Clues in the Pre-1850 US Censuses - How to Dig Details from the Early Census Records

Pieces of information in the Pre-1850 US Censuses - How to Dig Details from the Early Census Records Most genealogists investigating American precursors love the definite censuses taken somewhere in the range of 1850 and 1940. However our gaze goes out into the distance and our head begins harming when we take on the sections and head tallies of the pre-1850 statistics identifications. Numerous specialists venture to such an extreme as to dodge them inside and out, or use them just as a hotspot for the head of family. At the point when utilized together, notwithstanding, these early U.S. statistics records can regularly give significant insights to early American families. The most punctual U.S. evaluation plans, 1790-1840, outfit just the names of the free heads of family, not of other relatives. These timetables totaled the quantity of other relatives, without name, by free or slave status. Free, white people were likewise assembled by age and sex classes from 1790 through 1810 - a classification that in the end applied to different people. The age classifications likewise expanded every year, from two age bunches with the expectation of complimentary white guys just in 1790, to twelve age bunches with the expectation of complimentary whites and six age bunches for slaves and free hued people in 1840. What Can pre-1850 Census Records Tell US? Since the pre-1850 statistics records dont distinguish names (other than head of family) or family connections, you might be considering what they can inform you concerning your progenitors. Pre-1850 evaluation records can be utilized to: track your progenitors developments before 1850distinguish between people with the equivalent nameidentify potential kids that you may not know ofidentify potential guardians for your ancestoridentify potential family members among neighbors Without anyone else, these early statistics records dont regularly give a lot of valuable data, however utilized together they can for the most part give a decent image of a familys structure. The key here is to recognize your family in however many of the 1790-1840 censuses as would be prudent, and break down the data found in every one related to the others. Sifting through Whos Who At the point when I research in the pre-1850 enumeration records, I start by making a rundown recognizing every person, their age, and the scope of birth years upheld by their given age. Taking a gander at the group of Louisa May Alcott* in the 1840 evaluation of Concord, Massachusetts, for instance: A.B. Alcott (Amos Bronson Alcott), age 40-49 (b. 1790-1800) 1799Female (spouse Abigail?), age 40-49 (b. 1790-1800) 1800Girl (Anna Bronson?), age 10-14 (b. 1825-1831) 1831Girl (Louisa May?), age 5-9 (b. 1831-1836) 1832Girl (Elizabeth Sewell?), age 5-9 (b. 1831-1836) 1835 *the most youthful little girl, May, was conceived in July 1840...after the date of the 1840 registration Tip! Men of a similar name alluded to as Sr or Jr werent essentially Father and Son. These assignments were regularly used to recognize two distinct individuals of a similar name in the territory - Sr for the senior, and Jr for the more youthful. This technique can really be utilized to sift through potential guardians for your predecessors also. In investigating my Owens predecessors in Edgecombe County, N.C., Ive made an enormous graph of the entirety of the Owens men recorded in the pre-1850 evaluation records, alongside the individuals from their family units and the age sections. While I still havent had the option to affirm precisely who goes where, this strategy helped me slender down the conceivable outcomes. Narrowing Down Birth Dates Utilizing a few U.S. registration records, you can frequently limit the periods of these early predecessors. To do this, it assists with making a rundown of the ages and conceivable birth a very long time for each enumeration year where you can discover your predecessor. Evaluation records can help limited down the birth year of Amos Bronson Alcox/Alcott, for instance, to a range somewhere in the range of 1795 and 1800. To be completely forthright, you can get that run for him from a solitary evaluation record (either 1800 or 1810), yet having that equivalent range conceivable in different censuses improves your probability of being right. Amos B. Alcox/Alcott 1840, Concord, Middlesex, Massachusettshead of family unit, age 40-49 (1790-1800) 1820, Wolcott, New Haven, Connecticutone of the 2 guys age 16-25 (1795-1804) 1810, Wolcott, New Haven, Connecticut1 male, age 10-15 (1795-1800) 1800, Wolcott, New Haven, Connecticutmale, age 0-4 (1795-1800) His real date of birth is 29 Nov 1799, which fits directly in. Next Digging Up Deaths from Pre-1850 Census Records Breaking down Family Members Birth Dates Uncovering Deaths Hints to death dates may likewise be found in the early US registration records before 1850. The 1830 government evaluation, for instance, records Anna Alcott (mother of Amos) as head of family unit with Wd. (for widow) after her name. From this, we realize that Joseph Alcott passed on at some point between the 1820 and 1830 statistics (he really kicked the bucket in 1829). Utilizing the age section strategy for the wife/mate for each registration year may uncover the demise of one spouse and union with another. This is commonly just mystery, yet search for cases when her conceivable age hops between one enumeration and the following, or when the age of the spouse makes her too youthful to even think about being the mother of the considerable number of youngsters. Now and then youll discover little youngsters who seem to vanish between one statistics and the following. This could mean they were simply living somewhere else at the hour of the registration, yet it could likewise demons trate that they kicked the bucket.

Talent planning in organisations Essay Example for Free

Ability arranging in associations Essay Before an association can complete ability arranging exercises there are a couple of possibilities and components that could influence the business in resourcing ability emotionally. One of the primary elements to consider is the area of the business. The area could mean there is an absence of ability or bounty. For instance an IT organization would draw in the best ability from either Silicon Valley or Bangalore, in any case if the organization is situated in Glasgow by what means will the persuade the best ability to come and move there. A subsequent factor is the financial plan. This is an issue for littler or new companies. Not having the perfect measure of financial plan or having no spending implies you are confined to the assets you can use to pull in the best ability such a pro enlistment organizations or publicizing on industry explicit occupation sheets as they can be very expensive. Business destinations a further more factor. As one of the targets of the organization is have acceptable maintenance of staff anyway that may mean in the event that they working superbly of the maintenance of staff they may not really need to recruit new staff. Ultimately whether an organization is developing or extending is another factor. In the event that an organization is extending than this should be considered in any case if an organization isn't growing will expanding or atleast drawing in ability be made increasingly troublesome? As potential representatives will need to work for an organization that is developing and n ot one that is contracting or making cut backs. While an organization is pondering enrolling ability they likewise need to understand the advantages and qualities of having a differing work power. For instance one of the advantages is you will draw in more abilities and qualities with an assorted work power. BY selecting from just a single locale for instance you were unable to get the ability of somebody who may be in a similar industry from an alternate area who might realize the market better. Because of this another advantage is getting various perspectives. By guaranteeing you have a different work drive you can get new eyes on an issue and discover better arrangements. A third and last explanation is who that you are perceived as a business of decision where by you can over the long haul pull in better ability as you have a different work power in any case. Albeit an organization needs to enroll and they have had the option to pull in the ability, with regards to the correct determination there various elements which can influence this. For instance as far as possible, when an organization has work job that should be filled quicklyâ due to how significant the activity is to the associations everyday running it can mean because of as far as possible they may settle on an inappropri ate choice. Another factor is the kinds of aptitudes and the way of life. Despite the fact that on paper the competitor may appear the best and has experience some of the time a few aptitudes are not quantifiable until the individual is working for the organization and thus despite the fact that you may have settled on the correct choice dependent on paper actually they probably won't be the most ideally equipped individual for the activity. Lastly the last explanation would be for the kind of job. A few jobs are extremely explicit to a specific industry, you may have the option to draw in the ability yet due to there being such a master in the field you probably won't have the option to choose the specific individual as there is no set procedure to choose who the correct fit will be for the jobs because of the idea of the job.

Working and living in UK and Poland

The Three Restauranteers The Three Restauranteers The Three Restauranteers By Maeve Maddox A peruser gets some information about a word that implies â€Å"a individual who claims and deals with a restaurant†: I as of late observed the term restauranteer on someones continue. Ive knew about musketeers, and even mountain climbers; yet I thought restauranteurs and authorities were in an alternate class? The peruser might be astonished to realize that the Word spellchecker banners both restauranteer and restauranteurs as incorrect spellings. The standard structure is restaurateur. The postfix - eer is an Anglicized type of the French addition - ier. It is utilized to frame things signifying people. For instance, French canonnier gives English cannoneer; French muletier gives English muleteer. The typical feeling of such things is â€Å"one who is concerned with† or â€Å"one who bargains in.† Some French borrowings hold the - ier in English, for instance bombardier, brigadier, clerk, clothier, messenger, and chocolatier. The addition - eur is a French postfix unaltered in English. Its standard use is to shape specialist things from action words, for instance: beginner, one who accomplishes something for its love. expert (from Latin cognÃ¥ scä•re, â€Å"to know†), one who thinks, particularly about issues of taste. provocateur, one who incites an unsettling influence. raconteur (from French raconter, â€Å"to relate, tell†), one who recounts stories. restaurateur, one who claims and deals with a café. saboteur, one who submits harm. secateur, something that cuts. Each of the three structures restaurateur, restauranteur, and restauranteer-show up on the Ngram Viewer, yet restauranteur is near the base of the matrix, and restauranteer is scarcely a blip. The Chicago Manual of Style brings up that restauranteur may show up in certain word references without being a case of good use. The Associated Press Stylebook records restaurateur as the main spelling. The peruser who posed the inquiry additionally requests to realize how to recall the right spelling. Maybe this will help: Restaurateur starts like eatery, yet does exclude the n, and it closes with the postfix - teur. Need to improve your English in a short time a day? Get a membership and begin accepting our composing tips and activities every day! Continue learning! Peruse the Vocabulary classification, check our well known posts, or pick a related post below:English Grammar 101: All You Need to KnowUse a Dash for Number RangesHow to Send Tactful Emails from a Technical Support Desk

The Revenge in the Hamlet Plays - Free Essay Example

As I memorize back to my childhood age, I always had arguments and fights with my older sister. She would always do some things to get me in trouble with our parents. These acts always made me feel like getting back to her and take a revenge for what she did. Basically, revenge to people is the desire to get back at the person who did something against you or caused the action to be acted upon you (DiBattista 70). In the Hamlet, it is clear that the play is mainly based on revenge and how some characters seem to be in worst condition due to the downfall of the revenge (Shakespeare 50). The readers after reading the play usually see how Hamlet is not only driven to avenge his father but also other characters as well. The play indicates how characters act out of emotions and this affects them from doing effective revenge upon whom they wish to avenge. In the society today, many people usually revenge to their friends as it is shown in the Hamlet play. Hamlet is a play which tackles revenge not only to the hamlet himself but also the other character used in building the plot of the play (Shakespeare 74). Therefore, this paper will focus on the development of revenge in the Hamlet play as a reflection of modern society. Firstly, after the father of the Hamlet passed away, he remained fatherless and suffered great depression. In addition, Hamlet is a gloomier and battles the fact between immortality and mortality (DiBattista 70). He is thinking of suicide when he remembers his fathers because he believes he has no reason to live anymore in his absence. It is symbolic in that he wears black cloth as the indication of life holding no meaning and the only thing is to kill himself. This could happen as a revenge of his mother Gertrude and his Uncle Claudius marriage after his fathers death. This marriage betrayed Hamlet because he wanted her mother to remain faithful to his father and not look for the relationship after the death of his father. Hamlet began to grow mad when he found the ghost of his father, the late king of Denmark who involved him the cause of his fathers death. He was sad to realize his father was murdered by his uncle Claudius the new king. The Ghost insisted to the hamlet that he sho uld take avenge for his father. Hamlet developed the negative attitude which causes tragic plot. In his mind, the only sole idea was to take revenge on his uncle Claudius. Claudius refused to mix in with the family and he failed to anticipate that his uncle Claudius was his new father and the king of the Denmark (DiBattista 90). His feelings against his uncle can be proved as I quote, O villain, villain, smiling, dammed villain! My tables!-Meet it is I set it down! That one may smile, and smile, and be a villain. At least Im sure it may be so in Denmark. So, uncle, there you are. Now to my word. This quote can be traced to Act one scene 5 lines 107-111. The quote is enough evidence that Hamlet has nothing in mind than revenge for his father who was murdered by his uncle to marry her mother. Hamlet was just fulfilled with the wishes of the ghost which was to take revenge for his fathers death (Shakespeare 105). When Claudius was praying, Hamlet had the chance for taking the revenge and hamlets religion is incorporat ed in the play where he doesnt want his uncle to go to heaven when his father is in the hell. Hamlet got enraged with betrayal and madness for his uncle who takes away his fathers life wanting to take the position as king and take advantage of marrying Gertrude her mother. As Hamlet was totally driven to take revenge on his uncle Claudius, Prince Fortinbras of Norway, wanted to take revenge on Denmark, therefore, Claudius was to be attacked from two perspectives. Prince Fortinbras of Norway also had same problems facing Hamlet because his father had passed away too. Now, sir, young Fortinbras, of unimproved mettle hot and full, hath in the skirts of Norway here and there. Sharkd up a list of lawless resolute, for food and diet, to some enterprise. That hath a stomach isnt; which is no other- As it doth well appear unto our state- But to recover of us, by the strong hand And terms compensatory, those foresaid lands. So by his father lost. This quote shows the anger prince Fortinbras had against Denmark. His anger forced him to take a revenge on Denmark (Shakespeare 130). Throughout the play, Fortinbras and prince Hamlet are portrayed as characters that are driven by the notion of revenge against their desire to avenge their fathers. The son of Polonius, Laertes faces the need to perform revenge upon the Hamlet. The death of the Laertes father caused his desire to revenge on Hamlet who had mistakenly killed Polonius thinking that he is Claudius (Shakespeare 120). In real sense Hamlet actions to kill Polonius was unintentional but when Laertes discovered the death of his father he was only after vengeance. Laertes feelings of his fathers death can be quoted, How come the dead? Ill not be juggled with: To hell, allegiance! Vows, to the blackest devil! Conscience and grace, to the profoundest pit! I dare damnation. To this point I stand, that both the worlds I give to negligence, Let come what comes; only Ill be revenged! Most thoroughly for my father. This was Laertes words while investigating his fathers death. Many outcomes were witnessed as a result of Hamlet revenge. Hamlet delayed to kill Claudius and in that period Ophelia who Hamlet loved committed truly the suicide (Shakespeare 140). Her death made him delay in fulfilling the ghost wishes as he was pondering over her death. Hamlet delayed his revenge, unlike Fortinbras and Laertes he ended up killing himself in the process of his revenge against his uncle Claudius. In summary, Hamlet is nonetheless a tragedy about revenge which is portrayed by the three sons through acting in different ways to avenge their fathers and honor them. Hamlets take revenge upon Claudius in fulfilling the Ghosts wishes and losses life in process of his planned action. In the last act of the play many characters. Work cited DiBattista, Michael Anthony. Revenge Most Queer: Hamlet and Vengeance. Diss. University of Alaska Anchorage, 2017. 20-100 Shakespeare, William. Tragedy of Hamlet, the. Boston: Ginn Company, 1909. 30-150

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Analysis Of Somewhere, A Long, Happy Life Seems Awaits You

â€Å"Somewhere, a Long, Happy Life Probably Awaits You† (Jill Sexsmith) and â€Å"Batman and Robin Have an Altercation† (Stephen King) both share a common trait between each of the two stories that revolve around a mentally ill family member. The two stories each follow in accordance with Tzvetan Todorov’s Theory of Narrative. They each begin with an equilibrium and after a disruption, they fall into an offset of the balance of the story. The characters then recognize the problem and take action to restore the initial balance that had previously existed. In â€Å"Somewhere,†, theory of narrative is portrayed through a man and his mentally ill wife. The author uses two stories, one about the man’s wife and another about the tree on their front lawn that coincide to develop a path that follows the Todorov’s theory. Batman follows the story of a man and his father who has Alzheimer’s disease. This short story follows a day with the manâ €™s father to convey Todorov’s theory. The initial portion of Todorov’s theory involves the balance of an equilibrium within the plot shown by the symbolic setting. The depiction of the character’s and their setting around them renders the first part of the theory accurate. In â€Å"Somewhere.†, it can be argued that the tree is main part of the plot line. In which case, the story would skip the first step of equilibrium and directly enter the second phase of disruption due to the tree being marked to be cut down. However, that is not the portion of story thatShow MoreRelatedEudora Welty a Worn Path12166 Words   |  49 Pagespublications, including the Atlantic and the Southern Review. Welty has never married, and despite stints in Wisconsin in college and New York City as a member of the New York Times Book Review staff, Welty has lived on Pinehurst Street in Jackson most of her life. 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The 5 Useful Household Inventions free essay sample

Alexander Graham Bell 1 Washing machine- Inventor-James King Year-1851 Usefulness-Having a  washing machine  will make you forget about Laundromats. If you buy one, you will have enough freedom to wash clothes when you need to with comfort. Describe-A  washing machine  (laundry machine,  clothes washer, or  washer) is a machine designed to wash  laundry, such as  clothing,  towels  and  sheets. The term is mostly applied only to machines that use  water  as the primary cleaning solution, as opposed to  dry cleaning  (which uses alternative cleaning fluids, and is performed by specialist businesses) or even  ultrasonic cleaners. TELEPHONE- Inventor-  Alexander Graham Bell Year- 1876 Usefulness-The main advantage of telephone interviewing is from the researcher point of view. The number of different people can be reached in a relatively short period of time. From the respondents standpoint it would eliminate any discomfort that some of them would feel less uncomfortable disclosing personal information over the phone than face to face. We will write a custom essay sample on The 5 Useful Household Inventions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Describe-A telephone is a device that translates ones speech into analog electrical signals, allowing them to engage in communication over extended distances. The word telephone is Greek for far away voice. 3TELEVISION- Inventor-Philo Farnsworth Year-1939 Usefulness-The television play a very important part in educating the people regarding the corruption, prevailing in the social and political spheres. The people can be taught not to give or take bribes. They can also be advised to help the government in curbing black marketing, smuggling, hoarding etc. During the time of election the results of the successful candidates can also be announced through the television. Describe-It is one of the entertaining things for both adults and children. It comes in different sizes. It uses electricity. It is a box with pictures. Every house has at least one. It invented around hundred years ago and since then people have been using this object. 4 FOUNTAIN PEN- Inventor-Lewis Waterman Year-1884 Usefulness-A lot of people see fountain pens as an archaic, problematic, sloppy means of composing, however this could not be further from the real truth. This post will check out a number of the misconceptions and benefits of using a  nib-style pen  as your main composing instrument. Describe-A  fountain pen  is a  nib  pen  that, unlike its predecessor the  dip pen, contains an internal reservoir of water-based liquid  ink. From the reservoir, the ink is drawn through a  feed  to the nib and then to the paper via a combination of  gravity  and  capillary action. As a result, the typical fountain pen requires little or no pressure to write. 5 NEWSPAPER- Inventor-. Johann Gutenberg Year-1447 Usefullness-. I feel that newspaper gives us a lot of knowledge.. There are a lot of entertaining things like comics,crooswords, puzzles,etc.. You get the information about sports events, bussiness news,etc.. You get day to day information whats happening round the world. Describe-A  newspaper  is a regularly scheduled  publication  containing  news  of current events, informative articles, diverse features and advertising. It usually is printed on relatively inexpensive, low-grade paper such as  newsprint. By 2007, there were 6580 daily newspapers in the world selling 395 million copies a day. The worldwide recession of 2008, combined with the rapid growth of web-based alternatives, caused a serious decline in advertising and circulation, as many papers closed or sharply retrenched operations. [1]

Jordanians and Palestinians Living the Test of Times at the West Bank Essay Example Essay Example

Jordanians and Palestinians Living the Test of Times at the West Bank Essay Example Paper Jordanians and Palestinians Living the Test of Times at the West Bank Essay Introduction West Bank, is a southwestern Asia territory that bound by the Jordan territory in its eatern portion and Israel on its north, south and western portions. It is geographically placed seen on the western bank of the Jordan river. This territory was once part of Palestine but was formally annexed by Jordan in 1950. Jordan ruled the area until 1967 and during its rule, it granted full citizenship to Palestinians who were then living in the area (Encarta online encyclopedia, 2007).The armies of Syria, Egypt and Jordan engaged into a six day war with Israel, in 1967. The Arab armies were defeated and Israel took control of several territories occupied by Syria, Egypt and Jordan and such included the West Bank. In 1988, Jordan ceded to the Palestine Liberation Organization all territorial claims to the West Bank, however, this did not do much because Israel also tried to establish its rule over the area. Israel imposed its laws in the West Bank governing the Palestinians in the process (Enc arta online encyclopedia, 2007).The Israeli government introduced various reforms and improvement in the area, however, not all of these reforms benefitted the West Bank inhabitants. The Israeli built roads for their exclusive use only, the Palestinians were prohibited from utilizing it. The Palestinians also tried to establish their claim over the West Bank against the Israeli government. The clash on the establishment of power in the West Bank, led to bloody uprisings. It was only through a peace convention in 2006 that Israeli government agreed to retreat its forces in the area (Encarta online encyclopedia, 2007).Majority of the population in the West Bank are Palestinian Arabs and 10 percent of the population in the area are Christian Arabs. Agriculture is the primary economic activity of the people because of the lack of more fruitful economic ventures in the area. Most of the job opportunities can be found on neighboring Arab countries like Israel. The currency that are cicula ting in the area are the Israeli new sheqel and the Jordanian dinar. The dialects in the West Bank are similar to the Jordanian dialect (Encarta online encyclopedia, 2007).According to a Time magazine article, the Jordanian rule of the West Bank was more palatable for the Palestinians than the rule of the Israelis because they share the same culture. The Israelis were like robbers who took the Palestinian culture away from them. However, this does not mean that the Palestinians accepted the Jordanian rule with open arms. The two groups also had their share of uprisngs in the quest of both parties to retain power over the West Bank area. The Jordanian government invested heavily on the West bank even if this was already under the Israeli control because it had the aim of recovery. The investment made by the Jordan government on the area somehow uplifted the economy in the West Bank, however, this positive standing in the economy did not last long as other wars and uprising ensued thu s, crippling the area’s available resources (Encarta on line encyclopedia, 2007)The Palestinians in the West Bank are the original settlers of the area. They were the original heirs of the West Bank before it was occupied by various conquerors, among them were the Jordanians and the Israelis (Encarta on line encyclopedia, 2007).Based on culture and practices, the Palestinians and the Jordanians are almost similar. In terms of religion, both are attached to the Muslim faith. Majority of the Palestinians and Jordanians are Sunni Muslim, the largest sect in Islam. Others practice different religions such as Christianity, Jewish and the other Muslim sects (every culture, n.d.).For the Palestinians and the Jordanians, the role of women is basically to produce children and tend the household needs, they are not expected to work beyond the house and perform the duties of a man.Rarely is a woman perceived to be of equal rank as that of a man especially in the olden days. It is only r ecently that the women are allowed to perform other roles besides the tending the house needs and the children. Many women now are part of the workforce and are even doing men’s job. This shift of ideology was not because of cultural influence from the West but because of the dire need for women to take these roles. Life is economically difficult in the West Bank and all efforts must be contributed to find work and provide food for the family (every culture, n.d.).Aside from these similarities, the two cultures also share the same belief in terms of courtship and marriage. They do not adhere to the Western style of dating and courtship. Their beliefs dictate that the man and the woman should have associated with each others families before they should enter into a romantic relationship. Courtship does not mean entering into a simple relationship–it means marriage (every culture, n.d.).Marriage is an important rite of passage for both cultures. They usually celebrate th is with a feast catering 200 to 2,000 guests. A similar kind of celebration is also undertaken whenever a child is born, especially if the child is a baby boy. The Joradanian society has a higher regard for boys than girls. The Palestinians share the same ideology (every culture, n.d.).It is also the practice of the Jordanians to build houses that are several stories high; this is in preparation for the marriage of their sons. The sons who marry take their wives to the family home and live on one story of the house. The women take charge of the cooking as well as the household chores while the men do not contribute any effort to the household works as they are prohibited by their culture from engaging in such activites. The Palestinian men also do not do houesehold chores. They have high regard for gender roles and distinction of the sexes (every culture, n.d.).People from both cultures are also very hospitable. They do not allow their visitors to bring anything, they provide for al l the needs and the guests are expected to consume all that they serve. People from both cultures are also very formal and conservative, as compared to the Western people (every culture, n.d.).Most of the Jordanians and Palestinians also have a very good educational background. There is a great number of them who have attended school in universities and finished college degrees. However, those who are in the West Bank do not have very good jobs because there are only a few high paying jobs in the region. Most of the educated serve in Israel where there is a higher pay offered and in nearby Arab countries which have better economies. These Muslims, however, do not hold high positions in the countries that they work for because the priority are the local inhabitants. Aside from these they are not also given the same salary as to that of a local employee who hold the same position; they receive a lower salary. This practice can be attributed to the fact that the Israelis look lowly to the inhabitants of the West Bank, which happens to be a part of their conquered state until 2006 (every culture, n.d.).Among the dissimilarities in the culture of the Jordanians and the Palestinians is their heritage. The Jordanians have a country of their own—Jordan whereas the Palestines do nothave a territory that they can call their own. The Palestinians are displaced and most of them are refugees in different Arab countries including Jordan. The Palestinian territory in 1947 was divided by the United Nations into two—the Palestinian state and the Jewish state. The Palestinian Arabs who comprised sixty-five percent of the population then did not agree of the partition plan and as a result thereof, a war ensued. The Palestinian Arabs lost in the war while the Jewish state successfully established Israel in 1948. The Palestinians tried to establish their power in the area but they were not successful. This failure has led to poor stature of the Palestinians in the pr esent day (Encarta online encyclopedia, 2007).The water scarcity in the area also contributes to its poor economic standing, it lacks better resources that could provide for the needs of the people. The various uprisings and the surge for power in the area is also a factor. Instead of concentrating on enriching their economy, the Palestines are busy fighting for their right to rule their land from the Israelis. The Israeli government played hard in giving up the West Bank leadership as compared to the Jordanian government which ceded its interests to the Palestine Liberation Organization. This cession of interests may have been a factor for the co-existence of the Jordanians and Palestinians in the area. Another factor may have been the fact that the Jordan government houses many of the Palestinian refugees in their country and their sharing of similar religious belief and culture.The fact that majority of both cultures adhere to the same Muslim sect is a great factor. They do not h ave a clash of ideologies as compared to Christians and Jews who have great disparities in their principles and the ideologies that bind them. In addition, the Palestinian culture in the West Bank also have a great influence from the Jordanian culture because of its conquest of the area for nearly seventeen years and the curriculum that the education system in the West Bank region follows is patterned after the Jordanian curriculum. This type of curriculum may have been a factor in building a smoother relationship between the two cultures because they get to have a deeper understanding of each other’s beliefs and background.However, it must be noted that not all those who have Jordanian citizenship in the West Bank are really Jordanians. Many of those who hold such citizenship are Palestinians who have been living in the West Bank before the Palestinian National Administration came to power (Encarta online encyclopedia, 2007).ReferencesMicrosoft Encarta online encyclopedia (2 007). â€Å"West Bank†. Retrieved April 22, 2008, from http://encarta.msn.com/encyclopedia_761557747/West_Bank.htmlMicrosoft Encarta online encyclopedia (2007). â€Å"Modern Palestine†. Retrieved April 22, 2008, from http://encarta.msn.com/encyclopedia_701844116/Palestine_Modern.htmlEvery Culture (n.d.). â€Å"Jordanians†. Retrieved April 22, 2008, from http://www.everyculture.com/wc/Japan-to-Mali/Jordanians.htmlEvery Culture (n.d.). â€Å"Palestinians†. Retrieved April 22, 2008, from http://www.everyculture.com/wc/Germany-to-Jamaica/Palestinians.htmlEvery Culture (n.d.). â€Å"Culture of Palestine, West Bank and Gaza Strip†. Retrieved April 22, 2008, from http://www.everyculture.com/No-Sa/Palestine-West-Bank-and-Gaza- Strip.htmlTime magazine (1978, June 19). West Bank: The Cruelest Conflict. Retrieved April 22, 2008, from http://www.time.com/time/magazine/article/0,9171,919757-1,00.html; Jordanians and Palestinians Living the Test of Times at the West Bank Essay Thank you for reading this Sample!

What to Do If You Miss Class in College

What to Do If You Miss Class in College In contrast to high school, missing a class in college can often feel like no big deal. Its rare for college professors to take attendance, and if youre only one student out of hundreds in a large lecture hall, you might feel like no one noticed your absence. So what if anything do you need to do if you miss class in college? Contact Your Professor Consider emailing or calling the professor.  You dont always have to let your professor know if you missed class, but you should at least think carefully about whether or not you need to say something. If you missed one relatively uneventful lecture in a class with hundreds of people, you might not need to say something. But if you missed a small seminar class, definitely touch base with your professor. A quick message apologizing for missing class because you had the flu, for instance, should work. Similarly, if you missed a major exam or a deadline for turning in an assignment, youll need to touch base with your professor as soon as possible. Note: If you do miss class, dont mention why if your reason was ridiculous (I was still recovering from my fraternity party this weekend!) and dont ask if you missed anything important. Of course,  you missed important things, and implying otherwise will just insult your professor. Talk to Classmates Check in with your classmates about what material you missed.  Dont assume you know what happened in class, regardless of how previous class sessions have gone. For all you know, your professor mentioned that the midterm has been moved up by a week, and your friends wont remember to tell you this key detail until (and unless) you ask. Perhaps people were assigned small study groups and you need to know which one you now belong to. Perhaps a comment was made about some material that will be covered on an upcoming exam. Perhaps the professor announced a change in office hours or when the final exam will take place. Knowing what content was scheduled to be covered in class is not the same as knowing what actually happened. Keep Your Professor in the Loop Let your professor know if you expect to miss class again sometime soon.  If, for example, you have a family emergency to deal with, let your professor know whats going on. You dont need to go into too much detail, but you can (and should) mention the reason for your absence. Letting your professor know that a family member passed away and that youll be gone the rest of the week to travel home for the funeral is a smart and respectful message to send along. If youre in a small class or lecture, your professor might plan their class activities differently knowing that one (or more) students will be absent on a certain day. Additionally, if you have something going on that requires more than an absence or two, youll want to let your professor (and dean of students) know in case you start to fall behind on your coursework. Letting your professor know why youre missing class so much can help you work together to find a solution; leaving a professor out of the loop about your class abse nces will only further complicate your situation. If you do miss class, just be smart about communicating when necessary and setting yourself up for a successful rest of the semester as much as possible.

PERSONAL STATEMENTS FOR TEACHER TRAINING APPLICATION Statement

STATEMENTS FOR TEACHER TRAINING APPLICATION - Personal Statement Example I was initially enthused to pursue teaching in my work experience at XXXX, after completing my A†levels. I was guided by an enthusing primary school teacher who totally included me in helping the children with their writing and reading skills along with Mathematics. Since November 2013, I have volunteered three days every week at YYYY, which has made me more experienced in classroom†based teaching. I usually work together with the class teacher in organizing the class for activities, listening while children read, along with supporting pupils of lower ability. This made me understand the significance of differentiation in planning a lesson and how it is should be run. I have taken part in coming up with Individual Educational Plans (IEP) for pupils encouraging them to learn and personally structuring their learning as per their explicit needs. Moreover, I am extending my various teaching methods like listening exercises, starters, poster making, games, debates, quizzes, and workbooks. To inspire pupils in their learning I have invented some games as well as assessment sheets together with preparing my individual lessons. This year I am overseeing a pupil with Aspergers syndrome during break and lunch times. This chance has been rewarding, helping me to attain a wider perspective on primary school experiences, provide additional support as well as learn new behaviour management techniques. I am through with a two†week experience at this school in June 2014 where I got experience in Key Stage 1 and 2 classroom for two weeks. This enabled me to interact with as well as support children in a diverse range of abilities, lessons, as well as activities and provide them with suitable feedback including targets and rewards. I feel that my degree in history would be appropriate. It is not just an academically hard subject but it assisted me to develop several transferable skills such as the ability to construe and clarify intricate information,

Although a contemporary situation and not an aspect of western Essay

Although a contemporary situation and not an aspect of western history, apply Neil Postman's theoretical Five Points to the rece - Essay Example Postman describes the high cost that society pays by becoming modernists. In his first theory he mentions that for every good aspect that comes out of a recent invention there will always be a corresponding difficulty. His second theory explains how innovation is never evenly distributed amongst the general population. What might be an advantage to some becomes a serious disadvantage for others. Portman’s third theory is based on the fact that technology, computer systems in particular, value information rather than knowledge. As such by becoming a society focused on the latest of digital devices in turn looses its personal value system. The fourth theory is defined as technology being an additive rather than ecological. A computerized system does not compliment society, but rather changes it into something else. Postman concludes the lecture with his fifth theory, stating that inventions were originally created in order to facilitate people’s lives, have somehow become looked upon as though they was created by God rather than manmade inventions. Although Postman formulated his theories before the 21st century, his theories still very much apply in today’s society. The case in point is the recent devastation seen in Japan. On March 10, 2011 a devastating earthquake followed by a Tsunami rippled through Japan, leaving behind mass destruction. This natural disaster caused severe damage to the population, the surrounding cities and the large energy plant causing a nuclear crisis. The earthquake that struck the northern region of Tokyo was the fifth largest since the 1900’s measuring a 9 on the â€Å"Richter Scale†. The quake was followed by 600 aftershocks. In less than ten minutes after the quake hit, a Tsunami struck and destroyed most of the Northern coast of Japan. A Tsunami is the Japanese word for â€Å"harbor waves† and is caused by disturbances in the earth. Formation and cycle of completion of a Tsunami only takes about twenty minutes to complete. Due to its high speeds and velocity it does not give much time for the general population to save themselves from this level of destruction. Despite the measures put into place by Japan, the recent natural destruction left behind many casualties, injured and lost property. The damage caused by the Tsunami continued even after the stormed cleared. The Fukushima Daichi plant is used to produce the country’s electricity. The plant uses a mechanism of chain reactions of splitting atoms in order to produce heat. This heat boils water and eventually generates electricity. The danger behind this type of technology is that it’s incredibly unstable. The recent hit by the Tsunami created a break in the plant’s cooling system, causing it to overheat risking radiation leak into the environment. Although natural disasters are unavoidable the nuclear crisis that Japan is facing most certainly was. This is keeping in line with Postman’ s theory of the disadvantages faced with the advancements of technology. If Japan were to utilize a different way to generate electricity, it would not have to deal with the potential of hazardous waste leaking into the

School Self-Defense Opinion Paper Essay Example for Free

School Self-Defense Opinion Paper Essay I know that no two schools are the same. The rules may be similar, but they are not equal. However I believe that there should be one rule that should always be that same in all schools. The self-defense rule means that if a student or bully attacks another student or if that bully is harassing the victim, the victim can defend themselves without fear of suspension or expulsion. Most schools have the no tolerance rule, but that in my opinion harms students than helps. With the no tolerance in place a student can not protect himself or herself when being pursued by a bully. the bully can lie his way out of it. When the student is hit by a bully, he cat fight back and defend himself without fear of suspension or expulsion. The self defense rule is a much better choice, because the student can protect him or herself, the students can solve their own problems, and in the future they are better prepared for the real world. With the self defense rule in Grundy Center, students will be able to solve their own problems through a little fght. Back in the day when the staff was in school they did not have the no tolerance rule, and they turned out just fine. What would generally playout is that the bully would pick on the kid and hen the kid would probably get mad and retaliate. after a short fght the teachers would break up the fight and that would be the end of it. My dad told me ofa time when he was in school he was watching this bully pick on a kid and the kid got mad and punched the bully in the nose and broke it. The bully did not mess with the kid after that and the bully got suspended and the kid basically became a hero. Another example is that at my old school an ex-friend of mine was mad at me for something, so he decided to come up to me and punch me in the back of the head, in n instant from Just retaliating from a mysterious hit to the head I swing and hit him in the face and give him a black eye. Well as it turned out he got suspended for a week and I was not punished. After that me and the ex friend got along a little better but not close friends again. Also, me and a teammate got into a fght after school one day well, we did not get into trouble but it did help with the problem we had. Since that fght we have gotten along a lot more and we did not fght again. So in conclusion the self-defense rule can help the students a lot more than the no tolerance rule would. It will help the students learn to solve their own problems and take care of themselves without adult intervention. It also helps the students prepare for the world when they leave, if a student goes into the world believing that they should never ever get into a fght then when they get attacked in an alley or get into a situation that would require self-defense, they might Just get into a fetal position and hope they dont get killed. On the other hand if a student fights back when needed and they protect themself they have a greater chance of not getting hurt. School Self-Defense Opinion Paper By applegated96

John L. Lewis :: Biography Biographies

John L. Lewis John L. Lewis started life in Lucas County, Iowa February 12, 1880 the son of Thomas Lewis, a coal miner and policeman. John was welsh born. In the 1880's and the 1890's their family lived in a company owned shanty with an outdoor privy. Whet John was in his teens they moved to Des Moines. That is where John attended high school, completing almost all of his four years of schooling. Family ties were strong, even though he did not approve of his mothers religion he did obey her when it came to sexuality and alcohol usage. For the most part he was not a troublemaker and played by the rules. In the late 1890's his family moved back to Lucas County and there he became a coal miner. In 1901, he was elected secretary of the United MineWorkers of America. As holding this job, he set up many small events. That same year he left for four years to work out west in coal mines. With him doing this he saw many disasters and aided in many heroic deeds to lend him authenticity to his claim to speak for the working class. In 1905 John returned to Lucas and in 1907 he ran for mayor however he was not elected and all the Lewises left Iowa and moved to southern mining town in Illinois. There the men in the family soon established themselves among the large labor force as hard workers. In 1910 John was elected president of the local mining union 1475, one of the largest in the state. Shortly before leaving Iowa, he had married Myrta Edith Bell, the daughter of a local physician. She provided a stable home life but she did not care for her husband's politics. They kept their personal life and his political life very separated. John's leadership in southern Illinois led to advancement in the labor movement. He was now the legislative agent for the UMWA of Illinois. From there on until 1920 when he became president of UMWA. He kept moving up the union corporate ladder until he was on top. During the 1920's The UMWA declined rapidly, though the union had won some strikes about wages the competition between oil and coal was resulting in layoffs in the South and the Midwest.

Manage Personal Work Priorities And Professional Development Essay

In this paper I will look at the core characteristics of being a good role model and effective leader and reflect upon how these compare to my characteristics and traits in the role I perform in my work as a supervisor. I will also discuss how I can develop as a better leader, how I manage my responsibilities in the workplace and my professional development. A good role model isn’t necessarily a leader, from my experience some of the good role models I have seen haven’t made a good leader even though they were very good in their previous role. Even if you are a leader doesn’t mean that you are a good role model and I have seen plenty of those too. A good role model in the workplace has credibility, leads by example, has the respect of their colleagues and is often imitated by them. If you search for â€Å"what makes a good role model?† on the internet you will find hundreds upon hundreds of sites which give you a number of identical characteristics depending on the number (most sites say between 5 and 10.) You will also find that characteristics of being a good role model extend and apply beyond the workplace. It is also important that the good traits, attitudes and behaviours are consistent to become a good role model. I believe that one of the most important characteristic of being a good role model is setting a good example. Southern Illinois University, Edwardsville: Role Models – Defining Positive Role Models, list the following characteristics of a good role model:- A sense of duty to work for the common good Compassionate Can work through challenges Committed Capacity to achieve goals Possess high standards and Values Courage and Strength Models Forgiveness Trustworthy Humility Peaceful Wise Admits when they are wrong Genuine Love Understands the whole situation Not mentioned in this list directly is being knowledgeable and well-rounded and good communication (although these are mentioned regularly in other lists found). To be a good role model in the workplace for the employees I supervise I need to lead by example. I need to be aware of the characteristic and traits of a good role model and develop the characteristics I don’t possess or need to be developed. To be a good role model for the employees I supervise basically need to lead by example and possess the majority of the characteristics above. For example I use my excellent communications skills I have developed from almost 9 years in policing to not only communicate with the employees I supervise but actively listen to them. Only recently I was conducting a safety interaction with an employee and after talking about safety issues, he trusted me enough to talk to me about some of his personal issues and sought my advice on matter. I am also very good at working through challenges and use my knowledge and ability to think outside the box to solve issues that arise. This is a daily occurrence in my role as I am in control of an entire rail yard and its operations which are very fluid and ever changing. I am very committed to my role and this is shown by my capacity to assist others that require assistance. Recently we were short staffed and I helped out an employee in shunting operations that allowed us to complete the task and achieve the goals of departing all trains on time. I use honest self-reflection after my shift to determine whether or not I was a good role model that day and look for ways to improve on my performance. Feedback from staff and even watching them work during my shift using my ideas or practices also show that I am being a good role model. Finally performance reviews with my manager also reflect on whether I am a good role model. The traits of an effective leader adopt those of a good role model, to be an effective leader you need to be a good role model. Leadership Getting it done (Rex Campbell, 1997) states the two most important traits of an effective leader is motivation and communication skills. It then goes onto describe fourteen other traits that an effective leader is likely to possess, but states that not many leaders will possess all of them well developed but most leaders will have most of them developed. The fourteen traits are: Personality (including interpersonal skills) Persuasive (communication skills) Persistence Patience Perceptive Probity (Honest and Trustworthy) Praise Giving Positive Orientation People Based Possible (Realistic) Practical Progressive Prepared (Knowledgeable) Power Building 7 Traits of Highly Effective Leaders ( Inc.com, Peter Economy, Aug 23 2013), streamlines the above traits down to the ability to inspire action, optimistic, integrity, supporting and facilitating your team, confidence, communication, and decisive. After studying the traits listed I disagree with the trait of being optimistic and believe being realistic is more important. I also believe that being creative, level headed, being able to manage conflict and a committed worker are also very important traits. I believe that I possess all the traits mentioned of an effective leader in some capacity with some being more developed than others. I have excellent interpersonal and communication skills that I have developed over nine years of policing that allow me to talk to people. These include active listening, asking questions and giving clear tasks. For example, even though it’s part  of their job and I still ask people to perform tasks as it is polite and makes them feel like they are choosing to the task and feel motivated. I am knowledgeable and know where to find the answer if I don’t know it off hand. I am one of only three supervisors in my management team that have had the experience in all roles of the employees that we supervise, this allows me to help when people require assistance or have problems. I’m often asked to assist and only offer my help and don’t barge in or takeover because they aren’t doing it the way I think. I am not one of those supervisors that sit back when times are tough, instead I am there at the frontline working through the challenge. At the end of every shift I supervise I say thank you the employees I supervise especially if it’s been a challenging shift. To be good and my job role requires me to be decisive, creative, level headed and realistic due to the, I allow my employees to think of solutions and give them feedback and other ideas. I tend not to tell them what to do and micro-manage instead I choose to step in when they are stuck or there is some conflict of dynamic and ever changing work situation. Logistical problems will often arise and need to be solved expeditiously ideas. I have good conflict management skills and have settled a number of disputes that have occurred between employees. A short while ago I had two employees who were arguing outside my office quit loudly and before I had an opportunity to see what was happening one of the employees came rushing into the office very flustered and upset stating that he needed to go home. I spoke to both employees separately and together to resolve the issue and the upset employee confided in me that he had some other personal issues that may have affected his reaction. There was still grounds for his complaint so the other employee was dealt with. I gave the upset employee ten minutes to calm down and gather himself and after that time he thanked me and stated that he was ready to resume work. I believe that this outcome was possible because I of my conflict management skills which included my integrity, my communication skills and the employees feeling comfortable enough to confide in me. As I have mentioned before I am believe I have the traits and that I am an effective leader however I am not perfect and there is always room for  improvement. Knowing what makes and effective leader is the first step to developing the skills. As I have read in some of the articles some of the traits come naturally, some are easily developed and some will require hard work to develop. If possible I think it’s important to have a good leadership role model as I do. This would help you set the standard and with some personal reflection or feedback from others allow you to identify the traits that require development. In my organisation supervisors and managers are given leadership workshops to provide this â€Å"training† and help triggers self-reflection and development of the traits of an effective leader. During this workshop I demonstrated my traits as a leader and was able to develop those which require improvement. My organisations plans and goals are reflected in the mission, vision and values with safety being the main core value. By working safely, ensuring other employees work safely and ensuring the mission, vision and values are followed or worked towards would ensure that my work goals and plan reflect this. I have a yearly Personal Performance Review (PPR) with periodic meetings through the year, that ensures my work goals and plan reflects that of my organisations. There is weekly management meetings that I attend (shifts permitting) where we are updated with any changes or updates the organisations plans or goals. Most recently my company is trying to reduce operating costs and we have been asked to be wary of costs and find ways to reduce cost. This is supplemented by regular emails and correspondence from colleagues about our organisations goals and plans. To ensure I meet my Job responsibilities I need to know and understand what my job responsibilities are. As a supervisor at Aurizon I have responsibilities that are common to all supervisors, managers and sometimes all employees, as well as a number of responsibilities that are unique to my job role. At the time of applying for my position I was supplied Position Description which identified the key responsibilities of my role and this was followed up by a meeting with my manager upon being successful. There is also a handbook created by previous supervisors that lists the daily responsibilities of my role (although this is mainly used for use by those acting in the role.) I have a diary that I record my daily actions that I not only use as evidence for my PPR, but also to ensure I have met some of my daily/monthly responsibilities. I also  create daily lists to ensure that not only my regular daily responsibilities are carried out but also any additional requirements that arise ar e met. As previously mentioned I have a PPR to measure my personal performance on an annual basis with periodic meetings to assess my progress. To assist with evidencing this and maintaining this I have a diary that I record targets and responsibilities I perform. I also keep any emails of praise from my manager, other colleagues in my organisation, and external parties. Regular conversations and feedback from my colleagues and mangers also provide measure of my performance. I maintain my performance by ensuring I meet my monthly targets or key performance indicators and analysing it on a regular basis to ensure it’s at the appropriate level or higher. If I believe that my performance is not to standard or if I was informed that it was to the expected standard I would look at ways to improve my performance. In my organisation and for my role my in particular my work revolves around timetables for trains and is very time based. In my office we have a whiteboard with the timetable for my shift and the next train after which becomes one of our main priorities for the shift. To organise and prioritise my work I write a list at the start for the shift which would include my daily responsibilities such as meetings and checks. I then add tasks specific to that day that regularly occur or have been prearranged for the day, new tasks are added to the list as they come up. All the tasks will have a specific time frame of completion whether it is to be completed by the end of my shift, during my shift or in some cases over a period of days, weeks or months. To help me organise my work I use technology to help organise and manage my work. I mainly use my outlook calendar with reminders of regular daily tasks and use it to set reminders for future tasks that extend beyond my shift. We also receive daily emails from colleagues regarding our priorities or tasks for the day. Due to the nature of my work and my sometimes limited time in front of my computer I prefer to not use technology, as it changes regularly and isn’t necessarily the most efficient way to manage my work. I am able to maintain my work/life balance quite easily due to my role and the number of people in my team. I am one of five supervisors that perform my role and we work a 24hr roster, so there is always one of us (or in some case an acting supervisor.) This means that I almost never take work home and when I leave, I leave my work at the gate  and most of time work my set roster. This allows for a regular amount of â€Å"life â€Å"time which is important with a young family. I have a good relationship with my manager and I am pretty lucky that he is very pro-family and out of work activities. I also have a number of activities outside of work and more importantly away from work people which include volunteer fire and rescue, regular exercise and socialising with friends. During work time I also look to have a least half an hour away from my desk/work duties for my lunch break to take time out. I have number of skills and knowledge that I am required to remain competent in to ma intain both legal and organisational qualifications and knowledge. To ensure that these standards of competency I have regular refreshers and assessments dependent on the qualification or competency required. The majority of these are monitored by the training department in my organisation and other employees. I also have a computer based program with my training profile and due dates, these are mainly revolved around computer based training. A number of my competencies or qualifications are skill based and requires periodic assessment, so I regularly make time to practice and use these skills in the workplace as I don’t regularly use them as part of my role. In addition to my requalifications and refreshers, I ensure my knowledge is maintained I regularly re-read rule books and workbooks from course. My PPR process allows my manager and me to identify developmental needs and so far I have completed and Excel course, leadership course and drug and alcohol sampling course, with a number of other development opportunities already identified. I even suggested this course which I saw as beneficial to my development. Once again self-reflection and identifying gaps, weaknesses and room for improvement help me identify my developmental needs. When looking at my developmental needs I also need to take into account my personal learning style. There are numerous theories and models on learning styles, some of which pigeon hole your learning style while other identify you tendency towards that style. According to work adapted from Barbe, Swassing and Milone; Learning styles consist of three types, Visual (seeing and reading), Auditory (hearing and speaking), and Kinaesthetic (touching and doing.) After reading the traits for each style I would most likely identify myself as having a visual learning style followed by an Auditory. Honey and Mumford (based on work by Kolb) identified four learning styles as Activist,  Reflector, Theorist, and Pragmatists. Activists tend to enjoy team/group activities and learning; Reflectors tend to enjoy self-paced learning, scenarios, observations and meetings; Theorists tend to enjoy reading, experiment based activities, classroom and laboratory/workshop training, conferences and discussion; Pragmatists tend to enjoy on job training, coaching and work based projects. After conducting the test based on this model I show low preference to having an Activist learning style and moderate preference to the reflector, theorist and pragmatist learning styles. I also conducted another test on the internet based on the Gardner model which is an expansion on the three types of learning styles of visual, auditory, and kinaesthetic. Gardner’s model expands the different styles to seven, consisting of visual, social, physical, aural, verbal, solitary, and logical. After taking this test I showed that I rarely use/prefer visual and physical learning styles, and have a moderate preference towards all the other learning styles. Based on the various results and self-reflection of my personal learning style it is quite clear that I have a moderate preference towards a number of learning styles. My personal learning style is that I like to read and take notes on the theory of the knowledge/skill to be learnt, question the material and ask what-if questions (especially if its knowledge of rules,) followed by on job mentoring. My past two main qualifications/skill that I have gained in train operations was following this process. I know from previous courses and employments that I don’t like role-play scenarios and prefer on job experience. To ensure that I took advantage of learning opportunities I would if possible adapt/suggest the learning style to suit my own. However I am more than capable of still learning in a different style than my preferred styles and wouldn’t pass up an opportunity for learning. As previous mentioned during this paper my main source of feedback is from my PPR process with my direct line manager. I also receive some feedback from my peers, direct reports and internal and external customers usually via my line manager. My company also has a development program for managers with confidential surveys of your line manager, reports and peers. Any feedback I receive, whether it is good or bad, I will analyse for anyways to improve my performance or competency. This could be to learn new skills, development programs, courses to expand on a current knowledge/skill base or to observe/shadow a colleague. I have a  number of networks both personal and work related that are of assistance to me in my current role. Due to the size of the town I live and work in, I have a number of personal relationships that have assisted in these networks. I am a volunteer firefighter and have a network of other volunteers I encounter both through the brigade and through other agencies. Having a variety of people has not only allowed the sharing of knowledge regarding emergencies, but has also assisted in the foundation of other networks. This has been beneficial to me as I have been able to use my extensive knowledge of emergency situations in my role and increase my work related networks. A network that I use to increase my knowledge on a regular basis is with the mechanical department. I have a good relationship with the supervisors and direct reports and receive a lot of technical information that is of great benefit to me. In general by having good relationships/networks you can gain knowledge by asking questions and shadow/observe best practice. Maintaining a competitive edge in the work place is a very important in today’s age, if you don’t then you’ll be left behind. An important outlook is to know that you don’t know everything and that you need to keep learning and acquiring knowledge and skills. Currently in my workplace I have a competitive edge over my peers, as I am motivated, have more qualifications and skills than the majority of them, better communication skills, better computer skills, my willingness to learn new things and most importantly that I strive to do my job to the best of my ability. To ensure that I acquired new skills I would seek learning opportunities both in and out of the work place. I would identify these learning opportunities through my PPR process, feedback and self-reflection. In conclusion to manage my work priorities and professional development I use self-reflection, my personal performance review, and feedback to identify development needs and opportunities. By being aware of the many traits that make a good role model and an effective leader, I can use self-assessment and other forms of feedback to improve and develop my skills. Also by being aware of the traits I can identify a role model of my own to help in becoming a better leader.

Whos More Likely to Vote Women or Men

Women dont take anything for granted, including the right to vote. Although women in America have had that right for less than a century, they exercise it in much greater numbers and greater percentages than their male counterparts. By the Numbers: Women vs. Men at the Polls According to the Center for American Women and Politics at Rutgers University, there are clear gender differences in voter turnout: In recent elections, voter turnout rates for women have equaled or exceeded voter turnout rates for men. Women, who constitute more than half the population, have cast between four and seven million more votes than men in recent elections. In every presidential election since 1980, the proportion [of] female adults who voted has exceeded the proportion of made adults who voted. In examining the previous Presidential election years, including and prior to 2016, the numbers bear out the point. Of the total voting-age population: In 2016, 63.3% of women and 59.3% of men voted. Thats 73.7 million women and 63.8 million men—a difference of 9.9 million votes.In 2012, 63.7% of women and 59.8% of men voted. Thats 71.4 million women and 61.6 million men—a difference of 9.8 million votes.In 2008, 65.6% of women and 61.5% of men voted. Thats 70.4 million women and 60.7 million men—a difference of 9.7 million votes.In 2004, 60.1% of women and 56.3% of men voted. Thats 67.3 million women and 58.5 million men—a difference of 8.8 million votes.In 2000, 56.2% of women and 53.1% of men voted. Thats 59.3 million women and 51.5 million men—a difference of 7.8 million votes.In 1996, 55.5% of women and 52.8% of men voted. Thats 56.1 million women and 48.9 million men—a difference of 7.2 million votes. Compare these figures to a couple of generations ago: In 1964, 67% of women and 71.9% of men voted. Thats 39.2 million women and 37.5 million men—a difference of 1.7 million votes. The Impact of Age on Voter Turnout by Gender Among citizens ages 18 to 64, a higher proportion of women than men voted in 2016, 2012, 2008, 2004, 2000 and 1996; the pattern is reversed among older voters (65 and up). For both genders, the older the voter, the greater the turnout, at least through the age of 74. In 2016, of the total voting-age populations: 46% of women and 40% of men 18 to 24 years old voted59.7% of women and 53% of men 25 to 44 years old voted68.2% of women and 64.9% of men 45 to 64 years old voted72.5% of women and 72.8% of men 65 to 74 years old voted The numbers shift for voters 75 years and up, with 66% of women versus 71.6% of men voting, however, older voters routinely continue to outpace younger voters. The Impact of Ethnicity on Voter Turnout by Gender The Center for American Women and Politics also notes that this gender difference holds true across all races and ethnicities with one exception: Among Asians/Pacific Islanders, Blacks, Hispanics, and Whites, the number of female voters in recent elections has exceeded the number of male voters. While the difference in voter turnout rates between the sexes is greatest for Blacks, women have voted at higher rates than men among Blacks, Hispanics, and Whites in the last five presidential elections; in 2000, the first year for which data are available, Asian/Pacific Islander men voted at a slightly higher rate than Asian/Pacific Islander women. In 2016, of the total voting-age population, the following percentages were reported for each group: Asian/Pacific Islander—48.4% of women and 49.7 % of men votedAfrican American—63.7% of women and 54.2% of men votedHispanic—50% of women and 45% of men votedWhite/non-Hispanic—66.8% of women and 63.7% of men voted In non-presidential election years, women continue to turn out in greater proportions than men. Women outnumber men in terms of voter registration as well: In 2016, 81.3 million women were registered to vote, while only 71.7 million men reported being registered voters,  a difference of 9.6 million voters. The Importance of the Womens Vote So the next time you hear political pundits discussing the womens vote, bear in mind theyre referring to a powerful constituency that numbers in the millions. As more and more female candidates forge their way onto local and national platforms, womens voices and gender-inclusive agendas are increasingly coming to the fore. In the days ahead, it may well be the votes of women,  individually and collectively, that make or break the outcomes of future elections.