Open Research Paper Example | Topics and Well Written Essays - 1000 words

Open - Research Paper Example Qualifications wise the board is a mix of innovators and researchers. The board comprises two PhD holders and key personalities like Robert A. Iger the current CEO and president of The Walt Disney Company (Apple Inc., 2013b). The combination of innovation and research gives Apple’s Board the leadership qualities that are needed for consumer electronics business. Research provides Apple with access to the latest technology while innovation provides the company’s products with the competitive edge over its rivals. The board can take decisions based on both technology and innovation. 2. Committees the board sits on: The board at Apple Inc. sits on three committees: Audit and Finance, Compensation and Nominating and Corporate Governance. The Audit and Finance committee is responsible for maintaining the financial matters of the company. Moreover the committee looks after the audit system, performs risk management and also looks after the security of the data. Financial matt ers are of great importance to Apple Inc. and to make sure that the committee functions at optimum efficiency the members of the committee are some of the brilliant minds of the leading companies in the world (Apple Inc., 2011a). The second committee is Compensation committee whose main purpose is to design incentive plans for the company. In addition to designing the Committee can also review and modify any incentive plan as it sees fit. The committee has three members with Andrea Jung being the chairperson for the Committee (Apple Inc., 2013a). The third Committee is Nominating and Corporate Governance Committee whose sole responsibility is to nominate candidates for the Board of Directors at Apple Inc. In addition the committee can advise the Board of Directors regarding matters of governance. The committee comprises three members and William V. Campbell is appointed as the Chairperson of the Committee (Apple Inc., 2011). 3. Management at Apple Inc: Most of the individuals workin g for Apple have been working with the company since its formation. There are a few who joined shortly after Steve Jobs was made the CEO at Apple Inc. in 1997 (Apple Inc., 2013d). The management team is a relatively experienced one with people who have worked with some of the greatest companies in the world. One such example is Craig Federighi the Senior Vice President at the company. Federighi worked for NeXT Inc. and Ariba before working for Apple in 2009. NeXT Inc. and Ariba were one of the most popular IT companies of their time. Federighi is just one example of the many experienced individuals working for the management of Apple Inc. (Lowensohn, 2011). 4. Board’s Philosophy on Executive Compensation: Executive compensation at Apple Incorporation is determined by the Compensation Committee which comprises 4 non-employee directors of the company. As per the â€Å"Definitive Proxy Statement†, the executive compensation program of the company includes awarding Restric ted Stock Units (RSU) to all executive members of the company (Apple Inc., 2013d). However, the RSUs were not awarded to one executive member, Timothy Cook, who was promoted to the CEO of the company. In addition, the Compensation committee also has established a sound basis for determining the remuneration and bonuses for executive members of the company. As for instance, the Committee considers a number of factors while evaluating the remuneration and bonuses of the executive members, which include: Competitive Market

Philosophy of Education for Foundations of Education Essay Example for Free

Philosophy of Education for Foundations of Education Essay Introduction Education is an ongoing process based upon experience. The old adage you learn something new everyday is very true, and nothing fascinates me more than simply talking to other people; you can learn so much from them. Education is the foundation of our American society, and the children of today are the future of our country, but educating them is not enough; we must be good role models and present a system of morals and values in our classrooms. Our objective in education is directly related to the social sciences in that the classroom is a microcosm of our society. As teachers we try to prepare our students for real-world situations. Interacting socially, communicating effectively and understanding other peoples emotions, feelings and points of view will help our students blossom into productive and understanding adults. Howard Gardner wrote about multiple intelligences, which I think is a huge step in improving the classroom environment and lesson plans to include ways that everyone can learn (Tomlinson, 2002). He identified eight different ways to be smart that traditional IQ tests would not show. This model allows students to excel in these categories through different types of instruction, such as verbal ability, referred to as the linguistic intelligence, or the ability to play an instrument, referred to as the musical intelligence (Johnson et al. , 2005). My classroom will be entertaining, first and foremost. I understand the material I am teaching elementary school children, but delivering that material effectively depends on how they feel about school. Motivating children and getting them excited about learning is not always easy, but it is a key ingredient to a successful classroom. As a male entering the elementary education field I understand my role as a possible father figure (Kindlon and Thompson, 1999) and recognize the importance. I want to make a difference in the world, and I see no better way than through the efforts of education. Definition of Philosophy From the perspective of a future educator, I see myself identifying with the qualities of existentialism the most. This theory can be hard to explain at times because it relies so heavily on the meaning we impose on our lives through education, an idea that cannot be expressed in a limited amount of words and one that differs from individual to individual. Existentialism is routed in the fact that our lives are meaningless; we live in a meaningless world and a meaningless period of time no different than any other. In essence, the quest to find meaning in our lives defines our life. A large part of this view is the idea that we are all free, an idea embraced in America but not typically recognized throughout the world or throughout history. Given this, our freedom allows us to make choices and these choices define us. The goal of the teacher through this philosophy is not to teach freedom, but to embrace it. Tracking, measurement and standardization homogenize the classroom, whereas our goal as teachers is to individualize the classroom and foster a healthy student-teacher relationship. The students feelings are important and we should not compare ourselves to an ideal self but who we actually are, and education is the tool that fills the gaps of understanding this. Because I have yet to become a teacher, I am not quite sure how and in what ways measurement and standardization negatively impact the classroom, but I am aware of the separation and animosity created my tracking. Getting the students to think positively about themselves will foster healthy learning and create a positive self-esteem that will drive them to learn both in the classroom and through questioning on their own. Sparking that fire is the idea behind existentialism, and in a world where we are essentially meaningless, it is up to us as teachers to inspire our students to grasp the freedom they have, bring meaning into their life, and use that excitement to find meaning in all that they do. Also, in sparking critical thinking, students will engage in a thoughtful and reflective process similar to Blooms taxonomy where a number of levels of learning are happening, dependent on how information in the classroom affects them and their existence as well as essence. Another important tool we can use to define our philosophy as a teacher is the Ways of Knowing. I feel like I identify most with the Eastern Way of Knowing, particularly the Chinese thought because of the emphasis on moral development. Understanding facts and theories is important in education, but sometimes it is hard to distinguish what is actually necessary from what is trivial. Preaching morals allows us to respect others, particularly elders, and gain from their knowledge, something that cannot always be taught in the classroom. Also, it will foster a more productive and peaceful society, one that is the best to learn in. Confucianism and Taoism play a large role in this type of knowing as well, and the reliance on harmony can be compared to the need for smooth transitions in the field of education. Although Confucius implemented the need for rules and standards, contradictory to my belief in existentialism, he has influenced society and education in particular for thousands of years. These rules help keep life orderly and efficient, and the success of Chinese government, business and family life can be attributed to this as well as the harmony between the three. Taoism affects the Chinese thought by suggesting that we should leave things alone and not force personal desires onto the way things will naturally occur. This eliminates the need for competition and is more consistent with the existentialist view. Competition can be good in many ways, but when comparing students we must be careful and considerate. There is no place in the classroom for making anyone feel inferior, and I feel more strongly about that than any other aspect of teaching right now. In relation to morals and respect, I will never allow a student to think they are better than any other student, and hopefully using this method will prepare them for life in the real world, where manners and morals can actually take you pretty far. Even if its not for achievement, preaching this will promote self-improvement and a genuine compassion for other students, which is what I strive for in the classroom. Based on the work of Jean-Jacques Rousseau, and rooted in existentialism, humanism is the educational approach that I fell closest too. Humanism makes the assumption that we are essentially born good and that children enter the world not as a blank slate, but with innate qualities and dispositions. Consistent and nearly identical to existentialism, humanism stresses the role of individualism in the classroom and says that society turns people evil. Group-oriented education is rejected because it weakens the student-teacher relationship, limits self-actualization (based on the students feelings), and measures students as objects, effectively doing away with the individual self. Teachers involving humanism in the classroom look for student interests as guidelines for instruction and assessment and even go as far as letting the students pick the material and activities. Students discover their own opinions through divergent thinking and should not be influenced by the teachers views. Eastern influences on Humanism are also prevalent, as people should be looked at as valuable individuals that deserve respect, not as objects to be manipulated, described by the I-Thou and I-It example, respectively. I am an optimist; the glass is always half full. Therefore, I strongly believe that people are created equally, good and free. Society can have a negative impact on individuals, but it can also have a positive impact. Our goal as teachers is to become that positive force and to let every student know that we care about them as individuals. The book cites how a college classroom can consist of more than one-hundred students, leaving know room for a personal relationship with the professor. One of the main reasons I came to W and J was for that small school feel where I could have a personal relationship with my professors: I feel like I do better in my classes and that I also learn more and feel more confident about my abilities. If we can achieve this goal, rather than making our students just a number, we will truly succeed as educators. References Johnson, J. A. , Musial, D. , Hall, G. E. , Gollnick, D. M. , Dupuis, V. L. (2005). Introduction to the foundations of American education (pp. 448). Boston: Allyn Bacon. Kindlon, D. , Thompson M. (1999). Raising Cain: Protecting the emotional life of boys (pp. 333). New York: Ballentine. Tomlinson, C. A. (2002). Different learners, different lessons. Scholastic Instructor, 9, 21, 24-26, 91.

Free Narrative Essays - Killing Ourselves with Work :: Example Personal Narratives

Killing Ourselves with Work Americans are killing themselves with work. Americans often are sleep deprived, stressed and have problems at home. All of this are most probably caused from over working. I think sleep deprivation is a major problem in the United States. It must make sense that if an American is over working he/she cannot possibly get in the minimum of six hours sleep. Being a college student myself, I often see over worked students sleep through class. These students work and are pressured to keep up good grades. I often here student telling me that they got in about four hours of sleep. If at a college students age, they are sleep deprived, it's logical to think that by the time they hit thirty they will be doing double the workload. Americans are simply not saving themselves from over working. "[N]o labor has been saved," says Juliet B. Schor. To me, being sleep deprived is almost like a vicious cycle: get up for a long day of work, college, family life, or whatever it may be, then people get 5 hours sleep if they're lucky. By the time the next day comes, they're simply too tired to function! from what I have witnessed you simply get student s taking naps in class - not learning! Another problem with Americans over working is the massive stress levels. For many people work alone is often a main source of stress. I know my mom is under a lot of stress to do the house work, spend time with her family and work. According to Schor, "mothers reported it caused either "a lot" or an "extreme" level of stress." To me, this is killing yourself with work. Where's the fun to life? When do we take those relaxing holidays to release stress? Although workers have the option to take a few weeks leave for vacation, I'm hardly convinced many Americans do this. Especially for a married couple, getting time off at the same time must not be an easy task. "Two-earner couples have less time together, says Schor. Consequently, this must cause a great deal of stress for any couple. Exhaustion is another symptom of stress. Many Americans seem to be exhausted at the end of the day.

Why do people committ crime

The three classifications I believe then can be placed into are biological, psychological and sociological. I personally think people commit crimes for a variety of reasons: peer pressure, opportunity, greed, poor moral Judgment and character; They fail to see the benefits of adhering to the law conventional social values; The opinion that everyone commits some type of crime; The more that society perceive a particular criminal behavior as reasonable or acceptable, the less likely that It will be considered evil two prime examples are the legalization of marijuana. r prohibition. Is it biological, hereditary is it in our genes? Is it psychological or due to traits in our personality? Is it due to solicitation – do we learn it, from other people? Is it explained by our bonds to society? Is it because of where you were raised; or is it because of imbalances In our society? Does a lack of religious morals have anything to do with It? I have always been fascinated with why people commit crime in our society we can answer who, what, when and where but the last question why usually goes unanswered and drives us mad!The first category Is biological I know most- illogical theories have faded as society becomes more enlightened. I am saying brain damage, bad genetics, poor diet, and gender. Males are the predominate class of criminal offenders due to aggressive behavior that is encouraged in our society. While I believe some crimes are caused by biological imbalances, I believe there has to be a tipping point from society. The opportunity the victim the time and place and an imbalance in the odds which favor success. Like most detectives, I find the study of psychology of criminal behavior fascinating and the most-dangerous kind of rimming.This leads us to the second part of my theory. The second category I will put forward Is psychological. I think this class or reason to commit a crime Is the worst and most dangerous. I place psychopath and sociopaths in this c ategory. I put people who are Impulsive enjoy the power of controlling others these criminals get a rush of adrenaline high. Serial killers and rapist fall Into this category. Most of these people are loners whether it is due to the nature or nurture. I become criminals. The last category on the list is sociological.I think where you grow p and your socioeconomic status, peer pressure and education make a great deal of difference in whether an individual will become a criminal. Gang fall into this category, petty crime I personally think our prison system makes this worse because all it does is make better criminals. I think most criminals start in this class. This leads me to my theory. My theory after a lifetime in criminal Justice and my education in college is very simple old Caesar Baccarat had it right people weigh the good against the bad, in other words, is a crime worth the time. It all boils down to personal choice.

Related Literature for Inventory System

OUTPUT 1st day/ Saturday Nov. 24, 2012 * Orientation of the students and student teachers and get the final list of official student 2nd day/ Saturday Dec. 1, 2012 * 1st checking the attendance of the students and separate them from (3 – 5),(6 – 8),(9 – 15) 3-5 goes to Carina, Mae and Malabunga 6-8 take in charged by Judith and Canaria while 9-15 handle by Battalier, Quientela and Berdin. 3nd day/ Saturday Dec. 8, 2012 * Teaching the students 4nd day/ Saturday Dec. 15, 2012 * Teaching the students 5nd day/ Saturday Dec. 22, 2012 * Teaching the students 6nd day/ Saturday Dec. 29, 2012 No classes because CWTS and LTS students went to Provincial Jail. 7nd day/ Saturday January 05, 2013 * (Delayed of Christmas Party) Christmas Party of the students was medyo delayed for some reasons. We prepared games, gift and some foods to share. 8nd day/ Saturday January 12, 2013 * Continue of teaching the students 9nd day/ Saturday January 19, 2013 * Teaching the students 10th da y/ Saturday January 26, 2013 * Teaching 11th day/ Saturday February 2, 2013 * Teaching 12th day/ Saturday February 9, 2013 * Teaching 13th day/ Saturday February 16, 2013 * Teaching 14th day/ Saturday February 23, 2013 * Teaching 15th day/ Saturday March 2, 2013 Teaching and finalizing the lessons that we teach and review all the lessons that we teach. And we all talked about their dismissal day in coming next Saturday. 16th day/ Saturday March 9, 2013 * Dismissal day/ party party, we dance and sing and also we eat and saying farewell to our beloved students. Official List of Students 3 – 5 + 0ne 16yrs old who doesn’t even know how to write or read NAMEAGE 1. Rose Anne S. Arciaga 5 2. Eunice Belsa 4 3. Rejhen Dishoso 3 4. Richell Dishoso 4 5. John Lorenz Escoto 3 6. Marian Escoto 4 7. Dale Ikawat 4 8. Marvin Escoto 5 9. Denise Roldan 16 10. Lyka Mae 5 11.John Mel 5 Teachers: Ms. Carina Mae D. Martillos Ms. May G. Abria Ms. Maida R. Malabunga 6 – 8 NAMEAGE 1. Kim N. Abasolo 7 2. Gelli Ann Bonita 6 3. Jillian Bonita 8 4. Defresa Keen Valie 7 5. Christian Ibais 7 6. Jackielyn N. Mallo 8 7. Marilyn Orubia 8 8. Don Edmon Palarca 7 9. Benjie Juares 8 Teachers: Ms. Judith Calajate Ms. Roselyn Canaria 9 – 15 NAMEAGE Female 1. Abasolo, Princess9 2. Beunavidez, Joy12 3. Dacio, Jenny9 4. Dishoso, Desiree9 5. Dishoso, Rosabel12 6. Francisco, Jessica13 7. Magdaog, April11 8. Nario, Jessa12 9. Orubia, Marinel11 10. Resuello, Francia15 11. Resuello, Jhamyca10 12. Romero, Julie Ann10Male 1. Francisco, Daryl A. 11 2. Gonzales, Bryan Paul9 3. Las Pinas, Phillipe Louis12 4. Magdaog, Jaypoy11 5. Rodriguez, Reymart11 6. Roldan, Ivan13 7. Soria, Dexter11 8. Soria, Mico11 9. Tomero, Jomar9 Teachers: Ms. Luningning Battalier Ms. Elleca Jane Berdin Ms. Krizzelle Joy Quientela 3rd / Saturday Duties Battalier prepared the Berdinsnacks Martillos stand as the teacher Abria assistant teacher Malabunga assistant teacher Calajate stand as the teacher Canaria assis tant teacher stand as the teacher assistant teacher Battalier Berdin Quientela 4th / Saturday Martillos prepared the snacksAbria assistant Martillos Teacher Abria assistant teacher Malabunga Calajate stand as the teacher Canaria assistant teacher Teacher Assistant teacher Battalier Berdin Quientela prepared the snacks 5th / Saturday Martillos Malabunga Martillos assistant teacher AbriaTeacher Malabunga assistant teacher Calajate Teacher Canaria Assistant Assistant Teacher Battalier Berdin Quientela 7th / Saturday Battalierprepared the foods Prepared the parlor games Martillos Abria Calajate Berdin Prepared the materials for the parlor games Quientela Canaria Malabunga

Thou lily-liverd boy!

Thou lily-liverd boy! Thou lily-liverd boy! Thou lily-liverd boy! By Maeve Maddox Maya Gharpure wants to know What does the term lilylivered mean? A lily-livered person is a coward, easily frightened. The term lily-livered is one of many vivid expressions we get from Shakespeare. It may not have originated with him, but his use of the term in the much-performed Macbeth ensured it a place in the language. In Act Five a frightened page rushes onstage to tell Macbeth that 10,000 soldiers are taking up their positions outside his castle. The boy is so terrified that the blood has drained from his face. Realizing that his fate is about to catch up with him, Macbeth attempts to conceal his own terror by lashing out at the boy with a volley of insults directed at the lack of color in his face: Go prick thy face, and over-red thy fear,†¨ Thou lily-liverd boy. What soldiers, patch? Death of thy soul! those linen cheeks of thine†¨ Are counsellors to fear. What soldiers, whey-face? Go prick thy face: go cut your face so as to draw some blood to give it color. Thou lily-liver’d boy: think Easter lily, pure white. Before its functions were understood, the liver was thought to produce blood. A healthy liver would be red, not white. In the theory of â€Å"humors,† the liver governed anger and courage. By shouting angrily at the boy, Macbeth is trying to prove that his own liver is red. those linen cheeks of thine: Macbeth is thinking of white linen. whey-face: whey is the watery part of milk that accumulates during the making of cheese. The boy’s face is not merely white; it’s a sickly white. The word patch may also be intended to convey something white as one meaning of patch is â€Å"a piece of sticking plaster used to cover and protect a wound or scar.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire YouHomogeneous vs. HeterogeneousList of Prefixes and Suffixes and their Meanings

Creationalism Vs Evolution Essays - Pseudoscience, Denialism

Creationalism Vs Evolution Essays - Pseudoscience, Denialism Creationalism Vs Evolution Creationism vs. Evolution The majority of people in this world believe that a spiritual being created earth. In fact, most religions and cultures believe the universe was created by a 'creative hand,' either a sky god or some other physical object (Encarta 1). Think of it, as a trial to see which will win, creation or evolution. It has been the most argued debate in all of history, but creationism is more logical than evolution. To first understand what creation is about, we have to know what creation is. The Bible defines creation as the action by God that brought the universe and all its contents into being. The Bible also states, God created great whales and every living creature that moveth, and so God created man in his own image, in the image of God created he him; male and female created he them (Genesis 1:21, 27). To Doug LaPointe, the author of Top Evidences against the Theory of Evolution, there are nine articles of evidence pointing weaknesses in evolution, or strong points in creation. The first evidence is that there are no links between the fossil record and present times; therefore, there is nothing to show that evolution actually happened. Second, that natural selection cannot advance an organism to a higher order. The third being that although evolutionists believe life just came about, matter resulted from nothing, and humans evolved from animals, all of these are against scientific and nat ural understandings. Fourth, even though evolutionists present them as if they were, the hominids' bones and skull records, for example the famous Lucy, the finds are unrevealing and inconsistent. The fifth and sixth articles of evidence are the nine out of 12 hominids that evolutionists use are really extinct apes, and the other three are modern human beings and not part ape. This would conclude that all of the twelve 'hominids' are something other than hominids and are not half-human, half-ape. Evidence seven and eight show that natural selection has practical, social, and logical inconsistencies. The last evidence says that the rock strata finds are better explained by a universal flood than by evolution, which would show yet more proof in the Bible (LaPointe 1-2). Michael Behe, author of the recent bestseller Darwin's Black Box, states, I was amazed that people believe in evolution when there was this clear argument against it (Behe 3). At first Darwinism was taught at schools, but there were so many flaws that these ideas were turned down, and a different form of evolution was taught. The new form was then taught along with a type of scientific creation (Encarta 2). This shows that schools feel that Darwin was wrong, and Darwin is evolution's top scholar. In order to disprove a way of thinking we must first know what we are trying to disprove. The definition of evolution is the complex process by which living organisms originated on earth and have been diversified and modified through sustained changes in form and function (Encarta 2). Thomas Robert Malthus first stated that the human population was growing too fast for the food supply. This, he said, Is regulated by disease, famine, and war (Infopedia 1). Darwin applied this to animals and plants and came up with the theory of evolution by natural selection. His theory stated that the children of a species intensely compete for survival. Those young that survive to produce the next generation tend to be embodying favorable natural variations and these variations are passed on by heredity. Therefore, each generation will improve adaptively over the preceding generations, and this gradual and continuos process is the source of the evolution of the species (Infopedia 1-2). The notion th at populations of organisms can be transformed over generations into descendant population of different kinds has been suggested repeatedly since the early-recorded history of ideas, but if you trace all the species back to their origin, you would get one object. Now the real part of this argument is right here. How did that one object come into being? It couldn't have happened by mere chance. It did not always exist so there had to be nothing before it. If there was nothing before it, how was it created?