Importance Of Diversity Training :: essays research papers

Diversity training has become a necessity in businesses today. Diversity training is necessary because of people’s differences in our work force. Some of these differences are race, gender, culture, age, and disabilities. Because our organization is so diverse, this program will help educate, sensitize and prepare people to get along in our workplace.   Ã‚  Ã‚  Ã‚  Ã‚  If done right, I feel that the training programs will bring our company promising results. One study by Katrina Jordan on diversity training in the workplace from the perspective of organization/human resources diversity practitioners and diversity consultants showed positive results. Some of the outcomes found in this study were changes in staff behavior, increases staff sensitivity, increased executive commitment, recognition that diversity training is not just a H.R function, etc. For some diversity training â€Å"empowers people by helping them to understand others and develop a world view beyond their own. As a result they know how to respond to and resolve differences that might otherwise interfere with their work†(Jordan).   Ã‚  Ã‚  Ã‚  Ã‚  Programs are made up to cover a wide range of topics. These topics include defining, developing and managing diversity, harassment prevention, cross cultural communication, and creating an affirming environment. Workers will be able to bring up their own specific topics as well.   Ã‚  Ã‚  Ã‚  Ã‚  Training sessions will be of two types. First we will have a series of speaker’s come in at least once every other week and talk to large groups no larger than 75 people. Also during the week between smaller groups of no more that 20 people will meet for discussions. All sessions will be held at times convenient to all employees. To try to create an informal environment we will serve coffee and donuts.   Ã‚  Ã‚  Ã‚  Ã‚  For the training programs to make a positive impact it is important for all levels of employees to take part. Training must begin from the top down. H.R participants say that it is essential for top executives to take part in these training sessions. Middle management will be stressed to attend, since they are doing a lot of interaction with people.

Ece Human Developemnt Across Lifespan

Discuss how knowledge of theories of human development across the lifespan relates to ECE practice. 2. 1 Theories of human development across the life span are explained in terms of their relevance to New Zealand early childhood education today. 2. 2 Theories of human development across the lifespan are explained in terms of understanding of adults and children and informing and influencing ECE practice. 2. 3 Theories on human development across the lifespan are explained in terms of how they inform and influence own practice in an ECE service. Lev Vygotsky Vygotsky’s theory is the idea of Zones of Proximal Development (ZPD) â€Å"the distance between the actual development level an individual has achieved (his or her independent level of problem solving) and the level of potential development he or she could achieve with adult guidance or through collaboration with other children. † (Bredekamp, 117) In New Zealand early childhood education, they believe that the understanding of a child’s ZPD is important because it allows teachers and caregivers to scaffold appropriately in order to help children reach their full potential. Self-regulation and private speech are also important aspects of Vygotsky’s theory. He theorized that children need to master these skills in order to be successful. If children are able to master these skills, they will be able to demonstrate self-discipline and improve their executive function. The educator is a co-constructor of knowledge with the child. Instead of lecturing or direct instructions, the educator allows and guides the child to come to his or her own understanding of the material. An educator in the early childhood ecntre will aid and support the child in their own discovery and initiative through a concept called, the zone of proximal development (ZPD). The ZPD allows a child to tackle a problem that is sufficiently novel to attract and maintain a child’s attention, yet not so difficult that the solution cannot be perceived (Edwards, 2005). To expand this concept to the centre, the teacher will ‘set up’ activities for children that are just beyond the children abilities and then guide and support the children to come to a solution themselves with minimal help from the educator. Howard Gardner Howard Gardner developed the theory postulates that there are seven or more intelligences that each individual is born with and is needed to live life well (Smith, 2002, 2008). As people develop new knowledge, often these intelligences complement each other (Hatch, Gardner, 1989). In New Zealand early childhood education they believe that in Gardner’s Multi Intelligence theory, the learner is seen as an active participant in their own learning. When new knowledge is presented to the chid, the child will utilize different intelligences in order to synthesize and analyse the new information. The theory of MI properly accounts for the fact that children learn in different ways and use different cognitive capabilities to construct knowledge. It also emphasizes the importance of using a diverse curriculum in the centre that utilizes different subject areas such as music, fine arts and physical activities. For example, if a teacher extends children’s learning, he or she can show some pictures, use real things, sing a song, each method of learning in this case will appeal to the learning styles of different children. In MI theory, the adults can take a broader view of learning to include all intelligences and consequently plan and deliver activities that will allow children to learn through intelligence that they are strongest in. Taking this approach to learning, adults are able to give their children extended opportunities to construct new knowledge that makes most sense to them and can therefore be readily applied to situations. Erik Erikson Erikson developed the view that each person experiences a set of â€Å"conflicts† that need to be resolved during each of the eight stages of development, the first three stages spanning early childhood. These conflicts arise from demands made on a child by his parents of by society in general. As each conflict is resolved, the individual becomes ready to grapple with the next stage. When conflicts are unresolved, they remain issues for the individual to struggle with later in life. In New Zealand early childhood education they used Erikson’ theory as a based on theories and practices in Ece setting. For example the first three stages of psychosocial development. Stage 1: Trust versus mistrust (birth to 1 year of age). During this time, the infant struggles to develop trust in the world. Erikson felt that children learn to trust when educators and parents are nurturing, responsive and reliable. Stage 2: Autonomy versus shame and doubt (18 months to 3 years). This stage is characterized by the child’s increasing desire to discover. Educators and parents help children by understanding the child’s needs for both independence and dependence. Erikson believed that, if this fails to occur, a child will experience feelings of shame and doubt. So there, this is the stage where you teach independence, not at birth. Stage 3: Initiative versus guilt (3 to 6 years old). At this time, the child is eager to master new skills, use language to ask questions, and interact with other peers. At the same time, the child still relies on the comfort and security provided by educators and parents. If a child’s developing sense of initiative is neglected or ignored, Erikson stressed that the child’s misguided energy could result in verbal or physical aggression. Teachers who apply psychosocial development in the classroom create an environment where each child feels appreciated and is comfortable with learning new things and building relationships with peers without fear† (Tamara , 2010, para. 1). In New Zealand Early Childhood education one of their goals is from Te Whariki curriculum Strand 2 that they implement in the every centre, the belonging where children experience an environment where they know they have a pl ace and feel comfortable with the routines, custom, and regular events. Educator encourage initiative in young children, they believe that children should be given a great deal freedom to explore their world. They should be allowed to choose some of the activities they engage. If their request for doing certain activities is reasonable, the request should be honoured and they provide exciting materials that will stimulate and extend their imagination.

Not My Best Side Essay

Fanthrope’s poem is divided into to three separate parts as the points of view of the three different characters. The first part is told fromà ¯Ã‚ ¿Ã‚ ½9 the dragon (or â€Å"the monster†)’s point of view, here the author used personification, providing the dragon with feelings and an opinion of his own, therefore giving him human-like features; he’s feeling a bit cantankerous towards the artist who painted him given that he didn’t give him a chance to pose properly thus only portraying his ‘bad’ side. Furthermore, he’s saddened by the thought that the other characters aren’t taking him seriously, he generates the idea that the fact that his â€Å"victim† (the girl) only holds him by a flimsy string is a way of emasculating him or taking away his pride in a way. The second part in the perspective of the girl being rescued and in this case, the author gives it a bit of a twist because the reader would normally expect the girl to want to be saved from the horrible monster, but she doesn’t! In fact, she’s actually mad at the knight for trying to save her because she was enjoying the dragon’s company; instead of being terrified of the monster she finds him â€Å"nicely physical and sexy† Finally, she doubts the credibility and attractiveness of the knight and says she prefers the dragon. The last part of the poem is from the standpoint of the knight who’s stabbing the dragon and trying and save the princess in danger. He feels offended that the princess doesn’t want to be saved by him even though he has diplomas in â€Å"Dragon Management and Virgin Reclamation†, his horse is the latest model and he has all the newest, safest and coolest artillery and armour. Windows of wonderment (My own version of Not My Best Side) Part 1- I still wait for him everyday. Mother holds me up against the cold hard window pane while I stare infinitely into the open space in front of me. I gaze upon our driveway hoping to see his car drive in, to hear the soft clacking of his shoes, the gentle wheezing of his breath or the breezy tone of his words. Mother sighs and looks away while a single tear trickles down her left cheek; I pretend not to notice whilst she hastily wipes it away and lets out a tiny sniffle. Everyday I purposely put together excuses, explanations, to reason his agonizing absence; I foolishly blame myself, my poor mother and yet every time I regrettably come to the same conclusion, it’s not our fault. By now, I know I should know better but I still have hope, that someday he’ll come back to us, someday I’ll see have face again, his deep blue eyes and his smooth silk-like skin, but until he does I’ll just repeat the same excruciating ritual of waiting, waiting and forever wondering. Part 2- I still hold him up against the window. I know I shouldn’t, and it will only make everything worst but I still do. Every time, his little face lights up and that constant frown that lingers upon his face seams to disappear. Just for a few seconds, his hope is restored, as he stares out to the unknown. I can see his mind drifting off, the wheels in his head turning, trying to come up with any and every possible explanation for his father’s absence, but it’s when he’s smacked across the face by the bitter truth of reality that his expression abruptly changes back to what it was, and the only words circling his mind are â€Å"he’s not coming†. I know I should protect him from such pain and suffering, but what’s a pitiable mother to do when her permanently scarred son keeps reaching out for the affection of that devil-like brute he calls his father? It’s not fair on him, or me. The dream of a normal life is lost alongside with hope, trust and belief. This is the pain of abandonment that leaves an innocent child hopelessly enduring pain and suffering, waiting, waiting and forever wondering.

Average ACT Scores What They Mean For You

Average ACT Scores What They Mean For You SAT / ACT Prep Online Guides and Tips The average ACT score for US students is a 21. The middle 50% of students score between a 16 and a 24. The following chart breaks down the nationwide average by section: English Math Reading Science 20.3 20.9 21.3 20.8 However, when you’re thinking about college admissions the nationwide average isn’t important: what really matters is the average score of the students you’re being compared with. If you’re a high achieving student applying to very selective schools you’ll need a score much higher than the national average. If, on the other hand, you’re applying to certain state schools, a 20 is a totally acceptable score. Really, the National Average Doesn't Matter If you're worrying about your ACT scores, it's probably because you want to use them to apply to college. But the national average includes every student who takes the ACT (a grand total of 59% of students who graduatedin 2015), including many who don't intend to go to college butare required to take the test as part of a statewide assessment program. When you’re applying to college or for scholarships you aren’t competing against all of these students, you’re only competing against the other students applying for that school or scholarship. The key isto have an average or higher score compared to the students you’re competing against- the national average is thus pretty much meaningless for your purposes. Let's talk about some numbers that might be more helpful in terms of setting a goal for yourself. How to Compare Yourself to Your Peers If you're still curious about how you compare to other students in a general sense, you might want to check outhow your ACTscores compare to those of other students like you, i.e. those with similar grades and backgrounds. Generally speaking, the easiest way to understand where you fall in this range is to find out the average ACT score at your high school. If you're a high-achievingstudent looking at competitive colleges, you mayalso want to consider how you stack up with other honor students. Keep in mind, though, that when it comes to college applications, these numbers are only marginally more meaningful than the national average. Average ACT Score for Your High School If you want to knowthe average ACT score at your high school, just google â€Å"[your school] ACT scores.† This approachwill be most effective if you attend a public school in a state with mandated ACT testing, though many private schools list these scores on their websites. If the SAT is generally more common where you live, you can try looking for the average SAT score and then converting it to an ACT score. Average ACT Score for Honor Students Students with high GPAs also tend to have high ACT scores. For students in the top â…“ of their class, the average ACT score is 27. For those in the top 1/10, it’s 30. These numbers shouldn’t stress you out, however, since as we’ll go over below, what’s really important is how you compare to the other students applying to the same school as you. The Key Number: the Average ACTScore for Your Ideal College As I explained above, the value of an ACT score lies in whether it can get you into the school of your dreams, not in how it compares to other student's scores. Thus, you'llneed to look up the average ACT scores for admitted students at the schools you want to apply to, in order to determine your score goal. Most schools list a range of ACT scores (the 25th-75th percentile) rather than a single number. You can look this info up by googling "[college name] ACT scores" or"[college name] ACT scores Prepscholar."Then use this worksheet to calculate your exact target score based on all the schools you’re interested in. Keep in mind that there's a considerablerange inwhat kind of scores colleges expect: the most selective schools generally have average ACT scores between 32 and 35, somewhat selective schools have average ACT scores in the mid to high twenties, and less selective schools have average ACT scores in the high teens and low twenties. You don't need to panic just because you don't have a 36. What's Next? If you haven't reached your score goal just yet, givesome of our freeACTprep resources a try. Start with the 5 general strategies you must know and then break yourprep down by section with our ultimate guides to reading, English, science, and math (coming soon). Or perhaps you'd fare better with the SAT? Usethese guides to decide whether you might prefer to focus on the other test, whether its current incarnation or the redesigned version that arrives March 2016:the ACT vs. the current SAT and the ACT vs. the new SAT. What ifyou're already scoring well on the ACT, but are struggling with a low GPA?Try these suggestions for how to work around your low grades. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. 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SUNY College of Environmental Science and Forestry

SUNY College of Environmental Science and Forestry With an acceptance rate of 54% in 2016, SUNY ESF has largely accessible admissions. Successful applicants will generally have B-averages and standardized test scores within or above the ranges posted below. To apply, those interested will need to submit an application, personal statement, official high school transcripts, and scores from either the SAT or the ACT. If you have any questions or concerns about applying, be sure to contact the admissions office at SUNY ESF. Admissions Data (2016): SUNY College of Environmental Science Acceptance Rate: 54%Test Scores 25th / 75th PercentileSAT Critical Reading: 520 / 630SAT Math: 550 / 630SAT Writing: - / -What these SAT numbers meanACT Composite: 23  / 27ACT English: 22  / 28ACT Math: 23  / 27What these ACT numbers mean SUNY College of Environmental Science and Forestry Description: The State University of New York College of Environmental Science and Forestry is a specialized environmental management and sustainability college with its main campus located in Syracuse, New York, and several satellite campuses across central New York and the Adirondack Mountains area. The 17-acre main campus sits on Syracuse’s University Hill overlooking downtown Syracuse and Onondaga Lake. ESF has a 15 to 1 student faculty ratio and offers 22 undergraduate and 30 graduate degrees in the sciences, engineering and forestry. Within the undergraduate program, the most popular areas of study are environmental biology, conservation biology and landscape architecture. The most common graduate programs include forest management and operation and environmental physiology. Students are actively involved on campus, participating in nearly 25 student clubs and organizations. The ESF Mighty Oaks compete in cross-country, golf, soccer and basketball in the United States Collegiate Athl etic Association and have a long tradition in intercollegiate woodsman competitions. Enrollment (2016): Total Enrollment: 2,186  (1,751 undergraduates)Gender Breakdown: 54% Male / 46% Female98% Full-time Costs (2016 - 17): Tuition and Fees: $8,103  (in-state); $17,953 (out-of-state)Books: $1,200 (why so much?)Room and Board: $16,110Other Expenses: $1,050Total Cost: $26,463  (in-state); $36,313 (out-of-state) SUNY College of Environmental Science and Forestry Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 89%Percentage of New Students Receiving Types of AidGrants: 82%Loans: 57%Average Amount of AidGrants: $7,104Loans: $6,922 Academic Programs: Most Popular Majors:  Conservation Biology, Environmental Biology, Environmental Science, Landscape Architecture, Wildlife Science. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 85%Transfer Out Rate: 20%4-Year Graduation Rate: 60%6-Year Graduation Rate: 74% Intercollegiate Athletic Programs: Mens Sports:  Golf, Basketball, Cross Country, Track and Field, SoccerWomens Sports:  Soccer, Track and Field, Cross Country Data Source: National Center for Educational Statistics Explore Other SUNY Campuses: Albany  |  Alfred State  |  Binghamton  |  Brockport  |  Buffalo  |  Buffalo State  |  Cobleskill  |  Cortland  |  Env. Science/Forestry  |  Farmingdale  |  FIT  |  Fredonia  |  Geneseo  |  Maritime  |  Morrisville  |  New Paltz  |  Old Westbury  |  Oneonta  |  Oswego  |  Plattsburgh  |  Polytechnic  |  Potsdam  |  Purchase  |  Stony Brook If You Like SUNY CESF, You May Also Like These Schools: Cornell University: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphUniversity of Vermont: Profile | GPA-SAT-ACT GraphUniversity at Albany: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT GraphJuniata College: Profile | GPA-SAT-ACT GraphClarkson University: Profile | GPA-SAT-ACT GraphDrexel University: Profile | GPA-SAT-ACT GraphBinghamton University: Profile | GPA-SAT-ACT Graph

Management seminar Essay Example | Topics and Well Written Essays - 750 words - 9

Management seminar - Essay Example Where, if the firm uses employees from its country all through, the company will not impress the rest of the world. However, with outsourcing, the world feels appreciated because it provides opportunities for all people and this increases the market share globally (Sparrow, 2009). On the other hand, outsourcing is a disadvantage to the home people of the company who lose the opportunities occupied by the foreigners. In other words, the local people of the country the company is located lose their jobs and this leads to creating a recession in the domestic economy. Another problem related to outsourcing is that the overseas employees have experienced a problem of not being able to communicate effectively with the U.S customers due to difficult accents and problems of miscommunication. Finally, the emerging economies where outsourcing is done face tremendous energy shortages with the power outages done frequently (Blackman, Freedman & Levy, 2004). Sweatshops refer to the overseas manufacturing facilities of a company where the conditions of labor are not up to the satisfactory level as per the international labor standards. Long working hours, unsafe working condition, and abuse of the employees and lack of labor rights characterize the practices against the standards. The employees working in the facilities are tremendously exploited. In fact, most of the products manufactured in the facilities require repetitive kind of labor. Sweatshops exist for they provide a number of economic advantages to the multinational firms and to the host employees. Creating of the domestic employment and establishment of local infrastructures in the host countries helps to enhance the local economies of the countries. The employees working in the sweatshops are desperate because most of them do not have education or the required skills to get any form of

Oil and gas correlation Essay Example | Topics and Well Written Essays - 250 words

Oil and gas correlation - Essay Example However, the US domestic production of gas had just picked up and was at the boom phase rendering gas prices low. This means that the global prices of gas were significantly affected downwards as the oil demand plummeted hence the increased price disparity between the two commodities. It is also evident that from 1991, the import of oil by US had reduced but this still represented approximately 40% of the consumption by US against a paltry 5% of gas consumption by the US (YeÃŒ pez-Garcia, Rigoberto , and Julie 86). This is an evident case to support the observed negative correlation. It is also worth to note that the global oil prices are volatile in regard to world market trends, Middle East socio-economic issues and OPEC whims. The increasing technological advancement and campaign for more efficient machines is slowly increasing the use of gas. This means that gas fuel consumption trend will begin to gain influence in the value of dollar hence closing the demand gap it has with the oil. It is also possible that increased exhaustion of gas wells by the US will significantly push the gas prices up as there will be a plan to import more and reserve the domestic stock. YeÃŒ pez-Garcia, Rigoberto A, and Julie Dana. Mitigating Vulnerability to High and Volatile Oil Prices: Power Sector Experience in Latin America and the Caribbean. Washington, D.C: World Bank, 2012.