Problem Solving Simulation free essay sample

Assignment:Â  Problem-Solving Simulation How did you interpret the problem? When I was interpreting the problem I was trying to look at the whole picture. When in all reality I should have been breaking down the problem into sections so I could concentrate on the issue at hand. I will have to admit that shook my head allot over this because it was hard to look outside the box, as one might want to say. The goal was to get all three animals to the other side of the river without any of them being harmed by one of the other animals. The cat would eat the mouse if left alone, or the dog and the cat would fight if left alone. The strange part was the mouse and the dog could not be left on the other side of the bank either. What strategy did you use and how did you evaluate your progress? The strategy I took was that to find most common problem between the three animals. We will write a custom essay sample on Problem Solving Simulation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I was evaluating the possibilities of getting them all three over the river it was overwhelming at first. I was able to attain that the main problem was the cat. The cat did not get along with the dog, nor did it get along with the mouse. The only obvious thing to do was to get the cat across the river first. This way the dog and the mouse were safe on the other bank. My problem was once I got the cat across the river and came back for one of the other animals I soon realized that either one I took next would cause a problem with the cat. Did you encounter any obstacles while solving the problem? I was upset that I could not get my mind to look outside the box. There had to be a reasonable solution to this problem. A few obstacles were encountered along the way while I was trying to solve this mystery. I would take the cat over first which was fine, because the dog and mouse was okay while on the original side of the river. As soon as I would take over one of the other animals with the cat all heck broke loose due to the cat not getting along with either the dog or the mouse. I knew there had to be an easier answer to this problem. After thinking carefully, I took the dog over first then the cat and mouse fought and then when I took the mouse over first then the dog and cat fought. It almost seemed impossible. Were you aware of this thought process as you worked through the problem? Then after careful consideration and the knowledge I had that the cat had to be the instigator in all this fighting I knew for sure that the cat had to go first. After reading the assigned reading to this issue I knew the answer was outside the box. I will admit that I even placed this task to my mom just to see if she would be as stumped as I was. Now as a recap; I knew the cat was the bad guy in this scenario, so the problem was how would I get the other two over there safely? Then it came to my mom and me! Wow what a revelation it was. Yes the cat was the mean one, and could not be left alone. So, you had to send the cat over first and return raft for another animal. Once you had the other animal over to the bank you had to put the cat back onto the raft and leave him alone on the first bank. This gave you the time you needed to get the other animal over to the other side. So in all reality the cat was the first one to cross over to the other side and the last one to be left on the first side. I do have to say this was a mind stretcher of an activity. I do enjoy trying to figure things like this out. It may take me a while but it is awesome when you do figure it out, at that point you knew you looked outside the box and found your answer.

Health, Safety Environmental Management. The WritePass Journal

Health, Safety Environmental Management. 1.0 INTRODUCTION: Health, Safety Environmental Management. 1.0 INTRODUCTION:1.1 SCOPE OF THE REPORT:2.0 EMS AND ECO CAMPUS:2.1.0 TYPES OF EMS:2.1.1 ISO 14001:2.1.2 ECO- MANAGEMENT AUDIT SCHEME (EMAS):2.1.3 IEMA – Acorn Scheme:2.2.0 ECO- CAMPUS AND HOW IT RELATES TO EMS:2.2.1 THE AWARD WINNING CRITERIA:3.0 POSITIVE AND NEGATIVE ASPECTS OF THE SYSTEM:4.0 EVIDENCE OF BRONZE AND SILVER MEDALS5.0 STEPS TO ACHIEVE THE GOLD MEDAL1. Resources, Roles and Responsibilities2. Competence and Training  Ã‚   3. Communication4. Documentation/Control of documents5. Operational Control6. Emergency Preparedness and Response 6.0 CONCLUSION: 7.0 REFERENCES:Related 1.0 INTRODUCTION: We are living in an era described as an environmentally conscious age, where every deed acted by humans in terms of development, the effect is being weighed in relation to our environment. Consequently this has prompted a substantial number of environmental regulations being endorsed to hold business organizations more accountable for their environmental responsibilities. These policies tend to focus on tackling such problems from the source, with the knowledge of how certain insignificant decisions taken by such organizations can have a detrimental effect on the environment as a whole. (Darnall et al 2008). One of the strategies adopted by these organisations was to introduce a tool known as Environmental Management System (EMS) that can be used to achieve a high degree of environmental protection within the context of sustainable development. (Bansal and Bagner.2002). This tool was first developed by the British Standards Institute (BSI) identified as BS7750 published in 1992. By 1994 the European Commission published another management tool known as Eco-Management and Audit Scheme (EMAS). According to Bansal and Bagner after an increasing demand for improved environmental performance by the United Nations, the International Organization for Standardization (ISO) was mandated to create an internationally recognised environmental management system called ISO 14001 which is being used up to date. Over the years EMS has been seen as part of a policy frame work for establishing any type of organisation from Schools, hospitals to even shops. However, within the years researchers are beginning to question the authenticity of EMSs since organisations claim to have one, when infact they make no attempt to reduce their environmental damage. â€Å"In instances where EMSs enhances an organization’s environmental performance, critics argue that improvements are likely to occur within the organization’s operational boundaries rather than being extended throughout the supply chain.† (Darnall et al 2008). Despite these emerging misconceptions EMS has been effective in reducing environmental impacts within and outside the organisations especially as fines and penalties are being enforced on non compliance of organisations by the regulatory bodies. 1.1 SCOPE OF THE REPORT: This report will focus on EMS and how it relates to Eco campus, a tool established by Glasgow Caledonian University to regulate its environmental impacts. Furthermore, it will look at the positive and negative aspects of adopting an EMS, and the evidences of bronze and silver medals won by the GCU through implementation of eco campus and the steps towards achieving a Gold medal. 2.0 EMS AND ECO CAMPUS: According to Coglianese and Nash an EMS can be described as a set of in-house policies, reviews, plans and functioning actions affecting the entire organization and its relationships with the natural environment. They went on further to say even though the specific institutional description of EMSs differ across organizations, all EMSs entail setting up an environmental policy or plan which goes through internal evaluations of the organization’s environmental impacts including computation of those impacts and how they have changed over time, creating quantifiable goals to reduce those environmental impacts, providing resources and training workers, checking implementation progress through systematic auditing to ensure that goals are being reached, correcting deviations from goal attainment and undergoing management review. Absolute incessant improvements are done on the model, which are anticipated to help organizations insert environmental practices deep within their operatio nal frameworks so that protecting the natural environment becomes a fundamental component of their overall business strategy (Shireman, 2003). Environmental management systems function under the Shewart and Deming cycle of continual improvement which can be actualized by a step by step procedure. . It is repetitive and based on the PLAN – DO – CHECK – ACT system. First of all, a re-evaluation of the institution is done and a plan is set out on how the review made can be improved. Next is to develop how to execute the plan and once the system has been implemented, it is verified frequently to see if it is performing successfully. Finally, any suggestions for improvements are implemented. The cycle then begins again so that the system is repeatedly improved and refined to have room for future changes. (ecocampus.co.uk). The figure below illustrates the process further. Source: www.ecocampus.co.uk    2.1.0 TYPES OF EMS: Presently there are quite a few recognizable standards in Environmental Management Systems, but most the recognised and certified are the: ISO 14001: 2004 International Standard for Environmental Management. Eco – Management Audit Scheme (EMAS). IEMA – Acorn Scheme. (www.iema.net) 2.1.1 ISO 14001: ISO14001 objective is necessitating an organisation to implement an Environmental Policy within the organisation fully supported by the top management, and outlining the policies of the company, not only to the staff but to the public. The policy has to be in conformity with Environmental Legislations that may affect the organization and stressing a commitment to continuous improvement. Emphasis should also be placed on policy as this provides the direction for the remainder of the Management System. (Hillary 1999). Furthermore, ISO 14001 has grown at a very fast rate, and has gained acceptance as the â€Å"model T† among management systems perhaps not as a flashy or advanced as others, but prescriptive, reliable, affordable (in terms of cost and effort) and perhaps most importantly it gets you there. 2.1.2 ECO- MANAGEMENT AUDIT SCHEME (EMAS): The EU Eco Management and Audit Scheme recognized as EMAS is a voluntary market based instrument designed to inculcate better environmental performance from all types of organisations. EMAS has also been intended to completely be well-suited with international standard for environmental management systems ISO 14001, but goes further in its requirements for performance improvement, employee involvement, legal compliance and communication with stakeholders. Uniquely EMAS requires organisations to produce an independently verified report about their performances. (www.iema.net) 2.1.3 IEMA – Acorn Scheme: It has been mentioned by the Institute of Environmental Management and Assessment (IEMA) that Acorn Scheme is an officially accepted EMS standard suggested by the government, which offers a suitable step by step approach to environmental management using the British Standard BS8555. IEMA also described the scheme as a coherent practical tool that contains five stages of EMS implementation. Each stage is further subdivided into other individual stage profiles which match up to the schemes principle. 2.2.0 ECO- CAMPUS AND HOW IT RELATES TO EMS: Eco campus has been defined by the ecocampus website as both an environmental management system and an award scheme for the higher education sector. The scheme allows institutions to be acknowledged for adopting certain sustainable key issues. The main aim of the eco campus scheme is to encourage, reward and provide tools to assist institutions in moving towards environmental sustainability through good operational and management practices. The eco campus programme consist of four phases; Bronze, Silver, Gold, and Platinum. By working through these phases, the university will -:    Renew its current environmental performance and plan how it can be improved.    Develop procedures to implement the plan    Check actual progress    Ensure any recommendations for improvement and implement them. The Eco campus like the EMS, share the same objectives which is to inculcate, promote and integrate steps, ideas, plans that have less effect on the environment.   In terms of implementation Eco campus works in the same manner with the EMS which is the application of the four key steps â€Å"Plan- Do-Check-Act† and off course with the criteria of continual improvement. Basically an eco campus is a tool that helps institutions achieve sustainability through an EMS approach, the relationship being an eco campus is an EMS with a different name because it functions in an institutional organisation. The only difference between the two would be the award winning criteria your institution tends to gain by adopting eco campus, whereas EMS does not reward implementation especially in that manner (bronze, silver, gold and platinum). 2.2.1 THE AWARD WINNING CRITERIA: The eco campus award criterion is based on the PLAN – DO – CHECK – ACT system and these four stages are awarded sequentially by the four medals assigned by the scheme. Bronze (planning), Silver (implementing), Gold (operating) and Platinum (checking and correct). The bronze phase basically complements the â€Å"planning† and this has to do with how devoted the senior management are towards attaining a sustainable institution. Environmental awareness, training, baseline environmental reviews and drafting an environmental policy are the main key elements of the bronze phase. An institution must be able to show these four basic commitments before they can be certified a bronze worthy. The Silver however is referred to as â€Å"implementing† and it requires the execution of the elements highlighted in the policy. It`s key elements include: legal and other requirements, significant environmental aspects, objectives, targets, programmes, and environmental policy. The gold is recognised as â€Å"operating† and consist of resources, roles and responsibilities; competence, training and awareness; communication; documentation and control of documents; operational control; emergency preparedness and response. Finally the platinum which is the checking correcting requires monitoring, measurement of the success so far followed by the evaluation of compliance in terms of abiding by the restrictions placed the non conformity, correctiveness, and preventive action. Furthermore control of records is required, internal auditing and finally the management review.(GCU Envirocampus, 2007) 3.0 POSITIVE AND NEGATIVE ASPECTS OF THE SYSTEM: According to Glasgow Caledonian University/sustainability website EMS has the following beneficial qualities: assists in obtaining a licence to operate and complying with legal and other requirements such as planning consents; improves relationships with regulators; helps to prevent enforcement or civil actions; reduces hidden costs associated with legal action (including substantial draw on management time); avoids fines and damages awarded from legal action through criminal or civil courts improves operational and process efficiency; reduces operating costs and resource use thereby increasing profitability; reduces outlay on waste disposal; gives the institution a long-term sustainable future; develops relationships with stakeholders by satisfying investors’ lenders’ and insurers’ environmental performance requirements; helps to obtain insurance at a reasonable cost; enhances the internal and external image of the institution, making it more marketable; helps attract and retain quality staff and students; Reduces pollution and improves the environment. And EMS has the following drawbacks: requires human and financial resources; takes time to convince people that it is worthwhile; requires good communication and training; can be time-consuming to implement and maintain From the above mentioned list, it clearly signifies how the advantages of an EMS overshadow the disadvantages, and for an effective and organised improvement of an institution’s environmental activities, it is most recommended.       4.0 EVIDENCE OF BRONZE AND SILVER MEDALS According to the GCU/Sustainability website on June the 12th 2009 Glasgow Caledonian University received a bronze medal. It was presented by the eco campus Director, Dr Peter Redfern of Nottingham Trent University to Jim McQueen who received it on behalf of Glasgow Caledonian University eco campus team during workshop number 5 at Bournemouth University on the 1st of July 2009. It was on a time scale of 2 and 3 month and it covered the â€Å"planning stage†. It had an upfront cost of  £9000 for purchase of training tools. These tools are: web trainer tool, review tool, significance calculator tool and document control tool. The silver medal was later awarded on the 28th of April 2010 after successfully completing the â€Å"implementation stage†. The certificate was presented to Therese Fraser and Jim McQueen on May the 18th 2010 at Nottingham Trent University in correspondence to their Workshop 9 attendance. This was undoughtedly accomplished based on the commitments the staff and students of GCU had put in.   Presently, the institution focuses on programmes to reduce carbon dioxide emissions under the supervision of the university in areas such as administrative, accommodation, and leisure buildings. It also has in place a carbon management plan which was approved by the carbon trust on 30th April 2010. (gcu.ac.uk/sustainability). As part of their commitment towards creating a sustainable and carbon free campus, GCU has joined the carbon trust scheme in addition to the eco campus plan. Besides that, their commitment goes as far as reducing their adverse impacts on the environment under the mandate set up by the Scottish government which involves an action to reduce carbon dioxide emission and to the climate change Bill 2007, commitments has been made to reduce emissions nationally by 69% by 2050. The School is also committed to promote projects which enhance society’s management of waste through collaborating with an environmental body that utilizes landfill tax credits called SCORE. (gcu.ac.uk/sustainability). In terms of drafting an environmental policy under the bronze criteria GCU have been active in that department, a lot have been drafted but just to mention a few. The policies include: Incorporate recycling initiatives within our waste management review, increase recycling by 5% year on year. Develop the use of recycled materials and increase recycling initiatives. Prevent pollution by reducing emissions and discharges. Reduce the negative impacts associated with our travel by 4% in this year while developing partnerships with travel groups. Reduction in water by 10% over the next 2 years by increasing automatic metering. As mentioned in the policy document, it is underpinned by the values of the University and is subject to annual review by the Executive Board which is also another criteria for award attainment (environmental reviews) together with â€Å"implementation† of these plans which is the silver stage.   The university achieved this through its collaborative effort between the EMS manager and certain specialists in each area of GCU. They reviewed aspects like electricity which has severe negative impacts especially as it is produced by burning fossil fuels. (gcu.ac.uk/sustainability). Regarding the issue of awareness, trainings workshops, GCU has achieved a lot in that area quite a number of awareness weeks trainings have taken place like its carbon footprint programme that was held on Environment day May the 5th. Other awareness campaigns followed such as facilities management department held an Environmental Energy awareness day on Thursday November 1st 2007.   Amongst them the most successful one that took place was the Energy awareness day of September the 19th 2006. It was estimated that over 1,000 staffs and students passed through the exhibition. 5.0 STEPS TO ACHIEVE THE GOLD MEDAL The Gold phase of the eco campus covers â€Å"operating† as mentioned earlier and is depended upon the institutions commitment. Operating consists of the following:-    Resources, roles, responsibilities and authority;    Competence, training and awareness    Communication    Documentation    Control of documents    Operational control    Emergency preparedness and response. (eco campus Audit criteria 2005-2008) 1. Resources, Roles and Responsibilities The university will have to provide evidence of appropriate resources put in place in order to implement the environmental management system. Roles and responsibilities should be allocated to member staffs and students; this will enable the institution to finalise the outline management structure. 2. Competence and Training  Ã‚   All training records shall be collated, recorded and stored. Assessment shall also be made on the competency of persons whose work may have a significant impact on the environment. Both staff and students especially those that are part of the eco campus team should have adequate training to ensure they understand the environmental issues relating to the institution and their roles and responsibilities for implementing the environmental management system. The same Training should also be done to any new persons joining the team and all training should be recorded and updated. 3. Communication Procedures must be adopted for documenting and responding to environmental communication received from within and outside the institution. This can be achieved through presentations, briefings, lectures etc and key environmental impacts and relevant legal issues should be communicated to team members. Also, roles and responsibilities should be communicated to all relevant persons in order to meet the commitments made in the environmental policy and objectives and targets 4. Documentation/Control of documents The institution shall develop an EMS manual describing how the EMS operates and cross referencing to relevant documentation. A procedure for controlling environmental management system documentation shall be established. This entails -documents shall be defined. i-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An authorised person shall approve system document prior to release and the date of approval shall be shown on the document. ii-  Ã‚  Ã‚  Ã‚  Ã‚   Record of changes made to documents shall be maintained. iii-  Ã‚  Ã‚   Responsibilities, authorities and processes for disposing of absolute documents shall be defined. iv-  Ã‚  Ã‚   An authorised person shall approve system document prior to release and the date of approval shall be shown on the document. 5. Operational Control Having control over all operational activities is a vital role in achieving the Gold medal. This can be made possible by looking at the guide as follows:- A procedure should be developed to outline the management of operational control procedures; procedures that address significant aspects in line with objectives and targets should be developed. These procedures shall demonstrate how the institution controls those areas of its activities which could have an effect on the environment. 6. Emergency Preparedness and Response System to identify and respond to emergencies which could result in damage to the environment must be put in place. A schedule of emergency procedure test drill should be established, this will help to describe how the institution review and test emergency preparedness and response. Glasgow Caledonian University through some of its activities like being part of the carbon trust and the commitments to sustainability and creation of greener campus has already tackled some of the basic elements listed above. However, there is still more to be done to ensure the institution becomes a sustainable institution. Some key issues like waste management and creating awareness through campaigns still needs to be addressed. Most students are either not aware or refuse to comply with the waste management strategy. There seem to be a waste segregation and recycling that is going on but due to lack of awareness most of students do not know therefore, there is still much that has to be done in order to attain the Gold level and achieve a sustainable university. And a target for that should be the international students which GCU has quite a few, source segregation for example needs to be made aware especially during the first weeks of orientation about how it works and its import ance. Water management and electricity consumption is another issue that needs to be addressed, motion light sensors and water meters should be installed in hostels because that is where most of the consumption takes place. Students should be enlightened on the impacts of such actions and the need to develop a secure, safe and sustainable institution for learning. I also recommend placing parking ticket fee or stamps to parking spaces this will help reduce emissions from staff and students from coming with cars and at the same time make subsidies and promos on bus fares to school.    6.0 CONCLUSION: All institutional activities have an impact on the environment and there is need to review our mannerisms if we are committed in reducing the effects. This can best be achieved through the incorporation of an environmental management system which appears to be the most logical and effective way. The success of the systems without a dought takes a little while to be actualized but there are a lot of gains attached to it, such as the Eco campus award schemes, National Recognitions, an efficient structured management system and above all the Management of our Environment. And again the success as mentioned in the report requires the devotion of the People within the organisation. So it is about time Government Steps in and make EMS a more Standardize requirement for organizations especially schools where most of the daily activities occur in terms of resources usage.    7.0 REFERENCES: Caledonian Environmental Centre (CEC): 2007; implementing an environmental management system in Glasgow Caledonian University Coglianese, C. Nash J.2001. Regulating from the Inside team can Environmental Management system Achieve Policy Goals?   Washington: Resources for the future Press. Darnall, N. Henriques,I.   Sardosky, P.2008. Do Environmental Management systems Improve business Performance In an International Setting? Journal on International Management, 2008, 14, pp364-376 Eco campus Audit criteria 2005- 2008; Available on blackboard via health and safety assignment materials Ecocampus. (2010). Ecocampus [Online]Available at: ecocampus.co.uk/EMS.htm[ Accessed on 4 November 2010] GCU.(2010). Sustainability[Online] Available at : http// www.gcu.ac.uk/sustainability/susprochtml.[accessed 3 November 2010] Hillary, R. (1999). Evaluation of Study Reports on the Barriers, Opportunities and Drivers for Small and Medium Sized Enterprises in the Adoption of EMSs. London: Network for Environmental Management and Auditing. Paper submitted to UK Government. Department of Trade and Industry: Environment Directorate (5/10/99). Institute Of Environmental Management Assessment.[Online] Available on iema.net.[Accessed 3 November 2010]. Shireman W. 2003. A Measurement Guide to Productivity: 50 Powerful Tools to Grow your Triple Bottom Line. Asian Productivity Organization: Tokyo

The top 5 education jobs for 2018

The top 5 education jobs for 2018 â€Å"I should teach† is the common refrain of people everywhere who are fed up with their jobs at any given moment, but actually taking steps toward making that switch takes a lot more than temporary frustration. Whether you’re already on an educational career path, trying to decide what comes next, or you’re one of those career changers who has decided to go ahead and commit to that change, we have some insight into some of the top educational job prospects in the next year. 1. Instructional coordinator/designerInstructional designers, also known as instructional coordinators, are educational professionals who work more behind the scenes. They’re not necessarily in the classroom, but rather work with schools, school districts, teachers, and educational companies to develop and oversee educational curriculums and teaching standards. Their job may include training teachers, reviewing and recommending textbooks, creating materials that align with how studen ts learn, working with new technology to develop comprehensive learning materials or programs, and instituting standards across disciplines or schools.With the growing emphasis on curriculum standards and using technology in the classrooms, this is a field that is expected to grow faster than average over the next 10 years.What you’ll need: This is a pretty specialized field, and most instructional coordinators have a master’s degree, as well as past experience working as a teacher or a school administrator. Some states require that these coordinators have a license if they work in public schools, so be sure to confirm your own state’s requirements.What it pays: According to the U.S. Bureau of Labor Statistics (BLS), instructional coordinators make a median annual salary of $62,460 per year, or $30.03 per hour.2. High school teacherTeaching high school is not for the faint of heart. It requires a strong degree of familiarity with a subject and the ability to con nect with teenagers in an educationally meaningful way. But if you’re up to the task of dealing with the nation’s 16-year-olds, there’s always a huge demand for secondary school teachers.High school teachers typically have a specialty (like English, history, or math), and may teach different academic levels within that specialty. The job is heavy on classroom management, with a high volume of students, because the teacher may have a significant courseload. Most high schools keep regular hours (early morning until mid-afternoon), but teachers might also have to put time in during evenings and weekends to prepare for the days ahead. The good news is that you’ll likely have summers off.What you’ll need: A bachelor’s degree, preferably in the education field. All states also require that public high school teachers be licensed, so if you plan to teach in a public school be sure to understand what your own state’s requirements are for cert ification.What it pays: According to the BLS, high school teachers make a median annual salary of $58,030 per year.For more on how to snag teaching jobs:A Beginner’s Guide on How to Become a Teacher3. Elementary school teacherIf you’re interested in the classroom but are more interested in teaching a younger set of students, qualified elementary school teachers are also in high demand. Early childhood educators are responsible for the teaching and well-being of students ranging from kindergarten (or in some schools, pre-kindergarten) through fifth or sixth grade. They are often general specialists, and teach students a range of basic subjects like math, reading, writing, science, history/social studies to get them ready for the next grade. Because students are younger, there are often basic life skills taught as part of the classroom experience.What you’ll need: A bachelor’s degree in early childhood education. Each state also requires that public school teachers be licensed, so if you plan to teach in a public school make sure to understand what your own state’s requirements are for certification.  What it pays: According to the BLS, elementary school teachers make a median annual salary of $55,490 per year.For more on how to snag elementary school teaching jobs:How to Become a Kindergarten Teacher4. ParaprofessionalIf you’re interested in a career in education but don’t have an education-specific degree, becoming a paraprofessional can be a great first step. Paraprofessionals, sometimes called teacher’s aides, are educational professionals who assist teachers in the classroom. Duties may include teaching lessons, helping with classroom behavior management, taking attendance, monitoring students during activities, helping with grading, or working directly with students who need help. Paraprofessionals can be found in elementary schools, secondary schools, or daycare facilities.What you’ll need: A high school degree is usually the main educational requirement, but it helps to have completed some college courses or an Associate’s degree, particularly in education. Each state and school district has its own rules for paraprofessional certification, so you should see what your state requires. Many states and schools require that paraprofessionals take a standardized test to certify that these educators meet a minimum standard.  Ã‚  Ã‚   What it pays: According to the BLS, paraprofessionals make a median annual salary of $25,410 per year. This can vary based on experience, and whether the paraprofessional chooses to specialize in a particular teaching area (like special education).For more on how to snag paraprofessional jobs:How to Become a Paraprofessional5. STEM TeacherTeachers who specialize in the STEM field (Science, Technology, Engineering, and Mathematics) have a hugely bright future, as more and more school systems look to prepare students for an increasingly digital world. This is a specialty, usually taught on the high school level, where teachers prepare students for further study in engineering or the sciences. STEM teachers plan lessons, develop activities, integrate technology, and use current technology and science concepts in the classroom.What you’ll need: A bachelor’s degree in the sciences or engineering. You may also need a bachelor’s degree or higher in education, as well. Each state also requires that public school teachers be licensed, so if you plan to teach in a public school make sure to understand what your own state’s requirements are for certification.What it pays: According to the BLS, these specialized STEM teachers make a median annual salary of $107,490 per year.If you’re considering an educational career path, it’s hard to think of a field that can be more fulfilling. If you’ve thought it over and have decided to set your career path in (or near) the classroom, th ere are a number of paths you can take to take advantage of the current trends in education. Wherever you choose to go, a focus on technology will always bring you to the most promising opportunities in today’s teaching world. Good luck!

Skin Morbidity Essay Example | Topics and Well Written Essays - 500 words

Skin Morbidity - Essay Example Moreover, the cultural viewpoint should be used in the assessment and perception of skin disease because ethnic groups may differ in their views of the diseases. Most data on skin diseases in the general population come from Western subjects who have been diagnosed in hospitals. Self-reported cases on skin morbidity have shown that skin disease is related to overall poor health and low socioeconomic status. Thus, the goal of this research study was to determine the presence of ethnic differences in self-reported skin morbidity among adults of ethnic groups in a Norwegian urban community. The study design was cross-sectional, involving residents of Oslo County in Norway. A questionnaire was mailed to 40,888 individuals, of which 18,747 responded. The invitation to participate was based on the participant’s age, socio-demographic status, and country of birth. The questionnaires obtained information on socio-demographic factors and aspects of health and self-reported health conditions, which included details on health conditions. From their responses, participants were further grouped based on migration history, diet, language and religion. One hundred fifteen nationalities were represented in the sample and were classified according to their region of origin and income. Data were analyzed using the Statistical Package for Social Sciences. The sample population had an approximately uniform age and contained more females. Eighty-four percent of the sample was from Norway, with the rest coming from Western countries, Eastern Europe, East Asia, Middle East, India and Africa. In men, more reports of skin itch came from East Asians, while dry and sore skin was more common in those from Middle East and North Africa. Hair loss was the main complaint of Indian, Middle Eastern and North African males. In contrast, the women reported different skin problems. Pimples prevailed in Africans, and sweat in Eastern Europeans,

The Face of Battle Essay Example | Topics and Well Written Essays - 3000 words

The Face of Battle - Essay Example I’ve been through two wars and I know. I’ve seen cities and homes in ashes. I’ve seen thousands of men lying on the ground, their dead faces looking up at the skies. I tell you, war is Hell! General Sherman had seen war up close and his admonition rings horribly true, and bears the ring of truthfulness gained through his heart experiences. However, the knowledge of the actual experience of war that most people have gained is most likely through secondhand exposure by way of literature or newspaper accounts or military histories. In his book â€Å"The Face of Battle" John Keegan, a respected military historian and lecturer on war at the Royal military Academy at Sandhurst, attempts to put a human face upon the experience of war in ways perhaps never attempted before. The purpose of his book is to describe experience of war, the most extreme of all human experiences, for those who have not experienced it firsthand. Paradoxically, Keegan himself is strictly in an academic who has had no personal experience of war himself, but only knows it secondhand through readings and personal information gained from relatives. Keegan points out in the poignant and illuminating introduction to the books main thesis that the writing of history there has been a paucity of descriptions of war which can give to a reader any sort of realistic and visceral understanding of the process and all of its horrible mechanisms. In his overview of the worlds literature on war he shows that almost all writings on the subject can be pigeonholed into a number of distinct categories. They can either be described as poetic and imagistic, desiccated and academic, wholly inaccurate and useless for gaining understanding, vague and confusing, too temporal, local and subjective, and perhaps worst of all of a self-serving. For a prime example of the poetic and imagistic style of the war literature the author provides a spectacular example written by General Sir William Napier concerning a

Sexual orientation and the Environment Essay Example for Free

Sexual orientation and the Environment Essay Psychology in everyday life second edition is a great book with lots of great information. But I find myself disagreeing with you on chapter four Environment and Sexual Orientation. I think that environmental factors have a lot to do with sexual orientation. You asked four questions: is homosexuality linked with problems in a child’s relationship with parents, does homosexuality involve a fear or hatred of people of the other gender, is sexual origination linked with levels of sex hormones, and as children were many homosexuals victimized? I think that all of those things including your environment can be a deciding factor in your sexual orientation. Sexual orientation is an enduring sexual attraction towards members of either our own or other sex. I think your environment plays one of the biggest roles in your sexual ordination because your environment influences the thing that you do. As a child you’re very young and impressionable it’s just like monkey see, monkey do. Our parents affect our relationships because our parents are the first relationship we see and as a child everything we see our parents do we mimic. There for If we grow up around a same sex relationship and you are used to seeing that in your everyday situation that is what you are use to and you may feel like that’s the way you want to live your life. So from what you saw as a child made you choose to be in a same sex relationship. I also think that the kind of relationships that you have with your parents also affects our sexuality. The relationship with your parents is one of the most influence relationships that you have in your life so it can very much have a positive or a negative effect on you. For example you growing up having a bad relationship with your dad may leave the impression that all men are dogs. That may cause you to drift away from the opposite sex. A male could have a horrible relationship with his mother leaving a bad impression of woman causing him to have ell feelings towards women because he never experienced a good relationship with his mom. I think there are a lot of different factors in some one big attracted to the same sex. Also someone being victimize as a child can cause them to be homosexual I don’t think that is the cause for every on but I do think it played a factor in some peoples lifestyle choice. Would that be the cause for everyone no not at all but it would be for some. Like genetic influences for example, shared sexual orientation is higher among identical twins than among fraternal twins. There are also brain differences for example gay men’s hypothalamus reacts as do straight women’s to the smell of sex-related hormones. Also the mother’s immune system may play a role in the development of sexual orientation. Another interesting fact is that men who have older brothers are somewhat more likely to be gay about one third more likely for each additional older brother. Altered prenatal hormones exposure may lead to homosexuality in humans and other animals. Also right handed men with several older biological brothers are more likely to be gay, possibly due to a maternal immune system reaction. Homosexuality does appear to run in families homosexual men have more homosexual relatives on their mother’s side than on their father’s as you can see yes there are a lot of different things that can go into someone becoming gay. But my opinion that I think your environment plays the biggest role as it does for anyone else. Your environment shapes and moles you as a person. It might not be the deciding factor to what makes you gay, but I think it plays a big role. In the situation . So based on these findings I would have to disagree with you I very much do believe that your environment plays a huge role in your sexual orientation. I would like to think you for your time, and I think that chapter four has brought some very good insight and I have learned a lot. You made some very valet point’s thank you again for your insight.

Presidential Biography of Theodore Roosevelt :: American Presidents History Governmental Essays

Presidential Biography of Theodore Roosevelt Ascension To The White House As Governor of New York, Roosevelt would once againl stand on his own and distance himself from the political bosses and machines that got him elected. The head of the Republican machine, Thomas Platt, had misgivings about making Roosevelt governor of New York because of Roosevelt's total independence and his reform nature. But in the gubernatorial race of 1898, with the bad press the Republican Party was receiving, there seemed to be no one else who had a chance. Roosevelt was riding the crest of the wave of being a true war hero, and with Platt's help together they might keep the Democrats from winning the office. Platt in return for his help expected Roosevelt to let him make the appointments and carry the party line. Roosevelt had no intentions of being Platt's puppet, and as soon as he got in office the two would begin to battle. Roosevelt had to be careful, because to totally alienate Platt would cripple his chances to go any further politically or even threaten his chances to be reelected governor. Roosevelt made his point by declining to appoint Platt's first suggested appointee. After making his point, however, Roosevelt tried to work with the Republican boss to the extent of not abandoning his own principals. Platt for his part could not toss the war hero out on his ear in 1900, but at the same time, he wanted to find a way to gracefully get Roosevelt out of his hair. Platt's opportunity to get rid of Roosevelt came with the approach of the presidential election of 1900. McKinley was discretely looking for a new running mate to replace Hobart in the upcoming election. It was fairly obvious that the Democrats would choose William Jennings Bryan as their candidate of choice again, and McKinley would need a fiery speaking running mate to offset Bryan's oratory abilities. McKinley would simply sit back and look Presidential while his running mate would attack Bryan. Hobart was not a gifted orator, and this decision to replace him became all that much easier when he died just prior to the national Republican convention. Mark Hanna had run McKinley's campaign in 1896 and wanted nothing to do with Roosevelt in 1900. Platt on the other hand saw his opportunity to get rid of Roosevelt at the same time saving face in his own home state of New York.