede pedir no solo a sus hermanos biolà ³gicos, incluidos los medio hermanos, sino tambià ©n a los hermanastros, siempre y cuando el và ­nculo familiar se hubiera establecido antes de cumplir ambos los 18 aà ±os de edad. Asimismo, puede pedir a sus hermanos por adopcià ³n, pero en este caso la adopcià ³n debe haberse producido antes de que ambos cumpliesen los 16 aà ±os de edad. Por otra parte los ciudadanos pueden pedir a los hijos biolà ³gicos, a los adoptados y a los hijastros. En este à ºltimo caso, la relacià ³n familiar tiene que haber nacido antes de que el hijastro cumpliese los 18 aà ±os de edad. Caracterà ­sticas de las peticiones de familiares no inmediatos Es fundamental entender y tener presentes las siguientes circunstancias: En primer lugar, hay un là ­mite anual en el nà ºmero de tarjetas de residencia que se pueden aprobar en cada categorà ­a. Y como el nà ºmero de peticiones es mucho ms grande que el de tarjetas que se pueden dar se produce un gran retraso de aà ±os y, segà ºn las categorà ­as, de dà ©cadas. Adems, es mayor para el caso de nacidos en Mà ©xico que para el resto de Latinoamà ©rica o Espaà ±a. Puede consultarse el boletà ­n de visas que actualiza cada mes el Departamento de Estado. La gran ventaja de las peticiones de ciudadano a familiar no inmediato es que se pueden incluir a varias personas en una misma peticià ³n. Por ejemplo, se pide a un hermano y se aà ±ade a su esposa y a sus hijos solteros menores de 21 aà ±os. Adems, se admite el follow-to-join benefits, para incluir a nuevos familiares de la persona pedida que puedan incorporarse a su familia despuà ©s de presentar la peticià ³n. Por ejemplo, un ciudadano americano pide a una hermana que est soltera. Pasan los aà ±os y cuando llega el momento de la entrevista en el consulado para la green card la hermana est casada y tiene hijos. En ese momento puede pedir que se le extiendan los beneficios al marido y a los nià ±os. No tendr que aplicar con un nuevo formulario I-130 ni pagar por una nueva tarifa de solicitud de dicho formulario, ni habr que esperar a que haya una visa de inmigrante disponible.   Por otro lado, en el caso de familiares no inmediatos no se admite lo que se conoce como congelacià ³n de edad y si una de las personas incluidas como derivadas cumple los 21 aà ±os antes de la entrevista en el consulado no recibir la green card. Por ejemplo, la ciudadana Carolina Vargas pide a su hermano Rogelio Vargas que est casado y tiene un hijo de 16 y una hija de 10. Cuando llega el momento de la entrevista en el consulado, el hijo tiene 22 aà ±os y la nià ±a 16. Ella podr emigrar con sus paps pero el hijo, no. 3 causas por las que no se aprueba la peticià ³n de familiar Ser el familiar de un ciudadano no garantiza la obtencià ³n de la tarjeta de residencia. Es necesario que se cumplan con otros requisitos, como que el solicitante tiene  recursos econà ³micos suficientes para patrocinar. Adems, es necesario que no hay nada en el pasado del familiar para el que se piden los papeles que lo convierta en inadmisible. Esto es, que  no pueda recibir la tarjeta de residencia y estas son 42 causas para ello.  En algunos casos, ser posible solicitar un perdà ³n, tambià ©n conocido como waiver o permiso. En otros la solucià ³n ser dejar pasar el tiempo de castigo, como por ejemplo en los casos de presencia ilegal previa en EE.UU. salvo que se pueda alegar y probar dureza extrema. Finamente, en otros casos ser prcticamente imposible regresar a EE.UU., como cuando ha habido una deportacià ³n por crimen violento o en caso de haber sido agarrado despuà ©s de una deportacià ³n y hay una prohibicià ³n permanente. Sin duda ayuda para familiarizarse con todo el proceso para pedir a un familiar tomar este quiz - conocido en algunos paà ­ses como trivial o test - para verificar que tienes los conocimientos bsicos sobre cà ³mo obtener y conservar la tarjeta de residencia. Puntos Claves: peticià ³n de ciudadano a familiar Familiares inmediatos: padres, madres, hijos solteros menores de 21 aà ±os y cà ³nyuges. Demora entre 12 y 24 meses, aproximadamente.Familiares no inmediatos: hijos solteros mayores de 21 aà ±os, hijos casados de cualquier edad, hermanos. Demoras de aà ±os y, en algunos casos, dà ©cadas. En estas peticiones se puede incluir en la solicitud del familiar pedido a su cà ³nyuge e hijos solteros menores de 21 aà ±os de edad.Causas por las que no se aprueba la green card:No se prueba relacià ³n familiar entre ciudadano y la otra personaEl ciudadano no tiene ingresos y patrimonio suficiente para patrocinarEl familiar pedido es considerado inadmisible. En algunos casos es posible pedir un perdà ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.

How to Write a Good Conclusion Essay

How to Write a Good Conclusion Essay Tips on Writing a Good Conclusion for an Essay We can hardly imagine a a student who has never written a single essay. Academic assignments are the vital part of student’s life whether you study in college, high school or university. Essay papers are probably the most popular assignments. They may be of different types from argumentative to research papers. Its not actually matter what type of essay you were assigned. Each paper should have a specific structure while each essay should have a conclusion abstract. Most immature and amateur authors are sure that concluding a paper is a piece of cake. You should never underestimate this part. Take it seriously, as it may define the general academic success of the major paper. What is a conclusion paragraph? Keep in mind that conclusion is not just a summary. Although it is always a final abstract of the paper, it may be even of greater importance than the body paragraphs. It provides your final thought about major issues of the paper supported by evidence and strong argumentations. You are to persuade your reader that your point of view is correct. The conclusion lets you handle this. What is conclusion necessary for? The final abstract or conclusion of your essay serves several purposes. It may appear to be the last chance to make all points of your paper clear to readers. You general paper may look daunting, but the conclusion is the last straw when it comes to making a good impression on the reader. The core conclusion purposes are as follows: Stress Main Ideas – the writer highlights key topics and evidence. The first statement should refer to your thesis while the rest explain the main aspects of the paper; Summarize the Points – summarizing key points is only a part of concluding the paper. The idea is to briefly remind the reader of what you were talking about; Make a Final Impression – the main objective is to make a strong impression on your readers. It does not actually matter if they liked reading your general paper. If they like your conclusion, your paper is a success. The importance of writing a strong conclusion Underestimating the role of conclusion in your paper would be a huge mistake. The abstract is actually your last chance to hammer the key points in readers’ minds.   As for the role, it can be divided into three main issues: Sum Up Writer’s Thoughts – a complicated topic may contain too many thoughts for the reader to follow at once. A conclusion is a good opportunity to sum them up in a brief description featuring the key points; Skim and Scan Function – a conclusion makes it easy for the reader to browse through your paper and concentrate on key issues. It enables the skim and scam function of your essay. You can stress the most important areas of the paper and introduce them to the reader. Final word Although the conclusion is the last abstract of your essay, it is probably the most important one. It will let you hit bull’s eye when it comes to making a good impression on the reader letting him or her understand all major points and aspects of your essay paper.

WAGNER Surname Meaning and Family History

WAGNER Surname Meaning and Family History From the Germanic Waganari, meaning wagon-maker or wagon driver, the common occupational surname Wagner was often given to one who transported produce or other goods via high-sided wagons or carts. Among some German populations, especially the Pennsylvania Germans, Wagner also denoted a wagon-maker, wainwright, or cartwright. Wagner is the 7th most common German surname  and 4th most common surname in Austria. Surname Origin: German, English Alternate Surname Spellings:  WAGGONER, WAGONER, WAGENER, WAEGENER, WAGNOR, WAGNER, WAGONNER, WEGENER, WEGNER, VAGNER, VEGENER, VEGNER   Famous People with the WAGNER  Surname Richard Wagner - 19th-century  German conductor and composerJack Wagner - American actor and musicianRobert Wagner - American actorAdolph Wagner - German economistArthur Wagner - Church of England clergyman in Brighton, East  SussexGeorge D. Wagner - Indiana politician and Civil War Union generalJohann Andreas Wagner - German palaeontologist and zoologist Where is the WAGNER Surname Most Common? According to surname distribution from Forebears, WAGNER is the 4th most common surname in both Germany and Austria. It is also fairly common in Luxembourg (5th),  Switzerland (55th), the United States (142nd), Denmark (178th) and Slovakia (363rd). WorldNames PublicProfiler indicates that the Wagner surname is especially common in Saarland, Germany, as well as in both Hungary and Gussing, Austria. It is also prevalent in the German states of Rheinland-Pfalz, Thà ¼ringen, Hessen and Bayern. Genealogy Resources for the Surname WAGNER Meanings of Common German SurnamesUncover the meaning of your German last name with this free guide to the meanings and origins of common German surnames. Wagner Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Wagner  family crest or coat of arms for the Wagner surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. Wagner  Y-Chromosome DNA  Surname ProjectIndividuals with the Wagner surname are invited to participate in this group DNA project in an attempt to learn more about Wagner family origins. The website includes information on the project, the research done to date, and instructions on how to participate. History and Genealogy of the Wagner-Waggoner-Wagoner FamilyOnline digital version (free) of a 1941 book on the descendants of  John Waggoner, born in 1758 in Wasselonne, Alsace, France, who later immigrated to  Maryland. WAGNER  Family Genealogy ForumThis free message board is focused on descendants of Wagner  ancestors around the world. FamilySearch - WAGNER  GenealogyExplore over 3.7  million results from digitized  historical records and lineage-linked family trees related to the Wagner surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. WAGNER  Surname Mailing ListFree mailing list for researchers of the Wagner  surname and its variations includes subscription details and a searchable archives of past messages. DistantCousin.com - WAGNER  Genealogy Family HistoryExplore free databases and genealogy links for the last name Wagner. GeneaNet - Wagner  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Wagner  surname, with a concentration on records and families from France and other European countries. The Wagner Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Wagner  surname from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

I have not . could you chose it Essay Example | Topics and Well Written Essays - 2750 words

I have not . could you chose it - Essay Example The determination of insolvency options is not dependent on the type of purchases made. The type of purchases or indebtedness is irrelevant at this time. The law does not differentiate as to type of debts.1 Therefore, neither I nor anybody is in a position to do so. This is sought to be rectified by the new Act of 2007 whose provisions are to take effect in 2010. Act 2007 specifies the types of indebtedness to be included in the specific Insolvency Option. It is dependent upon the amount of benefits she receives; how much is left over after tax deductions and normal household expenses as disposable income; and, the amount of her indebtedness.2 Since these factors were not clearly indicated in the facts of the case, I will discuss all insolvency options. After that a listing of the possible range of benefits she is receiving to determine what option will suit her situation the best will be made based on people under similar situations. Finally the best possible option will be recommen ded. The Debt Relief Order (DRO) is aimed at providing debt relief.3 The debtor must obtain the services of an approved intermediary. This is a skilled debt adviser who helps a debtor apply with the Insolvency Service for a DRO. Courts do not take cognizance of this. This order lasts for 12 months. Creditors explicitly named in the order are not allowed to collect from the debtor or file any action to recover their money. After the 12 month period and the circumstances of the debtor do not change, he will be freed from all debts mentioned in the order. To qualify for a DRO, the debtor must not be involved in another formal insolvency procedure at the time of application and has not been a subject of a DRO within the last 6 years. He must be living or doing business in England for the last 3 years. He can own a car with a maximum value of  £1000.00 and assets not exceeding  £300. His indebtedness must be less than

Benefits Management Plan for the Perth Arena Project Case Study - 1

Benefits Management Plan for the Perth Arena Project - Case Study Example The completion of Perth Arena program will be of great benefit to the entire indoor games on the basis of the infrastructure. If charges of both hosting the events and entry charges will be too high, the program is liable to fail since they will consider using other cheaper grounds irrespective of the available shortcomings. The maintenance of the arena will be quite sensitive. The arena will be preferred due to its infrastructure. All the services linked with the arena will have to be of high standard so as the project to succeed. The arena’s success will be greatly determined by the arena’s management. The main problem with this project will be competition. Although the project has a competition advantage based on its infrastructure pricing will make it face competition from arenas which charge cheaply. However, the arena will be preferred in holding international events over other arenas or fields in Australia. This implies that this is a golden opportunity that the arena has.1

Andrew Carnegie's life Essay Example | Topics and Well Written Essays - 1750 words

Andrew Carnegie's life - Essay Example He built the Carnegie Steel Company in Pittsburgh. The company later merged with Elbert Gary’s Federal Steel Company along with a few smaller companies and the US Steel was formed. Carnegie had always invested his money to make profit as well as for the betterment of the society. He established a many libraries, schools colleges and universities. In short, he was a philanthropist. In keeping with his achievements and contributions made to the world at large, we will discuss his memoir, The Autobiography of Andrew Carnegie and the Gospel of Wealth. The book is a narration of his success story and a discourse on wealth suggesting that the rich should invest their wealth to uplift the society. In his autobiographical note, Carnegie refers to the saying that he is born ‘of poor but honest parents, of good kith and kin’. The adherence to this particular notion of birth stated that he is quite explicit in admitting his ascribed status. It also shows that sticking to moral values is his way of approach to life. We had seen Carnegie as a man full of positive forces. In his autobiography, he says that he is indebted to his grandfather for his ‘optimistic nature, and ‘ability to shed trouble and laugh through life’. (Carnegie, 8) Carnegie in this book admits that he has inherited the ‘scribbling propensities’ (Carnegie, 8) from his maternal grandfather Thomas Morrison. His maternal grandfather and grandmother are his source of inspiration and they give stress to education. We had also found in Carnegie’s social work, his wholehearted support to the sphere of education. Carnegie father’s premature death brought him even m ore close to his mother. In his autobiography, he describes her as his ‘favorite Heroine’. (Carnegie, 9) His faith in family values was the key to his success and his recognition all over the world.   He states that it was his privilege to rear up in Scotland,

Joural 1 Research Paper Example | Topics and Well Written Essays - 1000 words

Joural 1 - Research Paper Example Voice overs or lectures were used as the common mode of giving the motion pictures substance and for increasing theatrical effect for the audiences. Through the study of various journals and documentary evidence, Silent era cinema can be insightful into the evolution of cinema in America and the world. Eadweard Muybridge is touted as the pioneer of motion pictures when he introduced series photography, which is cited as a significant contribution to the development of motion pictures. The Lumiere brothers invented the Cinematographe, which was filming device for shooting, projecting and printing motion pictures (Musser 59). Thus, these two individuals are credited for being the true fathers of cinema. The first films were referred to as ‘actualities’ maybe because of their depiction of the real life events that portrayed a semblance of reality to their audience. The use of the Lumiere Brothers’ invention made it possible for films to be exhibited to large audiences and for commercial purposes (Wasko 64). This led to the establishment of film companies and notable among them was the Edison Film Company that existed from 1893 to 1906. Early films from the Edison Company include Exiting the Factory, Arrival of a Train at La Ciota and Baby’s Lunch. Early wer e shots of everyday life activities and experiences, which run for less a minute and no more than 3 minutes to audiences mostly on shop front exhibitions (Everson 69). The emergence of the acting business is attributed to Edison through his films like Blacksmithing Scene, Three American Beauties and The Gay Shoe Clerk. These films were acted people who purposely participated in the film making exercise to earn an income out of their ability to produce desired outcomes for their intended audience. Another significant aspect of the Silent era of cinema is that it was mainly based in New York unlike today’s film industry that is predominantly based in Hollywood, California

Business Organizations Essay Example | Topics and Well Written Essays - 500 words

Business Organizations - Essay Example It is known that a creditor who has a claim against a sole proprietor has all rights to receive all his personal and business assets. It is called unlimited liability. The sole proprietor is allowed to run his business under his own name without any other words. Advantages: all profits are received by sole proprietor, relatively low start-up costs and capital, the greatest freedom from regulation, minimal working capital, tax advantages to owner of the business, owner has the direct control over the decision-making process. Disadvantages: unlimited liability, difficulties in raising capital and lack of continuity in sole proprietorship if the owner is absent for a long time. (Lucas 2002) Partnership is an agreement when two or more sides (persons) are going to combine their available resources in one business. Partnership agreement has to be signed with the assistance of lawyers, because in case of dissolution or disagreement the business should protect its shareholders or other partners. According to the agreement terms partners has to share in all the profits. There are two forms of partnerships: general partnership (all partners are personally liable for all debts and obligations) and limited partnership (some members are responsible for debts). (Adelson 2002) Advantages: easy formation, relatively low start-up costs, additional available resources of investments, possible t

Caracass Current Sanitation and Energy Problem Essay

Caracass Current Sanitation and Energy Problem - Essay Example According to the findings, it can, therefore, be said that the concern by scientists that the combustion of fossil fuels has resulted in surplus carbon dioxide gives a reason for examining this problem so that a quick solution can be found and that no devastating effects are created in Caracas. An additional significance for looking into this problem is that, by researching on it, a recognizable power generation technology that is environmentally friendly, mechanically reasonable, and economically profitable can be discovered so that the city can experience a real option for builders of fresh capacity. Further, energy policy can be formulated, basing on a high degree of energy proficiency and more use of renewable energy. This paper will, therefore, look at the problem chronologically, outlining the body in terms of the record of the earlier problems facing the city for a deeper understanding; a collection of possible ideas and solutions; and finally to link the whole research to the energy problem as well as brainstorm suggested improvements for the welfare of the  city.

Business Organizations Essay Example | Topics and Well Written Essays - 500 words

Business Organizations - Essay Example It is known that a creditor who has a claim against a sole proprietor has all rights to receive all his personal and business assets. It is called unlimited liability. The sole proprietor is allowed to run his business under his own name without any other words. Advantages: all profits are received by sole proprietor, relatively low start-up costs and capital, the greatest freedom from regulation, minimal working capital, tax advantages to owner of the business, owner has the direct control over the decision-making process. Disadvantages: unlimited liability, difficulties in raising capital and lack of continuity in sole proprietorship if the owner is absent for a long time. (Lucas 2002) Partnership is an agreement when two or more sides (persons) are going to combine their available resources in one business. Partnership agreement has to be signed with the assistance of lawyers, because in case of dissolution or disagreement the business should protect its shareholders or other partners. According to the agreement terms partners has to share in all the profits. There are two forms of partnerships: general partnership (all partners are personally liable for all debts and obligations) and limited partnership (some members are responsible for debts). (Adelson 2002) Advantages: easy formation, relatively low start-up costs, additional available resources of investments, possible t

Business College Essay Example | Topics and Well Written Essays - 2000 words

Business College - Essay Example Therefore, in order to understand these markets, it is important for the western country to comprehend these differences from country to country by using the five contexts of framework. The five contexts include a country's social and political arrangements, openness, product, labor, and capital markets. Business executives can form their strategies around this by asking questions that relate to the five contexts, and thus begin to develop upon the country's individual strengths. While doing this, it is also important for the business to measure the positives and negatives of forming a relationship with this country. If they discover that the negatives outweigh the positives, other aspects may need to be considered. It is a good idea to link social performance targets to executive competition, in the researcher's opinion. Social performance targets give the company an overall goal and focus when entering into any new business strategy or plan, and therefore help to give the company a stronger approach to accomplishment. Competition, and certainly executive competition, is always a good way to trigger the best and brightest ideas. By allowing executive competition, hopefully the best ideas and goals will come into play in the atmosphere of the business. With this occurring, the business could then link social performance targets to executive competition, seeing which goals are the best, and figuring out the direction the company would need to take in order to proceed and reach the best possible goals. Thus, competition should put forth several good options, and the social performance target can then be chosen and used to provide solid direction. Question 2. a. Companies have used centralized Organizational Structures. However, the current organizational trends are to change then into lean, flatter decentralized structures. Describe briefly some of these changes taking place in the organizations. Decentralization removes the focus of power, or shifts the focus of power, from few individuals to more individuals. The concept allows for power to be spread out more equally in the business, thus allowing individuals to all have a part of company decision making. Decentralization still relies on authority for decision making, but it also must rely on lateral relationships rather than a direct order from above. More and more companies are chosing to use decentralization because it brings many minds into the framework. With several people in the decision making strategy, the hope is that many ideas will come to light, and that way, the best of these ideas can be chosen and acted upon. Therefore, these industries are seeking what is best for the business. Many of these companies are therefore spreading out power as well as the decision making process instead of putting all of the power in the hands of a few individuals. While this process may make decision making take longer, the hope is that for the company, it will provide the best possible answers and

Physical Therapy Assistant Essay Example for Free

Physical Therapy Assistant Essay Under the observation of a Physical Therapist, a Physical Therapist Assistant (PTA) works to help patients recover from injuries or disabilities within the body. A few exemplifications of their line of work include balance training, exercise, electrical stimulation, massage, ultrasound therapy, and mechanical traction. However, seeing as they are still just assistants, PTA’s must very thoroughly document and report everything they do and turn in their paper work to their overseeing therapist. Although the position is one of a mere apprentice, they are not required to hold a license, but there are several other qualifications needed. Education is the first step to certification. A basic two-year Associates degree is needed. This can be obtained through Murray State College in Tishomingo, Oklahoma. There are two different components that fit into the degree: classroom studies and clinicals. Under the education part of the degree, you would take several courses during your two year term, including rehabilitation, psychology, physiology, kinesiology, and terminology, and anatomy. Other courses include orthopedics, advanced physical therapy procedures, and pathology. Overall, sixty hours of educational course credits are needed. In the second section of studies, you are required to have working experience in the field. These clinicals occur within the second year of your education. Whether it is in a treatment center of some sort or a professional Physical Therapy business matters not, only that you have the experience needed, and in most cases, 2,000 working hours. Seeing as this would put you directly in contact with other people in a medical field, you would be trained in cardiopulmonary resuscitation (CPR) and the basics of first aid. On a side note, since you are in the occupation of physical therapy assistance, you yourself as the therapy assistant should be in good or excellent condition. Oftentimes, the assistant has to work with the patients and help them with mobility, therefore, there is a high necessity to have a physically maintained body as well. After you have secured your Associates degree and completed your physical therapy assistant program with credits, you have become eligible to apply for and take the National Physical Therapy Examination (NPTE). This test is administered by the Federation of State Boards of Physical Therapy. One way that you can help prepare yourself for the exam is by joining professional organizations. Not only would the groups make you look good, they would also offer many network opportunities and benefits in the future. Earning credentials also allows for more preparedness. For example, joining the American Physical Therapy Association (APTA) requires a substantial number of extra experience hours and approximately a year of work before admission. This would give someone a very good head start when it comes to studying for the test. Once you feel prepared enough, you may take your exam. If passed, the graduate may then carry on with their certification of completion for the Physical Therapy Assistant. With this license, you can now go out into the medical field, get your own job as a certified physical therapist assistant, and thrive with the degree and job you love.