A Character Analysis of Kerima Tuvera’s The Virgin Essay

Introduction Through the use of theories based on psychology and personality, the characters in The Virgin will be analysed in this essay to show that there was development. To do this essay, I did extensive research on the types of theories that were floating about on the Internet such as the Psychoanalytic Theory of Freud. I also did in-depth research on the types of characters in literature to help with understanding who the characters were and what they brought to the story. A few examples would be figuring out who the protagonist or foil were in the story. Analysis Here, I am going to analyse the characters within the story with the main focus being on Miss Mijares and the Carpenter. Miss Mijares When Miss Mijares is introduced, we immediately see that she is the protagonist because the story is centred on her and the conflicts that she is faced with. We see this as the story is wholly in her point of view, although it is in the third person limited omniscient, and never in any of the other character’s point of views. However, how do we know that the story is in the third person limited omniscient? We know that the story is in the third person as the text refers to Miss Mijares as ‘she’, the Carpenter as ‘he’ and so forth but never ‘I said’. It is limited because it is only in Miss Mijares’ view on events. We see this throughout the entire story but an example of this would be in the second paragraph where it says, ‘Miss Mijares thought how she could easily have said, Please wait for me, or Will you wait for me? But years of working for the placement section had dulled the edges of her instinct for courtesy. (Polotan)’ Finally, it is omniscient because as we know information about Miss Mijares that the other characters do not. We can see this in paragraph 6 where we find out that whenever she watches movies; ‘her own fingers stole unconsciously to her unbruised lips (Polotan)’. That is a personal experience and so not many, if any, of the characters know about this but we do. Read more:  Essay About the Virgin by Kerima Polotan Tuvera When reading the story, you find that there is a lot of development from Miss Mijares. Usually you find that, within the confines of the Placement Office, she is very cold and impatient with the people who she interviews. We can see this in paragraph 3 where it says, ‘When she talked with the jobless across her desk, asking them the damning questions that completed their humiliation†¦she was filled with an impatience she could not understand (Polotan)’ as well as feeling slightly disgusted by them as she ‘would turn away to touch the delicate edge of the handkerchief she wore on her breast. (Polotan)’ We find that she has a rather Authoritarian Personality, which was proposed by Adorno and many others. This seems to rather fit her as people with this type of personality would be ‘hostile to those who are of inferior status’ (NcLeod), hence her coldness towards the lower class, upholding traditional values, such as her wanting to find love, as well as respect for authority figures, which we can see in Paragraph 46 ‘†Å"Your lives are our business here,† she shouted (Polotan)’. However, when she comes back from her lunch, she no longer sees him as some guy in the Placement Office. Miss Mijares starts to see small details about him such as his ‘big, strong wrists (Polotan)’ or the fact that she glorifies the bird in his hand to be a ‘dove’. On the flip side, when her subconscious realises this, she goes back to her Authoritarian Personality to put him back in his place by speaking in English. This personality, on the other hand, does not continue and seems to be some sort of defence against projecting what she truly feels as she persuades Ato to give the Carpenter an extra half peso instead of dropping the subject on pay. From Freud’s study on ego defences, there are several defence mechanisms that are available but the one that relates the most to Miss Mijares is Repression. ‘Repression is an unconscious mechanism, employed by the ego, to keep disturbing or threatening thoughts from become conscious’ (McLeod, Defense Mechanisms). It becomes very apparent as the story progresses because she appears to take a liking to the Carpenter and once she finds out the damning news that ‘his son died (Polotan)’; the boundaries come back up again and resume her Authoritarian personality. However, this time, she starts to see the small details that do not make him  attractive such as ‘his two front teeth were widely set apart (Polotan)’ in paragraph 42. After the confrontation about his whereabouts she meets him outside but she is indifferent to him, unlike previously when he thanked her for the extra half peso. He takes the same jeepney as her and gets off at the same time but by the end, after he touches her, her defence falls back down again and she saw the man who was standing in her office asking for a job and presumably goes with him and ‘she turned to him; with ruffles wet and wilted, in the dark she turned to him. (Polotan)’ This all relates back to Freud’s idea about the psyche. At the beginning of the story, we are dealt with the introduction of Miss Mijares. We find out that Miss Mijares is a woman who has never been with a man-physically or emotionally. This is because we see that ‘there had been other things to do-college to finish, a niece to put through school, a mother to care for (Polotan)’. Through this, we can see that it turns back to The Superego. This means that there ‘is control of id’s (which we will come to later) impulses, especially those which society forbids, such as sex and aggression. It also has the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection’ (McLeod, Id, Ego and Superego). However, through having this Superego, there is the ‘ideal self’ and this ‘is an imaginary picture of how you ought to be, and represents career aspirations, how to treat other people, and how to behave as a member of society’ (McLeod, Id, Ego and Superego). We see this in many ways such as how she reacts to the poor such as when she would touch the handkerchief after dealing with the papers in paragraph 3. Another good example of this would be how she reacted to the Carpenter lying to her. She saw past her lust for the man and her superego made her feel guilt for being so lustful after a man she knew little about. This then goes onto The Ego. The Ego ‘is the decision making component of personality’ and ‘considers social realities and norms, etiquette and rules in deciding how to behave’ (McLeod, Id, Ego and Superego). We do not see much of this but an example of this would be in paragraph 11 where a bird paperweight had been put on her desk and she had to remind herself that she was surrounded by people as she laughed and even ‘told herself, who; get a  hold, a hold, a hold! (Polotan)’. However, the one that is the most significant is the id. It is the ‘impulsive part of our psyche which responds directly and immediately to the instincts’ (McLeod, Id, Ego and Superego). We see this a lot in the story, such as in paragraph 6 where we have a taste of what Miss Mijares actually wants and sometimes even fantasises about. For example, ‘in the jeepneys she took to work when a man pressed down beside her and through her dress she felt the curve of his thigh’ or ‘her eyes straying, against her will to the bedroom door (Polotan)’. However, the main one that caught our attention was in the final few paragraphs. After years of denying herself and her id of what she really wanted, she gave in to the primal instincts of wanting a man as she ‘turned to him’ after he brushed against her. Therefore, we witness Miss Mijares unravel psychologically as she slowly starts to attain what she has wanted for a long time. We see her go from a very prim-proper woman to a woman who desires love and want so much that her walls break down and she no longer holds the image she shows to everyone else. She gives in to her primal instincts. The Carpenter The Carpenter is a character who is very much opposite to who Miss Mijares is. Physically, we can see there is an immediate difference between the two characters. The Carpenter is described as ‘a tall, big man (Polotan)’ that is in contrast to Miss Mijares who is described as ‘slight, almost bony’. In addition to this, he is everything that Miss Mijares seems to be against in her nature. Miss Mijares, in the story, puts people in their place when she sees fit as well as try and give people what they deserve, just like when she tried to give the Carpenter the extra peso as he was filling a four peso slot, while the Carpenter, although does not exactly lie, lies about his position in his life with family. There is the sense that he manipulated her to get what he wanted in the end, and that was her. This, therefore, makes the Carpenter a juxtaposition. He is the anti-hero and antagonist. He is the anti-hero because he holds moral values that are against what Miss Mijares is about-she is essentially the honest type of  person-while the Carpenter readily lied to try and get what he wanted. He is the antagonist because he is what blocks Miss Mijares from seeing straight; he is her obstacle to get past. Although he is not a villain, he is able to stop Miss Mijares from seeing straight and acting like she usually does. She acts out in a way that is not usual for her as she looked after her mother; she got through college and helped with her niece to put her through school. However, the Carpenter is not married to the mother of his son, a college graduate or saving up money to put his child through school. Hence, he is a juxtaposition. Conclusion In conclusion, psychology played a major role in how the characters were developed. By using Freud’s analysis and his take on psychology, as well as other theories based on it, we can see how the character has developed psychologically-especially with Miss Mijares. We see how her personality changes and walls drop as we progress through the story as she starts to lust after the Carpenter. Meanwhile, the Carpenter is heavily based on character types and how he affected Miss Mijares as that character. Therefore, we were able to see how the characters had developed in the short story. Works Cited McLeod, Saul. Defense Mechanisms. 2008. 29 January 2015 . —. Id, Ego and Superego. 2008. 23 January 2015 . NcLeod, Saul. Theories of Personality. 2014. 25 January 2015 . Polotan, Kerima. The Virgin (From The Likhaan Anthology of Philippine Literature in English). Quezon City: University of the Philippines Press, 2002.

Water Quality Parameter Prediction In Stream Flow Environmental Sciences Essay

In This paper, the truth public presentation of preparation, proof and anticipation of monthly H2O quality parametric quantities is discussed when using Adaptive Neuro-Fuzzy Inference System ( ANFIS ) . This theoretical account analyze historical informations were generated through uninterrupted monitoring Stationss of H2O quality parametric quantities ( dependent variables ) of Johor River in order to copy their secondary property ( independent variables ) . However, the informations originating from supervising Stationss and experiment may be polluted by noise signals owing to systematic mistakes and random mistakes. This noisy informations frequently makes the predict undertaking comparatively hard. In order to counterbalance for this augmented noise the primary aim of this manuscript is to develop technique that can heighten the truth of H2O quality anticipation ( WQP ) . Therefore, this survey suggests an augmented Wavelet – Neuro-Fuzzy ( WDT-ANFIS ) based informations me rger faculty for WQP. The efficiency of the faculties was examined to foretell critical parametric quantities that affected due to the urbanisation around the rivers. The parametric quantities have been studied ; electrical CONDuctivity ( COND ) , entire dissolved solids ( T.D.S ) and TURBidity ( TURB ) . Results showed that the optimal degree of truth was achieved by doing the length of the cross-validation equal to one fifth of the information record. Furthermore, WDT-ANFIS faculty outperformed the ANFIS faculty with important betterment in anticipation truth. This consequence indicates that the proposed attack is fundamentally an attractive option, offering a comparatively fast algorithm with good theoretical belongingss to de-noise and predict the H2O quality parametric quantities. This new technique will be valuable to help determination shapers in describing the position of H2O quality, probe of spacial and temporal alterations.IntroductionWater quality mold is the footing of H2O pollution control undertaking. It predicts the inclination of H2O quality assortment harmonizing to the current H2O environment quality status, transportation and transmutation regulation of the pollutants in the river basin. In H2O quality mold, [ 1 ] reported that the turbidness was related closely to both its respiration rate and the H2O temperature. Model users will see sunlight strength fluctuation within the H2O column when imitating the eutrophication phenomenon [ 2 ] .These illustrations reflect that human intelligence uses bing cognition to cut down the figure of picks in order to raise the effectivity of theoretical account use. Each clip, they tend to change simply one or two parametric quantities. This is because if they modify many parametric quantities at the same clip, they may easy acquire lost in the use way. However, due to the size and heterogeneousness of the set possible input variables, and because of the nonlinear nature of the job, conventional methods are non assuring. To this terminal, unreal intelligence techniques ( AI ) techniques are capable to mime this behaviour every bit good as to complement the lack. Recently, AI has been accepted as an efficient alternate tool for mold of complex non-linear systems. The theoretical accounts normally do n't see the internal mechanism but build theoretical accounts to foretell H2O quality via the relationship between inputs and end products. At present, unreal intelligence techniques ( AI ) have been used intensively for anticipation in a figure of water-related countries, including H2O resource survey [ 3 ] , oceanology [ 4 ] , and air pollution [ 5 ] . The above survey attempts were usually based on an premise that the informations to be used should be dependable and accurate. However, the informations originating from probe and experiment may be polluted by noise signals due to the subjective and/or nonsubjective mistakes [ 6 ] . For illustration, the experiment mistakes may be resulted from measuring, reading, recording, and external conditions. Since these noisy signals are likely to falsify the consequences of theoretical accounts, it is a must to take them ( that is, signal denoising ) before utilizing any original informations. Signals can be denoised through the application of a set of additive filters [ 7 ] . However, one job of these filters is that they are more appropriate in additive systems than nonlinear systems. In add-on, Fourier analysis technique ( FAT ) is a classical tool for cut downing noises, but it is merely suited for denoising data/signals incorporating steady noises. Due to the noises that are unsteady in real-world instances, its application is still limited. To get the better of the jobs of traditional denoising techniques, more sophisticated techniques such as wavelet de-noising technique ( WDT ) has been proposed. WDT is utile for denoising multi-dimensional spatial/ temporal signals incorporating steady/unsteady noises. It has been widely applied to technology systems for patterns acknowledgment and cognition find [ 8 ] and [ 9 ] . However, few of these surveies were applied to H2O quality direction systems, where the H2O quality monitoring informations demands to be used for parametric quantity anticipation [ 10 ] . In this survey a WDT is proposed for cut downing noises induced by complex uncertainness. As mentioned before, there are many different types of AIs techniques among them unreal nervous webs ( ANN ) and adaptative neuro-fuzzy illation systems ( ANFIS ) have late gained attending in literature. Although ANN is rather powerful for patterning assorted existent universe jobs, it besides has its defects. If the input informations are less accurate or equivocal, ANN would be fighting to manage them and a fuzzed system such as ANFIS might be a better option. ANFIS theoretical account shows significantly higher truth and dependable in term of anticipation than ANN [ 11 ] . In this article, ANFIS faculty is proposed to foretell WQP at Johor River Basin. Furthermore, an augmented WDT-ANFIS based informations merger faculty for WQPP will present. In add-on, comprehensive comparing analysis is carried out between ANFIS and DWT-ANFIS to measure the public presentation that achieved after take the noising from the informations.MethodologySTUDY AREA Johor is the 2nd largest province in Peninsula Malaysia with an country of 18,941 km2. Johor River considers the chief river in Johor. The river flows in a approximately north-south way and empties into the Johor. The H2O quality of Johor River has been deteriorated with increasing degrees of assorted pollutants. Besides, it persists to be silted and chocked by rubbish and wastes as a effect of storage of enforcement by local-authorities. These contaminations finally flow into Johor River Estuaries, which are rich wonts that provide engendering and feeding countries for fish and domestic fowl. In this research, a survey of ANN patterning to foretell entire dissolved solids, electrical conduction and turbidness in Johor River basin is presented. These H2O quality parametric quantities were measured 60 samples within continuance 1998-2007 at chief watercourse as shown in Fig. 1. WATER QUALITY PARAMETERS In this survey, the H2O quality parametric quantities of involvements are entire dissolved solids ( T.D.Solids ) , electrical conduction and turbidness due to their importance in the Johor River and its feeder. The information appears that conduction is extremely affected due to cumulative consequence of urban land usage from upstream in the survey country. While, high concentration of dissolved solids were found in the survey country and caused H2O balance jobs for aquatic beings. Furthermore, the turbidness values exceed 300A NTU ( Nephelometric Turbidity Units ) . This poses serious jobs for the H2O intervention station located near the river. There are many parametric quantities more of import than what we selected in our survey such as COD, BOD and DO. But the scope of BOD harmonizing to the DOE monitoring station in the survey country was found between ( 1-2 ) which indicate there is non much organic waste nowadays in the H2O. Same scenario was observed in COD information which is ranged ( 10-15 ) . Therefore, this manuscript focuses on critical parametric quantities that affected due to the urbanisation around the rivers. ADAPTIVE NEURO-FUZZY INFERENCE SYSTEM ANFIS Adaptive neuro-fuzzy illation system ( ANFIS ) , foremost was proposed by Jang in 1993 [ 12 ] , can accomplish a extremely nonlinear function and it is superior to common additive methods in bring forthing nonlinear clip series [ 13 ] . Throughout this research, it was considered the ANFIS architecture for the first order Sugeno fuzzy theoretical account [ 14 ] . The ANFIS is a multilayer provender forward web which uses nervous web larning algorithms and fuzzed logical thinking to map an input infinite to an end product infinite [ 15 ] . Assuming the fuzzy illation system under consideration has two inputs, ten and Y, and one end product, degree Fahrenheit for a first-order Sugeno fuzzy theoretical account, a common regulation set with two fuzzy if.then regulations can be expressed as: Rule 1: If x is A1and Y is B1 so f1=p1 x+q1 y+r1 ( 1 ) Rule 2: If x is A2 and Y is B2 so f2=p2 x+q2 y+r2 ( 2 ) Where A1, A2 and B1, B2 are the rank maps ( medium frequency ) for inputs x and y, severally ; pi, chi and Rhode Island ( one = 1 or 2 ) are additive parametric quantities in the attendant portion of the first-order Sugeno fuzzy theoretical account. The corresponding tantamount ANFIS architecture is showed in Fig. 2, where nodes of the same bed have similar maps. ANFIS consists of five beds as follow: Optimization Scheme of ANFIS Module Parameters For each of WQP we used same architectures that presented in Fig. 2.Where, three inputs ( suspended solids, pH and temperature ) were used to foretell the TURB. One input ( T.D.S ) was used to foretell the COND, while same faculty used to foretell the T.D.S after utilized the COND as input. It is to be noted that there is no analytical method to find the optimum figure of MFs. The optimum figure of MFs is normally determined heuristically and verified by experimentation. Hence, the figure of MFs is selected in test and mistake footing. In the interim, it is noted that we have tried four types of rank map: ( a ) triangular, ( B ) trapezoidal, ( degree Celsius ) gaussian, and ( vitamin D ) bell-shaped to build the fuzzed Numberss. After a big figure of tests, as a consequence bell-shaped distributed rank map compared with the others have obtained the minimal comparative mistake. Table 1 illustrates the figure and the types of MFs that adopted in this survey to make faculties.The ANFIS faculty is trained until making certain minimal mistake or after finishing certain figure of developing era. In this survey, the less no. of loop was introduced in order to devour the clip Fig 3 depicts the alteration in Root Mean Square Error ( RMSE ) for the ANFIS faculty during preparatio n and cross- proof. It is obvious from the figure that the faculty reaches the end 300 era. WAVELET DE-NOISING Wavelet analysis represents the following logical measure after short-time Fourier transforms ( STFT ) . It is based on a windowing technique with variable-sized parts. Wavelet transform ( WT ) allows the usage of long clip intervals where we want more precise low frequence information, and shorter parts where we want high frequence information [ 16 ] . In general, the major advantage offered by ripples is the ability to execute local analysis ; that is to analyse a localised country of a larger signal. The discrete-time WT of a clip domain signal is given as [ 10 ] : ( 3 ) Where, is the female parent ripple while and are, severally, the grading and switching indices. The grading gives the DWT logarithmic frequence coverage in contrast to the unvarying frequence coverage of the STFT. This analysis method so consists of break uping a signal into constituents at several frequence degrees, which are related by powers of two ( a dyadic graduated table ) [ 16 ] . The filtrating attack to multi-resolution WT is to organize a series of half-band filters that divide a spectrum into a high frequence set and a low frequence set. It is formulated on a grading map or low-pass filter ( LP ) and a ripple map or high-pass filter ( UP ) [ 17 ] . Wavelet Multi-resolution analysis ( WMRA ) builds a pyramidic construction that requires an iterative application of grading and ripple maps to low-pass and high base on balls filters, severally. These filters ab initio act on the full signal set at the high frequence ( small-scale values ) foremost and bit by bit cut down the signal set at each phase. As in Fig.4, the high-frequency set end products are represented by the item coefficients ( Dl, D2, D3 ) , and the low-frequency set end products are represented by the estimate coefficients ( Al, A2, A3 ) . Optimum parametric quantity choice for wavelet de-noising of WQP informations When utilizing ripples to de-noise WQP information, there are many factors that must be considered. Examples of these picks are which ripple, degree of decomposition, and thresholding methods to utilize. MATLAB provides several households of ripples including the Morlet, Mexican chapeau, Meyer, Haar, Daubechies, Symlets, Coiflets and Spline biorthogonal ripples and provides farther certification about these ripple households [ 18 ] . In order to obtain perfect Reconstruction consequences, merely extraneous ripples will be considered. The extraneous ripple transform has certain benefits. It is comparatively concise, allows for perfect Reconstruction of the original signal and is non comparatively hard to cipher. The two common methods of thresholding a signal are soft thresholding and difficult thresholding which are used in the MATLAB ripple tool chest [ 9. M. Misiti, Y. Misiti, G. Oppenheim and J.-M. Poggi. Wavelet Toolbox: For Use With, The Math Works Inc ( 1996 ) .18 ] . Although difficult thresholding is the simplest method, soft thresholding can bring forth better consequences than difficult thresholding. Therefore, the soft thresholding was adopted in this survey. There are four threshold choice regulations that are available to utilize with the ripple tool chest [ 9. M. Misiti, Y. Misiti, G. Oppenheim and J.-M. Poggi. Wavelet Toolbox: For Use With, The Math Works Inc ( 1996 ) .18 ] are shown in table 2. These threshold choice regulations use statistical arrested development of the noisy coefficients over clip to obtain a non-parametric appraisal of the reconstructed signal without noise. Merely the Sqtwolog was investigated in this survey which this method uses a fixed signifier threshold, which consequences in minimax public presentation multiplied by a factor proportional to logarithm of the length of the signal. Sing to the degree of decomposition, in this manuscript we reached the decision that a decomposition degree of 4 produced sensible consequenc es after utilised test and mistake method for all faculties. CROSS VALIDATION PROCEDURE FOR ANFIS MODULE Cross proof is a exemplary rating method that provides an indicant of how good the scholar will make when it is asked to do new anticipations for information it has non already seen. One manner to get the better of this job is to non utilize the full informations set when developing a scholar. Some of the information is removed before preparation Begins. Then when preparation is done, the informations that was removed can be used to prove the public presentation of the erudite theoretical account on â€Å" new † information. This is the basic thought for a whole category of theoretical account rating methods called cross proof. The training/validation informations split can hold a important impact on the consequences of the theoretical accounts [ 19 ] . Several methods for implementing the cross-validation theory were proposed in the literature ; nevertheless, the kernel of all these methods is similar. Among these different techniques the hold-out method is adopted in this survey due to its simpleness. Most of other methods ( like k-fold and Leave-one-out ) are computationally expensive. The hold-out method is the simplest sort of cross-validation. The information set is partitioned into two sets, called the preparation set and the testing set, without any peculiar pick of the divider. As shown in Fig. 5, the map approximator is trained to suit a map utilizing the preparation set merely. Then the map approximator is used to foretell the end product values for the information in the testing set. Elect optimal length of informations for Cross Validation The job with using the cross-validation attack in our survey is choosing the length of the information set utilised. It is of import for this choice to be representatives for characteristics of both developing informations set and the expected information set in the anticipation procedure. Different length of the cross-validation informations set of one ten percent, one fifth and one tierce of the information records has been examined Fig. 6.RESULT AND DISCUSSIONSince the H2O parametric quantities were truthfully monitored over these ten old ages, the public presentation of the proposed faculties can be examined and evaluated. The public presentations of the faculties are evaluated harmonizing to Mean Absolute Error MAE. ( 4 ) Where m is the figure of proving sample, pi ( trial ) is the theoretical account end product for each parametric quantity, Ti is the existent value for each parametric quantity, I is the parametric quantity index. In this survey, for a given set of ANFIS parametric quantities, three web architectures were developed for each parametric quantity in order to obtain the optimum length of cross-validation informations set that provides the high degree of anticipation truth. The table 3 verifies that, taking one tierce of the information records was non sufficient.The chief ground for this is there was non adequate information record for the preparation procedure, which made it hard to make the mistake end. On the other manus, when one ten percent of the information was used for the cross proof procedure, the high degrees of mistake were observed. Choosing one ten percent of informations records lead to failing in observing the characteristics of the expected information set in anticipatio n procedure. It appears from the tabular array that the MAE was lessening to the about half for the ANFIS faculty that adopted to foretell the T.D.S. after using the one fifth of the information record comparing with cross-validation length equal to tierce. Furthermore, the MAE for the ANFIS that used to foretell the TURB equal to 36.54 when cross-validation equal to one ten percent, while truth ANFIS reduces this mistake to 20.52 after cross proofs equal to one fifth of information record was introduced. Same scenario was obtained in the faculty that used to foretell the COND. As complete, the optimal degree of truth was achieved by choosing the length of the cross-validation equal to one fifth of the information record. After select the optimum length of cross-validation, a comparing between the ANFIS faculties and WDT-ANFIS faculties will present in order to analyze the effectivity of the proposed faculties to foretell WQP. Fig.7 demonstrates the public presentation of the WDT-ANFIS during preparation and cross-validation procedure. It ‘s obvious in Fig. 7 that the public presentation end of was achieved in less than 100 eras, while the same end could non be achieved in Fig. 3. This consequence depicts that the WDT-ANFIS capable to devour the clip. Apparently from Fig. 8 that the WDT-ANFIS based faculty outperformed the ANFIS and was able to supply betterment in anticipation truth of TURB with MAE equal to 0.1. While, inefficient public presentation was observed harmonizing to ANFIS faculty when the MAE was exceed 20. It is apparent with the addition of noise strength ; the WQP will hold more accurate anticipation value through the informations de-noised by WDT than those without de-noising. This indicates the high quality of WDT in cleaning the information. Apparently, the ANFIS faculty that used to foretell the T.D.S was able to accomplish acceptable consequence after using natural information. This consequence figures out that the ANFIS faculty can efficaciously capture nonlinearity in input/output function. More sweetenings in anticipation of T.D.S were achieved after using WDT-ANFIS. Where the truth was betterment eight times comparing with the ANFIS faculty. Albeit the mistake while proving is consider comparatively high comparing with preparation and cross- proof stage, achieve a MAE do n't transcend 3.4 which is consider best consequence in predict the T.D.S. This consequence showed that the WDT-ANFIS faculty could be considered as the appropriate mold technique for anticipation such WQP. It can besides be observed that the WDT-ANFIS faculty outperformed the ANFIS faculty and was able to supply betterment in anticipation truth for COND. It can be noticed that the WDT-ANFIS was capable of accomplishing high degree of truth in anticipation phase equal to 2.2, while inefficient public presentation was observed harmonizing to the ANFIS faculty when the per centum of MAE exceed 25. Over all, in this research, the WDT-ANFIS can hence be declared as the best web architecture because it outperforms ANFIS. These consequences show that the WDT-ANFIS theoretical account was non merely capable of bettering the truth of WQPP but the theoretical account besides was capable of capturing the temporal forms of the H2O quality which allowed it to supply important sweetening in anticipation. As a consequence, ANFIS module become more capable to capture the moral force and the complex processes that hidden in the informations itself for WQP after augmented it with WDT. The above observation is farther illustrated in Fig.9 demoing the public presentation of WDT-ANFIS faculties while preparation, cross-validation and anticipation procedure for the WQP. It is obvious from the Fig. 9 ( a ) that the proposed faculty that adopted to foretell the COND was capable to placing the complex non-linear relationship between input and end product informations where merely one fifth of records were used during anticipation. It is clear from the figure that the maximal per centum mistake for all the trained and cross-validation records is merely 1.85 % and 1.2 % severally. While, the maximal per centum mistake for all the predicted records is merely 3.9 % . This consequence reveals that the proposed faculty able to imitating the existent behaviour of the COND in the H2O organic structure. In order to salvage clip and avoid making independent faculty to each parametric quantity, old faculty that utilized to foretell the COND will follow and examined to foretell the T.D.S. it can be noticed from Fig. 9 ( B ) that using one parametric quantity as input does non let the WDT-ANFIS faculty to hold the exposure to enough input kineticss and the chance to be suitably evaluated during cross-validation procedure. Consequently, the mistake degrees during the anticipation procedure may get down to be larger than those obtained during transverse proof. As a consequence, the system may non be able to keep the same degrees of truth for both the cross proof and anticipation procedure. Even though the degree of mistakes in the anticipation phase is comparatively high, moderately good consequence was obtained for the anticipation of T.D.S where maximal per centum mistakes during anticipation procedure did non transcend 10 % Ali et at. [ 20 ] adopted RBF-NN to foretell the TURB at Johor River Basin. High degree of mistake was obtained due to one parametric quantity was used as input to the faculty. In this portion of this paper, three parametric quantities were introduced as input to the faculty after investigated the correlativity between the inputs and end product. Fig.9 ( degree Celsius ) shows the faculty public presentation while preparation, cross proof and anticipation for TURB. It can detect that the maximal mistake in preparation procedure is falling within 0.05 % which indicates that the theoretical account able gaining control the relationships between input/output. Although the mistake of anticipation phase equal to four times the mistake in cross-validation, the faculty provides high degree of truth comparing with the other faculties that used to foretell the COND and T.D.S where the maximal per centum mistake for all the predicted records is merely 0.21 % .DecisionAdaptive Neuro-Fuzzy Infer ence System ( ANFIS ) can cover with extremely variable, lingual, obscure and unsure informations or cognition. Therefore, this manuscript employs ANFIS theoretical account as a feasible agencies to foretell three H2O quality parametric quantities ; Electrical CONDuctivity ( COND ) , Total Dissolved Solids ( T.D.S ) and TURBidity ( TURB ) at Johor River basin, Malaysia. However, legion incompatibilities in information records are observed in the informations that mensurating by Department of Environment ( DOE ) monitoring Stationss owing to systematic mistakes, random mistakes and mistakes associated with informations entry. This blunt mismatch generate noise corrupted the records of the existent value of the parametric quantities. Therefore, the truth of the ANFIS is significantly affected by such mistakes nature and forms of the monitored informations. In order to predominate over these insufficiencies, ANFIS theoretical account is augmented with Wavelet De-noising Technique ( WDT ) to better the truth. The consequence shown that the WDT can be applied successfully and lend to heighten the truth of H2O quality anticipation by synthesis it with ANFIS algorithm.RecognitionsThe writers wish to thank Department Of Environment for supplying the needed informations for developing this research and to Dr. Sundarambal Palani for her penetration and counsel throughout this research. This research was supported by the research grant for the 2nd and 3rd writers from University Kebangsaan Malaysia UKM-GUP-PLW-08-13-308.

Classroom Management Paper Essay

I am in the process of creating my classroom management plan for my future classroom. Each day that I substitute teach, observe a classroom, or acquire new information from my classes, I learn something new that I may wish to incorporate into my classroom management plan. A well written management plan is a key to success in the classroom. The more I plan for my lessons and plan to run my class, the more of an effective learning climate I will have for my students. This paper includes my personal philosophy of classroom management, rules for student behavior, a task analysis, substitute teacher plans, classroom implementation plan, letter to parents explaining my classroom management plan, and my strategies I plan to use to assess my classroom management plan. Personal Philosophy of Classroom Management The following is my personal philosophy of classroom management listed in bullet format. †¢ My goal is to provide a productive, safe environment, which is conducive to learning. My students will be welcomed and feel a sense of belonging to the class community. Every student is just as important as the next. †¢ I plan to help my students become quality students and help them develop the characteristic traits of responsibility, trustworthiness, caring, and respectful. †¢ I hope to spark enthusiasm for learning by creating engaging lessons, reaching all types of learners. To achieve this, I plan to differentiate instruction, use multiple modalities, and technology. I also plan to have students work independently, in collaborative groups, and in pairs. †¢ I hope to create a student-centered or constructivist style classroom where students are active participants in their learning, which allows students to make a deeper connection to curriculum. †¢ To challenge my students, I plan to use effective questioning techniques, which will allow my students to use higher levels of thinking. †¢ I will create a class climate where students can express themselves freely without judgment. †¢ Create a cooperative classroom where the students and teacher work together. To do this, I will call my students† my teammates† and express to them the importance of teamwork. †¢ It is my hope to encourage students to do their best and that it is to make a mistake. †¢ I will use positive reinforcement and positive praise when I see my students doing something good. †¢ I will model respecting everyone and accepting differences. I will ask that my students do the same. †¢ To create a sense of power among my students, I will have students participate in the creation of the classroom rules. When students create the rules, they have a tendency to adhere to the rules. In addition, I will have students perform weekly classroom jobs. †¢ I will be fair and consistent and I will establish guidelines for my students so they know what is to be of them in both learning and behavior. †¢ To manage off-task behavior, I will use nonverbal and verbal cues, body language, and proximity. In some instances, I will move students to avoid further disruptions. Students who require extra assistance, will be strategically seated for easy access. †¢ If a lesson or style of teaching works one-day and not the next, I will be flexible and change either my style of teaching or the lesson itself. Student Behavior – Positive and Negative Consequences To minimize disruptions in the classroom, students need to know what is expected of them. I will not have rules listed in my classroom. Instead, my class will have the â€Å"quality student† and â€Å"quality teacher† posters displayed, listing what characteristics the students and teacher should display at all times. I will these characteristics often and engage in role playing activities at the beginning of the school year. Whenever I see that there is an issue regarding a characteristic trait, I will remind students model to be â€Å"quality students. † For off-task behavior in the classroom, I have established a tiered system of responses that will range from various nonverbal and verbal cues, reminders, and possibly relocating student in the classroom. If behavior continues to disrupt the class for a total of three times, I will instruct the student to write a note home explaining the off-task behavior. If off-task behavior continues in the classroom, I will call the parent or ask to set up a meeting to discuss the student’s behavior and work with the parent toward a positive solution. Kelly (n. d. ) states, â€Å"B. F. Skinner’s theory on â€Å"operant conditioning† says that rewards are much more effective when they do not occur regularly. In other words, intermittent rewards mean more and have a greater effect than routine rewards. Students who never know when a reward may happen will behave better than those who know that you never give out rewards on Tuesdays† (para. 3). To motivate students in achieving good behavior in the classroom, I will use verbal praise and reward students from time to time individually, by table, or by class. Individual rewards will be given from to time when I see a student modeling quality behavior and other students are off-task in the classroom. I will give this student an extra 10 cents. By doing this, the other students will understand positive reinforcement. Throughout each week, I will also award table points. If I see a group of students at a table on-task, I will award their table a point. The table that earns the most points at the end of the week, will win and will be able to select from a few choices that include lunch in the classroom and extra computer time, to name a few. If the class is doing a job on a lesson, I will have the marble helper add one marble to the celebration jar. Once the students reach their predetermined goal (discussed monthly at class meeting), students are allowed to participate in a celebration of their choosing. Task Analysis for Morning Routine To help students ease into their day, I have created a morning routine. With this morning routine, students know what to expect and do each morning entering the classroom. This routine will be displayed on the Promethean Board each morning as a reminder for my students. |General area |Needed Procedure |Specific Procedures | |Whole Class |Morning Routine |Unpack backpacks and hang up coats and | | | |backpacks | | | |Turn in notes/homework to purple bin | | | |Make lunch choice | | | |Morning work (daily math worksheet to complete)| | | |Unfinished Work folder | | | |Independent Reading | During the morning routine, morning announcements are displayed on the class television and students perform their class jobs such as library helper, lunch counter, and office messengers. In addition, I will use this time to take attendance and perform other housekeeping duties as necessary. Substitute Teacher Plans The following is a sample of my substitute teacher plans. The more detailed information the teacher leaves for the substitute, the better. This helps the substitute teacher run the class more smoothly in the teacher’s absence. Thank you for covering my class while I am out today. Here is some information on a few procedures or routines in our class. Helpful Teachers – Mrs. Fowler, room 6, Ms. Nuckles, room 4. Attendance: please use attendance sheet on my desk and mark any students who are missing. Please note any absent students on attendance sheet on my desk and place in office envelope and have office helper take to office during morning announcements. Morning lunch count: This is a student’s job (see listing hanging from tv). The students mark their choices on the wall chart behind the tv, and the lunch count helper writes out the slip and takes it to the cafeteria in the lunch folder after announcements. Bathroom breaks: Students have â€Å"boys† and â€Å"girls† hall passes hanging on the wall by the door. When they need to go to the restroom, they put the pass on their desk and go. Only two at a time are allowed out of the room. Class management/rules: If class is going a good job, I usually ask the marble helper to add a marble to the class jar. If the class receives a compliment in the hallway, they earn two marbles. If the class is off-task and several reminders are given, a marble may be taken away. For individual behavior: Banker gives each student 15 cents (fake money) at the start of each day. Students are to place their money in their money pocket at the back of the room during morning announcements. If a student is caught doing something good, you may reward him or her an extra 10 cents. The money earned allows for students to make purchases at our classroom store at the end of each month. If a student is off-task, use nonverbal cues as first reminder, and verbal cues as second reminder. If the student continues behavior, please have him or her write an apology letter to you and leave on my desk. If the student continues to disrupt class, please call one if the listed teachers above and ask to send student over to her class to finish working on assignment. Please leave me a note if you have any issues with any of my students. Lunch: Line students up (line leader, caboose, home lunch, choice 1,2, and 3). Please walk students down to cafeteria at 12:08. The students will go through the lunch line on their own. Most teachers eat in the Teacher’s Lounge, which is behind the office. The teacher restrooms are also by the teacher’s lounge. At 12:38, please pick them up from the cafeteria and walk them back to class. Students with Special Needs (Food allergies, medicine, asthma): |Student |Difficulty/Need | |Tom |Medicine- Goes to nurse after lunch to receive medicine | Specials: My calendar on my desk has specials listed according to the day. Day1- Music Day2-PE Day3- Computer Lab, Library Day4-PE Day5- Art Recess: 2:15-2:30 Activities should be supervised at all times. Teachers should have class backpacks, walkie talkie, and key (both located in office). Teachers should be positioned so that all students are visible at all times. Report any injuries to school nurse. The nurse will determine whether an Accident Report needs to be completed. If so complete form and send white copy to office and have student take yellow copy home. In Case of Emergency: Please locate red backpack and evacuation plan in the classroom. In case of emergency, have students line up quickly and quietly. Bringing backpack, follow evacuation route listed in the classroom. Once outside, count students to make sure everyone is accounted for. Inform supervisor (person with walkie talkie and clipboard) of all students present in the class and state any parents’ names volunteering in the classroom. Remind students to be single, straight, and silent and to face away from the school building. Once given the all clear from the supervisor, lead students back to class in a single, straight, and silent line. The following diagram is our class seating chart. Please be sure that students sit in their correct seats. This seating plan should be helpful in familiarizing yourself with the students. (Note: Please see Appendix A-seating chart). I have provided a list of helpful students, disruptive students, and special needs students. Helpful students: Mary, Tyrone, Amy, and Tom. Disruptive students: Dane and Alex (these students may need to have several reminders to stay on task. Students who require assistance: Daniel, Marco, and Aaron. Either you can help or ask one of my helpful students listed above to help these students. Computer username: cuttingjm Password: student123 8:45-9:15-Morning Routine (please log on to computer and put the following on the Promethean board). 1. Unpack backpacks and hang up coats and backpacks 2. Turn in notes to red bin/homework to purple bin 3. Make lunch choice 4. Morning work (daily math worksheet- today’s number to complete-on back table) 5. Unfinished Work folder 6. Independent Reading Please inform students of their jobs for the day. Jobs are on poster in front of room by the t. v. Please ask Mary to turn on t. v. for you when the bell rings. During the morning routine, morning announcements are displayed on the class television and students perform their class jobs such as library helper, lunch counter, and office messengers. During this time, please take attendance using attached attendance sheet. Place any notes and attendance sheet in clear folder and have office messenger take folder to the office for you. Ask lunch helper to take lunch count and place any money and lunch count in lunch folder. The lunch helper will take folder to the cafeteria for you. 9:15-9:20- Ask Tom to give each student 15 cents. Each student will come and will put the money in his or her money pocket located on the back bulletin board. 9:20-9:30- calendar- Have students join you on the carpet (call them by table numbers). Ask questions about the calendar (what is the date, what weekday, year, what was the date a week ago, what will the date be in one week). Have students give you math problems about the lunch graph. 9:30- 10:00- Have students begin centers. Please read off the names from the chart to let them know where they go. 10:00-10:45- Library- please stay with class and bring library cards with you (they are on my desk). 10:45-11:26- Students finish centers 11:26-11:56- Lunch. Have line leader and caboose line up first. Lunch from home will line up first, followed by choice 1, 2, and 3 . (during lunch, please check my mailbox in the office). 12:00-1:00- MATH- Review today’s number on overhead projector (Ask a helper to set up for you). Pull a popsicle stick out of the cup on my desk and have the student complete one problem. Continue until today’s number is complete. Refer to Math Investigations book, lesson 2. 1 â€Å"guess my number on the 100 chart. † Tell students they will use the 100s chart on page 16 in their math binder for this game. Review directions and model how to play game with a student. Have students pair up and give each a copy of the directions to play on their own. Once completed game twice, students can work on pages 13-15 in their textbook. 1:00-1:45- ART 1:45-2:10- Science- Students are to take out weather journals. Overhead helper will pull out overhead projector. Laura is cloud helper, and Teresa is temperature helper. Cloud helper will go to window and look to see what kind of clouds are outside. They will come to overhead and draw clouds on calendar page and graphing page. Overhead helper will fill in date and will write down weather words that students agree on (ask students to give weather words from each table). Choose one person from each table to predict the hi/lo temperature of the day. The temperature helper will pull up the temperature for the day on the computer. The overhead helper will record the temperature on the overhead. Students are to write this information on their calendar page and graphing page. 1:45- 2:00- RECESS 2:00- 2:45- Have students watch video on water cycle and have them complete science worksheet on back table. If the students finish early they can do scholastic news and work on their weather book report. 2:45-3:00- Please call one table at a time for students to get lap top. Students are to work on their social studies research project on the laptops. 3:00-3:15- Call tables one at a time and have students place laptops back in cart. Have students perform classroom jobs at this time. Call tables one at a time to pack and stack. Read book (students’ can select) until bell rings. 3:15- Dismissal Please let me know of any issues with any students. If they do a good as a class, they can earn marbles in the jar. Thank you so much! Classroom Management Implementation Plan I will conduct a classroom meeting at the beginning of the year for the students, and we will discuss the character traits of a â€Å"quality student† and â€Å"quality teacher. † Students will create poster of each and, the class will discuss and list what qualities students and teacher should have. Qualities will include responsibility, trustworthiness, caring, and respect. After posters are created, students will be asked to sign the poster, stating that they understand the guidelines of the classroom. Posters will be displayed in the class as a reminder of what a â€Å"quality student and teacher† should look like. I will review procedures of various topics such as morning routine, lunch count, dismissal, lining up for lunch, etc. During the first few weeks of school, I will walk the students through each procedure, often modeling procedures. After the first month or the majority of the students get the hang of the procedure, procedures will be reviewed and reinforced as necessary. In addition to communicating to the students, I will also share my classroom management plan and expectations in a letter addressed to the parents at the start of the school year. I will ask parents to discuss management plan and expectations with their child and ask that they he or she sign and return the document. In addition, I will provide my contact information and encourage the parents to contact me should they have any questions throughout the year and promote working together for the well-being of their child. Prior to the start of the school year, I will develop a seating chart based on the academic needs of my students. I will place students’ desks in groups that will allow for a cooperative or collaboration learning environment, in which students will work in groups with varying learning abilities. By having students clustered in groups, higher academic students will work with those students who will require help. Using group seating, I will also be able to reach and work with my students more easily. For students who require instructional assistance, I will place those students close to my desk or in front of room. I will also work with my students in a small group or one-on-one setting. To prevent misbehavior, I will strategically place ADHD students away from door, window to prevent distractions. To help motivate my students I will use positive reinforcement as previously mentioned. Students will have opportunities to be rewarded individually, by table, and as a class. To keep the students’ attention during my lessons, I am going to use as many hands-on methods and employ the effective questioning and popsicle stick strategy. To gain my students’ attention, I will use â€Å"1,2,3 eyes on me. † The students’ response will be â€Å"1,2 eyes on you. † I will also use various hand clapping signals and use online timers to keep students on track during transitions, learning centers, and assignments. Letter to Parents The following is a sample of a letter I plan to send out to my students’ parents during the first week of school. Dear families, As we are settling into a routine and becoming familiar with the class, I wanted to introduce myself to you and share some information with you about how I conduct my classes. My name is Jennifer Cutting, and I am your child’s teacher for the school year. This is my first year in my own classroom however I have been in education for the past five years. I have a Bachelor’s of Business Administration from Radford University and a master’s degree from University of Phoenix. Our classroom is built on the characteristic traits of respect, trustworthiness, caring, and responsibility. On the first day of school, our class created both a student teacher poster that lists the qualities of each trait. In our class, we are always striving to be a â€Å"quality student† and â€Å"quality teacher. † We look forward to sharing these with you at Back to School Night on Tuesday, September 20, 2011. To encourage students to be reminded of being a quality student, I will recognize positive behavior by verbal praise, earn fake money to be used for purchases at the classroom store, and other modes of communication to you. For off-task behavior in the classroom, I have established a tiered system of responses that will range from various nonverbal and verbal cues, and reminders. If behavior continues in class, I will instruct your child to write a note home explaining the off-task behavior. If off-task behavior continues in the classroom, I will call you or ask to set up a meeting to discuss your child’s behavior and work together toward a positive solution. Our class has discussed our classroom management plan and students understand the consequences. By working together, we can help your child have fun and succeed in second grade. Below, please sign this document, indicating that you and your child understand my classroom management plan. In addition, please indicate a daytime and nighttime phone number and e-mail address. If you should ever have any questions or concerns, please feel free to contact me via email, school phone, or schedule a conference. My email is fourcuttings@msn. com and the school’s phone number is (703)791 – 2099. I am happy to talk with the families of my students. Here’s to a wonderful year of learning in the second grade! Fondly- Mrs. Cutting I have read and understand Mrs. Cutting’s classroom management plan, and have discussed it with my child. Parent/Guardian Signature______________________________________Date_________ _____ Print Name________________________________________________________ Strategy for Assessing Classroom Management Plan I plan to use a variety of ways to assess my classroom management plan. One way to assess my classroom management plan is to have another teacher observe my class and rate my classroom based on the following chart: (Note: Please see Appendix B- Classroom Assessment chart) Another strategy I would use is to make antidotal notes and keep a journal of what strategies or techniques seem to work or not work for my students. By reflecting, I can look back at my successes as well as reflect on areas that need to be improved. I need to be flexible. If a strategy does not work one day, I need to try something else. My third strategy to help assess my classroom management plan is to participate in peer group discussions and compare what strategies or techniques in other classrooms. Listening to other teachers’ can generate a multitude of ideas for my own classroom. Conclusion As of today, this is my classroom management plan that I hope to implement in my classroom. However, I believe it will change to meet the needs of my students in the classroom. Although I will plan for my students, classroom, and instruction, I will need to learn to be flexible if something does not work. I believe I will be able to prevent most misbehaviors from occurring and meet the goals of my classroom by implementing my classroom management plan. I will always strive to look for ways to improve my classroom management. It will always be a work in progress. References Kelly, M. ( n. d. ). Positive and Negative Reinforcement. Retrieved April 20, 2011from, http://www. netplaces. com/new-teacher/behavior-management/positive-and-negative-reinforcement. htm Teachers on Target (2008). Classroom Management. Retrieved April 20, 2011 from http://www. teachersontarget. com/Management. htm Appendix A [pic] (source: University of Phoenix. (n. d. ). Classroom design Microsoft presentation. [PowerPoint slide]. Retrieved from https://portal. phoenix. edu/classroom/coursematerials/mte_520/20110315/ Appendix B |3 2 1 |1. I foster an â€Å"on-task† learning environment? | |3 2 1 |2. Students understand that when they enter my classroom they are | | |going to work | |3 2 1 |3. Students believe that my assignments are directed, productive, and| | |enjoyable | |3 2 1 |4. Students know that the tasks in my classroom are never presented | | |as punishment | |3 2 1 |5. Students believe that work done in my class has a definite purpose| | |and objective | |3 2 1 |6. My classroom is a celebratory environment? | |3 2 1 |7. Students understand that they will be rewarded and praised for | | |their hard work. | |3 2 1 |8. Students believe that my approach to them and their learning is | | |positive. | |3 2 1 |9. My classroom is an engaged environment? | |3 2 1 |10. Students engage quickly in my assignments | |3 2 1 |11. Students know exactly what they are to do. | |3 2 1 |12. Students are clear why they are doing each assignment. | |3 2 1 |13. My classroom ethos is one of mutual respect. | |3 2 1 |14. Students know that they must respect one another. | |3 2 1 |15. Students are willing to cooperate with me. | |3 2 1 |16. Students are willing to cooperate with their classmates. | |3 2 1 |17. Students listen carefully to me. | |3 2 1 |18. My classroom procedures are clear? | |3 2 1 |19. Students know what they must do to succeed. | |3 2 1 |20. Classroom rules are consistent and fairly enforced. | |3 2 1 |21. Students know how much time they have to do assignments and how they| | |will be assessed. | |3 2 1 |22. My classroom rules do not appear arbitrary. | |3 2 1 |23. My classroom is focused? | |3 2 1 |24. Assignments don’t â€Å"float† or appear â€Å"out of left field. † | |3 2 1 |25. There is a consistent routine to handing in assignments. | |3 2 1 |26. Work time in class is uninterrupted. | |3 2 1 |27. Students are expected to settle down quickly and work in class. | |3 2 1 |28. My classroom is a place where assignments are meaningful. | |3 2 1 |29. â€Å"Throw away† or filler assignments are never given. | |3 2 1 |30. Classroom work is not overly repetitive or redundant. | |3 2 1 |31. Students are clear about the objectives for each assignment. | |3 2 1 |32. There is a sense of humanness in my classroom. | |3 2 1 |33. Students are treated as human beings who have good and bad days. | |3 2 1 |34. Rules rarely if ever override human concerns. | |3 2 1 |35. Students understand that my classroom operates from a set of values. | |3 2 1 |36. My classroom is a predictable place. | |3 2 1 |37. There are no negative or unexpected surprises. | |3 2 1 |38. What I say in the classroom actually happens. | |3 2 1 |39. Students stay on task in my classroom. | |3 2 1 |40. When an assignment is given, students do it. | |3 2 1 |41. I expect and require all students to stay on task. | |3 2 1 |42. I deal with disruptions in a timely manner. | |3 2 1 |43. Student who stay on task are rewarded. | (Source:http://www. teachersontarget. com/Management. htm)

Journal Assignment Example | Topics and Well Written Essays - 250 words

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Who would you talk - Essay Example Donald believes that success is always dependent on your personal qualities like having fair dealing, healthy relationships with associated people either customers, employees or competing businessmen and trustworthiness. I have learned a lesson from his principles that one must be passionate to do a certain job regardless of the mishap and troubles in the way to success. Business carries troubles and downfalls along with victory and fame. Only intellect, hard work, careful analysis of present business position and evaluation with planning of possible risks is important to sustain the current pace of business growth. I would love to interact with a person like Donald Trump as he believes that a person can come over all the difficulties in his way to success. His perceptions inspire me as they suggest a person to step forward and not to mourn, even over the most devastating loss. His life illustrates a number of incidents where he faced crisis but did not lose the hope to achieve his g oal. Hence it can be said that willpower plays a vital role in becoming a successful businessman.My personal opinion is that a person can change his views after having conversation with a successful, confident and independent person. For instance, if a person loses his confidence and his hopes he cannot do anything unless or until he sets a new aim and starts his struggle to achieve it. Hence, a successful person may grow the feelings of courage, hope, passion, confidence and competition in others. People may take his personality.

CONTEMPORARY CORPORATE GOVERNANCE ISSUES Essay Example | Topics and Well Written Essays - 2500 words

CONTEMPORARY CORPORATE GOVERNANCE ISSUES - Essay Example It is an institutional arrangement for various corporate participants having direct or indirect interests in corporation like shareholders, managers/directors, creditors, customers, suppliers, employees, local communities, general public and government (Figure 1). Figure 1: Corporate Governance Relationships Source: (Letza, Sun & Kirkbride, 2004, p.243) The importance of corporate governance in 21st century has been highlight by series of corporate frauds like Enron, WorldCom and Tyco whose managers engaged in illegal reporting leading to loss of shareholder wealth. As shareholders in many countries are absentee owners and managers have the control and power over the organization’s activities, these managers can place their own interest before the interests of shareholders, therefore generating the principal-agent conflict. There are certain views regarding the convergence of corporate governance systems however such possibility is least likely to happen due to difference in c orporate culture and ownership structures. In recent years many influential proposals have been made in UK regarding corporate governance such as Higgs 2003, Turnbull Committee 1999, Hampel Committee 1998, Greenbury Committee 1995 etc (Letza, Sun & Kirkbride, 2004, p.242). The legislative strategies place importance to the need of a single governance structure for the corporate world. However no single model of corporate governance has worked at all times. Presently there are four main perspectives on corporate governance that are discussed in the following sections. The Principal-Agent Model Considering a sole-proprietorship organization where the owner-manager is considering sale of a part of his interest to outsiders. As the owner-manager’s share will fall the incentive to... According to the research findings the field of corporate governance is relatively new to the theory of organization. Although the issues of corporate frauds, social irresponsibility and abuse of managerial power that have led to corporate governance mechanisms are not new to the corporate world. The corporate fraud case of Enron, WorldCom and Barings bank has made the investors realize the governance issues of ownership and control. However the theories which form the theoretical framework of corporate governance have not been fully developed to provide a uniform solution to address agency problems. Based on the review paper by Letza, Sun and Kirkbride on corporate governance this project has been an attempt to critically analyze the models of corporate governance which have been categorized into two perspectives- Shareholder and Stakeholder. These models have been the much debated due their different approach towards the governing mechanisms and the changing relationship of managem ent and shareholders and/or stakeholders. The principal-agent model has been the theoretical basis of the other three models however due to widely accepted flaw of equating wealth maximization with share price maximization has led economists to look beyond the shareholder wealth maximization objective. The myopic market model is similar to principal-agent model but is oriented more towards the internal mechanisms built on long-term relationship and corporate performance.

Subject matter must be directly related to the financial issues Essay

Subject matter must be directly related to the financial issues covered in the course.the sourse of your analysis should be from - Essay Example However before one chooses a particular fund source he/she needs to consider a number of factors with the first one being the risks associated with fund source. The organization in need of finance should also evaluate the kind of relationship they are likely to engage with the potential funder and most importantly, the costs associated with the financing requirements. The cost of fund source is an important consideration for an organization when in need of raising additional funds. The cost of capital, which is the cost of funds to be used for financing an operation undertaken by the organization can be understood from three main perspectives namely investor, company and mode of financing. From an investor point of view, cost of capital refers to the opportunity cost of choosing a particular investment over others. Most investors with a diversified portfolio often have a wide array of investment opportunities where they can invest their money but they often opt for a specific investm ent. Pratt and Grabowski (2010) assert that the decision to invest in a specific investment often made based on the rate of return earned over that specific investment compared to others. ... The rates of return from ABC inform of bond interest and UVW which is inform of divided will play a critical role in informing the investors decision to make investment especially if they are of similar risk considering that each comes with its own opportunity cost. In other words, cost of capital is comparable to the internal Rate of return (IRR) which measures the desirability of a wide range of projects. From a company perspective, cost of capital refers to the measurable cost of acquiring funds from a particular source in order to finance a particular project. For instance, company that uses loan from a bank to finance its projects, its cost of capital will be the money needed to compensate the bank inform of loan interest. Armitage (2005) elucidate that cost of capital is a crucial benchmark for making financial decisions relating to investments in a new project by companies. This is because it forms the minimum amount of return that the owner of funds will require before issuin g funds to the company inform of capital. In other words, the company must be able to pay the cost associated with a particular fund source before acquiring funds. This means that the returns from the project to be financed must be higher than the average cost of obtaining the capital to finance it. Companies are known for borrowing money to finance different projects such as expansion programs, product development, and purchase assets and they often cost of acquiring funds as their basis for project evaluation as projects with low returns and high cost of finance cannot be financed (Lumby & Jones, 2003). For instance an organization that

3800 discuss 2 part 1 Assignment Example | Topics and Well Written Essays - 250 words

3800 discuss 2 part 1 - Assignment Example The body of the victim should then be photographed and each piece of photo placed differently. The photos should depict any physical injury that may be on the body of the victim. Physical medical examination on the body is then carried out. This includes the collection of hair and fiber that may be on the body. Fingernail scrapings and dental floss should be collected. This is done by the use of wooden sticks. The collection of urine and sweat samples on the victim is also done. The medical officer should retrieve any traces of fluid on the victim’s body. Internal fluids are then collected. The collection should be mainly done on the mouth, vaginal or anal cavity (Schiro, 2015). The labeling of each fluid should be accurate. In the instance where the incidence has occurred in the bedroom, any piece bedding should be collected. Spreaders, bed sheets and comforters should be analyzed for any fluid traces. They are then air dried and packaged differently. To ensure that the no traces of evidence are lost during collection and packaging, the collector should use the side lighting technique (Schiro,

Chinese Artifacts Essay Example for Free

Chinese Artifacts Essay The artist of this calligraphy scroll, Zhao Mengfu, was highly praised by the Yuan emperor Renzong as unrivaled traditional Chinese polymath (for a lack of a better word). It is said that the emperor admired him for possessing the following seven outstanding qualities: wide learning, Song royal ancestry, elegant and charismatic appearance, pure character and righteous conduct, literary accomplishment, mastery of calligraphy and painting skills, and profound knowledge of Buddhist and Daoist teachings. As an leading and influential calligraphy during his era, Zhao was able to successfully advocate and promote many of the views that he had on Chinese calligraphy. Zhao supported a return to the ancient models, which integrated the Jin (265 – 420AD) and Tang (618 – 906AD) dynasty styles to synthesize a new norm for standard and cursive scripts. In later eras, many printed texts were modeled after the standard script that he helped create. Furthermore, the cursive style script, depicted in this scroll titled Four Anecdotes from the Life of Wang Xizhi, became the foundations of the informal calligraphic styles of those how succeeded him. One of the four anecdotes from the â€Å"Life of Wang Xizhi† tells the story of a time when Xizhi, a ‘calligraphic’ sage, was extremely fond of the [graceful appearance of] geese. In Shanyin there was a Daoist monk who had raised a flock of more than ten fine geese. One morning Wang decided to take a small boat and go there. He was delighted with the geese and wanted to buy them, but the monk refused to sell. Wang tried in vain to persuade him. Finally, the monk told Wang that he loved Daoist philosophy and had always wanted a transcription of Laozis Daodejing with its commentary by Heshanggong. He had already prepared the silk, but no one was qualified to write it. He asked if Wang would condescend to transcribe two chapters each from the Dao and De sections, for which he would give Wang the whole flock. Wang stayed for half a day to write out the chapters, then he caged the geese and returned home. (Citation) In many ways, this story possesses many aspects of traditional Daoist philosophies. Firstly, the events and interactions between the Monk and Xizhi is highly reflective of the ‘interdependence’ between beings. Furthermore, the fact that the Monk refuse to trade his geese through monetary means underlines Daoist de-emphasis of material objects, especially something as superficial as money. Rather, the Monk was willing to give up his geese for an implementation Xizhi’s skill and mastery of calligraphy. In a way, this reveals belief that an individual should play the role of what he or she was ‘meant’. In other words, the Monk’s offer of his geese for calligraphy mirrors some sort of a natural guidance for Xizhi to walk in accordance to the Way. In summary, the story told through the calligraphy of this scroll is highly relavent to the Daoist themes that were studied throughout the course. Object : Buddhist stele, Tang dynasty (618–906), ca. 700 Origins: China Material: Black limestone Size: H. 64 1/2 in. (163. 7 cm) This relic originates from the temple in the Xinxiang County in the central Chinese province of Henan. A stele is a stone or wooden slab, generally taller than it is wide, erected for funerals or commemorative purposes, most usually decorated with the names and titles of the deceased or living — inscribed, carved in relief or painted onto the slab. In this case, the Buddhist stele is made of black limestone and is curved to give the outline of the figure of Guanyin. In this stele, we see many of the symbolism commonly studied in the Chinese Buddhism. Firstly, the graceful of stance the pair of bodhisattvas implicates a noble yet welcoming gesture which is reflective of the characters theor sage-hood. Secondly, judging by the small objects inscribed on the crown – a figure of the Buddha – they represent Guanyin (Avalokiteshvara), one of the principal bodhisattvas associated with the Pure Land cult. Despite the damages accumulated over time, the gentle S-shape swing of the bodhisattvas bodies gives an essence of individuality to each of the figures. The Western Pure Land sect, derived from the teachings of the Buddha Amitabha, was the sect that attracted the largest number of followers. As we have discussed in class, this was most likely due to the motivation that salvation awaits each and every devotee in a paradise situated in the western realm of Buddhist cosmology. The ability of Buddhism to discuss subjects like the afterlife was one of the largest sources of its popularity. This black limestone stele is one of the best examples of Buddhist devotional art in the Tang period of Chinese history. Object: Central watchtower, architectural model, Eastern Han dynasty (25–220), 1st–early 3rd century Origin: China Material: Earthenware with green lead glaze Size: H. 41 in. (104. 1 cm) The Han dynasty (206 B. C. –220 A. D. ) is deemed to be one of the most important and inflectional dynasties in pre-modern China due to it lasting effects in imperial structure and formation of a national consciousness. Chinese people, until today, still refer to themselves as ‘Han Chinese†. Furthermore, the architecture styles that were established during the Han period layed the ground works for the architecture of the eras to follow. Han architecture was a grand improvement to the architecture of those that precede them; it includes vast palatial complexes, towered gateways, and city walls were built as symbols of power and prestige as well as for defense. This model art piece embodies many of the essential features of Han architecture: the overhanging tiles supported by the roof, the four sided style infrastructure and the stacking effect. In many ways, this specific model, less a few details, is reminiscent of the temple building the class visited for the lecture on Buddhism. In relation to our studies, a great variety of these architectural models were used in the decoration of the tomb in the Han era to show the status of the person being buried. Object: Spouted ritual wine vessel (guang), Shang dynasty, early Anyang period (ca. 1300–1050 b. c. ), 13th century b. c. Origin: Possibly Anyang, Henan Province, China Material: Bronze Size: W. 13 in. (33 cm) This artifact, a bronze casted vessel, dates back to the late Shang era (ca. 1300–1050 B. C. ). The shape of the wine vessel is said to be loosely based on a figure of a bird; this is identifiable through the hooked beak feature and glaring eyes effect from the face on view. As we have studied, the Shang people had many beliefs about the spiritual world. This vessel is believed to have been used to pour wine and other beverages in ceremonies involving Shang ruler and their ancestors and supernatural forces. Other feature on the vessel includes coiled serpents emerging from the wings, roaring tiger-dragons prowling along the sides, horned bird that serves as a handle. This existence an artifact of this age gives us insights into the superior technology of casting in ancient China. The complicated multilayered designs are unparalleled by other cultures of the time. It is believed that the technique used for this the bronze casting is through a ceramic mold and the usage of an interior clay core. Motel bronze is then poured into filled the empty space between the intricate design and the core. Once the clay core was emptied out, the result is the astonishing bronzed vessel with complex designed as described. Again, such artifacts can be used to validate the hypotheses and speculations about the technologies and lifestyle during an ancient civilization like the Shang.

Homelessness Policies in the UK and Their Effects

Homelessness Policies in the UK and Their Effects Introduction The issue of homelessness and poverty in general are alwaswill always be on the forefront of national legislation. Although there have been recent claims from as far back as 2005 that homelessness is in slow decline within the United Kingdom, statistics do not necessarily support these claims. This specific policy analysis will seek to address several foundational questions on the issue of homelessness within the United Kingdom. The focus of this analysis will be to assess the current homelessness situation within the United Kingdom, detail past and present policies and their impact upon the homelessness problem and propose possible solutions to these problems. The key questions that will be answered include: How many homeless are their in the United Kingdom? What are current and past policy decisions within this arena? What are the impact of these policies and their implementation? What proposed remedies are there to the homelessness situation? Background Statistics on the reality of the homelessness situation within the United Kingdom is extremely difficult to assess. The transient nature of the homeless population makes them difficult to track especially with the number of people who sleep in living rooms, squatters, and other times of temporary accommodations. Current the most accurate statistics on homelessness comes from the 1996 Housing Act, which defines â€Å"statutory homelessness† or people who apply for homelessness assistance with local authorities and who fit under the current legislative definition of homelessness. Between 2005 and 2006, there has been 193,690 households who have applied for assistance under the Housing Act. From that population only 139,760 were found to be â€Å"legally† homeless under the statutory definition (Housing and the Homeless, 2005). The same study found that 93,910 households were under temporary assistance by June of 2006. From statutory homelessness statistics, many politicia ns have argued that homelessness as an institutional problem is declining. Although these statements are supported by statistics, the reality is that much of homelessness is hidden and unaccounted for. First, there is a large segment of the homeless population who are â€Å"rough sleeping†, this can be loosely defined as individuals who are sleeping in public areas and out of doors. Rough sleepers are extremely difficult to track and through last official counts numbers at 502 in London alone (Homelessness, 2005). Another method of tracking homelessness is through supported accommodations, specifically within hostels. The majority of hostels accept the homeless, current figures place supported accommodations at under 47,000 household units (Homelessness Pages, 2006). The most difficult of all of these categories to track are the â€Å"hidden homeless†. The majority of these homeless individuals who do not show up in official figures, either because they have never appl ied for housing before, do not qualify under legal definitions, families that find temporary solutions for this problem, or squatters. The level of hidden homelessness is especially troubling because the inability to accurately measure their number prevents the government from promoting legislation to meet this social problem. The New Policy Institute conducted research on this issue in 2003. They estimated that there are currently anywhere between 310,000 and 380,000 hidden homeless people within the United Kingdom. Current legislation on homelessness can be accounted for in the Housing Act of 1996 and the Homelessness Act of 2002, both of which attempts to deal with the homelessness. The Housing Act of 1996 was the first official recognition of the homelessness problem. It went as far as to provide a legal â€Å"statutory† definition of homelessness and provided specific agendas for housing allocation among the homeless, placing the responsibility of housing assistance upon local authorities. This policy was a major step to recognizing the problem, however it is was extremely ineffective in its intended purpose. As the above statistics indicate, the majority of the homelessness cannot be easily tracked and do not formally submit requests for governmental aid. AT the same time, many homeless were not eligible under the Housing Act and thus were left unaccounted for. National statistics showed that the homeless problem was declining, by the late 1990s, however, the reality of the situation was that the majority of the homeless were merely left unreported. To confront the new challenges posed by the Housing Act, the Homelessness Act of 2002 was passed. The Homelessness Act has been hailed as a sweeping reform of homelessness and a long term implementation of solutions for this problem. It’s focus has been on placing emphasis on local authorities to review homelessness within their localities, local implementation and review of strategies, and reforms within the framework of how councils themselves allocate housing. Several key changes to the Homeless Act was that it broadened both the definition of homelessness since the Housing Act, and also broadened the responsibilities of local authorities as well. The definition was extended to including those over the age of sixteen, rough sleeping, as well as a formal attempt to find families under temporary housing arrangements. Although this policy has much broader application and resources, it still is an insufficient response to the current state of homelessness. Currently local authorities lack integration with national level agencies to respond to the problems of homelessness, t he lack of coordination on a national level with local agencies causes â€Å"red-tape† delays that often allow homeless families to be left without aid. Another key area is that this policy lacks support provisions, local authorities do not necessarily have the capacities to assess circumstances and implement an operational strategy to provide temporary and permanently housing for those in need. Finally, the Housing Act does not provide a full implementation methodology for solving local area homelessness because they lack the resources and working knowledge to tackle this problem. Findings Current understanding of homelessness is limited because of the inability of government agencies to account for all homeless populations. Large number of unidentified and unaccounted for homelessness within the UK Policies within this arena are not specific enough to deal with the current crisis There is a need for bi-lateral and multi-agency cooperation for progressive problem solving Local support and operations services are lacking because of resource and knowledge limitations Preventive measures are not fully implementable, the root problem of homelessness are not being dealt with Conclusion The only way to provide for definitive solutions for the homelessness crisis to extend our current understanding of the limits of the homelessness problem. Data collection and definitional analysis of homelessness is severely lacking and progress needs to be made at a local level. While certain policy provisions have been enacted to help this problem, the reality is that the Homelessness Act of 2002 have done little to curb the core problems of homelessness. There are many other policy considerations: Provide provisions for mult-agency collaboration to provide for a support network between national and local authorities. Create comprehensive support system for local authorities to operationally provide temporary housing and assistance to those in need. Create a preventive taskforce to understand core of homelessness within local communities and to operationally eliminate these problems. References Policy and information. Homeless Link. 25 July 2007 http://www.homeless.org.uk/policyandinfo>. Homelessness Act Implementation. Homelessness Act 2002. 25 July 2007  http://www.homelessnessact.org.uk/index.cfm?message=Please%20register%20as%20a%20member%20to%20access%20this%20page%20or%20contact%20Shelter%20for%20more%20information%2EfrmLinkpage=%2FReviews%2Findex%2D7%2Df0%2Ecfm>. Housing and Homelessness. Homelessness Pages. 25 July 2007 http://www.homelesspages.org.uk/faqs/..%5Cprods%5Cproducts.asp?prid=218>. Homelessness Act 2002 Homelessness Pages. 25 July 2007 http://www.homelesspages.org.uk/faqs/..%5Cprods%5Cproducts.asp?prid=218>. Local authorities and the homelessness act. Shelter. 25 July 2007 http://england.shelter.org.uk/policy/policy-960.cfm>.

Conflict in the play A Rising in the Sun by Lorraine Hansberry Essay

Conflict in the play A Rising in the Sun by Lorraine Hansberry In "A Rising in the Sun" (Lorraine Hansberry) we find three main conflicts within the play. These conflicts are interrelated and emerge mainly from one primer issue – Racism. In this essay, I will highlight these three conflicts and explain their connection. First, I will explain the conflict of family. Second, I will explain the conflict of money. Third, I will explain the conflict of racism and how the first two could be seen as a "by-product" of it. Lena (Mama) recalls her late husband words. Family was the most important thing for Lena and him. However, there are conflicts around this issue which could be seen through three generations. First, present generation Vs past. For example, Walter Lee blames his failure in life partly on his mother's "lack of support". The conflict appears since the only person who could be blamed for the situation is Walter Lee himself. Second, present generation Vs present. For example, Beneatha and Walter Lee fight over the check and its utilization. The conflict appea... Conflict in the play A Rising in the Sun by Lorraine Hansberry Essay Conflict in the play A Rising in the Sun by Lorraine Hansberry In "A Rising in the Sun" (Lorraine Hansberry) we find three main conflicts within the play. These conflicts are interrelated and emerge mainly from one primer issue – Racism. In this essay, I will highlight these three conflicts and explain their connection. First, I will explain the conflict of family. Second, I will explain the conflict of money. Third, I will explain the conflict of racism and how the first two could be seen as a "by-product" of it. Lena (Mama) recalls her late husband words. Family was the most important thing for Lena and him. However, there are conflicts around this issue which could be seen through three generations. First, present generation Vs past. For example, Walter Lee blames his failure in life partly on his mother's "lack of support". The conflict appears since the only person who could be blamed for the situation is Walter Lee himself. Second, present generation Vs present. For example, Beneatha and Walter Lee fight over the check and its utilization. The conflict appea...

Moral Theories :: essays research papers

Moral Theories A.  Ã‚  Ã‚  Ã‚  Ã‚  Morality comes from God. Therefore, moral behavior is that behavior that conforms to the will of God. Immoral behavior defies the will of God. The will of God is correctly interpreted by the Church. Rating: 6. I was feeling this one, until the last sentence. There are so many denominations, and the reason is that they disagree with one another. Many religions interpret what the will of God is differently, not to mention incorrectly. I do believe that a big part of morality comes from God. B.  Ã‚  Ã‚  Ã‚  Ã‚  Do unto others as you would have them do unto you. Rating:1! Ahhh, the Golden Rule-you gotta love it. I suppose the only problem is like the example in the book of the African tribe that eats their dead, if I died there, they would eat me because they would want to be eaten. Very tricky. C.  Ã‚  Ã‚  Ã‚  Ã‚  Be whatever you are; do whatever you want to do—just as long as you don’t hurt anybody. Rating:7. This sounds to me like humanism, although I’m not sure anymore if I know what that is. If this were something we lived our lives around, then it doesn’t sound like there would be many people helping out others, just themselves. D.  Ã‚  Ã‚  Ã‚  Ã‚  The end justifies the means. An action is â€Å"right† if it ultimately produces largely beneficial effects, â€Å"wrong† if it produces harmful effects. Rating: 2. I like this one, and I say it quite often (I’m not sure if that is good or bad). Someone used the example of war, and I agree with that. E.  Ã‚  Ã‚  Ã‚  Ã‚  There is no universal morality. Moral values come from the laws and norms of the society. Therefore, what is morally right in one society could be morally wrong in another. Rating 4. Doesn’t the answer to this one really decide if you are an objectivist or realist? My husband and I argued this one, and he is a strong objectivist. I am caught in the middle because I don’t understand how you can truly impose your beliefs on people that have no idea what we consider to be right. What if people tried to do that to us? F.  Ã‚  Ã‚  Ã‚  Ã‚  People never act immorally deliberately. When a person acts immorally, it is because he or she has a mistaken notion of what is truly good. Immoral behavior is ignorance or stupidity, not wickedness. Rating 9. Whoa, do I disagree with this one. I do believe many people do wrong things because of ignorance, but there are many people who do things wrong and they do it knowing that it is wrong.