Friday, October 25, 2019
Theodore Roosevelt Essay example -- Biography Biographies Bio
     Theodore Roosevelt was a man on a mission. Maybe he didn ¹t know it, but he was. He affected millions of people throughout his life in many different ways. He was the leader of a famous military group, he was an author, a lawyer, and he was also the 26th president of the united states, all of these things ended up bringing him fame.      He was born in New York City on October 27, 1858 into a rich Dutch family. He was always a cowboy at heart. Even though he was born in a big city his cowboy side and his passion for adventure would come up later in his life. His father taught him to go for his goals, to follow a strict Christian moral code, and to enjoy the life of the mind. His father taught him that the mind was the strongest tool he had. He probably preached this because his son had serious asthma, and a grail un- athletic body. Ted listened to his father and that led to many accomplishments in his life.      He did all the normal things that a young man from a wealthy family was supposed to do. He worked hard on his academics, he got good grades, went to Harvard, and graduated with a great education in 1880. In that same year he married Alice h lee, a girl he met at Harvard. He still wasn ¹t sure of what career he wanted. He ended up serving three one year terms in the new York assembly from 1882-1884. While serving there he became known as an independent republican. Then, in 1884 his mother and his wife died on the same day.      He was completely broken-hearted, and he had no idea where he wanted to go from there. after a couple of months of mourning, he decided that he would head west, and he would finally fulfill his childhood dream of being a cowboy. He decided that he would move to the Dakotas where he became a rancher with all of the rough experienced cowboys of the west. Even though he was this scrawny awkward outcast that wore glasses; something most of the people in the Dakotas never even saw; he was still able to get the respect of the rough and tough cowboys. He did it by tracking three rustlers, and bringing them back for a trial by himself. Even though he loved being a wild cowboy out on a ranch he realized he had a real life back in New York. He would have loved to live in the west for the rest of his life , but after only two years in the Dakotas he went back to New York.      A couple of months after he return... ... Republican presidential nomination but he didn ¹t. Three years later on January 6, 1919 he died from an illness at his oyster bay home in Sagamore hill.      Theodore Roosevelt did everything that he wanted to do in life. He was one of the major influences in U.S. Society. He was an author, a cowboy, a very well respected military leader, and he was the president of the United States. He knew how to lead and gain the respect of people. Whether it be by capturing rustlers singlehandedly, or by making a promise to his political party to stick to the old ways., he could always get the respect of the people he wanted to get respect from. Bibliography      - tnt.turner.com/movies/tntoriginals/roughriders      - www.letsfindout.com/subjects/america      - encarta.msn.com/index/conciseindex      - Morris, Edmund The Rise Of Theodore Roosevelt . New York City, NY      First Ballantine Books Edition, April 1980,      - Roosevelt, Theodore Theodore Roosevelt ¹s Letters to His Children New York      Charles Scribner ¹s Sons, 1923,      - The New Grolier Multimedia Encyclopedia. Release 6 Computer      software CD-ROM Online Computer Systems Inc. 1993
Thursday, October 24, 2019
Powerful Approach To Teaching Physics Education Essay
In most local schools, structured enquiry, a really controlled attack, is the most prevailing type of enquiry instruction. Guided enquiry on the other manus is a modified construction in which the elaborate stairss on how to look into are non provided. This helps pupils to explicate their ain solutions when work outing the job. Students get critical thought accomplishments during this procedure. Open enquiry may non be suited for secondary degree because of its non-structured attack. Making usage of incompatible events in natural philosophies enquiries, consequences in cognitive struggle that enhances pupils ‘ conceptual apprehension and their attitudes towards critical thought activities ( Fensham & A ; Kass, 1988 ) . Discrepant events are fun to utilize because it creates this cognitive struggle that motivates pupils to believe critically, discuss and seek to explicate the incompatible event. There are many more ways of bring forthing enquiry such as utilizing presentations, prosecuting in hypothesis testing, affecting pupils in making scientific discipline and weaving inquiry-based research lab probe into every lesson. I feel that the burden lies on instructors to assist pupils do advancement from structured to guided enquiry by scaffolding the lesson ab initio. As pupils get better and confident at utilizing enquiry, this aid can bit by bit be removed, taking to guided enquiry. By fiting pupils to understand their milieus, they will be able to use the scientific procedure accomplishments learned in the schoolroom to every country of their lives. Harmonizing to Gardner ( 1983 ) , people express their acquisition in eight different ways. Every pupil has a preferable manner of acquisition and showing themselves. Classs are really diverse, therefore differentiated direction is required to provide to the multiple intelligences of pupils. Teachers must be unambiguously cognizant of the pupils in their schoolrooms every bit good as the content they are presenting ( Tomlinson & A ; McTighe, 2006 ) . Since pupils think really otherwise and larn constructs with assorted grades of success, it is imperative for instructors to happen ways to ease acquisition for everyone. Effective instructional schemes meet the demands of multiple groups of scholars at the same clip. Teaching with assortment can assist relieve ennui, supply more chances to larn and let pupils to believe and larn in their ain ways. Concurrently, this allows chances for instructors to widen students ‘ thought and acquisition repertory. Amongst there may be loath sch olars of natural philosophies who may hold some ability but deficiency motive. This is where differentiated direction might pull their attending and focal point on the topic. I believe that the key to differentiated larning includes working collaboratively with pupils to be after learning attacks so that many different attacks are available, letting pupils select ways that fit them best ( Kottler & A ; Costa, 2009 ) . Everyone additions non merely new information but new ways of larning through different look of thoughts and sentiments. When discoursing hard subjects in natural philosophies, the category can be divided into assorted ability groups. A set of inquiries with different trouble degrees are given to each ability group and pupils are to discourse their solutions to the job. I will name upon weaker pupils to show replies to simpler inquiries and better pupils to show replies to more ambitious inquiries. By using differentiated direction as an instruction tool, everyone learns collaboratively, and assurance can be built when pupils are able to reply the inquiries. Overall, pupils will profit through peer-mediated acquisition. Learning can be thought as roll uping information and apprehension it. It is of class possible to hive away big sums of information in your caput and regurgitate as needed. However, understanding makes productive believing possible ( Moseley et al. , 2005 ) . In natural philosophies, there are many facts and expression to retrieve. Schools have become good at jaming in and proving this sort of information ( Kusukawa and Maclean, 2006 ) . Students are frequently encouraged to memorise facts and expression in order to salvage the fuss of understanding them to the full. However, being able to remember facts and supply the right reply is nil compared to the value of understanding. Teaching for understanding is non easy. Understanding is the procedure of doing mental connexions to fall in spots of cognition into larger units so they make sense to one ( Newton, 2008 ) . Even if a instructor explains natural philosophies good, pupils may non hold grasped the construct because he/she might non understand in the manner a instructor does. As a instructor, we provide them parts of a saber saw and at the same time assist fall in these spots to other saber saw they already possess ( Cerbin, 2000 ) . In my sentiment, developing apprehension of natural philosophies cognitions can be fulfilling and actuating to pupils as it can assist them foretell or explicate new state of affairss. Although some things have to be memorised, we as instructors should promote pupils to construct on their apprehension before memorising the construct. As get downing instructors, we have to bear in head that the twenty-first century demands novel ways of job resolution and critical thought. A bove that, we need to hold the ability to dismantle thoughts and reassemble them. Our present learning methods must be invariably re-evaluated and aligned to the complexnesss of our society by emphasizing â€Å" significance over memorizing, quality over measure and apprehension over consciousness †( Mintzes, Wandersee and Novak, 1998 ) . Teaching of natural philosophies requires both information and counsel from instructors in order to assist pupils larn. I now realize that there is a profound difference between geting information and gaining true apprehension. As a beginning instructor, I feel that alternatively of merely conveying information through one-way communicating, the instructor should make bipartisan or multi-way exchange, to assist pupils come on on the way to greater understanding. To represent this, I believe that we can do usage of end-of-unit undertakings to measure pupils ‘ apprehension of a peculiar subject by using the relevant natural philosophies constructs to undertake real-world state of affairss or jobs posed to them. Harmonizing to Schon ( 1983 ) , the first measure in looking in front requires one to look back and reflect upon your ain acquisition. It is of import to recognize what learning methods or schemes did or did non work when I was a scholar and interpret this to the same degree when I become a instructor in the current twenty-first century context.
Wednesday, October 23, 2019
Human Resource Forecasting Essay
PART 1: HUMAN RESOURCE FORECASTING Reference: Adapted from Human Resource Forecasting Assignment, pp 108 – 110 in Nkomo, S. M., Fottler, M. D., McAfee, R. B. (2008) Human Resource Management Applications: Cases, Exercises, Incidents, and Skill Builders, 6th Edition Due date: Week 9 LEARNING OBJECTIVES †¢Practice in forecasting an organisation’s people needs †¢To familiarize you with some of the factors that affect an organisation’s future people needs †¢To familiarise you with the complexities involved in making human resource forecasts †¢To point out that all human resource forecasting is based on assumptions and that these assumptions are critical to the accuracy of the forecast INSTRUCTIONS It has been a busy year with staff turnover, new employees and new equipment on order. Your CEO has requested a forecast of the human resource needs for North West Regional Hospital for the coming years. North West Regional Hospital (NWRH) is a purpose built, 180-bed inpatient facility and the largest regional hospital in the state. NWRH also has 15 outreach sites located throughout tropical, northern Australia, each of which employs approximately 17 individuals. In total, NWRH currently employs 700 people. Over the coming three years, NWRH is planning an expansion into additional regional areas and expects to add 25 new outreach sites. Each outreach site varies in size according to the needs of the community, so the figures represent averages. During the past month, NWRH has placed an order for 3 new dialysis machines to increase its renal support services. These machines are scheduled to be in operation December 31, one year from now in existing outreach sites only. NWRH has found that for each new machine purchased requires four (4) additional nurses, on average. In addition, five (5) new doctors are added in year 2. A breakdown of NWRH’s current staffing is shown in Table 1. Your CEO has asked you to perform three human resource-forecasting tasks. First, based on the assumptions given below, you are required to determine employee turnover for the inpatient facility office, the old outreach sites, and the new outreach sites. The CEO would like to know this information for each of the next three years and for each of the major personnel categories (i.e., Doctors, Nurses, and Inpatient Facility Administration staff). Your job is to complete Table 2. Second, your CEO would like to know the number of new employees NWRH will need to hire for each major personnel category for each of the next three years. Your job is to complete Table 3. Finally, your CEO would like to know the total number of employees who will be working for NWRH as of the end of each of the next three years. Your job is to complete Table 4. Table 1: Present staffing Total Employees700 Number of outreach sites15 Doctors per outreach site5 Number of Doctors75 Nurses per outreach site12 Number of Nurses180 Outreach facility employees255 Inpatient Facility Employees445 Table 2: Turnover Employee CategoryCurrent YearYear 1Year 2Year 3 Old outreach site Doctors Old outreach site nurses Inpatient facility New outreach site Doctors New outreach site nurses TOTALS Table 3: Number of Employees to be hired Employee CategoryCurrent YearYear 1Year 2Year 3 Old outreach site Doctors Old outreach site nurses Inpatient facility New outreach site Doctors New outreach site nurses TOTALS Table 4: Year-End Employment Employee CategoryCurrent YearYear 1Year 2Year 3 Old outreach site Doctors Old outreach site nurses Inpatient facility New outreach site Doctors New outreach site nurses TOTALS In order to complete your assignment, your CEO has told you to make a number of assumptions. They are: A.You are making all projections in December for subsequent years ending December 31 B.With regard to the existing outreach offices, assume a.The 15 existing outreach offices employ 5 doctors and 12 nurses each. b.On December 31 (one year hence) 3 new dialysis machines are placed in operation and require an additional 12 nurses (4 per machine). c.On December 31 in the 2nd year, 5 new doctors are employed. d.Turnover rate is 40 percent for nursing personnel, and 20 percent for doctors. C.With regard to new outreach sites, assume a.New outreach sites are added as follows: 6 in Year 1, 10 in Year 2, and 9 in Year 3. b.Each new outreach site employs 17 individuals (5 doctors and 12 nurses). c.Turnover is 30 percent for nurses, and 20 percent for doctors. D.With regard to the inpatient facility, assume that turnover will be 15 percent per year. PART 2: WRITING JOB DESCRIPTION & RECRUITMENT ADVERTISEMENT References:Adapted from Job Analysis: Writing Job Description, pp 97-99 in Nkomo, S. M., Fottler, M. D., McAfee, R. B. (2008) Human Resource Management Applications: Cases, Exercises, Incidents, and Skill Builders, 6th Edition Note: For your presentation in Week 5, you will use one (1) Job Description to develop one (1) Advertisement to present as a group. The developed advertisement cannot be used in the Portfolio Assignment. LEARNING OBJECTIVES †¢To familiarise you with the job analysis process and with job descriptions †¢Practice in writing job descriptions †¢To make you aware of different methods for recruiting candidates and stand out from the crowd INSTRUCTIONS:Job Analysis, Writing Job Descriptions and Recruitment Advertising You are required to write three (3) job descriptions, one (1) job advertisement, and one (1) selection criteria for the Portfolio Assignment. The job advertisement should reflect one (1) selected job description (choose one (1) – doctor, nurse, and inpatient facility administrator), and the selection criteria should reflect the selected job advertisement to create a flow in your portfolio. A.Draw up a set of job descriptions for each of the (3) positions in the case (doctor, nurse, and inpatient facility administrator). You may use whatever sources you want, including interviewing people you may know in these positions or similar positions or searching relevant web sites as you want job descriptions and lists of duties that apply specifically to regional hospitals and outreach facilities. The Job Analysis Questionnaire (below) can be used as a guide to help determine the major responsibilities and tasks of the job and the required knowledge, skills, abilities, and personal characteristics needed to perform the job. Remember to write the job description using action verbs when describing the employee’s tasks, duties, and responsibilities. It is also important that specific duties be grouped and arranged in descending order of importance. The complete job description should follow the format shown in sample provided (below). B.Choose (1) job description to draft one (1) job advertisement, to attract the right people to apply for that position. Write the advertisement as if it will appear on an online employment agency (e.g. seek.com). It will need to stand out amongst the many thousands of other positions being advertised. Job Analysis Questionnaire A.Job Responsibilities and Duties a.Job title b.Department title and/or division title c.Title of immediate supervisor d.Description of duties (describe the duties in enough details to provide a complete and accurate description of the work) i.Provide a general overall summary of the purpose of your job ii.What are the major results or outputs of your job? iii.Describe the duties and tasks you perform daily; weekly; monthly. iv.Describe duties you perform irregularly. e.List any machines, instruments, tools, machine, materials, and work aids used in your job. Indicate percent of time used. f.Describe the nature of your responsibility for nonhuman resources (money, machinery, machine and so on). What monetary loss can occur through an error? g.What reports and records do you prepare as part of your job? When are they prepared? h.What is the source of instructions for performing your job (e.g. oral or written specifications)? i.Describe the nature and frequency of supervision received. j.How is your work reviewed, checked, or verified? B.Reporting Relationships a.How many employees are directly under your supervision? What are their job titles? b.Do you have full authority to hire, terminate, evaluate and transfer employees under your supervision? Explain. c.What contacts are required with other departments or persons other than you immediate department in performing you job? Describe the nature and extent of the contacts. C.Working Conditions a.Describe the working conditions present in the location and environment of your work such as cold/heat, noise, fumes, dust, and so on. Indicate frequency and degree of exposure b.Describe any dangers or hazards present in your job. D. Job Qualifications (Be certain not to list the incumbent qualifications, but what is required for performance by a new employee). a.Describe the kind of previous work experience necessary for satisfactory performance of this job. b.What is the amount of experience required? c.What kinds of knowledge, skills, and abilities (KSAs) are needed to perform the job? d.What is the minimal level of education (grammar, high school, degree etc.) required? e.Are any special physical skills and/or manual dexterity skills required to perform the job? f.Are there any special certification, registration, license, or training requirements? Sample Job Description Job Title: Shift Supervisor (Mining) Position Purpose: The purpose of this position is to maintain a safe and efficient plant operation through directing the activities of the operation’s personnel and providing a management support function for the plant superintendent. Typical Job Duties: 1.Directs the activities of the operations personnel and coordinates the activities of the maintenance personnel. 2.Issues written communication to employees concerning personnel policies and operational concerns. 3.Administers a maintenance request program through collecting requests, scheduling, and recording maintenance activities. 4.Administers the plant tagging procedure. 5.Conducts the training and safety programs for shift employees. 6.Schedules shift assignments to reflect workload and vacation schedules. 7.Performs administrative tasks such as recording workers’ time, maintaining records concerning operational activities, and updating written procedures. 8.Prepares annual budget for assigned plan area and maintains the inventory level on these items. 9.Appraise performance of shift employees annually 10.Counsels employees on disciplinary problems and job-related performance. 11.Assumes plant superintendent’s duties when assigned. Physical Requirements: walking and climbing stairs Working conditions: Remote locations; secure fully furnished housing is provided. Quarterly rotations between locations are available. Four day rotating roster with morning, afternoon and night shifts. Machine and Machines Used: CRT, spectrometer, PH metre, conductivity metre Reporting Relationships: The shift supervisor reports directly to the plant superintendent. The shift supervisor directs the control room operator, two or more utility operators, trainees, and other assigned personnel, and coordinates the activities of the maintenance personnel present on shift. Qualifications: Education: Associate degree or equivalent training (e.g. management training classes) OR five (5) years of management experience Related Experience: Minimum of three (3) years as a control room operator for a coal-fired boiler operation. Job Knowledge/Skills Required: 1.Comprehensive understanding of plant systems. 2.Fundamental understanding of electrical systems and motor control centres. 3.Thorough knowledge of boiler chemistry. 4.Comprehension of flow, logic, and electrical prints. 5.Ability to perform elementary mathematical and algebraic calculations. 6.Communication and human relations skills. 7.Ability to operate CRT, spectrometer, PH metre, and conductivity metre. 8.Managerial skills. PART 3: WRITING SELECTION CRITERIA References: Adapted from Selection Decisions, pp 131-138 in Nkomo, S. M., Fottler, M. D., McAfee, R. B. (2008) Human Resource Management Applications: Cases, Exercises, Incidents, and Skill Builders, 6th Edition Selection Criteria adapted from Practical Exercises: Graduate trainee selection at Yarra Bank, pp 269–271 in Stone, R. J. (2010) Managing Human Resources, 3rd Edition LEARNING OBJECTIVES †¢To help you develop skills in developing selection criteria and evaluation measures †¢To make you aware of the complex criteria often used to select candidates †¢To help you develop skills in planning and implementing semi-structured interviews †¢To give you practice in preparing for the selection interview INSTRUCTIONS:Selection Criteria Using the job description, you chose for the job advertisement: 1.Develop a list of key selection criteria for an upcoming vacancy in this position in terms of experience, qualifications, skills/abilities, personal qualities and special requirements (see template below). 2.Outline how you would evaluate the candidates on each criterion. What questions would you ask? 3.Identify your interview selection panel. Indicate the number of people to be on the panel, the positions that they hold and provide a brief explanation of why they are required on the panel. Key selection criteria Experience: What type of and how much experience is required to perform this job successfully? Qualifications: What are the minimum formal educational qualifications required to perform this job successfully? Skills/Abilities: What special skills and/or abilities and knowledge are required to perform this job successfully? Personal Qualities: What special personal qualities (physical characteristics and personality characteristics) are required to perform this job successfully? Special requirements: What special requirements are required to perform this job successfully?
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