4 Creative Ways to Advance Your Career

4 Creative Ways to Advance Your Career There’s no worse feeling in the world for a job hunter than finding the perfect position but being eliminated from consideration simply because you fail to meet one requirement. There may be some ways around these â€Å"must-haves,† but in most cases failure to meet the job description - or even one small component of it - can remove you from the running. Instead of taking a chance on it happening again, cover your bases by padding your resume with one or more of these four sought-after skills. 1. Basic CodingWhile a weekend-long program in basic coding won’t land you a job as a software engineer, it will round out your resume. Sites like Codeacademy offer free lessons in a range of programming languages, including PHP, HTML, Python, Javascript, CSS and others. Each lesson is short, powerful, and delivers just what you need to add â€Å"Programming† to the â€Å"Skills† section of your resume.2. Public SpeakingTen percent of people love public spe aking, 10 percent are terrified of it, and the remaining 80 percent are somewhere in the middle - they know it’s not going to be very fun, but they also know they’ll survive the experience.Aside from helping you pass the â€Å"good communication skills† requirement part of a job description requirement, there’s another important reason the majority of people should work on this skill: why would you want a job when you can merely tolerate a major aspect of it? Comfort with public speaking won’t just land you a job; rather, it will continue to be a useful skill throughout your life.Coursera’s â€Å"Introduction to Public Speaking† course is free, always open, and delivers useful instruction and plenty of opportunities for practice through its public speaking curriculum, including a series of videos totaling 18 hours, videos, and peer assessments.3. Graphic DesignGraphic design skills are highly desirable for a wide range of positions, particularly with the growth of social media, digital technology, and ever-popular infographics. While fudging knowledge of Adobe Photoshop, InDesign or Illustrator on your resume can lead to catastrophic results - particularly if you’re called upon to demonstrate your knowledge or experience - it is possible to learn the basics on your own.For example, Adobe offers tutorials designed to help everyone from novices to experts expand their skill set, while online education website Lynda’s â€Å"Photoshop CC Essential Training† offers the training you need to feel comfortable working with Photoshop.4. Website BuildingAn increasing number of employers are requesting that candidates include links to personal websites along with their application materials. Don’t have one of your own? Unfortunately, this may indicate a lack of initiative and/or the inability to keep up with 21st century expectations.Rather than risking coming off as unmotivated, take advantag e of classes aimed at helping beginners acquire the knowledge they need to to build their own websites. The Muse’s â€Å"Your Guide to Building a Personal Website That’ll Land You a Job,† offers the perfect starting point.The best part of many of these web courses and tutorials? Many are taught during a single day or weekend so you can increase your job marketability without investing significant additional time or expense. Your resume will thank you for it.

3 Things to Research Before Any Job Interview

3 Things to Research Before Any Job Interview There are so many job search how-to articles out there telling you to do your homework, but what exactly does that mean? What homework? What research into these companies you’re interviewing with is actually going to help you? What do you actually need to know to prepare for your job interview? What you would be doingThis seems like an obvious place to start, and it is. But the most important research you can do before going in for an interview is to get a really good sense of what your position would entail on a day-to-day basis. What opportunities are there for growth? How long have people typically stayed in that role? What are the primary responsibilities and requisite qualifications? You can contact current employees on LinkedIn or try to chat with friends of friends that work there, if that helps. Or, sign up for the company newsletter. You’ll be much better prepared and your interviewer will be pleased to notice your keen interest.Who the movers and shakers areIt ’s always a shrewd idea to get an idea of the power players at any particular company. Start with the About page and see who the managers and executives are, then commence your Google stalking. You’ll get a great sense of what kind of talent the company values, and how you might fit in.What it’s like to work thereCulture, culture, culture. Everyone is now officially obsessed with this word. But it’s a useful one. After all, you’ll be spending a massive amount of time in this one place. Best to get a good idea of what it’s like. It will save you a lot of adjustment time if you know what to expect going in. You’ll also get a better idea of what unique personality traits and skills or experiences to emphasize during your interview to net the job.

Rights and freedom Essay Example | Topics and Well Written Essays - 1000 words

Rights and freedom - Essay Example This paper will feature analysis of the clauses of the First Amendment of the United States Constitutions, examine the significance of the Bill of Rights and discuss the process of amendment of the Constitution. There are several freedoms which are guaranteed by the Constitutions which are extremely relevant to me personally. First of all, it is the freedom of speech. I strongly agree with the scholars who point out that the existence of a clause that allows people to express themselves freely might be regarded as a reflection of a healthy as well as fully developed political environment (Anastaplo, 2007, 150). I do acknowledge that there are some reasonable limits when it comes to freedoms of speech; nevertheless, I am thankful that no citizen is able to prevent me from speaking my mind out within the permitted framework. If even I write this paper, I know that I can put all my thoughts as they exist in my mind and insist on the validity of my claims even though they might contradict with the point of view of my classmates or my professor. The next freedom which directly applies to me is freedom of peaceful assembly. Thus, I have adopted a proactive civil position and consider it important to express my mind about the social issues which, in my opinion, should be resolved so that the society where I live might prosper. I think that a fair share of the assemblies which I attended could not have happened if it had not been for this particular clause of the First Amendment. When it comes to analyzing the significance of the first ten amendments which are usually referred to as the United States Bill of Rights, one can not exaggerate its significance. Indeed, the above mentioned amendments establish legal framework which guides behavior of the individuals in virtually every field of social life and does it in the most positive as well as effective manner. For example, other than the already

Answer the questions Essay Example | Topics and Well Written Essays - 250 words - 15

Answer the questions - Essay Example The story is itself based on Oliver Crisp. Crisp serves as the protagonist in the story and he comes across as a highly enthusiastic explorer. Dubai is considered one of the most exotic places in the world which harbors many opportunities for amazing adventures. Kids in Dubai are naturally inclined to themes of exploration and adventure to a great extent which is why this particular children’s story has amassed great critical acclaim in my culture. The use and implementation of organization development (OD) principles and processes at community and national levels has drastically risen over the past years in Dubai. This stands true not only in context of Dubai, but application of OD principles is now seen around the globe in community contexts and also at national levels. The rise of violence in the world has served to challenge the safety and protection of people. In a situation characterized by increased violence, OD principles exercised by experienced professionals serve to increase the possibility of bringing that expertise which is needed to build more robust communities and plummet down the level of violence. Implementation of OD principles has played a very influential role in managing even the most intractable conflicts in the most professional and cost-saving

My Industrial Training Essay Example for Free

My Industrial Training Essay I started my training on 7th July 2008 at JW Marriott Hotel in Kuala Lumpur, where I was first assigned to start as a CRO (customer recognition) in Front Office. I got to learn about the procedures of welcoming certain guests, such as VIP’s, by preparing welcome letters, flowers, chocolate and fruit baskets. I was only there for one week, and then I changed my training to Royale Bintang Damansara Hotel instead because of transportation and financial problems. My first department at Royale Bintang Damansara was Housekeeping, I tarted there on 21st July. What I came to notice first was that all the staff had problems communicating with me in English, but everyone was very nice, helpful and supportive. Even though we had problems communicating and understanding each other they still tried their best to teach me everything they knew. During my first two weeks in Housekeeping Department, my department head conducted a short training every day for both trainees and staff on how to clean floors, carpets, the pool area and things like that. They showed us the equipment that was used and we all had to try to use it ourselves. I think it was very good of them to have these trainings as it also widened their staff’s knowledge so that if, for example, a staff from public area cleaning would be away, a housekeeper could just jump in and help out. A room attendant wouldn’t just know how to clean guestrooms but also how to do public area cleaning as well. While training in Housekeeping, I got to learn about linen and laundry for awhile, I also got to refill the mini-bar in all the guestrooms. I was taught how to inspect the rooms, to make sure the room was ready for a new guest. I also had to try public area cleaning, where they taught me how to clean the pool side and the swimming pool, cleaning windows and swiping floors. What I enjoyed the most was to clean the guestrooms, which I did most of my time in Housekeeping. At first I was only making the bed in all the rooms as most housekeepers didn’t want me to clean the toilet, but after awhile I had tried everything and my last two weeks in Housekeeping I was even assigned to clean some guest rooms all by myself. I was a bit slow cleaning rooms alone as I wanted the room to look perfect, but I know I did I good job and I feel very happy and proud over my performance there. One thing that shocked me in Housekeeping Department was that sometimes the Housekeepers didn’t have enough linen for all guestrooms, so instead of changing the bed sheets and pillow covers they just dusted away hairs and stuff and sprayed a lot of freshener on it so the new guest would think it’s clean. When I saw these things I asked them how they could do in such a way as it’s not hygienic at all, but they all answered me that it was the otel’s fault as they didn’t want to buy in more linen. Another thing that shocked me was that I noticed the Front Office staff always talked bad about the housekeeping staff and looked down at them just because they were cleaners. For me, I think that the Housekeeping Department is one of the most important departments in the hotel and the Front Office staff must work closely with them to get the guest satisfaction. This is the picture of a bed inside one of the guest rooms I cleaned by myself After six weeks I changed my department to Front Office. I was very excited to start there because I would really want to work with that in the future so I had very high expectations about it, however I felt very disappointed with how they handled things there. First it was the staff; I think most of them had the wrong attitude for being receptionists, they barely smiled at the guests coming to the reception; sometimes they could be very rude and blame things on the guests and not being helpful at all. They were also very bad in handling guest complaints. Everything seemed so different from what I had learned in Front Office classes, and I felt very disappointed over the service they were practicing. All Front Office staff were also using different uniforms, so I think that looked a bit odd. It would look better if everyone was wearing the same color and blazer at least. Later on they got more uniforms to the hotel for front office staff so even the trainees could borrow it while standing at the reception. All other trainees got to borrow uniforms but every time I asked they told me they didn’t have for me so I had to buy one myself. My first two weeks in Front Office I was sitting as the telephone operator. I was transferring calls to different departments, ordering taxis for guests etc, if I worked in the evening I also had to take reservations. When I started in the reception I started to get problems; I felt that nobody there could take the time to tell me what to do or teach me anything. If I asked them they would tell me they were busy or that they couldn’t teach me in English, so instead I had to stand and try to understand when they were teaching the other trainees in Malay or Chinese, which I really didn’t think was fair. Although I told my department head about this so many times nothing happened. I finally learned about the program they were using and I observed how the staffs were talking to the guests during check-in and check-out, so finally I tried to do it myself. I could do all of the procedures for check in and check out, and each day I was doing it I felt it went easier. Sometimes if a guest wanted a late checkout we would charge the guest either a half day charge or full day charge, depending on the time they would check out. At these times we had to calculate how much extra the guest would have to pay. One of my supervisors had showed me how to do it so one day when I had to calculate the half day charge for one guest, one of the staff was looking how I was doing it. When I showed the guest her bill the staff who had been seeing everything started screaming at me in front of the guest that I was doing it wrong, but I told her I was sure of what I was doing. This girl working at the reception said that she was right and called another receptionist right away. However by the time that receptionist came there, the guest I had charged had already left. Both receptionists was telling me I charged the guest too little and that I had to pay with my own money right away to cover up the amount of money I never charged. I called one of my supervisors at that time and explained to him that I thought maybe I had done a mistake, but when he checked it he said that everything was correct and instead he noticed that the other receptionist had charged some guests wrong instead. For some strange reason this incident caused that many of the staff there was talking bad about me, saying that I thought I was better than them as I always corrected their work. I thought instead that it was good that I noticed if they had done any mistake such as charging the guest wrong so they could learn from it instead, The staff really wanted to blame a lot of things on the trainees instead of accepting their own mistakes. I was working very independently as I didn’t get much help from most staff, but I think I did a good job and the staff that actually taught me things even complimented me for being so clever for learning everything by myself so fast. I also had to work overnight while I was in Front Office, so that I ould get to learn and understand about the night audit. I was first assigned to prepare all registration cards; which is all the reservations for guests arriving the next day. I had to look over special requests such as room types, smoking- and nonsmoking rooms, connecting rooms and views so that I could assign the different rooms to each arriving guest. I also had to write breakfast coupons and set up wake up calls for guests. I felt that I didn’t learn as much as I had hoped during the night shift. The staff I was working with said that the supervisor would do most of the auditing, so for the staff there wasn’t much things at all to do. I wanted to ask my supervisor to tech me some of the auditing but he was missing most of the time so I never got to learn about the night audit. During my first nightshift, my boyfriend wanted to sit in the lobby and wait for me to finish so I asked the staff in the reception including my supervisor if it was ok, and they told me he could sit there the whole night if he wanted to, as long as he didn’t cause any problem or disturbed me. At 4am, my supervisor told the security to tell my boyfriend to leave the hotel. When I heard about this I asked my supervisor why he at first told me it was ok for him to sit there, but then he just told me it wasn’t allowed. A few days later Ms Zurin from Human Resource Department told me that because of that incident I wasn’t allowed in Front Office anymore and had to change department immediately. She told me I was lucky to get a second chance as my supervisor wanted me to be terminated. I felt very sad and confused because I didn’t understand what that incident had to do with my work there. I was transferred to Food and Beverage Department on 18th October. Over there I was taking care of their lobby bar; I was making welcome drinks and all kinds of other beverages and served it to guests. I was also taking down all orders for room service. Every weekend and during public holidays they were having a hi-tea buffet for lunch and a BBQ buffet for dinner, at these times I helped the staff to clear and set tables. While working in the morning I helped with their breakfast buffet by greeting and welcoming the guests and collecting breakfast vouchers. After every breakfast, we had to set up the restaurant for lunch or if there was any special function going on there, so I learned how to do so many different table settings. There was one thing that shocked me in Food and Beverage Department as well; most staff doesn’t know how to wash a simple glass, they just wash it with their hand and water and later they will take the dirty glass and put some beverage in it and serve it to the guest. Every day when I started my shift I had to rewash all of the glasses because they were so dirty. Sometimes I also saw that the napkins they put on the tables looked dirty or were full of holes or that the plates were having dried food stuff on it or be full of grease. For being a restaurant in a four star hotel they should have a better service than that and not act like it is just a mamak shop. That is also the reason why I liked standing at the lobby bar, because then I knew the glasses for example would be washed properly. However in December, their restaurant got two new supervisors and especially one of them were very strict about hygiene so I hope that this things will improve or change now. Although I didn’t want to do Food and Beverage at first, it was above my expectations and I really learned a lot of new things. I got along well with all the staff also even though many of them weren’t good in English. Now when I look back at my training at Royale Bintang Damansara, I’m happy with what I achieved from there. I know that many trainees only get to observe most things; instead of trying it themselves so for that I’m happy that I got to do everything practically, because for me that is how I learn the most. I don’t think the hotel is that good though and many staff working there seems to be there only to have something to do, instead of being passionate about the service industry. Another thing that really shocked me also was that there is a lot of drug use going on inside the hotel, people working there that I didn’t even know asked me if I wanted to buy drugs. This really came as a shock to me and I can’t believe how something like that can exist in a working place like a four star hotel. I don’t think Royale Bintang Damansara should have a four star rating because their service is not good. For example that they don’t change the bed sheets after a guest checked out, how they are behaving at the reception or that they are serving dirty glasses to guests. I’m still happy that I got to see this kind of things, because I would never have thought it could be like this in a hotel. I know I will be more careful now in the future while staying in a hotel, I will always be aware of these things. These bad experiences I saw have given me a new career option; I would like to be a hotel inspector. Because I don’t think a guest should be paying a lot of money for a service like that in a four star hotel. In a way I could recommend Royale Bintang Damansara to other trainees, because you will see a lot of useful things and you will get the chance to try everything practically, unlike some other hotels. I would in that case only recommend it to local students. As a foreigner I had a lot of problems in the hotel, especially to communicate in English with the staff. It didn’t matter if it was in Housekeeping Department or Front Office. However, I succeeded to gain a lot of knowledge from all the departments I went to and I know that the things I have learned will be useful for me in the future.

Samuel Becketts Waiting for Godot: Existentialism and The Theatre of t

Every person is responsible for themselves. In society, people are responsible for their actions; good deeds will accede to rewards while bad deeds will lead to demerits. Humans live in a world where they are told what to do and how to do it, and faced with what is considered right and what is seen as wrong, but at the end of the day, humans have the freewill to do as they please and make their own choices, which leads them to being responsible for those actions. Everyday, humans are faced with these choices and decisions to make only to know deep down inside that they will either have positive or negative reactions to their choices, and it is this key idea that led to a specific philosophical concept in the 19th century, existentialism. This philosophy can clearly be seen in everyday life as well as in theatrical movements in the past and present. By examining the works of Samuel Beckett, evidence of existential thinking will be brought forward proving the progress of this philosoph ical movement. It will illustrate how existentialism has influenced Beckett, especially through his play, Waiting for Godot. The Theatre of the Absurd is another theatrical concept being examined proving that Samuel Beckett integrated the philosophy into his works through the Theatre of the Absurd. Whether or not Beckett justified existentialism or remodelled the theory, especially through the expression of â€Å"existence precedes essence†, will also be examined which will eventually lead to the result of whether this philosophical concept was seen as only a movement through a specific time, or a daily life exercise. Through the examination of existentialism and the idea of "existence precedes essence", it can be proved that this movement is still prog... ...amined and quoted, by different philosophical movements and theories, yet Existentialism is one concept that can always be evident in Beckett’s play. The Theatre of the Absurd will always be associated with Existentialism as they both revolve around the human conditions and meaning (or lack there of) of life. In today’s time, it doesn’t really matter if you believe in the existence of God, or whether or not you understand and accept the meaning of life, but the overall concept of Existentialism is apparent in everyone’s life. People are responsible for what they make of their life every action has their consequence, and we exist first and it is our own purpose to give our own life meaning and become our own person. Beckett, Samuel. Waiting For Godot. 3rd ed. N.p.: CPI Group, 2006. Print. Vol. 1 of Samuel Beckett: The Complete Dramatic Works. 4 vols

Aifs Case Havard Business School Essay

1. What gives rise to the currency exposure at AIFS? 2. What would happen if Archer-Lock and Tabaczynski did not hedge at all? 3. What would happen with a 100% hedge with forwards? A 100% hedge with options? Use the forecast final sales volume of 25,000 and analyze the possible outcomes relative to the ‘zero impact’ scenario described in the case. complete the spreadsheet.. 4. What happens if sales volumes are lower or higher than expected as outlined at the end of the case? 5. What hedging decision would you advocate? ANS 1: American Institute for foreign Study (AIFS) had two divisions. 1. The College division, 2. High School travel division. From the college division the students are sent to different parts of the world for semester long courses. From the second division the high school students as well as their teachers are sent for 1-4 week trips worldwide. More than 50000 students are sent out of the country each year on academic as well as cultural exchange programmes. For these two events AIFS requires different currencies other than American dollars. When AIFS got major percentage of its revenue in American Dollars it has to expend most in Euros and British Pounds. If there will be any exchange rate volatility, there will be currency mismatch. This gives currency exposure at AIFS. Ans-2 If Archer-Lock and Tabaczynski would not hedge at all, they had to face the below three risks. i) Bottom line risk: When there will be an adverse move of the exchange rate, there may be an increase in the cost base. If dollar depreciates, they have to pay more for unit dollar of Euro. ii) Volume Risk: They have to buy foreign currency six months before keeping some predicted value of future sales in mind. If the actual value differs from the predicted one, there may be a chance of loss. iii) Competitive pricing risk: They fix their price through the catalog and once price is fixed it difficult to change the price even if there may be a depreciation of dollars. This may result in a huge loss to their business. Ans-3: Refer excel-sheet :QUES-3† Ans-4: Refer excel sheet: â€Å"4-Sales Volume 30000† and â€Å"4-Sales Volume 10000† Ans-5 According to Tabaczynski, the probability of the times that one gains from how the hedging is done, is same as one may losing by doing so in the long run. Hedging by options is a better way to do so as in adverse situations you will only lose the premium amount you have paid. At the same time the company has not to pay any premium and may be benefitted by using futures, but there is a fear of huge loss that can be avoided by using options. So we will advice AIFS to hedge 50% with options and 50% with futures. In this hedging, the loss from the one type of hedging will be compensated by the other to some extent.

Literature Review: the Teacher as a Researcher

Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives.Teacher Cadet EssayThe review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we s hould know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet.By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowled ged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006).This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004).These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; C ox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C.Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , & Abbott, C. (2004).ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhan cing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change.Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976Dwyer, J (2007) Computer-based Learning in a Primary School: Dif ferences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , & Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291. Literature Review: the Teacher as a Researcher Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives.Teacher Cadet EssayThe review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we s hould know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet.By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowled ged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006).This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004).These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; C ox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C.Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , & Abbott, C. (2004).ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhan cing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change.Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976Dwyer, J (2007) Computer-based Learning in a Primary School: Dif ferences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , & Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291.

Literature Review on Negotiation Essays - Negotiation, Free Essays

Literature Review on Negotiation Essays - Negotiation, Free Essays Name : ID : 14033151 Alternative Assignment: Literature Review on Negotiation Negotiation needs to define their process where parties to a potential conflict attempt to resolve that conflict by coming to an agreement. Negotiation is generally thought to be a compromise which is aimed at benefiting our interests as much as possible. It therefore is often associated with conflict resolution within organisations and occurs 'when people with differing needs or goals are prevented - or perceived that they are being prevented - by others in achieving these needs or goals' (Browaeys andPrice 2008, p301). As results , the ability to negotiate and the interpersonal skills needed to manage negotiation are becoming one of the most important elements for contemporary managers to master (Volkema et al 2013). Understanding the numerous approaches to negotiation and conflict resolution is therefore vital to a successful manager. The process of negotiation is generally broken down into two very different approaches. The first of all, It called distributive negotiation, which is negotiator will attempt to win as much as they can at the expense of the other negotiator . This is a 'win-lose' situation where one negotiator coerces the other to agreement ( Thorn 2009). The secondly, Integrative or cooperative negotiation which is both negotiators work together to search for the best settlement possible for both sides and joint problem solving exercise rather than adversarial fight. More common when parties share some common ground and trust each other . Furthermore, A win-win situation in that case the trade union and the employer will engage in a process of negotiation and an agreement is made in which the employees gain a pay rise (win for the trade union) and in which the employers also gain because the pay rise is linked to increased productivity (so they also win)(Thorn,2009). Getting to Yes as defined by Fisher, R. and Ury, W. (2012).The method of negotiation base on produce a wise agreement, efficient and improve or at least not damage the relationship between the parties. Positional bargaining is defined as the bargaining over positions so that each side takes a position, argues for it and makes concessions to reach a compromise. Besides, positional bargaining used to take and give and produces unwise positions, inefficient and Endangers ongoing relationships (Fisher, R. and Ury, W2012) . In addition, there are five stages in the negotiating process such as preparation, discuss, propose, bargain, agreement. To begin with preparation, the content is most crucial stage of any negotiation. The preparation stage is where a negotiator sets overall objectives for the negotiation and then collects and marshals facts to construct a case that will help achieve the objectives set. This means collecting relevant information, which includes issues comprising the outer and inner context of the case (Watson and Reissner 2014).Moreover, aims and objectives of preparation to identify at least 3 objectives including opening position (the ideal outcome you would like) ,target position (realistic outcome you would settle for) and Fall-back position (the lowest outcome you would settle for).In the second, discuss with employees .It is mean that each side states their position and confirm all of the items that both parties want to negotiate about. Then, the propose of negotiating aim is to indicate that each side is moving towards the other or is willing to do so and first tentative offers and counter offers are made The aim is to indicate that each side is moving towards the other or is willing to do so. Moreover, Bargaining is where a likely settlement point is identified within the bargaining arena. The process involves packaging concessions which you may consider exchanging with the other side to reach an acceptable settlement point while staying within your bargaining arena. All concessions offered during this stage must be made conditional on obtaining something in return. The consequently , As the bargaining process moves forward it may be useful to call adjournments, which allows you to check back that you are achieving what you want out of the negotiations and, more importantly, that the likely settlement point remains within your bargaining arena and above the bottom line set at the preparation stage.(Thorn,2009) Lastly, agreement which is sets out clearly what has been agreed and clarifies

Colleges That Superscore ACT Complete List

Colleges That Superscore ACT Complete List SAT / ACT Prep Online Guides and Tips Are you taking the ACT? Before registering, you should knowhow admissions officers look at your scores. Do they consider Math, Science, Reading, and English individually, or do they care more about the composite score? You might be relieved to hear that many colleges "superscore" your ACT scores by taking the best subscores across all your test dates and creating the strongest possible composite score. Read on for the full list of colleges that superscore the ACT, followed by some tips on how you can use this policy to your advantage. ACT Scoring and Superscoring Before getting to the full list of colleges that superscore the ACT, let's quickly review how the ACT is scored. Each section of the ACT is given a scaled score between 1 and 36. These area scores are then averaged together to get your composite score, which also ranges between 1 and 36. If a college superscores the ACT, it will take your highest Math, Science, Reading, and English scores that you achieved on any of the dates you took the test. Then, it will average these together for a new composite so that you'll end up with your highest possible composite score. While superscoring means that you are much safer retaking the test many times, you still shouldn't treat retaking the ACT as having absolutely zero cost. Many superscoring ACT schools can still see all your scores, which can subconsciously affect how they view you as an applicant. For example, if you took the ACT more than six times and your scores were all over the place, admissions officers might wonder how seriously you're taking the test and whether your results are a true measure of your skills. As long as you don't overdo it, taking the ACT more than once can strongly work in your favor if you're applying to schools that superscore. Now that you know how ACT superscoring works, let's look at the colleges that superscore. Complete List of Schools That Superscore the ACT For this section, we've compiled a complete list of all schools that superscore ACT tests. In addition, we've included each school's official standardized testing policy and the link to its admissions page. This is the most comprehensive guide to ACT-superscoring colleges available online. Since policies can change, definitely contact your school(s) if you have any questions or want to double-check their scoring policies. If a school's policy states, "Contact school for information," this means the policy isn't available on the school's website (though multiple sources have confirmed that this school does superscore the ACT). If you're interested in applying to this type of school, contact it directly. School Official ACT Superscoring Policy Website Albion College Contact school for information Albion Admissions American University Test optional. Contact school for more information. American U Admissions Amherst College We will evaluate your application based on the most advantageous combination of scores for the SAT and/or ACT. Amherst Admissions Austin College Austin College accepts both the ACT or SAT and as policy we "super score." (We will take your highest subscores from different test dates and combine them to make a highest "super score." We feel what is important is that we see your highest potential in each sub-section, not just how you scored overall during one test session.) Austin College Admissions Babson College For students who have taken either the SAT or ACT more than once, Babson will superscore (use the best individual section scores) in reviewing their application. Babson Admissions Baylor University Contact school for information Baylor Admissions Bates The submission of standardized tests, such as the SAT, SAT subject tests, and ACT, is optional for all students applying to Bates. Bates Admissions Beloit College Submission of test scores (the ACT and SAT) is optional for most applicants. This policy allows applicants to decide for themselves whether or not their test results accurately reflect their academic ability and potential. Beloit Admissions Boston College For the ACT, Boston College will take your highest individual section scores and average them together, also known as "superscoring." BC Admissions Boston University May vary depending on program. Contact school for information. BU Admissions Bowdoin Test optional. If you do submit, though,Bowdoin superscores the ACT. The admissions committee will consider the highest submitted Composite score and subsection scores, and will also recalculate a new Composite score from subsection scores earned on different test dates. Bowdoin Admissions Brandeis Brandeis has a test-optional policy and no longer requires domestic applicants to submit SAT or ACT scores for the purpose of admission. Brandeis Admissions Bryn Mawr College SAT and ACT scores are optional for US citizens and permanent residents. Bryn Mawr Admissions Butler Butler University requires the SAT or ACT test for admission consideration.Students are recommended to take both exams if available, as Butler reviews the highest subscores for each test and uses your new high test score for an admission decision.Writing test scores are not required. Butler Admissions California Institute of Technology We require all applicants take the SAT or ACT, both of which we will superscore. Caltech Admissions Capital University We "superscore" your tests by taking your best sub-scores across multiple tests and averaging them together to create the best score possible for you. We will do this automatically as long as you send us copies of all of your test scores. We will always use the very highest result possible for both your admission decision and scholarship offer! Capital Admissions Claremont McKennaCollege The Admission Committee will take the highest score from the individual subsections of the ACT to give you the highest ACT Composite score. Claremont McKenna Admissions Colby Contact school for information Colby Admissions ColgateUniversity Colgate will superscore (combine the highest subscore a student receives for each test date submitted) within both the SAT and the ACT. We encourage all students to submit all of their testing and we will determine their best performance. Colgate Admissions College of the Holy Cross The submission of standardized test scores is optional. Contact school for more information. Holy Cross Admissions Colorado College You could choose to report the SAT Reasoning Test (SAT) or the ACT if you believe that these scores are the most accurate indicators of your academic performance and potential. If you select "Flexible Testing," we will select from the scores in our records the combination of test scores that is most advantageousto you. Colorado College Admissions Columbia University If you take an exam more than once, you will be evaluated on the highest score you received in any individual section. Columbia Admissions Connecticut College Test optional. We "superscore" the SAT Reasoning Test and use the combined highest composite score from the ACT. Conn College Admissions Cornell Contact school for information Cornell Admissions Davidson College Davidson superscores the ACT.We do not require the writing portion for either the new SAT or ACT. Davidson Admissions Denison Test optional. Contact school for information Denison Admissions DePauw University Contact school for information DePauw Admissions Dickinson College Dickinson's long-standing test-optional policy provides you with a choice regarding the submission of standardized test scores Dickinson Admissions Drexel Contact school for information Drexel Admissions Duke For students who choose to submit the ACT with writing, Duke will consider the highest composite score and highest scores on each section, regardless of test date, but will not recalculate the composite score. Duke Admissions Duquesne University We super score all tests, which means we take the highest of all components of each test and recalculate the highest possible score for you. Duquesne Admissions Eckerd College Eckerd will combine scores to create your best possible composite score. We accept either the ACT or the SAT and use the test on which you scored higher. Eckerd Admissions Elon University Contact school for information Elon Admissions Florida Atlantic University We super score by using the highest sub scores from multiple test dates to create the ACT composite and the SAT total. FAU Admissions Florida State University We use the highest earned SAT and ACT subscores to calculate their SAT total and/or ACT composite score (a process known as "superscoring"). FSU Admissions Georgia Tech We super score within the same test, using your highest section scores from any test date. Each time you submit new scores to us, we will update your record with your highest scores. We evaluate all your sub-section scores, not just the sum or composite. Georgia Tech Admissions Gettysburg College Standardized test scores from the SAT or ACT exams are reviewed in the overall context of a student's application and academic record. If a student has taken the SAT more than once, only their highest section scores across all SAT test dates will be considered as part of the final admissions decision. Gettysburg Admissions Grinnell College We consider your best superscored ACT composite scores. The essay component of both the ACT and the SAT is optional. Grinnell Admissions Hamilton College It is Hamilton's policy to select the testing options that will serve you best. We strongly encourage you to submit all of your testing to Hamilton and the Admission Committee will choose the best scores for you. Hamilton Admissions Harvey Mudd Contact school for information Harvey Mudd Admissions Haverford College Contact school for information Haverford Admissions Hawai'i Pacific University Contact school for information Hawai'i Pacific Admissions Hendrix College Hendrix utilizes a method called "super scoring" in which sub-scores from multiple tests are combined to form the highest composite score. Hendrix Admissions Hollins University Contact school for information Hollins Admissions Indiana University Bloomington We superscore, which means we'll consider your best test scores. For the ACT, we'll combine the highest scores for each subtest from different exams for a new ACT composite. IU Bloomington Admissions Ithaca College Contact school for information Ithaca College Admissions Johns Hopkins We also consider your highest combined score for the ACT. We'll find the maximum value of each official section score submitted, then recalculate the composite score. Johns Hopkins Admissions Kalamazoo College Contact school for information Kalamazoo Admissions Kenyon College Please note that Kenyon "super-scores" all results.This means that we will automatically compute a new composite score for both the SAT and ACT, if you've taken either test more than once. Kenyon Admissions Kettering University Contact school for information Kettering Admissions Lafayette College Contact school for information Lafayette Admissions Lawrence University Test optional. Contact school for more information. Lawrence Admissions Lehigh University Contact school for information Lehigh Admissions Loyola University Maryland Test optional. Contact school for information Loyola Admissions Miami University Miami superscores, using the highest test scores submitted for admission and scholarship consideration. For ACT, the highest scores for each subtest from different exams will determine a combined highest composite score. Miami University Admissions Middlebury Middlebury will "super score" standardized test results- we will accept the highest score from each section of the SAT, the ACT or SAT II Subject Tests, regardless of sitting, and sum the best scores across sittings of the same test. Middlebury Admissions MIT If you take the same test (SAT, ACT, or an SAT Subject Test) multiple times, we will consider the highest score achieved in each section. MIT Admissions Millsaps College Contact school for information Millsaps Admissions NYU Contact school for information NYU Admissions Northeastern Contact school for information Northeastern Admissions North Carolina State University We look at your highest sub-score from each section across your test dates to create a super-score so weencourage you to take the testmore than once and submit all your scores. NC State Admissions Olin College We take your best score from each test and disregard the others. Olin Admissions Pitzer Test optional. Contact school for information. Pitzer Admissions Pomona College We will consider your highest section scores on the SAT by superscoring; we will also superscore ACT section scores. Pomona Admissions Purdue We will always use the best available score for admission decisions and scholarship consideration and will not penalize you if earlier scores were lower. Purdue Admissions Regis Test optional. Contact school for information. Regis Admissions Rhode Island School of Design Contact school for information RISD Admissions Rochester Institute of Technology Contact school for information RIT Admissions Roger Williams Test optional.RWU will take your highest score from each section of the SAT regardless of the exam date. If you submit both an SAT and an ACT score, we will use the composite score that is in your best interest per the official concordance data. Roger Williams Admissions Rose-Hulman Institute of Technology Contact school for information Rose-Hulman Admissions Saint Mary's College Contact school for information Saint Mary's Admissions Seattle University Seattle University employs the highest sub-scores on the ACT when making admission and scholarship decisions. Seattle Admissions Seton Hall University Seton Hall super scores the ACT. Seton Hall Admissions Spring Hill College Contact school for information Spring Hill Admissions Stanford For the ACT, we will review all subscores and will focus on the highest Composite and the highest English and writing scores from all test sittings. Stanford Admissions Syracuse Contact school for information Syracuse Admissions Texas Christian University If you submit scores from more than one sitting of the ACT, we will consider your highest section scores across multiple sittings or test dates ("Super-Score"). We will consider your highest English, Math, Reading, and Science scores even if you earn them on separate test dates for the ACT. TCU Admissions Towson University Contact school for information Towson Admissions Trinity College Test optional. If you decide to submit standardized test scores, Trinity will accept the highest scores on all tests (they need not be from the same exam date). Trinity College Admissions Trinity University Trinity University will super score standardized test scores by taking the best subtest score and creating a new composite score regardless of test date. Trinity U Admissions Troy University Contact school for information Troy Admissions Tufts University When taken multiple times, we will use your highest sub-score for each section. Tufts Admissions University of Arkansas Contact school for information U Arkansas Admissions University of Chicago We will superscore both the SAT and the ACT, meaning that if you have taken either test more than once, you should submit all your scores, and we will add your highest subsection scores together to give you the highest possible combined score. U Chicago Admissions University of Colorado- Boulder Your highest scores are used in the admission decision. If you take the same test more than once, we combine your scores on each subsection to give you the highest overall score. U Colorado Admissions University of Connecticut We will combine the highest scores from each subsection of an exam to create the best overall score (within same exam formats) for exams taken more than once. U Conn Admissions University of Dayton Contact school for information U Dayton Admissions University of Delaware Contact school for information U Delaware Admissions University of Denver If you've taken either test more than once, we'll combine the best scores from the individual sections of each test to create an ideal "superscore." U Denver Admissions University of Georgia If a student takes the SAT or ACT more than once, we will consider the best scores we receive for each section on either exam. U Georgia Admissions University of Maryland We use the highest subscores from the SAT and ACT in our review of your application. U Maryland Admissions University of Mary Washington Test optional. Contact school for information. U Mary Washington Admissions UMass Amherst Contact school for information U Mass Admissions University of Miami We will use the highest composite score from among each test that you've taken. This is called super scoring. There is no limit to the number of test scores you may submit to us for your application. University of Miami Admissions University of North Carolina at Chapel Hill If you send us scores from multiple test dates, we'll take your highest score for each section of the test and consider those scores as we evaluate your application. UNC Admissions University of North Texas Contact school for information UNT Admissions University of Pennsylvania For the ACT, we consider the highest individual English, Math, Reading, and Science scores across test sittings. UPenn Admissions University of Pittsburgh We will use the highest of the SAT superscore or the ACT composite score in reviewing your application for admission. U Pitt Admissions University of Puget Sound Test optional. Contact school for information. Puget Sound Admissions University of Rhode Island We "superscore" your ACT results ... using the English, math, reading and science sections. Rhode Island Admissions University of Rochester Only your highest SAT or ACT sub-scores will be considered in our final decision, even if they are from different test dates. U Rochester Admissions University of South Florida The University of South Florida considers your highest submitted section scores across all SAT and ACT test dates. Final admission decisions will be made using only your highest cumulative scores. Each time you submit test scores to USF, we will update your record with any new high scores. USF Admissions University of Tampa Contact school for information U Tampa Admissions University of Tennessee We use the super scoring method of combining test scores into a new composite score. U Tennesse Admissions University of Vermont Applicants are encouraged to send scores from every SAT or ACT test date in which they received a top score in each section.Final admissions decisions are based only on your highest section scores, and UVM updates applicant records each time we receive new scores. U Vermont Admissions University of Virginia For the ACT, we look at the best composite score and the best subscores, regardless of whether those subscores are from the administration where the best composite was earned. UVA Admissions University of Washington Superscoring refers to the practice of taking a student's best section scores across all exam sittings to combine for the best overall score. The UW does superscore. UW Admissions Valparaiso University We evaluate the ACT or SAT according to your "superscore," which is a composition of your best subscores regardless of test date. Be sure to send in all your test scores for consideration. Valparaiso Admissions Vassar College In assessing ACT scores, Vassar uses the highest subscores taken from multiple test dates and recalculates a new composite score. Vassar Admissions Villanova University The Admission Committee will superscore the highest subscores from the SAT and/or ACT from multiple test dates. Villanova Admissions Virginia Commonwealth University Contact school for information VCU Admissions Virginia Tech Contact school for information Virginia Tech Admissions Wake Forest University Test optional. Contact school for information. Wake Forest Admissions Washington and Lee University [W]e will combine your best section scores from multiple tests to produce your highest SAT or ACT score. W L Admissions Washington University in St. Louis For the ACT, Washington University considers your highest section scores across all the test dates that you submit. Each time you submit scores, we will update your record with any new high scores (so-called "Super Scores"). WUSTL Admissions Wesleyan University Test optional. We will recalculate a new composite ACT score from subsections taken on different dates. Wesleyan Admissions West Point (US Military Academy) Contact school for information West Point Admissions West Virginia University WVU combines the highest sub-scores from different test dates to create a "super score" total or composite for admissions and scholarship consideration eligibility. WVU Admissions Wheaton College The submission of standardized test results is optional for all candidates. Wheaton Admissions Williams College Contact school for information Williams Admissions Xavier University Contact school for information Xavier Admissions Let us know in the comments if we missed any schools, or if any schools have changed so we can provide you with the most updated list! If you're applying to colleges on this list, how dotheir superscoring policiesaffect your ACT testing plan? 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. Free eBook: 5 Tips to 4+ Points on the ACT // Tips for Applying to Superscoring Schools If your college superscores the ACT, you should, too! What I mean by this is that you can concentrate on one to two sections for each test date to build up your highest ACT superscore. If this is your strategy, you will have to start taking the ACT tests earlier to ensure that you have enough test dates to maximize your score. Some schools require that you send all of your scores from every time you took the ACT, so we do not recommend having huge fluctuations in your section scores. In other words, give your best effort on every administration of the test. However, this focused study plan may help you build a strong "superscore" that's a great asset to your college application. Every piece of your application is important to building a successful whole. By carefully crafting a testing plan, researching your schools' policies, and preparing strategically and intensively for test day, you'll be well on your way to creating an outstanding college application! What's Next? Now that you know all of the colleges that superscore ACT tests, the goal now is to improve your ACT score as much as possible.First, what's a good ACT score? Read our article on good, bad, and excellent ACT scores so you can identify and prepare for your target score. Next step, preparation! We've compiled all free ACT practice tests available today so you can get started on tons of practice questions. Want to get a perfect 36 ACT score? Read a perfect scorer's guide to acing the ACT. Need help on a specific section of the ACT? Read our guides to getting a 36 on ACT English, ACT Math, and ACT Reading. 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. Free eBook: 5 Tips to 4+ Points on the ACT // Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Special Interests Essay Example | Topics and Well Written Essays - 1750 words - 6

Special Interests - Essay Example Despite the fact that interest groups and political parties are separate institutions in terms of the functions they perform, today they have formed joint associations. Interest groups therefore have a joint association with political parties and also try to influence the president and Congress as these two branches work together to make policy. This paper defines an interest group and gives examples, discusses the relationship between interest groups and political parties, and explains how interest groups try to influence the president and Congress as the two branches work together to make policy. Keywords: Interest Group, Political Party, Policy, Interests, Lobbyists, Lobbying, President, Congress, Associations, Relationship, Campaign Finance, Grassroots Activities 1. Define an interest group, with examples People have different pursuits that they attach value to and defend. Such pursuits despite being focused towards different goals are all known as interests. Interests can theref ore be ethnic, religious, economic, or based on a range of other issues. ... 9). Interest groups have different structures and sizes, with some having many members, while others have no members at all. In the same way, some are organized in formal ways with bylaws, leaders, members, and holding of meetings regularly, while others are not organized in a formal way, hence loosely knit and have a few rules, with no leaders. Interest groups are therefore of different types, with the major types representing the areas of the economy. These include economic interest groups, environmental groups, public interest groups, and other interest groups. Economic interest groups. They form the largest category of interest groups. Bardes, Shelley, and Schmidt (2008) point out that â€Å"the major sectors that seek influence in Washington, D.C., include business, agriculture, labor unions and their members, government workers, and professionals† (p. 225). Trade associations and business interest groups are formed by those in business, and their main role is to influenc e the policies made by the government that have an impact on their businesses. Examples of business interest groups in the United States include the National Association of manufacturers and the U.S. Chamber of commerce that represent businesses and manufacturing matters respectively. Agricultural interest groups are formed by agricultural farmers and their employees. Despite the fact that they represent a very small number of the US population, farmers and their employees in the United States have been able to influence legislations touching on their interests. Examples include the American Farm Bureau Federation, the National Farmers Union, The peanut Growers Group, The American Dairy Association, and the National Soybean Association (Bardes, Shelley, &