Rap And Violence Essays - African-American Culture,

Rap And Violence Since the late 1980's rap music has been called the Anti Christ in our culture, because of it's so-called influence in people's life. People swear up and down that the music is why people, specially the youth resort to violent crimes. I think by saying this they are trying to cover up the real truth by giving simple answers. Rap is defined as a style of popular music consisting of improvised rhymes performed to a rhythmic accompaniment. The first rap song was made in the late 70's, the songs were seven to eight minutes long and was mostly used in small clubs to dance to. It didn't really become popular until the early 80's. Over the years it has become mainstream music, everyone is listening to it. In the last four years rap made up 60% of music bought in stores in the United States. In 1989 a local group called N.W.A.(Niggaz Wit Attitudes) came from out of L.A. and changed rap, which was the start of Gangsta Rap. In their lyrics they talked about crime, street violence and killing. Once they were a huge hit, it caught on, and really that's when all this madness started. Everyone started rapping Gangsta style. More and more people started rapping about police brutality and killing people and with that crime rose to high levels. In my opinion it's not the artists or the record company's fault that crime rose. It's not their responsibility to look after every person who listens to their music. In all these years of rap though there are three people who took the most criticism from the public. Dr. Dre was one, after N.W.A. broke up he went on to do his own thing, and after he released "The Chronic" he became a star. He took rap to a higher level where it never been before and I think that scared a lot of people. He was rapping about drive by's, having sex with hundreds of women, drinking alcohol all day and so on. By this time the crime rate was sky high and a lot of people where looking for easy answers. It was mostly those few who just didn't like rap from the start that spoke out and tried to ban it. Most rappers loved the style Dr. Dre created, and so they tried to take the style and create something of their own. Along with Dr. Dre he helped a rising star Snoop Doggy Dog to become a big star by guest staring on his "The Chronic" album. Snoop released "Doggy Style" and it was a hit. His style similar to Dr. Dre made it a hit. It was his best-selling album to date. Congress tried every way they could to keep youth from listening to this music because they felt it was making them commit crimes. Snoop was charged not to long after his release for murder which he soon was found not guilty. They made a label for CD's and tapes that said "Parental Advisory Explicit Lyrics" which actually in my opinion didn't do too much. This way parents could be aware of the type of music their kids listen to and could choose if they would like to allow them to listen to it. If you sit down and think about it, when you buy a CD you by it because you want to listen to it, you don't really pay attention to that little label. Besides you see little kids no older then 11 walking around listening to Lil' Kim, Tupac, and all other rap artists cussing up a storm . . . what's with that? Why didn't the parents say anything about that, they have control over their children, yet critics and congress blame the rappers. The third man to take the most heat and who still continues to is Tupac Shakur. They say he was the best rapper alive and the most successful which I also believe is true. He has been in trouble with the law and public since his first album to even now after his death. He was arrested for numerous charges such as battery, attempted murder, and rape. In 1994 two 17-year-olds shot some police officers and said they did because they heard it in Tupac's music. Critics blamed him from the start with his to raunchy lyrics. Why blame him he didn't tell them to go shoot police officers? For the past three years, C. Delores Tucker has been talking and protesting rap lyrics

Resume of Max Webers Politics as a Vacation

Resume of Max Webers Politics as a Vacation Max Weber, the author of the essay under consideration, admits that the ethos of politics should be considered as a cause and tries to explain what calling politics may fulfil â€Å"quite independently of its goals within the total ethical economy of human conduct – which is, so to speak, the ethical locus where politics is at home.† (Weber, 117) Weber does not want to concentrate on politics only in order to present a worth material to his reader.Advertising We will write a custom essay sample on Resume of Max Weber’s Politics as a Vacation specifically for you for only $16.05 $11/page Learn More He analyses ethics and tries to unite it to politics by means of their distinctive features. One of the means, which are inherent to politics, is violence. It is crucially important for power to be backed up by any kind of violence in order to control, to set the necessary rules, and be effective from different perspectives. Revolutions and war s – this is what can provide the development of power through the whole world. People cannot present and prove their points of view without certain amount of violence. However, all those actions taken to win wars or revolutions should be analyzed from an ethical perspective. Only this way will help to achieve the necessary results properly, without extra sacrifices and even death. Weber is eager to answer rather different questions in his essay: what differs the rule of the worker’s council from the rule of some other person, who holds power; why the wars, which lead to status quo, are needed; what are the reasons of the revolutions, people have to participate in; what the consequences of all those actions are, and what kind of future our next generation will get. These and many other questions are posed by Weber in his work. To answer all these questions, Weber offers to take into consideration the standpoints of many people and decide what idea is more appropriate; t o become fee from falsification that surrounds us; and to use real life examples as the best evidences. People need to hear and analyze lots of cases in order to be completely sure about the decision made. This is why the author wants to present several ways to persuade the reader and present various arguments in his text. If he talks about politics in the work, it is possible that he considers men to be the vast majority of the readers. This is why the chosen by him example is good indeed. When a man prefer one woman to another, he does not want to find enough reasons to explain why; just simple phrases like she is not worth my love or something take place. This is why legitimacy means nothing for men in such cases, and this change does not correspond to any ethical principle. So, in order to be ethically proper and not to be put under a threat, it is better to find several legitimate reasons and present them. If such evidences take place in politics, the chosen way will be approve d.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order to defend his thesis, Weber’s decides to evaluate several spheres of this life: religious, politic, economic, and even family relations. When the reader observes the situation that is more or less familiar to him/her, it turns out to be more interesting and educative to comprehend the material and take into consideration the hints given. Politics is a thing that may take passion and perspective simultaneously. This is why human emotions and ethical norms should be analyzed to find the answer why and how politics is connected to ethics. And Weber presents a wonderful analysis, grounding on real life examples, personal experience, and already known facts. Weber, Max. Politics as a Vacation. June, 16, 2009. http://media.pfeiffer.edu/lridener/dss/Weber/polvoc.html

Decline of the Qing dynasty Essay Example | Topics and Well Written Essays - 750 words - 1

Decline of the Qing dynasty - Essay Example First theory is concerned with China ¡Ã‚ ¦s internal problems, including corruption, poverty and abuse of powers of the ruling class.† (34) But another sect of the historians argues that even though the Qing Dynasty was wearing out due to the heavy internal troubles, the western influences were at the center of these internal adversaries. Indeed the western influences were not the military interferences and threats to the dynasty in its concrete sense. Rather the western industrial revolution, rapid urbanization, growing individualism and the rapid changes and reorganizations of the socio-economic fields, as again Stanley says, â€Å"The theory supported by the Western World is that imperialism and introduction of western ideas in China ultimately caused the disintegration of Qing† (). Fairly in the early twentieth century Chinn’s socioeconomic and political cultures began to be influenced by the European Industrial Revolution. The pro-western influence school o f historians purports that even if there were no internal conflicts, the Qing Dynasty would have to respond to the demand of the age. But though the Dynasty took initiative to adapt itself with the new trend of the age by the â€Å"Hundred Days’ Reform† and â€Å"Late Qing Reform† in the late 19th Century and early 20th century, it was too late to recover from the loss of Opium War. The pro-western influence school of historians purports that even if there were no internal conflicts.

Sensitivity to climate change for two reptiles at the Mojave Assignment

Sensitivity to climate change for two reptiles at the Mojave - Assignment Example In order to realize a more predictable niche space he holds terrain and soil variables constant as he varies the climatic variables in a contrast of increasing temperature and decreasing level of precipitation. Recent research has underlined the need to do thorough climatic change predictions. These predictions will help in knowing and anticipating for the undesirable impact on the biodiversity. C. W Barrows uses this model and in an endeavour brings out some comparison and contrasts between these two species of reptiles. Though they inhabit the same niche, Gopherus agassizii and the common lizard Sauromalus ater present some differences in their elevations and their food dietary. For instance, Sauromalus ater thrive well between an elevation of o to 1830m and a diet which cuts across perennial plants. Their counterparts, Gopherus agassizii thrive well in elevations between o and 1120m. Despite these differences in elevations, there are similarities in their capabilities to live long, their ectothermal definitions and their perennial vegetarian diet. In a conclusive approach, the survival of these two species largely depends on their abilities to adapt to the changing climatic conditions. Under the guidance of the formulated objective to examine the eminent shifts in habitat for the two species of reptiles, Barrow tries to identify the behavioral and psychological changes adopted by this species as a result of the climate stress. Through these responses and some other mechanisms the reptiles manage to exhibit some differential survival within a certain refugium. C.W. Barrows adopts the following methods and materials in an endeavour to unveil the above mentioned mechanisms and responses. The study area is identified and confined to a 679,585 ha area that includes Joshua Tree National Park and a 10 km buffer that surrounds the Park’s boundary. He also successfully did the niche modeling using the Mahalanobis D2 statistical tool.

Medical school application essay statements Example | Topics and Well Written Essays - 250 words - 1

Medical school application statements - Essay Example My job was to advocate for the organization at government hearings to increase education-related funding for neighborhoods. I also volunteered as an advisor for one of its subgroups, Entre Nuestras Familias, which is geared towards educating high school students in sexual-education and unplanned pregnancy prevention. Finally, my thesis compelled extensive reading research under the supervision of Dr.Ptak of Harvard medical school. It was founded on existing research where I proposed an alternative medication to patients who underwent Mitral valve replacement by inhibiting harmful side effects. By labeling ferromagnetic nano-particles with medication such as anti-coagulants and injecting them in to the blood stream, the drugs can be isolated within the heart by magnetic targeting and drug levels can be maintained at low levels throughout the body.  My volunteer experiences provided me the opportunity to make a difference in a few small communities and hopefully the right direction t o my future as a physician.  And my thesis equipped me with the technical and mental diligence imperative of a medical student. I chose to discuss these elements of my CV because I believe they best demonstrate my zeal for medicine, devotion to help people and dedication to improve

Coaching Session Using the GROW Model

Coaching Session Using the GROW Model This study looks to conduct a coaching session with one individual. In order to do this effectively, a range of coaching techniques will be drawn upon using empirical research. As this study cannot cover all areas of coaching research, we will only focus on areas that will directly influence the implementation of the coaching session and therefore topics have been carefully chosen to suit the GROW model and the coaching relationship. Once a good base of literature is collected, the paper will then apply these guidelines to develop an evidence-based framework to implement. In order to assess the success of this framework, a self-reflection log and client feedback will be documented to evaluate the impact of the session on a more personal level. A discussion will also be formed to critical assess the data collected. This will help to understand any implications and improvements for future practice. GROW is arguably the most well-known approach used in coaching (Palmer Whybrow, 2007; 2009; Palmer, 2011; Grant, 2011). Although the GROW model has been around since the early 1990s (Whitmore, 1992), it has only been empirically measured over the last decade (Alexander Renshaw, 2005). It is a behavioural model that focuses on external behaviour and how it is adapted. The coaching relationship is one that is similar to Socrates and Plato, where the coach uses open-ended questions to help move the coachee through each of the four steps. By moving through these four steps the coachee enhances their performance and moves closer towards achieving their self-chosen goal. These four interrelated steps are: Goals; Reality; Options; and Way Forward. The definitions of these can be found in table 1. Goal setting is seen as the start of a â€Å"GROW journey† which then moves into reality which helps the coach gain understanding of where they are currently (Grant, 2011). GROW description table with example questions. Sourced: Grant Greene, 2004; Whitmore, 1992. Although research suggests that having a basic structure like GROW in place is effective, many would argue that GROW alone is incomplete. McKenna and Davis (2009) developed four ‘active ingredients’ that directly affect the success of the coaching outcome. These include: Client factors (40%) The relationship (30%) Placebo or hope (15%) Theory and technique (15%) These percentages suggest that the success of coaching largely due to the coachee’s own processes and the coach’s ability to develop and maintain a robust coaching relationship. It further argues that applying GROW to the session will only contribute a small part to the coaching outcome. Therefore, a primary focus on building the relationship as the coach cannot control intrinsic factors of the coachee. Since these findings, more research has been published to argue the importance of the relationship (De Haan, 2011; 2013) and linking it to outcomes (Ianiro et al., 2012). Passmore (2007) suggests that a coach needs to invest more into the relationship when the group of participants is smaller. Passmore (2007) further states that the relationship is most fragile at the beginning because this is when coachees are unsure whether they trust or like their coach. A relationship built on trust and respect is not a new concept to psychology. To build a relationship effectively, Rogers (1957), a humanistic writer, suggested that a successful therapeutic relationship relies on a series of factors. Firstly, the coach needs to hold a positive self-image. This implies that coaches with high self-esteem construct stronger relationships. This may reflect â€Å"I’m ok† from the Transactional Analysis model (TA). Secondly, the coach must believe that the coachee is able to find the answers to their own problems. This may reflect the â€Å"you’re ok† in TA. Passmore (2007) adds that a coachee’s self-esteem rises when they feel that their coach believes in their ability. Thirdly, the coach must be able to empathise with the coachee throughout their relationship. Fourthly, the coach needs to act with integrity in the relationship. Lastly, the coach must work with the sole objective of meeting the needs of the coachee. Rodgers (1957) meta-research findings were written over 70 years ago, but still have an impact on recent theory and practice (Passmore, 2007). More recently, Passmore (2007) also added that the coach must be non-judgemental of the coachee for the coaching relationship to be successful. These findings are potentially a good framework for developing the coaching relationship, however are not sufficient to maintain it. Passmore (2006) published a study looking at whether executives value the outcome of coaching. They found that a coaching relationship is not solely based on trust and respect. The coach must be able to create an environment that optimises achieving goals. In order to do this effectively, the coach must be able to firstly monitor their own behaviours and feelings. Secondly, monitor the behaviours and feelings of the coachee and the coach needs to manage his or her emotions. Lastly, adapt behaviours appropriately to maintain both professional detachment and empathetic supp ort. These are all key components of emotional intelligence (EI) which have been linked to forming and maintaining effective relationships (Stein Book, 2000). If a highly effective coach is one that uses transference and countertransference effectively (able to transfer or redirect feelings from one to another), then a coach needs to be aware of the dangers of an unbalanced power dynamic forming (Pezet, 2007). Instead, a successful power dynamic that surrounds the relationship must have the best interests of the coachee at heart. Otherwise, the coach may be seen as a â€Å"superhero or supervillian† neither of which fit into the â€Å"I’m ok, you’re ok† approach mentioned earlier. An approach to reduce the likelihood of an unbalanced power dynamic forming is to set all expectations at the start of the relationship. This allows the coachee and the coach to know what to expect from the relationship. There are also guidelines available for coaces which are provided by their chosen professional association. There is a range of coaching associations available. Popular associations include International Coaching Federation (ICF), Association for Coaching (AC) and the British Psychological Society Special Group of Coaching Psychology (SGCP). The ICF and AC are popular associations within the industry, but they do not align with the practice of SP. SGCP are one of the few associations where SP as a primary focus. As a result, this report abides to the SGCP ethical regulations, as the practice of SP is essential when working as an Organisational Psychologist. Please see appendix C for a clear understanding of all the SCGP guidelines considerations needed when designing and implementing a coaching session. In order to create an effective coaching session, a coach must firstly set expectations with the coachee to reduce any conflict or power dynamic forming. The coach must further create a relationship based on trust and respect. This can be achieved by adopting an EI approach to coaching, as well as being high in self-efficacy and able to put any agenda they have aside. Lastly, in order to be an effective coach psychologist, one should follow the ethical guidelines of SGCP. Methodology Participant- 93 The participant involved in this study has been recruited online from a Social Media advert posted on a social media site. In order to achieve a coaching relationship with no power dynamic, the participant is an individual that is not close to me. However, as I am not insured nor am I officially signed to SGCP, the client I have chosen is someone that is in my network. I have chosen these specifics as this participant is the safest option and still allows enough distance to prevent any pre-determined dynamic effecting the session. Establishing the Coaching Relationship- 243 In order to set expectations effectively, a welcome pack (appendix C) and a coaching contract (appendix D) was generated explaining what coaching is and asked the coachee a few questions about their: Expectations of the coaching process Expectations of the coach Expectations of the coachee Experience of therapeutic relationships (what they found to be a good/poor approach) How they would like to be treated within the coaching relationship if challenged A coaching contract is also a part of the welcome pack. The contract further sets expectations of the coaching relationship, e.g. logistics of the coaching session and set expectations of coaching and the coachee. Both the contract and the welcome pack state clearly that an SGCP ethics guideline sheet will be provided if requested. It should be noted that, the contract will state that all details about the coachee will be kept anonymous. Once these questions have been answered, a follow-up phone call will be arranged with the client. This helps to cement expectations by both parties answering any questions. We will then arrange a time and date for a session that is suitable for both parties. For my own record keeping, I will also keep a confidential record online of the coachee’s details and create a spreadsheet log of my coaching (Appendix D) Conducting the Coaching Session- 139 The session will be conducted in a meeting room in City University Library. This location is neutral to both parties to keep the power dynamic balanced and the session undisturbed. Both parties will have their phones switched off to ensure no interruptions. I will further arrange the chairs so that they are sitting next to one another is a less intimidating stance for both parties (STUDY). The coach and coachee will be provided with a pen and paper for note taking. As a means of gauging the success of the session, the client will fill in a short Likert scale questionnaire before and after the session (See appendix E). Diagram 1: Seating positions of coach and coachee In the 60-minute session, the coach will follow the GROW model (see Diagram 2) using the framework set in table 1. The session will commence with a tighter structure at the beginning, but the structure of the session will become less tight as the session moves in ‘R’ and ‘O’. However, once heading into ‘W’, the session will become tighter again. Allowing flexibility in ‘R’ and ‘O’ gives the client creative freedom to explore their situation and their options. Please see Diagram 3 for a clear understanding. Diagram 2: GROW MODEL PROCESS Diagram 3: Dimensions of Session Structure Once the session is complete, the client will be advised to email a week later with any homework and feedback from the session. This aims to give the client accountability and give leverage their self-chosen goal. A final questionnaire will be sent to the coachee to see whether their motivation has fluctuated from the previous. Follow-up from client 480 â€Å"Coaching was an overall good experience. I particularly liked being given permission to speak about my passion! I also enjoyed breaking things down into small manageable goals- smaller than I usually would. I further enjoyed indentifying where motivations like, or is enjoyable about work. The questions were sometime difficult but they were thought-provoking and forced me to consider things from a different perspective. However, a little more input would have been helpful. I realise the point is for you to get me thinking, but possibly some suggestions of your own, or things that other people have tried might help when Im stuck on finding an answer for something. I am happy with the general dynamic. I think the style of a semi-structured conversation works well, it let us explore things as they came up but also felt like there was a clear process. As a person I think youre very approachable and friendly but you keep a strong focus at the same time so that works well.† Self-Reflection- 308 I have written a self-reflection report to clear my thoughts on the session and improve my self-awareness and skill set. In this session, the client initially came into the session with a long-term goal and so most of the session was spent breaking it down. I did my best to help the client find their tangible first step that they can achieve in the short term and provided the coachee with homework to research and evaluate different options. However, I felt that more work could have been done to add value to the goal. For instance, I could have spoken about the benefits and consequences of achievement more. I could have also done more work on drawing out client’s strengths and highlighting previous success strategies. This would build on their ‘can-do’ attitude, which could increase the quality of actions they may generate in their homework and make it much more likely to leave with a specific idea of what resources to research when completing their homework. Nonetheless, I feel that I was able to challenge my coachee and was unafraid to question their commitment to action, their motivation and the possible consequences of inaction. Additionally, I feel that I was able to active listen without having the urge to interrupt or give advice, with only the urge to interrupt once to provide a suggestion. I tackled this by asking the client’s permission to give the suggestion and provided two other options alongside it. I did not so that the choice of action was still in their hands. Lastly, I made sure to paraphrase and summarise using the client’s words (i.e. habit, energy, focus) at every milestone in the session. I did this by writing down key words being said by the coachee. This helps both the coachee and I gain understanding and reflection on what was previously said.

Heroes and Cowards in A Farewell To Arms, by Ernest Hemingway :: A Farewell To Arms

   War creates only two types of men: heroes and cowards.   In the book, A Farewell To Arms by Ernest Hemingway, Mr. Frederic Henry was an American Lieutenant ambulance driver in the Italian Army. "The army was staying in Gorizia, a little town that had been captured by the Italian army" (5). The town looked across a river and the plains to the mountains. There was fighting going on in those mountains, only a mile away. One evening when Frederic came in the house after doing some work on his ambulance, his friend Rinaldi took him to a hospital to meet a nurse who was a friend of Rinaldi's. Frederic thought that Miss Barkley was very pretty and good looking. Frederic started seeing Miss Catherine Barkley on a regular basis. "Frederic got orders to take two ambulances and three other drivers and go to the war front, up the river in Plava" (54). They were to pick up as many of the wounded as they could and deliver them to the hospitals where their papers said to take them. When he got up to Plava late in the evening, Frederic found out that there was a plan for a military strike that night. They were ordered to stay there and wait for the strike to take place before they left, so they wouldn't get hit by the bombardment. All of the drivers were to stay in a dugout in the riverbank while the strike was going on. There was all kinds of gun fire and bomb shells being shot back and forth. "The drivers were all in the dugout eating noodles and cheese while drinking wine" (55), when a bomb shell hit the dugout, killing one of the drivers and wounding Mr. Henry as well as one of the other drivers. Frederic was hit in the legs by the objects that were in the bomb, one of his knees was blown down around his shin. One of the drivers took him to the medical tents to get bandages put on his legs until they could get him back to a hospital. "The army sent Frederic to an American hospital in Milan" (77). This hospital had just been built and they needed nurses there. The hospital in Gorizia transferred Miss Barkley to the hospital in Milan. She was one of the nurses looking after Frederic while he was in the hospital.

Brain Drain In pakistan Essay

1.Brain drain is basically understood as the country’s loss of highly-skilled human capital together with a simultaneous lack of â€Å"brain circulation†, that is, the flow of talent from one country to another country. Pakistan is facing a twofold challenge, on the one hand an alarming increase in the skill level of human capital exiting the country’s economic system, particularly the scientifically- and technologically-skilled personnel, resulting in the erosion of national competitiveness. On the other hand, there is the system’s poor ability to attract skilled human capital from the rest of the world. A loss of our talent, combined with an inability to attract foreign â€Å"brains†, heavily penalizes the country in the context of a globalized world that increasingly competes on the basis of knowledge and innovation. The policies instituted to date by the our govtt, as well as by the private sector, aimed at reversing outward flows or attracting highly-skilled individuals to Pakistan have been inadequate. The main shortcoming of these policies has been that they have taken the form of low-key and often uncoordinated initiatives Aim 2. To find out the causes of Brain drain in pakistan and suggest measures to dec it. Seq 3.This paper will be unfold in fol seq:- a.Definition and types incl cat of skilled pers of brain drain b.Factor Causing brain drain. c.Remedies for brain drain. d.Analysis e.Recommendations f.Concl Definition and types of brain drain 4.What is Brain Drain.It the phenomenon of abandonment of a country in favor of another by professionals or people with a high level of education, generally following an offer of better pay or living conditions as well as improved conditions for conducting one’s professional activities. 5.Types.Fol are the types of brain drain :- a.Eco Brain Drain b.Religious brain drain c.Educational Brain drain d.Intellectuals Brain drain 6.Fol are the cat of skilled pers who form part of brain drain:- a.Corporate transferees. These persons operate at an international level through internal labor markets. Their transfers are prompted by various reasons and may last for periods of time of varying length. Frequently, such transfers are motivated by career advancement and training needs. This category also includes specialists in production systems, marketing and research; their transfers meet the organizational needs of the firms for whom they work .b.Technicians and visiting firemen. These are individuals whose movements reflect the specific occupational skills they possess. Their movements can take place within international labor markets or within the ambit of the operations of multinationals. Transfers may be related to specific development projects, or they may come about unforeseeably or in response to management needs in crisis situations. c.Professionals.Who often work in the healthcare or education sector, and are frequently engaged by non-governmental organizations (NGOs). Selection takes place on an individual basis and is for specific periods of time abroad. In some NGOs, deployment abroad may become permanent. d.Project specialists. Their migration is related to specific projects being carried out abroad. Transfers technically speaking go through internal labor systems, although sometimes these persons are recruited on the external labor market for limited contract periods. e.Consultant specialists. An increasing number of white-collar organizations are resorting to engaging specialists for a wide range of activities. The destinations are global, according to the organizational structure of the client. The consultancy firms themselves are becoming transnational in nature. f. Private career development and training. Many people are seeking opportunities through external labor markets for career advancement and further training, which necessitate stays of varying lengths abroad. This group includes different professions, but also young people in their early career years seeking experiences in foreign settings. This category also includes those who are in later stages of their career and whose transfers may be read in terms of â€Å"chasing the dollar†. g.  Priests and missionaries.   Religious and â€Å"semi-religious† orders who traditionally send their members abroad for periods of varying durations. The groups involved overlap with other types of emigrants, especially in the healthcare and education sectors. h. Entertainers, sportspersons and artists. This is a diverse internationally mobile group of persons whose stays abroad are often for brief periods. Some of them can, however, settle overseas permanently. i. Academics, researchers and other academic staff. There is a substantial exchange of academics and researchers between universities and similar institutions for periods of variable length. Many transfers are for relatively short periods, such as an academic term, whilst others are for longer durations (the archetypal brain drain situation). j. Students in higher education institutions. A growing number of young people are undertaking studies abroad, at all levels and for periods of varying duration, ranging from several months to a number of years. k. Spouses and children of the abovementioned categories can be reasonably included in all evaluations of the migration processes of highly-skilled individuals, though in strict labor-market terms, their inclusion would be questionable. Brain circulation This concept describes training and career paths in which students or workers go abroad to specialize and then return to their country of origin, drawing on the experience they have amassed to secure more advantageous employment conditions. Factor causing brain drain in Pakistan 6.Some of the major causes of brain drain are as fol ;- a.Un-employment b.Social Injustice c.Lack of institutional Facilities. d.Poverty e.Lack of Nationalism f.illiteracy g.Lack of Counseling Institutions h.Provisional Discremation. PROPOSALS FOR ACTION: GOVERNMENT AUTHORITIES In terms of government authorities, five main areas of action are proposed: investment in research on par with that of other major economies; clear-cut policy choices that promote brain circulation; the adoption of models apt to encourage study and specialization abroad, and a subsequent return to Italy; the establishment of public-private partnerships; and the facilitation of entry visa procedures for foreign researchers and talent. In terms of universities and other public and private research centers, the work to be done is extensive and should form part of an earnest reform of the university system. There are at least nine main areas of action proposed: an overhaul of competitive exams for academic posts; the establishment of PhD courses in line with modern and competitive criteria; the delocalization abroad of periods of university and postgraduate study; the creation of academic centers of excellence; a shake-up of research funding; the conduct of university courses in English and the internationalization of curricula; the optimization of remuneration packages; mandatory retirement at age 65 in respect of all managerial roles performed by university academics, with a view to facilitating renewal; and the establishment of exchange programs. A boost in research investment First and foremost, we note that research cannot be undertaken without investment. Paksitan spends 0.8% of GDP on research and development (2008 figures). This percentage is surprisingly low compared to that for countries such as the United States (2.8%) or the Swiss Confederation (2.9%), but also relative to the European average (1.8%). The adoption of policy choices aimed at promoting brain circulation Policy choices apt to facilitate the departure and arrival of skilled human capital from around the world are a necessary precondition for Italy to be geared towards social and economic development that is competitive with that of other countries. Such policies should also tackle the social immobility, patronage, parochialism and vested interests that have historically contributed to the brain drain from Italy and, at the same time, hinder the influx of skilled human capital to our country. The creation of public-private partnerships Government institutions should encourage partnerships with the private sector and with universities, and strengthen their links with the local labor market. Such collaborative relationships would also instill a more international and global culture in a society that would become more competitive and transparent. Proposals for action: universities and other research bodies It is essential that our universities and other research centers be made attractive, international and accessible to foreign students and researchers, in order to help even out the balance between incoming and outgoing talent. This obviously entails making the university system more open and meritocratic, giving rise to a need for serious and farsighted reforms. The creation of centers of excellence In order to ensure the workability of two-way exchange programs, it is necessary to create centers of excellence capable of attracting and hosting the best international students and researchers, providing them with a standard of quality similar to that in their sending country or which they would be able to find elsewhere in the world. A shake-up of research funding We propose that an end be put to indiscriminate funding, which should instead be allocated according to peer-reviewed proposals with calls issued on a regular basis. Adjudication panels should draw on international experts with no ties to the research institutes associated with the proposals. Medium-term and final reports should be required and be a key condition for obtaining further funding. Remedies For Brain Drain in Pakistan 6.Some of the major remedies of brain drain are as fol ;- a.Aval of jobs. b.Provn of Social Justice c.Improvement in institutional Facilities. d.Eco Reforms e.Uplifting Nationalism f.Security Sit g.Making of Counseling Institutions h.Role of Media. i.Revision of Immigration Policies

New 2018 PSAT Percentiles and Selection Index

New 2018 PSAT Percentiles and Selection Index SAT / ACT Prep Online Guides and Tips Your PSAT score report will show you a myriad of scores, including your total score, section scores, subscores, percentiles, and Selection Index (SI). This guide will focus on the last two pieces of data: your PSAT score percentiles and Selection Index. Because it’s important to understand how the other scores in your reportrelate to your PSAT percentiles and Selection Index, we’ll start with a quick review of terms. If you’re one of many students or parents looking for directions out ofthe complex mazethat is the PSAT score report, read on to have the path illuminated! What Scores Will You See on Your PSAT Score Report? If you took the PSAT, then you know your score report contains a lot of data. The various scores fall on different scales, and all of them arecalculated from your raw score, or the total number of questions you got right.In other words, your raw score is made up of one point for every correct answer. Note that you don’t get any deductions for wrong or skipped answers. Let’s take a moment to define the various scores you'll see on your PSAT score report to clear up any confusion and revealwhere your percentiles and Selection Index come from. Total score- the sum of your two PSAT section scores, ranging between 320 and 1520. Section scores (2)- a score for Math and a score for Evidence-Based Reading and Writing (EBRW), both between 160 and 760. Test scores (3)- separate scores for Math, Reading, and Writing Language, all between 8 and 38. Cross-test scores (2)- scores to measure your performance on Analysis in History/Social Studies and Analysis in Science questions taken from all three subject areas (Math, Reading, and Writing); these scores range from 8 to 38 (as test scores do) Subscores (7)- scores to measure your performance on PSAT questions in seven specific skill areas: Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions, Heart of Algebra, Problem Solving Data Analysis, and Passport to Advanced Math; each subscore ranges from 1 to 15 Nationally Representative Percentile- shows how your scores compare with scores of all US students in your grade, including those who typically don'ttake the PSAT User Percentile- shows how your score compares with scores of US students in your grade who typically take the PSAT Selection Index- a scoring system used by the National Merit Scholarship Corporation to determine eligibility for Commended Scholar, Semifinalist, and Finalist As you can see, there are a lot of scores on your PSAT score report. Your section and total scores, along with the percentiles they fall in, are by far the most important for understanding your performance on the test. Your cross-test scores and subscores are useful asfeedback on your strengths and weaknesses as a test taker. You can use this feedback to help you prep for the PSAT again (if you’re a younger student) or to get ready for the SAT if you’re already a junior. Now that we’ve defined these scores, let’s consider the metric that compares your performance with that of other test takers: your PSAT percentiles. Read on so you, too, can magically juggle percentiles in the palms of your hands. What to Know About PSAT Percentiles PSAT percentiles are useful because they compare your exam performance with that of other test takers in your grade. If you scored in the 90th percentile, for example, you scored the same as or higher than 90% of test takers (the remaining 10% scored higher than you). As explained above, the Nationally Representative Percentile takesinto account all students, even those who don’t typically take the PSAT. This percentile includes students who didn't take the test, but who, on the whole, presumably would have scored lower if they had. The Nationally Representative percentile appears to be based on the population of all US students in a certain grade rather than on the population of PSAT test takers in a certain grade.For this post, we’ll focus on User Percentiles,which are calculated based on the performance of students who actually tookthe PSAT. If these two percentiles seem confusing, it’s because they are. In fact, somecritics have questioned the accuracy of both percentiles, suggesting that they're inflated and "presentinga rosier picture† of student PSAT scores to sway students toward the SATand away fromthe ACT. While it’s unclear whether or not these criticisms are warranted, it does appear that the data has the potential to fluctuate in the future. For now, these are the percentile charts that the College Board released in 2018. They show how your total and section PSAT scores get represented by percentiles. Critics of the PSAT might be right to be suspicious. As many people know, 73.6% of statistics are made up on the spot. PSAT Total Scores to Percentiles This chart, based on the College Board's 2018 PSAT scores report,shows the User Percentiles for total PSAT scores.You can also check outour other guides if you want to learn more about PSAT percentiles for sophomores or freshmen. Whether you want to check these percentiles against your own score report or are looking up your results on a PSAT practice test, you can find your percentiles by locating your total PSAT test score. Again, this willrange between 320 and 1520 and is the sum of your two section scores (Math and EBRW). If you scored 650 in Evidence-Based Reading and Writing and 700 in Math, for example, your total PSAT score would be 650 + 700 = 1350. Based on the chart, you can see that a total score of 1350 falls in the 94th percentile. Scroll down to find yours or, conversely, to see what you would need to score to make it into your target percentile. Total Score Percentile Total Score Percentile 1520 99+ 1070 62 1510 99+ 1060 60 1500 99+ 1050 58 1490 99+ 1040 56 1480 99 1030 54 1470 99 1020 52 1460 99 1010 51 1450 98 1000 49 1440 98 990 47 1430 98 980 45 1420 97 970 43 1410 97 960 41 1400 97 950 40 1390 96 940 38 1380 96 930 36 1370 95 920 34 1360 95 910 32 1350 94 900 31 1340 94 890 29 1330 93 880 27 1320 93 870 26 1310 92 860 24 1300 91 850 23 1290 91 840 21 1280 90 830 20 1270 89 820 18 1260 88 810 17 1250 87 800 15 1240 86 790 14 1230 85 780 12 1220 84 770 11 1210 83 760 10 1200 82 750 9 1190 81 740 8 1180 79 730 7 1170 78 720 6 1160 77 710 5 1150 75 700 4 1140 74 690 3 1130 72 680 3 1120 70 670 2 1110 69 660 2 1100 67 650 2 1090 65 590-640 1 1080 63 580 and below 1- Learning any new skill takes hours of dedicated practice. Doing well on the PSAT is no different! PSAT Section Scores to Percentiles While the chart above shows PSAT percentiles represented by total scores, this next one shows the percentiles assigned to section scores. As described above, you’ll get two section scores on the PSAT: one for Math and one for Evidence-Based Reading and Writing. Each score isbetween 160 and 760. Just like in the chart above, you can use the following chart to find your percentiles ortofind out what scores you need to achieve your target percentile on a particular PSAT section. In addition to helping you prep and interpret your PSAT scores, whether on practice tests or the real thing, percentiles can be helpful for estimating your chances of gettingNational Merit distinction. We'll talk more about why this matters in a moment. Section Score EBRW Percentile Math Percentile 760 99+ 99+ 750 99+ 99 740 99 98 730 99 97 720 98 96 710 97 96 700 96 95 690 95 94 680 94 93 670 93 93 660 91 92 650 89 91 640 88 90 630 86 89 620 84 87 610 81 85 600 79 83 590 76 81 580 73 78 570 70 75 560 67 72 550 63 69 540 60 65 530 56 62 520 53 58 510 49 55 500 46 52 490 43 48 480 39 44 470 36 40 460 33 36 450 31 33 440 28 29 430 25 26 420 22 23 410 20 19 400 17 16 390 15 13 380 12 10 370 10 9 360 8 7 350 6 5 340 5 4 330 3 3 320 2 2 310 2 2 300 1 1 290 1 1 280 1 1 270 1- 1 260 1- 1- 250 and below 1- 1- If you're aiming for National Merit, you need to know your Selection Index score. How Do PSAT Percentiles Relate to National Merit? Students who score highly on the PSAT their junior year might qualify for National Merit distinction. The top 3-4% of scorers every year are named Commended Scholars, while the top 1% are named Semifinalists and can potentially go on to become Finalists and scholarship recipients. Your percentiles on your PSAT score report are an estimate rather than an exact prediction of your chances of National Merit. The National Merit Scholarship Corporation actually uses its own scale called a Selection Index (SI) to determine National Merit. The NMSC compares students nationally for Commended Scholar but determines eligibility on a state-by-state basis for Semifinalist. It uses this state-by-state system to ensure there is an even distribution of Semifinalist awards throughout the country. This discussion of National Merit brings us to an important piece of data: your Selection Index. What Is the Selection Index? Your score report will give you your Selection Index (SI) score; you can also calculate this yourself, as you’ll see below. Your Selection Index will look much different from your total PSAT score since it ranges between 48 and 228. To be named National Merit Semifinalist, you’ll need a Selection Index score at or above a certain cutoff. Each state’s cutoff is different (usually students testing in New Jersey; Washington, DC; and abroad have the highest ones) and changes from year to year. Based on reports from students around the country, we've compiled the full list of 2018 cutoffs for each state. If you took the PSAT as a junior, you can check out our National Merit Semifinalist guide to get a sense of whether or not you might qualify. Remember that cutoffs can change from year to year. So where does this Selection Index score between 48 and 228 come from? Read on to find out. Calculating your Selection Index score is easy. All you need is a calculator, a spoon, a Yukon Gold potato, and a dozen European coins. How to Calculate Your Selection Index Score Your Selection Index score is calculated from your PSAT test scores. As you saw in the glossary at the beginning of this guide, you get three test scores: one for Math, one for Reading, and one for Writing and Language. Each test score ranges from 8 to 38. If you take the PSAT/NMSQT, your score report will show you your Selection Index. You can also easily calculate this score yourself by adding your three test scores together and multiplying the sum by 2. The chart below shows how you would calculate your Selection Index score if you earned a 35 in Reading, a 32 in Writing and Language, and a 37 in Math: Section Score Sum x 2 Selection Index Score Reading 35 (35 + 32 + 37) x 2 = 208 Writing and Language 32 Math 37 If you scored in top percentiles and think you might be eligible for National Merit, you can check out our state-by-state cutoffs for the 2018 PSAT. In closing, let’s review what you need to know about the PSAT scoring system, particularly the percentiles and Selection Index. Key Points: Scores on the PSAT The PSAT is scored on a scale from 320 to 1520. Its scale is shifted down from the SAT’s scale, which is 400-1600, to account for the fact that the PSAT is a somewhat easier test. Your Reading and Writing and Language performances are reported together as a single Evidence-Based Reading and Writing score between 160 and 760. Your other section score is Math and also ranges between 160 and 760. Your score report will tell you two percentiles: the Nationally Representative and User percentiles. It is generally thought that the User Percentile is the more accurate and useful of the two,as it's based primarily on students who typically take the PSAT. The charts above show the percentiles represented by your total and section scores on the PSAT. If you’re taking and scoring your own PSAT practice tests, you can use the charts to determine what scores you need to achieve to make it into your target percentile. If you score in a top percentile on the PSAT, then you might be named National Merit Commended Scholar or National Merit Semifinalist. The National Merit Scholarship Corporation typically notifies qualifying students in September. While your PSAT score report might look confusing with all its measures and metrics, the various scores on it can actually be extremelyuseful as feedback for your PSAT and SAT prep. If you take the time to comprehend your PSAT score report or calculate these scores on your own from practice tests, you’ll gain valuable insight into your profileas a test taker. You can use this feedback to shape your prep, whether you’re taking the PSAT again or preparing for the very similar SAT. Whatever the case, it’s a good first step to take stock of your academic strengths and weaknesses and design a personalized study plan that will work for you! What’s Next? Now that you’ve gained some insight into PSAT scores, check out our guide to learn about the SAT scoring system.In it, we break down how the SAT is scored and give you scoring charts so you can score your own practice tests. What should you do after you get your PSAT score report? This in-depth guide discusses some next steps everyone should take after getting their PSAT scores. Are you aiming for top scores on the PSAT?Learn all about the test here, and then download PSAT practice tests to help you study. If you’re aiming for National Merit, check out this guide on how to get a perfect score on the PSAT. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Globalizations Eclipse of the Nation-State

Globalization's Eclipse of the Nation-State Globalization can be defined by five main criteria: internationalization, liberalization, universalization, Westernization, and deterritorialization. Internationalization is where nation states are now considered less important as their power is diminishing. Liberalization is the concept where numerous trade barriers have been removed, creating freedom of movement. Globalization has created a world where everyone wants to be the same, which is known as universalization. Westernization has led to the creation of a global world model from a Western perspective while deterritorialization has led to territories and boundaries being lost. Perspectives on Globalization There are six main perspectives that have arisen over the concept of globalization; these are hyper-globalists who believe globalization is everywhere and skeptics who believe globalization is an exaggeration which is no different from the past. Also, some believe that globalization is a process of gradual change and cosmopolitan writers think the world is becoming global as people are becoming global. There are also people who believe in globalization as imperialism, meaning it is an enrichment process deriving from the Western world and there is a new perspective called de-globalization where some people conclude globalization is beginning to break up. It is believed by many that globalization led to inequalities around the world and has reduced the power of nation states to manage their own economies. Mackinnon and Cumbers state Globalization is one of the key forces reshaping the geography of economic activity, driven by multinational corporations, financial institutions, and international economic organizations. Globalization is seen to cause inequalities due to the polarisation of income, as many laborers are being exploited and working under the minimum wage whilst others are working in high paying jobs. This failure of globalization to stop world poverty is becoming increasingly important. Many argue that transnational corporations have made international poverty worse. There are those who argue that globalisation creates winners and losers, as some countries prosper, mainly European countries and America, whilst other countries fail to do well. For example, the USA and Europe fund their own agricultural industries heavily so less economically developed countries get priced outof certain markets; even though they should theoretically have an economic advantage as their wages are lower. Some believe globalization has no significant consequences for less-developed countries income. Neo-liberalists believe that since the end of Bretton Woods in 1971, globalization has generated more mutual benefits than conflicting interests. However, globalization has also caused many so-called prosperous countries to have huge inequality gaps, for example, the United States and the United Kingdom, because being globally successful comes at a price. Nation States Role Diminishing Globalization led to a significant rise of multinational corporations which many believe undermined the ability of states to manage their own economies. Multinational corporations integrate national economies into global networks; therefore nation states no longer have total control over their economies. Multinational corporations have expanded drastically, the top 500 corporations now control almost one-third of global GNP and 76% of world trade. These multinational corporations, such as Standard Poors, are admired but also feared by nation states for their immense power. Multinational corporations, such as Coca-Cola, wield great global power and authority as they effectively place a claim on the host nation state. Since 1960 new technologies have developed at a rapid rate, compared to the previous fundamental shifts which lasted for two hundred years. These current shifts mean that states can no longer successfully manage the changes caused by globalization. Trade blocs, such as NAFTA, reduce nation states management over their economy. The World Trade Organisation (WTO) and the International Monetary Fund (IMF) have a huge impact on a nations economy, therefore weakening its security and independence. Overall, globalization has diminished the nation states ability to manage its economy. Globalization within the neoliberal agenda has provided nation states with a new, minimalist role. It appears that nation states have little choice but to give away their independence to the demands of globalisation, as a cutthroat, competitive environment has now been formed. Whilst many argue that the nation states role in managing its economy is diminishing, some reject this and believe the state still remains the most dominant force in shaping its economy. Nation states implement policies to expose their economies more or less so to the international financial markets, meaning they can control their responses to globalization Therefore, it can be said that strong, efficient nation states help shape globalization. Some believe nation states are pivotal institutions and argue that globalization has not led to a reduction in nation state power but has altered the situation under which the nation state power is executed. Conclusion Overall, the nation states power can be said to be diminishing in order to manage its economy due to the effects of globalisation. However, some could question if the nation state has ever been fully economically independent. The answer to this is hard to determine however this would not appear to be the case, therefore, it could be said that globalization has not lessened the power of nation states but changed the conditions under which their power is executed. The process of globalization, in the form of both the internationalization of capital and the growth of global and regionalized forms of spatial governance, challenge the ability of the nation-state effectively to practise its claim to a sovereign monopoly. This increased the powers of multinational corporations, which challenge the nation states power. Ultimately, most believe nation states power has diminished but it is wrong to state that it no longer has an influence over the impacts of globalisation. Sources Dean, Gary. Globalisation and the Nation-State.Held, David and Anthony McGrew. Globalization. polity.co.uk.Mackinnon, Danny and  Andrew Cumbers. An introduction to Economic Geography. Prentice Hall, London: 2007.

Global marketing management Essay Example | Topics and Well Written Essays - 3000 words

Global marketing management - Essay Example The researcher states that in the era of globalization, a company with a good financial and non-financial base will certainly think about the expansion of the company overseas. If they can expand their customer base, it would be more profitable for them, when the long run of the business is concerned. The companies have to design efficient strategies to ensure that their new venture in overseas country is generate a good return for them in a long-term basis. Hilton food group Plc is in the retail meat packing business in Europe. They are the supplier of the major food retailers of Europe who have global presence. The group has presence in the United Kingdom, Ireland, Netherlands, Central Europe, Sweden and Denmark. The group wants to expand its business in more countries and subsequently wants to broaden their customer base. Internationalization mainly occurs when a firm decides to expand its R&D, selling production and other related business activities in the international markets. A company expands the operation globally if the management feel it is viable for them financially or non-financially. If the management finds opportunity in a country then they opt for expanding its business there. At first, they identify the customer needs in the new country. If the company has the ability to meet the customer needs then they take the decision to expand their operations in that country. If they identify that, the labour cost is less in the new country is lower than the country where they are currently operating then they would like to expand their business in the country. ... If they identify that, the labour cost is less in the new country is lower than the country where they are currently operating then they would like to expand their business in the country (Tan and Mahoney, 2002, pp.20-24). When a company is trying to moving towards to some lower development country, then there is the chance to expand the product life cycle. The company will also get the chance to expand the customer base and as a result, the economies of scale of the company will improve. The vision of Hilton food group plc is continuing their global expansion as it is their strategic goal. They have done the expansion in the recent years also. In the year 2010, they have expanded their operations in Estonia (Hilton Group Food Plc, 2010, p.5). The company has subsidiaries in Ireland, Holland (Financial Analysis Made Easy-1, 2012). The idea of international expansion is as per the vision of the company. Their purpose of going global is increasing the customer base of the company so th at they can gain the economies of scale. Market Opportunities For analyzing their market opportunities, the researcher has to go through their products, which they offer. They are the suppliers of packaged foods to the retailers of Europe. The clients of Hilton food group includes Tesco Plc, Albert Hejin, Ahold etc (Hilton Food Group Plc, 2012), who are among the top players of the retail sector. They are specialist in non-vegetarian foods like meat products, fish products including the provisions of freezer (Financial Analysis Made Easy-2, 2012). They have no branded product, which means that they manufacture the products when they have not any recognition to the retail customers. It is concluded by the researcher that the clients of the

Relationships in the Church of Christ Essay Example | Topics and Well Written Essays - 500 words

Relationships in the Church of Christ - Essay Example cans and African Americans, the thesis would try to define the role of Church of Christ in uniting these two cross cultural communities and study its influence in promoting leadership qualities for acculturation. The two ethnic communities; Mexican-American and African-American are characterized by their vastly different cultures and individual set of cross cultural problems. But the social barriers have been overcome to build a society where these two different communities collaborate and mutually support each other and successfully help build relationships within the Church of Christ. The study would make efforts to compare the two groups’ leadership roles, on the basis of their assimilation, integration and cross-cultural communication and study the predominant influence of Church of Christ in prevailing over language, race and socio-economic constraints. The thesis aims to collect relevant data through comprehensive interview schedules and study the historical importance of 8th Street Church of Christ in San Jose, CA. in consolidating and uniting the congregation that is defined by its diversity in terms of language and culture. The scope of the thesis would include the study of Church of Christ, incorporating various factors like: organization of church services, integration of funds, language barriers, translation of sermons, communication between the eldership and deacons, individual thoughts of leaders, how scripture defines leadership roles etc., which determine the impact of Church in promoting and building social relationships that transcend the border of race, language and culture especially in the last five years. The research proposes to analyze the data and evaluate it from the various perspectives so that an unbiased and detailed outcome could be reached on the impact of Church on these two communities which have overcome cross cultural barriers to forge long lasting relationships that promotes professional and personal excellence in the field