Sphere Essay Research Paper SphereSPHERE is a free essay sample

Circle Essay, Research Paper Circle Circle is an incredible flighty and energizing novel. The transmutations between Introduction, Rising Action, Climax, and the Summary is about great. As the wire caught something the group puting the abroad message on the underside of the Pacific Ocean acknowledged they had an occupation for their were no wrecks on the outline. They told individual and this went up the corporate line of offer and in the blink of an eye the military found out that their was something on the underside of the sea and that they needed to investigate. The military set up a crew of individuals runing from a analyst to a mathematician. They brought in Norman Johnson to take the crew he was a therapist who had managed many, numerous fiascoes in his mature ages. He comes in and amenitiess onlookers who can # 8217 ; t spread with the sight and helps casualties and family individuals exchange with the loss of companions and family unit. Norman was called one twenty-four hours and told that their was an exigency and that they needed him to come in and work. He suspected that it was another plane thump. This guess of his was blasted when he was stacked onto a military chopper and took away. He flew over the dim blue Pacific sea and flew for what was hours however appeared to be yearss. A really long time of dim blue H2O was finished with a pinpoint of a boat that transformed into a full armada of naval force research vass. He knew with the goal that this was no normal plane crash. The introduction of the book is truly getting. You feel that this is just going to keep up structure and go prank. This sentiment of awe girdles with all through the introduction. As the lifting move begins to make off you just drop into a similar universe that Norman, Beth, and Harry, the three supporters, are populating in. You begin to encounter claustrophobic as your finding out about how limiting the home ground on the sea floor is. After the lifting activity gets venturing to every part of the # 8220 ; pack # 8221 ; as we will allude to them as will run into numerous troublesome occupations and take dangers. They struggle with the monstrous calamari close to the beggary of lifting activity. That was an occasion when something was making a beeline for the home ground and the couldn # 8217 ; t state what it was this thing was winging at the home ground when it halted and appeared to disappear. The accompanying brush wasn # 8217 ; t as simple got away from the thing came to up through an detached bring forth and with it # 8217 ; s huge oculus glanced in and followed the team of the home ground running roughly looking to escape him. They in the long run made sense of a way to help the home ground to some review against the calamari. The eeriest bit of the lifting activity is the point at which they went over to the boat to try to board the tremendous vast like vas. They show up at what they thought was the gateway point and found a kind of control board. At this point they had decided by size, structure, draw quality, and how thick the coral was covering it that it was that we, expecting universes, didn # 8217 ; t have the designing at this clasp to develop this vas, and that it has been their for a truly long clasp. Along these lines they confirmed that it must be remote to the planet. They opened what they thought was the control board and it was all in English. He pushed the # 8220 ; OPEN # 8221 ; button, a entryway opened, they strolled in, the entryway shut and Barnes pushed another catch and the room was pressurized. Next a light flickered # 8220 ; ADJUSTING ATMOSPHERE # 8221 ; . They strolled in and checked the air. It was good fitting to Beth # 8217 ; s preliminary so they individually circumspectly removed their veils and took in the cool chip air. The diminish transport appeared to be truly vacant and unagitated. They continued through the boat also, discovered numerous amazingly propelled figuring machines everyplace. They found safeguarded supplement in the kitchen nation and everything expected to drag out the life of a human. Beds, entertainment nations, supplement, everything. They travel to the boat commonly happening more and more things each clasp. At long last on one of the outings they discover the circle. This wad of deal has many spiked Grovess about. The mammoth space appeared to be non-penitratable. Again subsequent to doing army stumbles over to try to compute out how to open this item that appeared to be empty. After this finishing up trip that cultivated nil they set cameras environing the area. At last one twenty-four hours Harry vanished from the home ground. He was seen in about a charm strolling straight up to the area. Just as he got their the circle opened right up and he strolled in. He was in their for a few proceedingss, thus the area opened up, he exited, and exited as it shut. He got back everybody was asking him about how he got it to open and what it was comparable. He said that he could recover nil aside from fire creepy crawlies. Everybody, confused by this One dim while sitting at the processing machine they began having figure shapes on the processing machine screen that appeared to be appearing suddenly. The discovered that it couldn # 8217 ; t be from wherever yet the home ground or the boat that the space was on due to the speed of the transmittal. It was quick to the point that the separation among them and the surface was incredible to the point that it was difficult to coordinate a sign that quick without the conveying abroad message that was dormant. They in the end figured the codification at understood that it was a being that since their thoughts, knew all that they knew, yet had the word decision of a five twelvemonth old. They inevitably concluded that it was the sphe rhenium addressing them. They understood this since it only talked when Harry was in the room and Harry was in the space. Through the numerous yearss of addressing Jerry the circle their were numerous unforeseen calamities. Jerry was looking to give to them through other vivify creatures. Their were the tremendous calamari and the small calamari. The diminutive calamari came in 1000s. This was ordinary, yet what was so eldritch was that they didn # 8217 ; Ts have any bellies, encephalons, or generative assortment meats so they were for all intents and purposes unfit to populate under typical conditions. While Jerry was trying to pass on he thought he was making acceptable be that as it may, he was truly bursting separated the home ground chamber by chamber. It at long last drove beth crazy. She lined the underside of the sea, along the exchange, with explosives. She set the clock what's more, drew in it. At the point when she showed up back at the home ground Norman acknowledged what she had done and attempted to overrule the explosives. It was exorbitantly late. He confirmed that the solitary thing they could make was forsake the home ground and rescue themselves. He attempted to get Beth out of the home ground yet she would not travel, so he left completely in the small scale sub. He began his discourse design and on the way up understood that he couldn # 8217 ; Ts leave Beth and Harry to expire. He returned. After making the underside of the sea he moored the plane and attempted to open the incubate. It was bolted from the inside. He shouted at Beth through the radio expressing her to open the incubate yet she cannot. She had lost her head and didn # 8217 ; t cognize what she was accepting. All of Norman # 8217 ; s mature ages of being a botanist couldn # 8217 ; T help him she had snapped! He attempted the lids to the various chamber that were connected to the one Beth was in. They were bolted yet only so the entire in the divider the calamari had made in E chamber got Norman # 8217 ; s oculus. The jaggy entire would let him to enter the above water chamber yet that would non be protected, one socially awkward act also, his power per unit region suit would rip and he would expire. He understood, in spite of the fact that overwhelmed, he could gain in through the E chamber bring forth. He made his way through and now needed to ascertain out how to supercharge this chamber which was utilized as a kitchen. He opened the stove entryway and the under control air rose arranging an air pocket at the highest point of the roof. He so recollected that Barnes said that since they were take a taking in and populating on He they needed to cook with a blend of gas and O. He tore the range out of the way to happen two massive heavily clad battle vehicles checked # 8220 ; O2 # 8243 ; . He opened the valve of the principal reinforced battle vehicle to see the defensively covered battle vehicle thunder out with bubbles. The air was roll uping as one air pocket at the highest point of the room. The H2O degree started to fall. He opened the valve to the next shielded battle vehicle. The H2O started to drop all the more rapidly. Past his caput, past his shoulders, down to his abdomen, thus it eased back down and halted at his articulatio genuss. He ran to the power per unit region entryway taking to Beth. As he went into the room he state harry puting oblivious on the floor. He shook him about looking to wake him up. He so hurried to look to happen Beth. He was looking about the home ground. She had avoided him. Just as he was going to surrender he recognized her crouched in the corner behind a hindrance of channels keeping a Spear weapon. She disclosed to Norman he shouldn # 8217 ; T of returned for her and that it was exorbitantly late to rescue her. He moved in to try to overmaster her and take her from the home ground before it detonated and she pointed the lance firearm straight at him. Just as he was roughly to abandon Beth he thought where is Harry. Out of nowhere he saw Harry mousing up behind Beth with a bend in his manus. He took her unconscious. Norman hurried to procure the two dressed to go on t

PHILADELPHIA, HERE I COME! :: English Literature

PHILADELPHIA, HERE I COME! A youthful imminent man called Gar O 'Donnell is the inside purpose of the book 'Philadelphia Here I Come'. The activity happens the night previously and the morning of Gar's takeoff for Philadelphia. Gar lives in a little town in County Donegal called Ballybeg. Gar discovers his home life extremely exhausting and dull. All through the book Gar appears his sentiments about the town by what he says and does. Affirmative, and however for Aunt Lezzy and the finesse of God, you'd be there today around evening time, as well, watching the lights go out over the town, and hearing the front entryways being catapulted, and seeing the blinds being raised; and you stepping your feet to shield the deadness from spreading, not needing to return home, not yet for another while, needing to clutch the night albeit nothing can happen now, nothing at all㠢â‚ ¬Ã¢ ¦. This is one model were Gar shows his reasonable perspectives. The book was set in the 1960's, and right now Ireland was a ton unique in relation to it is today. There was a ton of Irish emigrating to closer nations to carry on with another life. One explanation behind this was on the grounds that the Irish economy was in a discouraged state. The individuals of Ballybeg were captives of schedule, and they had next to no to do in such a little network. Gar before long understands that he will always be unable to carry on with an energizing life in Ballybeg and before long perceives that he has no future in his home town. This prompts Gar choosing to move to Philadelphia, where he trusts life betterly affects his future. There are numerous reasons for Gar needing to leave Ballybeg. Gars life has been an enthusiastic time. Gars mother kicked the bucket not long after his introduction to the world, this was a gigantic vexed for him and his dad. To make things most noticeably terrible Gar's dad, S.B, does not continue ahead with his lone child, even realize Gar lives and works with him. They see each other consistently and still their correspondence levels are low. ''On the off chance that he needs to address me he realizes where to discover me! Be that as it may, I'm cursed in case I will address him first''. This is one case of were Gar gets so irritated he begins to take it out on poor Madge who is attempting to help. Gar doesn't intend to however it is he is so irritated at the satisfy of his life. They possibly impart when fundamental. Gar is leaving for Philadelphia in the first part of the day, and still his dad doesn't take this in to thought to offer him a passage well. PHILADELPHIA, HERE I COME! :: English Literature PHILADELPHIA, HERE I COME! A youthful imminent man called Gar O 'Donnell is the middle purpose of the book 'Philadelphia Here I Come'. The activity happens the night previously and the morning of Gar's flight for Philadelphia. Gar lives in a little town in County Donegal called Ballybeg. Gar discovers his home life exceptionally exhausting and redundant. All through the book Gar appears his emotions about the town by what he says and does. Affirmative, and however for Aunt Lezzy and the finesse of God, you'd be there today, as well, watching the lights go out over the town, and hearing the front entryways being blasted, and seeing the blinds being raised; and you stepping your feet to shield the deadness from spreading, not needing to return home, not yet for another while, needing to clutch the night albeit nothing can happen now, nothing at all㠢â‚ ¬Ã¢ ¦. This is one model were Gar shows his practical perspectives. The book was set in the 1960's, and as of now Ireland was a great deal not quite the same as it is today. There was a great deal of Irish emigrating to closer nations to carry on with another life. One purpose behind this was on the grounds that the Irish economy was in a discouraged state. The individuals of Ballybeg were captives of schedule, and they had next to no to do in such a little network. Gar before long understands that he will always be unable to carry on with an energizing life in Ballybeg and before long perceives that he has no future in his home town. This prompts Gar choosing to move to Philadelphia, where he trusts life betterly affects his future. There are numerous reasons for Gar needing to leave Ballybeg. Gars life has been a passionate time. Gars mother passed on soon after his introduction to the world, this was an immense vexed for him and his dad. To make things most noticeably awful Gar's dad, S.B, does not continue ahead with his solitary child, even realize Gar lives and works with him. They see each other consistently and still their correspondence levels are low. ''On the off chance that he needs to address me he realizes where to discover me! In any case, I'm accursed in case I will address him first''. This is one case of were Gar gets so irritated he begins to take it out on poor Madge who is attempting to help. Gar doesn't intend to however it is he is so irritated at the satisfy of his life. They possibly convey when fundamental. Gar is leaving for Philadelphia in the first part of the day, and still his dad doesn't take this in to thought to offer him a passage well.

How to Keep Your Top Talent from Churning

How to Keep Your Top Talent from Churning I work in an industry where “startup” is a daily word, everyone’s fantasies seem to involve a “unicorn”, and “office perks” are the currency. The resource we seek  is a team of efficient, dedicated, employees. But when so many startups focus on acquisition and the resource is limited, shouldn’t we focus more on reducing our top talent churn? Reducing Churn They say in growth, it’s easier to stop your already invested customers from leaving than to acquire new ones. Things are no different when it comes to HR. An existing employee has already seen enough value in your company to seek a job, is (hopefully) motivated enough to produce good work, and is invested in the product that you’re building together. This makes them a lot more likely to stay with you than the employee who is just learning about you, along with the other 50 tech companies looking to hire them. If you want to build a team of top tech talent, its better to invest in developing the talented  employees you already have in-house.  Here are 5 tips that will help you retain your top talent, based on what others say and on what we’ve discovered at our own company, MeisterLabs. 1. Find out what motivates your high performers The first step in retaining your high performers is finding out what motivates and engages them. This is not something that you should take for granted. Even if they seem happy and productive you might find out the truth when it’s already too late. Potentially when they’re handing you their resignation letter. That’s why it’s crucial you don’t skip your yearly (or even more often) evaluations and that you do them thoroughly. Asking your employees if they’re satisfied in their job isn’t enough. Instead, ask “What would cause you to take a job with another company tomorrow?” This query prompts people to share their underlying criteria for job satisfaction and to list which of those elements are missing. Surprisingly enough, we have never run a proper employee satisfaction questionnaire or discussion at MeisterLabs. But as they say, better late than never. We ran our questionnaire anonymously, but the general results gave us a much clearer view of what’s important for our employees, or as we like to call it in growth, their AHA! Moment. Product is king Somehow unsurprisingly, after the monetary factor, working on a meaningful product (one that they would use, believe in, etc.) ranked highest within our company. Your product is the most important thing to your customers, to your users, and to your employees. People want to work on something close to their heart and a product thats useful. 2. Focus on training and transforming your managers into coaches They say in HR that employees don’t quit jobs or companies, they quit managers. And we’ve confirmed this in our company when we saw in our questionnaire that “Knowledgeable managers and colleagues” came in very close after working on a meaningful product. Our team also rated constant feedback and recognition highly. It’s no surprise that people want to learn from each other, want to know they work with someone they can trust, and want to keep growing professionally. To help your managers be the kinds of leaders that people want to work hard for, transform them into coaches. “A manager shows someone how to do something, such as the day-to-day tasks for his job, and a coach goes a step further to help an individual realize his full potential and maximize positive outcomes,” says Clifton Harski, the director of training and national head coach at Fitwall. If you feel your team leaders arent providing this yet, its worth investing in managerial training. A good training course will help  your managerial team to better support their teams to grow, perform and stay in their roles. In short, theyre worth the investment. Team management made simple Discover MeisterTask Discover MeisterTask 3. Offer remote working options In our internal questionnaire, 50% of my colleagues rated remote working and flexible hours as very important requirements. And its not just internal.  Were asked a lot during job interviews whether we offer these kinds of working arrangements. Intuit also found that 79 percent of full-time workers want to work from home at least part of the time.   Luckily we already offer flexible hours, but the options for remote working are still limited.  In our industry, remote work is not so much a perk anymore  but is closer to becoming standard procedure. This has, of course, been facilitated by the many tools that help us to do so: Slack, UberConference, MeisterTask, GitHub, Dropbox, Harvest, just to name a few. To retain top talent, it’s important that you enable your team to work wherever they work best. If this means establishing procedures and tools for remote working, itll likely to be worth the effort. 4. Allow your top talent to fail In many top talent development programs and companies, one of the concerns of top executives is the possibility of derailment or the failure/underperformance of a candidate at the next level. Usually, when a promotion is planned or a top position opens up, promising employees are offered training assignments that provide very little risk of failure. But by being too cautious you risk never allowing emerging top talent to develop. True leadership and professional development take  place under conditions of real stress. We’ve become aware of this quite recently ourselves so amended our development process, creating the role of a feature owner. This puts responsibility in the hands of our developers as they have to go through all of the required steps. Writing specification documents; holding departmental design meetings; coordinating the development team; communicating with the QA team; its all down to them. Feature owners need to ensure that high-quality code is being produced and that their feature is delivered on time. It sounds like a lot and it has put considerable pressure on some of our developers. But with help from managers and colleagues, they’ve learned from their occasional failures and emerged with more knowledge and confidence. Assigning feature owners has helped us to identify management talent within our developer ranks. Weve also demonstrated that we trust our team and will recognize their good work, motivating them to keep it up. 5. Share your corporate  strategy with your high performers In the traditional working environment, meetings happened behind closed doors. Whispers were everywhere and employees lived in fear of being fired at any moment. I remember vividly my mother telling me about her workplace scare stories. Luckily for me, and hopefully everyone else working in a modern company, this is not the case anymore. Honesty and transparency  have become so much more important, not only to employees  but also to top management. Make sure you make these values part of your company culture too. High performers and potentials are acutely aware of your company’s health and are focused on the senior team’s strategy. The same way they want to work for knowledgeable managers, they also need to trust their top executives. With 90% of startups  reportedly  failing, you can’t blame them. There are many ways in which you can involve your high potentials in your company strategy. Some companies send out email updates detailing company performance and strategic shifts; some invite top performers to quarterly meetings; others even invite them to attend closed-door briefings on important strategic updates. Which path(s) you choose is up to you, as long as honesty and transparency are central to those decisions. Don’t wait for your top talent to start churning for you to create a company that everyone loves. Start by looking inside. Identify your high performers, and start creating a company culture that aligns their highest values with yours. Have any questions or tips of your own, on how to hold on to top talent? Wed love to hear from you in the comment section below. Team management made simple Discover MeisterTask Discover MeisterTask

Hate Has No Home Here - Free Essay Example

Sample details Pages: 7 Words: 2126 Downloads: 6 Date added: 2019/04/26 Category History Essay Level High school Tags: Holocaust Essay Did you like this example? Theres no place in civilized society for hate yet it exists and persists with a furor. Driving through my neighborhood, I still see a few signs that bear that infamous tagline that garnered countrywide acclaim during the 2016 presidential election; one in particular has a prominent location in a front window facing the street. When I see that sign I feel a little sad because its unfortunate that we need to be reminded not to hate. Don’t waste time! Our writers will create an original "Hate Has No Home Here" essay for you Create order What does it mean to hate someone and why does it appear to the norm? There no longer seems to be a middle ground, its either love and adoration or hate and injustice. People dont agree so they try and hurt each other or worse, kill. Its baffling that there is so much discontent due to ideological differences among certain people that the only perceivable way to resolve issues is with hateful rhetoric, discrimination and violence. Christianity is or was my religion. Many years ago, I checked off the box in the column of non-believers. Its okay, it feels right to me but my parents arent happy, although they keep it to themselves. Religion was forced down my throat during my childhood and I rebelled in every way I could think of and when I became old enough to start doing what I wanted, I stopped going and also stopped believing, or rather started trusting what Id already accepted: there was no God. Ive never said that out loud to my parents and I never will; that belongs to me. Despite my feelings toward the Christian religion I felt different when I attended Shir Ami synagogue in Newtown. Perhaps its because for me, it was new, different yet similar in ways to the Christian faith. Or maybe I welcomed it more because it was my decision, I went because I wanted to and hoped to learn something. Being there that evening, six days after the shooting at Tree of Life was a poignant moment for me. There were so many p eople there from different churches and different faiths just offering their support and I realized I would have been there even if it werent part of an assignment. The original reason I went that Friday night changed the minute I walked through the door and was greeted with Shabbat Shalom. I was a community member, grieving with fellow human beings about the tragedy of hate and how in a single instant, everything that matters in life can be changed forever. Everything about the service was lovely, the singing was beautiful, the accompanying band was energetic and stage-worthy, the Rabbi was gracious and welcoming, the regular members were helpful and friendly, and every single moment of the service from beginning to end was beautiful. Even in the face of insurmountable devastation and loss, the message delivered that night was one of hope. Hope to move forward, hope to rebuild the community, hope for a better future and most important, hope to forgive. During the sermon I reflected to myself about the historical hatred of Jewish people and the horror of the mass murder during WWII. How and why are peaceful people condemned on such a large scale? Adolf Hitler may have brought notoriety to the term anti-Semitism but he didnt invent the label or the idea. Hate toward those of Jewish faith dates back to ancient times, possibly even as far back as the inception of Jewish history. Jewish people wanted to retain their cultural identity and not succumb to pressure from conquering groups to convert to the dominant religion of the time. Theres strong evidence that Protestant reformist Martin Luther fostered a climate of anti-Semitism due to his initial call for acceptance and tolerance of Jews only to then reverse opinion when he saw they werent setting aside their Jewish ways and coming to Christ. His supporters will argue that his intolerance of them was theological and not based on race or ethnic standing. In 1543 he wrote a controversial book called On The Jews Their Lies where he charges Germans with the destruction of Jews. Fast-forward to 1941 where Nazi Germany fulfills that charge. It would appear that Martin Luther prophes ied the Holocaust or at the every least, laid the foundation for the propaganda that would propel a country to systematically exterminate human beings. While reading some of Luthers words in the book, he comes off as sort of jealous that the Jews regard themselves as the chosen people of God and that they descend from holy patriarchs and do nothing but boast about their place in the divine hierarchy. He talks about how God must endure them in their synagogues, with their prayers and songs and doctrines and how they come and stand before him (God) and plague him grievously (Luther, 9). He advises that their houses be razed and destroyed (Luther, 166). Luther seems bitter and suggests the Jewish people are being blasphemous and distorting the scripture or misinterpreting its meaning. This is interesting because Christianity emerged from Judaism, not the other way around. Jesus was a Rabbi first, his death and resurrection led to the belief that a new covenant had been forged with God and redemption was only possible through accepting him as Lord and savior. Its this disagreement over how to understand words in holy text that encompass both religions that has created such a riff in belief systems. By the time Hitler rose to power in 1930s Germany, Jewish people all over Medieval Europe had experienced discrimination and were forced to live in ghettos and in some countries, required to identify themselves as Jewish by wearing a yellow badge or a special hat. They were refused citizenship and other liberties including religious freedom. (History.com, Anti-Semitism 2018). In 1935 with the passing of the Nuremberg Laws, anti-Semitic practices and persecution of Jews became legal. The sad thing about these laws were they didnt take into account how an individual chose to identify, it proved their ancestry by determining how many Jewish grandparents they had and essentially if they had enough Jewish blood in their lineage, they were classified as Jewish. Even Jews that had converted to Christianity were no longer defined as such. Further steps were taken in efforts to render Jewish people helpless and destitute by taking away businesses and removing Jewish workers from companies, a process called Aryanizing (United States Holocaust Memorial Museum, The Nuremberg Race Laws.). Religiously, it didnt help that for hundreds of years, the Christian church taught people that it was the Jews that killed Jesus when in fact history will tell us it was the Romans. Jews were classified as a separate race and portrayed as weak and uncivilized. On a November night in 1938 violence against Jewish people swept across Germany, these bouts of rioting, violence and murder were called pogroms. Hundreds of synagogues and schools were burned, Jewish-owned business were pillaged and vandalized and dozens of Jews were massacred in an event that lasted two days and historically would be known as the Kristallnacht or The Night of Broken Glass symbolic of all the shattered glass during the riots. To make the tragedy even more unbearable, the Nazi government fined Jews the equivalent of $400,000,000 in U.S. dollars and forced them to clean up after the devastation and refusing to allow them insurance payments for damages to property. Following the pogroms, Jews are finally prohibited from all aspects of public life in Germany (United States Holocaust Memorial Museum, The Night of Broken Glass). The efforts to eradicate Jews from Germany had been going on for nearly a decade before the Final Solution came into existence. Jews were deported from countries all over Europe to extermination camps in occupied-Poland. During the invasion of the Soviet Union, mobile killing squads shot Jewish men, women and children, effectively extinguishing one million Jews from existence. Vans doubled as gas chambers and people were shuffled to killing centers where its estimated that approximately six million Jews were murdered. That number doesnt take into account others that perished as a result of Nazi regime. The Jewish Holocaust is considered the worst and most widely recognized acts of genocide in history. Anti-Semitism didnt commence with the Holocaust nor does it end there. There are still many incidents of racial discrimination against Jewish citizens all over the world, particularly in Western Europe. It affects more than just the intended races; it touches all the nearby residents, challenges beliefs about tolerance and puts democracies at risk. Islamic Extremism and Far-Right Extremism have legs in Anti-Semitic attacks on institutions and humans. Due to the ongoing conflict in Israel, the assumption by certain critics of the policies of the country believe it shouldnt even exist and that theyre nothing but a terrorist state and rally to delegitimize them as a country and a people. Holocaust deniers are Anti-Semitic because they refuse to accept that Jews can be victims of something so terrible. Governments have long steered clear of getting involved, which sends a message to society that the behavior is okay. Violence and discrimination is on the rise in the U.S., most recently a t the Tree of Life synagogue in Pittsburgh, PA but many other circumstances of hate against Jewish people have occurred at cemetaries, community centers and other Jewish locations. In the news back in October there was a prom photo circulating online of a group of male teenagers in Wisconsin giving what appears to be the Nazi salute. Its as if its become in vogue to be a racist. Intolerance in America and the world only seems to be getting worse or maybe its because the ways we hear about it are 24/7 via Twitter, Facebook, cable news and any other instant-gratification way of accessing the latest must know information. Its grip is strong and shows no sign of slowing down and with the current U.S. president stoking the fires at every turn, its no wonder people in certain groups have gained a new-found confidence to proudly wave the flag of bigotry. His refusal to denounce the white nationalist groups at the Unite the Right rally in Charleston, SC in August of 2017 stirred up significant controversy and inquiry into where his allegiances lie. Not only did he validate the state of white supremacy in this country, but he went so far as to say there was violence on both sides and that both parties were at fault. A woman named Heather Heyer was killed when a Nazi sympathizer deliberately drove his car into a group of counter protesters killing her and wounding doz ens more. Ironically, she almost didnt attend the rally due to warnings of danger but she changed her mind at the last minute because she wanted to take a stand against hate and intolerance. People must condemn these horrific actions and those that lead and govern need to denounce it as well, with a passion. Just like in Confucianism, members of society will look to their leader for guidance, acceptance and validation. There are many people out there that are vulnerable to hateful philosophies and are just waiting for the right person to give them the okay to behave as such. We, the people, have to change our hearts and our attitudes and come together to defend whats right. Were all humans first and if youre a believer then were all Gods children too. I enjoyed learning about Judaism, the beliefs are slightly different from Christianity but religious service is quite similar in structure. Everyone I met when I attended Shir Ami was welcoming, kind and hospitable, even those that werent members. A very nice woman sitting next to me from another synagogue offered some pointers in reading from the prayer book and I didnt even ask her for help. The rabbi was wonderful in his willingness to give a tour and answer as many questions as I had, knowing that congregants were across the hall also waiting to talk with him. He seemed genuinely pleased that I was there that night and invited me to return another time. The sanctuary was lovely, the Torah was amazing and I am so grateful I was able to see it up close. There was no hate there, nothing but love, respect and generosity. I knew more about the Jewish faith when I left that when I arrived and I feel lucky to have been part of their sacred moments. If we were all willing to step outside our own world and into someone elses with an open heart and open mind, we might learn that there is more that unites us than divides us and understanding that its the differences in each of us that can make societies stronger and progress us further into the future. Love and hope persist, always.

Juvenile Delinquency A Sociological Approach - 1408 Words

A juvenile delinquent is an individual under the age of eighteen years old who fails to abide by the law. When identifying the causes of juvenile delinquency society can slow down or prevent the behavior by using strategies. The quality of peers, family, parenting, community and school area can all be predictors of juvenile delinquency. Theories help us explain why juveniles are engaging in delinquent behavior and it is important to understand why because it helps us explain the motives for their actions. Reckless’s theory, Hirchi’s theory, labeling theory, and Agnew’s theory all seek to explain why delinquency happens mostly in the lower class societies. In the movie Boyz n The Hood by John Singleton there are many social factors that†¦show more content†¦The stronger the inner and outer control the more likely one is to conform to society’s norms. The Upper and middle classes usually have a good self-esteem compared to the lower class because t hey have stronger inner and outer containments. Therefore, the lower class has a weaker inner and outer containment that causes negative outcomes like low self-esteem, poor choices and delinquent behavior. For example, Doughboy from the movie â€Å"Boyz n The Hood† has no inner containment because he has no self-control, self-concept or internalization of social norms. He doesn’t have the ability to resist temptations because his low self-esteem was encouraged by his weak outer containment. He comes from a single family home and his mother talks him down, which caused him to have no hope for his future. He constantly reinforces the label of â€Å"good for nothing† that was given to him by his own mother. He has no love, support, encouragement or guidance to succeed in life. He lives in a poor neighborhood, has delinquent friends, he’s a high school drop out, he is not involved in no activities, sports or clubs therefore he lacks a person to look at as an example or to mentor him. Hirchi’s social bond theory describes the social bond that connects a person to the basic values and expected values of society. When the bond is weakened then people commit crime. This social bond is constructed in early childhood

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string(78) " including opening hours and contact details is available at: http://library\." n k m Module Study Guide Global Business Practice West London International Business School West London International Business School Global Business Practice Module Study Guide |Module Code |MS70069E | |Level |7 | |Credits |20 | AY2012-2013 Version No 01  © UWL 2012 Global Business Practice Module Study Guide Contents |Page No. | |Module Leader and Teaching Team Details | | | | | |Facts and figures | | | | |Section A Overview and Content | | |1 Welcome and Introduction to the Module |5 | |2 Administrative and Technical Support | | |3 Timetable/Venue/Rooms | | |4 Student Support and Guidance |6 | |5 Content of the Module |8 | |6 Aims of the Module | | |7 Learning Outcomes | | |8 Learning Resources |10 | | | | |Section B Assessment and Feedback | | |9 Assessment: General Information |11 | |10 Details of Assessment | | |11 Summative Assessment Grid |14 | |12 Statement on Plagiarism | | |13 Evaluation of the Module | | |14 Personal Development Plan (PDP) | | |15 Frequently Asked Questions (FAQ) | | | | | |Section C Module Programme | | |16 Guide to Learning Sessions |15 | | | | Module Leader and Teaching Team Details Module Leader |Roger Cook | |Field and School |Strategy, Marketing Supply Chain Management, | | |West London International Business School. | |Email |roger. We will write a custom essay sample on Sddw or any similar topic only for you Order Now cook@uwl. ac. uk | |Phone |0208-231-2470 | |Location |Paragon – Annex | Module Tutor |Alex Dalzell | |Field and School |Strategy, Marketing Supply Chain Management, | | |West London International Business School. | |Email |alex. dalzell@uwl. ac. uk | |Phone |0208-231-2130 | |Location |Paragon – Annex | Module Tutor |Jessie Ren | |Field and School |Strategy, Marketing Supply Chain Management, | | |West London International Business School. | |Email |jren@bournemouth. ac. uk | |Phone | | |Location | | Facts and Figures Module Code |MS70069E | |Level |7 | |Credits |20 | | | | |Total Guided Learning Hours |200 | |Consisting of: | | |Teaching Contact Hours |42 | |Guided Independent Study Hours |158 | | | | | | | |Assessment: | | |Percentage of final marks assessed by: | | | | | |Coursework |100% | | | | Section A Overview and Content Welcome and Introduction to the Module Welcome to this Level 7 module: Global Business Practice. This is a core compulsory module for all the Business and Management Masters programmes within the West London International Business School. The module examines the shifts occurring globally in production patterns, economic activity, and industry evolution. The changing contours of the global economic map reflect new trends in production, trade and FDI and increasing complexity in the global economy. Much of this change is technologically driven which particularly impacts on financial services and flows of capital. This drives the need for businesses to innovate in production, supply, distribution and marketing processes. Corporate architectures are also shifting and the module examines emerging transnational corporations, looking at why and how TNC’s develop and their relationship to the nation states in which they operate. The state’s role as competitor, collaborator, regulator and container is examined, together with the dynamics of the bargaining processes between the Nation State and the TNC. The module also develops an understanding of Governance issues and CSR for TNCs, and how issues of people, profit and planet interrelate. 2Administrative and Technical Support The administrators for the module are Jackie Forbes-Steers and Susan Broomfield. (TC375) 3. Timetable/Venue/Rooms Rooms as per Masters programme timetable. 4. Student Support and Guidance West London Online (Blackboard) All the key information you require to complete this module will be made available through West London Online (Blackboard). Please check the module site regularly for additional resources or information made available while the module is running. Updates or changes will be communicated to you via Blackboard announcements and/or email – so please also ensure that you check your student email account regularly. Help and support There are Help Pages at http://uwl. ac. uk/westlondononline – these provide guidance for all students in making use of the University’s online learning platforms. All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT Service Desk. You can do so by: †¢ Talking to staff in any IT Suite or Library Calling 0300 111 4895 (internal phone extension 4895) †¢ Emailing itservicedesk@uwl. ac. uk Learning Support Learning Support is free and available to all UWL students. Your first point of contact for any enquiry about support available for writing, maths, structuring essays, revision techniques, or any other support you require with academic skills is learning. support@uwl. ac. uk . You will also find online self-help and self-tests on academic writing, plagiarism, grammar and punctuation and time management. This is available at Study Support Online. Look for the link to Study Support Online when you log on to West London Online (Blackboard) http://online. uwl. ac. uk . The University also offers you the opportunity to test and improve your own academic skills at leisure, in your own time. This test is free and available for the duration of the course. It can be found on the Study Support Online community inside West London Online (Blackboard). Look for the link to Study Support Online when you log on at http://online. uwl. ac. uk One-Stop-Shop Students can benefit from a variety of support services during their studies. The One-Stop-Shop offers professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e. g. face to face, telephone, email, Skype. They aim to answer all your questions, or direct you to someone who you can talk to. They are located on Ground Floor, C Block, St. Mary’s Road, Ealing with a satellite service to Paragon and Reading, including drop-in sessions (these are advertised on each site). Opening hours:Monday to Thursday9. 00 to 5. 00pm Friday10. 00 to 5. 00pm For further information on each area go to: http://www. uwl. ac. uk/students/Support_for_students. jsp Email: onestopshop@uwl. ac. uk Telephone: 020 8231 2573 / 2991 / 2739 The University Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution. There are two physical libraries: †¢ The main campus Library in St Mary’s Road, which comprises of four floors †¢ The Health Library on the second floor of Paragon House †¢ There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Library. The Unique card is also the Library card, and borrowing rights are automatically set according to course and status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed. The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Reworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. Further information including opening hours and contact details is available at: http://library. You read "Sddw" in category "Papers" uwl. ac. uk/use/sites/opening_hours. html 5. Content of the Module 1. Global shift: Introduction to scope of the module Nature and scope of globalisation: Economic shifts, production patterns, and TNC activity. The role of information technology in economic transformation and product and process innovation. Geographies of technological innovation. 2. Complexity in the global economy Features, actors and characteristics. Unravelling complexity Global shift: Changing contours of global economic map: production, trade and FDI. 3. Transnational corporations Why and how TNC’s develop. Internal and external networks. Structural types. Global and multinational business models. 4. Role of the state State’s role as competitor, collaborator, regulator and container. Bargaining processes between the State and TNC’s. 5. Governance and CSR for TNC’s States, Institutions, and issues of Corporate Governance. TNC’s and CSR. Ethics in International Business 6. International Trade Theory Benefits of Trade Patterns of Trade. Instruments of trade Policy 7. Foreign Direct Investment Trends, directions, shifting ideologies 8. Regional Economic Integration The case for / against its development. Implications for international companies. 9. Global monetary system Functions of foreign exchange market. Functions of Global Capital Markets 10. Global logistics and international trade Logistics and international trade. Procurement and outsourcing. 11. Global food industry Food supply and production processes. Corporate strategies in the food industry. 12. Production and Supply Chain Strategies Lean production. Supply chain strategies Agile supply chains / mass customisation. 13. Global fashion industry Clothing supply and production processes. Corporate strategies in the clothing industry. 14. Global car industry Car supply and production processes. Corporate strategies in the car industry. 6. Aims of the Module 1. Highlight a range of pertinent issues appropriate to the understanding and analysis of global business developments and shifting economic activity and power. 2. Examine the role of supply chain management within the global economy as a whole. 3. Examine the role of TNC’s supply chain management within the growth of the global economy. 4. Highlight the importance of sustainability within global business models. 5. To explore issues relating to global institutional governance and corporate social responsibility and business ethics in the global economy. 7. Learning Outcomes 1. Critically evaluate key issues appropriate to the role and power of TNC’s. 2. Identify the main factors related to effective global supply chain management. 3. Conceptualise the role of sustainable business models in the global economy. 4. Debate the importance of CSR and ethics in international business. 5. Research the likely winners and losers in a shifting global business environment. 6. Critically evaluate key issues appropriate to global economic shifts. 8. Learning Resources Library Services (including e-resources) UWL’s Library Services offer the best possible learning environment, with one of the largest, electronic collections of resources in the higher education sector. We have invested heavily in updating our traditional library and computing facilities. They provide workstations offering full internet access. There is also an extensive collection of electronic databases covering virtually all subjects. The libraries hold a substantial stock of specialist books and journals, housed in a combination of open and private study areas. There is also a wireless network available for personal laptops within each library. Support staff at each library can help you get the most from the resources, and subject-specialist librarians can help with more detailed research queries. Self-issue machines for book loans in/out of service hours are available in Ealing and Brentford. UWL is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organizations allow access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. Student learning resources Essential Reading: †¢ Dicken,P (2009) Global Shift, London: Sage †¢ Hill,C. (2012) International Business: Competing in the Global Marketplace Maidenhead: McGraw Hill Other recommended texts (Relevant chapters will be used in the module for specific topics): †¢ Crane and Matten (2010) Business Ethics, Oxford De Wit and Meyer (2010) Strategy, an international perspective, C-Engage †¢ Mangan et al, (2011), Global Logistics Supply Chain Management, Wiley Other useful texts (these provide useful additional reading and plenty of examples): †¢ Christopher, Martin (2011), Logistics Supply Chain Manag ement, Prentice Hall †¢ Hargroves, K. C M. H. Smith (2006), The Natural Advantage of Nations London: Earthscan. †¢ Malin, C (2010), Corporate Governance, Oxford: OUP †¢ Tricker, (2012) Corporate Governance, Oxford: OUP †¢ Sandel, M. J (2009), Justice, London: Allen Layne. †¢ Singer, P (2002), One World, Melbourne: Text. †¢ Starkey, R R. Welford (2005), Business and Sustainable Development, Earthscan. Blackboard: The UWL e-learning platform contains all the module material including the module study guide, lecture slides, tutorial commentary and links to useful websites. Section B Assessment and Feedback 9. Assessment: General Information Assessment for the module consists of coursework weighted at 50% and a final assignment weighted at 50%. The pass mark for the module is 50%; in addition a minimum of 50% must be obtained in both pieces of assessment. 10. Details of Assessment Assessment 1 Briefing: 1. The purpose of the essay is to ascertain how companies may best be structured and organised to conduct international business activities 2. Your work should evidence a clear understanding of the respective nature and roles of TNC’s and Nation states and the tensions that exist in their respective powers, influence and operations. 3. You should display evidence of current debates and also consider the changing contours of global business practice in coming years. 4. You should also make reference to the role and influence of global institutions ( such as WTO and the World Bank ) and C. S. O’s. 5. Your work should evidence an understanding of Institutional Governance and C. S. R. 6. You will be marked on your argument and on the quality of supporting evidence and examples, not on your opinion which may be freely expressed, but should be justified in your discussion. Assessment 2 Briefing: 1. Your work should evidence a clear understanding of international trade and supply chain management in your chosen transnational company. You will need to consider: a. The procurement of raw materials / materials / components / sub-assemblies / services. b. An overview of the production/ service processes used by the transnational company should make reference to lean production/ service techniques. c. You will also need to describe the distribution of finished products to the market. 2. Your report should be supported by appendices giving a supply chain diagram(s) and a table giving key economic / financial data relating to the status of your chosen transnational companies international trade. 3. You will be marked on your understanding and analysis of the economic and supply chain strategies employed by your trans-national company and also by the use of models and concepts to illustrate economic and supply management issues. ASSESSMENT GRID |Organisation / Coherence and Clarity of | | | | | |Expression |25 |0 – 8 |9 – 17 |18 – 25 | |Introduction. | |Poorly organised as well as |Reasonable structure with some|Very good structure with a clear| |Clear and logical structure. |broadly illogical structure |consistent and logical |and logical structure as well as| |Presentation. | |with unjustifiable |conclusions. Presentation of |reasonably deduced conclusions. | |Relevant issues discussed. | |conclusions. |a reasonable standard. |Excellent presentation. | |Soundly based conclusions. | | |Comments clear enough though |Fluent commentary with excellent| |References and quality of academic | |Poor spelling and grammar as |there remains room for |spelling and use of grammar. | |literature. | |well as vague comments with |improvement | | |Clear, articulate and fluent expression. |little or no insight into the | | | |Accurate spelling and grammar. | |real issues. | | | | | | | | | |Content |25 |0 – 8 |9 – 17 |18 – 25 | |The contents must be relevant | |Incorrect application of |Reasonable application of |Very good application of | |Application of theory to practice. | |concepts and principles. |theoretical concepts. |concepts and principles. | | | | | | | | | | | | |Level of Analysis and Synthesis |25 |0 – 8 |9 – 17 |18 – 25 | |Clear, critical, incisive analysis and | |Largely a descriptive exercise|Some evidence of critical |Clear evidence of critical and | |comment well integrated and evaluated as | |with little or no meaningful |analysis with some evidence of|incisive analysis well | |appropriate. | |analysis. |evaluative and synthesised |integrated into the work as well| | | | |work. |as releva nt evaluation and | | | | | |synthesis. | | | | | | |Application of Methodology |25 |0 – 8 |9 – 17 |18 – 25 | |Choice of models and concepts to | |Largely inappropriate choice |Reasonable choice of models |Excellent selection of models | |illustrate economic and supply management| |of models and concepts. |and concepts for the most part|and concepts, clearly and | |issues. | | |though not always convincing |convincingly applied and | | | | |in application. |explained. | 11. Summative Assessment Grid |Type of assessment |Module learning |Word |Due date (week |Threshold |Pass |Weighting | | |outcomes |count or equivalent |no. | |Mark | | |Individual management |2,3,5,6 |2,000 |15 |35% |50% |50% | |report: TNC economic | | | | | | | |supply chain management | | | | | | | 12. Statement on Plagiarism Plagiarism is defined as the presentation by a student of work for assessment which is not his/her own, in the sense that all or part of the work has been copied fro m that of another person (whether published or not) without attribution, or the presentation of another’s work as if it were his/her own. Any student who knowingly permits another student to plagiarise his/her own work will also be regarded as having breached the General Regulations. Self-plagiarism can also occur if a student does not reference their own, previous, work. See also: Student Handbook Section 3. University Regulations and Student Code of Conduct For further advice on plagiarism go to the UWL website: http://www. uwl. ac. uk/students/current_students/Advice_to_students_on_plagiarism. jsp As detailed in Section 4 above, the Learning Support Team are available to help with any issues you may have with academic writing and referencing. 13. Evaluation of the Module The module will be evaluated on line by students. 14. Personal Development Plan (PDP) Not relevant to postgraduate students 15. Frequently Asked Questions (FAQ) This is a new module, any queries to be answered in seminars Section C Module Programme 16. Guide to Learning Sessions |Theme Number |1 | |Theme |Introduction | |Key concepts / issues |Overview of global business development: economics, | | |production patterns, CSR and TNCs. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapters 1, 4 | |Background Reading |Hill – Chapter 1 | | |De Wit Meyer – Chapter 10 | |Independent Study |Read in Hill: Starbucks( p. 36,7) | | |Healthcare (p. 2) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |2 | |Theme |Global Shift | |Key concepts / issues |Changing contours of global economic map: Features, actors | | |and complexity | |Delivery method |Lectu re/Tutorial. | |Formative assessment opportunities Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapter 2,3 | |Background Reading |De Wit Meyer – Chapter 1 | |Independent Study |Read in Hill:Indonesia (p:64) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |3 | |Theme |Transnational corporations | |Key concepts / issues |Why and how TNC’s develop. Internal and external networks. | | |Structural types. Global and multinational business models. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 5 | |Background Reading |Hill – Chapter 14 | | |De Wit Meyer – Chapter 10 | |Independent Study |Read in Hill:Microsoft (p. 484,Tata:615) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |4 | |Theme |Role of the state | |Key concepts / issues |State’s role as competitor, collaborator, regulator and | | |container. | | |Bargaining processes between the State and TNC’s. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 6 | |Background Reading |Dicken – Chapter 7 | |Independent Study |Read in Hill:Japan (p. 5) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |5 | |Theme |Governance and CSR for TNC’s | |Key concepts / issues |States and issues of Institutional Governance. TNC’s and | | |CSR. Ethics in International Business | |Del ivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to summative assessment |Final assessment. | |Essential Reading |Dicken – Chapters 15,16,17 | |Background Reading |Hill – Chapter 5 | |Independent Study |Read in Hill:Etch a Sketch (p. 72) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |6 | |Topic |International Trade Theory | |Key concepts / issues |Benefits, Trends, directions, political economy and | | |instruments of policy | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 6 | |Background Reading |Hill – Chapter 7 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |7 | |Theme |Foreign Direct Investment | |Key concepts / issues |Trends, types ,and theories | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 8 | |Background Reading |Hill – Chapter 15 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |8 | |Theme |Regional Economic Integration | |Key concepts / issues |Case for and against further integrations – implications | | |for TNC’s | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill â €“ Chapter 9 | |Background Reading |Dicken – Chapter 14 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |9 | |Theme |Global Monetary system | |Key concepts / issues |Functions of foreign exchange market | | |Functions of Global Capital Markets | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 10 | |Background Reading |Hill – Chapter 12 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |10 | |Theme |Global logistics | | |and international trade | |Key concepts / issues |Logistics and international trade. | | |Procurement and outsourcing. | |Delivery me thod |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Mangan – Chapters 1, 2, 3 | |Background Reading |Hill – Chapters 16, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |11 | |Topic |Global food industry | |Key concepts / issues |Food production processes. Corporate strategies – food | | |industries | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 9 | |Background Reading |Hill – Chapter 15, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutoria ls will be | | |available on Bb. | |Theme Number |12 | |Theme |Production and Supply | | |Chain Strategies | |Key concepts / issues |Lean production. Agile supply chains and mass | | |customisation. |Delivery method |Lecture/Tutorial. | |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Mangan – Chapter 4 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |13 | |Theme |Global fashion industry | |Key concepts / issues |Clothing supply and production processes. Corporate | | |strategies in the clothing industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Dicken – Chapter 10 | |Background Reading |Hill – Chapter 5, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |14 | |Theme |Global car industry | |Key concepts / issues |Car supply and production processes. | | |Corporate strategies in the car industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 11 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | ———————– Assessment task: †¢ Essay: ‘The Nation State is dead, long l ive the TNC’. Critically assess the changing relationships between TNC’s and nation states. Weighting: 50% Date/time/method of submission: Week 9 Word count or equivalent: 2,000 words Assessment criteria marking grid: see below. Timing of feedback: Week 12. Students will be given written feedback. There will also be verbal collective feedback for the whole group. Assessment task: †¢ An individual Management Report: Analysing how international trade and supply chain strategies are implemented, supported, delivered and developed in a chosen trans-national company agreed with your tutor. Weighting: 50% Date/time/method of submission: Week 15 Word count or equivalent: 2,000 words Assessment criteria marking grid: see below. Timing of feedback: After Module Assessment Board. There will be an opportunity for students to prepare for the re-sit assignment. How to cite Sddw, Papers

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This is because; there is a misconception of no difference existing between leading and managing. However, the managing process entails managing employees and ensuring that organizational tasks and policies are followed. One of the reasons why employees follow managers is simply because managers are the ones in charge of them. However, employees see leader in someone who is an example and serves as a source f motivation in the execution of organizational goals. This implies that managers in order to execute the leading function of management should understand what motivates the employees to perform better. The controlling function of management is perhaps one of the most challenging roles for managers in the context that managers monitor the performance of the firm and ensure that organizational goals and objectives are met. The reason why the task of controlling is very challenging is as a result of the fact that the outcome of organizational goals is somehow not under the control of the organization itself but rather dependent of the market forces. This calls for the need for constant review of organizational goals and how well the organization is performing towards the achievement of the same. An effective manager is able to involve the employees who further build trust and a sense of involvement among the employees. In earlier years, Chrysler Corp almost went to bankruptcy after the company was adversely affected by the ups and downs of the automotive market. One of the main reasons why the company was performing so poorly was because of bad management decisions with the company having a reputation of limiting product development and capital investments in the occurrence of sales slumps. This was contrary to other key players in the automotive industry who always tried to develop new products with an aim of increasing market competitiveness. However, the company has had remarkable changes in management process which has overseen the comeback of the company in the automotive industry as a force to reckon with. Corporate culture is one of the most influential components of the management success at the Chrysler industry and one the factors that determine market share and consumer satisfaction. Following the controversial federal bailout of Chrysler in the early 80s, the company was forced to undergo a significant downsizing which greatly affected the companys competitiveness in the automotive industry. However, the companys management team instituted management changes which played a considerably significant role in Chryslers comeback. This was inclusive of changes such as the establishments of vehicle platform teams, the adoption of a new corporate culture and organization. It was not until the near downfall of Chrysler that the management team realized the companys conventional and functional organization was not effective in the implementation of organizational goals. Most of the individual departments within the organization tended to operate as an independent fiefdom with each department having its own goals and objectives. This implies that whenever there was a big decision to be made; this decision had to be carried out by the presidents consent since every department had individual goals and objectives. However, the establishment of platform teams was one of the best management decisions that the company undertook. The previous situation was such that the employees were not satisfied regarding the criteria that the management team used to evaluate both individual and organizational performance. Coupled with the conflicting departmental goals and objectives, there was no way that the company would have been able to increase its market competitiven ess. The situation that existed at the time called for new measures and controls to ensure that the company survived the highly competitive automotive industry. The introduction of the platform teams acted in a manner that each platform was supposed to operate like a small company and produce a single category of vehicle. Each team was headed by a general manager and was provided with all the necessary resources to ensure the achievement of goals and objectives of the team. In other words, each platform team essentially controlled its own destiny. Essentially, the platform teams allowed the company to replace the previously conventional sequential engineering that greatly affected product development. Instead of different departments solving departmental problems individually, problems were rather solved by a team during all the stages of the product cycle form manufacturing to sales. The platform team strategy seems to have achieved its intended effects going by the fact that the latest version of Neon compact-car model took 31 months to bring to market while the current Dakota pickup truck made it in only 29 months Buy custom International Business essay

2017 2018 Full Review of Every ACT Test Date

2017 2018 Full Review of Every ACT Test Date SAT / ACT Prep Online Guides and Tips Choosing an ACT test date can be difficult because what works for one person won't necessarily work for someone else. Ultimately, whether a test date is good for you depends on how soon you want to start prepping,what your goal scores are, andwhether you have any obligations around that time. In this guide, we give you the pros and cons of all upcoming ACT test dates and explain which dates work well- as well as which ones don't work so well- for sophomores, juniors, and seniors. Feature image:Dafne Cholet/Flickr 2017 ACT Test Dates Autumn and early winter test dates are ideal for juniors taking the ACT for the first time, and for seniors taking the ACTone last time before college applications are due. However, sophomores should typically avoid these dates. September 9, 2017 Sophomores This ACT test date is far too early for sophomores. At this time, you won’t know many of the major concepts tested on the ACT. What's more, you probably won't have a concrete list of where you want to apply to college yet, so there’s no point in taking the ACT if you don't have a cleargoal scorebased on your schools. If you really want a head start on ACT prep, though, go ahead and start doing some light studying.You might want to buy a couple of prep books or work through somehigh-quality practice questions online. This lets you slowly familiarize yourself with the ACT without actually taking it. Juniors September is an ideal time for juniors to take their first ACT. Taking it early lets you get a feel for what's on the ACT and how it works, and gives you enough time to prepare for a retake in the spring or summer. Additionally, this date lets you prep entirely over the summer instead of during the school year, which is helpful if you think you'll have trouble squeezing in ACT prep when school is in session. Seniors This date is a good time for seniors to make a final attempt at the ACT, as it offers ample time for your scores to get to your schools, even if you’re applying early action or early decision. You'll also have the entire summer to prepare for the test. This is especially important for seniors since it means you won’t need to juggle ACT prep with college applications.As a result, you'll feel less overwhelmed and less anxious about everything you need to do. PSAT Test Date: October , 2017 It's important to keep this date in mind when choosing an ACT test date.Apractice test for the SAT (not the ACT), the PSATserves two primary purposes: To prepare sophomores and juniors for the SAT To recognize high-scoring juniors (top 1%) as National Merit Semifinalists Despite the fact the SAT and ACT are two different tests, they share many similarities in content and structure. Therefore, taking the PSAT could give you a clearer sense of what kind of content you’ll need to know to do well on the ACT. Don't be scared ... this next test date is right around Halloween! October 28, 2017 Sophomores This test date is still too early for sophomores.Most likely, you still won’t know where you’re applying to college and won't understand all of the concepts being tested.But if you’re really interested in getting an ACT test-taking experience, there are better options than taking the test this soon. One (free) option is to take a full-lengthACT practice test. Official tests are guaranteed to give you the most realistic practice possible. Another, and perhaps more level-appropriate, option is to take the PreACT. This test, which began in 2016and costs $12, is a practice ACT, similar to how the PSAT is a practice test for the SAT. Unlike the PSAT, though, the PreACT can be administered anytime from September to June; there is also no scholarship competition associated with it. Finally, you may want to consider taking the PSAT. As I mentioned earlier, this test is nearly identical to the SAT, so it’s not totally relevant to the ACT. But since the redesigned SAT and ACT are very similar now, taking the PSAT can offer you a broader sneak peek at how college admission tests work. Juniors If you missed the September date for your first ACT, this is another solid date for you to take it on.Like the September date, this date gives you plenty of time to prepare for a retake in spring or summer. If you’re taking the PSAT, however, opt for a different ACT test date. Studying for both tests at once will likely overwhelm and confuse you (especially since the PSAT is slightly different from the ACT), so go with one of the two instead of both. Seniors This is another solid choice for seniors. Most college application deadlines are around January 1, so an October test date offers plenty of time for your scores to get to schools.If you’re applying early action or early decision, this is the last date you can take the ACT and still get your scores to your schools in time. Because you’ll likely be busy preparing your college applications in October, I suggest aiming for the earlier September test date if possible. This way you won't have too many things to keep track of and can focus entirely on getting your applications together in October and November. December 9, 2017 Sophomores This test date, too, is a bit early for sophomores. That said, if you really want to know what the ACT is like, you’re welcome to flex your test-taking muscles and try it out. Just don’t put too much pressure on yourself to do extremely well on it. (Remember, you won't have learned everything that's on the ACT anyway!) What I recommend instead, though, is to continue working with practice questions and reviewing the various concepts tested on the ACT. Juniors This test date, though doable for juniors, can be a little trickier since it might overlap with finals. I would only opt for this test date if you missed the two dates in the fall and want to get your first ACT over with before springtime. Seniors For many schools, this is the last date you can take the ACT and still have your scores get to your schools in time.While it's too late for early action or early decision applicants, this test date should work fine for the majority of regular decision applicants. The biggest problem with this date is that it might overlap with finals, so make sure you’re balancing your prep time wisely. You don't want to overwork yourself by studying for too many tests at once! In addition, if you took the ACT in September but were unhappy with your scores, this date offers one last chance to try to raise them before your college application deadlines. If only we could actually jump to new years! 2018 ACT Test Dates Late winter, spring, and summer test dates are usually too late for seniors but should work well for juniors and high-achieving sophomores. February 10, 2018 This test date is not available in New York. Sophomores Again, this date is early for sophomores. If you’re really feeling ready to test the waters, though, go ahead and try the ACT.Just don’t put a lot of pressure on yourself to get a high score, especially on Math. If you're currently in Geometry, it's better to wait to take the ACT since you won't know the vast majority of concepts it tests. If you're in Algebra II, however, you'll know most concepts and could give it a shot if you really want to. (And if you're in Pre-Calculus or Trigonometry, you should definitely be fine!) Juniors If you took the ACT back in the fall and are getting ready to retake it, you could sign up for this date- but it’s probably better to hold off until spring. A spring test date ultimately gives you more time to study and hone your test-taking skills. Moreover, with an early February test date, you’ll most likely need to prep over winter break, which can be difficult to do if you're trying to juggle holidays and family time. Seniors This is the very last ACT date seniors can choose for regular decision deadlines. Unfortunately, not many schools accept February ACT scores (December is typically the last date you can take the test). If your school does accept February scores, however, this will be your final chance to get the scores you want and send them in. As with anything related to college applications, check your schools’ policies to see whether they accept February ACT scores before you signup for this date as a senior. April 14, 2018 Sophomores This date is the earliest I recommend sophomores take the ACT. At this point, you should be familiar with most concepts tested on the ACT, though there may still be some (particularly in math) you've yet to learn. By taking the ACT this early, you’ll get a sense of where you’re scoring and can then use the rest of spring, as well as the entire summer, to prepare for a retake in September or October your junior year. This puts you way ahead of the game! Juniors The April test date is a great time for juniors to take the ACT since it shouldn’t conflict with finals or most mid-terms. If you already took the ACT in the fall of your junior year, this is an ideal time to retake it and try to improve your score. On the other hand, if you haven’t taken the ACT at all yet, definitely take it by this date. This way you'll have the entire summer to prepare for a second attempt in the fall of your senior year. Seniors This date is too late for seniors.At this point, any scores you get on this ACT won't make it to your schools in time, so make sure you take the ACT in December (possibly February) or earlier. Would you rather go to the beach this summer or take the ACT? Before you say, "Go to the beach, duh!" just remember that you can't get a sunburn in a test center. Think about it. June 9, 2018 Sophomores This date is another date that could work well for sophomores looking to get a head start on the ACT.A June test date means you’ll get your scores by late June or early July and can then use the rest of your summer to prepare for a retake at the beginning of your junior year.At this rate, you might get all of your testing done before even starting your college applications- and that will definitely save you a headache later on! Unfortunately, the June date is likely to conflict with finals. So if you're already getting overwhelmed by those, it’s better to wait. Juniors Another solid option for juniors, the June test date allows you to get the ACT over with before summer vacation andwhen you're still in "learning mode" for school. As I mentioned before, though,this date might conflict with finals, so make sure you know your schedule ahead of time before registering for this date.Generally speaking, the April test date is a better option for juniors,as it is less likely to coincide with school tests and end-of-school-year events. July 14, 2018 This test date is not available in New York. Sophomores The July date is a solid time for sophomores (who are entering their junior year) to take the ACT and see where their strengths and weaknesses lie. The biggest benefit of this date is that you’ll have completed your sophomore year and therefore learned the bulk of what you’ll need to know for the ACT. Also, because this date is in the middle of summer, you won’t have to deal with homework or tests as you prep. Unfortunately, this also means you won’t get to have as carefree a summer as other people since you’ll be studying for the ACT- but, honestly, this might be worth it in the long run if you can avoid having to take the test your senior year! Scores from this test date come out around August, about a month before the September ACT. Since this doesn’t give you a lot of time to analyze your scores and prepare for a retake, it’s better to retake the ACT, at earliest, in October your junior year. Juniors This summer date offers a convenient opportunity to take the test when you have no school commitments or college applications to worry about. It's particularly convenient for juniors who want to avoid taking the ACT their senior year. Unfortunately, this means you’ll need to spend about half your summer studying for the exam. Still, it can be worth it if you feel you’ll get overwhelmed senior year due to college applications and awkward homecoming dances. It's time to push the big, fat "When" button- or, er, bubble? When Should You Take the ACT? Key Takeaways There are seven ACT test dates in the 2017-18 testing year. These are: September 9, 2017 October 28, 2017 December 9, 2017 February 10, 2018* April 14, 2018 June 9, 2018 July 14, 2018* *Not available in New York. ACT test dates are spread throughout year, from fall to summer, and offer multiple opportunities to take the ACT and get the score you want- especially if you’re a sophomore or junior. For sophomores, the best test dates are in April, June, and July. These dates ensure you’ve learned most of the exam's content and will have plenty of time to study and retake the test at the start of your junior year. Juniors have the most freedom and can take the ACT on any test date. Usually, we advise juniors to take their first ACT in the fall (September or October) and their second ACT in the spring (April or June). This gives you plenty of time between tests to focus on your weaknesses, study hard, and hopefully raise your score. Finally, seniors should stick to taking the ACT in September or October- possibly December. If you want to take the ACT one last time before your college applications are due, the two fall dates guarantee your scores will get to your schools in time, no matter whether you’re applying regular decision or early action/early decision.Though December is too late for early action, most regular decision applicants shouldn't have any trouble with the December test date. Ultimately, no matter when you decide to take the ACT, make sure you've got a solid study plan so that you'll know how much you need to prep and can carve out enough time for your studies! What’s Next? Want more help choosing an ACT test date?Check out our full guide to choosing to get tips on how to find the perfect test date for you. When should you register for the ACT?In our guide to ACT registration dates and deadlines, we give you all of the info you need, from deadlines to fees, to make the testing plans you want. Should you take the ACT more than once?There are many benefits of taking the ACT multiple times, the main one being that you can improve your score on a retake! Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Models of Instructional Design Essay Example | Topics and Well Written Essays - 1000 words

Models of Instructional Design - Essay Example The main models of instructional design are conceptualizing instructional design, a stimulus-response-reinforcement model and cognitive learning theory. Conceptualizing instructional design was developed by Gagne and Briggs during the 1970s. Thos theory incorporates cognitive theory popular during this period of time. Gagne and Briggs defined a set of requirements for instructional design systems, including that the system (a) must be designed for the individual, (b) should include immediate and long-range phases, (c) should substantially affect individual development, and (d) must be based on knowledge of how people learn (Gagn & Briggs, 1974). Their theory was based on a set of capabilities, or learning outcomes, that students would acquire through instruction. These outcomes were classified into five categories: verbal information, intellectual skills, cognitive strategies, motor skills, and attitude. The second theory of instructional design is based on behavior characteristics and behavior patterns. A stimulus-response-reinforcement model was developed during the 1960s and was based on behaviorist learning theories. Studies sought to determine the most effective means of implementing a stimulus-response-reinforcement model to ensure that the prescribed learning outcomes would be achieved. A major goal of research centered around a behaviorist task analysis and the development of behavioral objectives for learning (Tennyson, 1972 cited Jonassen et al 1989). The third theory selected for analysis was developed during 1980s and influenced by new concepts and investigations in the field of cognitive psychology. Tennyson and Rasch (1988) offered a theory of instructional design that directly attaches specific allocations of instructional time to desired educational objectives and goals. They prescribed an instructional design theory that links cognitive learning theory with appropriate instructional strategies. By allocating time across a range of objectives they blended the structured and discovery approaches. In the acquisition of knowledge both structured and discovery strategies are employed. Although their goal was improving employment of knowledge, they specified both group and individual situations to help learners elaborate and extend their individual knowledge bases and cognitive processes (Scandura & Scandura 1980). In contrast to two previous theories, cognitive learning theory explains mental processes and takes into account thinking and perception processes. In contrast to this theory the goals of the behavioral analysis were on identifying small, incremental tasks or subskills that the learner needed to acquire for successful completion of the instruction, designing specific objectives that would lead to the acquisition of those subskills, and sequencing subskill acquisition in the order that would most efficiently lead to successful learner outcomes (Scandura & Scandura 1980). Also important to researchers' investigations was the search for variables of individual differences. The goal from this perspective is the development of instructional programs that would enable the majority of students to achieve levels of performance that were predetermined in terms of behaviorally defined objectives (Jonassen et al 198

Studying Language Essay Example | Topics and Well Written Essays - 750 words

Studying Language - Essay Example In addition, social variations in the use of dialects exist, the linguistic levels to which these can be applied include vocabulary, idiomacity, grammar and pronunciation. In simple terms, this is the words used, the special meanings and forms they are used in, the way they are place within sentences and how they are spoken. How dialect, or its social variation 'sociolect' is used, depends on the situation a person is in elements of which are described as who, what and where, all of which will impact on the style of language usage. For example, people will often use what they describe as their 'posh' or 'telephone' voice when answering a call. So somebody from Northern Ireland, speaking in a 'casual style' of dialect, may greet a friend or acquaintance with adda boutcha(How are you), will change this to ow're ya doin- still dialectic, but in the 'careful' style when meeting someone new or who they consider superior. There is more attention paid to the use of speech, with the changes in vocabulary, idiom and pronunciation, bearing out the contention that situations influence how speech is monitored. In sociolinguistic terms, shared knowledge of a language by a sufficient number of people creates a dialect. As with many languages, dialects have their own peculiar sounding of words, particularly where vowe ls are concerned. An illustration which shows how this works comes from the East Yorkshire coast. Received pronunciation, or indeed other parts of Britain, will fully round out the vowel sounds in the words 'bonny bairn'. With the flattened vowel sounds of Hull and the East Coast, this becomes something like 'bernie bern' - which takes 2. the issue into the realms of the use of words in dialect. 'Bonny' could be 'beautiful' elsewhere, and of course 'bairn' is 'baby'. The Scots and Irish would sound the 'r', but it is virtually silent in the Hull example. Other examples of different lexical terms demonstrate dialectic differences where one part of the country talks about having dinner, another calls it supper. In American English, a lift becomes an elevator and the police station is the precinct, and so on. The precinct is where shopping takes place in large British cities, but the Americans go to the mall. So it can safely be said that everybody talks in a dialect of some sort, or at least incorporates linguistic elements of regional or social variations into verbal communication, true about all languages, worldwide. One amazing example of Ulster dialectic mystery concerns the sedum plant of the dark, ruby red flowered variety. In Northern Ireland, this is a 'Mullingar Heifer' and it is difficult to imagine what a nat ive of Bristol would make of it. Coupled with dialect, the regional accent is found, which may account for confusion as to differences in definition. Accent is defined (COD, p.6) as . Prominence given to syllable by stress or in some languages, by pitch[...]2. Individual, local or national mode of pronunciation;An accent refers to a more general pronunciation of English and (indeed other languages) and is not specifically applied to traditional dialect words. The different linguistic levels involved with accents are described as Segmental phonemic (units of significant sounds) and Suprasegmental stress, rhythm and intonation. Speaking with a regional accent determines a person's geographical origins,

Antimicrobial Activity of Coconut Water | Research Proposal

Antimicrobial Activity of Coconut Water | Research Proposal Urinary tract infection (UTI) is the common term for the heterogenous group of conditions in which there is growth of bacteria in the urinary tract.1 UTIs occur in 3-5% of girls and 1% of boys. After the first UTI, 60-80% of girls will develop a second UTI within 18 mo. In boys, most UTIs occur during the 1st yr of life. UTIs are much more common in uncircumcised boys. The prevalence of UTIs varies with age. During the 1st yr of life, the male : female ratio is 2.8-5.4 : 1. Beyond 1-2 yr, there is a striking female preponderance, with a male : female ratio of 1 : 10.2 According to the National Ambulatory Medical Care Survey and National Hospital Ambulatory Medical Care Survey, UTI accounted for nearly 7 million office visits and 1 million emergency department visits each year.3 UTIs are caused mainly by colonic bacteria. In females, 75-90% of all infections are caused by Escherichia coli, followed by Klebsiella spp. and Proteus spp. Some series report that in males older than 1 yr of age, Proteus is as common a cause as E. coli.2 UTI can cause significant morbidity if not properly identified and treated. Therefore early recognition and prompt treatment is important to prevent late sequelae, such as renal scarring, hypertension, and renal failure.4 Coconuts, which are native in our country, play an important role in the society. Not only do they provide shelter and livelihood for mankind but they are also the source of important physiologically functional components. Nowadays, coconut has been gaining too much popularity because of its potential antimicrobial benefits.5 Coconut water is incredibly healthy and one of the best drinks to hydrate the body. Besides helping to remove toxins from the body and aiding digestion, coconuts have amazing anti-viral, anti-fungal and anti-microbial properties that help to cure the disease.6 It contains high levels of lauric acid, a substance responsible for these properties.7 However, no study has been done to document or confirm its antimicrobial properties against UTI pathogens, thus, this study was conceptualized. Thus, it is the aim of this study to explore adjunctive treatment for urinary tract infection. REVIEW OF RELATED LITERATURE Lauric acid which is found in high quantity in Virgin coconut oil was proven to have antibacterial activity against various viruses, protozoal and bacterial pathogens. However, one study conducted here in Davao City dated September 2004 showed that commercially available virgin coconut oil has no antibacterial activity against the urinary tract pathogens, E. coli and K. pneumoniae.5 SIGNIFICANCE OF THE STUDY Urinary tract infection is a serious health problem affecting millions of people each year. It is treated with various antibacterial drugs which are readily available in the market. However due to the increasing cost of these drugs, many people cannot afford them and sort to self medication with natural remedies. The result of this study will aid the community on using an adjunctive medicine that is readily available for the treatment of one of the common diseases in children. OBJECTIVES General Objective: To determine the antibacterial activity of coconut water using the zone of inhibition on Escherichia coli, Klebsiella pneumoniae and Proteus mirabilis (most common causes of UTI). Specific Objectives: To determine the zone of inhibition of coconut water on E. coli, K. pneumoniae and P. mirabilis To determine which among the bacterial pathogens in UTI is the most sensitive to coconut water. DEFINITION OF TERMS Zone of inhibition this is the clear area formed around the filter paper disc after 24 hours incubation of the petri dishes. Control disc impregnated disc with Amikacin and Cotrimoxazole used as standards for comparing the zone of inhibitions of coconut water against common urinary tract pathogens. Coconut water is the clear liquid inside young coconuts METHODOLOGY The study will be conducted in a school microbiology laboratory wherein the preparations of the materials and the interpretation of the results will be done. The young coconut fruit will be freshly obtained from the tree and then the water will be separated from its pulp. The test organisms, E. coli, K. pneumoniae and P. mirabilis will be obtained from positive cultures isolated from urine cultures of both pediatric and adult patients. Sensitivity testing for each organism will be performed to determine the type of antibiotic that will be used as control for the study. The Mueller-Hinton Agar will be used as the medium for the susceptibility testing. The Schieler and Schull filter paper will be used to prepare 6mm disc using a puncher. The materials that will be used in the experiment proper will be sterilized in the autoclaved at 15psi for 15 minutes. After sterilization, the agar will be dispensed in the sterilized petri dishes with a depth of 5mm and allowed to solidify. Three trials with 9 cultures of each bacterial strain will be tested using the Kirby-Bauer Disc Diffusion Method. Each bacterial strain will be made into a broth suspension and streaked evenly onto the surface of the medium using a sterile cotton swab. The sterile filter paper disc will be dipped into the coconut water. The prepared discs will then be allowed to dry for 3-5 minutes after which, they will be on the agar using a sterile forceps and gently pressed down to ensure contact. For the control, commercially impregnated discs with Amikacin and Cotrimoxazole will be used. The plates will be incubated at 37oC for 24 hours and will be investigated for antibacterial activity using the zone of inhibition. The zones of inhibition will be determined in millimeters using a digital caliper. The measured zones of inhibition will be classified as follows: 0mm-6.99mm as negative, 7mm-12.99mm as weak, 13mm-19.99mm as moderate and >20mm as strong.