How Educational Systems Will Operate In Future Essay examples -- Techn

How Educational Systems Will Operate In Future The education system over the last 100 years has largely remained unchanged despite major technological advancements and the changing global economic environment that require new skills and experiences. Despite numerous pedagogical concepts being introduced in the education system, the traditional mode of instruction has continued to dominate today’s classrooms. However, though most educators have been hesitant in adopting technological advancements and applying them in education, the wave of change is inescapable. Future educational systems will have to embrace new ideas in order to be more effective in preparing students for the changing global economic demands. This paper reflects on the views of authors of two journal articles on the topic of how educational systems will operate in the future. The main ideas presented in this paper include teachers’ competencies in preparing students for a knowledge economy and how educational computing will operate in the future. According to Andrawes, students need to be equipped with skills needed in accessing and processing the wide array of information made available by the advancing technology. Educators also need to equip students with the knowledge of using computers and be familiar with the wide range of technologies (2011). In addition, it is incumbent upon the stakeholders in the education system to incorporate technologies used in the marketplace and the newly emerging ones into the school program. Beyond meeting these recommendations, Andrawes (2011) go further and propose that educational systems need to focus on providing education to people of all ages. In this regard, schools in the future will be continuous and constant facili... ...geluth, 2011). In addition, the instruction function will play a fundamental role in assisting in the development of new instructional resources and managing a personalized scope of instruction based on the nature of each project. Within the instruction function, a fully integrated assessment function will provide original tasks aimed at assessing the performance of each student. In addition, the assessment function will be crucial in facilitating prompt feedback and in designing and developing personalized assessment of each student. Besides these primary multiple functionalities, the PIES will accommodate secondary functions such as information on school personnel, general student data, communication, and PIES administration. Therefore, PIES will be a major development that points to how future educational systems will operate (Aslan & Reigeluth, 2011).

General Description of the Community Essay

Target area being assessed by the author is hospice service in Sioux Falls and surrounding areas provided by Avera Mckennan. Hospice care is end-of-life care provided by health professionals and volunteers Hospice care provides medical services, emotional support, and spiritual resources for people who are in the last stages of terminal illness. Although most hospice patients are cancer patients, hospice accepts anyone regardless of age and type of disease. The goal of hospice treatment is to keep patient comfortable and improve quality of life. Hospice care tries to manage symptoms so that patient’s last days may be spent with dignity, surrounded by his/her loved ones. Hospice care is family-centered: the patient and family are both included in the care plan and emotional, spiritual and practical support is provided depending on the patients wishes and families needs. Hospice is not so much a place, as it is a philosophy of care with a family-centered approach that considers the patient and family to be the unit of care (Lattanzi-Licht et al. , 1998). Avera Mckennan Hospice Services are the main focus of author. Avera McKennan’s Home Hospice and Palliative Care program office is located in the Dougherty Hospice House. Through this program, they provide hospice services in a variety environments: hospice care in the home setting, hospice care in an assisted living facility, hospice care in a skilled nursing facility and also, in Dougherty Hospice House. The Dougherty Hospice House is a unique sixteen bed hospice facility located on the Prince of Peace campus. This place provides a home like setting with specious rooms for patient and sleeping accommodations for family members. It also has a meditation room, wireless internet, beautiful meditative garden, large dining and family room for families to gather, and library. Dougherty Hospice House and its surrounding property are tobacco free environments. About 80% of all hospice care is provided in private homes, nursing homes, independent and assisted living facilities (Caffrey, C. et al. , 2011). If hospice care provided in patient’s home, a family member will look after their loved one much of the time. Someone form hospice team will usually visit patient once or twice a week assessing a patient and addressing current health issues. Avera McKennan Hospice team consist of 25 people including nurses, social workers, spiritual advisors/chaplains, nursing assistants, trained volunteers, pharmacist and medical director. In case of emergency home hospice patient can call the 24-hour hospice number for advice. A nurse usually can come to patient’s house at any time of the day or night or give an advise over the phone. Based on the patient’s circumstances and stage of care, a hospice interdisciplinary team (IDT) may provide variety of services. Registered nurses assist patient with management of discomfort, pain and side effects of previous treatment ( nausea from chemotherapy). Also nurses help educate both patient and family about what is happening. The nurse is a link connecting patient, family and physician. Home health aids provide extra support for personal care such as bathing, shaving, dressing and eating. Trained hospice volunteers offer assistance with everyday tasks such as shopping, babysitting, and carpooling. They are being available to listen to the patients and families and offer compassionate support. Primary doctor approves plan of care for hospice patient and works with hospice team. A hospice medical director who has expertise in symptom management and end-of-life care is available to the attending physician, patient and family, and hospice team as a great resource and consultant. Chaplains, priests, or other spiritual counselors help patient and family explore the meaning of the death, and perform religious ceremony specific to the patient. Respite care can be provided by inpatient hospice to give family a break from stress of care giving in up to 5-day periods. This service recognizes the need for caregivers to have time away from caretaking roles (Ingleton, Payne, Nolan, & Carey, 2003;Lattanzi-Licht e. l. , 1998). Terms such as caregiver burden (Chwalisz & Kisler, 1995), caretaker role fatigue, spousal burnout, and role engulfment refer to an imbalance between the physical and mental resources needed to give care and those available within the family unit (Reese & Sontag, 2001). Regularly scheduled family conferences most often led by the hospice nurse or social worker allow patient and family members share feelings, talk about what to expect, what is needed, and learn about process of dying. The interdisciplinary team coordinates Avera McKennan Hospice services and supervises al care 7 days a week, 24 hours a day. The team is making sure that current information is shared among all the services involved in patients care. Official Community Government (form of government). For-profit and nonprofit hospices have the same regulations. They must comply with State low and Code of Federal Regulations governing hospice care. For-profit hospices grow more than six times faster than nonprofit hospices. Profit sometimes risks compromising the quality of care patients receive. Nonprofit hospices provide hospice services to anyone including persons who do not have health insurance coverage and cannot afford to pay for care. In this case, nonprofit hospice can provide services to person free of charge as part of its charitable mission because nonprofit status of the hospice requires it to offer charitable services and they are dedicated to the mission of caring those in need. Main purpose of for-profit hospices is to make money and pay dividends to their stockholders. They have no obligation to provide services to anyone who does not have Medicare, Medicaid or private insurance coverage. However, both type of hospices are trying to make money, but when they compete for patients, they must provide better care. Avera’s Home hospice services are covered 100% under Medicare and some Medicaid plans, but inpatient care at the Dougherty Hospice House involve some financial expense. Social workers offer patients and their families help with payment options and never turn away a patient for inability to pay for the service. Medicare is the primary payer for hospice services covering 77% of all hospice expenses. The rest is paid for by Medicaid (4%), private insurance (12%) or other sources (7%). Compare to hospital and skilled nursing facilities, hospice is considered a cost-effective service. Hospice charges per day are much lower than hospitals and skilled nursing facilities. Hospice care is covered in full by most insurance. Medicare and Medicaid provide a special Hospice Benefit. This benefit provides 100% coverage for visit by staff, medications related to the hospice illness, durable medical equipment in the home, and supplies for skin care, incontinence management, dressings, etc. Hospice care covered under Medicare includes both inpatient care when needed, and home care services. The focus of hospice is on care, emphasizing help the person to make the most of each day by providing comfort and pain relief. Most private insurance companies include hospice care as a benefit. Patient and family can hire hospice providers and pay for their services out of pocket. If patient has a limited financial resources, non-profit hospices provide services without charge as part of charitable mission. Any patient who enters hospice must be evaluated at the time of admission to the hospice program. Hospice dietitians assist the patient in reaching the best nutritional goals, depending on the current state of the patient’s condition. Common problems for hospice patients are nausea and vomiting. These can be controlled with anti-emetics in some cases, while for some patient s change of diet is sufficient. Educating patient and family about the changes occurring in the patient’s body is imperative. During the course of illness, patient experience changes to some extend in their food intake. It is common for the hospital patient to reduce oral intake of food and fluids as the disease progresses. In general, there is metabolism alterations occur in patient’s body with a terminal illness. Furthermore, there comes a time when the body begins to break cells down instead of building them up. At this point, the body is no longer takes nutrients in. Sometimes patients are forced to take food by family members; in this case the body may refuse through vomiting or diarrhea. A hospice dietitian will explain when this point is reached. However, addressing to stop oral intake before this point is reached is not appropriate. Ongoing assessment of hospice patient nutritional needs will help to determine if there is any appetite change or ability to take the food in and keep it. Based on a study of the non-hospice end-of-life experience of 3,357 seriously ill patients who died reported 40% were in severe pain prior to their death, and 25% experienced moderate to great anxiety of depression before they died (Lynn, 1997). However, hospice is a compassionate way to deliver health care and supportive services. Despite the low South Dakota’s death rate compare the national death rate, the two leading causes of death are heart disease and cancer, accounted for half of South Dakota deaths. Healthy lifestyle changes are critical in reducing deaths due to cancer and heart disease. These modifications can be accomplished by reducing tobacco use, increasing physical activity, and developing healthy eating habits. Minorities in South Dakota include African American, Asian, and Hispanic populations. In general, language barriers, transportation, finances, and lack of insurance were found to be the issues encountered by minorities in seeking adequate health care. Furthermore, end of life care is not reach minority population and remains as a national issue. The majority of hospice patient care is provided in the place patient calls â€Å"home†. In addition to private residences, this includes nursing homes and assisted living facilities. As the health care becomes better, the population lives longer. Nursing home patients benefit from hospice services as much as people living in their homes. According to studies, nursing home residents enrolled in hospice were less likely to be hospitalized in the final 30 days of their life (24% vs. 44%) (Miller, 2001). They were more likely to be assessed for pain, were twice as likely to receive pain management within clinical guidelines (Miller, 2004). Large percentage of elderly people receives home hospice service. Many homes need some modifications for the hospice services to be provided. For example, a bedroom may need to be relocated to a main level of the house for those who have difficulties claiming stairs. There is widening of the hallways may be required to accommodate a wheelchair access. Because of the growing number of people who wish to stay and receive care at home, general contractors are available to assess remodeling needs. A number of programs and sources provide reduced rates, loans, or free services with home modifications.

Support Learning Activities

Describe how a learning support practitioner may contribute to the planning, delivery and review of learning. What learning support strategies have you used or could you use to meet the needs of your learners?Learning support practitioners can be an invaluable resource in the successful planning, delivery and review of learning. They can offer immeasurable support to the teacher and, most importantly, to the pupils. However, that support is only truly effective if it is organized, structured and consistent – both in terms of the learning objectives set by the teacher and the pupil’s own learning needs. There are many ways in which a learning support practitioner can contribute to the Classroom Process Cycle1 (planning > preparing > doing > reviewing etc. ) but let’s look at just some of them.Planning is essential to working efficiently and effectively as a learning support practitioner (or teaching assistant). Without planning how you intend to support the pupilà ¢â‚¬â„¢s learning you run the likely risk of not just wasting their time whilst you organise yourself, but also providing inconsistent and often conflicting or confusing messages to the children. If you are not ‘on the same page’ as the teacher then there is a possibility of inadvertently contradicting them which in turn confuses the pupil, clouding their understanding and ultimately creating obstacles to them achieving their learning objectives.This is counteractive to learning, which could not be further from the purpose of the teaching assistant role. The ways in which a learning support practitioner can contribute to the planning are numerous, from the obvious preparation of equipment and a safe environment conducive to learning to providing insightful input regarding pupil’s individual learning needs and abilities based on their own experience.Offering your own observations of effective support strategies based on your acquired knowledge of a pupil’s abilities can be a priceless resource for the teacher, who may never themselves have the chance to gain such insights into an individual child’s learning style. The opportunities for one to one time between teachers and pupils are very few and far between so the observations of a teaching assistant, who works more often with smaller groups and individuals, can be vital in providing a more in depth and detailed view into what strategies he or she thinks will work –  especially when dealing with specific or specialist learning needs.The truth is, of course, that there is never one learning strategy that works for any one child. Learning support strategies need to be fluid and the support practitioner needs to be able to adapt from one to another as and when the situation requires. You may need to remind the pupil of the teaching points, make sure they are concentrating, question them and encourage them to ask questions themselves.My own experience of working with a sma ll group preparing a presentation on the six wives of Henry VIII was that there was a constant need to continually remind the five pupils of the aim of the exercise – namely that they needed to have a finished, structured and lucid presentation at the end of it! The temptation amongst them was to concentrate on the more ‘fun’ aspects of their research (in this case tales of extra-marital affairs, incest and beheadings!) and on preparing skits and drawings but they were clearly losing sight of the fact that all this had to hang together as a coherent presentation with equal participation from each pupil.Making sure the pupils concentrated and didn’t get sidetracked, reminding them of the teaching points and giving them constant encouraging yet guiding feedback were key strategies I used in making sure the task was completed successfully. The delivery of learning support is not complete, however, until you have fed back to both the pupil and the teacher and reviewed your own success as a learning support practitioner.In feeding back to the pupil it is vital that your feedback is constructive. This does not necessarily mean it has to be positive but it is vital that it is not destructive. It should serve to encourage and help the pupil. Feeding back to the teacher is equally as important as this will provide the teacher with information as to individual pupils’ progress, any difficulties they might be having (or indeed that you might be having) and this in turn will feed into planning for the next lesson as per Wilkinson’s Classroom Process Cycle.The importance of the role of teaching assistant should not be underestimated as they provide essential support to both teachers and pupils alike. As the demands put upon teachers are increased seemingly year by year, the learning support practitioner is there to contribute to all aspects of the planning, delivery and review of learning giving a broader support structure for the t eachers and a more complete learning experience for the pupils.

Strong and Weak Vowels in Spanish

Strong and Weak Vowels in Spanish Vowels in Spanish are classified as either weak or strong, and the classification determines when combinations of two or more vowels are considered to form a separate syllable. Key Takeaways: Spanish Vowels The strong vowels of Spanish are a, e, and o; the weak vowels are i and u.When two strong vowels are next to each other, they form separate syllables; in other combinations, the vowels are in the same syllable.Two vowels next to each other form a diphthong; three vowels next to each other form a triphthong. Two Types of Vowels The strong vowels of Spanish - sometimes known as open vowels- are a, e, and o. The weak vowels - sometimes known as closed vowels or semivowels- are i and u. Y often serves as a weak vowel as well, functioning in the same way and sounding the same as i. The basic rule of vowel combinations and syllables is that two strong vowels cannot be in the same syllable, so that when two strong vowels are next to each other, they are considered to belong to separate syllables. But other combinations - such as a strong and a weak vowel or two weak vowels - form a single syllable. Be aware that in real life, especially in rapid speech, two strong vowels, such as in the words maestro and Oaxaca, often slide together to be pronounced in a way that may sound like a single syllable or very close to it. But they are still considered separate syllables for writing purposes, such as when dividing words at the end of a line or for the use of accent marks. Keep in mind that vowel sounds in Spanish tend to be purer than they are in English. In English, for example, the word boa (a type of snake) often sounds something like boh-wah, while in Spanish boa sounds more like boh-ah. This is because English speakers often pronounce the long o with a slight ooh sound at the end, while Spanish speakers do not. Diphthongs When a strong and a weak vowel or two weak vowels combine to form a single syllable, they form a diphthong. An example of a diphthong is the ai combination in baile (dance). The ai combination here sounds much like the English word eye. Another example is the ui combination in fui, which to the English speaker sounds much like fwee. Here are some fairly common words that include diphthongs (shown in boldface): puerto (port), tierra (earth), siete (seven), hay (there is or there are), cuida (care), ciudad (city), labio (lip), hacia (toward), paisano (peasant), cancià ³n (song), Europa (Europe), aire (air). In some words, a strong and weak vowel or two weak vowels dont merge together but instead form separate syllables. In those cases, a written accent over the weak vowel is used to show the distinction. A common example is the name Marà ­a. Without the accent mark, the name would be pronounced much like MAHR-yah. In effect, the accent mark turns the i into a strong vowel. Other words where an accent mark is used to keep a weak vowel from becoming part of a diphthong include rà ­o (river), heroà ­na (heroine), dà ºo (duet) and paà ­s (country). If there is an accent over the strong vowel, it doesnt destroy the diphthong. For example, in adià ³s, the accent merely indicates where the spoken stress goes but doesnt affect how the vowels work together. Triphthongs Occasionally, a diphthong can combine with a third vowel to form a triphthong. Triphthongs never have two strong vowels in them; they are formed by either three weak vowels or a strong vowel with two weak vowels. Words that have triphthongs include Uruguay (Uruguay), estudiis (you study) and buey (ox). Note that for purposes of the written accent, the y is considered a consonant even if it is functioning as a vowel. Thus the final syllable of Uruguay is what gets the stress; thats where the stress goes on words ending in a consonant other than n or s. If the final letter were an i, the word would need to be spelled Urugui to maintain the pronunciation.

Harry Potter Essay Example

Harry Potter Essay Example Harry Potter Essay Harry Potter Essay Many parents and school boards have challenged the presence of these books in libraries and school curricula. While Rolling attempts to represent the connection between good and evil in the Harry Potter series, many feel that series contents depict violence because the story deals with ghosts, cults and encourage cheating, corruption, lying and witchcraft; these ideas oppose several of the teachings of The Bible. Many disputes have risen over the series contents, especially in regards to its effect on young children. J. K. Rolling Harry Potter series has been questioned for its supposed inappropriate content and Its frequent use of Which supporting philosophies and has been banned and challenged In many schools and libraries worldwide since its publication in 1998. J. K. Rolling shows the ultimate victory of good overcoming evil through messages that embody love and courage In her novels J. K. Rolling expresses that the evil she portrayed In her novels was intentional. She utilizes evil characters such as Lord Voltmeter who has the ability to make others his slaves by dwelling in their bodies because she couldnt pretend that when dealing with evil, no one gets hurt (Rolling). The novel was banned in Zealand, Michigan shortly after its publication. Gary L. Fenniest, Superintendent of schools in Zealand, made a restriction on reading, sherries in school environment in any kind of way after he first read the books. Many concerned parents started to complain when their kids would go home and tell them scary stories about witches and goblins that involved spells. : Rev. Lori Joe Speeches, a worried parent expresses that as we expose our kids to the occult, we expose our kids to blood, to violence, and desensitizing them to that, (Savage). They let that their kids were not mature enough to handle such abrupt violence and did not want them to come home with new ideas that would eventually lead to their own downfall. As most parents would, they believed in keeping their kids away from evil by limiting their access to it. Some parents suggested that this kind of exposure to occult (Savage) will eventually lead to deadly violence such as the shooting that occurred In columbine High school In Littleton, Colorado. The books were supposedly harming their vulnerable children because they believed that their kids are like pongee, and they will soak things up and sometimes store them for a while before they spit them back out (Savings). On November 22 1999, parents and the superintendent decided to take action against this potential harm by making some firm pronouncements. They decided that the Harry Potter series cannot be displayed in school libraries, and if the student desires to read them, they must receive their I OFF As a result, the American Booksellers Foundation For Free Expression, an organization that completely disapproved of the decision, lashed out against the school decision to attics a minority of students and parents by banning the Harry Potter series because it would deprive a majority of students whose parents do not have an issue with this. As the organization became more adamant in its position, the advisory committee recommended reviewing the decision of Fenniest and the school staff. On May 1 1, 2000, Fenniest accepted its recommendation and retained the only the classroom readings for elementary school students. However, the Harry Potter series began to face an increasing number of opposition as the years passed. In the very next year, in March, Harry Potter was banned once again in the I-J. Carol Rockford, Principal of SST Mars Island Church of England School in Chatham, Kent expresses her opinion about the Harry Potter series as a part of the school curriculum. Rockford, speaking on the issue, states that the nature of the stories does not fit in with the schools church ethos (School Bans Harry Potter 1). Rockford and the other school staff felt that the books did not match up with their religious beliefs and clashed with the teachings of the bible. In her opinion, they promote what the Bible clearly condemns, I. E. , witchcraft and sorcery (Banes, 5). Expanding on the motive behind the decision, Rockford states, the Bible is very clear and consistent in its teachings that wizards, devils and demons exist and are very real, powerful and dangerous and Gods people are told to have nothing to do with them. We are a Church of England aided primary school which means the church ethos is very important to what we do. (Robinson). Rosewoods strong position about the Harry Potter series in the school library shelves sparked uproar among many. National Secular Society stated that it is wrong to remove the series from schools because it had always been an imagination booster and banning these books would be doing students a great disservice. INS General Secretary Keith Portentous makes a comment that Childrens imaginations have been nourished for centuries with stories of wizards, witches and fairies (School Bans Harry Potter 1). From the US, Author J. K. Rolling defended her books and said that the books are in fact moral. She states that the good and evil is hat shapes the story, and that the novels needed to include such ingredients to honestly tell their stories. (School Bans Harry Potterl). This did not stop Carol Rosewoods and the school staffs firm decision. In 2005, Genuine County, Georgia, Laura Mallory argued to ban the Harry Potter and the Prisoner of Cabana from J. C Magical Elementary school, where her four kids attended school. Originally from Louisville, she argued that since teachers do not assign books such as the Bible for student reading, Harry Potter should not be assigned either Mallory thought that the kooks are harmful to children. She said, The good characters lie, cheat and steal and are not punished. The stories encourage children to perform spells and promote Which. (Diamond). Mallory trusts the school system to protect her precious young children and she certainly doesnt want them indoctrinated into Wisconsin (Ban Harry Potter or face more school shootings). As a result of Mallory attempt to ban the books, Genuine officials argued that the books are a good learning tool and encourage children to read and to spark creativity and imagination (Ban Harry Potter or face more school shootings). The School Board argued that banning books Victoria Sweeney, an attorney representing the Gannett County Board of Education, expressed that it would be wrong to remove the book from schools based on one persons opinion. On December 14, 2006, the Georgia Board ruled that there is no reason for the books to be banned, thus stating that the parent failed to prove her point that the series promotes the Which religion and therefore that the books availability in public schools does not constitute advocacy of a religion (Harry Potter ND the Prisoner of Cabana). The books were also banned in Wakefield, Massachusetts when Rev Ron Barker, SST. Josephs pastor, removed the books from the school libraries claiming that witchcraft and magic are not appropriate enough to be a part of a Catholic school. While many agreed with Barker, many other students and parents were upset about the decision because it was made without notice. Rick Hudson, a parent who has sent his three children to SST. Josephs School, expressed that he was upset that this was done in the first place but he was more upset that it as done in secret. A mother, who asked that her name not be used, said, l think the spirit of what hes doing is the right thing. I believe he is sincerely interested in the childrens well-being. (Luggage). She trusts Barkers Judgment and believes he would never do harm for the students. Ever since its original publication in 1998, J. K. Rolling Harry Potter has sparked much controversy over the years. As one of the most banned books, it is no surprise that many parents and school boards challenge the presence of the books in libraries and school curricula. According to he American Library Association, every year from 1999 to 2002, Harry Potter topped the list of titles challenged or targeted for censorship Len 2003, it ranked second (Bald, 125). Rolling attempt to represent the association between good and evil failed in many places in the United States and other countries as well. J. K. Rolling Harry Potter series is a work that has been questioned for its supposedly violent content and particularly its repeated use of philosophies behind witchcraft that promote Which, and as a result, has been banned or challenged in many schools and libraries around the world.

Soft Skills in the Workplace First Day Do’s and Donts

Soft Skills in the Workplace First Day Do’s and Donts So you’ve applied, interviewed, received  the job offer, filled out all the paperwork, and  read through the company orientation manual. Now what? Joining a new company often means learning what systems are already in  progress. Who do you report to? How will you be given new assignments? Do you  get to prioritize for yourself, or will your supervisor be managing your day-to-day  tasks? You can’t meet or exceed expectations if you don’t know what they are!Your First Day In The OfficeMake sure you bring something to write with and something to write on! If you’re  invited to attend meetings right away, sit back and observe; it’s usually better to direct  any questions to your immediate supervisor or office neighbor later, instead of  disrupting the discussion. Draw yourself a seating chart to record your new  coworkers’ names and where they sat (it will help you to put names with faces) and  take notes to start getting up t o speed.DOs1. Take initiativeThis doesn’t mean going rogue or being resistant to existing  company practices, but you can demonstrate that you’re an independent thinker  by coming up with your own way to complete an assignment and running it by  your supervisor to get approval. They may appreciate that you’re already  thinking of ways to innovate. If they want to redirect you, be receptive to the  feedback.2. Get to know your neighborsSet a goal of introducing yourself to one coworker  a day until you know at least everyone on your team or anyone with whom your  department interacts regularly. Don’t be distracting or monopolize their time, but even a few moments of chatting  as you refill a cup of coffee can help you develop working relationships with your  colleagues.3. Volunteer for projectsIf you’re in a meeting and someone higher up the food  chain is looking for someone to lead a new project or supervise the execution of aà ‚  new initiative, consider whether your workload could accommodate an addition  (and check with your boss). It’s better to be the person who says â€Å"Yes, I can  handle that for you- anything else?† than the person who sits silently while an  opportunity passes them by.DON’Ts1. ComplainEven if your old office gave out free coffee and omelets every  morning and all your new office seems to have is stale animal crackers, you  should approach your first weeks on the job with a continuation of your best  interview behavior. Don’t let your reputation become that of somebody who  gripes instead of saying good morning, or is convinced the grass was greener on  the other side of the fence.2. Act helplessIf you’re really and truly stuck, don’t waste time struggling under  the radar. But with run-of-the-mill IT issues, small-scale office needs, or learning  new software, cultivate a sense of self-sufficiency. A needy employee di stracts  coworkers and signals the boss that they’re not ready for more responsibility.3. Get too comfortable too quicklyBe aware of the prevailing office culture and  do your best not to disrupt it by cluttering shared space or bringing in too many  photos or knickknacks from home. There’s always time to bring more of your  personality into the office once you’ve established yourself as a professional first,  a cat or dog or sports enthusiast second.4. Mock HR PoliciesWhether your orientation was a quick spin around the office  complex or a more formal company-wide presentation, demonstrate your  professionalism by taking them seriously- from the basics, like adhering to a dress  code, to the legal standards of conduct, like refraining personal comments about  your coworkers.

METHODOLOGY Essay Example | Topics and Well Written Essays - 1500 words

METHODOLOGY - Essay Example Research Design A research design is critical in establishing the outlay upon which data analysis will occur. A research design aids in achievement of the research objectives through a purposeful articulation of the overall theme of the research (Katherine, 1998, p.2). In addition, the research design helps in explaining the reason for which a particular kind of data is necessary for the research (Kiecolt & & Nathan, 1985, p.6). The design helps in showing the intended use of the data in a way that seeks to attain the research objectives. The research design for this research seeks to marry the objectives of research with the practical possibilities that are achievable from our chosen method of data collection. This research makes use of both quantitative and qualitative secondary data to unravel elements in the data that reveal information consistent with our research aims. By a combination of authentic secondary data sources, our methodology will help use comprehensively fulfill th e intended research objectives. ... the secondary data used in this research are government records, industry data sources, non-governmental organizations, research institutions, journal publications, books, annual reports, magazines, and company data. Specifically, the research uses data touching on various aspects of shareholder rights in UK, US and China. Some of the data discussing shareholder issues include books on corporate governance discussing companies, and other sources exploring the place of shareholders. Information needed Secondary sources help in identifying related areas of research, which require further inquiry. In addition, secondary data sources outlining the legal frameworks upon which shareholders base their actions undergo careful analysis regard to each of the three countries under study. For the achievement of this purpose, sources of data from professional corporate regulatory bodies such as the ICSA and GAAP form a constituent part of the research framework. With the use of such sources of da ta, we can comprehend the legal groundwork on which shareholders can operate. In consideration of the research objective, which emphasizes the use of real life cases from companies from each of the three countries, three companies, one from each country goes under scrutiny for this analysis. The case studies help us to gain a more intimate understanding of shareholder behavior, and legal realities the shareholders face for each of the three countries. In particular, secondary data from three companies aid in achievement of this objective: Balfour Beatty Plc. of UK, KBR of the US, and CNOOC limited from China. For the research to display a more encompassing perspective on the issues under consideration, the research also enlists the use of company data and annual reports to identify details