Statistics Coursework Essay Example

Statistics Coursework Essay I have been asked to examine the students attendance figures from all year groups (7, 8, 9, 10 and 11) at Hamilton Community College. I will be investigating whether the age of the students affects their attendance figures at school and does it affect their learning and exam results as well? To start my research, I was given the attendance figures by the school for all of the year groups for the 2003 2004 academic years. I will then start to process data (attendance figures) firstly by reducing the amount of data that I will have to process using the method of stratified sampling. By using stratified sampling I will then only use a fair amount of data according to the percentage that Im comfortable with. I will only be using 20% of the attendance figures from each year. A scientific calculator is used, to randomly select attendance figures that I am going to use, so that the new set of statistics isnt bias and isnt affected by my conscious decision. Using the new set of data, I will collate the data in frequency tables (to display all of the frequency distributions), in order to enable easy interpretation and analysis. Secondly, after collating the data, I will then display the new set of data in forms of graphs/diagrams and charts so that it will be easier for me to compare and study the figures. From these graphs/diagrams and charts, I will calculate the central tendency for all the year groups (mean, median) and also the dispersion of each year group by calculating the quartiles (upper quartile, lower quartile and interquartile range) which will also ensures that the figures that I am going to process and compare are only the true average (middle 50% of the data). It is vital for me to choose the most appropriate graphs/diagrams or charts to display the datas properties effectively and clearly. Graphs like the normal distribution curves are ever so important in these type of investigation especially because the graph itself summarise so many vital information such as the We will write a custom essay sample on Statistics Coursework specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Statistics Coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Statistics Coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Thirdly, I will then analyse all of the results that I will get from the calculations and evaluate it against my hypothesis. I will analyse all of the data in a more depth by doing standard deviation and Spearmans rank correlation coefficient that will allow me to compare and analyse the data properties using different methods. Finally, I will then come to a conclusion stating whether the age does or does not affect the attendance of the students and their learning at school. Hypothesis Does the age of the students affect their attendance at school? There is a probability that there is a small relationship between the age of the students and their attendance figures at school or there is no relationship at all. However, the students appreciation of the importance of their attendance figures does and this is why (in my opinion) the attendance figures vary between students. Nevertheless, the students that are within their exam years should have a much higher attendance percentage than those who dont. In my opinion, age does not affect the attendance of the students at all. I think the attendance figures of the students at Hamilton totally depends on the students environment and maturity in terms of their understanding of the importance of their attendance figures at school (e.g. for future reference when their career year approaches). However, even though it seems like the Year 11 GCSE students tend to come to school much more often or supposed to attend school everyday than the Year 7s, to me, this doesnt have any relations with age at all. Just because the student is a Year 7 pupil, that doesnt mean that their attendance figures are going to be really low. This also applies for the GCSE students (Year 10s and 11s); just because the student is taking their GCSE it doesnt mean that their attendance is going to be a full 100% (even though it should be like that). A Year 7 pupil could have a 100% attendance figure just like a Year 11 student and it doesnt have to relate to age at a ll. A 6, 10, 12 and even 15-year-old students can still have a stunning 100% attendance figures at school just by having that one important reason of why they have to come to school everyday (and again it might not have anything to do with age at all). So, I do not believe that the age of the students affect the attendance at school. Does attendance affect the students learning and their exam results? There is a relationship between the attendance of the students and their exams results. Students who comes to school often or everyday, to learn, tend to improve and have much better exam results than those who dont. I believe that the attendance of a student does affect their exam results. For students who come to school everyday learns more than the students who dont attend regularly. Therefore, more education equals better exam results. But, there are some students, who do not come to school as often as they should but still get good results (naturally clever as people would say it). This is true and I agree. However, I think these extraordinary students must have another form or way of learning when not at school (the student might be an independent learner for example). But for those who are not an independent learner and still get wonderful exam results, they might concentrate hard in lessons when they are actually in school and absorbs everything that they learn. So, basically overall, I think the attendance of the students does affect their learning and exams results. Plan 1. In order for me to investigate this problem, I was given a secondary type of data of the attendance of all the students in Hamilton Community College in the 2003 2004 academic years from Year 7s to Year 11s. It would be unreasonable and difficult for me to use all of the data given, as it will consume a lot of time during the calculation process. Because of this Ive decided to use the stratified sampling method to handle the vast amount of data. This way, it does not only reduce the amount of time for me to process the data, it also reduces its quantity. The attendance figures of all of the students will be divided according to the year groups they belong to in ascending order (0% 100%). I will then label them from 1 to how many attendance figures there are in the year group (1, 2, 3267). By using a scientific calculator, I will use the RANDOM button to randomly select 20% of the total attendance figures in the particular year. This way, the new set of data will not only be much smaller, but also ensures that I have a fair proportion of responses from each year and it is not bias as it is done without my conscious decision. 2. The new stratified data will then be investigated, compared and analysed with each other to see whether it matches with my hypothesis. Since that the data is a grouped, continuous data, below are the graphs/diagrams and charts that I will be using to display the data clearly: 2.1 Cumulative frequency polygons A cumulative frequency polygon shows the trend of growth of continuous data. It is also useful for estimating how much more or less there is than a certain amount. So, I will be able to estimate the averages much easier using these graphs rather than using tables. By using cumulative frequency polygons, I can also calculate the quartiles of the data, which will not only measure the spread of the data but also display the central 50% of the data (excluding the highest and lowest value interquartile range). This could be shown much evidently by using the box and whiskers diagram. 2.2 Box and whisker diagram The box and whisker diagram will be used to stress the quartiles and also to show its (shape) distribution whether it has a symmetrical distribution, negative skew or positive skew. It also shows the median of the data. Box and whiskers diagram can be easily compared with each other to see which year group have a stronger (higher) percentage of attendance during the academic year. 2.3 Histograms I am going to use histograms instead of bar charts is because the data Im using is a continuous grouped data. Histogram uses the area of the bars to represent the frequencies rather than the heights like normal bar charts. It may have equal or unequal intervals. A histogram with equal intervals is a frequency diagram (only the height of the bars vary), however, a histogram with unequal intervals, the area of each bar is proportional to the frequency of each class and the height of the bars are based on the frequency density. By using histograms, I am then able to see the shape of the distribution, whether it has a symmetrical distribution and positive or negative skew. 2.4 Standard deviation Standard deviation is the square root of a variance. Variance is a measure of spread that uses all of the data. By doing the standard deviation I am then able to see the Normal distribution for each year and also compare them with each other and see much more clearly which year group have a higher attendance figure. 2.5 Spearmans rank correlation coefficient The spearmans rank correlation coefficient is going to be used for the Year 9 attendance and their SATs results to see how they correlate with each other. This will prove whether attendance have an effect on their exam results or people who get good results are just naturally clever. 2.6 Normal distribution Normal distribution is a family of distributions that have the same general shape. They are symmetric with scores more concentrated in the middle than in the tails. Normal distributions are sometimes described as bell shaped. 2.7 Scatter diagrams The relationship between two variables can be shown through scatter diagrams. By using scatter diagrams, I am able to see the correlation clearly and state whether the variables have any sort of relationship together. However, this can be looked at in depth with spearmans rank correlation coefficient. 3. The reason of why I am using ever so many graphs/diagrams and charts is because I believe that you cannot display all of the information you want to display by using a single graph in this investigation. Further more, the more (appropriate) graphs/diagrams and charts I do, the more information Ill receive on the attendance of each year group. Also, I will be able to compare the results in a much better way and give a more specific answer towards the research. 4. Using all of these diagrams I will then compare all of the students attendance for each year. Then I will also analyse all of these graphs and diagrams and actually come to a conclusion that tells me all the information I need (e.g. which year group have the best attendance figures) for this investigation. 5. With this final conclusion I will compare it against my hypothesis and evaluate it to see whether it has any connections towards my hypotheses I worked out earlier. Finally, I will then state whether or not the final statement has anything to do with the hypotheses. Below is the secondary data Ive received of the attendance of the school according to each year.

What do Recruiters Want in a Resume Answers within…

What do Recruiters Want in a Resume Answers within†¦ Last week I heard from one of my clients who was offered a new job. When she got the offer, the hiring manager told her that when they saw her resume, they just *had* to find out who the person was behind this unusually crafted document! Interestingly, she had gotten less positive feedback from some other people. Yet she stuck with her slightly unconventional resume and it led her to a great job. A Sea of Opinions Perhaps what drives job seekers crazy more than anything else is that if they ask 7 people to review their resume, they will get 7 different opinions about what is working and not working about the document. This state of affairs is challenging for me as a resume writer too: no matter how great I think a resume is, there will always be someone who disagrees with at least something about it. In an attempt to set the record straight, and to debunk the rumors and folklore that abound in conversation about resume writing, Career Directors International recently conducted a survey of recruiters, human resource professionals and hiring authorities: Global Hiring Trends 2012 I encourage you to read the entire report if you can. It is a quick read, full of illustrative graphs and charts. To give you an idea of what’s in there, I am highlighting some of the most salient results here. The Truth about Page Limits! A question that comes up extremely frequently with job seekers is whether their resume can be more than one page- or more than two pages. During my Top 10 Ways to Make Resume Writing FUN webinar on July 12, someone asked whether his resume could be automatically rejected by a company simply for breaking the 2-page barrier. I am happy to report that these fears are for the most part unfounded. Page Preferences for Executive Resumes In the survey, 37% of respondents stated that â€Å"length is not an issue as long as the resume provides the right data to make decisions†- and 8% actually preferred a 3-page resume, vs. 6% who preferred a 1-pager! (Only 34% preferred a 2-page resume.) Perhaps most important, 58% of respondents stated that they would NOT penalize an executive candidate for having a resume that did not meet their preferences (only 5% stated they would do so). Here’s a surprise to me: Several respondents stated that 5 pages was the maximum length they would read! Did you hear that, ladies and gentlemen? A 5-page resume! I think this reality check is a good one for any executives attempting to squeeze their resume onto 2 pages. Clearly it is more important to include essential information such as achievements and experiences than to meet some mythical page requirement. A hard-hitting resume with a compelling message about what the executive will do for a company will almost always be read, regardless of length. Page Preferences for Non-Executive Resumes When it comes to non-executive resumes, there is a higher preference for 2-page resumes, at 37%, and a lower percentage of respondents who didn’t have a preference (21%). One-page resumes were preferred by 21% of respondents for non-executive resumes, and only 6% preferred a 3-page resume. I’m putting my money on the 2-page resume for non-execs! Conclusion on the page length issue: It’s not size that matters- it’s content! A hefty 54% of respondents said the length would not really matter if the resume were well-written and highly focused. As one respondent stated, â€Å"As long as the person has a reason for several pages and I can find value in what is written, I don’t care. However, if the rà ©sumà © is filled with nothing but job duties on 80 separate lines, it is a waste of space and my time.† (The same could be said of a 1-page resume that doesn’t deliver the goods.) Resume Format and Design Format and design questions rank high on jobseekers’ question lists. The question that most interested me was about graphs and charts on resumes. Surprisingly, 33% of respondents still have not received a resume with a chart or a graph. 24% of those who had seen charts and graphs found them helpful or very helpful, while 22% found them distracting. These results are rather inconclusive but indicate to me that if you work in a conservative industry it might be best to stick to the tried and true bullet format; in more innovative industries I think charts and graphs can be a great fresh approach. Also for someone climbing the ladder within the same company, charts and graphs might be very effective. I was also intrigued by the response to rumors that some recruiters and hiring managers never click live links because of the possibility of viruses. The results of this survey tell a different story. Although 17% of respondents never click on links, 62% of reported that they sometimes or always click on hyperlinks when provided. Regarding format, the survey found that Word (.doc or .docx) is the preferred format for receiving resumes by far, although 23% preferred PDFs. Tooting Your Horn I have begun to include testimonials on almost every resume. Should you put them on yours? Although 41% of respondents said testimonials would not influence their decision positively, 29% stated they would. To me that’s enough support to continue my practice of including testimonials when space allows. I’d rather have someone else sing my clients’ praises than have the clients toot their own horns. You might want to find a quotable quote for your own resume as well. No Rules What this survey brought home for me is that there are no hard and fast rules of resume writing. However, if you focus on communicating your skills and accomplishments honestly and professionally, in a way that matches who you are, I figure you can’t go wrong. Sure, as my client found out, there are multiple opinions out there and there is no way you will please everyone. But in the end, you only need to impress one person: the one who hires you. Do you want professional resume writing services to make sure you make the right impression? The Essay Expert’s Resume and Cover Letter Services will turn your resume into gold.

Case study Essay Example | Topics and Well Written Essays - 500 words - 55

Case study - Essay Example In addition, active care will mean routine patient evaluation of circulatory status with exercise and at rest. From the active multidisciplinary approach, Mr. P will reduce hospitalization incidents that result to increased hospital costs that have ended up depressing his wife. Since Mr. P demonstrates some degree of clinical instability, further medical therapy is required following evidence-based guidelines. Through active care clinic visits, Mr. P’s condition is manageable through the use of antidiuretics and fluid sodium restrictions with the therapeutically intention of treating edema and restoration of extracellular fluid compartment to normal (Cooper, 2011, p. 21). Proper management of Mr. P’s edema will contribute greatly in eliminating shortness of breath or labored breathing. In addition, the use of antidiuretics will promote Mr. P’s response to drugs like ACE inhibitors and beta blockers that are approved for managing patients with cardiomyopathy that results to systolic dysfunction of the heart’s left ventricle. However, patients demonstrating intolerance to ACE drugs require additional Isosorbide dinitrate and Hydralazine hydrochloride or Angiotensin II receptor blockade (Costantini, Boyd, Huck, Carlson, & Buchers, 2001, p. 178) Daily weight checks are essential in ensuring that the Mr. P does not have any weight changes due to fluid retention which is also reflected in shortness of breath and moist crackles on lungs. The best way to identify weight gain will be to know Mr. P’s dry weight or weight taken in the absence of edema. Mr. P will be trained on how to calculate his weight gain by subtracting his presently measured weight from the dry weight. (Costantini, Boyd, Huck, Carlson, & Buchers, 2001). Since he is managing edema, the resulting difference is expected to decrease with the right patient compliance. For both Mr. P

Organic Growth Essay Example | Topics and Well Written Essays - 2750 words

Organic Growth - Essay Example Now before discussing the advantages and disadvantages of organic growth over cross border acquisitions for multinational companies, one should first understand what is organic growth and what is a cross-border acquisition. Organic growth talks about using internal sources of a company for expanding and earning profits. In other words organic growth talks about the expansion of a firm's operations from its own internally generated resources, without resorting to borrowing or acquisition of some other firms. Organic growth represents the real growth of the company. Organic growth represents how well the company has applied its internal resources to increase profits (Reuters, 2009). Increasing output and enhancing sales are some of the methods in which the growth rate of a company can be enhanced. Organic growth sometimes is also referred to as internal growth. Here the company uses funds from one year to expand in the following year. Since organic growth is a slower way of expansion and growth, and many companies wants to grow at an accelerated rate they go in for the inorganic growth. Again a firm can grow inorganically by the means of mergers and acquisitions. ... Organic growth sometimes is also referred to as internal growth. Here the company uses funds from one year to expand in the following year. Since organic growth is a slower way of expansion and growth, and many companies wants to grow at an accelerated rate they go in for the inorganic growth. Again a firm can grow inorganically by the means of mergers and acquisitions. Inorganic growth is often seen as a faster way to grow in the business and acquire new markets. Inorganic growth is seen as a major and significant event for the faster growth. Inorganic growth strategies are regarded as important tools to reach into new markets, expand customer base, cut competition, consolidate and grow in size quickly. Cross border acquisitions and mergers Due to globalization, companies have started the ways and means to gain competitive advantage over their competitors. Also the world has seen increased deregulation, privatization and corporate restructuring; globalization has led to cross-border acquisitions and merger activities. Today they are seen as the main mechanism in which a company can expand in foreign markets. The cross border acquisitions and mergers cuts down competition, helps the companies to expand their customer base and grow in size quickly. But there are many barriers to cross-border acquisitions and mergers. Some of them have been discussed below: Legal barriers: cross border acquisitions and mergers are very complex transactions which may involve a number of legal entities. The company may suffer due to lack of information which may also result in deadlock. There may be cases where even after the acquisitions the acquiring company may not get proportionate powers in the

Cars Safety Essay Example | Topics and Well Written Essays - 3000 words

Cars Safety - Essay Example Insurance companies sell their policies on the commitment towards "hassle-free claims". However, when approached in case of accidents, they take advantage of customers ignorance and get away with meager reimbursements. In that case a little knowledge and know-hows of insurance laws takes care of under-estimation of our loss in accidents. Most likely, the insurance company gives first party coverage, under which both properties are insured, and third party coverage, which covers other people and their property involved in car accidents with you. It is advisable to go through the policy papers thoroughly to understand the extent of cover-up of loss [1]. Regardless of your initial research, there will always be confusion and ignorance about certain rights, hence it is very important to follow the guidelines set by insurance firms (such as reporting to them about accident in a given set of time) and do some estimation of the loss incurred by you. This estimation will help get approximate picture of amount that should be covered by insurance company. Most people accept whatever the agents assert as the compensation money and do not give it a second thought. However, the insurance agents try to finalize the claim at a much less amount. Therefore, a prior working knowledge of insurance claims greatly helps towards the cause. And as a last minute advice, please do not give an autograph on any paper given by agents, without having complete account of what it means. Trust me; the signatures are not for a scrapbook entry. Be on the safer side, drive carefully. 2. Did you know that many car accidents are caused due to drivers playing with the radio while driving The next time you try doing multi-tasking while driving, keep the facts and statistics on car accident in mind: Every 12 minutes, one person dies because of a car accident. Every 14 seconds, a car accident results in an injured victim. So in order to ensure we are not the ones contributing towards such facts, it becomes important to follow some safety instructions that ensure safety of driver as well as the passengers travelling with driver. The driver is a responsible person since life of everyone sitting inside a car is in drivers hands. In every accident case, it comes to light that one or the other safety step was not taken/considered or even ignored in some extreme cases. Simple preventive measures like wearing seat belts, acknowledging speed limits and using horn/lights effectively go a long way in ensuring safe traveling experience. As an extreme step, car manufacturers should start installing features like computerized announcements to wear seat belts, the reason being the el evated extent of damage in accidents in which seat belt was not worn by drivers [2]. According to the car accident statistics released by the United States Department of Transportation's (USDOT's) National Highway Traffic Safety Administration (NHTSA), there were almost 43,000 deaths in 2002 because of car accidents, and the car accident fatalities for the year 2003 stand at 42,643 [2]. Not using safety belts increased the likelihood of injury by 119 percent for young women, 164 percent for middle-aged women and 187 percent for older women [3]. The

The definition and features of a marginal costing system

The definition and features of a marginal costing system Introduction The costs that vary with a decision should only be included in decision analysis. For many decisions that involve relatively small variations from existing practice and/or are for relatively limited periods of time, fixed costs are not relevant to the decision. This is because either fixed costs tend to be impossible to alter in the short term or managers are reluctant to alter them in the short term Marginal costing definition Marginal costing distinguishes between fixed costs and variable costs as conventionally classified. The marginal cost of a product -is its variable cost. This is normally taken to be, direct labor, direct material, direct expenses and the variable part of overheads. What is Marginal Costing? It is a costing technique where only variable cost or direct cost will be charged to the cost unit produced. Marginal costing also shows the effect on profit of changes in volume and type of output by differentiating between fixed variable costs. Salient Points: Marginal costing involves ascertaining marginal costs. Since marginal costs are direct cost, this costing technique is also known as direct costing; In marginal costing, fixed costs are never charged to production. They are treated as period charge and is written off to the profit and loss account in the period incurred; Once marginal cost is ascertained contribution can be computed. Contribution is the excess of revenue over marginal costs. The marginal cost statement is the basic document/format to capture the marginal costs. Features of Marginal Costing System: It is a method of recording costs and reporting profits; All operating costs are differentiated into fixed and variable costs; Variable cost charged to product and treated as a product cost whilst Fixed cost treated as period cost and written off to the profit and loss account Advantages Marginal costing is simple to understand. By not charging fixed overhead to cost of production, the effect of varying charges per unit is avoided. It prevents the illogical carry forward in stock valuation of some proportion of current years fixed overhead. The effects of alternative sales or production policies can be more readily available and assessed, and decisions taken would yield the maximum return to business. It eliminates large balances left in overhead control accounts which indicate the difficulty of ascertaining an accurate overhead recovery rate. Practical cost control is greatly facilitated. By avoiding arbitrary allocation of fixed overhead, efforts can be concentrated on maintaining a uniform and consistent marginal cost. It is useful to various levels of management. It helps in short-term profit planning by breakeven and profitability analysis, both in terms of quantity and graphs. Comparative profitability and performance between two or more products and divisions can easily be assessed and brought to the notice of management for decision making. Disadvantages The separation of costs into fixed and variable is difficult and sometimes gives misleading results. Normal costing systems also apply overhead under normal operating volume and this shows that no advantage is gained by marginal costing. Under marginal costing, stocks and work in progress are understated. The exclusion of fixed costs from inventories affect profit and true and fair view of financial affairs of an organization may not be clearly transparent. Volume variance in standard costing also discloses the effect of fluctuating output on fixed overhead. Marginal cost data becomes unrealistic in case of highly fluctuating levels of production, e.g., in case of seasonal factories. Application of fixed overhead depends on estimates and not on the actual and as such there may be under or over absorption of the same. Control affected by means of budgetary control is also accepted by many. In order to know the net profit, we should not be satisfied with contribution and hence, fixed overhead is also a valuable item. A system which ignores fixed costs is less effective since a major portion of fixed cost is not taken care of under marginal costing. In practice, sales price, fixed cost and variable cost per unit may vary. Thus, the assumptions underlying the theory of marginal costing sometimes becomes unrealistic. For long term profit planning, absorption costing is the only answer. Marginal Costing Formulae:- MARGINAL COST = VARIABLE COST DIRECT LABOUR + DIRECT MATERIAL + DIRECT EXPENSE + VARIABLE OVERHEADS Theory of Marginal Costing The theory of marginal costing as set out in A report on Marginal Costing. In relation to a given volume of output, additional output can normally be obtained at less than proportionate cost because within limits, the aggregate of certain items of cost will tend to remain fixed and only the aggregate of the remainder will tend to rise proportionately with an increase in output. Conversely, a decrease in the volume of output will normally be accompanied by less than proportionate fall in the aggregate cost. The theory of marginal costing may, therefore, by understood in the following two steps: If the volume of output increases, the cost per unit in normal circumstances reduces. Conversely, if an output reduces, the cost per unit increases. If a factory produces 1000 units at a total cost of Rs. 3,000 and if by increasing the output by one unit the cost goes up to Rs. 3,002, the marginal cost of additional output will be Rs.2. If an increase in output is more than one, the total increase in cost divided by the total increase in output will give the average marginal cost per unit. If, for example, the output is increased to 1020 units from 1000 units and the total cost to produce these units is Rs. 1,045, the average marginal cost per unit is Rs. 2.25. It can be described as follows: Additional cost = Additional units Rs. 45 = Rs. 2.25   Ã‚  Ã‚  20 The ascertainment of marginal cost is based on the classification and segregation of cost into fixed and variable cost. In order to understand the marginal costing technique, it is essential to understand the meaning of marginal cost. Marginal cost means the cost of the marginal or last unit produced. It is also defined as the cost of one more or one less unit produced besides existing level of production. In this connection, a unit may mean a single commodity, a dozen, a gross or any other measure of goods. For example, if a manufacturing firm produces X unit at a cost of Rs. 300 and X+1 units at a cost of Rs. 320, the cost of an additional unit will be Rs. 20 which is marginal cost. Similarly if the production of X-1 units comes down to Rs. 280, the cost of marginal unit will be Rs. 20 (300-280). The marginal cost varies directly with the volume of production and marginal cost per unit remains the same. It consists of prime cost, i.e. cost of direct materials, direct labor and all variable overheads. It does not contain any element of fixed cost which is kept separate under marginal cost technique. Marginal costing May be defined as the technique of presenting cost data wherein variable costs and fixed costs are shown separately for managerial decision-making. It should be clearly understood that marginal costing is not a method of costing like process costing or job costing. Rather it is simply a method or technique of the analysis of cost information for the guidance of management which tries to find out an effect on profit due to changes in the volume of output. Marginal costing technique has given birth to a very useful concept of contribution where contribution is given by: Sales revenue less variable cost (marginal cost) Contribution may be defined as the profit before the recovery of fixed costs. Thus, contribution goes toward the recovery of fixed cost and profit, and is equal to fixed cost plus profit (C = F + P). In case a firm neither makes profit nor suffers loss, contribution will be just equal to fixed cost (C = F). this is known as breakeven point. The concept of contribution is very useful in marginal costing. It has a fixed relation with sales. The proportion of contribution to sales is known as P/V ratio which remains the same under given conditions of production and sales. The principles of marginal costing The principles of marginal costing are as follows. For any given period of time, fixed costs will be the same, for any volume of sales and production (provided that the level of activity is within the relevant range). Therefore, by selling an extra item of product or service the following will happen. Revenue will increase by the sales value of the item sold. Costs will increase by the variable cost per unit. Profit will increase by the amount of contribution earned from the extra item. Similarly, if the volume of sales falls by one item, the profit will fall by the amount of contribution earned from the item. Profit measurement should therefore be based on an analysis of total contribution. Since fixed costs relate to a period of time, and do not change with increases or decreases in sales volume, it is misleading to charge units of sale with a share of fixed costs. When a unit of product is made, the extra costs incurred in its manufacture are the variable production costs. Fixed costs are unaffected, and no extra fixed costs are incurred when output is increased. Features of Marginal Costing The main features of marginal costing are as follows: Cost Classification The marginal costing technique makes a sharp distinction between variable costs and fixed costs. It is the variable cost on the basis of which production and sales policies are designed by a firm following the marginal costing technique. Stock/Inventory Valuation Under marginal costing, inventory/stock for profit measurement is valued at marginal cost. It is in sharp contrast to the total unit cost under absorption costing method. Marginal Contribution Marginal costing technique makes use of marginal contribution for marking various decisions. Marginal contribution is the difference between sales and marginal cost. It forms the basis for judging the profitability of different products or departments. Presentation of Cost Data under Marginal Costing Marginal costing is not a method of costing but a technique of presentation of sales and cost data with a view to guide management in decision-making. The traditional technique popularly known as total cost or absorption costing technique does not make any difference between variable and fixed cost in the calculation of profits. But marginal cost statement very clearly indicates this difference in arriving at the net operational results of a firm. Following presentation of two Performa shows the difference between the presentation of information according to absorption and marginal costing techniques: Summary Marginal cost is the cost management technique for the analysis of cost and revenue information and for the guidance of management. The presentation of information through marginal costing statement is easily understood by all mangers, even those who do not have preliminary knowledge and implications of the subjects of cost and management accounting.

The Chosen :: essays research papers

The Chosen A. Plot Summary The Chosen by Chaim Potok is set in the 1940's neighborhood of Brooklyn in Williamsburg. Two boys who live a few blocks from each other but in totally different environments forge a unique relationship. Reuven Malter, the son of an Orthodox Jewish scholar, and Danny Saunders, the brilliant son of a great Hasidic rabbi, meet for the first time in a baseball game between their two Jewish parochial schools. 	Reuven is hit in the eye with a ball hit by Danny and is kept in bed for almost a month. During this time, Reuven befriends Danny as he constantly visits him due to his guilt about almost blinding Reuven. Danny comes to the hospital to chat with Reuven and occasionally talk about the war or his study of the Talmud. When Reuven gets out of the hospital, Danny brings him to his home for Shabbat and to meet his father. Reuven is overwhelmed by his father's calm and stern manner of speaking to his son. Reuven finds out that Danny must become a rabbi and cannot become a psychologist like he wants. 	Reuven and Danny grow older and they get into the same college. Due to Reuven's father support for the creation of a Jewish state, Danny's father, who thinks a Jewish state can only be created when the Messiah comes, forbids Danny to speak to Reuven. This goes on for a while before Danny's father accepts that a Jewish states is in the best interest of Jews everywhere and allows them to be friends again. 	In an emotional lecture, Danny's father finally acknowledges Danny's dream and allows him to pursue a career of being a psychologist. B.	Thematic Discussion 	In The Chosen, Reuven Malter and Danny Saunders form a deep, if unlikely, friendship. This relationship develops over time and also greatly affects the young men's development. They grow up in different environments and have different upbringings, but deep down inside, they have similar lives. 	Potok is able to point out how similar and different Danny and Reuven's lives are. Reuven has a very open relationship with his father. Danny's father only speaks to Danny when they are studying the Talmud. Danny accepts this reality while Reuven is very bothered by this. Reuven has a hard time coping with silence when his father has a heart attack and has stay in bed for many months: "Total silence in the apartment was impossible for me to take, and I would go.

Environment in a Montessori School Essay

Young children like to explore experiment, tinker and try new things. They like to touch and feel and manipulate objects. They feed their minds through activities. They learn through their senses to satisfy their insatiable appetite for things to do. The first of the child’s organs to begin functioning are his senses. Dr. Maria Montessori based her method of teaching young children considering the fact that a child between two to six years passes through the ‘sensitive period for the refinement of senses’ and they can be helped in the development of the senses while they are in this formative period. In order to serve this purpose Dr. Maria Montessori introduced a subject called ‘Sensorial’ where the materials are specially designed to enable the children to use their senses to explore different attributes of the world. â€Å"it is necessary to begin the education of senses in the formative period, if we wish to perfect these sense development with the education which is to follow† (Maria Montessori, The Montessori Method, page 221) Montessori classrooms provide a prepared environment where children are free to respond to their natural tendency to work. The prepared environment offers the essential elements for optimal development. The key components comprise the children, teacher and physical surroundings including the specifically designed Montessori educational material. All of the materials in the Montessori classroom have been specifically designed to attract the interest of the student, while at the same time teaching an important concept. The purpose of each material is to isolate a certain concept the child is bound to discover. Montessori believed that â€Å"what the hand does, the mind remembers†. The materials are simple, direct and are easy to understand. Children use these materials in spontaneous exercises. The sensorial materials are concrete bits of information which can be organized into meaningful patterns. The didactic nature of the material gives the children hands on experience with all concepts, taught. Human senses can perceive nine qualities in an object: Shape, Colour, Texture, Sound, Smell, Taste, Temperature, Weight and Size. Montessori materials are made to isolate each of these qualities in order to individually perfect the senses that identify them. Hence, a child who is subjected to these materials are refining, exercising and sensitizing all five basic senses; visual sense, tactile sense, auditory sense, gustatory sense, olfactory sense and also the additional senses; baric sense (sense of weight), thermic sense (sense of temperature) and stereo gnostic sense (sense of shape and size of an object by feeling it with hands). For example: a child using his tactile and visual sense explores different dimensions of an object i.e. height, diameter etc. in the presentations like Knobbed cylinders, Pink tower, Brown stairs and so on. He explores different intensities of colours using his visual sense in Colour boxes. His auditory sense is enhanced while exploring different intensities of sound; loud and soft in Sound boxer while he can differentiate between tow textures; rough and smooth using his tactile sense in Touch boards. In Baric tablets, he gets a clearer perception of weight – light or heavy using his baric sense and so on. â€Å"A tower of blocks will present to the child only a variation of size from block to block- not a variation in size, colour, design and noises†¦Ã¢â‚¬ (P.P. Liliard, Montessori A modern Approach, Page 62) Though the idea of didactic materials is taken from Seguin, Dr. Montessori modified them based on her observations of the children. By Didactic materials we mean the materials which are self-corrective and by the process of trial and error a child can achieve the end result without much assistance from the. This is basically known as ‘Auto Education’. For example, when working with the sound cylinders, the child can check the bottom of the cylinders to see if the dots/numbers match. If they do, she knows she has matched them correctly. In the Montessori classroom the materials represent abstract ideas. The use of concrete materials to learn abstract concepts and operations is essential to the development of the child’s mind. The materials can be felt and manipulated so that the hand is always involved in the learning process. Later, as they master the concrete they begin to move to the abstract, where the child begins to solve problems with paper and pencil while still working with the materials. â€Å"..The lessons are designed to enable the child to sort out and digest the large numbers of impressions he possesses, to assimilate additional ones through experience, and to stimulate and refine the child’s power of observation preliminary to acquiring judgment and understanding†( E.G. Hainstock, The Essential Montessori, page 92) The sensorial activities provide self-confidence, independence, concentration and memory which leads to more abstract learning. Since, the sensorial training introduces a child to work with all other Montessori materials, the sensorial materials become an important part of the prepared environment. For example, the touch boards provides the initial sensitivity to rough surfaces required for sand paper letters and the red rods provides the basis for number rods. In a Montessori classroom, The first thing which is given to a child is usually is the knobbed cylinders. This piece of material is entirely self-corrective, and needs no supervision. When it becomes easy for a child quickly to get all the cylinders into the right holes, he goes on to other exercises, One of the exercises which it is usual to offer him next is the construction of the Pink tower. Pacing the biggest at the bottom, the next biggest on that, and so on to the apex made by the smallest one- basically teaches the difference between big and small. The difference between long and short is taught by means of ten squared Red rods of equal thickness, but varying length, the shortest one being just one-tenth as long as the longest. The Long Stair is constructed by the child with these. Thickness and thinness are studied with the Broad stairs; ten solids, wooden bricks, all of the same length, but of varying thickness, the thinnest one being one-tenth as thick as the thickest. With these the child constructs the Broad Stairs. After the construction of the Long Stair and the Broad Stair, begins the training of the eye to discriminate between minute differences in shades, is carried on steadily in a series of exercises. After this, the child is usually ready for the exercises with different fabrics to develop his sense of touch, and for the first beginning of the exercises leading to language; especially the strips of sandpaper pasted upon smooth wood used to teach the difference between rough and smooth. At the same time with these exercises, begin the first ones with color which consist of matching spools of identical color, two by two. When these exercises of the tactile sense have been mastered, the child is allowed to attempt the more difficult undertaking of recognizing all the minute gradations between smooth and rough. After such initial exercises children move to more abstract exercises like geometric insets, where children are taught to trace along the geometric shape and inset before fitting it in; thus imprinting the muscular habit of tracing the shapes later used to introduce letters & numbers. â€Å"Dr. Montessori set out to produce abstract ideas in a concrete form. She took each main abstract idea necessary for the understanding of the curriculum and made a piece of sensorial material to help children understand† (Course manual 105, The five senses, page 3) The objective of Montessori is to develop the concept first. Montessori students use concrete hands-on learning materials that make abstract concepts more clear. Lessons and activities are introduced simply and concretely in the early years and are reintroduced several times during the following years at increasing degrees of abstraction and complexity. Concrete materials make concepts real, and thus easily internalized. Therefore, sensorial materials not only provide the refinement of sense but it actually prepares the child for many other subjects which the child encounters afterwards. By using concrete materials during the early, sensitive years, the Montessori child can learn the basic concepts of mathemati cs and language. Maria Montessori believed that all humans are born with a â€Å"mathematical mind†. From the beginning, the students are introduced to mathematical concepts in concrete form. This approach to math is logical, clear and extremely effective. It allows the students to internalize math skills by using concrete materials and progressing at their own pace toward abstract concepts; to help students understand and develop a solid foundation in mathematics. As most mathematical topics, Geometry too, relies on the concreteness of the materials. Traditionally, geometry is taught as an abstract series of rules, theorems, and propositions meant to be memorized by the student. Maria Montessori saw geometry as firmly rooted in reality. Her geometry curriculum uses concrete, sensorial experimentation that lead students to concepts through concrete research. The focus of the geometry work is not as dependent on the result as it is but the work the student has done to achieve the result. Hence, the sensorial materials offer an excellent way of introducing Geometry to a child at a very tender age by the presentations of Geometry Cabinet, Geometry Solids etc. in every presentation a child thinks logically or compares the materials with other to achieve the final goal. This actually sharpens the comparative study skills and logical thinking of a child. Additionally, almost all materials indirectly prepares a child for decimal system because most of the materials are ten in number. Sensorial materials also prepares a child for languages starting from introduction of letters to other aspects of language like adjectives, opposites, comparatives, superlatives and also new words by the three period name lesson given on each material. The presentation of drawing insets prepares a child to write while the knobs present in the materials being the thickness of a writing pencil prepares the hand for holding it. As all Montessori materials, sensorial materials continue to reflects the basic concepts of left to right & top to bottom, imprinting pattern in the child’s mind, for future reading and writing. The student works abstractly (paper and pencil) when he or she has internalized the pattern and no longer needs the Montessori material. Therefore to initiate a child into world of spontaneous education using his senses and his natural propensities sensorial materials provide a vital basis As montessorians, we need to understand how children move towards understanding concepts and how different ways of using the materials match children evolving conceptual development. Montessori designed her sensorial curriculum area considering these facts. The child who has worked with the sensorial materials has not only acquired a greater skill in the use of senses but also guides his exploration of the outside world. Since, â€Å"The education of senses makes men observers.† (Maria Montessori, The Montessori Method, page 228)

Individuals with Behavioural Difficulties Essay

When working in the care industry whether that is with the elderly, mental health or children it becomes apparent that you as an individual become empowered by virtue of being primary care for that specific individual hence being an influential figure in any individual’s life recovery and rehabilitation. Due to this factor we have had many horrific incidents which have involved individuals in a position of power and whom have abused this trust and disregarded legislation, policy and procedure to continually systematically abuse service users in a vulnerable position. It is no secret that this has happened and still continues today within places of care. This is the purpose of the new legislative law updated and reviewed to combat and eliminate such barbaric behaviours displayed by so called supportive staff members in supposedly places of secure safe environments. Look more:  emotion focused coping definition essay The purpose of legislative law is to filter new and reform existing legislation through to the relevant policies and procedures within specific places of work. So to summarise the purpose of legislation in terms of managing difficult behaviours is that it functions to safe guard the vulnerability of service users in places of care which predominantly gets feed down through governing bodies to the policies and procedures file within the office within your place of work. It can be looked upon as a code of good practice with regards how to deal with vulnerable adults whom display challenging behaviours within places of care. When working within such an environment it is almost expected to receive challenging behaviour due to the different backgrounds and diagnosis the service users have so it would not be acceptable to react within such a way as you would when away from the unit due to the very essence of the clientele we deal with. This is not to say we are not in a vulnerable position to so we are legally permitted to utilise restraint techniques which is in the form of an in depth restraint course which covers  floor, escorting and seated restraints for the safety of the service user, other service users and also the safety of your fellow support staff within the workplace. This form of restraint is always the last line of defence it is paramount to utilise the different approaches available to return the service user to his baseline without putting hands on a client. 1 (1.2) The reason for such care institutions is specifically to rehabilitate and educate service users in the acquisition of knowledge regarding them to facilitate them to utilise coping strategies in the effort of recovery and rehabilitation rather than punitive based techniques. There are a massive variety of different approaches and methods when attempting to change an individual’s behaviour. We will target only a specific few that are more prevalent within today’s industry. The methods and approaches will include motivational interviewing, cognitive behavioural therapy, solution-focused therapy and adult learning methods these will be the approaches and methods that I will expand upon throughout the chapter. CBT is a form of talking therapy that combines cognitive therapy and behaviour therapy. It focuses on how you think about the things going on in your life, your thoughts, images, beliefs and attitudes (your cognitive processes), and how this impacts on the way you beha ve and deal with emotional problems. It then looks at how you can change any negative patterns of thinking or behaviour that may be causing you difficulties. In turn, this can change the way you feel. CBT tends to be short, taking six weeks to six months. You will usually attend a session once a week, each session lasting either 50 minutes or an hour. Together with the therapist you will explore what your problems are and develop a plan for tackling them. You will learn a set of principles that you can apply whenever you need to. You may find them useful long after you have left therapy. CBT may focus on what is going on in the present rather than the past. However, the therapy may also look at your past and how your past experiences impact on how you interpret the world now. The concept of motivational interviewing evolved from experience in the treatment of problem drinkers, and was first described by Miller (1983) in an article published in Behavioral Psychotherapy. These fundamental concepts and  approaches were later elaborated by Miller and Rollnick (1991) in a more detailed description of clinical procedures. Motivational interviewing is a semi-directive, client-centered counseling style for eliciting behavior change by helping clients to explore and resolve ambivalence. Compared with non-directive counseling, it’s more focused and goal-directed. Motivational Interviewing is a method that works on facilitating and engaging intrinsic motivation within the client in order to change behavior. The examination and resolution of ambivalence is a central purpose, and the counselor is intentionally directive in pursuing this goal. Motivational interviewing recognizes and accepts the fact that clients who need to make changes in their lives approach counseling at different levels of readiness to change their behavior. During counseling, some patient may have thought about it but not taken steps to change it while some especially those volunt arily seeking counseling, may be actively trying to change their behavior and may have been doing so unsuccessfully for years. In order for a therapist to be successful at motivational interviewing, four basic skills should first be established. These skills include: the ability to ask open ended questions, the ability to provide affirmations, the capacity for reflective listening, and the ability to periodically provide summary statements to the client. Motivational interviewing is non-judgmental, non-confrontational and non-adversarial. The approach attempts to increase the client’s awareness of the potential problems caused, consequences experienced, and risks faced as a result of the behavior in question. Alternately, therapists help clients envision a better future, and become increasingly motivated to achieve it. Either way, the strategy seeks to help clients think differently about their behavior and ultimately to consider what might be gained through change. Motivational interviewing focuses on the present, and entails working with a client to access motivation to change a particular behavior, that is not consistent with a client’s personal value or goal. Warmth, genuine empathy, and unconditional positive regard are necessary to foster therapeutic gain (Rogers, 1961) within motivational interviewing. Another central concept is that ambivalence about decisions is resolved by conscious or unconscious weighing of pros and cons of change vs. not changing (Ajzen, 1980). It is critical to meet patients/clients where they are (Prochaska, 1983), and to not force a client towards change when they have not expressed a desire to  do so. Motivational interviewing is considered to be both client-centered and semi-directive. It departs from traditional Rogerian client-centered therapy through this use of direction, in which therapists attempt to influence clients to consider making changes, rather than non-directively explore themselves. Solution focused brief therapy (SFBT), often referred to as simply ‘solution focused therapy’ or ‘brief therapy’, is a type of talking therapy that is based upon social constructionist philosophy. It focuses on what clients want to achieve through therapy rather than on the problems that made them seek help. The approach does not focus on the past, but instead, focuses on the present and future. The therapist or counselor uses respectful curiosity to invite the client to envision their preferred future and then therapist and client start attending to any moves towards it whether these are small increments or large changes. To support this, questions are asked about the client’s story, strengths and resources, and about exceptions to the problem. Solution focused therapists believe that change is constant. By helping people identify the things that they wish to have changed in their life and also to attend to those things that are currently happening t hat they wish to continue to have happen, SFBT therapists help their clients to construct a concrete vision of a preferred future for themselves. The SFBT therapist then helps the client to identify times in their current life that are closer to this future, and examines what is different on these occasions. By bringing these small successes to their awareness, and helping them to repeat these successful things they do when the problem is not there or less severe, the therapists helps the client move towards the preferred future they have identified. Adult learning theory is part of being an effective educator involves understanding how adults learn best. Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasises the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasises more equality between the teacher and learner. Andragogy as a study of adult learning originated in Europe in 1950’s and was then pioneered as a theory and model of adult learning from the 1970’s by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as â€Å"the art and science of helping adults learn†. Knowles  identified the six principles of adult learning outlined below. Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected 2 (2.1) When we discuss behaviours it is imperative to understand why these behaviours are being displayed and it is often something which appears very minor to care staff but it can be interpreted as a big dilemma to the individual in question. When understanding the reasons for behaviours there can be many reasons for them but here is a few more common examples, culture, gender, beliefs, personality, illness, medication side effects, family, personal occasions etc. These are all contributing factors as to why individuals will display certain behaviours. Within the unit it has been noticed that a specific factor i.e. family contact can have a huge effect on a certain individual in our care. Due to the fact that this individual has very minimal contact with his family (personal choice) when this individual does eventually get to speak with his close family it can conjure up many different feelings within and can cause indirect behaviours within the unit. Feelings such as abandonment, not loved, singled out, why? These contributing factors will mix together and inevitably have to be released e.g. become withdrawn, aggressive, depressed (low). Now the staff team have highlighted this concern and a concise care plan has been put into place and agreed by the individual it can be monitored and dealt with more effectively in the requisition for this individual to eventually become more comfortable when discussing and contact the family. 2 (2.2) When we discuss the influence of the environment and behaviour of other individuals we are basically referring to the place in which these individuals reside e.g. the psychiatric hospital or the community home etc. These environments can play an enormously important role in the behaviours of individuals whom are observing they can be easily influenced by others  actions and will tend to mimic or act up to the situation or incident. It depends on the individuals in question but what can happen in a unit which is occupied by more than one service user is that individuals will observe (audience effect) and will either react in three different ways. The individual will either adopt and mimic the behaviour being displayed thus causing a major incident or the individual will remove themselves or will confront that individual or group of individuals having an incident thus again causing problems for the unit. 3 (3.1) When working in an area such as mental health it is imperative from the beginning to ensure you adopt a professional relationship and maintain this as long as you remain in the care system. It has been said to me that a good rule to follow is that of firm, fair but fun but not forgetting that there are constant boundaries that should be followed throughout your working career and not to be crossed. The working relationship is so important within mental health due to the fact specific clients will have blurred boundaries or have no boundaries at all so it is imperative as support staff the clearly and quickly introduce clear concise boundaries for service users. The working relationship has to remain purely professional for a number of reasons but mainly for the safety of the service users and that they do not miss interpret signals given by support staff and un intentionally cross the boundaries. If the professional working relationship is followed it can create a healthy relationship between support staff and service user and the avoidance of blurred boundaries. This is not to say that service users will not try and test the boundaries of specific staff members as this is commonplace within the area of mental health but as professional support worker it needs to meet with a firm approach and dealt with in a professional manner.

The Hypocrisy of A Nation essays

The Hypocrisy of A Nation essays We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness (The Declaration of Independence). The evident immorality within the institution of slavery and the necessity for its abolition are deeply interwoven into the history of America and are profoundly correlated to the orations of Frederick Douglass. In particular, Douglasss What to the Slave is the Fourth of July? speech can be evaluated in the context of a critique on American institutions with focus on the hypocrisy of those who abide by the sacred documents that embody the American society. Throughout his speech, Douglass reiterates his perception, Americans! Your republican politics, not less than your republican religion, are flagrantly inconsistent. You boast of your love of liberty, your superior civilization, and your pure Christianity, while the whole political power of the nation is solemnly pledged to support and perpetuate the enslavement of three million (1833). The statement proves to verify Douglasss belief in relation to the illogical nature of the Constitution, the Declaration of Independence, and the Holy Bible in the face of slavery. So, in context, Douglass speech is rhetorically effective and rises above the most sacred documents of American civilization. William Lloyd Garrison, author of The Liberator, a leading abolitionist, and one of the greatest influences on Frederick Douglass, states, I will be as harsh as the truth and as uncompromising as justice. On this very subject (slavery) I do not wish to think, or speak, or write with moderation (...) I am in earnest-I will not equivocate-I will not excuse-I will not retreat a single inch-and I WILL BE HEARD (Garrison 256). It is this strong and enduring attitude toward abolition that cap...

Islamic art and architecture from the seventh to the thirteenth Essay

Islamic art and architecture from the seventh to the thirteenth century - Essay Example Islam’s influence and presence in Spain dates back to the 9th century, when Muslims emigrated to the west. In 1492, most Muslims were expelled and the few who managed to stay back publicly proclaimed Catholicism to avoid expulsion. (Spain, Demographics, Euro-Islam info. Country profiles, euro-islam.info/pages/spain.html) The powerful Muslim armies in their quest for expansion began invading countries that stretched from the Western borders of India, across Persia and Northern Africa, to Spain and Southern France. In order to establish their faith in these countries, they constructed Mosques and prayer halls of architectural brilliance. They remained for 800 years in Europe until in 1492 Ferdinand and Isabella over-rode them. During their reign, the Muslims perceived the need to establish artistically styled monuments to help expand their faith and compete with other religions. Their success in this endeavor led to the presence of today’s remarkable Arts & Architectures (The development of Islamic art: Graeco-Roman, Lesson 5 Art part: Islamic art, www.dartmouth.edu) 2.0 Executive Summary Art was predominant during the 7th to 13th century Europe. With the arrival of the Muslims, art was not just artistic, but it was purposeful as well. However, not all Islamic art had a specific religious purpose, unique to the Islamic faith. One of the most distinguishing features of Islamic art is the absence of an image of religious context. Idolatry is considered a grave sin. It is believed that any form of human worship is profane to the idea of Allah as the only God. This clearly distinguishes Islamic art from Christian and/or other religious arts. In architecture, painting, and carpet-weaving, Muslims limit their portrayals of humans or animals. To Muslims, decoration meant use of calligraphy, flowers and leaves. Geometrical and floral patterns also adorned Islamic art and architecture (The Islamic World to 1600, www.ucalgary.ca)3. This research paper will strive to identify the influences and brilliance of different Muslim art and architectural in Spain, and its impact on non-Muslim Spanish people. The paper also looks at the various centers of art in Spain. 3.0 Islamic Art and Architecture With the use of colors and balance between design and form, Islamic art creates a visual impact. Such is its artistic appeal that it transcends distance in time and space, as well as differences in language, culture, and creed. Islamic art not only invites a closer look but also beckons the viewer to learn more. Spain, along with other European countries like France, Germany, and Austria became targets for Muslim expansionism. The army brought with them their cultural and spiritual ideology. Their most important building was the mosque, followed by the royal palace. Early mosques were square in shape. Gradually with expansion in size and strength, this requirement led to larger and more elaborate prayer halls. In the late 8th century, Spain saw the construction of the Mosque of Cordoba, with a courtyard in the centre, roofed arcades, and minarets; towers that extend vertically. This mosque had a spacious hall to accommodate more worshippers, a definite move to encourage more and more worshippers and spread Islam. They were built solid to withstand external influences, a contrast to their palaces, which were built from unbaked bricks and/or plaster. The Muslim rulers were not too keen on permanent structures, preferring to abandon them later. The purpose to spread their religion led them to construct significant architectural marvels that would leave a lasting impression on the people. A few of these are mentioned herein:

Helping to cope with school violence tragedies Essay

Helping to cope with school violence tragedies - Essay Example Unlike the usual stresses and conflicts that are a part of everyday life at home and at work, acute crisis episodes frequently overwhelm traditional human coping skills and result in dysfunctional behavior. This creates a state of disequilibrium that results in intense fears and highly anxious states (Stephens, R. D., 1994). There is growing awareness by school administrators that school violence could occur at their school. Planning and preparation will be necessary to manage those crises and to attend to the emotional as well as physical needs of staff and students. School administrators have a tendency to underestimate the initial and long-term impact of trauma. Children's reactions to trauma, however, would not be impacted by this underplay, and they would typically fall into the following key areas, fear of the future, academic regression, behavioral regression, nightmares and sleeping difficulties. Teachers and parents who are provided with emotional support and who are educated on children's typical reactions to trauma will be much better prepared to assist their students and children. These violent tragedies would not affect the children only, since the school population of students also comprises of adolescents. Adolescents, in particular, who have been traumatized, are more at risk for depress ion, suicide, reckless behavior, and substance abuse. This population demands help to cope up with the disaster or the trauma from the violence. Unfortunately, the mental health services provided by professionals in schools are extremely inadequate (Canada, M. et al., 2007). The CDC reports that 15% of the male students are involved in physical altercations, and males are more likely to fight on school property. Students in lower grades, ninth grade and below, are more likely to be in a fight on school property than students in higher grades. Assaults against teachers are a form of school violence that needs serious attention. Bullying, which has become a serious concern as of late, may include relatively benign forms of social interactions or may even include more serious forms which threaten bodily harm (Poland, S., 2003). School shootings are significant in that they get publicized, and many students are indirectly affected with such a tragedy, and this needs to invoke coping skills to survive the trauma. Literature is sparse in this area, and in 1993, Lockwood had a study done on middle and high school students. This study examined the reasons for, and circumstances of, violence at school in this age group. The findings are significant. The first finding revealed that most violence was the results of minor insults or altercations that escalated until it resulted in extreme violence. The major goal of the violence was revenge or retribution for the insult. Most students polled in this study stated that such use of violence for retribution was morally acceptable and was not considered to be an indication that the violent student had an absence of values (Lockwood, A. T. 1993). This is a matter of concern, and this immediately points to moral values that act as etiologic agents for such incidents. Exami nation of all shootings between 1996 and 1999 reveals a pattern. The shooters are all male. This is not inconsistent with the majority of