Managment free essay sample

I have a passion – facilitating and teaching online! Its a great opportunity for me to share my experiences while at the same time learning from all of you. I have taught both onground and online for the last 9 years. My areas of focus have been human resources, communications, marketing, management, administration and business. I enjoy teaching online because I learn so much from each individual student! By sharing experiences we can all learn from each other and apply what weve learned to our own professions. In addition, I have a passion for online learning because it gives so many non-traditional students an opportunity to complete degrees. Previous to teaching online full time, I was the Director of Human Resources and Branch Operations at BFG Supply, Co. BFG is a supplier of greenhouse goods throughout the Mid-West. I built the Human Resources department from the ground up and then found myself in charge of 10 remote locations. We will write a custom essay sample on Managment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This was a challenging position and really helped broaden my operations experiences. Previous to this, I was the Director of Human Resources for a dot com called All Outdoors in Traverse City, MI. Although my title was HR, I wore many hats and worked in each department of the organization. This was perhaps one of the best jobs ever. We had a creative team environment. I helped build the company from the ground up but, unfortunately, it did not weather the dot com storm well. Prior to All Outdoors, I worked on the Great Lakes as a Deck Officer, Pilot, and Fleet Supervisor for Inland Steel out of East Chicago, Indiana (Chicago area). This, too, was a great learning experience for me both personally and professionally. I worked both on board ship (thats right†¦I drove big boats! ) and in the office to deliver the raw materials to the mill to make steel. In addition to the navigation and cargo handling responsibilities, I also was responsible for HR, safety, logistics and general fleet management. I have a BA from the Ohio State University in Political Science, an AAS in Maritime Technology from the Great Lakes Maritime Academy, a MSA in administration from Central Michigan University, and a PhD in education from Walden University. I am an only child and help my parents who are getting older (yet another reason I love teaching online – flexibility! ). I have a boyfriend of 10+ years†¦we have 2 four-legged children – westies. They keep me hopping in between discussion posts. I am looking forward to getting to know you all. COURSE POLICIES Evaluation: There are 1000 possible points. I will update the online grade book weekly so that you always know where you stand grade-wise. It is your responsibility to check the grade book weekly. The performance evaluation (grading) is divided up as follows (See classroom for specifics on assignments. There is no extra credit in this class. Late Policy: Assignments submitted after the due date will not receive full credit. Assignments will be reduced based on the following schedule: within 24 hours of due date (1 day late)reduced by 5% within 48 hours of due date (2 days late)reduced by 10% within 72 hours of due date (3 days late)reduced by 20% within 96 hours of due date (4 days late)reduced by 30% within 120 hours of due date (5 days late)reduced by 40% within 144 hours of due date (6 days late)reduced by 50% For example, if you turned in an assignment worth 100 points, 2 days late, the highest possible score you could receive is 90 points. NO CREDIT will be given for assignments turned in more than one week late. In order to finish the term project, and the class, weekly assignments MUST be kept current. Because discussion is dynamic and needs to occur throughout the week in order for student’s to reap the full benefit, the rubric portion of the discussion outlined in the discussion section of the syllabus can not be submitted late. Discussion needs to occur within the week in which it is assigned. Be on time, allow extra time for problems, but accept the penalty if you miss it this is the real world. NOTE: Because final grades need to be posted, no assignments will be accepted after the last day of the term.

Reinforcer Assessment for Applied Behavior Analysis

Reinforcer Assessment for Applied Behavior Analysis The foundational premise of Applied Behavior Analysis (ABA) is that when behavior is reinforced, it is more likely to reoccur. When behavior is repeatedly reinforced, it becomes learned behavior. When we teach, we want students to learn specific behaviors. When students have problem behaviors, we need to teach alternative or replacement behavior. The replacement behavior needs to serve the same Function as the problem behavior, as the function is the way in which the behavior is reinforced for the child. In other words, if a behavior functions to provide a child attention, and the attention is reinforcing, the behavior will continue. Changeability of Reinforcement Many items can be reinforcing for a child. What is reinforcing is related to the function and the value of the function for a child. At different points certain different functions will have more importance than others to individual children: at some point, it may be attention, at another, it might be a preferred item or avoidance. For the purposes of Discrete Trials.  reinforcers that can be readily available and given and withdrawn quickly are the most effective. They may be toys, sensory items (spinning lights, musical toys, squishy toys/balls,) preferred items (dolls or Disney characters) or even escape, access to a break area. Sometimes edibles (candy or crackers) are used, but it is important that they are quickly paired with more appropriate social reinforcers. Not every item that is reinforcing for a child remains reinforcing. It may depend on the time of day, satiation, or the childs mood. Its important to have a rich menu of reinforcement that you can use with individual students when attempting to use ABA to teach or change behavior. Thats why it is important to attempt as many different kinds of reinforcers as possible, from preferred toys to sensory items. Ask About a Childs Preferences Parents and caregivers are a good place to start when exploring reinforcers. You can ask for the childs personal preferences: What does he/she enjoy doing when they can choose themselves? Does he/she have a favorite television character? Does he or she perseverate on that particular character? Parents and caregivers can give you some insight into the childs interests that will give you a sense of the kinds of preferences the child will find reinforcing. Non-Contingent Assessment The first step in assessing reinforcers is to give a child access to a number of items that The first step in assessing reinforcers is to give a child access to a number of items that young children would find appealing. Try to include items that the parent or caregiver has already indicated is a preferred item. It is called non-contingent because access to the reinforcer is not contingent on the childs behavior. To what items does the child gravitate? Note anything that the child picks up to assess again. Note any themes: is there a preference for musical toys, for specific characters? Does the child use cars or other toys appropriately? How does the child play with the toys? Does the child choose self-stimulation instead of toys? Can you engage the child in play with any of the toys? Once you have seen the child in the presence of the toys, you can list preferred items and eliminate those that they have shown little interest in. Structured Assessments Through your unstructured assessment, you have discovered which items your student gravitates to. Now, you want to find your most powerful (A ) reinforcers and which you will keep back for when the student is satiated with his or her A reinforcers. That is done by systematically laying small numbers of items (often just two) in front of the child and seeing what preferences he or she expresses. Concurrent Schedule Reinforcer Assessment: Two or more reinforcers are presented as a response to a target behavior, and the preference is noted. The reinforcers are switched out, to compare later with other reinforcers. Multiple Schedule Reinforcer Schedule: A reinforcer is used in contingent setting (such as social attention for appropriate play) and later in a non-contingent setting (without a requirement of appropriate play.) If the appropriate play increases despite the fact the child is getting non-contingent attention later in the day, it is assumed that the reinforcer is effective for increasing play. Progressive Ratio Schedule Reinforcer Assessment: A reinforcer is checked to see if it continues to increase response when response demand is increased. So, if a reinforcer stops eliciting the response you want when you expect more responses, it is not as powerful a reinforcer as you thought. If it does . . . stick with it. Reinforcement Suggestions Edibles: Edibles are never the first choice of an ABA practitioner since you want to move into secondary reinforcers as quickly as possible. Still, for children with severe disabilities, especially older children with poor functional and social skills, edibles may be the way to engage them and begin building behavioral momentum. Some suggestions: CrackersPieces of fruitSmall individual candies, like Skittles or M and Ms.Preferred foods. Some children with autism love dill pickles. Sensory Items: Children with autism spectrum disorders often have issues with sensory integration, and crave sensory input. Items which provide that input, like spinning lights or musical toys, can be powerful reinforcers for young children with disabilities. Some reinforcers are: Spinning lights or vibrating pens. These kinds of sensory items can be found in catalogs for special educators. If you dont have access to the catalogs, your occupational therapist may actually have some of these items.Gross motor activities, like bouncing on a pilates ball, or a ceiling hung swing.Tickles or direct sensory input. This is most appropriate for very young children, but it may also help pair reinforcement with the therapist/teacher. Preferred Items and Toys Many children with disabilities love television and often perseverate on favorite television characters, like Mickey Mouse or Dora the Explorer. Combining these strong preferences with toys may make some items powerful reinforcers. Some ideas: Sound books with favorite characters. I have found these to be good reinforcers for young children.Jointed action figuresCars, trucks, and track.Thomas the Tank Engine trains.Small animal figures.Blocks. Ongoing Assessment Childrens interests change. So may the items or activities that they find reinforcing. At the same time, a practitioner should be moving to spread out reinforcement and pair primary reinforcers with secondary reinforcers, like social interaction and praise. As children succeed in gaining new skills through ABA, they will move away from the short and frequent bursts of instruction that is discrete trial teaching toward more traditional and naturalistic methods of instruction. Some may even begin to reinforce themselves, by internalizing the values of competence and mastery.

WConference Question Essay Example | Topics and Well Written Essays - 250 words

WConference Question - Essay Example As such, there is a close relationship between human being and the art and hence the art always has a personal appealing to human. The art mostly reveals, through creativity, the side of the world that is interesting but we cannot see or experience in any other way except through art. Plato agrees with me by stating that it is ill advised for people to indulge in both mimetic and narrative representations in the place of art. As such, he demonstrated that arts are the best way that communicates a message from its originality. I am of the opinion that the art is an inseparable characteristic of the society. It is through art that the voiceless in the society can get a voice. Creativities that is demonstrated by the art explain the type of society the people are living. Every person in th society requires to study humanity and the art. This is because the only way to understand the norms and traditions of a given community is by embracing their arts and culture. A good example of how important the art is is the Nkisi sculpture that unites people in DRC. These arts are integral part of the society and hence humanities should be taught in school ion order to safeguard our

Evaluate the leadership of Steve Jobs Assignment

Evaluate the leadership of Steve Jobs - Assignment Example His, was a much-admired achievement, abate the extreme nature of his interaction and leadership. The result of his tenacity and visionary path was the unveiling of different products and services, which have further endeared Apple Inc., as a firm-entity, to consumers globally. Steve Jobs was a great influential figure of not only the past century, providing a platform for future leaders and visionary leaders. This is seen best, in his nurture of Apple Inc., from the small start-up venture it was, to the current global leader it is today. In the paper, focus will be placed on his early life and personality, in addition to his leadership at Apple Inc. both before and after his humiliating ouster from his creation. There will also be a discussion of his unique leadership style and management, in reference to existing theory and practice as found within contemporary society. The paper will also delve into his unique characteristics and personality traits. Finally, his contribution to society, especially in the Information Technology industry will be discussed in summation; concerning leadership and management. Steve Jobs, as an American inventor, entrepreneur and marketer, was responsible for the co-founding and ascend of Apple Inc., into the global success story it is today. He, as Simon and Young (2005) provide, was both the Chairman and CEO of the firm-entity, despite the tough times faced from the team present within the corporation’s boardrooms. His personality and role-play, was more of both a leader and manager as his rich entrepreneurial history provide. During 1985, when he briefly left Apple, founding neXT, a computer platform development firm, specializing in business and higher education markets. From then, just before going back to Apple Inc., he engaged in different ventures i.e. acquiring Lucas film’s computer

Object of choice Essay Example | Topics and Well Written Essays - 750 words

Object of choice - Essay Example The vital role that paper plays in the lives of people today cannot be overlooked. Paper as an object was chosen owing to its immense influence it has on the lives of people today; everyone in the society interact with papers in one way or the other. From offices, work environments, schools, court, police stations, manufacturing industries to the general society, the necessity of papers is highly appreciated. Paper traces its history from the emergence of education and the need to communicate ideas on a more erudite ways. There are several issues that can hardly be expressed on electronic forms and paper has to be availed to verify the authenticity of the documents since through papers signatures and rubber stamps can be inserted (Dimopoulos, 128-9). Books are some of the key aspects of the society that has led to the current developments and these are products of paper work. Well, one would argue that recent technology has replaced paper, but a question can arise, for example, †˜Can one use the current technology to replace tissue paper used in the toilets?†. The paper issue when mentioned in comparison to the current stance of technology results to arguments which, therefore, make this object a relevant object of analysis. The object is a concrete item that is artificially made and this makes it fit with the course instructions. It is assumed that the paper generation has embraced all societies in the world and everyone in one way or the other has interacted with a paper.

Apprentices, Planters and Special Magistrates 1834 -1838

Apprentices, Planters and Special Magistrates 1834 -1838 Introduction The Apprenticeship System was intended to provide a smooth transition for the ex-enslaved into freedom after Emancipation was declared. It also ensured an adequate supply of labour for Planters during the period it lasted.[1] The newly made Apprentices were separated into two groups: the Praedials who were to work 6 years in the fields and the Non-Praedials who were to work 4 years domestically.[2]Apprentices were supposed to learn new skills such as budgeting and saving. Planters on the other hand, were expected to introduce new technologies and get accustomed to paying wages. Special Magistrates were employed to make sure that the planters obeyed the laws and the ex-enslaved were protected. The system was implemented in British Guiana, Trinidad and Jamaica. However, Antigua and Bermuda did not implement it.[3] The aim of this study is to examine the views of the Apprentices, Planters and Special Magistrates as they recall the Apprenticeship System during the time period, 1834-1838. It is necessary to research this topic because it needs to be examined more in depth as it is not widely researched. One can obtain valuable insight from the different perspectives of the Apprentices, Planters and Stipendary Magistrates in this case. Apprentices The Apprenticeship System was not anything like what freedom should have felt like. Although it was supposed to be a transitional for many ex-enslaved it ended up being nothing more than a further period of bondage. At first they were happy in 1834 when Emancipation was granted, but later on they became confused and upset when they realised that their new freedom came with terms and conditions to abide by just as if it were enslavement continued. Apprentices did not understand this system which led to instances of protest. From time to time short strikes occurred and acts of sabotage just as during the enslavement period[4]. For example, in Jamaica. John Graskell of Mt.Sinai was found guilty of insubordination and attempting to get other apprentices to resist[5].These actions taken by the Apprentices showed that they were unhappy with the Apprenticeship system. Even though the Apprentices were supposed to be paid for any additional hours of work other than the 40  ½ hours they had to complete each week, Planters continued to frustrate them by tying wages to the rent of huts and they often took advantage of the Apprentices by making them work the extra hours for no pay as they knew that the Apprentices did not have the knowledge to calculate how long they worked and if they were getting paid accurately. Apprentices were in a weak position which did not enable them to bargain with Planters about the conditions of their employment.[6] Aside from this, Planters also punished the Apprentices by using one of the harshest punishments, the treadmill which was carried out in workhouses.[7] The Apprentices were quite confused when they received these horrible punishments and faced these frustrations because they were supposed to be treated as free men and employees. This clearly did not happen. Figure 1: Apprentices on the Treadmill       Digital Image.GeorgetownsvgrevisitedN.p., n.d.Web. http://www.georgetownsvgrevisited.co.uk/resources/Sugar-Plantations-In-South-America.jpg?timestamp=1442850837171> Plantocracy The whole idea of the Apprenticeship System was upsetting to planters, because their properties (the Africans) were granted their freedom. The planters were disgusted by the Apprentices and they did not view them as people who should be granted their freedom. Even though planters were compensated, this did not stop them from extracting as much labour as possible from the ex-enslaved before full freedom set in. They tried to exercise their usual power over the now freed people. This was especially done as they had the right to decide if an apprentices work was satisfactory or not. Even though the Emancipation Act forbade physical punishment on the plantation, it ordered each colony to set up workhouses[8] to carry out punishments there. The workhouses were dominantly controlled by the planters nonetheless. When planters discovered that apprentices would sell produce from their provision grounds or work on other properties for income, they tried to stop it by all means. If the Apprentices were making their own money they would forfeit this control that the Planters had and the Planters did not want this. They started giving Apprentices poor quality provision grounds closer to their plantation or in the case of an Apprentice always having their own provision ground the planters made it difficult for them by cutting down fruit trees or forbidding apprentices to have livestock.[9] Planters also refused to pay fair wages after the 40  ½ hours, or pay the wages on time. The vagueness of the Act allowed the Plantation Owners to manipulate the terms and conditions to their benefit and made the Apprentices suffer. The Special Magistrates The Colonial Office attempted to see that the Apprenticeship System was being carried out fairly so they sent Special Magistrates to the Caribbean. They were supposed to protect the rights of the former enslaved and settle disputes between employers and labourers. Many of the Magistrates were either retired British army officials or were civil servants.[10] However, the ratio of Special Magistrates to Apprentices was small, therefore this left the Magistrates with a lot on their hands. Their job was extremely exhausting as they had no money and worked under poor conditions. A Special Magistrates salary was insufficient and they still had to provide their own housing, food and travelling expenses[11]. As a result of this, many Magistrates were forced to take bribes from Planters such as accepting meals and lodgings, often the night before a Magistrate had to listen to an apprentices complaint against a planter. This was not fair to the Apprentices as the Magistrates opinions were bias and they were automatically on the side of the planter. Even if there were Magistrates who wanted to help they could not as they did not have the resources to do so. Fortunately, there were still a few Magistrates who carried out their jobs well and went out of their way to help apprentices and investigating their complaints, often risking their lives. For example, John Bowen Colthurst,Captain James Grady, William Oldery and William Ramsey.[12] According to historian, W L Burn, a good magistrate was one who: à ¢Ã¢â€š ¬Ã‚ ¦ tolerated neither undue laziness on the part of apprentices nor undue severity on the part of the masters; kept their districts in order, tried to work with the governor and (while courting neither the favour of the planter nor that of the negrophilists).[13] Conclusion The Apprenticeship System failed as it was plagued by poor labour relations as Planters intended to keep their traditional power and racial dominance over the Apprentices. It also failed as a British Parliamentary Committee recommended that workhouses be taken away from local magistrates due to evidence reports sent by the Special Magistrates in 1837.[14] The planters had mixed reactions to the ending of the system. Some still wanted the system to run its full course while others wanted it to end mainly because they no longer wanted to have the expenses of providing for the Apprentices. As expected, the Apprentices were quite happy that the system was ended. On August 1 1838, laws were passed to prematurely end it[15]. At the end of Apprenticeship everyone was freed wether they were a praedial or non-praedial. Figure 2 : A gathering for the listening of the Governor reading the proclamation of the end of the Apprenticeship in the Spanish Town main square, Jamaica, 1838 Digital Image. Jamaican Echoes. [1] Dookhan, Isaac. Pre-Emancipation of the West Indies. Longman Group UK Ltd.1988. p.94 [2] http://scholar.library.miami.edu/emancipation/culture2.html [3] Beckles McD, Hilary, and Verene A Shepherd, Freedoms Won: Caribbean Emancipations, Ethnicities and Nationhood. Cambridge University Press.2006 p.9 [4] Beckles McD, Hilary, and Verene A Shepherd, Freedoms Won: Caribbean Emancipations, Ethnicities and Nationhood. Cambridge University Press.2006 p.11 [5] I bid. [6] Dookhan, Isaac. Pre-Emancipation of the West Indies. Longman Group UK Ltd.1988. p.93 [7] Claypole, William and John Robottom. Caribbean History: Foundations Book 1, Pearson Education Limited, 2009. Pg.175 [8] Extracts from the journal of a special magistrate in Barbados showed how the workhouse was used to control apprentices who worked less hard than the overseer demanded or who challenged a planter. [9] Claypole, William and John Robottom. Caribbean History: Foundations Book 1, Pearson Education Limited, 2009. Pg.178 [10] Claypole, William and John Robottom. Caribbean History: Foundations Book 1, Pearson Education Limited, 2009. Pg.175 [11] The initial salary of a Special Magistrate was  £300 but this was seen as inadequate and it was then moved up to  £450. [12] Beckles McD, Hilary, and Verene A Shepherd, Freedoms Won: Caribbean Emancipations, Ethnicities and Nationhood. Cambridge University Press.2006 Pg.13 [13] Beckles McD, Hilary, and Verene A Shepherd, Freedoms Won: Caribbean Emancipations, Ethnicities and Nationhood. Cambridge University Press.2006 Pg.14 [14] Claypole, William and John Robottom. Caribbean History: Foundations Book 1, Pearson Education Limited, 2009. Pg.178 [15] I bid.

How Did Climate Serve as a Trigger Event for the Bangladeshi Liberation

Climate issues have come to the forefront of popular culture and is a hot topic in the arena of politics and beyond. More recently numerous academics have started to research how not only global warming, but climate can increase the risk of civil war or ignite armed conflict. One of the most introductory article on the subject is written by Marshall Burke and discusses how climate has increased the risk of civil war in Africa. One of the conclusions Burke and his colleagues draw from their quantitative research is that not only can climate trigger civil conflict but also â€Å"that climate change will worsen instability in already volatile regions† (Burke, p.1). Moreover, during the time of the Bangladeshi Liberation War that was the case. Bangladesh, at the time referred to as East Pakistan was in a tumultuous state and a breeding ground for conflict. However, it wasn’t until the 1970 Bhola cyclone that devastated the area that the East Pakistani’s decided to move forward in their secession from West Pakistan, which led to the Bangladeshi Liberation War. This paper will be divided into four sections. The first section will set the theoretical foundation for how climate can cause conflict. The second section will identify and analyze the different conflict factors that were present in East Pakistan and were amplified/affected by the cyclone. The third section will examine the extent and damage caused by the cyclone, focusing on numbers and logistics. The last section will take the information that had been presented previously and create the links between it and how it relates to argument of the Bhola cyclone triggering the lib eration war. There has not yet been a tremendous amount of research done on how exactly climate can trigg... ... 132- 144. Academic Search Premier. Web. 6 Apr. 2012. Nanda, Ved. "Self-Determination in International Law: The Tragic Tale of Two Cities--Islamabad (West Pakistan) and Dacca (East Pakistan)." American Journal of International Law. 66.2 (1972): 321-336. Academic Search Premier. Web. 9 Apr. 2012. Sappenfield, Mark. "CLIMATE MAY HEAT CONFLICT, TOO." Christian Science Monitor 06 Dec. 2007: 13+. Academic Search Premier. Web. 10 Apr. 2012. Schanberg, Sydney. "Pakistan Divided." Foreign Affairs. (1971): 125-135. Academic Search Premier. Web. 10 Apr. 2012. Schanberg, Sydney. "Yahya Concedes 'Slips' In Relief. "New York Times [New York] 22 NOV 1970, 10. Academic Search Premier. Web. 5 Apr. 2012. Staff Writer, . "East Pakistani Leaders Assail Yahya on Cyclone Relief." New York Times [New York] 23 NOV 1970, 5. Academic Search Premier. Web. 5 Apr. 2012.