Statistics for Management and Economics

Course: Professor: Term: Sections: 001: 002: 003: 502: Contact Information: Office Phone Office Location Email OPRE 6301/SYSM 6303 (cross-listed courses) FALL 2012 Carol A. Flannery, Ed. D. Fall 2012 Friday Tues/Thurs Wednesday Thursday 4:00 pm to 6:45 pm 11:30 am to 12:45 pm 1:00 pm to 3:45 pm 7:00 pm to 9:45 pm SOM 1. 217 SOM 2. 106 SOM 1. 117 SOM 1. 212 972-883-5853 (Answered only during office hours) JSOM 2. 416 [email  protected] edu All contact concerning your class must be via eLearning class website. Email sent via eLearning is checked daily Monday through Friday.Voicemail on office phone is not checked daily. Office Hours Tuesday Wednesday Thursday Friday 10:00 am to 11:15 am 11:30 am to 12:30 pm 10:00 am to 11:15 am and 6:00 pm to 6:45 pm 3:00 pm to 3:45 pm Teaching Assistant To be posted for each section on eLearning Please note: Office hours are not to be used to reiterate a class that was missed. Have your questions or problems prepared before coming to see either your professor or TA. Written evidence you have attempted problems will be required. General Course Information Pre-requisite: MATH 5304 or equivalentCourse Description OPRE 6301 Quantitative Introduction to Risk and Uncertainty in Business (3 semester hours) Introduction to statistical and probabilistic methods and theory applicable to situations faced by managers. Topics include: data presentation and summarization, regression analysis, fundamental probability theory and random variables, introductory decision analysis, estimation, confidence intervals, hypothesis testing, and One Way ANOVA (Some sections of this class may require a laptop computer). Prerequisite: MATH 5304 or equivalent. ( 3- 0) S 1 Learning ObjectivesStudents are expected to develop skills on problem formulation, identification of appropriate statistical techniques, computer implementations in Excel and/or manual calculations and written explanations, and interpretation of empi rical results of the following and be able to: 1) Organize and summarize raw data; 2) Build and evaluate a regression model from raw data; 3) Apply the basic rules of Probability Theory; 4) Apply the concept of a random variable to solve business problems ; 5) Apply the Normal, Poisson, and Binomial Distributions to solve business problems ; 6) Simulate data from the Normal, Poisson, and Binomial; ) Identify significant changes in averages and proportions 8) Determine if two populations have the same mean or the same proportion ; and 9) Determine if several populations have the same mean. Required Text and Software Textbook: STATISTICS FOR MANAGEMENT AND ECONOMICS, 9th EDITION, by G. KELLER, 2012. (ISBN 10 digit: 0538477490 / ISBN 13 digit: 980538477499) This is the required edition of the text. Any other editions will have different problems and/or chapter topics. Since your exam problems may contain textbook problems, you are risking a low exam grade by not having the correct edition.The required 9th edition will have an access code that will permit you to download the necessary Excel data files, Excel Workbooks, and Data Analysis Plus macros from t he Publisher’s website. If you have bought, or are buying a used 9th edition textbook, use the following procedure to obtain an online content access code: 1. Go to www. cengagebrain. com 2. In the search box at the top of the page, search â€Å"Statistics for Management and Economics 9th Edition†. 3. Scroll down the search results until you find the following: â€Å"Online Content Instant Access Code for Keller's Statistics for Management and Economics, 9th Edition KellerISBN-10: 1-111-74841-1 ISBN-13: 978-1-111-74841-8  © 2012 The price is $34. 95(subject to change), not including tax. After purchasing, the content is available instantly in your account. You will need to sign in with your email and the password you created. Software: This course uses a Windows-based laptop, eLearning, Internet Access, Microsoft Excel 2007 or higher (no trial versions), Data Analysis Activated (this comes with Excel), Data Analysis Plus and Excel Workbooks (both available for download from the textbook Publisher’s website).If you choose not to install Data Analysis Plus, it will be the student’s sole responsibility to utilize and learn other available existing Excel statistics tools/packs to work problems throughout the semester. Lectures and the Textbook utilize Data Analysis and Data Analysis Plus. Instruction on other tools and/or stat packs will not be provided. Data Analysis Plus is student-friendly and saves time in working problems. Existing Excel statistics tools cannot do all of the problem work as done by Data Analysis Plus. Macs do not have the scripting ability necessary to run Data Analysis Plus .If you are using a Mac, it is necessary to install a Windows Virtual machine, such as Parallel Desktop, or VMWare Fusion 4 which will then allow the use of Windows within the Mac Operating System. You must h ave the Windows version of Excel or the Parallel Desktop or VMWare Fusion is of no use. 2 Exams All exams will be cumulative with focus on certain chapters. Your exam day/time schedule and homework assignments are listed on pages 5 – 8 of this syllabus. TEST 1 (cumulative, focusing on Chapters 1, 2, 3, 4, 5, 6) closed book, closed notes, in -class. Time: 75 minutesFormat: multiple choice Bring 882 Scantron, #2 pencil, eraser. No scratch paper permitted. Calculators OK, but no cell phones. TEST 2 (cumulative, focusing on Chapters 7, 8, 9, 10, 11) open textbook, open notes, laptop, in-class. Time: 75 minutes Format: multiple choice and/or written problem solving No Scantron. The professor will instruct you on how to provide answers and work on this exam. TEST 3 (cumulative, focusing on Chapters 12, 13, 14, 16, 17) open textbook, open notes, laptop, online. Time: 2 hours Format: multiple choice and/or written problem solvingThis exam is to be taken online, via eLearning under AS SESSMENTS on the menu, strictly beginning at your class section day and time. This exam will not be given in the classroom. This is a timed, one-attempt only exam. WEEKLY QUIZZES (online, timed , one-attempt) located online under ASSESSMENTS on the eLearning class website menu. Time: 10 minutes approximately (may vary for each quiz) Format: multiple choice and/or written short answer Ten weeks during the semester will have a weekly quiz on class lecture material and/or homework problems. There will be NO makeup of weekly quizzes.The weekly quiz will be available online Tuesday through Friday. After the time-limit has expired, you cannot see or take the previous quiz. It is the student’s responsibility to take each weekly quiz. There will not be a final exam during finals week. Tests Will Not Be Returned Students have seven working days after the posted exam grade of Test 1 and of Test 2 to review their exam with the Teaching Assistant. Students have three working days after t he posted exam grade of Test 3 to review their exam with the Teaching Assistant. After the deadline has passed, there will be no discussion of grades/exams.Make-up Exams Make-up exams may be considered only for excused absences, which must be determined prior to the exam. Excused absences may be given for verifiable medical or family emergencies. Written document ation must be provided for substantiation of the absence. Students who do not show up for an exam, and for whom prior arrangements have not been made will receive a score of zero. There is no guarantee that the level of difficulty of the make -up exam, or the exam format, will be compatible to that of the scheduled test. All make-up exams will be written exams and taken at a time determined with the professor.Any make-up exam will be taken on campus with a proctor, even if the missed exam was an online, home exam. Be prepared for significant written discussion, problem-solving, and short-answer questions. No make-ups will b e given for a Weekly Quiz for any reason, excused or unexcused. 3 Grading Criteria: Test 1 Test 2 Test 3 Weekly Quizzes QUANTITY 1 1 1 10 VALUE 100 100 100 100 COURSE TOTAL: POINTS 100 100 100 100 400 Letter Grades For the Semester Will Be Determined As Follows: TOTAL POINTS 358 – 400 346 – 357 318 – 345 306 – 317 278 – 305 277 and below LETTER GRADE A B+ B C+ C F There are no D grades in Graduate School.Undergraduates taking this graduate course will be subject to the same grading policy as graduate students. Lectures, Classroom Participation, PowerPoint slides, and DigiNotes PowerPoint slides are utilized to enhance the in -class lecture. The slides are not available for download. To encourage critical thinking, students are required to attend class and take notes. Being proactive in the classroom by asking questions is encouraged. Students will be expected to have read the required reading for each week before coming to class. After the first te st, electronic DigiNotes will be posted each Friday night on the eLearning class website.DigiNotes are not intended to replace a lecture and may not contain everything discussed in class . Attendance Success in class is correlated to attending class and taking notes during the lecture. The professor’s office hours, and those of the TA, will not be utilized to reiterate lecture material missed in class. Due to large class sizes, it may not be possible for a student to attend another class section than the one in which they are officially enrolled. Priority is given to students enrolled in a certain section. Cell Phones and Surfing the Net during Class/Lecture No use of cell phones, or texting within the classroom, at any time.If you must make a call during class or during class breaks, please step outside of the classroom. Surfing the net during lecture is distracting to all and int erferes with learning. These distractions will be regarded as infringement upon the rights of o thers to learn within the classroom, and subject to being referred to the appropriate dean. Extra Credit/Late Work No extra credit available. Late work is not accepted. Emails to your professor, after each test and/or after the semester is completed, asking for extra credit work and/or to bump up your grade more than what you actually earned, will not be answered.These types of email questions are presumptuous and may contain unethical and/or illegal requests and are subject to being forwarded to the appropriate academic dean. Homework Assignment and Required Reading Homework problems are provided within this syllabus on page 6. These problems are for your benefit and not to be turned in for grading. Should you need assistance in solving the problems, please utilize the Discussion Board to help each other, and/or visit your TA or Professor and show written and/or laptop evidence that you have attempted the problems. 4SCHEDULE OF EVENTS FOR OPRE 6301: SECTIONS 001, 002, 003, 502 2012 Week of Chapters/Sections August 27 1&2 September 3 3&4 September 10 4&5 September 17 September 24 6 7&8 October 1 TEST 1 (Chapters 1, 2, 3, 4, 5, 6) Note: Tues/Thu class Sec 002 has lecture on Oct 2 covering sections 8. 1 and 8. 2 October 8 9 & 10 October 15 8. 4, 11 & 12 October 22 8. 4, 12 & 13 October 29 TEST 2 (chapters 7, 8, 9, 10, 11) Note: Tues/Thu class Sec 002 has lecture on Oct 30 covering sections 13. 1 and 13. 2 November 5 13, 14 & 16 November 12 1 6 & 17 November 19 November 26 December 3 17 and TEST 3 reviewTEST 3 (chapters 12, 13, 14, 16, 17) December 3 17 and TEST 3 review December 10 TEST 3 (chapters 12, 13, 14, 16, 17) Topics/Event What is Statistics? , Graphical Descriptive Techniques I Graphical Descriptive Techniques II, Numerical Descriptive Techniques Numerical Descriptive Techniques (cont. ), Data Collection and Sampling Probability Random Variables and Discrete Probability Distributions, Continuous Probability Distributions TEST 1 for Sec 003 Wed class â⠂¬â€œ Oct 3* Required Reading Chapters/Sections 1. 1 – 1. 4, 2. 1 – 2. 3 3. 1 – 3. 4, 4. 1 – 4. 3 4. 4, 4. 7, 4. 8, 5. 1 – 5. 4 6. 1 – 6. 5 7. , 7. 4, 7. 5, 8. 1, 8. 2 TEST 1 for Sec 002 Tues/Thu class – Oct 4* TEST 1 for Sec 502 Thurs night class – Oct 4* TEST 1 for Sec 001 Fri night class – Oct 5* Sampling Distributions, Introduction to Estimation T Distribution (8. 4), Introduction to Hypothesis Testing, Inference about One Population F Distribution (8. 4), Inference about One Population (cont. ), Inference about Two Populations TEST 2 for Sec 003 Wed class – Oct 31* 9. 1, 9. 2, 9. 4, 10. 1 – 10. 3 8. 4, 11. 1 – 11. 4, 12. 1 8. 4, 12. 3, 13. 1, 13. 2 TEST 2 for Sec 002 Tues/Thu class – Nov 1* TEST 2 for Sec 502 Thurs night class – Nov 1*TEST 2 for Sec 001 Fri night class – Nov 2* Inference about Two Populations (cont. ), Analysis of Variance (ANOVA), Simple Linear Regression S imple Linear Regression (cont. ), Multiple Linear Regression THANKGIVING HOLIDAY (Nov 19-24) Multiple Linear Regression (cont. ) TEST 3 for Sec 502 Thurs night class – Dec 6* 13. 3, 13. 4, 14. 1, 14. 2, 16. 1, 16. 2 16. 3 – 16. 6, 17. 1 – 17. 4 17. 1 – 17. 4 Last Class Meeting TEST 3 for Sec 001 Fri night class – Dec 7* Multiple Linear Regression (cont. ) Sec 002 and Sec 003 TEST 3 for Sec 002 Tues/Thu class – Dec 11* Last Class Meeting 17. 2 – 17. 4TEST 3 for Sec 003 Wed class – Dec 12* Last Class Meeting. *Students must take tests with the sections in which they are enrolled. 5 Last Class Meeting HOMEWORK ASSIGNMENTS Required Reading Chapter/Sections and Problem Assignments (Not to be turned in for grading) Please Note: Check your eLearning website for any changes throughout the semester. Chapter 1: What is Statistics? 1. 1. Key Statistical Concepts 1. 2. Statistical Applications in Business 1. 3. Statistics and the Computer 1. 4. World Wide Web and Learning Center Appendix 1 – Instructions for installation of files Problems: 1. 2 – 1. (Even numbered problems); Pages 1 – 9 Chapter 2: Graphical Descriptive Techniques 2. 1. Types of Data and Information 2. 2. Describing a Set of Nominal Data 2. 3. Describing the Relationship between Two Nominal Variables and Comparing Two or More Nominal Data Sets Problems: 2. 14 – 2. 50 (Even numbered problems); Pages 11 – 39 Chapter 3: Graphical Descriptive Techniques II 3. 1. Graphical Techniques to Describe a Set of Interval Data 3. 2. Describing Time-Series Data 3. 3. Describing the Relationship between Two Interval Variables 3. 4. Art and Science of Graphical Presentations Problems: 3. 6 – 3. 0, 3. 32, 3. 34, 3. 48 – 3. 58 (Even numbered problems); Pages 43 – 92 Chapter 4: Numerical Descriptive Techniques 4. 1. Measures of Central Location 4. 2. Measures of Variability 4. 3. Measures of Relative Standing and Bo x Plots 4. 4. Measures of Linear Relationship 4. 7. Comparing Graphical and Numerical Techniques 4. 8. General Guidelines for Exploring Data Appendix 4 Review Of chapters 2 to 4 Problems: 4. 2 – 4. 16, 4. 32 – 4. 36, 4. 42 – 4. 54 (Even numbered problems), 4. 65, 4. 66, 4. 74, 4. 80 (All); Pages 97 – 144, 153, 154 Chapter 5: Data Collection and Sampling 5. 1. Methods of Collecting Data . 2. Sampling 5. 3. Sampling Plans 5. 4. Sampling and Nonsampling Errors Problems: 5. 2, 5. 3, 5. 7, 5. 12; Pages 161 – 173 Chapter 6: Probability 6. 1. Assigning Probability to Events 6. 2. Joint, Marginal, and Conditional Probability 6. 3. Probability Rules and Trees 6. 4. Bayes’ Law 6. 5. Identifying the Correct Method Problems: 6. 6, 6. 11, 6. 16, 6. 17, 6. 20, 6. 28 – 6. 40, 6. 48, 6. 56, 6. 62 – 6. 68 (Even numbered problems); Pages 176 – 210 6 Chapter 7: Random Variables and Discrete Probability Distributions 7. 1. Random Variables and Probability Distributions 7. 4. Binomial Distribution . 5. Poisson Distribution Problems: 7. 2, 7. 10 – 7. 20, 7. 27, 7. 32, 7. 84, 7. 92 – 7. 100 (Even numbered problems), 7. 110, 7. 112 – 7. 119 (All); Pages 217 – 228, 244 – 261 Chapter 8: Continuous Probability Distributions 8. 1. Probability Density Functions 8. 2. Normal Distribution 8. 4. Other Continuous Distributions – T distribution & F distribution Problems: 8. 16 – 8. 56 (Even numbered problems), 8. 83 – 8. 88, 8. 96 -8. 100 (All); Pages 263 – 286, 291 – 296, 301 – 306 Chapter 9: Sampling Distributions 9. 1. Sampling Distribution of the Mean 9. 2. Sampling Distribution of a Proportion . 4. From Here to Inference Problems: 9. 2 – 9. 24, 9. 30 – 9. 42 (Even numbered problems), 9. 52, 9. 54 (All); Pages 307 – 333 Chapter 10: Introduction to Estimation 10. 1. Concepts of Estimation 10. 2. Estimating the Population Mean when t he Populat ion Standard Deviation is known 10. 3. Selecting the Sample Size Problems: 10. 2, 10. 12, 10. 22 – 10. 32 (Even numbered problems), 10. 52, 10. 54 (All); Pages 335 – 358 Chapter 11: Introduction to Hypothesis Testing 11. 1. Concepts of Hypothesis Testing 11. 2. Testing the Population Mean when the Population Standard Deviation is known 11. . Calculating the Probability of a Type II Error 11. 4. The Road Ahead Problems: 11. 7 – 11. 12 (All), 11. 14 – 11. 46 (Even numbered problems); Pages 361 – 397 Chapter 12: Inference about One Population 12. 1. Inference about a population Mean when th e Standard Deviation is Unknown 12. 3. Inference about a Population Proportion Problems: 12. 4, 12. 8, 12. 24 – 12. 34 (Even numbered problems), 12. 70, 12. 74, 12. 94, 12. 96 (All); Pages 399 – 412, 421 – 431 Chapter 13: Inference about Two Populations 13. 1. Inference about the Difference between Two Means: Independent Samples 13. 2.Observational and Experimental Data 13. 4. Inference about the Ratio of Two Variances 13. 5. Inference about the Difference between Two Population Proportions Appendix 13 Review of Chapters 12 and 13 Problems: 13. 12 – 13. 20, 13. 32 – 13. 36 (Even numbered problems), 13. 78 – 13. 81, 13. 90, 13. 91, 13. 92 (All) Pages 449 – 471, 489 – 511 Chapter 14: Analysis of Variance 14. 1. One Way Analysis of Variance 14. 2. Multiple Comparisons Appendix 14 Review of Chapters 12 to 14 Problems: 14. 4 – 14. 14 (Even numbered problems), 14. 38, 14. 41, 14. 42 (All), Utilize Tukey’s Omega; Pages 525 – 545, 548 – 553 Chapter 15: Chi Squared Tests (Chapter 15 is not covered in this course) Read Appendix 15 Review of Chapters 12 – 14 only Chapter 16: Simple Linear Regression 16. 1. Model 16. 2. Estimating the Coefficients 16. 3. Error Variable: Required Conditions 16. 4. Assessing the Model 16. 5. Using the Regression Equation 1 6. 6. Regression Diagnostics – I Appendix 16 Review of Chapters 12 – 16 (Exclude Chapter 15) Problems: 16. 1, 16. 2, 16. 6 – 16. 11, 16. 32, 16. 34(b, c), 16. 38, 16. 39, 16. 40, 16. 56, 16. 62, 16. 89, 16. 90, 16. 100, 16. 102, Case 16. 2; Pages 633 – 660, 666 – 679Chapter 17: Multiple Regression 17. 1. Model and Required Conditions 17. 2. Estimating the Coefficients and Assessing the Model 17. 3. Regression Diagnostics – II 17. 4. Regression Diagnostics- III (Time Series) Appendix 17 Review of Chapters 12 – 17 (Exclude Chapter 15) Problems: 17. 8, 17. 10, 17. 18; Pages 692 – 712 8 University of Texas at Dallas Policies and Procedures Field Trip Policies Off-Campus Instruction & Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities.Information regarding these rules and regulations may be fou nd at the website address http://www. utdallas. edu/BusinessAffairs/Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. There are no field trips associated with this class. Technical Support: If you experience any problems with your UTD account you may send an email to: [email  protected] edu or call the UTD Computer Helpdesk at 972-883-2911. Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business.It is the responsibility of each student and each student organization to be knowledgeable about the rules an d regulations which govern student conduct and activities. The University of Texas at Da llas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations of th e Board of Regents of the University of Texas Sy stem, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the Course Syllabus Page 8, University’s Handbook of Operating Procedures.Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SSB 4. 400, 972/883- 6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected t o obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules.Students are subject to discip line for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalti es are also imposed for such conduct. Academic Integrity The faculty and administration of the School of Management expect from our students a high level of responsibility and ac adem ic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.We wan t to establish a reputation for the honorable behavior of our graduates , which extends throughout their careers. Both your individual reputation and the school’s reputation matter to your success. The Judicial Affairs website lists examples of academic dishonesty. Dishonesty includes, but is not limited to cheating, plag iarism, collusion, facilitating academic dishonesty, fabrication, failure to contribute to a collaborative project and sabotage. Some of the ways students may engage in academic dishonesty are: Coughing and/or using visual or auditory signals in a test;Concealing notes on hands, caps, shoes, in pockets or the back of beverage bottle labels; Writing in blue books prior to an examination; Writing informati on on blackboards, desks, or keeping notes on the floor; Obtaining copies of an exam in advance; Passing information from an earlier class to a later class; Leaving information in the bathroom; Exchanging exams so that neighbors have identical test forms; Having a substitute take a test and providing falsified identification for the substitute; Fabricating data for lab assignments;Changing a graded paper and requesting that it be regraded; Failing to turn in a test or assignment and later suggesting the faculty member lost the item; Stealing another student’s graded test and affixing one’s own name on it; Recording two answers, one on the test form, one on the answer sheet; Marking an answer sheet to enable another to see the answer; Encircling two adjacent answers and claiming to have had the correct nswer; Stealing an exam for someone in another section or for placement in a test file; Using an electronic device to store test information, or to send or receive answer s for a test; Destroying or removing library materials to gain an academic advantage; Consulting assignment solutions posted on websites of previous course offerings; Transferring a computer file from one person’s account to another; Transmitting posted answers for an exam to a student in a testing area via electronic device; 9Downloading text from the Internet or other sources without proper a ttribution; Citing to false references or findings in research or other academic exercises; Unauthorized collaborating with another person in preparing academic exercises ; Submitting a substantial portion of the same academic work more than once without wr itten authorization from the instructor. http://www. utdallas. edu/judicialaffairs/UTDJudicialAffairs -Basicexamples. html Updated: August, 2011 Plagiarism on written assignments, especially from the web, from portions of papers for other classes, and from any other source is unacceptable.During tests and quizzes, students in this s ection are not allowed to have with them any food or drinks, scratch paper, cours e materials, textbooks, notes, invisible ink pens, or electronic devices, including IPads, IPhones, IPods, MP3 Players, earphones, radios, smart phones, cameras, calculators, multi-function timepieces, or computers. When possible, students should sit in alterna ting seats, face forward at all times, and remove any clothing which might conceal eye movements, reflect images of another’s work, or hide co urse material for copying.Exam proctors will monitor any communication or signaling between students by talking, whispering, or making sounds, or by using your hands, feet, other body movements, the test paper itself or your writing implement. Students in this course suspected of academic dishonesty are subject to disciplinary proceedings, and if found responsible, the following minimum sanctions will be applied: 1. Homework – Zero for the Assignment 2. Case Write-ups – Zero for the A ssignment 3. Quizzes – Zero for the Quiz 4. Presentations – Zero for the Assignment 5.Group Work – Zero for the Assignment for all group members 6. Tests – F for the course These sanctions will be administered only after a student has been found officially responsible for academic dishonesty, eith er through waiving their right for a disciplinary hearing, or being declared responsib le after a hearing administered by Judicial Affairs and the Dean of Student’s Office. In the event that the student receives a failing grade for the course for academic dishonesty, the student is not allowed to withdraw as a way of preventing the grade from being entered on their record.Where a student receives an F in a course and chooses to take the course over to improve their grade, the original grade of F remains on their transcript, but does not count towards calculati on of their GPA. The School of Management also reserves the right to review a student’s d isciplinary record, on file with the Dean of Students, as one of the criteria for determining a student’s eligibility for a scholarship. Judicial Affairs ProceduresUnder authority delegated by the Dean of Students, a faculty member who has reason to suspect that a student has engaged in academic dishonesty may conduct a conference with the student in compliance with the following procedures: (i) The student will be informed that he/she is believed to have committed an act or acts of academic dishonesty in violation of University rules; (ii) The student will be presented with any information in the knowledge or possession of the instructor which tends to support the allegation(s) of academic dishonesty; iii) The student will be given an opportunity to present information on his/her behalf; (iv) After meeting with the student, the faculty member may choose not to refer the allegation if he/she determines that the allegations are not supported by the evidence; or (v) After meeti ng with the student, the faculty member may refer the allegations to the dean of students along with a referral form and all supporting documentation of the alleged violation.Under separate co ver, the faculty member should forward the appropriate grade to be assessed if a student is found to be responsible for academic dishonesty; (vi) The faculty member may consult with the dean of students in determining the recommended grade; (vii) The faculty member must not impose any independent sanctions upon the student in lieu of a referral to Judicial Affairs; (viii) The faculty member may not impose a sanction of suspension or expulsion, but may make this recommendation in the referral documentationIf the faculty member chooses not to meet with the student and instead forwards the appropriate documentation directly to the dean of students, they should attempt to inform the student of the allegation and notify the student that the information has been forwarded to the Office of Dean of St udents for investigation . 10 The student, pending a hearing, remains responsible for all academic exercises and syllabus requirements. The student may re main in class if the student’s presence in the class does not interfere with the professor’s ability to teach the class or the ability of other class members to learn. See Section 49. 0, page V-49-4 for information regarding the removal of a student from class). Upon receipt of the referral form, class syllabus, and the supporting material/documentation from the faculty member, the dean shall proceed under the guidelines in the Handbook of Operating Procedures , Chapter 49, Subchapter C. If the respondent disputes the facts upon which the allegations are based, a fair and impartial disciplinary committee comprised of UTD faculty and students, shall hold a hearing and determine the responsibility of the student.If they find the student in violation of the code of conduct, the de an will then affirm the minimum sanctio n as provided in the syllabus, and share this information with the student. The dean will review the student’s prior disciplinary record and assess additional sanctions where appropriate to the circumstances. The dean will inf orm the student and the faculty member of their decision. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail.At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U. T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information.UTD furnishes each s tudent with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U. T. Dallas provides a method for students to have their U. T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college -level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class.The professor cannot drop or withdraw any student. The student must do the proper paperwork to avoid receiving a final grade of â€Å"F† in the course if the student chose not to attend the class after enrollment. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the bligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called â€Å"the respond ent†). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean.If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade PolicyAs per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non -disabled peers.Disability Services is located in room 1. 610 in the Student Union. Office hours are Monday and Thursday, 8:30 a. m. to 6:30 p. m. ; Tuesday and Wednesday, 8:30 a. m. to 7:30 p. m. ; and Friday, 8:30 a. m. to 5:30 p. m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) 11 Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability.For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to p rovide special services such as registration, note-taking, or mobility assistance.It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor immediately during the first class meeting. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11. 0, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence.A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i. e. , for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee.The chief executive officer or designee must take into account the legislative intent of TEC 51. 911(b), and the student and instructor w ill abide by the decision of the chief executive officer or designee . Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below.Additional information is available from the office of the school dean. (http://www. utdallas. edu/BusinessAffairs/Travel_R isk_Activities. htm) Descriptions/ timelines for your class are subject to change at the discretion of the Professor. It is the responsibility of the student to read and understand this syllabus. Any errors and/or omissions found after the official posting of this syllabus, at any time, will be corrected with announcement to class via lecture classroom and/or eLearning. Calculation of Letter Grades stated within this syllabus applies to the current semester. 12

English Poetry

Emersonâ€Å"The Echoing Green† and â€Å"The Eolian Harp† â€Å"The Echoing Green† is a poem written by William Blake. It was taken from Blake’s Songs of Innocence, and is also a pictorial poem of Blake’s. In this poem, the poet describes a happy country side view where the arrival of spring is welcomed by sunny skies, and ringing bells. It takes place on an ideal day in the British Isles. Blake uses the theme of innocence and peace throughout the poem. The theme plays out here when Blake states that the skies are happy, the children are playing, and the ’old folk’ who reminisce about their own childhood.This poem is a symbolic and draws a contrast between youth and old age. The spring symbolizes the youth and the children. Morning is the beginning of life and dark evening is the end. The poet symbolizes the innocence of children with birds. The birds are happy and they sing; mocking the children. ’Nest of birds’ symboli zes peace. The poem could be attributed to the life of a person-birth, life, death. Birth being the morning, life being the kids playing, the routines throughout the day, and men reminiscing, and lastly death being the end of the day when all goes dark, and quiet smothers the earth. The Eolian Harp†, is a poem written by Samuel Taylor Coleridge. Inspired by the peaceful music being played by wind this poem was written for his wife, Sara, while visiting a house of his in Clevedon, Somersetshire. The theme in this poem is also peace, as well as innoncence. Peace comes to him while he ponders on the beauty of nature, and the wonder of God giving him everything around him including Sara. Coleridge personifies nature by comparing it to abstract nouns. For example, the white flower represents innocence.This abstract noun does exactly this: it gives life and character to nature. Coleridge uses unperceived nature to appeal to the human senses. Each are introduce in turn starting with sight through the watching of the clouds and the evening star. The introduction of God towards the end is another vision. ; a vision to the soul. It is now that the audience visualizes the peace that Coleridge feels. The allusion to sight and vision in these poems are significant because of the dept of imagination needed for physical and emotional imagery. It’s full of emotional feelings, as well as physical sight.The audience is needed to picture, and feel what the poet did to understand the poem. For example, both Coleridge and Blake set the poem outside, in nature to show the peace and innocence. These two poems also have central connectedness. They both have vision and sight. Not only emotionally and mentally, but physical as well. There are many times where both poets use deep feelings and thoughts. Hiding meaning behind words, and using polsemes. Blake hides meanings behind his entire poem. Such as: morning being the beginning of life, and evening being the end. English Poetry In ‘Bayonet charge’ and ‘Belfast confetti’ the consequences of war are presented as inhumane, devastating and confusing by the poets. In both poems a range of semantic fields are used to display the confusion of the soldier in ‘Bayonet charge’ and the civilian in ‘Belfast confetti’. For example in ‘Belfast confetti’: â€Å"Nuts, bolts, nails, car-keys. A fount of broken type. And the explosion. Itself – an asterisk on the map. This hyphenated line, a burst of rapid fire†¦Ã¢â‚¬  Several semantic fields are used at once.For instance â€Å"nuts, bolts, nails and car keys† belong to a semantic field of household objects, whilst â€Å"asterisk† and â€Å"hyphenated line† would fit in to a semantic field of punctuation and â€Å"explosion† and â€Å"rapid fire† are part of wars semantic field. This use of variation in semantic fields creates a sense of confusion as the words do not fit in with the scene Carson is trying to paint, much like the civilian does not fit in with the war that is raging on around him. Similarly Hughes also uses the semantic field of nature as metaphors to create confusion: Stumbling across a field of clods towards a green hedge† â€Å"Clods† are something used to describe mud or soil in a field. Here Hughes are using them as a metaphor for the people who had fallen during the charge. This metaphor shows how disorientated the soldier is, â€Å"stumbling† around the field oblivious to what he was walking through. However the poet makes the soldiers ignorance sound as if it was forced, that in order to make it through the battle he had to ignore what was happening to his comrades.The metaphor â€Å"field of clods† also shows the inhumanity applied to warfare, making the soldiers appear as nothing more than pieces of earth not human beings who had lives and families. It also shows how devastating the battle s were, as an entire field has been covered with the remains of those fighting. â€Å"Green hedge†, another metaphor used in the quotation I have chosen, used to describe the end of the soldiers time on the battlefield. I felt that this was particularly powerful as the colour green and nature, in general, are used to represent life and hope, something which would seem out f place in a battlefield meaning that the metaphor also serves as an oxymoron. Both poems consist of many enjambments. Structuring the poem in such a way causes the poems to gain a stop, start rhythm. I felt that this made them sound like the train of thought coming from the subject of each poem. Often cutting off and continuing or switching points completely much like a person in a state of confusion unable to focus solely on one thing before finding more questions to ask to attempt to ease their confused state.By setting the poems out this way both Carson and Hughes allow the reader to be enveloped in the same state of confusion creating empathy between the reader and the subject. Hughes uses mechanical imagery in order to show the inhumane consequences of war: â€Å"Sweating like molten iron from the centre of his chest† The use of the simile â€Å"Molten iron† makes the soldier sound mechanical and inhumane as it appears to be coming from within the â€Å"centre of his chest†.This suggests that the poet believes that war and conflict devastates a persons humanity, becoming nothing more than a weapon. This also adds to the effect of the verb â€Å"Sweating† showing us that despite how inhumane the soldier may be, he is still scared enough to be â€Å"Sweating† conveying his fear to the reader. Meanwhile Carson explores the devastating effect war has on the land it takes place on: â€Å"I know this labyrinth so well† The contrast within the quotation displays how much the area has been ruined.The phrase â€Å"So well† emphasises the de gree to which the subject knows the area he is talking about, the personal address term â€Å"I know† also creates a sense of desperation and longing for the town this person had once known but would now have to use a map to find the right road. â€Å"Labyrinth†, more likely to be found in Greek mythology, describes a maze almost impossible to escape or find your way around. Here this metaphor displays the extent of the damage done to the town.So devastated and unrecognisable that a person who, presumably, had lived there most of their lives could get lost. Overall the poets use metaphors and enjambments to allow the reader to empathise with the subjects of the poems allowing us to see how the consequences of war would have affected them. I personally found Carsons use of contrast and reference to Greek mythology particularly evocative, letting us see the scale of devastation caused by war.

Operational Warfare and the Revolutionary Nature of Interwar Period Essay

Operational Warfare and the Revolutionary Nature of Interwar Period - Essay Example It is evidently clear from the discussion that operational warfare is the term derived from Russia during 18th and 19th centuries. Operational warfare is a concept based on the military theory, which suggests a norm towards the behavior and trends in the military affairs. It was developed during the period of mechanization of armed forces. It signifies coordination of different level of command from the small level of action to a higher level. The operational level has gradually changed in case of size and objectives of armies. The operational level formation was not powerful in the post-cold war era, but during the cold war and the Second World War, the operational-level formation was highly powerful. In his seminal book, The Framework of Operational Warfare Clayton R. Newell elaborates on the three perspectives of wars- tactical, operational and strategic perspectives. The activities of war change according to how it is viewed. One can understand the war by analyzing these three pe rspectives. Among these three, operational perspective is the newest which is associated with land warfare. As Newell rightly observes, â€Å"even though the origins of the operational perspective can be traced back to the eighteenth century, it remains a new idea in warfare when compared to the hundreds of years of warfare which have been studied from only the two perspectives of strategy and tactics†. It can thus be concluded that the operational warfare was an innovative mode of waging wars and it has immensely contributed to the strategic and operational formation of future wars.

Archetype, the Cause for Suffering according to Buddha, and Peoples Assignment

Archetype, the Cause for Suffering according to Buddha, and Peoples Perception on Platos Level of Awareness between Ancient Athens in Modern Day - Assignment Example An archetype is a universally acceptable pattern, behavior or statement among human beings that is meant to build pillars for individuals to follow. Carl Jung a psychologist claim that archetype lies in the collective unconscious of humanity and so it is in every individual. Archetype was derived from a Latin word ‘archetupos’ which means first-molded, hence it represents the beginning (James, 5). There are, however, critics to archetype saying that is a myth in psychology and culture, according to the critics it is something that does not really exist. An accept in modern society will be heroes and leaders, these are the modern day archetype and individuals always want to emulate them. Heroes are believed to be selfless and problem solvers, they do things for the community around them as compared to the doing for themselves. The community tends to be looking upon them for the solution of things facing them. A hero is a courageous being who has strength and capability fo r taking care of the people around him. Every hero story is the same where they are born and living just like an ordinary person, then tackles an extraordinary problem that other people cannot handle, receiving awards hence becoming the community hero. A person holding a higher position example a political position or maybe in an organization and show concern by helping the region or organization from a bad position that was in earlier to a better place is considered a leader. People acknowledge their work when they see that there have been lifted from a ditch to a place they can confidently support themselves. The fact that not everybody can do that for an organization or a region and people look up to them, gives them the title leader (Margaret, 139). Heroes and leaders are ideal people mainly because people look upon them to handle hard tasks that not every person can.     Ã‚  

Responding to a Bioterrorist Attack from the Department of Health and Essay

Responding to a Bioterrorist Attack from the Department of Health and Human Services - Essay Example (Task Force on Bioterrorism makes plans to educate doctors, public. 2001). As the researchers at the Johns Hopkins Bloomberg School of Public Health concluded, another important consideration in managing the public education on such possible bioterrorist attacks should be that public panic is rare and preventable. They also point out that the public is an active participant in responding to such an attack. Civic organizations like churches, charity trusts, and other associations may be effectively used to distribute information and medications, and to educate the public on such potential threat. The biodefence planners and leaders should continually educate the public on preparedness and response plans for bioterrorism. (Hopkins study dispels ‘panic’ myth and suggests ways to involve public in response to a bioterrorist attack. 2001). Thus, the education of the public must be directed towards the real awareness among people trusting their potentials in involving in such efforts. A. Botulinum toxin is one of the most poisonous substances in the world. Ironically, it has also positive uses such as in the treatment of painful muscle spasms and as a cosmetic treatment. No wonder, its use is a reason for confusion to the public. The use of BoTox as a bio-weapon has been a serious reason for worries for many a nation, especially the US. There is a view that discounts its use as a bio-weapon due to the limitations in concentrating and stabilizing the toxin for aerosol dissemination. Contrary to this view, botox can cause disruption and distress among people. (Botulinum toxinas a Biological weapon. 2001). There are many such instances before us. This weapon â€Å"causes botulism—a potentially fatal disease with symptoms that include severe paralysis of the limbs and respiratory muscles.† (Schwartz, Mark 2006). Terrorists can use botox for

Current and Future Trends in a Sector of the Hospitality Industry Research Paper

Current and Future Trends in a Sector of the Hospitality Industry - Research Paper Example As time changes, even the hospitality industry has changed a lot for the better. While many of the issues have been effectively dealt with, a number of new asking issues have come to the scenario. A person lacking in skill is likely to be less productive than someone who possesses such a skill (Frogner 2002). The problem of creating and maintaining a loyal and skillful workload is always a challenge for all the business owners around the world. It has been anticipated that all the aspects of construction and renovation cost will continue to keep on increasing. 'It was mainly because steel prices experienced a 48.8-percent increase in 2004, which was preceded by significant increases in scrap iron and steel prices in 2002 and 2003. Steel prices held steady in 2005 but jumped again in 2006 through 2009. They are expected to increase again in 2010 and beyond as demand for steel from construction projects in China and India increases. Scrap iron and steel prices have increased by approximately 20 percent in the past twelve months' (Hotel Line Special Report 2006). Hospitality management systems have evolved into sophisticated, well integrated, multi-discipline tools capable of helping properties of all types and sizes attract more guests, generate more revenue and reach much-improved levels of efficiency. But still, in certain areas of the world, the main technological factors of the hospitality industry completely have to depend on outsourcing facilities which at times turns out to be more complex operations.

Formosa Plastic Cops. USA Term Paper Example | Topics and Well Written Essays - 1500 words

Formosa Plastic Cops. USA - Term Paper Example ed nearly the whole of the reactor facility and the adjacent warehouse igniting Vinyl chloride resins stored in a warehouse with smoke drifting over the local community who were then evacuated and the facility remains shut down. The initial fire was caused and fuelled by Vinyl chloride monomer, raw material for Vinyl chloride manufacture, which is highly flammable and a known carcinogen. The explosion occurred when the bottom valve of an operating reactor was opened spilling its highly flammable contents. The next section discusses the specific sections of 29 CFR 1910.146 that Formosa Plastics Corporation neglected. According to the Occupational Safety and Health Administration, Formosa Plastics Corporation did not comply with the Permit Required Confined Spaces 29CFR 1910.146. The sections of Permit Required Confined Spaces that were neglected are Training and Rescue and Emergency operations. Under the section of Training, Permit Required Confined Spaces requires that an employer provides training for the employees to understand, and acquire knowledge and skills vital for the safe performance and execution of duties within the confined space. It also requires training to be provided to the employee before being assigned duties, when duties are changed, when permit space operations are changed that are hazardous for which the employee has not been trained on, and if the employee feels that the permit space entry procedures have been deviated from or the employee has little knowledge of the procedures. The training is designed to establish employee proficiency in execution of the duties and new or revised procedures. After all the training has been done, certification should be made available with the name of the employee, trainers signature and the respective training dates. Formosa Plastics Corporation also neglected the Rescue and Emergency services regulations for confined space. The rescue and emergency operations require that the employer provides and trains

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1000 words - 26

Rhetorical Analysis - Essay Example Being a disease with no certified medication, every state/ nation of the world feared the penetration of the virus into its territories. At the time, the governments placed all possible measures to prevent the spread of the disease into their countries. Despite all these efforts, the fear of Ebola could not be eliminated from not only the ordinary nationals, but also the medical practitioners. Responding to the vigorous spread of the disease, the author decided to write a journal that would explain various measures that can be put in place for preparedness and prevention of Ebola. The main purpose of the paper therefore was to enlighten every the different stakeholder and possible victims of the Ebola disease, on how the disease could be prevented. For instance, the journal was aimed at the health service providers (e.g. nurses), to be careful when handling the suspected of confirmed Ebola patients. The author achieves this goal by advising them to wear protective attires when handling such cases. The journal also enlightened the ordinary people, on the various ways through which the Ebola virus could be contracted. For instance, the author stresses that the main way through which Ebola is contracted is through direct contact with the infected person. The author also had a goal to advise governments on how Ebola virus spread could be prevented. In his article, he points out that, since there is no effective treatment for Ebola disease, the only method that can help in controlling the spread of the disease is by quarantine. This advice to the government would assist in isolating the suspected or confirmed Ebola patients, and specialized attention given to them. This prevents unnecessary spread of the disease. The journal targets any person, who needs to get information about the prevention of Ebola disease. Looking at the time during which the article was written, ideally,

A Man That Holds My Heart Essay Example for Free

A Man That Holds My Heart Essay Many people have ways of influencing others. Most people use words to affect other people. An amount of individuals would utilize their gift of persuasion to convince others of their causes or maybe arguments, while some use authority to force people to do as they are told. These several differences can apply to fathers as well. Not all fathers are similar when it comes to educating their children. Many are gentle, while some are more dominant. Randy T Caldwell, a somewhat young spirited middle aged man. Dark skinned with black Gucci frames to accommodate his big brown eyes. Standing 5’11, board shoulders, happy, loving, man of Christ and always seen with a look upon his face that means business falls under those descriptions of a father. My father is a man of many words. He is a very talkative man, somewhat quiet but only when listening to someone of when needed. He is not a very persuasive person like others, nor does he use authority to get his message across. All the lessons I’ve learned from my father were never taught in lectures or by long stories. Instead, he gave me real life examples for me to follow. I learned everything I needed to know from my father, through his own life. It was the way he lived his poverty stricken and fearful life which taught me how to live a more effective, goal reaching, non-poverty stricken live. Indeed, my father was a man of many words and was a man of many words but yet he had a soft heart. My father has simple interests. He is very fond of watching college football, and often watches when he can. When he has time he would go hiking occasionally. However, his favorite thing to do is go fishing. At such a young age, I was very fascinated with the fact that he would bring home huge, 10 foot long, stinky fish but I always loved it. Aside from being an outdoor, outgoing , talkative man ; my father was a man of Christ. Just like on the man that are always, dressed up , Stay Adams , the best pen striped suit, at the front of the church serving communion on first Sundays . That’s My Father! Even though he had a horrible, poverty stricken, gangster life as a child he is a firm believer in Christ. He has not preached about his faith even though he is very talkative; he has never given lessons on religious and mortality. He just simply lived by example. Whenever faced with difficulty, he simply thinks about what Christ would do in a situation as such. It was one the most remarkable things I find remember able about him. In one instance, I went fishing with my father. I’m not really fond of the outdoors like he was, but I loved spending time with him. It had been raining earlier that morning, so the fishing area was wet. He insisted we go to is regular spot so we did. It was under an old rugged beat down bridge that was covered with green algae. By the time we were done fishing we both were hungry. We proceeded to the nearest fast food place, which happened to be McDonald’s. As I ate my lunch it began to rain very badly; I than begin to look out the window at an old man whose clothes torn with the look of death in his eyes, standing in the middle of the parking lot. As my father made his way to the table where I was dining he caught my gaze. He immediately re packed his Big Mac fully made all the way everything on it , his supersized fry, and even his drink and went right out the door. Just as hungry as he was he gave the old man his meal. On the way home my father said nothing. Again, he taught me a lesson through his own example. My father can be described as many things talkative, outgoing, loving, caring, and firm believer in Christ. But one thing he will always be described as to me would be the man that has taught me to be the best I can be. My father is a good father, he is rather different than other fathers; but that’s what makes him the best.

Seeking Knowledge Essay Example for Free

Seeking Knowledge Essay A program evaluation is an investigation into the process to determine the quality of the results it produces (Rallis Bolland 2004). Organizations initiate program evaluations to see what improvements can be made as priorities changes based on consumer needs and desires (Rallis Bolland 2004). There are three important components to a program evaluation: an inquiry, judgment, and decision (Rallis Bolland 2004). An evaluation demonstrates knowledge of the process which includes an indepth analysis of program’s goals and processes (Rallis Bolland 2004). Evaluating program functioning is a method the organizations use to learn about the processes that define the organization’s values and methods used to accomplish the mission (Rallis Bolland 2004). A program evaluation initiates a series of questions which begins with defining the goals and expectation of both the staff and organization (Rallis Bollard 2004). Evaluation principles recommended by the American Evaluation Association are: systematic inquiry, competence, integrity, respect and responsibility for public welfare (Rallis Bollard 2004). A program evaluation needs to account for the position of the evaluators, the program and the organization (Rallis Bollard 2004). The first step of a program evaluation is to define the purpose and the audience (Rallis Bollard 2004). To start a program evaluation one must start with questions and answering it must involve three basic principles description, comparison, and prediction (Rallis Bollard 2004). When the process of a program is being evaluated the report should include a discussion on alternative plans for improving the delivery of services (Rallis Bollard 2004). Program evaluations seek to help both staff and organizations to improve the delivery of services. Reference: Rallis, S. F. , Bolland, K. A. (2004). What is Program Evaluation? Generating Knowledge for Improvement? Archival Science 4 5-16. Retrieved on January 15, 2009 from the ebscohost database.

Sexual Harassment in the Workplace

Sexual Harassment in the Workplace Sexual Harassment Unwelcome lewd gestures, demands for sexual favors and other verbal or physical behavior of a sexual nature. A verbal badgering is in oral structure and incorporates uncomfortable and hostile teasing, clowning, addressing, joking or making suggestive comments or sounds, or verbal repartee. Though a sneer with foul suggestion, sexual movement or yearning meant by hand sign, lips licking or nourishment consuming and industrious being a tease are classified as non-verbal badgering. Covering the divider with pin-up, schedules, drawings, photos of bare and sparsely clad ladies or other sex-based materials and composing sex-based letter are viewed as visual provocation. Sexual presentation likewise falls under this manifestation of inappropriate behavior. Mental badgering damages an individuals mental prosperity and incorporates abusively consistent proposition for dates, rehashed undesirable physical closeness or social welcomes. Physical badgering incorporates tacky activity, for example , touching of a personal body part, tapping, squeezing, stroking, looking over against the body, embracing, kissing, petting and rape. All types of inappropriate behavior will be conduct that inspire sexual consideration There are a few sorts of lewd behavior one of it are sexual compulsion It is known as quid star qul inappropriate behavior in the United States. Sexual Coercion is a kind of provocation which has direct results in some result to the victimized persons occupation. It is occupation separation. Sexual pressure is under a state of occupation, where a straightforwardly or verifiably offer in keeping work or getting an advancement is made by a manager to a worker in return for sexual favors. Such individual regularly has the control over advancement or raise of the representative. In sexual intimidation, advancement and ideal occupation advantages will take after if a worker takes the focal point and agreed to sex. Actually, if the worker rejects, the employment advantages are denied. Next sorts of lewd behavior is sexual disturbance which confront by a large portion of the representative. It is otherwise called threatening environment inappropriate behavior. Then again, the irritating con duct makes a hostile work space which influences the exploited persons capacity to keep working. Lewd behavior is an unbiased offense, from a certain perspective: Men can sexually annoy ladies, and ladies can sexually irritate men. Notwithstanding, insights demonstrate that the mind larger part of inappropriate behavior claims and charges are brought by ladies asserting that they were sexually pestered by men. Individuals of the same sex can likewise sexually badger one another the length of the badgering is in view of sex as opposed to sexual introduction, which is not an ensured trademark under Title VII. Case in point, if a mans collaborators always assault him with sexually express photographs of ladies, and this makes him uncomfortable, he may have an inappropriate behavior claim. In the event that, in any case, a mans colleagues tease and disparage him in light of the fact that he is gay, that may not be unlawful badgering under government law as it is right now deciphered. In any case, such lead may be unlawful under laws instituted by specific states, or even urban areas . There several reason why is sexual harassment is happening. One of the reason is the attire of the individual that is tempting the opposite sex to approach them by wearing clothes that can see their flesh from the outside or wearing sharp colors under garment such as wearing a white color shirt and under garment is bright color for example, pink, red and so on. A manager suggests to a worker that the representative must lay down with him to keep an occupation. Business representative makes disparaging remarks about female clients to his collaborators. An office supervisor in a law office is made uncomfortable by legal counselors who frequently tell sexually express jokes. A clerk at a store squeezes and pets a collaborator without wanting to. A secretarys associates put down her and allude to her by sexist or belittling terms. A few workers post sexually express jokes on an office intranet announcement board. A worker sends messages to associates that contain sexually unequivocal dia lect and jokes. The harasser can be the victimized persons manager, chief, or colleague. A head honcho may even be at risk for provocation by a non-worker, (for example, a merchant or client), contingent upon the circumstances. There is stand out law in presence that verges on managing the issue of lewd behavior in Malaysia Penal Code, segment 509. The Penal Code, segment 509 gives that : Whoever, meaning to affront the humility of any ladies, articulates any words, makes any sound or signal or display any article, expecting that such word or sound should be listened, or such motion or item might be seen by such lady, should be rebuffed with detainment for a term which may reach out to 5 years or with fine, or with both. There are various steps that Human Resources (HR) can take to diminish the danger of lewd behavior happening in working environment. In spite of the fact that will be unable to make the greater part of the strides recorded beneath, Human resources ought to take the greatest number of them as they can. Receive a reasonable lewd behavior approach. In worker handbook, HR ought to have a strategy committed to lewd behavior. That arrangement ought to: characterize inappropriate behavior state in no questionable terms that you wont endure inappropriate behavior state that HR will teach or fire any wrongdoers set out an agreeable strategy for recording inappropriate behavior dissentions state that HR will examine completely any protest that any individuals get, and state that HR wont endure countering against any individual who gripes about lewd behavior. Train representatives. Once year behavior preparing sessions for representatives. These sessions ought to show representatives what inappropriate behavior is, clarify that workers have a privilege to a working environment free of inappropriate behavior, survey their protestation methodology, and urge representatives to utilize it. Train bosses and directors. In any event once a year, behavior preparing sessions for chiefs and administrators that are independent from the worker sessions. The sessions ought to instruct the supervisors and managers about lewd behavior and disclose how to manage grumblings. To take in more about managing representative grumblings, see Nolos article Guidelines for Handling Discrimination and Harassment Complaints. To urge exploited people to report inappropriate behavior, there ought to be sufficient measure to guarantee greatest privacy to minimize shame to the victimized person particularly at the time of reporting and in the process of examination conc erning the protestation. For a situation where the casualty of lewd behavior has endured a misfortune, for example, a downgrade or a disavowal of an advancement, it is fitting to restore such individual to his or her legitimate position at work. The victimized person ought to likewise be adjusted for any financial misfortune emerging out of a dissent of livelihood related profits which were legitimately because of him or her. Where the objection is discovered to be unjustified and unjustifiable, fitting cure ought to be conceded to the denounced individual if there has been any misfortune endured by such individual. Sexual harassment in the working environment exhibits a continuous and developing danger working in a organization. Today, the time is ideal for organizations to start to deal with their danger around there all the more carefully. Counteracting inappropriate behavior in the work environment obliges an impressive speculation of time and staff. At last, then again, these expenses will be balanced by huge investment funds in lawful charges and human services costs. Organizations will likewise profit from expanded laborer gainfulness. From a simply business point of view, an organization just stands to pick up on the off chance that it takes a serious, hard-line position on inappropriate behavior. Not just is it the correct thing to do, it is the brilliant thing to do. Sexual Harassment in the Workplace Sexual Harassment in the Workplace Introduction Equal Employment Opportunity Commission (EEOC) was established in 1975 and since this time sexual harassment has been one of its major issues that arise in the workplace on a day to day basis. Sexual harassment can be defined as â€Å"unwanted sexual attention that would be offensive to a reasonable person and that negatively affects the work or school environment† (Brandenburg 1997, p.1). The key word in this definition is â€Å"unwanted.† The EEOC has used its influence under the Sex Discrimination Act to support claims of sexual harassment at employment tribunals. It has also initiated investigation on organizations that had an excessive number of sexual harassment complaints. The guidelines by the EEOC about sexual harassment are defined as unwelcome advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature in the working environment. (Bohlander Snell pg112) There are two types of sexual harassment quid pro quo harassment and hostile environment, in which the EEOC recognizes that, will elaborate on. We will also investigate the liability that is held by employers if sexual harassment is not recognized and how employers can prevent from being liable. We will also discuss how failure to adopt a pro-active and aggressive stance on this issue can result in costly lawsuits, and also be a loss of employee morale, decline in productivity, and an erosion of a companys public image. Review of Literature â€Å"A Legal and Psychological Framework† focuses on variety of points concerning sexual harassment. First of all, in the order for companies to act wisely they need to understand the whole issue of sexual harassment. They should consider the disturbing statistics behind an often hidden problem, the legal grounds available to victims, the current trends in the law, and the ways that companies can protect themselves. The Civil Rights Act of 1964 is an act that should be studied and acknowledged by all companies. It has made it â€Å"illegal to discriminate on the basis of race, color, religion, age, national origin and sex†. (Bladley Fishkin, 1998, p. 207). This gave birth to Title VII of the Act, which states that when a complaint is made, employers are obligated to investigate and take necessary corrective measures. In 1986, the Supreme Court held that employers can reduce the danger of being held liable for sexual harassment by establishing procedures calculated to encourage victims of harassment to come forward. Since then, almost 75 percent of companies with more than one hundred employees have adopted anti-sexual harassment policies. Most of those policies look very much like the Sample Antiharassment Policy reproduced in Barbara Lindemann and David Kadues Sexual Harassment in Employment Law, which first appeared in 1992. (Rosen, 1998, p. 25-35) If you are in management, now is the time to refine your sexual harassment policy so that it is in the spirit of your organizations values rather than written to the letter of the law, writes Rita Risser in a report in 1996 by Fair Measures Management Law Consulting Group. Your policy should go beyond [what the law forbids]. If you set your standards too low, one mistake by one supervisor could make you the next landmark case. Also, the EEOC accepts claims for conduct that clearly is not illegal. Since its costly to respond to such claims, its in an organizations best interest to minimize them. (Rosen, 1998, p. 25-35) Sexual harassment is embodied in two different forms and companies should be aware of them. The first type is Quid pro quo is a Latin term, which means this for that. It occurs when an individuals submission to or rejection of sexual advances or conduct of a sexual nature is used as the basis for employment decisions affecting the individual or the individuals submission to such conduct is made a term or condition of employment. It is sufficient to show a threat of economic loss to prove quid pro quo sexual harassment. A single sexual advance may constitute harassment if it is linked to the granting or denial of employment benefits. Courts have held employers strictly liable for quid pro quo sexual harassment initiated by supervisory employees. A subordinate who submits and then changes his or her mind can still bring quid pro quo harassment charges against the alleged perpetrator. For example, a supervisor promotes a female employee only after she agrees to an after-work-date, the c onduct is clearly illegal (Bohlander Snell, 2007, p 112). Hostile Environment is the second form of sexual harassment. This occurs when unwelcome sexual conduct unreasonably interferes with an individuals job performance or creates a hostile, intimidating or offensive work environment even though the harassment may not result in tangible or economic job consequences, that is, the person may not lose pay or a get a promotion. Employers, supervisors, coworkers, customers, or clients can create a hostile work environment. A hostile work environment might include, repeated requests for sexual favors, demeaning sexual inquiries and vulgarities, offensive language, other verbal or physical conduct of sexual or degrading nature, sexually offensive, explicit or sexist signs, cartoons, calendars, literature or photographs displayed in plain view, and offensive and vulgar graffiti. SEXUAL HARASSMENT INTERVENTIONS Sexual harassment has an effect on people of all races, ages, and regardless of sex. Title VII of the Civil Rights Act of 1964 prohibits sexual harassment and still today many organizations have failed to successfully implement adequate policies and procedures to address sexual harassment issues. According to the U. S. Equal Employment Commission, their agency received an increased number of filed grievances from 10,532 in 1993 to over 15,000 in 1998 (Ganzel 1998). U. S. Supreme Court rulings on cases such as Faragher vs. City of Boca Raton and Burlington Industries vs. Ellerth attempts to decrease the number of sexual harassment grievances filed with the EEOC and the court rulings are requiring employees to work in conjunction with their employer to resolve sexual harassment issues with the EEOC. This requirement places the responsibility on the employer to employ guidelines for preventing sexual harassment and it also places responsibility on the employee to follow the guidelines s et forth by the employer. In turn, the rulings are serving as a motivator to employers so that their action will be in compliance with federal laws. COMPANY POLICY It is important for companies to maintain effective compliance with the rulings of the Supreme Court. It is a requirement of all federally-funded organizations, as well as, schools to establish sexual harassment policies in writing, distributing the policies to employees, and to enforce the policies (Barrier 1998). Effective organizational policies on sexual harassment mush clearly identify (Ganzel 1998): 1)The behaviors constituting the harassment along with the companys intolerance of these behaviors 2)Channels employees must follow to report sexual harassment complaints to their supervisors or designated company representative 3)Strategies the company will follow in investigating and resolving a complaint to include confidentiality practices 4)Warnings that violation of the policy will result in punishments that could include dismissal Assurance that retaliation will not be allowed Good sexual harassment policies echo partnership among company executives, supervisors and employees, and among administrators, teachers and students. Sexual harassment is a demonstration of deeply held beliefs, attitudes, feelings, and cultural norms (Brandenburg 1997). It shows the abuse of power, a gender-power discrepancy, and sometimes power-related vengeance. Marjorie Fink, a national sexual harassment prevention trainer, attributes climate as a major element to guide prevention efforts (â€Å"Trainer: Stop Bullying† 1999). The climate in business and schools is unique. In some organizational climates, verbal teasing, dirty jokes, and sexual pictures may be the central behavior that mirrors sexual harassment; in other instances, improper touching, stalking, or shoving may be the behavior that reflects sexual harassment. As all members of a work organization or school become involved in establishing policy, these related issues can be more effectively addressed and behaviors pursued. GRIEVANCE PROCEDURES Companies and schools are finding internal grievances to be an effective tool to handle sexual harassment claims. Internal grievance procedures may save time, minimize emotional and financial expense, and be more sensitive to all involved parties (Brandenburg 1997, p. 53). In order to be effective, grievance procedures must include clearly defined informal and formal steps for employees to follow when submitting claims. Informal claims should specify how the harassed party should proceed with seeking advice or counsel about a proper response to the offending behavior. Also, informal claims should explain the process of mediation, negotiation, and problem solving that may be used to resolve the issue. In formal claim procedures, grievances are required to be submitted via writing and must present all related facts to the incident who, what, where, when, the scope of the incident, and the names of the individuals involved in the claim. Employees should submit sexual harassment claims immediately after the incident. It is also important for organizations and schools to specify the procedures that are required of employees or students to follow. Grievance procedures should also identify the party or parties to whom grievances must be submitted. According to the grievance officer model, all complaints are processed through a designated supervisor or officer; in the grievance board or committee model, grievances are submitted to a group (Brandenburg 1997). An advantage of the grievance officer model is that it includes one entry point for complaint submission. An advantage of this model is that is may require the harassed employee to deal with someone with whom he or she may feel uncomfortable with discussion the issue. The grievance board or committee model places the problem in the hands of many and has the disadvantage of requiring greater communication and coordination between committee members and the harassed employee which in turn makes the issue more difficult to remain confidential. SEXUAL HARASSMENT PREVENTION TRAINING All employees (supervisors down to line workers, administrators to custodial staff) must have clear and acquired knowledge of the companys policy and grievance procedures. In order to prevent or decrease sexual harassment allegations, it is imperative for organizations and schools to provide access to training for all employees and document their sexual harassment training participation and completion of the training program. It is important that the employees are made aware that although Supreme Courts rulings held companies liable for harassment by supervisors even when management was unaware of the incidents in which a harassed employee did not follow the companys reporting procedures or did not participate in company-sponsored sexual harassment prevention training (â€Å"Protecting Employees† 1988). Effective training should include training on Title VII of the Civil Rights Act of 1964 which prohibits sexual harassment, identify the required actions that may be categorized as sexual harassment, and describe the companys policy and its grievance procedures. Therefore, training provided should serve as a tool to enhance awareness of sexual harassment and present strategies for intervention. Effective training programs provide: 1)Good teaching and learning practices if training is descriptive, intensive, relevant, and positive 2)Involvement of all members of a company or school 3)Interactive problem-based learning experiences 4)Present information from a positive viewpoint, encourage healthy behavior rather than forbidding poor behavior 5)Teach intervention skills (Berkowitz, 1998) Help learners to recognize sexual harassment by providing them with appropriate and relevant definitions and examples of sexual harassment Help learners to interpret which behaviors indicate harassment Encourage participants to share their experiences and their tolerance for certain behaviors as a means of demonstrate their common ground Encourage participants to feel responsible for dealing with the problem Teach intervention skills and provide opportunities to practice them. Use role play scenarios to assist participants find comfortable and appropriate ways to express their discomfort with anothers behavior Assist participants to be free of retaliation. Explore participants fears about retaliation and provide examples of how interventions will be supported. Department of Defense 1995 Sexual Harassment Study In 1994, the DoD implemented 3 types of surveys regarding sexual harassment. The first survey (Form A) was a replica of a 1988 DoD. Disadvantages of the1988 survey was it did not provide opportunities for those responding to the survey to report certain types of behavior related to sexual harassment, the survey limited reporting of sexual harassment claims to occurrences at work, and it did not include items that measured various areas of importance such as how much training was being provided; how effective was the training; what were the opinions of the responders regarding the complaint process. Therefore, two surveys were compiled in which Form A provided comparative data and Form B permitted collection of important information that broadened the DoDs knowledge of sexual harassment in the active-duty member services in 1995. The main purpose of conducting the Form A survey was to compare sexual harassment incident rates between 1988 and 1995. Form B (the second survey), provided an expanded list of potential harassment behaviors of those survey participants, provided respondents to report sexual harassment experiences that took place outside normal duty hours and on/off a military installation, and the measures of service members perceptions of the complaint process and training. For research purposes, the third survey (Form C) was conducted with a small sample of active-duty members. The results from this survey were not calculated. Over 90,000 active-duty military personnel received one of the three surveys between February 15, 1995 and September 18, 1995. Approximately 30,000 members received Form A, 13,600 actually completed the survey resulting in a response rate of 46 percent. Form B was mailed to about 50,000 members with a completion number of 28,300 resulting in a 58 percent response rate. Form C was mailed to approximately 9,500 members and 5,300 surveys were completed with a 56 percent response rate. Major Finding 1: How much sexual harassment is occurring? How do 1995 results compare to those obtained in 1988? (Form A) Major Finding 2: Form B consisted of 25 items. Once the data was collected, it was analyzed and reported into five broad categories. This survey doubled the possible categories of reporting and broadened the circumstances under which harassment could be reported (off-duty hours, off-based). This survey concluded that 78 percent of women and 38 percent of men indicated that they had experienced one or more of the behaviors listed in the survey within the previous 12 months. Major Finding 3: Did service members consider the experiences they reported to be sexual harassment? Many of the service members did not consider the experiences they reported to be sexual harassment. Although 78 percent of the women and 38 percent of men checked one or more items, only 52 percent of women and 9 percent of men indicated that they considered experiences they checked on the survey to be sexual harassment. Major Finding 4: Comparison of surveys and results Based on the information collected from the three surveys, evidence shows that sexual harassment within active-duty military services has declined. Between 1988 and 1995, the percentage of women reporting incidents declined 9 percent while the percentage of men declined 3 percent. Method In our method we decided to have several different people complete an anonymous questionnaire that held a position at United Parcel Service. The questionnaires were handed during the employees lunch break and returned to us at the end of the work day. A large amount of sexual harassment is not reported due to embarrassment or being fearful of termination. Date of Birth Employer Name Have you ever sued anyone before for any reason? Yes No If Yes, Who have you sued? If Yes, Why were you suing them? What is your job title? When did you start working for your employer? Are you still employed there? Yes No If not, were you fired? Yes No If you were fired, when were you fired? What has happened that makes you believe you have experienced sexual harassment? What has been said to you? What is the job title of the person in relation to you that has said or done these things? Have you been touched physically in any part of your body, either with or without your consent? Yes No If you consented to being touched, or involved sexually, did you feel this was important to your job to do so? Yes No Have you reported this behavior to anyone at all? Yes No If so, to whom? Have you reported this behavior to anyone in management? Yes No If so, to whom? When? Was the report verbally or in writing? Verbal Written What was managements response? When did the acts that you believe were harassment take place? Have you had any emotional or psychological consequences from the sexual harassment in the workplace? Yes No Have you shared these experiences with a support group, a doctor, a minister, a spouse, or any other person? Yes No If so, with whom did you share? Have you had any physical illness or results from the sexual harassment? For example, breaking out in hives; insomnia (inability to sleep); nausea or vomiting; pregnancy resulting; headaches (migraine), anxiety attacks, shingles. Yes No If Yes, Why were you suing them? RESULTS Equal Employment Opportunity Data Posted Pursuant to the No Fear Act Equal Employment Opportunity Data Posted Pursuant to Title III of the Notification and Federal Employee Antidiscrimination and Retaliation Act of 2002 (No FEAR Act), Pub. L. 107-174 *Unable to reconstruct data from FY 2002 through FY 2003 CONCLUSION We have determined that sexual Harassment is definitely not about sex, instead it is about power. This type of harassment is disrespectful and has no justification for the actions that are presented. Companies need to understand the sexual harassment and its severity that can be caused. All companies should have guidelines into place in order to protect themselves. One of the best tools is training on this behavior in order to prevent the action before it takes place. Companies can begin by describing the forms of sexual harassment, which are quid pro quo and hostile environment. Quid pro quo harassment occurs when â€Å"submission to or rejection of sexual conduct is used as a basis for employment decisions and hostile environment can occur when unwelcome sexual conduct â€Å"has the purpose or effect of reasonably interfering with job performance or creating an intimidating, hostile, or offensive working environment.† Although, these two forms have different definitions the ir base point still remains the same â€Å"unwanted behavior.† Intervention is one of the major sources that companies can use in order to save themselves time as well as money on lawsuits. In addition, it can save the employee of any embarrassment they may feel. Sexual harassment continues to go till this day, but we must intervene the first time that it occurs. Allowing this type of behavior to continue is the mistake that is made so often. REFERENCES Berkowitz, A. D. How We Can Prevent Sexual Harassment and Sexual Assault. Educators Guide to Controlling Sexual Harassment 6, no. 1 (October 1998). Bohlander Snell. Sexual Harassment. Nations Business 86, no. 12 (December 1998): Bradley, David Fishkin, Shelley Fisher. (1998). The Encyclopedia of Civil Rights In America. New York: M.E. Sharpe, Inc., p. 207. Brandenburg, J. B. Confronting Sexual Harassment. New York: Teachers College, Columbia University, 1997. Ganzel, R. What Sexual-Harassment Training Really Prevents. Training 35, no. 10 (October 1998). â€Å"Protecting Employees-and Your Business. Nations Business 86, no. 12 (December 1998). Roberts, Barry S. Mann, Richard A. (2000, June 19). Sexual Harassment In The Workplace: A Primer. Retrieved July 2, 2005 from the World Wide Web: http://www.uakron.edu/lawrev/robert1.html Trainer: Stop Bullying and Teasing in K-6 to Prevent Sexual Harassment Now, Later. Educators Guide to Controlling Sexual Harassment: Monthly Bulletin 6, no. 4 (January 1999):

dress codes :: essays research papers

Are School Uniforms Good Or Bad?   Ã‚  Ã‚  Ã‚  Ã‚  A safe and structured learning environment is the first requirement of a good school. Children who feel safe and secure will better learn basic American values.   Ã‚  Ã‚  Ã‚  Ã‚  For some schools violence may be a minor issue. For other schools it may be a daily concern. Threats of violence can keep students away from school. To make schools, safer everyone can and must help stop the violence that goes on at school. By everyone helping we can help solve the problem. I believe school uniforms should be required in public schools because it will help stop violence, lower cost for parents and help kids learn at school.   Ã‚  Ã‚  Ã‚  Ã‚  One reason for having school uniforms is to stop violence that is goes on at schools. By having mandatory uniforms students can no longer bring weapons to school. Weapons are hard to conceal when wearing school uniforms. â€Å"American public schools are facing violence on campus at an unprecedented rate. The National School Board Association estimates that approximately 135,000 guns are brought to America’s 85,000 public schools on a daily basis.† (Madrid 1) When students wear street clothes they have more places to hide weapons. By wearing school uniforms fewer weapons are brought to school and school functions. When weapons aren’t brought to school the school is a safe and structured learning environment. Students can no longer wear bagging clothes to hide weapons. Gangs usually wear bagging clothes to hide guns and drugs. The statistics say that schools having a school uniform policy have seen a decrease in crime. Long Beach Unified School District was the first large urban school district in the United States to require school uniforms. They have seen substantial decreases in crime in the past five years since they have required uniforms. One incredible reduction was that sex offenses have decreased 93%.

The Nature of Aggression (or is it Nurture?) Essay -- Biology Essays R

The Nature of Aggression (or is it Nurture?) Every night on the news there are reports about murders, wars, and rapes. But the news isn't the only place where people encounter violent or aggressive behavior. Driving home from work, people get cut off and cussed at on a daily basis. At school, children fight over who will be the first in the lunch line. On the street, people get pushed out of the way if they are not walking fast enough. The list could go on and on and on. The point is that humans exhibit aggressive behavior on a regular basis. However, does anyone know why people display these behaviors? Why do certain people seem more aggressive? Is there just one thing that controls when and how aggressive someone becomes? These are all questions that researchers have been addressing for many years. In fact there has been quite a debate over what causes people to be aggressive. However, in order to try to understand where aggression may stem from, you must understand how aggression is defined as well as all of the possibilitie s that may cause it. Aggression is an action. It is intended to harm someone. It can be a verbal attack--insults, threats, sarcasm, or attributing nasty motives to them--or a physical punishment or restriction (1). Aggression also seems to be a way of maintaining social order among many species. Animals compete with each other over food, mates, and dwelling spaces, often showing aggression and occurring among virtually all vertebrate species, including humans. However, if aggression is an effective way of maintaining social order, reckless violence appears to be a poor survival mechanism. Nevertheless, this trait has not been wiped out. Since it hasn't disappeared, it is logical that researchers hav... ...e one conclusive answer to why people are aggressive, it doesn't mean that a combination of theories can't be right or that someday, researchers will find the answer. WWW Sources 1) ANGER AND AGGRESSION , Psychological Self-Help Chapter 7 http://mentalhelp.net/psyhelp/chap7/ 2)THEORIES OF AGGRESSION http://www.unn.ac.uk/academic/ss/psychology/resource/it/1/HAZ.HTM 3)Aggression http://library.thinkquest.org/26618/gather/database/12/ 4) University of Plymouth Department of Psychology PSY124 Integrative Topics in Psychology: Aggression http://salmon.psy.plym.ac.uk/year1/inttopic/aggression.html 5) Features of American Drinking and Violence , WAGUESPACK SEMINARS AND WORKSHOPS http://distanceceus.homestead.com/alcohol_abuse.html 6) LARGE-SCALE STUDY LINKS SEROTONIN LEVELS , AGGRESSION (Crime Times) http://www.crime-times.org/98b/w98bp1.htm

Challenges of Public education

America needs solutions Immediately because the gap represents Its future leaders of tomorrow. If thing Is done soon to correct the disturbing trend, the united States will be In danger of falling even further behind other developed countries. The many challenges are frightening: (1 ) too many high school students quit school before graduation, (2) too many high school students graduate without the ability to read or write well, (3) too many high school students are not prepared for the workforce, and (4) too many high school students are not prepared for college.In this short essay, the writer will explain some of the consequences, causes and possible solutions for America's educational dilemma. Consequences of the Problem First, if America's public school leaders don't devise a plan to improve the nation's troubling schools, the consequences will be devastating. Normally, consequences can be traced back to the student's level of education and usually comes to light when making choi ces or decisions.Furthermore, certain characteristics come In play such as a lack of motivation, which may prevent someone from securing a Job because the person wasn't motivated enough to take classes or gain the skills needed for a job. The lack of motivation is a problem in my hometown of Lenore, NC, located in Caldwell County. The county has seen substantial job losses lately because many workers were unqualified to enter into advanced manufacturing methods. As a result, many jobs have been shipped overseas resulting in high unemployment rates within the region.Although the graduation rate in Caldwell County has been rising over the past decade, that wasn't always the case decades ago. The county high school dropout rate was significantly higher approximately 20 years ago, well above the national average. One of the mall reasons was that many furniture factories didn't require a gig school diploma for low-paying and unskilled labor. This statistic isn't to say the workers weren' t Intelligent, only that they weren't motivated enough to Improve themselves when educational opportunities were available.As a result, most of the uneducated factory workers will face high unemployment rate for the rest of their life Probably the most important consequence of failing public schools is that students are not prepared for college upon high school graduation. My dad, a department chair and instructor at a local community college, tells me that a majority f students come to the college unprepared for college-level classes. Most students have to be placed in so-called developmental classes, which don't count as college credit. Plus, the more developmental classes students have to take, the less likely it will be for them to graduate.Therefore, many students drop out of college because they either can't do the college-level work or determine that it will take them too long to graduate. Causes of the Problems Second, in order to address America's public school crisis, it i s first necessary to understand the underlining causes of the problem. For many students, the reason for poor academics can be traced to their own self-esteem. Thus, it is quite possible that the student wasn't challenged enough in school or encouraged enough by the teacher or parent.Without a doubt, a poor teacher has a tremendous impact on the academic achievement of a student. As an example, â€Å"how many times have you heard of students who credit their teacher for their success in life because the teacher believed in them? † Likewise, a dysfunctional home life has a negative effect, as conditions around the home may not conducive to student learning. For instance, if a student can't find a quiet place to read or study without distractions, then it makes it more difficult to learn the subject matter, usually resulting in a lower grade.On the other hand, Sam Dillon of The New York Times concluded that the blame for America's sagging academic achievement does not lie solel y with public schools, but also with dysfunctional families and a culture that undervalues education. Schools are inheriting an over-entertained, distracted student (3). Moreover, first-generation students whose parents never attended college also face numerous obstacles making t more difficult for them to be successful in the classroom. It's really sad that many parents don't care about their child's grades.In doing so, it's the students who suffer at no fault of their own. In addition, low academic standards are a major problem in public schools. Often, too many school systems have set the graduation bar so low that nearly everyone graduates from high school, whether the student is ready or not. Furthermore, many teachers assign students â€Å"busy-work† that's not very challenging. This type of work does nothing to develop critical thinking skills. In laity, low academic standards Oust like student cheating) will only hurt the student in the long run.This loss of knowledge is literally slipping through the student's fingertips without them knowing the harm it causes. Thus, not only is the student harmed, the reputation of the school might be as well. No doubt the academic reputation of a school influences the parent's decision on whether to move into or out of school districts. To the contrary, friends from private schools have told me their academic standards are much higher than public schools, and that their SAT scores are higher on the average too. Perhaps, the main cause of public school failure can be blamed on poverty.Without a doubt, people living in poverty have more important things on their mind than making good grades in school. Parents may be more concerned about rent, groceries, car payments, and less concerned about their children's education. My dad has always told me that there is a direct correlation generally have lower Gaps, while students from wealthier families tend to have higher Gaps. † Unfortunately, this disturbing tre nd has plagued this country for decades, and it doesn't appear to be getting any better. Solutions for ProblemsAlthough the writer suspects that many possible solutions have already been tried to improve our failing public school systems, the state public schools systems may want to try the following innovative solutions: (1) provide students free college tuition for the first two years of college if the student maintains a certain high school GAP (say a B average) and is also able to maintain that same â€Å"B† average in college, and (2) base teacher's bonus on a combination of evaluations done by the students, other teachers, and their own student scores on standardized test.To begin, if the state loud add a motivator or incentive like free college tuition for the first two years of college for any student who maintains a â€Å"B† average in high school, it would greatly improve high school graduation rates. Not only that, more people would graduate with higher-leve l reading, math, and writing skills. Moreover, student debt levels would be much lower (at least 50%) if they attended a four-year college, or have no debt if they went to a two-year community college. It's a win-win situation for the student and school.Also, the state can base a teacher's bonus pay on a combination of students, other cheer evaluations, and their own student scores on standardized test. Initially, students get to evaluate their own teachers. Next, teachers get to rate or evaluate other teachers teaching the same subjects (I. E. , English teachers rating English teachers), since they would probably know which teachers are most respected among their peers. Lastly, the other part of the teacher's bonus could be based on student achievement on standardized test. Combining all three factors together helps determine the teacher bonus for that year.By doing it this way, those superior searchers will be rewarded with higher bonuses, while the underperforming teachers will g et little or no pay bonuses. Then, maybe the underperforming teachers will consider switching Jobs, as students deserve only the best. Likewise, since teachers are considered the backbone of the education systems, the school systems should do all they can to retain the good teachers. While the new pay standard for teacher's bonuses might be difficult to pass (especially with teacher unions and lobbying organizations), the reward may outweigh the risk because outstanding teachers will produce better students.Conclusion America's public educational standards are low compared to other international educational systems. In short, America's high school students Just aren't prepared for college or even high-tech Jobs after entering the workplace after high school. At the very least, public schools need to set the educational bar higher in terms of reading, writing, and math skills. In addition, schools need to hold underperforming teachers accountable. As discussed above, many challenges and factors make it difficult for the school and student to succeed in the classroom.