Essay on The Impact of Financial Crisis on the Uk Job Market

The impact of the financial crisis on the UK job market and employment (2007-2009) Module: PM021-Aspects of British Culture and Society Name: JUN YU WU Student Number: 0908108 Tutor: Jeff Meadowcroft Word Count: 1,970 Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 3 2. Global financial crisis (2007-2009)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 3 3. Influence on world job market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 3-4 4. Influence on the UK job market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 4-5 4.1 Short-term changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page4-5 4.2 Long-term changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 5 5. Analysis of current situation in the UK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 5 5.1 â€Å"British jobs for British workers†Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 6 5.2 Job†¦show more content†¦Taking into account those employed part time for economic reasons and discouraged workers was 16.3%. (Bureau of Labor Statistics, US Government, 2009) In Spain, the unemployment rate stood at 18.7% (37% for youths) in May 2009 — the highest in the eurozone. (CBCNews.ca, 2009) In July 2009, the unemployment rate was reduced from 9.5% to 9.4%. Even fewer jobs were lost in August, 216,000, recorded as the lowest number of jobless since September 2008, but the unemployment rate rose to 9.7% in October 2009, it is said that some employers who cut jobs due to the recession are beginning to hire them back. The rise of advanced economies in China, India, and Brazil incr eased the total amount of word job market significantly. With the rapid development of communication and education in these countries, there are more workers allowed to compete with workers in traditionally strong countries, such as the United States. This has a negative effect on wages and contributed to unemployment. (Telegraph, 2009) In addition, Britain has equal situation in terms of job market. 4. Influence on the UK job market 1. Short-term changes |[pic] | The left graph shows that the employment rate for July to September 2007 in the UK was 74.5 percent, peaking at 75 percent in the year-end and dropped to around 72.5 per cent forShow MoreRelatedThe Financial Crisis And The Uk865 Words   |  4 PagesThis essay will talk about how the financial crisis influenced enterprises in the UK and in China. It’s obvious that the financial crisis originated in the United States and it had three major features: high destructive effect, long continuance and wide spreading. Many enterprises are impacted by the financial crisis in terms of imports and exports, unemployment and enterprise competition. In China, small and medium-sized enterprises are very necessary because China is a large population of developingRead MoreBanking of Uk1564 Words   |  7 Pages1. 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Power, Control and the Cycle of Domestic Violence Essay

Domestic violence has been plaguing our society for years. There are many abusive relationships, and the only question to ask is: why? The main answer is control. The controlling characteristic that males attribute to their masculinity is the cause to these abusive relationships. When males don’t have control they feel their masculinity is threatened and they need to do something about it. This doesn’t occur in just their relationships, but rather every facet of life. Men are constantly in a struggle for power and control whether it is at work, home, during sports, or in a relationship, this remains true. So the only way for them to get this power is for them to be â€Å"men†; tough, strong, masculine, ones that demand and take power. Where†¦show more content†¦When people believe in an idea they play their role in that idea. In this idea that has become â€Å"true† in society, women play their roles as helpless beings that are controlled by th e all powerful man. 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Economics Assignment for Gross Domestic Product - Free Sample

Question: Discuss about the Economics Assignment for Gross Domestic Product. Answer: Inrtoduction: Gross Domestic Product (GDP) of a country is defined as a sum total of all final goods and services produced in an economy within the territories of the countries. There are three methods of calculating GDP, income method, expenditure method, and production method. In income method, the annual income of all individuals of a country is added together, in expenditure approach, all expenditures made by the individuals in a country is added together and in production method, the market values of all final goods and services are added to obtain GDP (Mankiw 2014). According to the given data set, expenditure method is used to calculate GDP GDP = C + G + I + (X M) GDP = Household consumption + Government purchases + Total Gross fixed capital expenditures+ change in inventories+ (Export Import) (Note: government purchases does not include transfer payments, so transfer payments are not taken in calculation) GDP for Country A = 150 +250 + 50 + 50 + (40-20) = $ 480 billions GDP of Country B = 150 + 250 +150 -50 + (40 -20) = $ 520 billions The GDP of country A is $480 billion which is less than country Bs GDP, i.e. $ 520 billion. It indicate that the market value of all final goods and services produced in country B is greater than the market value of all final goods and services produced in country A. The market value indicates the price level of the country. Hence higher GDP in country B gives an indication of higher price level in country B as the calculation is based on market value (Kubiszewski et al. 2013). There may be several reasons for higher price level, such as higher demand of goods by the consumer. If the demand of goods increases, without any change in supply then it leads to rice in price (Vespignani 2013). The rise in demand also indicates, rise in income in the country which implies rise in employment and production of the country. All it together indicates that the country is going through a boom period. On the other hand, as GDP in country A is lower than in country B, it gives the opposite indications, i.e., the price level in country A is lower than that in country B (Miles et al. 2012). Further, the demand in country A is also lower than in country B. As demand in country A is less, so the income, employment and production in country A are also less than that in country B. Hence, it is implied that country A is experiencing an economic recession ac compared to country B as recession means fall in income, production, employment and hence demand. Recession is a temporary phenomenon in an business cycle that takes place due to fall in production, investment, income and demand in a country. As country A is experiencing a reduction, so it can be said that country A is likely undergoing a period of recession (Hutchinson 2015). Year GDP at constant prices(Billion)AUD Growth rate Growth rate (%) of real GDP 1980 544,944,000,000.00 1981 563,244,000,000.00 0.034 3% 1982 581,951,000,000.00 0.033 3% 1983 568,970,000,000.00 -0.022 -2% 1984 595,297,000,000.00 0.046 5% 1985 626,547,000,000.00 0.052 5% 1986 652,245,000,000.00 0.041 4% 1987 669,037,000,000.00 0.026 3% 1988 707,634,000,000.00 0.058 6% 1989 735,081,000,000.00 0.039 4% 1990 761,023,000,000.00 0.035 4% 1991 758,132,000,000.00 -0.004 0% 1992 761,157,000,000.00 0.004 0% 1993 792,061,000,000.00 0.041 4% 1994 824,044,000,000.00 0.040 4% 1995 856,009,000,000.00 0.039 4% 1996 889,814,000,000.00 0.039 4% 1997 924,938,000,000.00 0.039 4% 1998 965,989,000,000.00 0.044 4% 1999 1,014,357,000,000.00 0.050 5% 2000 1,053,599,000,000.00 0.039 4% 2001 1,073,927,000,000.00 0.019 2% 2002 1,115,345,000,000.00 0.039 4% 2003 1,149,595,000,000.00 0.031 3% 2004 1,197,296,000,000.00 0.041 4% 2005 1,235,689,000,000.00 0.032 3% 2006 1,272,548,000,000.00 0.030 3% 2007 1,320,366,000,000.00 0.038 4% 2008 1,369,308,000,000.00 0.037 4% 2009 1,394,225,000,000.00 0.018 2% 2010 1,422,363,000,000.00 0.020 2% 2011 1,456,209,000,000.00 0.024 2% 2012 1,509,109,000,000.00 0.036 4% 2013 1,545,932,000,000.00 0.024 2% 2014 1,584,578,000,000.00 0.025 2% 2015 $ 1,584,578,000,000.00 0.000 0% Table 1: Growth rate of Real GDP of Australia from 1980-2015 Source: Author Figure 1: Growth rate of Real GDP of Australia from 1980-2015 Source: Author Figure 1 depicts the growth rate of real GDP in Australia from the period 1980 to 2015. The growth rate has varied from -2% to 6% in a span of 35 years. The lowest was in the year 1983 and the highest was in the year 1988. There are steep fall and rise in the growth rate over the years (Tucker 2016). The economy of Australia experienced two major period of fall in the growth rate, one was in 1983, as -2% and other was in 1991, as 0%. The reason behind 1983 negative growth rate was the double-dip severe global recession in the early 1980s was mainly due to contractionary monetary policy of Federal Reserve, USA. The tightening of monetary policy was mainly to recover from the energy crises in 1979 in the world. Australia and USA are good trade partners in the world, so recession in USA had drastically affected Australias growth rate and reduced it to negative return (Kent 2014). The zero growth rates in 1991 in Australia was due to the worst hit recession in the country during early 1990s after the Great Depression. There has been lots of debate behind the actual reason of recession in 1990.One of the belief is the financial excess in the 1980s has caused the recession in 1990s. The international recession in 1990s and the overstretched economy of Australia during the late 80s for achieving faster growth and development may have caused the recession in1992 in Australia (Hasan et al. 2012). One of the highest growth was 6% in 1988 was mainly due to the overstretched economy of Australia and the rising asset prices in the world market which was followed by increasing borrowing. The economy was going through boom period during 1988, however it was a short-lived boom period and soon economy feel and growth rate got zero in 1992. Another dip in the growth rate was seen in 2009 to 2% due to sub-prime loss in USA which caused global recession. However, it should be noted that after every recession the economy has come out with better growth rates in the next coming years and had always recovered steeply from the recession (Garnier et al. 2015) Presently, from 2012 onwards the economy is seeing a fall in the growth rate mainly due to fall in the productivity of labour force, income and demand and increase in population due to increase in immigrants with easier immigrant policies (Gandolfo 2013) Year CPI Growth rate Growth rate of inflation(%) 1980 10.12658 1981 9.691745 -0.043 -4% 1982 11.14551 0.150 15% 1983 10.11356 -0.093 -9% 1984 3.950185 -0.609 -61% 1985 6.739049 0.706 71% 1986 9.084532 0.348 35% 1987 8.488746 -0.066 -7% 1988 7.231772 -0.148 -15% 1989 7.559425 0.045 5% 1990 7.27226 -0.038 -4% 1991 3.22268 -0.557 -56% 1992 0.985915 -0.694 -69% 1993 1.81311 0.839 84% 1994 1.894977 0.045 5% 1995 4.638136 1.448 145% 1996 2.61242 -0.437 -44% 1997 0.250417 -0.904 -90% 1998 0.853455 2.408 241% 1999 1.465428 0.717 72% 2000 4.475183 2.054 205% 2001 4.380841 -0.021 -2% 2002 3.003171 -0.314 -31% 2003 2.770735 -0.077 -8% 2004 2.343612 -0.154 -15% 2005 2.668733 0.139 14% 2006 3.538487 0.326 33% 2007 2.332362 -0.341 -34% 2008 4.352643 0.866 87% 2009 1.820112 -0.582 -58% 2010 2.845226 0.563 56% 2011 3.30385 0.161 16% 2012 1.76278 -0.466 -47% 2013 2.449889 0.390 39% 2014 2.487923 0.016 2% 2015 1.508367 -0.394 -39% Table2: Growth rate of inflation in Australia fro 1980-2015 Source: Author Figure 2: Growth rate of inflation in Australia for 1980-2015 Source: Author Figure 2 shows the growth rate movement of inflation in Australia from 10980-2015. It can be noted that during the boom period when real GDP was high, growth rate of inflation was very high and during recession when growth rate of real GDP was low, growth rate of inflation was very low (Edgar 2014). Figure 3: Growth rate of inflation and real GDP in Australia for 1980-2015 Source: Author The relation between growth rate of inflation and real GDP is shown in figure 3. The variation in real GDP is much lower than the variation in inflation. The relation between real GDP and inflation growth rate is positive to each other, When GDP growth rate is high, inflation is also high and when GDP growth rate is low, inflation is also low. The reason is during high growth rate, production, income, employment and demand increases that cause the prices also to rise due to the time lag between demand and production (Storm and Naastepad 2012). The demand can rise instantly, but to meet that excess demand production cannot be increased instantly. It can only increase in the next period and that period rise in demand is met by inventories which are generally of limited nature. Hence inflation increases with increase in real GDP in Australia (Dornbusch and Bodman 2013) Year Unemployment rate Growth rate of unemployment rate 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 9.6 1992 10.8 0.12 1993 10.9 0.01 1994 9.7 -0.11 1995 8.5 -0.12 1996 8.5 0.00 1997 8.5 0.00 1998 7.7 -0.09 1999 6.9 -0.10 2000 6.3 -0.09 2001 6.8 0.08 2002 6.4 -0.06 2003 5.9 -0.08 2004 5.4 -0.08 2005 5 -0.07 2006 4.8 -0.04 2007 4.4 -0.08 2008 4.2 -0.05 2009 5.6 0.33 2010 5.2 -0.07 2011 5.1 -0.02 2012 5.2 0.02 2013 5.7 0.10 2014 6 0.05 2015 Table 3: Growth rate of unemployment in Australia from 1980-2015 Source: Author Figure 3: Growth rate of unemployment in Australia from 1980-2015 Source: Author Figure 3 shows growth rate of unemployment in Australia from the period 1980 to 2015. The country has seen highest unemployment rate in 1993 to 10.9% and lowest in 2008 to 4.2%. There have been several variations in the unemployment rate in between the periods. The variation in unemployment rate is linked with the variation in the growth and development of the country. The highest unemployment rate in 1993 was may be due to the global recession of 1990 which has affected almost all the developed economy. The major cause of recession was contractionary monetary policy of Federal Reserve of United States (worldbank.org 2016). Figure 4: Growth rate of unemployment and real GDP in Australia from 1980-2015 Source: Author Figure 4 shows the relation between the growth rate of unemployment rate and real GDP in Australia from 1980 to 2015. The growth rate of real GDP ranges between 2% to 6% in the period of 35 years. The two curves are inversely related to each other. When the growth rate is high, there is more production, investment, employment and income in the economy and so unemployment rate is low. On the contrary, when the growth rate is low, there is less production, investment, employment and income, due to which the growth rate in unemployment is high ( Argy and Nevile 2016). The unemployment rate gets influenced with seasonal changes in jobs and changes in the business cycle of an economy. The higher unemployment rate may be a short term phenomenon and in long run the unemployment rate reduces due to prudence policies of government towards economic growth and development (Wray 2015). Several steps taken by Australian government towards the reduction in unemployment rate are easy access to foreign direct investment for expansion of job opportunities for the labour force. Further, unemployment beneficial allowances are provided by the government for the labour force to support them in time of financial crises. The government of Australia has given several loan advances facilities for small business organization and farmers to expand their business and grow in their field of work. Hence unemployment problem has been controlled by the government through various measures over the period ( Argy 2013). References Argy, V., 2013. International macroeconomics: theory and policy. Routledge. Argy, V.E. and Nevile, J. eds., 2016. Inflation and Unemployment: Theory, Experience and Policy Making. Routledge. Data.worldbank.org. (2016). Indicators | Data. [online] Available at: https://data.worldbank.org/indicator [Accessed 29 May 2016]. Dornbusch, R. and Bodman, P., 2013. Macroeconomics 3e. McGraw-Hill Education Australia. Edgar, B., 2014. An intergenerational model of spatial assimilation in Sydney and Melbourne, Australia. Journal of Ethnic and Migration Studies, 40(3), pp.363-383. Gandolfo, G., 2013. International Economics II: International Monetary Theory and Open-Economy Macroeconomics. Springer Science Business Media. Garnier, C., Mertens, E. and Nelson, E., 2015. Trend inflation in advanced economies. International Journal of Central Banking, 11(4), pp.65-136. Hasan, R., Mitra, D., Ranjan, P. and Ahsan, R.N., 2012. Trade liberalization and unemployment: Theory and evidence from India. Journal of Development Economics, 97(2), pp.269-280. Hutchinson, D., 2015. Australian current GDP, GDP deflator, CPI, population and share price index: data sources and methods. Kent, C., 2014. The Business Cycle in Australia. Address to the Australian Business Economists, Sydney, 13. Kubiszewski, I., Costanza, R., Franco, C., Lawn, P., Talberth, J., Jackson, T. and Aylmer, C., 2013. Beyond GDP: Measuring and achieving global genuine progress. Ecological Economics, 93, pp.57-68. Mankiw, N.G.R.E.G.O.R.Y., 2014. Principles of macroeconomics. Cengage Learning. Miles, D., Scott, A. and Breedon, F., 2012. Macroeconomics: understanding the global economy. John Wiley Sons. Storm, S. and Naastepad, C.W.M., 2012. Macroeconomics beyond the NAIRU. Economics Books. Tucker, I.B., 2016. Macroeconomics for today. Nelson Education. Vespignani, J.L., 2013. The Industrial Impact of Monetary Shocks During the Inflation Targeting Era in Australia. Australian Economic History Review, 53(1), pp.47-71. Wray, L.R., 2015. Modern money theory: A primer on macroeconomics for sovereign monetary systems. Palgrave Macmillan.

Othello RR Essays - Othello, Film, Fiction, William Shakespeare

Othello RR In Othello, jealousy plays a big role throughout the play in many of the character's lives. Beginning with Roderigo, he is jealous of Othello because he's the one that wants to be with Desdemona, and to the end of the play when Othello is angry because he believes Cassio and Desdemona have been engaging in a love affair. Iago has to do with much of this; he is a selfish character that makes up lies and likes to mislead situations. He is filled with envy and anger that he brings out the jealousy of the other characters, especially Othello because that's part of what he feels as well when he wasn't chosen for lieutenant, Cassio was. Iago is very wise in the way he says certain things to make people believe his convincing lies. He is clever at the timing of what he says, he knows when to say it and how. Iago is immediately portrayed as the villain of the play when he gets paid by Roderigo to get her away form Othello. Along with that, Iago comes up with a plan of his own. He accuses Othello as a thief by saying that Othello has stolen Desdemona's heart by using witchcraft. He then convinces Roderigo to confront her father about what is going on. Iago is not concerned all about the love Roderigo has for Desdemona and that he wants to be with her, all he is thinking and focusing about is getting Brabantio to come after Othello and make him suffer. Jealousy destroys Othello. The situation between Othello and Iago can't necessarily be all of Iago's fault. It is not fair to blame him for the tragedy that happened to Othello. Even though Iago did have a lot to do with the disasters that happened in the play, it still all comes down to Othello for falling into the lies. Iago used manipulation to get Othello to be jealous and in my opinion, he did not have to try all that hard to get Othello to believe Desdemona was having an affair. Othello shouldn't have let Iago get in his head the way he did about Desdemona. He started to become convinced and blinded by Iago that led him down a path of anger, resentment, and questioning of his wife and his friend Cassio. He let these thoughts of adultery take over his mind, which made him loose everything. Throughout the play, Othello's actions sink him deeper and deeper into doubt that later led him to kill not only the love of his life but himself as well. Both Iago and Othello have a goal to be superior than the other. Othello simply just wants the truth and answers, while Iago wants to manipulate those who have hurt him. So that being said, Iago turns conversation around to Othello to come up with the conclusions that Iago wants. In order for Iago to increase Othello's jealousy, he waits for what Othello responds. An example of this is when Othello asks Iago about Cassio being with Desdemona when they are seen together in private. "Was that not Cassio parted from my wife?" asked Othello to Iago. Iago responds, "Cassio, my lord?" Othello answers back, I do believe twas he" (Act 3, scene 3, lines 37-38,40). Iago purposely answers his question with a question so that Othello actually answers is own question to which Othello believes.

Free Essays on Steel

Have you ever wondered how skyscrapers came about? Before there were skyscrapers, there were towers. Made of heavy stone, towers had thick, sturdy walls, but the rooms were dark and cramped. The reason the towers were so dark was because having too many windows would weaken the structure. Soon Gothic cathedrals joined the quest for height. Long, stone arms, called flying buttresses, supported the cathedral’s heavy weight, allowing the walls to be filled with colorful glass windows. George A. Fuller was the first person to invent the sky scrapper. Fuller worked on solving the problems of â€Å"load bearing capacities† of tall buildings. Fuller built the Tacoma building in 1889, the first structure ever built where the outside walls did not carry the weight of the building. In order for Fuller’s idea to work he needed a material and enough of that material to make a steel cage that could support the weight. The Flatiron Building was one of New York City’s first skyscrapers, built in 1902 by Fuller’s building company. With an idea as valuable as Fuller’s someone had to step up to the plate and create a way to mass-produce steel inexpensively. That man was Henry Bessemer of England. In 1855, Bessemer developed the idea of â€Å"air blowing the carbon out of the pig iron†, which is still used today to make modern steel.... Free Essays on Steel Free Essays on Steel Have you ever wondered how skyscrapers came about? Before there were skyscrapers, there were towers. Made of heavy stone, towers had thick, sturdy walls, but the rooms were dark and cramped. The reason the towers were so dark was because having too many windows would weaken the structure. Soon Gothic cathedrals joined the quest for height. Long, stone arms, called flying buttresses, supported the cathedral’s heavy weight, allowing the walls to be filled with colorful glass windows. George A. Fuller was the first person to invent the sky scrapper. Fuller worked on solving the problems of â€Å"load bearing capacities† of tall buildings. Fuller built the Tacoma building in 1889, the first structure ever built where the outside walls did not carry the weight of the building. In order for Fuller’s idea to work he needed a material and enough of that material to make a steel cage that could support the weight. The Flatiron Building was one of New York City’s first skyscrapers, built in 1902 by Fuller’s building company. With an idea as valuable as Fuller’s someone had to step up to the plate and create a way to mass-produce steel inexpensively. That man was Henry Bessemer of England. In 1855, Bessemer developed the idea of â€Å"air blowing the carbon out of the pig iron†, which is still used today to make modern steel....

The Challenges African States Faced at Independence

The Challenges African States Faced at Independence One of the most pressing challenges African states faced at Independence was their lack of infrastructure. European imperialists prided themselves on bringing civilization and developing Africa, but they left their former colonies with little in the way of infrastructure. The empires had built roads and railroads - or rather, they had forced their colonial subjects to build them - but these were not intended to build national infrastructures. Imperial roads and railways were almost always intended to facilitate the export of raw materials. Many, like the Ugandan Railroad, ran straight to the coastline. These new countries also lacked the manufacturing infrastructure to add value to their raw materials. Rich as many African countries were in cash crops and minerals, they could not process these goods themselves. Their economies were dependent on trade, and this made them vulnerable. They were also locked into cycles of dependencies on their former European masters. They had gained political, not economic dependencies, and as Kwame Nkrumah - the first prime minister and president of Ghana - knew, political independence without economic independence was meaningless.   Energy Dependence The lack of infrastructure also meant that African countries were dependent on Western economies for much of their energy. Even oil-rich countries did not have the refineries needed to turn their crude oil into gasoline or heating oil. Some leaders, like Kwame Nkrumah, tried to rectify this by taking on massive building projects, like the Volta River hydroelectric dam project. The dam did provide much-needed electricity, but its construction put Ghana heavily into debt. The construction also required the relocation of tens of thousands of Ghanaians and contributed to Nkrumahs plummeting support in Ghana. In 1966, Nkrumah was overthrown.   Inexperienced Leadership At Independence, there were several presidents, like Jomo Kenyatta, had several decades of political experience, but others, like Tanzanias Julius Nyerere, had entered the political fray just years before independence. There was also a distinct lack of trained and experienced civil leadership. The lower echelons of the colonial government had long been staffed by African subjects, but the higher ranks had been reserved for white officials. The transition to national officers at independence meant there were individuals at all levels of the bureaucracy with little prior training.  In some cases, this led to innovation, but the many challenges that African states faced at independence were often compounded by the lack of experienced leadership. Lack of National Identity The borders Africas new countries were left with were the ones drawn in Europe during the Scramble for Africa with no regard to the ethnic or social landscape on the ground. The subjects of these colonies often had many identities that trumped their sense of being, for instance, Ghanaian or Congolese. Colonial policies that privileged one group over another or allocated land and political rights by tribe exacerbated these divisions. The most famous case of this was the Belgian policies that crystallized the divisions between Hutus and Tutsis in Rwanda that led to the tragic genocide in 1994. Immediately after decolonization, the new African states agreed to a policy of inviolable borders, meaning they would not try to redraw Africas political map as that would lead to chaos. The leaders of these countries were, thus, left with the challenge of trying to forge a sense of national identity at a time when those seeking a stake in the new country were often playing to individuals regional or ethnic loyalties.   Cold War Finally, decolonization coincided with the Cold War, which  presented another challenge for African states. The push and pull between the United States and the Union of Soviet Socialist Republics (USSR) made non-alignment a difficult, if not impossible, option, and those leaders who tried to carve third way generally found they had to take sides.   Cold War politics also presented an opportunity for factions that sought to challenge the new governments. In Angola, the international support that the government and rebel factions received in the Cold War led to a civil war that lasted nearly thirty years. These combined challenges made it difficult to establish strong economies or political stability in Africa and contributed to the upheaval that many (but not all!) states faced between the late 60s and late 90s.

Critical Thinking Assignment Essay Example | Topics and Well Written Essays - 500 words

Critical Thinking Assignment - Essay Example Moreover, elements in the identical column share similar traits that distinguish them ((John 45). They are categorized as a family or a group. However, these elements exhibit differences because of variation in the proportion of neutrons, electrons, protons, atomic mass and isotopes. Indeed, the bonds can be covalent, polar or ionic. Ionic compounds are compounds with two or more ions held closely by electrical attraction. They contain cation (+) and the anion (-) charges. Most Ionic compounds dissolve in water. Some ionic compounds fail to disband in water. The ionic compounds that contain highly polarized ions often do not dissolve in water. Moreover, ionic compounds form when non-metals bond to metals. When this happens, the compounds react rather than dissolve in water (John 59). For instance when sodium (an ionic compound) is dissolved in water a chemical reaction is observed: (Na2O(s) + aq → 2Na+(aq) + O2−(aq). A bond is covalent if its atoms share electrons instead of transferring them from one electron to another. Covalent bonds exist where two non-metals bond (John 70). Covalent bonds have lower electro negativity thus they share electrons when bonding. Most covalent bonds fail to dissolve in water. This is because they are mainly non-polar while water is polarized. Compounds dissolve in solutions that harbor similar properties in terms of polarity. Moreover, covalent bonds are held by strong covalent bonds that cannot pull apart in water. However, there are unique cases where covalent bonds dissolve in water ((John 71). The chemical formula of water is H2O. That is one molecule of oxygen for two hydrogen atoms, which are bonded covalently to form water. When chemical compounds are introduced in water, reactions occur because of the differences in polarity and electro negativity of water in relation to other substances (John 60). Compounds such as sulfur, nitrogen and chlorine react with H20 to release gases and metal oxides.

Efficient Market Theory Essay Example | Topics and Well Written Essays - 1750 words

Efficient Market Theory - Essay Example Any information, whether published or insider, will reflect in the prices instantly. This hypothesis presupposes that there is no question of under or overvaluation in the market and it is impossible to outperform the market by making abnormal profits in the stock exchanges. It is also pertinent to note that higher returns are associated with higher risks, and the factors affecting performance of a stock could vary from political risks, acquisitions and mergers, crisis of various sorts to fluctuations in other markets, and it may be difficult for the market forces to adjust to the impact of these factors instantly. Objectives This paper seeks to study and analyze the secondary sources with reference to the following questions relevant to efficient markets theory: 1. Is the Efficient Market theory true? 2. Is there any need for technical or fundamental analysis in efficient markets? Efficient Market Theory If beating the market is impossible, how come Warren Buffet is consistent in ou tperforming the market? There are so many mutual fund and portfolio managers giving consistent performance in the stock markets, which is not possible according to this theory. There is always scope for outperforming the markets thorough experience, expertise, intuition and discipline. The efficient market is an ideal situation which is hardly achieved in the real life. For example, Muhammad, N. M. N. and Rahman, N. M. N. A. (2010, p. 35) writes â€Å"EMH states that security prices fully reflect all available information and will immediately adjust to the arrival of new information (Adam, 2004). However, since market was closed on both Saturday and Sunday, it was argued that investors cannot do anything with the market even though they got some information during the weekend†. The equilibrium in the market is always disturbed by so many factors including psychological factors such as over confidence of the investors or over reaction to the market forces. Sharma, A. (2009, p. 37) states â€Å"Various studies have been conducted worldwide on stock market reaction to public announcements. Market’s reaction to such publicly available information is very swift. Inefficiency in the market exists when investors envisage such information before it is formally announced and earn abnormal returns†. Greed and fear are the motivating forces of the markets many a times, and rational approach to the investment or trading takes the backseat. Sudden crashes in the markets are nothing to do with fair value, and the market sentiments driven by so many factors rudely shakeup the very fundamental concept of this theory. Consequently, the question of under or overvaluation to the stock arises in the markets. Park, A. (2010, p. 365) states that one of the implications of the weak-form EMH is that prices are submartingale, or, more loosely, they are a random walk. Consequently, a so-called technical analysis, which is the extraction of information about the fut ure movement of prices from past prices, should have no merit. In real life situations, perfect efficiency in the market place is unrealistic, and it also depends upon accuracy of the information, cost of the information, the efficiency of the information transmission and the risk-return reward in taking decisions based on the information. Livanas, J. (2006, p. 28) argues how can the market be efficient when investors seem to make decisions that perhaps are rational – but only within bounds? When the investors make decisions in an irrational manner, which is in line with the human behavior, it will be difficult to rely on a

Corruption in sports Essay Example for Free

Corruption in sports Essay Corruption has been a well known problem of sport and it has touched a lot of walks of sport life. Many people say that these days corruption in sports has escalated and although they see same solutions of this problem it stills very difficult to combat. Our society is well informed about corruption in sports. People from teenagers to the elderly, men and women know that corruption in sports exists. A survey of seventeen people conducted at SS. Cyril and Methodius Seminary, Orchard Lake, in September 2001 revealed that knowledge about this issue comes mostly from TV, internet, and newspapers (Survey 2001). According to Eric Christiansen who is a former sports reporter for a local TV station in Nebraska, everybody knows about corruption in todays sports but everybody is afraid to say something against it because it can pose them unnecessary problems (Christiansen, 2001). The problem of corruption in sports is very universal. People are connected with corruption in many ways. For example, two popular sources ESPN and Associated Press say that the presidents of the American Boxing Federation and the French Ski Federation took bribes from sponsors (Graham 1999) (Associated Press [Annecy, France], 28 March 2000). In addition a captain of the South African Cricket National Team admitted to taking a bribe from bookmakers (Associated Press [Cape Town, South Africa], 25 May 2000). The list of countries, sports, and participants involved in athletic corruption is very long, but the list has a common thread which is desire for money and sometimes fame. People dont have too many ideas on how to combat corruption. Almost everyone says that restriction in the law can solve corruption in sports but reality shows that it isnt as easy as it looks (Survey 2001). Almost every day we can read or hear new information about it. The legislative branches of many countries work all the time on new legislations to help combat the problem of corruption. The results are very weak. According to Christiansen, the way to solve this problem is by teaching children that corruption is always bad and giving a good example of an  anti-corrupt life (Christiansen, 2001). This is probably the most reasonable solution for destroying evil at its roots. Finally, protecting the beautiful idea of rivalry through sport from corruption isnt easy. People might know about corruption in sports. They may even have ideas about how to solve the problem. However, the problem of corruption is like a dragon. Cut off one head and seven more grow in its place. You can kill him only before his birth, when he is inside the egg.

Cheetahs in Zoos :: essays research papers fc

Cheetahs in Zoos   Ã‚  Ã‚  Ã‚  Ã‚   Cheetahs in captivity should be left there, not released into the wild, and on the same note cheetahs in the wild should be left there, not brought into captivity. A cheetah in a zoo that is released into the wild may not know what to do, having been cared for by people in an enclosed environment for a number of years and then suddenly thrust out into the wild and on its own may have adverse effects on the cat’s psyche, making it manic or exhibit unpredictable behaviors and endangering the wildlife already there.   Ã‚  Ã‚  Ã‚  Ã‚  Cheetahs living in captivity generally live a great deal longer than those in the wild, the life span of wild cheetahs is about 8 to 10 years, as opposed to 12 to 17 years for those in captivity according to the National Zoological Park, a sure fire sign of a healthy life. Cheetahs are also relatively easy to tame, in comparison to other large cats, and very hard to assimilate into the wild once they’ve become accustom to human contact (NZP), which makes one wonder if they even want to be released in the first place.   Ã‚  Ã‚  Ã‚  Ã‚  While cheetahs do live longer in captivity, they do not breed as often; Steven Hunt states that up until recently cheetahs living in captivity would only have one and occasionally two litters in their lifetime, whereas cheetahs in the wild may have up to five. In recent years, however, breeding programs in zoos have become more successful, allowing for a more robust captive population and much hope for the future of the species. By maintaining the integrity of this population, a strong gene pool can be assured while keeping hold of the prospect of future release of younger cheetahs. Since these cubs may not have been tamed and may still adapt to life in the wild with relative ease.   Ã‚  Ã‚  Ã‚  Ã‚  Another problem with releasing captive cheetahs into the wild is space. According to The Cheetah Spot, the cheetah’s native habitats have been cut down to less than a quarter of what they were ten years ago. This makes release of captive cheetahs not only difficult, but possibly hazardous to cheetahs already in the wild. Do to the fact that they are mostly solitary animals, females live alone unless raising cubs and males roam with, at most, four other males (NZP). Introducing more cheetahs into an already small area may very well upset the social system of cheetahs by putting them in too much contact with each other.

Nursing Jurisprudence

LEGAL & ETHICAL issues in Nursing Nursing Etiquette concerned with moral principle governing the conduct of nurses towards patients, physicians, colleagues, the nursing profession and public Ethics part of philosophy that deals with systematic approaches to questions of morality a term for the study of how we make judgments regarding right and wrong a system of MORAL PRINCIPLES or moral standards governing conduct Moral human conduct in the application of ethics Concerned with JUDGMENT PRINCIPLES of right and wrong in relation to human actions and character Determinants of the Morality of Human Act †¢The OBJECT †¢The END †¢The CIRCUMSTANCES Ethical Principles Ethical Principles: INVIOLABILITY OF LIFE All human life, from the moment of conception and through all subsequent stages, is SACRED! No one can violate or destroy life! 8 ETHICAL DILEMMAS 1. 2. 3. 4. 5. 6. 7. 8. ARTIFICIAL INSEMINATION IN VITRO FERTILIZATION HUMAN CLONING CONTRACEPTION ABORTION EUTHANASIA PHYSICI AN ASSISTED SUICIDE HUMAN TRANSPLANTATION 9 Argument favoring Euthanasia: compassion for the patient and shortening the period of suffering of the patientArgument disapproving Euthanasia: it is intrinsically wrong since it rejects life. 10 STEWARDSHIP Man has DOMINION over God’s creation: himself (life and health), creatures and environment One should reasonably, responsibly and respectfully benefit from them for service NOT domination TOTALITY Parts are integral, destined to be part of and subordinate to a whole SOLIDARITY One to be with others; to have a unity of interest, responsibility or goal. Based on the common good, love of neighbor, preferential for the most proximate and most need SUBSIDIARITYEvery creature should be entrusted with the functions he is capable of performing. It relates to human dignity and recognize persons as free and responsible agents able to care and make decisions for them AUTONOMY – Self Governance/Self Rule – Having the freedom t o make choices 4 Basic Elements of Autonomy 1. Respect for Autonomous Person 2. Ability to determine personal goals 3. Capacity to decide 4. Has Freedom to Act CONFIDENTIALITY Requires non-disclosure of private or secret information Confidentiality of Information ? Privileged communication ? Based on trust Revealed when: a.The patient permits such revelation. b. Medico-legal cases/legal proceedings c. Communicable disease /public safety may be jeopardized. d. Continuity of care JUSTICE – refers to the obligation to be fair to other people. Types: 1. distributive justice- fair distribution of responsibilities 2. criminal justice- penalty proportionate to crime 3. rectificatory justice- just compensation in civil law Distributive Justice To each equally. To each according to need. To each according to merit. To each according to person’s right. To each according to individual effort.To each as you would have done by. To each according to the greatest good to a greater nu mber Double Effect Principle When an act has both good and bad effects, it is permissible if: 1) The direct freely chosen effect is morally good and the indirect foreseen but not desired may be harmful, 2) The action/object must not be evil, 3) The foreseen beneficial effect must be greater or equal to the foreseen evil effect 4) The beneficial effect must follow directly from the action or at least as immediate as the harmful effect BENEFICENCE- means to do good and not to do harm.NON- MALEFICENCE- one ought not to inflict evil or harm. 22 FIDELITY- refers to the obligation to be faithful to the agreements, commitments and responsibilities that one has made to oneself and others VERACITY- refers to telling the truth or not intentionally deceiving or misleading patients 23 RESPECT- treat all human beings as persons with rights SHARING AND ALLOCATION OF RESOURCESwho will receive particular scarce resources. 24 NURSING ETHICS ? All principles of right conduct in the practice of nursin g ? Appraisal of rightness or wrongness of an act BIO–ETHICS Specific domain of ethics †¢ Systemic study of human behavior in the field of life science and health care in the light of moral values and principles Code of Nursing Ethics †¢ respect for human dignity †¢ safeguards the client’s right to privacy †¢ safeguard client and public †¢ assumes responsibility and accountability for own actions and judgments †¢ maintains competence in nursing †¢ uses informed judgment, competence and qualifications in accepting responsibilities and delegating nursing activities †¢ Contributes to the development of the profession’s body of knowledge implement and improve standards of care †¢ establish and maintain conditions of employment conducive to high-quality nursing care †¢ protect the public from misinformation and misrepresentation and to maintain the integrity of nursing †¢ In collaboration with other allied health team members, meet the health care needs of the public Patient’s Bill of Rights The patient has the right to: 1) considerate and respectful care. 2) relevant, current, and understandable information concerning diagnosis, treatment, and prognosis. ) make decisions regarding his plan of care; in case of refusal, he is entitled to other appropriate care and service or to be transferred to another hospital. 4) Have advance directive (such as living will) concerning treatment or designating a surrogate decision maker. 5) Every consideration of his privacy such as in case discussion, consultation and treatment. 6) Confidentiality of communication and records 7) Review his records concerning his medical care and have these explained to him except when restricted by law. ) Expect that within its capacity and policies, a hospital will make reasonable response to the request of a patient for appropriate and medically indicated care and services. 9) Be informed of business relationship among hospital, educational institution, health care providers that may influence the patient's treatment and care. 10) Consent or decline to participate in experimental research affecting his care. 11) Reasonable continuity of care when appropriate and be informed of other care options when hospital care is no longer appropriate 12) Be informed of hospital policies and practices that relate to patient care.Nurse’s Bill of Rights Nurse’s have the right to: 1) Practice in a manner that fulfills their obligation to the society and to those who receive nursing care. 2) Practice in environments that allow them to act in accordance with professional standards and legally authorized scope of nursing. 3) Work environment that supports and facilitates ethical practice 4) Freely and openly advocate for themselves and their patients without fear of retribution. 5. Fair compensation for their work consistent with their knowledge, experience, and professional responsibilities. 6. Work environment that is safe for themselves and their patients. 7. Negotiate conditions of employment, in all practice settings. LEGAL ASPECTS OF NURSING Nursing Jurisprudence the philosophy of law, or the science which treats the principles of positive law and legal relations Comprises all laws, rules, doctrines and principles, legal opinions and decisions of competent authority regarding governance and regulations of the practice of nursing. Functions of the Law in Nursing 1. Provides a framework for establishing what nursing actions in the care of patients are legal. . Delineates the nurse’s responsibilities from those of other health practitioners 3. Helps to establish the boundaries of independent nursing action 4. Assists in maintaining a standard of nursing practice by making nurses accountable under the law. Philippine Nursing Law Philippine Nursing Act of 2002 R. A. 9173 (October 21, 2002/ November 20, 2002) regulates Philippine nursing practice at present. The law provides about nursing registration, nursing examination, nursing education, nursing practice, and health human resource production, utilization and development.It is made up of 19 articles and 41 sections. Prohibitions in Practice of Nursing (Section 35) PENALTY: Fine: a. b. c. d. e. f. g. Php50,000- Php100,000 and/or Imprisonment 1- 6 years practice nursing without certificate or special permit use the certificate of others as his own use an invalid certificate give false evidence during registration falsely pose or advertise as a registered nurse illegally append BSN/RN to his/her name abet or assist the illegal practice of a person who is not lawfully qualified to practice nursingNEGLIGENCE Commission or omission of an act, pursuant to a duty, that a reasonably prudent person in the same or similar circumstance would or would not do, and acting or the non-acting of which is the proximate cause of injury to another person or his property Elements of Professional Negligence †¢ Duty †¢ Breach of duty †¢ Foreseeability †¢ Injury †¢ Direct relationship between failure to meet standard of care and injury can be proved Res Ipsa Loquitor â€Å"the thing speaks for itself† 3 conditions: 1.Accident which ordinarily doesn’t occur in the absence of someone’s negligence 2. Must be caused by an agency or within the exclusive control of the defendant 3. Must not have been due to voluntary action or contribution on the part of the plaintiff Specific Examples of Negligence †¢ Failure to report observations to attending physicians. †¢ Failure to exercise the degree of diligence which the circumstances of the particular case demands. †¢ Mistaken identity. †¢ Wrong medicine, wrong concentration, wrong route, wrong dose. Defects in the equipment such as stretchers and wheelchairs may lead to falls thus injuring the patients. †¢ Errors due to family assistance. †¢ Administration of medicine without a do ctor’s prescription. Legal Defense in Negligence †¢ Provision of standard of care in giving service and that they have documented the care they given in a concise and accurate manner. †¢ Exercise sound judgment †¢ â€Å"assumption of risk† MALPRACTICE Stepping beyond one’s authority with serious consequences Reducing The Risk of Malpractice Litigation †¢ Maintain Good Communication Be courteous, show respect, and take time to listen – Do not belittle patients or make value judgment – Involve patients in decision making – Assess clients level of understanding – Explain so client understand – Clarify and verify Reducing The Risk of Malpractice Litigation †¢ Maintain Expertise in Practice – Keep up to date in both knowledge and skills – Do not attempt any task or give any meds that is unfamiliar – Practice within the professional scope of practice – Be familiar with standards of care – Be attentive of client’s changing status – Pay close attention to details – Document objectively, thoroughly and in a timely fashionReducing The Risk of Malpractice Litigation †¢ Maintain autonomy and empowerment – Challenge questionable physician order – Seek attention for patient with changing needs – Challenge bureaucratic structures that threaten patient’s welfare – Avoid institutional settings that produce systematic threats to patient welfare Respondeat Superior †¢ Let the superior answer for the acts of the subordinate †¢ Master and servant are answerable; servant is responsible †¢ Actions performed by the employee within the scope of his employment. Force Majeure â€Å"irresistible/ superior force† †¢ Accident which human prudence can neither foresee or prevent †¢ â€Å"Act of God† Liability of Nurses †¢ Work of Nursing Aides †¢ Work of Nursing Student s Delegation A process of transferring selected Nursing tasks to an individual who is competent. Any nursing intervention that requires independent special nursing knowledge, skill or judgment CANNOT be delegated. Tasks that involve the assessment, planning and evaluation phases of the nursing process cannot be delegated. Delegation involves: †¢ Responsibility: an obligation to accomplish a task Accountability: acceptance of responsibility for the outcome of a duty †¢ Authority: right to act or empower Principles of delegation †¢ A nurse can only delegate those tasks for which that nurse is responsible, according to the specific state's nurse practice act The delegator remains accountable for the task Along with responsibility for a task, the nurse who delegates must also transfer the authority necessary to complete the task The delegator knows well the task to be delegated Delegation is a contractual agreement that is entered into voluntarily †¢ †¢ †¢ Telephone Orders †¢ Only in an extreme emergency and when no other resident or intern is available. †¢ Nurse should read back the order to the physician. †¢ Signed by the physician within 24 hours. †¢ Nurse should sign the name of physician per her own and note the time the order was received. CONSENT CONSENT †¢ Free and rational act that presupposes knowledge of the thing to which consent is being given by a person who is legally capable to give consent. †¢ Authorization, by a patient or a person authorized by law to give the consent on the patient’s behalf.Informed Consent a) The diagnosis and explanation of the condition. b) A fair explanation of the procedures to be done and used and the consequences. c) A description of alternative treatments or procedures. d) A description of the benefits to be expected. e) Material rights if any. f) The prognosis. Things to Remember: †¢ Patient is the one who gives the consent. †¢ Person who is a uthorized to give the consent in behalf of the patient. †¢ Parents of minors. †¢ Minors are allowed if emancipated or married. †¢ Parents or legal guardians for mentally ill patients. Emergency situation entails implied consent. †¢ Patient has the right to refuse. MEDICAL RECORDS ? Legal protection for the hospital, doctor, and nurse ? â€Å"If it was not charted, it was not observed or done. † ? Nurses are expected to fully, accurately, legibly, and promptly document their observations. ? Subpoena duces tecum ? When a nurse or clinical instructor countersigns the charting of a nursing student, he/she attests that he/she has personal knowledge of information and that such is accurate and authentic. CRIME ?An act committed or omitted in violation of the law. Elements: a)Criminal act b)Evil/criminal intent TORTS ?A legal wrong, committed against a person or property. 1. Assault and Battery 2. False Imprisonment or Illegal Detention 3. Invasion of Right to Pr ivacy and Breach of Confidentiality 4. Defamation Criminal Actions a. Misdemeanor †¢ †¢ General name for a criminal offense which does not amount to felony Punishment is usually a fine or imprisonment less than 1 year. b. Felony †¢ †¢ †¢ †¢ Public offense Liable to be sentenced to death or penitentiary imprisonment. Deceit (dolo) ? deliberate intent Fault (culpa)? rongful acts result from imprudence , negligence, or lack of skill or foresight Classes of Felonies Degree of the Acts of Execution Attempted †¦offender commences the commission of the act and does not perform all the acts or execution by reason of some cause or accident other than his own spontaneous desistance Frustrated Consummated †¦offender performs all †¦when all the elements acts or execution of felony necessary for its execution but never produce it and accomplishment are because of causes present independent of the will of the perpetrator Degree of Punishment Grave Less Grave Light capital punishment (death) or penalties which any of their periods are afflictive (imprisonment ranging from 6 yrs to 1 day to life improsnment or a fine not exceeding P6000. 00) †¦penalties which in †¦penalty of arresto their maximum period menor (imprisonment are correctional for 1 day to 30 days or a (imprisonment ranging fine not exceeding from 1 month and 1 day P200. 00 or both to 30 days or a fine not exceeding P6000. 00 but not less than P200. 00) CRIMINAL NEGLIGENCE a. Reckless Imprudence †¢ Person does an act or fails to do it voluntarily but without malice, from which material damage results immediately.Person did not use precaution and the damage was not immediate or the impending danger was not evident b. Simple Imprudence †¢ CRIMINAL INTENT †¢ State of mind of a person at the time the criminal act is committed †¢ Knowledge that the act was unlawful Requisites: †¢ There must be FREEDOM †¢ There must be INTELLIGENCE Req uisites of Criminal Intent Freedom Intelligence Freedom is absent in the 1. An imbecile or insane (unless following circumstances: acting during lucid of 1. Under compulsion of an interval). irresistible force. 2. Under nine years old. 2. Under the impulse of 3.Over nine under fifteen uncontrollable fear or an equal (unless he had acted with or greater injury. discernment). Persons Criminally Liable Principals †¢Those who take direct part in the execution of the act (principal by direct participation) †¢Those who directly force or induce others to commit it (principal by inducement) †¢Those who cooperate in the commission of the offense by another act without which it would not have been accomplished (principal by cooperation) Accomplices †¢The person who have a common criminal purpose with the criminal. †¢Have the intention to help and knowledge about the crime.Accessories †¢Have the knowledge but did not participate in the act. a. By profiting themsel ves. b. By concealing or destroying body of the crime, or instrument thereof, in order to prevent its discovery. c. By harboring, concealing or assisting in escape of the principal. Circumstances Affecting Criminal Liability JUSTIFYING ? Does not commit crime in the eye of the law a. In defense of his person or rights b. In defense of the rights of his family c. In order to avoid an evil or injury d. In the fulfillment of a duty e. In obedience to an order by some superior for some lawful purposesEXEMPTING ? There is crime committed but there is no criminal on account of absence of freewill and voluntariness to act. a. An imbecile or insane (unless acted on lucid interval) b. Under 9 yrs c. Over 9 and under 15 (unless acted on discernment) d. While performing a lawful act with due care, cause an injury by mere accident without fault or intention of causing it e. Act under the compulsion of an irresistible force f. Acts under impulse of uncontrollable fear of an equal injury g. Who f ails to perform an act required by law, when prevented by some lawful or insuperable cause. MITIGATING ? which lessen the penalty a. b. c. d. e. f. g. h. Under 18 or over 70 yrs old No intention to commit so grave There was sufficient provocation Acted on impulse so powerful to have produced obfuscation Voluntarily surrendered Deaf or dumb, blind or suffering from defect. Illness that diminish will power Immediate vindication of grave offense to the one committing the felony, his/her spouse, ascendants, descendants, legitimate, natural or adopted brothers or sisters, or relative by affinity within the first degree Lack of education is not Mitigating in: 1. Rape 2. Forcible abduction 3. Arson 4. Treason 5.In crimes against chastity like seduction and acts of lasciviousness; and 6. Those acts committed in a merciless or heinous manner AGGRAVATING ? †¦which increases the penalty a. Public position b. In contempt of public authority c. Committed with insult or in disregard of the r espect of the offended party on account of his/her rank, age, or sex or that it is committed in the dwelling of the offended party, if the latter has not given provocation d. With abuse or confidence or obvious ungratefulness e. in a place of worship f. Conflagration, shipwreck, earthquake, epidemic or other calamity or misfortune g.Price, reward, or promise h. Committed by means of fire, poison, explosion, i. With evident premeditation or after unlawful entry j. Craft, fraud, or disguise is employed k. Causing other wrongs not necessary for its commission ? ALTERNATIVE ? Those which must be taken into consideration as aggravating or mitigating according to the nature effects of the crime and other conditions attending its commission ? Alternative circumstance of relationship should be taken into consideration Points to Observe in Order to Avoid Criminal Liability a. Be very familiar with the nursing law. b. Beware of the laws affecting nursing practice. . At the start of employment , get a copy of your job description, the agency’s rules, regulations and policies. d. Upgrade your skills and competence. e. Accept only such responsibility that is within the scope of your employment and your job description. f. Do not delegate your responsibility to others. g. Determine whether your subordinates are competent in the work you are assigning them. h. Develop good interpersonal relationships with your coworkers, whether they be your supervisors, peers or subordinates. i. Consult your superiors for problems that may be too big for you to handle. . Verify orders that are not clear to you or those that seem to be erroneous. k. The doctors should be informed about the patient’s condition. l. Keep in mind the value and necessity of keeping accurate and adequate records. m. Patients are entitled to an informed consent. Moral Turpitude An act of baseness, vileness or depravity in social or private duties which a man owes to hi fellow man or society in general, an act contrary to the accepted and customary rule of right and duty between men Murder ? Unlawful killing a human being WITH INTENT to kill. ? A very serious crimeEx. Criminal Abortion Euthanasia Homicide ? Killing of a human being WITHOUT CRIMAL INTENT by a person other than his father, mother or child or any of his ascendants or descendants, or his spouse Abortion ? Expulsion of the product of conceptus before the age of viability ? In the law, any person who, with the intention pr prematurely ending a pregnancy, willfully and unlawfully does any act to cause the same is guilty of procuring abortion ? Art. II Sec. 15 of Phil. Constitution protects the life of the unborn Infanticide ? Killing of a child less than three (3) days of age ?Mother who committed this crime shall be imprisoned for two (2) years, four (4) months and one (1) day to six (6) years Parricide ? Crime committed by one who kills his/her father, mother or child whether legitimate or illegitimate, or any of his a scedants or descedants or his spouse. ? Convicted with this crime, shall be imposed a penalty of life imprisonment (Reclusion Perpetua) to death Robbery ? Crime against a person or property ? The taking of personal property of another person from him or in his presence Common Legal Terms R. Ns should know Affidavit – is a written statement made under oath efore a notary public or other person duly authorized Civil Law – concerned with legal rights and duties of private persons Criminal Law – deals with conduct that is considered to be offensive to a society as a whole Day in Court – the right of a person to appear in court and be heard concerning his complaint/defense Defendant – the person being accused of wrongdoing; therefore needs to defend himself Deposition – an oral interrogation answering all manner of questions relating to the transaction at issue, given under oath and taken in writing before a judicial officer or attorney

Image and Customer Satisfaction Essay

Select a restaurant where you have eaten recently. Analyze the atmosphere and physical environment of this service establishment. What image does the environment convey? Were you satisfied with the experience? Did it meet your expectations? Should the owner change anything to make the environment more appealing to customers? I recently ate at Alquimia Bistro Club at Gallery Plaza in Condado. The restaurant is a joint venture between the entrepreneur Tony Hernandez and singer Gilberto Santa Rosa. It is conveniently located on the ground floor of the building and you have the option of entering the restaurant through the main entrance or through the bar if you don’t want to enter the dining room. The dining room consists of an upper and lower level. There is a wine â€Å"cellar† which can be dined in and a room for private activities. Aside from the main dining room there is a small theater with a stage for performances. We sat in the upper level of the main dining room. The restaurant aims to provide a relaxed and comfortable yet sophisticated atmosphere. The lighting is relatively low and the music is soft and inviting. The tables are immaculately set. If all worked, had it not been for previous engagements we would have stayed well into the afternoon. The ambience was one that invited you to relax and get acquainted with friends. If satisfaction was based solely on the atmosphere then Alquimia would have been a hit, but in the end it isn’t. The food did not live up to expectations. You are led to believe that you will be taken on a journey of culinary alchemy but you are not. What you end up with are plates made up of ingredients that do not work well together. The satisfied members of the group were those that opted for the â€Å"criollo† dishes. One of my suggestions for Alquimia would be to tone down on the dishes, maybe just stick with the typical food and elaborate a bit not go off the deep end. Sometimes less is more! As for the environment the owners have the right idea. It is inviting and relaxing, you want to stay and continue to consume throughout the day with good drinks and good conversation.

Expanding Federal Government Funding of Stem Cell Research

Expanding Federal Government Funding of Stem Cell Research Stem cell research is no ordinary scientific experiment such as the Wright Brothers attempting to invent the first airplane or Jonas Salk attempting to develop the first polio vaccine. Stem cell research is a controversial topic because it promises so much but at the same time requires a steep price to pay for something that has yet to prove it is worth the trouble.Advertising We will write a custom essay sample on Expanding Federal Government Funding of Stem Cell Research specifically for you for only $16.05 $11/page Learn More This is because stem cell research promises to cure degenerative diseases such as Alzheimer’s and scoliosis but the same time the cure requires the destruction of human embryonic stem cells that can only be had after a sperm fertilizes the egg and turn into an ovum, the first step in the development of a human baby. This is why this nation is divided regarding the proposal that the Federal Government should expand federal fund ing on stem cell research. There is a reason why the Bush administration decided to limit funding for this particular endeavor. First of all, stem cell research is an experiment that does not sit well with many people. On the other hand many find it difficult to understand why a potential solution to debilitating diseases should not be pursued. The line has been drawn in the sand and each side of the debate must present their case clearly so that the Federal Government must reconsider their stance of limiting funding and banning the harvesting more stem cells from human embryos. In Support of Expanding Federal Funding In the latter part of the 20th century scientists discovered a way to isolate and then cultivate stem cells that taken from human embryos. These were called totipotent cells and this means that these are undifferentiated cells and can be developed further to any type of cell needed by the body. As a result scientists believed that stem cells can be used as a way to rep lace cells lost by the body because of degenerative diseases. But more data was needed and therefore funding from the government. Due to the moral and ethical problem surrounding such types of research the Bush Administration created a compromise. Limited federal funding was authorized but with limitations – the funds that will be released by the Federal Government must only be applied to existing stem cells lines that were already under the authority of the government. Limited funds appropriated to stem cell research is not the only problem why there are those asking the lifting of the ban on stem cell research and increase funding for the same. They argue that in 2005 it was discovered that the few remaining lines of stem cells available and eligible in for research in accordance to government guidelines were contaminated with a molecule that came from mice.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was also pointed out that without the active support of government stem cell research will not succeed. There was the assertion that private funding follows the lead of the federal government. On the other hand it was also made clear that there are private institutions and other states that would continue with their pursuit. States like California took the initiative in raising funds to enhance stem cell research that was already started in their respective state regardless of federal funding. Supporters added that this is not the best way to go forward because without a central authority it is possible that results will be less efficient and non-standard; in other words research will be mediocre. In Opposition to Expanding Federal Funding On the opposite side of the fence the argument was much simpler. They only gave two: 1) stem cell research is tantamount to killing humans because the fertilization of an egg cell by a sperm cell will result not only in a basic building block of life but considered to be a human being no matter how simple and how small it may seem; and 2) there is no hard evidence that can truly demonstrate that stem cell research can produce significant results such as cure someone with Alzheimer’s (Dahnke Dreher, 2006). This means that federal funds will be thrown into a blackhole that continues to absorb billions of dollars without results (McCartney, 2004). It is also difficult to assuage the fear of the public when it comes to potential abuses that will stem from these experiments. Analysis Those in opposition to lifting the ban and increase funding has nothing much to say because they have created an impossible scenario. Their major argument is that proponents of stem cell research has never produced a single result that would validate their claim that stem cells can be used as a form of therapy or medical solution to degenerative diseases. However, this cannot be proved or disproved without federal fun ding. Thus, there is a need to level the playing field; they must allow funding to determine the truth of the matter. On the other hand, the opposition should not be brushed off just that easily. They have a valid argument. If indeed the embryos are considered human then there must be something that has to be done to put limits on what scientists can and not do when it comes to experimenting with human beings. One way to resolve this problem is to lift the ban but give a strict deadline for stem cell research to produce results. After the deadline all funding will be cut-off. This will give supporters the chance to prove that they indeed have something that can prolong life and help millions of people suffering from debilitating sicknesses.Advertising We will write a custom essay sample on Expanding Federal Government Funding of Stem Cell Research specifically for you for only $16.05 $11/page Learn More Conclusion Those who are in opposition to lifting the ban must not create an impossible scenario wherein they prevent the other side from proving that what they have is a viable solution to a very difficult problem and that is the development of a cure for such heartbreaking and debilitating disease such as Alzheimer’s and scoliosis. But they must not be allowed to spend federal funds without accountability. They must follow strict protocols and they must have a deadline to produce results or else their funding will be cut-off forever. References Dahnke, M. Dreher, M. Defining Ethics and Applying the Theories. In Applied Ethics in Nursing. V.D. Lachman (Ed.). New York: Springer, 2006. McCartney, J. Recent Ethical Controversies About Stem Cell Research. In Stem Cell Research. James Humber (Ed.). New Jersey: Humana Press, Inc., 2004. Stojkovic, M. (2010). â€Å"Stem Cells: The International Journal of Cell Differentiation and Proliferation.† Retrieved from web

Who Should I Ask to Write My College Recommendation Letter

Who Should I Ask to Write My College Recommendation Letter SAT / ACT Prep Online Guides and Tips Are you debating who to ask for recommendation letters for college? Letters of rec are a very important part of your application, and strong ones can go a long way toward making you stand out among the competition. That's why you should choose your recommenders with the same thought and care that you put into your personal essay, SAT or ACT prep, and other parts of your application. Before we dive into the key questions to ask yourself when choosing a recommender, let's review what separates the good letters from the bad ones. What Makes a Good Letter of Recommendation? Strong letters of recommendation communicate what makes you a distinct and special student. While applicants may share certain interests, grades, and activities (especially at selective schools, where a large number of applicants are highly qualified), your letters of recommendation can differentiate you from other candidates with similar profiles. Reference letters should discuss your academic ability and potential, but they should also shed light on your character and personality. They should illuminate what drives you and what experiences have shaped who you are today. Admissions officers want to get a holistic sense of what kind of person would arrive at their campus and how she would contribute in and out of the classroom. The best recommendations highlight your key characteristics and demonstrate those traits through specific anecdotes and observations. Those reading the letters should get the sense that the recommender was excited to write about you and inspired to help you on your path to college. Your recommender can rave about you while having the stories and examples to back up their praise. A recommendation can especially speak in your favor if it ranks you highly compared to other students. A phrase like, "one of the top three students I've ever taught in my career" can be a powerful statement, especially if it comes from a teacher who has taught for twenty years at your school. Finally, the strongest letters are eloquent and well-crafted. They show that your recommender took the time and thought to develop a powerful statement of support. They add something unique and interesting to your application and catch the eyes of admissions officers, many of whom read through hundreds or even thousands of applications. Now that you have a sense of what makes an effective evaluation - personal, specific, enthusiastic, and well-written - what about the flip side? What qualities make a recommendation letter not so impressive? If your teacher's face looks like Grumpy Cat's when you ask for a recommendation letter, she might not write you the best one. What Makes a Bad Letter of Recommendation? Generally speaking, no recommendation letter is going to be outrightly critical or accusatory. If a teacher, counselor, or other person doesn't feel qualified or able to provide you with a letter, then she should respectfully decline and/or suggest someone who might be in a better position to help you. That being said, there can still be bad letters of recommendation. The reason that they're bad is usually that they're mediocre, generic, and don't add anything special to your story. One major pitfall for letters of rec is that they simply repeat a student's resume. If a letter states your grades, activities, and honors, then it's basically a reiteration of the rest of your application. As discussed above, a letter should shed light on your character and personality. Otherwise, it does little to differentiate you from other applicants with similar academic and extracurricular profiles. Another quality of poor recommendations is that they don't provide specific anecdotes or examples. Listing adjectives like hard-working, driven, or generous is not that convincing. Instead, the recommender should describe situations in which you demonstrated these qualities. Like the saying goes, actions speak louder than words. Also discussed above is the power of a high ranking. Conversely, a mediocre ranking, like calling a student "above average" or "relatively hard-working" could do more harm than good. On a similar note, a short letter, like less than a page, could suggest that the recommender doesn't know a student too well or doesn't have much to say in her favor. Some students ask a principal, department head, or even someone famous or in goverment to provide them with a letter of recommendation. While this kind of letter can stand out if the recommender knows the student well, it won't necessarily impress admissions officers just by virtue of the person's authority or fame. This is only a good idea if you have a good relationship with the person. Otherwise, it could seem like meaningless name dropping. Considering what makes a letter good and what makes a letter bad, does anyone come to mind that could write you a strong, specific, and enthusiastic letter of recommendation? That's better. Who Can Write You a Strong Letter of Recommendation? Now that you know what makes a letter of recommendation especially strong, you can think about who you know that could fulfill these expectations. The first deciding factor is the requirements of your application, as these can differ from school to school. What is Required? Many colleges ask for one letter of recommendation from and a teacher and one evaluation, often called the "secondary school report," from your counselor. More selective schools, including Ivy League schools, want two teacher recommendations and one from your counselor. Dartmouth and Davidson are unique in that they ask for a peer recommendation from a close friend, classmate, or relative. Finally, some students choose to send an additional supplemental letter, like from a coach or employer, if they feel their teachers or counselor don't know them very well or it can add an important dimension. Schools typically want to see letters of recommendation from teachers of core subjects, like English, math, science, and history. If you're applying for a certain major, then it's a good idea to get a recommendation from a relevant teacher. Students applying to study engineering or at technical schools like MIT or CalTech should probably get recommendations from math and/or science teachers. Students applying to art schools should ask their painting, drawing, or photography teachers. Once you know the requirements of your schools, you can start to think about whose class you did well in. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Were you best in show in any of your classes? Whose Class Did You Excel In? Teachers are in an especially good position to comment on your academic skills and collaboration with classmates. Schools selecting for academic ability especially like to see that students have a love of learning and strong intellectual curiosity. In choosing teachers, think about whose class you excelled in, in terms of grades, participation, and effort. Which teachers taught you a lot or inspired you? Did you impress them with your commitment to group work or interest in taking on extra projects? Did you surpass expectations by taking on a sustained project, like a long term research paper or thesis? Did you show growth or effort in an area that didn't come naturally to you? Even if you weren't "best in show," you could impress them with your dedication to a challenging subject. You might also consider whether you knew this teacher in other contexts, like if she was the advisor of a club or had you for more than one class. Junior year teachers are typically the best choice for recommenders, because they had you recently and for a whole year. Senior year teachers likely don't know you that well yet, and freshman and sophomore year teachers are not very recent. Along similar lines, you want to choose a teacher who knows you well. Even if you didn't get top grades in her class, you can likely get a strong vote of confidence from a teacher who got to know your personal strengths. Who Knows You Well? Apart from considering how you performed academically in a teacher's class, you also should consider how well you know her. If you got an A but didn't speak to your teacher all year, then she can't write much for you beyond the grade you achieved. As discussed above, a strong letter should have specific stories and give insight into your character that admissions officers might not know from reading the rest of your application. Think about teachers who you've gotten to know or had meaningful conversations with. Can they speak to your effort, humor, hard work, or resilience? Do they have a sense of how you analyze and solve problems or approach challenges? Unfortunately, schools have major differences in class size and teacher to student or counselor to student ratios. Some students barely meet their counselor or have trouble connecting with individual teachers in large classes. For the most part, admissions officers should have a sense of your school profile. If this is the case, you might consider adding a supplemental recommendation. It's also a good idea to share information with your recommenders so they can more thoroughly personalize your recommendation. Whether your recommender knows you well or not, it's a good idea to help them out with a "brag sheet," or a document where you reflect on your strengths, goals, and significant experiences and challenges. You (and in most cases, your parents) can and should share your reflections and resume with your recommenders to help them write an effective letter. You can bring this information with you when you request the recommendation and discuss it with your recommender. You can also make an appointment with your counselor so she can get to know you even better and talk about your plans. Finally, you also want to consider who has the time and experience to write a strong letter. Simply put, who can write well? This kid clearly knows what he's doing. What about your teachers? Who Can Write a Good Letter of Recommendation? Your letters of recommendation don't have to win any Pulitzer Prizes, but they do need to be clear, strong, and powerful pieces of writing. You want someone who is going to take the time to craft an eloquent statement of support. The best recommenders have both experience writing letters of rec and familiarity with various colleges and their expectations. Often, students have a sense of who writes good letters through word of mouth. Your counselor may also be a good resource, as she might be able to recommend some teachers as good choices. Teachers with experience are often a good choice, although a relatively new teacher can be great too if she knows you well. You may be able to share guides on recommendation letters with your teachers, but you'd have to gauge whether they could benefit from and be open to these resources. You don't want to cause offense or suggest they don't know what they're doing. At the very least, you can share your resume, brag sheet, and information about the colleges you're applying to and future plans. While the skill and experience of the teacher is an important, if difficult to measure, factor when deciding who can write your recommendation letters, it is secondary to considering who knows you well and admires your academic skills and personal qualities. Now that we've gone over who you should ask for a recommendation letter, what about the flip side? For the purposes of avoiding the earlier described bad letter, who shouldn't you ask for a letter of recommendation? Who You Shouldn't Ask for a Letter of Recommendation As mentioned above, it's unlikely that anyone is going to write you a purposely bad recommendation and sabotage your application. However, recommenders can still unintentionally hurt your chances with a mediocre letter. So that you don't end up with a lukewarm, boring, or meaningless reference, you should make sure to avoid asking certain people. First, don't ask teachers who don't know you well. If you've barely exchanged three words with a teacher all year, then they won't have much to say. Even if they're well aware that the best recommendations letters give stories and examples, they might not have any to share. Then their letters will end up being a restatement of facts and figures, which doesn't communicate much to admissions committees. On a similar note, don't ask your principal or an influential person on the local or national level just because of her authority. If she doesn't know you as a person, then her letter will add little to your application. If you do know the person well, though, then go right ahead. Showing that you got to know your principal well as a high schooler speaks to your outstanding presence at the school. Since colleges want to see your academic ability and potential, you also shouldn't ask a teacher in whose class you performed poorly and didn't put forth effort. If you demonstrated an unwillingness to learn, challenge yourself, or improve, then the teacher won't have many positive things to say about your potential to succeed in college. Finally, consider your counselor's suggestions and general reputation of teachers as letter writers. When I was in high school, I asked a teacher who ended up giving me a generic form letter and wanted me to go through and change all the "he's" to "she's." Needless to say, I immediately asked someone else. If your teacher isn't going to take the time to write you a personalized letter, or if she doesn't know what makes a good rec letter and isn't open to feedback, then she is not the person to ask. You need familiarity combined with strong writing skills to truly communicate who you are as a student and person and stand out as an intriguing document on your behalf. While you may ask for your recommendation at the end of junior year or beginning of senior year, I would recommend starting even earlier in terms of preparing to request recommendation letters. Read on to find out how. Start early. Start Early in Planning Your Recommendation Letters College planning starts years ahead of actually applying to schools. In terms of the recommendation letters, it's a good idea to consider who you might ask at the beginning of junior year. If you usually don't participate much, push yourself to contribute more in class. If you know you're applying as an engineer, consider accepting your science teacher's invitation to join her Robotics Club or ask about designing your own independent project. The most important thing you can do is to push yourself to get to know your teachers and develop a connection with one or more of them. To some students, this comes naturally, while others prefer to work more independently. If you consider yourself the latter, then you might prefer to show your eagerness to learn and contribute with a supplemental project. Pushing yourself to participate more will come in handy when you reach college too, as many of your classes may expect debate and discussion. While you should ask your recommender at least a month before your deadline, many students choose to ask at the end of junior year. You'll still be fresh in the teacher's mind, plus it will show how motivated and proactive you are. You can also schedule meetings with your counselor to discuss your plans as they develop. You don't have to wait for her to call you down. Starting early will help you take an active and intentional stance throughout junior year, plus it will give you extra time in case your plans change or you need to ask a different recommender. Remember, if your teacher seems hesitant or overwhelmed with work, then it might be a good idea to ask someone else. To Sum Up... When deciding who to ask for a recommendation letter, you should think about whose class you did well in (grades, effort, etc), who knows you well, and who's an experienced and qualified writer of recommendation letters. Your counselor and general word-of-mouth can help fill you in on who's going to write a strong letter and who, unfortunately, might just phone it in. Avoid asking teachers in whose classes you showed little effort or interest, or with whom you barely spoke all year. The best letters are insightful and personal, so a teacher who feels like a total stranger probably won't be able to provide that, no matter how detailed your brag sheet is. Make an effort throughout high school, and especially junior year, to go above and beyond to connect with teachers in the classroom or in after school clubs and activities. The more they see you in different contexts working towards your goals and pursuing your interests, the more colorful and specific their letters can be. If you go into junior year with these goals in mind, as well as a strong idea of what your schools are looking for (whether it's strong academic potential or skills for a specific field of study), then you should have a clear sense of which people can best advocate for you with a sincere, inspired, and demonstrative letter of recommendation. What's Next? Before your teachers and counselors can upload their recommendations to the Common Application, you'll be asked about waiving your right to see your letters. Is it a good idea to sign this waiver? (Spoiler: yes). Read all about FERPA and why you should waive your right of access. Applying to college is a complex process that requires a lot of thought, energy, and planning. Now that you have a strong sense of who to ask for letters of recommendation, you can approach the rest of your application with the same awareness. Check out this article to learn more about how to build the most versatile college application. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: