How Matters Stand About Chinese View of Marriage Essay

Normally the couple’s marriage was orchestrated by their folks in old society, and the couple didn't have option to pick their darling. In old society, separate was indecent. Separation was damaging to ethics, even would influence their future. The couples were constrained these weights from popular conclusion and family that they couldn't separate. Consequently, numerous couples had to keep their troubled marriage all their live. As the advancement of the general public, present individuals have changed their thoughts regarding marriage. They won't be constrained from popular conclusion. They have option to pick their own affection. Present Chinese are not, at this point limited by the old idea. They can follow their own will to locate their own joy. At the point when their relationships are despondent, they don't consider the weight from popular feeling to separate. Normally, the separated from rate in the present is higher than past. Present society give individuals a great deal of opportunities, and give individuals more decisions. Expanding of separated from rate is gotten typical. From one viewpoint, it mirrors the advancement of social human progress; on the other hand, what are available individuals look for the love and how do the individuals see about marriage? Through two viewpoints by ladies and men, perhaps individuals can comprehend present’s Chinese perspective on marriage. Numerous ladies look for their darling and measure the men is acceptable or not, they are right through the men’s riches and position. In this way, the ladies go into riches life yet poor existence of the psyche. A man’s riches and position can improve this man’s capacity. Anyway they can't speak to totally the entirety of the man. Ladies contrast searching for beaus with purchase stock offer. They trust their sweethearts are expected stocks and expectation their beaus become great execution stocks later on. Notwithstanding, searching for this caring man, it exists gigantic hazard. There is an old Chinese saying goes, a lady fear wedding an inappropriate man. Regardless of whether the lady wipes her eye for searching for her sweetheart, they are as yet disillusioned every now and again. The outcomes make them need to search for new darling. The men search for sweetheart as purchasing stock offer. Most men perceive first they search for sweetheart due to the woman’s gorgeous. It is beneficial thing for ladies have a gorgeous. Notwithstanding, everybody will be old, and no one can keep their attractive an incredible entirety. Attractive resembles a stock offer that will become devaluated. Truth be told, a man lives with a decent looks lady for entire life. At long last, the man will feel tedious to confront the lady who was even acceptable looks sometime in the future. Somebody has all the more elevated requirements for their loves; the individual will frustrate increasingly about their marriage. Before the couples wed, everybody needs to show their accomplice the best side, and they have a high absolution and resistance to their accomplice. Notwithstanding, after they wed, they lose a great deal absolution and resistance to one another. At that point, they will have more debates and whined. At last, they will confront division and separation. There are exceptionally renowned essayist at any point said in China,† marriage resembles an attack, the individuals outside of the city need to go in, in a similar time, the men inside the city need to get out. † This sentence is best life’s depiction for present couples. Be that as it may, individuals ought to accept the everlasting affection. The general public is advancing; the person is creating, in such extraordinary time, men ought to pick their accomplice resoundingly. Everybody ought to request oneself: do you love your sweetheart? What do you like your sweetheart? Would you be able to live with your darling for entire life? In the current society, a great many people accept genuine affection despite everything exist in the life. As a matter of fact, genuine affection is in everyone’s heart. On the off chance that you pay your adoration earnestly, and seek after your affection continually, your genuine romance will be found at long last by you. On the off chance that you love your darling genuinely, and you will attempt to pay for your upbeat life, everlasting affection will be in your side. Trusting yourself, where has love, bliss is in there. In different words, when you have a positive View of Marriage, you will have a cheerful marriage. . A) what is the Sapir-Whorf Theory? Helpful, significant or not? The Sapir-Whorf hypothesis â€Å"The Sapir-Whorf speculation is a hypothesis advanced by the American anthropological language specialists Sapir and Whorf (and furthermore a conviction held by certain researchers). It expresses that the manner in which individuals see the world is resolved completely or somewhat by the structure of their local language. (2) The Sapir-Whorf speculation comprises of two sections. I. e. etymological determinism and relativism. Whorf proposed first that every more significant level of reasoning are reliant on language. Or on the other hand put it all the more obtusely. Dialects decide thought, I. e. the thought of phonetic determinism. Since dialects contrast from multiple points of view, Whorf likewise accepted that speakers of various language see and experience the world in an unexpected way, I. e. comparative with their phonetic foundation, subsequently the thought of semantic relativism. † I think it is helpful. At the point when individuals learn second language, individuals can see obviously that on the off chance that you need to learn well overall, you ought to learn punctuation, memory the words and the sentences, and you ought to gain proficiency with the foundation of the way of life as well. Along these lines, through The Sapir-Whorf theory, it shows individuals how to gain proficiency with another dialect very well that individuals are remember the words and the sentences, yet in addition individuals ought to get familiar with the way of life of the language. B) what is a culture general? Social universals are whatever is a piece of each culture, however shifts from culture to culture. For instance, marriage, the greater part of the individuals will wed, yet extraordinary nation or diverse zone has distinctive culture of marriage. C) What were they really thinking about naming the seven diminutive people? In this story, the seven dwarfs’ names are Doc, Bashful, Sleepy, Sneezy, Happy, Dopey, and Grumpy. Their names speak to their every trademark. Upbeat speak to he is confident and he enjoys chuckling. Doc appears he knows it all, so he is their pioneer. Along these lines, through their name, individuals can undoubtedly know everybody trademark. D) Why do the vast majority comply with the vast majority of their culture’s standards more often than not? Since the family and society direct impact, a great many people as a rule comply with the vast majority of their societies standards. A culture’s standards speak to a country progress culture. Social standards can adjust the declaration of forceful conduct. In this way, individuals comply with their culture’s standards more often than not that are useful for the individuals having a positive perspective on life. It is certain for people’s lives. Be that as it may, in the event that we judge others whose methods of indicating feelings are diverse as per our own social standards, we may commit the error of â€Å"reading† the other individual mistakenly. 3. Nature versus Sustain in here Some individuals think the insight is from nature, a few people think the knowledge is from support. In China there are words that are â€Å"human nature is caring toward the start of human being’s lives. I think nature and experience where individuals live are generally significant than different components. Just through eating training among China and American, individuals can discover the contrast between Chinese kids and American kids. Chinese connect significa nce to eat. The familiar adage in China is â€Å"people view food as their prime need; food is the need of human. † Chinese guardians love their youngsters, particularly on feast. To start with, they simply need their kids eat more, and the children eat more their folks will be progressively happy, yet the guardians don’t care about whether their kids like it, and the kids have been full. The guardians cajole their kids to eat more. Additionally, when kids don’t need eat and go to play, their grandparents attempt to reach behind the youngsters for taking care of them. American guardians worried about their kids eating as well, yet they are not on a par with Chinese guardians. I have never observed American guardians consistently feed their kids. They let their kids eating without anyone else, and couldn't care less about their garments will be filthy. American guardians don't compel their youngsters for eating. They realize vegetables are useful for their children’s solid. They request their children to eating, however in the event that their children demand not to eat, they won't constrain them once more. They don't very think about whether their children are full. I have never observed American family that when their kids are full, the guardians urge their youngsters eating more. The children simply put the silver at that point left the feasting table. American parents’ mentalities and method of their children eating mirror a center target of kids training in the United States. That is, the guardians train their kids capacity of autonomous reasoning. The children can choose which food they like and don't care for, or ensure they are eager or full. Since the child is attached to play, the person misses time for eating. The person in question will bear the results without anyone else that the individual in question will be eager. That is themselves decision. At the point when the children truly fell unwell with hungry, they will don't continue doing that. American likes to state that committing errors is a fundamental procedure when the children grow up. The premise of this idea is that American guardians imagine that they are equivalent between the guardians and their youngsters. They regard their kids’ thinking, Even however the reasoning is inconsequential. American guardians believe that their children’s lives have a place with themselves, and they can control their live without anyone else. Regardless of now or what's to come. In this manner, American guardians train their youngsters limit with regards to autonomous living from early age. In this manner, the kids don't need eating vegetable; they can don't eat it. At the point when kids state they are full, they can don't eat any longer. About American guardians do these ways for their youngsters, Chinese guardians figure American parent couldn't care less about their childrenâ�

The Catholic Church and the Black Death in the 14th Century

Presentation Termed as Europe’s most prominent biological fiasco, Black Death plague cleared the landmass at a stunning greatness. Proof shows that Black Death plague got common in the West during the center long periods of the fourteenth century[1]. For the most part, when the plague struck nobody realized how to forestall or treat the infection yet numerous individuals turned to phlebotomy, petitions, and mixtures, which end up being unsuccessful[2]. Assessments show that very nearly 50 percent of the Europe’s populace was annihilated by the sickness influencing government, exchange, and trade exercises, which truly reached standstill.Advertising We will compose a custom article test on The Catholic Church and the Black Death in the fourteenth Century explicitly for you for just $16.05 $11/page Learn More The impacts of the infection for quite a while influenced the European culture where for around 200 years; this general public lived under the unnerving impacts and ramifications of the illness. Religion’s job in deciphering the causes and solutions for the infection got obvious during this period for example religion turned into a point of convergence in giving confirmation to the individuals while simultaneously disclosing to the individuals that the illness didn't simply occur in vacuum yet had a certified cause[3]. For instance, one of the soonest composed tractate by James of Agramont who was a specialist in 1348 demonstrated that the infection had come because of sins individuals had submitted against God, refering to Deuteronomy 24, the specialist noticed that, â€Å"God guaranteed thriving to the individuals who keep his decrees, and plague to the individuals who do not†[4]. Hence, the pith of this examination paper is to research the job of Catholic Church during the Black Death, explicitly focusing on the means the congregation used to forestall the infection, the Flagellants and strict developments included and in concl usion the impacts of the illness on the Catholic Church. Strict understanding of the Black Death Religion translation of the plague was that it was a discipline that God was founding and coordinating to people because of pride[5]. As indicated by Konrad von Megenburg who composed the Regensburg, human as a rule had gotten evil and that the plague was a zenith of God’s outrage to the wicked conduct of humankind[6]. The position received by of different journalists nearly show similitudes to these previous situations in that they see the plague to be because of gross underhandedness of mankind and that this devilishness had expanded to obliterate God’s general rules that held the general public together. Simultaneously, different strict estimations have held the idea that Black Death was inescapable so as to fix the fracture of the general public that was being seen along with wrongdoing that existed in huge scale[7]. Medieval Christians on their part connected Black Dea th with the book of Revelation and its parts of the â€Å"Four Horsemen of the Apocalypse-epidemic, war, starvation and death†[8]. The comprehension of these Christians was that there was no much human exertion could do to spare or forestall the ailment since it was a scriptural prediction.Advertising Looking for paper on eastern europe? How about we check whether we can support you! Get your first paper with 15% OFF Learn More While other were mollifying with this scriptural truth, different gatherings of Christians were of the view that the plague to a great extent flagged the happening to Jesus Christ to rule the earth and different gatherings accused ladies communicating a ton of pride along with Jews who were fraudsters to be answerable for the plague in Europe[9]. Place for Medieval and Renaissance Studies note that European Christians saw the Black Death to be God’s discipline for mankind because of enormous wicked activities man was taking part in with his indi vidual Christians[10]. This view persevered for quite a while albeit different sentiments attempted to hypothesize the job of other causative factors separated from strict ones. The premise of this contention is that there were many plain common sins that occurred in many social orders of Europe; subsequently, for God to reestablish His magnificence on earth, mankind needed to experience serious discipline for his actions[11]. The more prominent job of religion in deciphering the reasons for the plague stay prove in contemporary European workmanship and writing, moreover the narratives of the fourteenth century have to a great extent related the event of the plague to the sufferings to divine reprisal for the evil of European culture. For example, Langland places everything in rundown and sees that, â€Å"these diseases were for unadulterated sin†[12]. Techniques utilized by the Catholic church to contain Black Death Upon the plague getting perilous, the congregation particul arly Catholic, which was the primary church during the period, set up certain estimates that planned to forestall or contain the plague. Initially, the congregation restricted and controlled developments of individuals from one city to the next. This was done through laws that were set up and required each resident of the influenced zones to withstand and inability to do so pulled in fine[13]. For example, to abstain from contracting sullied substances anyone from the close by urban communities and areas circumscribing Pistoia were not to be permitted into the region.Advertising We will compose a custom exposition test on The Catholic Church and the Black Death in the fourteenth Century explicitly for you for just $16.05 $11/page Learn More Violation of this law came about into a punishment of fine adding up to 50 pounds. Simultaneously those given the obligation to watch the entryways were given further guidance to guarantee that nobody is allowed from going or coming out of Pistoi a particularly from seriously influenced urban communities of Pisa and Lucca[14]. Anybody spurning this extra law was required to pay a fine of 10 pounds while simultaneously residents of Pistoia examining or wanting to make a trip to the influenced locales were required to acquire a permit from the Council of the People, which was the most noteworthy organ dependable in deciding. The subsequent measure organized by the congregation showed itself in a sort of request and required commitment that anybody needed to watch. For instance, the law clarified that no any resident of the districts inside the purview of Pistoia were to bring or take part in exercises planned for bringing in either cloth or woolen materials that could be utilized as apparel by the two sexual orientations or that could be utilized for bedclothes. Spurning of this request or any endeavor to ignore this law pulled in a punishment of 200 pounds.[15] In a similar measure, residents of Pistoia returning to the natio n were furnished with orders in that they were just permitted to convey with them material or woolen fabrics they had on their bodies and any additional apparel was to be conveyed in a pack or a little bundle weighing not in excess of 30 pounds. Those found to conflict with this request were required to evacuate or send out the additional apparel inside a limit of three days[16]. The third preventive measure proposed that every single dead body were to stay in their spot immaculate until when such bodies have been put into wooden coffins and secured firmly by a conclusion that is made sure about by nails. Anyone relative or close family of the perished found or found to have ridiculed the request were required to pay a fine of as much as 50 pounds. Simultaneously, the dead body was to stay in the coffin until when it is covered, and before any internment could happen, authorities from the city of Pistoia along with ministers of the wards found in the city were to report quickly to t he administration authorities of the city of death cases as they happened. They were to recognize the areas where the dead individual lived and did and if any contradiction of the request was found to have occurred, these authorities were at risk for the fine on the dead person[17]. Quickly the report arrives at the legislature about the dead individual, the podesta or skipper, in whose limit the revealing happens, ought to promptly send an authority to the said area where the dead individual is and guarantee that all substance and other law rules are being seen in guaranteeing the burial service happens inside the rules clarified and any ridiculing of the rules to be punished.Advertising Searching for article on eastern europe? We should check whether we can support you! Get your first paper with 15% OFF Find out More On a lighter note, the punishment endorsed in the law loose on the individuals who were seen to be poor and hopeless in agreement to the revelations and rules of the city concerning poor people[18]. The fourth law was to be executed inside statutes of guaranteeing terrible stench from the dead bodies was not influenced the general enduring populace. As a law, every single dead body were required to be covered in a discard that was burrowed to a profundity of 2.5 braccia and it was to be inside the expressed estimates recommended by the city of Pistoia[19]. Simultaneously, conveying dead bodies to the city of Pistoia paying little heed to the status, age or job of the individual in the public arena was disallowed. Moreover, any individual with less respects to their power position was to guarantee that no dead body is returned or conveyed back to the city of Pistoia without first being put in a coffin and after mocking this necessity the influenced people were required to pay a fine a t the very least 25 pounds. Simultaneously, guardians from the different urban areas were told to guarantee there were no such frequencies of returning bodies before first being put firmly in a coffin, and when any watchman was found to have permitted such dead body to go without satisfying the prerequisites the influenced watchman was likewise fined[20]. The fifth law laid out and required the individuals who had wanted the internment of the expired to maintain a strategic distance from any direct with the perished body or close family membe

MIT Academics

MIT Academics After Graduation, I now have a lot of time to reflect upon my MIT experience. :P Technically, Im not kicked out from the blogs until the end of the summer, so I hope to continue writing a few blogs discussing various aspects that Ive come to gain a better understanding of after my four years here, which I hope would be of use to incoming freshmen, especially. I dont actually have a plan for this, haha, so I will just draft things as they come to me. :P I graduated with a 4.7 GPA from MIT, or 3.7, if you are more familiar with the 4.0 scale. This GPA was good enough to get me into medical schools, but also means that I always get a smattering of Bs along with As every semester. I completed the requirements for two degrees, took five classes for five semesters, four for two, and six for one. I think I am somewhat different from the standard MIT population because: 1) Ive never learned to code* at MIT (requirement for all engineering degrees). 2) Ive never built anything at MIT (most engineering degrees). * To my credit, I was fluent in Python prior to entering MIT, so give me a break before you start berating me D: rawr! A quick look at MIT Enrollment Statistics show that I represent only about a quarter of the MIT population, so be warned. To all incoming MIT freshmen, MIT is hard. It will be harder than anything youve seen. But youll be fine. To those familiar with Wii MarioKart, I once drew this analogy*: * If you are not familiar with Wii MarioKart, either youtube what these levels look like or go get the game! :) Your first semester is Luigi Circuit, its basically a loop for you to get the feel of your cart/bike and to size up your competitors. As long as you steer carefully, Pass/No Record is your friend, and you will be able to cruise through the semester without too much trouble. Your first semester in your major is Moo Moo Meadows. Its still smooth cruising like Luigi Circuit, but there are some new random obstacles along the way, like the herd of wandering cows and the gophers that pop out under you out of nowhere. The first semester will be a time when you test the water and get a feel of how your major would be like for the following years. One of your semesters will feel like Moonview Highway, where everything will feel like chaos. Youre racing around in the dark (more all-nighters and late-nights you can remember), with obstacles, cars, and bombs coming at you from all angles. It will be the semester when youre handling a tough courseload, but also balancing a challenging load of extracurriculars. It wont be your most difficult semester though courseload-wise, that would be the Rainbow Road semester. Finally, one of your semesters will feel like Rainbow Road, when you are constantly falling off the track, banging your head against the wall trying to figure out that really hard course that youre taking. The first lap may feel grueling due to the constant re-starts that you will have to endure, but gratification comes finally during the third lap, when you finally get a feel of the land and race through the dizzying loops on a highway of rainbows. There is no way to uniformly describe how difficult MIT is, and your mileage will vary (mainly due to your high school training, but the bumps will even out after the first year as you adjust to MITs challenges). Heres a few things to keep in mind as you begin your college journey, however: 1. Figure out your study/organization habits. You are not expected to know the answer now, and this almost certainly will change in college, but the sooner you figure this out, the better. For many, MIT will be the first time in your life when you really need to study (it was for me). I also dont believe in books that teaches you how to study, because techniques and tricks vary by person youll have to figure out what works for you. (helpful hint: you no longer can study for exams at 10 PM the night before) Also, figure out what works for you in terms of remembering events/due dates. Ive never had a Google Calendar (and I still dont use any form of electronic scheduling), and I was fine. Find out what works for you! 2. Learn from your friends. Who are the best TAs? Which semester should you take chemistry? Where can you get cheap textbooks*? Your classmates and upperclassmen in your dorm are your friends and will be more than willing to lend you a helping hand hey, weve all been there before! * Generally, you are doing something wrong if you buy all of your textbooks at the MIT Coop. One or two obscure books, okay but no more than that. 3. Use your resources wisely. Heres something you should know other than the GRE, LSAT, GMAT, MCAT, or another standardized test that youll have to take to jump through the hoops of applying to graduate school, you will probably not take a real multiple choice test again (well, at MIT). MIT exams are thinking-focused, which means that youll never be asked to regurgitate material instead, most questions focus on designing experiments, or research- or industry-based questions (not unlike those that researchers are presented with in the lab during the course of their experiments). Although this sounds exciting and rewards students who can think analytically and critically, it also means that there is very little of a safety net. On a standard multiple choice exam, you can still expect to get ~20% by blindly guessing, but on a MIT exam, there is a very real possibility of getting 0% if you dont know anything at all. Truthfully, Ive had nightmares at MIT where I dreamed that I walked into an exam not knowing ANYTHIN G, and getting a zero percent at the end. :'( As such, it is almost impossible to cram for any exam. Studying usually involves doing problem sets (the equivalent to homework in college) carefully and studying old problem sets and exams. You will actually very rarely study from a textbook ever againfor most MIT classes, textbooks are almost like supplemental or background material material that helps with understanding the professors lectures, but is very rarely actually covered by the professor him/herself. This means learning to acquire study material, either from the online course database (Stellar, which will become your very good friend in the next 4 years to come), upperclassmen, or your TA. Figure out where you can get help, like where your TAs Office Hours are. Plan on working on assignments at least a few days in advance, so you can ask your TA if needed (not frantically 3 AM the night before). Same goes for studying for a test TAs are known to host exam review office hours at least 2 days prior to the test, so they dont have to deal with the deluge of students seeking help at the final hour :P 4. Its not a race, really. The final piece of advice is that MIT is not a race. Some of your friends will breeze through the GIRs and make you feel inadequate, but the reality is that the vast majority of us all finish at the end. There is a culture of academic masochism at MIT, where students try to outcompete each other on the number of units theyre taking and the hours of sleep that theyre not getting every night. Regardless of what the people around you are doing, it is the most important to figure out what works for you. There is no shame in dropping a class*. There is no shame in not majoring in engineering**. It is okay to fail a test. Youll be fine. (youll learn the failing the test part ;) guaranteed.) * We have the latest drop-date in major US colleges, at eleven weeks. This means usually you can drop a class like literally two weeks before the final exam without penalty. Use that to your advantage! ** NEWSFLASH: MIT is comprised of more than just Course 6 and Course 2 students. That said, I dug up some classics of my MIT academic career that I want to share with yall. :D Ive gotten a perfect score on a MIT math/science exam only twice, once during 18.02 (Multivariable Calc) and once during 14.02 (Macroeconomics). Here is my lowest numerical grade at MIT EVER. (not lowest by standard deviation, though). BEHOLD! The class average was 37. In case youre wondering, I dropped the class promptly after this exam. Incidentally, the professor who wrote this exam was my academic adviser, hahaha. I kept this exam since 2008 because I still cant get over how badly I did on this test. Its hilarious because I actually put down an answer to every question on the test, but I had almost all of them crossed out by the grader :'( My first graded quiz/exam at MIT! The very first 8.01 quiz in September 2007! :*) I dont know if you can read the text, but the quiz was just this really long question about Ray Allen tossing a basketball. It was almost a prophecy, because the Boston Celtics won the immediate following NBA Final (2008) and there was much celebration in the streets when they did so :) As I was cleaning up my room, I found my very first 18.02 pset! It was so neat and nicely written! :*) (although most of my psets look like thisI have a habit of doing my pset on scraps of paper but then rewriting it nicely before I turn it in for the benefit of the graders :P). In retrospect, HAHAHA I had such little idea of all the pain that was yet to come :P So Im a bio major, right? How did I do in 7.012 (my very first biology class at MIT)? UHHHHH this was my first 7.012 exam: Just FYI, the Bio GIR is often regarded as one of the hardest GIRs, so just letting you know that I really wasnt that n00bish. Also, this was one of my first exams at MIT, and it totally demonstrates what happens if you underestimate MITs difficulty. Full disclosure: I started studying for this exam 10 PM the night before four years later, I even think I got what I deserved at the time: its sheer folly to study for a MIT exam like that. Anyways, the 50% translated to a D+ (the C cutoff was a 52%). Since this was taken on Pass/No Record, I promptly got an email from the Dean of Undergraduate Programming about my performance in Pass/No Record classes (this email is known as a fifth week flag and is sent out to freshmen both semesters who are not passing their classes by the fifth week of class). In my defense, we only had one 7.012 exams in the first five weeks, so this exam was not an accurate indicator of my eventual performance (I passed, and lets say this exam taught me a lesson for the rest of the semester). For the next four years, I kept the Fifth Week Flag email at the top of my Thunderbird Inbox (I use Thunderbird to manage my MIT mail) as a visual reminder to not slack off ever. Its there to the present day. Dear Christopher, I have just received notification of your 5th Week Flag in 7.012. You still have time to turn your grade around and pass the subject, so responding to your flag is critical. You need to advocate for yourself and access the resources that are available to you. As necessary, please consider the following: • Tutoring: Science core tutors and other sources of tutoring are listed at http://web.mit.edu/arc/learning/resources/tutoring.html • Study review sessions prior to all 3.091, 5.111, 8.01, 18.01, 18.02, and 18.03 exams. For information of dates, times, and locations of the sessions please see http://web.mit.edu/arc/learning/news/calendar.html • Meet with your advisor Mr. Matthew McGann. He/She can give you advice on resources, identify the issues/problems that might be plaguing you and discuss your options with you. Your advisor is also copied on the flag you received. • Office of Undergraduate Advising Academic Programming: My office, the UAAP, is your freshman departmental office. UAAP staff can provide advice on your classes and help you develop a recovery plan, room 7-104, 253-6771. • Student Support Services, 5-104, 253-4861 • Medical Department, E23-189, 253-4481 • MIT Mental Health Service, E23-368, 253-2916 • Office of Minority Education, 4-113, 253-5010 I would welcome the opportunity to talk with you about your academic performance or any other issue that may be impacting your studies or well-being. Please call (253-7411), email or stop by my office (7-103). Should I not be available, Dean Donna Friedman (room 7-104) is also able to assist you. Julie Julie B. Norman Senior Associate Dean and Director Office of Undergraduate Advising and Academic Programming MIT yeahhhh, I tell this story to almost everyone when they ask me why I chose to study Biology xP that said, welcome to MIT! :) - ps. This is an email that one of the most successful MIT graduates that Ive known, RJ 08, wrote to me my freshman fall semester on the subject of time management. There are only five emails that Ive kept at the top of my email inbox all four years this is another one of them. His advice is words of pure gold, both at MIT and beyond check it out! Academics: 1) Work on psets with friends, both weaker or stronger in the subject than you are. Either way, youll benefit from further discussion and peer teaching 2) However, spend some time trying psets on your own before working with friends, going for office hours, etc. Itll force you to think through the questions yourself first 3) Always start on all your work early. That way, you make sure you do the pset well, and dont have to pull all-nighters. 4) MIT does not require you to pull all-nighters weekly. 5) If you always fall asleep reading the text (i.e. not a Math/physics major), then work on problems to internalize the concepts 6) Make all effort to stay awake and participate in class, and if you see yourself falling behind, have the discipline to catch up over the weekend before its too late. 7) There are a lot of resources to prepare for exams (past year quizzes, ocw, stellar, office hours, review sessions). Make sure you use them! 8) Enjoy your classes. Seriously. If you dont like them and can help it, drop the class. Balance: 1) Have something to take your mind off work. Ideally it should be a sport, musical activity, etc. It takes your mind off work, and you come back refreshed and energized. 2) Get your 7 hours of sleep. Youre not going to get more done in that extra 3 hours you stay up 3) Be focused in whatever youre doing. Pset time doesnt mean 50% facebook. 4) Think about what exactly you want to get out of MIT. 5.0 GPA? Leadership skills? Friendships? Community Service experiences? Once you make that clear to yourself, and have a priority list, youll know what you should be doing and what you should say no to. 5) Keep busy. MIT has so much to offer, and if you stay busy and focused, you get into the habit of being efficient Scheduling: 1) Have some form of written record of what needs to be done when. google calendar, outlook, or pure simple paper. Having the written record means you dont have to spend brain power thinking about it. This includes a to-do list and a calendar of activities 2) Either when you wake up or go to bed each night, thinking about the day ahead and have a clear idea of what needs to be done. 3) Compartmentalize your time into hour block chunks, and set mini-targets of what needs to be done by when. 4) Again, start things early.

Heritage Assessment Tool Essay - 1189 Words

Heritage Assessment Tool: Varying Cultures Grand Canyon University: NRS 429V Heritage Assessment Tool: Varying Cultures Introduction The Heritage Assessment Tool is designed to â€Å"give nurses an understanding of the patient’s traditional health and illness beliefs and practices so that culturally appropriate interventions can be initiated. The tool is a series of twenty nine questions. These twenty nine questions are designed to determine a patient’s ethnic, cultural, and religious background,† (Flowers, D.L., 2005). Within this paper, the author will summarize the assessment results of three different families, all varying in ethnic backgrounds and culture. These results will then be used to elaborate on how a nurse would†¦show more content†¦They did not interact with their families on a daily or even weekly basis. The considered themselves self-sufficient. This family considered their family to be their friend, not blood relatives, and they looked to them for the support that they needed. Their friends often influenced how they went about their health maintenance. When it comes to nursing, the writer believes that one must understand a patient’s family values. Doing so can give insight into proper interventions. Said interventions may include a support system that includes family member or close friends. The interventions may also include resources for various avenues of information when a support system is not available. Adapting to the patient is the most important part of health maintenance. Health Protection Religious and cultural beliefs are aspects that often influence health protection. The Hispanic family the writer interviewed had very strong Catholic religious beliefs. They take part in daily Bible readings, pray numerous times a day, and attend church multiple times a week. This family’s belief, when it came to religion, plays an important role within their health. â€Å"Hispanic culture combines religion with a strong belief in spirituality and the supernatural. Saints represent many specialized needs and there are specific ones for cancer, dying, and bodily ills. These spiritual andShow MoreRelatedHeritage Assessment Tool1431 Words   |  6 PagesPersonal Assessment Heritage Assessment Tool The tool in question looks at a persons cultural heritage and how that has affected the life decisions that the individual has made. In the United States, many citizens have a distinct and separate heritage because they have recently left a home country and chosen to relocate, but there are many more whose ancestors have been in the US for a very long time. The people who have a long family history in the US probably have less cultural diversityRead MoreThe Heritage Assessment Tool1118 Words   |  4 PagesHeritage Assessment Tool Heritage effects every decision and action in a persons life. In the medical field, this includes how willing or unwilling a patient is to follow a physicians protocol. Because obtaining the proper care is so important for the patients overall well-being, it is vital that physicians educate themselves on the culture of their patients and how to properly offer care and advice. Should a physician be unable to obtain the necessary information, many patients will entirelyRead MoreEssay on Heritage Assessment Tool1734 Words   |  7 Pages The Heritage Assessment Tool Kacey McIntee Grand Canyon University Family Centered Health Promotion NRS-429V Jane Parkman December 21, 2012 The Heritage Assessment Tool   The uprising of diversified communications has caused the combination of differing cultures. This suggests that dissimilar cultures are no not restricted to geographical boundaries. The noteworthy social drive worldwide has elevated apprehension over tailored health care. It is vital that the cultural backgrounds of a groupRead MoreUnderstanding And Applying The Heritage Assessment Tool1441 Words   |  6 PagesUnderstanding and Applying the Heritage Assessment tool The Heritage Assessment Tool (HAT) is a set of questions used to examine an individual’s ethnic, cultural and religious heritage. HAT can be used to understand an individual’s health traditions. The answers to the questionnaire can be used to evaluate how an individual views of health maintenance, health protection and health restoration. The author will review three different individuals culture heritage using the HAT. The cultures that areRead MoreUnderstanding and Applying the Heritage Assessment tool1563 Words   |  7 Pagesï » ¿ Understanding and Applying the Heritage Assessment tool Dana Eldridge Grand Canyon University: NRS-429V November 10, 2013 Heritage Assessment Understanding and Applying the Heritage Assessment tool Nurses have to be culturally competent, they need to assess their individual values and beliefs about health and health care; otherwise, nurses might assume that all cultures share western premises and values. In order to be considerate to an individual, nurses mustRead MoreThe Importance Of Applying A Heritage Assessment Tool1144 Words   |  5 PagesAlbania, New Zealand, and one like myself, who is Spaniard. I will discuss the usefulness of applying a heritage assessment tool when evaluating the needs of the whole person, compare the differences and offer insight in health maintenance, health protection, and health restoration among the cultures, and identify common health traditions and offer reflection based on my own cultural heritage. Gathering information such as where our clients are from, what language they speak, what foods they prepareRead MoreThe Heritage Assessment Tool: a Cultural View of the Patient1121 Words   |  5 PagesTHE HERITAGE ASSESSMENT TOOL: A CULTURAL VIEW OF THE PATIENT The Heritage Assessment Tool: A Cultural View of the Patient Grand Canyon University: 439v March 11, 2012 The Heritage Assessment Tool: A Cultural View of the Patient The Heritage Assessment Tool is a series of 29 questions designed to determine a patient’s ethnic, cultural, and religious background. The tool gives nurses an understanding of the patient’s traditional health and illness beliefs andRead MoreHeritage Assessment Tool For The Field Of Medicine And Health Essay1517 Words   |  7 Pages Heritage assessment tool in nursing is an essential component in the field of medicine and health. All individuals living in a community have their heritage which is different from culture. The traditional health assessment deal with people’s spiritual, mental and physical beliefs. People from different background have different beliefs on death, illness, health and diseases. In most community health is a complete balance between an individual’s mind, body, spirit. Heritage assessment will helpRead MoreHeritage Assessment Tool: Evaluation of Different Cultures and Individual Views of Health1326 Words   |  6 PagesRunning head: HERITAGE ASSESSMENT TOOL: EVALUATION OF DIFFERENT Heritage Assessment Tool: Evaluation of Different Cultures and Individual Views of Health Micaela Simon Grand Canyon University Family-Centered Health Promotion 429V Melanie Escobar RN MSN August 31, 2012 Heritage Assessment Tool: Evaluation of different Cultures and Individual Views of Health The Heritage Assessment Tool can be used as as a reliable tool to assess, health maintenance, protection and restoration of individualRead MoreHeritage Assessment Essay1391 Words   |  6 PagesHome Page  » Other Topics Heritage Assessment In: Other Topics Heritage Assessment Heritage Assessment Latasha Rice, WCC- RN Grand Canyon University: NRS 429v Date: 8/31/2012 What is a heritage assessment? A heritage assessment is a subpart to the overall nursing assessment. Assessing a patient’s heritage allows the nurse to obtain more information about a patient’s culture, including beliefs about health and values

Overview of How Trees Grow and Develop

Inclusive Learning †Ptlls Free Essays

Unit 009 Understanding inclusive learning and teaching in lifelong learning I currently teach yoga to adults at the level of beginners, I have been teaching yoga classes for the past eighteen months. I have another year of study to undertake on the British Wheel of Yoga Diploma. My typical class sizes ideally should be between seven and fifteen students. We will write a custom essay sample on Inclusive Learning – Ptlls or any similar topic only for you Order Now Unfortunately I did not have enough students for my adult education course to run last term. My ideal yoga class would be ninety minutes in length as this allows for adequate time to settle the class, physical posture work, pranayama (breathing control) and finally relaxation and reflection at the end of the session. Whilst I wouldn’t ordinarily use ice breakers when teaching a physical practice, I can definitely see the benefits of using them if I was teaching a workshop or session which involved academic type of learning such as ancient yoga philosophy, kriyas (cleansing techniques) or understanding the chakra system. During this course we have learned that ice breakers are a good way to relax people and breakdown the barriers to learning and are best used at the start of the course. (1. 1) At the start of a term I do establish some ground rules with my students. As it’s a yoga class these rules usually centre around what is appropriate clothing, practicing in barefoot on a suitable mat, not eating a heavy meal before class, turning off mobile phones and discussion around working within their own physical capabilities. Before undertaking this PTLLS course I did not understanding this information exchange to be ground rules. However I can now clearly see that these are indeed ground rules. They serve as a means of guiding the student through what is expected of them and making the class a safe lace to learn. (Daines et al 1993) suggest that people will learn best they feel secure and can try things out safely. (1. 2) My main style of teaching is to offer a theme to the class and interweave that theme to promote learning in the students as well as them performing the physical postures and breathe control techniques. It is safe to say that the main strategy is to demonstrate the postures and then lead the students in active learning in the form of them practicing the postures. I do circulate around the class and offer adjustments and positive feedback where appropriate. Whilst some students are well practiced in yoga others may need extra tuition. This can be done in a way that allows for differentiation a simple and classic way is by layering the way a posture is taught. This style of teaching ensures that everyone in the class can achieve something in a posture. It also ensures that the more advanced students feel challenged by the class. The methods which I commonly use are tutor led demonstration, verbal instructions and handouts. These different methods of teaching are aimed at meeting the needs of the different styles of learners, thereby ensuring the maximum amount of student participation in the lesson. (Spillman 1991 p30) â€Å"The key to differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organizations†. (1. 3) (Word count 529) References Daines et al. (1993) Adult Teaching Adult Learning. Continuing Education Press: Nottingham Spillman,J. (1991) Differentiation – An approach to Teaching and Learning. Pearson Publishing: Cambridge How to cite Inclusive Learning – Ptlls, Essays

It`s important to collect money for summer vacation wisely

It`s important to collect money for summer vacation wisely Vacation is the time which you can devote to yourself, your family and friends, and forget about your work responsibilities. Everyone wants to spend this time in the best way and enjoy it at full. Even if it`s a chance to escape your daily routines, you cannot spend as much money as you want. Summer is getting closer to us, so it`s the time to think well where you want to go and how much money you need to save, here are some tips how to prepare your budget for summer vacation. Calculate how much you will need When you begin to prepare your budget for summer vacation, you are to decide where you want to go, and how much you will need to spend. So in this case you will certainly know how much cash this will take. You should check the information on the average hotel places. How much you will need to pay to get to the destination? How much you are going to spend on daily meals? Take into account some fees, incidental costs, souvenirs and think well which activities you are going to try. Based on this information you can calculate the minimum which you need to complete the trip. Stay realistic concerning your budget You may dream of some unbelievable and special vacation, but think of holidays which you can afford. One of the biggest mistakes is to get into debt to finance your summer vacation. It`s better not to put all your money on credit card as you should control your expenses. Create a vacation savings account Sometimes it can be a mistake to collect money for holidays on the same credit card which you use every day. So setting up a special account for vacation savings is a good idea, you will certainly know how much money you have and regularly put some on it. What is more, you can set up an automat transfer to put money on this card every week and you can state the needed sum. And in some weeks you will be surprised with a collected sum without even realizing it. Get rid of unneeded expenses We all have a bad habit to spend money on things we don`t really need. If you make yourself stop doing so, you will save much money which you can use for your summer vacation. If you cut off your monthly expenses, they will increase your vacation savings. So you will get closer to the vacation of your dream. Check the local deals Still the budget of your vacation may limit you in something, but there`s a great list of things you can discover in the destination city. All you need is to look for the information and use local recourses. This will help you experience the city at lower prices. Sell your things It`s obvious all of us have lots of unneeded stuff in the house. Check your attic, garage and basement and you will find lots of things you can sell. This is the best way to get quick cash, and why not? This procedure won`t upset you but just on the contrary, you will feel happiness of getting closer to your summer holidays and increasing your vacation budget. Create a plan to stay on budget Creating a vacation budget is just a half of a deal, you have to stick to it. Control all your expenses, check what you may skip buying. You can use mobile banking to check you budget, transfers etc. You are to avoid unnecessary expenses. You should know for sure what your vacation budget is in this very moment, and whether your summer vacation is going to happen. Avoid overspending and the holidays of your dream will come true.

My View on School Library and Three Strong Steps to Improve Essays

My View on School Library and Three Strong Steps to Improve Essays My View on School Library and Three Strong Steps to Improve Essay My View on School Library and Three Strong Steps to Improve Essay My view on School library and three strong steps to improve the present library services to attract users of the school. By Santosh kumar Akki It is my belief, simplistic and idealistic, that schooling is all about providing the best learning opportunities for young people to make the most of their lives as self directed, self determined and creative individuals. Preparing our students today for tomorrow’s unknown world.In essence, strong library and information services are essential to a learning program that values the cognitive, cultural, social, affective technological land spiritual development of individuals. meanwhile I dont want to discuss about the present library status but will give you how to improve present position to next level with support and help of the school management. The school library is an educational and cultural center where individuals are exposed to ideas through the use of print and non-print resources in many media formats.The school library fosters the development of lifelong learning abilities and a love of reading in It’s students. It also provides teachers with instructional materials and professional resources. On the basis of my previous years experience I want to develop a three years or five years plan with the assistance of an advisory committee, broadly representative of many disciplines. Setting yearly goals following the suggestion in the administrator remarks. Below I have mentioned some of the important things to attract students to the library.I strongly believe these three important aspects to develop library in all the way for students learning. * Public relations, displays and publicity * Effective information literacy programme * Activities and services: 1. Public relations displays and publicity * An adjacent to public relations is display. The look of the library informs users about the resources and how they can be used. * Displays are a means of assisting students to know and enjoy the library.We have to think about that the resources available for display books, posters, students’ art work and writing, photograph and maps are just small examples. Displays can be used to promote to among us to authors favorite books, themes, different cultural festivals and new resources in the library. Books, magazines, cuttings and leaflets, posters, C. D. ROMs etc. can be used to support the display. Guiding and Signing * Signs at the top of shelving bays those are readable from across the room. * Shelf guides that are movable for when the stock moves on the shelves. Spine labels on information books. Public relation tools: A library guide: is useful tool to know their library better, it could include names of the staff and helpers with photos it’s possible, opening hours, range of resources including information technology, number of books that can be barrowed, lending period, reservations etc†¦ Book marks: Either printed or homemade can remained users of the family-basic information can be included such as opening hours and staff names. Book lists: For each grade level for vacation reading ideas for parents or relating to a particular author or class project.A library news letter: that involves students in its production can include details of new stock and book reviews. 2. Effective information literacy programme Library instruction aims at helping learners understand the process of seeking information that leads to knowledge in an increasingly complex and rapidly changing information rich environment. First of all we have to teach the students what is library? And How to get information from library sources and other so many important things. Below I mentioned some of them. To provide resources and consulting services to teachers and students while supporting and enhancing schools curriculum; * To provide instruction in the evaluation, selection, identification, and use of appropriate information resources in all formats; * By planning and working directly with class room teachers, to actively participate in the instructional process. * To provide resources and consulting services to parents and community groups. * To identify and implement access to resources and information that will enable teachers to implement new teaching strategies. To effectively and efficiently manage the library facility, resources, and programme to benefit the entire school community. * To encourage and provide resources that support and extend the multy lingual capabilities of the students. Library membership standards: Understand the concept of the library as a source of reading. Understand the role of the librarian. Exhibit appropriate library behavior. Exhibit proper care and handling of library material. The student will understand procedures for checking out and returning library materials.Understand the prefixes on call numbers know the difference between fiction and non-fiction. Know about library resources: Student will recognize simple parts of a book, know the difference between books and magazines, and know the range of formats of library materials recognize award winning children’s authors and their work. 3. Activities and services: Activities: * Activities for toddlers reading aloud, storytelling, rhymes and songs, because this age is a crucial time in the development of a language skills. 3 to 5 years age they usually enjoy participating in group activities including reading aloud, storytelling, films, puppet shows, arts and crafts etc.. * For school aged children 6 to 9 are an espatially critical time for children, these are the years when they normally make the transition from just hearing and looking at picture books to reading independently for enjoyment and for school work then a story that will make them laugh or cry or want to know what happens next will motivate them to read. For middle school students we have to conduct below mentioned activities in the library for their improvement in school days. * Author visits * Competition like photography, poetry, story , essay writing and book review competition * Treasure hunts * Book fairs, events such as world book day, librarians day etc * Quizzes based on popular shows and school subjects Services: Friendly, positive and an biased user interaction are the goal of every school library. As we strive offer courteous professional services to all library users. * Reference and related services New additions and display services * Reprographic services * Periodical and display services * Develop collection to reflect the information needs and interest of teens. * Take the requests of teens seriously and ask for their input in developing collections for them. * Recognize that home work is a major part for teen information seeking and that home work assistance is a necessary service for this age group.

The Big Secret to SAT Writing Strategies to Excel

The Big Secret to SAT Writing Strategies to Excel SAT / ACT Prep Online Guides and Tips If you've noticed that the SAT Writing section seems to be confusing, that's becauseit's intentionally designed to be that way. But we're going to let you in on something that the College Board doesn't want you to know: there area few key secrets that will help you understand this part of the SAT,and knowing them makes itmuch easier to crack.Read on to learn how to take this section of the SAT into your own hands. In this article, I am going to show you: How the SAT Writing tries to trick you with "normal"-sounding English How the SAT Writing testsunusual grammar and style rules that your English class may not have focused on The top concepts that the SAT Writing testover and over and over again Why this predictability matters and how to use it to your advantage Without further ado, let's dive into one of the number one ways the SAT Writing counts on making you mess up. Everyday English Is a Trap Did you know that the English you speak every day is probably grammatically incorrect?The College Board does,and in fact they were counting on that when they designed the SAT Writing.Each of the sentences below has at least one error. Can you spot them? Kim and me attended the civil rights conference that was held at school today. We discussed the Civil Rights Movement of the 1960s, debated different modern-day issues, and were talking about freedom of speech. We learned that if someone is different to you, you should respect them for who they are. The SATtests everyday incorrect English to see who knows what "sounds" right, and who actually knows the different grammar rules. There are two main strategies that the test writersuse to do this. The first is that they will give you a deceptively simple-looking sentence that sounds normal but actually has a tricky grammar error. The second is to give you a ridiculously convoluted sentence that hides a simple grammar mistake. They are testing you: can you see through their sentences to the grammatical structures underneath? Let's look at an example. Here is something I recently heard on a well-known televised cooking competition: She sliced the Wellington, and gave it to Nick and I to garnish. Though a lot of people talk this way,it's not correct. Why?"Nick and I" are both objects of the preposition "to", and therefore "I" should be in the objective case- "me". In colloquial English use, you will often hear peoplemisusing pronoun cases. This is one of the many "everyday English" mistakes that the SAT will throw at you. Not sure what a pronoun case is?There’s a guide for that. At other times, the SAT will hide simple grammatical errors in a very wordy sentence. Example The lamb is not properly cooked, and having to apologize to the guests for his mistakes are the most embarrassing thing about participating inHell's Kitchen. If the above sentence just read, "Having to apologize are the most embarrassing thing," most people would immediately spot the error. The SAT adds extra unnecessary phrases and clauses to make these simple error more difficult to spot. Good news! Now that you know the main way that the SAT Writing tries to trick you, you canuse it to your advantage. Remember that you cannot just use your ear to know if a sentence is correct or incorrect. (Unless you have an exceptionally-trained ear, of course! But most people who speak everyday English do not. Remember that the SAT cares about correct grammar over awkwardness.Just because a sentence is phrased very oddly doesn't mean it's incorrect. Look for the same things that you would look for in a more normal-sounding sentence (like subject-verb agreement, pronoun case, etc.) to see if it's grammatically correct. Remember, the SAT doesn't care if something is awkward. This is why it's so important to understand what the SAT thinks is grammatically correct, as opposed to what you think sounds good.Many of these grammar rules you will be familiar with, but other may come as a surprise to you, and that's because... SAT Writing Doesn't Always Test Normal Grammar Rules Some of the rules they test you on seem downright arbitrary, and, in fact, they are. In theory, you will have learned many of the more "normal" rules in your high school English class. As discussed above, though, this doesn't mean that these concepts will be covered in as straightforward a way as you are used to. Other times, however, you will need to learn the SAT's weird "grammar" rules, which mostly focus onstyle, and what the SAT thinks sounds correct!Don't be fooled by these just because they are not the same as what you have covered in class. Here are some of the top stylistic rules the SAT Writing favors: 1. Pronouns must have a clear antecedent. The antecedent is the noun that the pronoun is replacing. On the SAT, the antecedentmust actually be referenced in the same sentence, or a very nearby sentence in the case of Improving Paragraphs. If it not 100% clear - and spelled out - what the pronoun is referring to, it's incorrect in the SAT's eyes. Let's look at an example: Melissa hurried into the theater and tried to find her seat, relieved that it had not already started. Most people would have no trouble understanding this sentence. It's clear from the context that Melissa is relieved that whatever show she is seeing in the theater has not started yet. However, in the SAT's eyes, this sentence would beincorrectbecause we don't have an explicitly-stated antecedent for "it". According to the SAT, the only things that "it" could refer to are either "theater" or "seat" - and neither of those makes sense! 2. Always use "and" instead of other connecting words The SAT Writing also tests you on your ability to state something in themost straightforward and concise way.By their standards, "and" is the most straightforward way to join things together. So, if you see a sentence trying to replace "and" with another connecting word - such as "plus" or "as well as" - it is incorrect. Note that this does not apply to joining independent clauses together for compound sentences. OnlyFANBOYS conjunction can be usedfor that task. Let's look at an example: Amanda took one job in a restaurant plus one in a hotel. This would be consideredincorrect. Instead, try this: Amanda took one job in a restaurantand one in a hotel. 3. Only similar things can be compared We have a whole article on this topic if you want to go into it in more depth. The basic idea is that the SAT only wants you to compare two similar things. Obviously this has nothing to do with being grammatically correct English- it's just the SAT's preference. For example: John's car was newer than Jerry. Grammatically this makes perfect sense: Let's say that Jerry is 30 years old, but John's car is only 5 years old. However, in the SAT's eyes this is a mistake because a car and a person are too dissimilar to be compared. Let's look at another: Kim Kardashian was jealous because her selfies were not as popular as Khloe. Beware of selfie rage. Again, strictly from a grammar point of view, thisis a correct sentence. One might hope that a human being is more popular than a selfie. However, the SAT does not want you to compare Kim's selfies to Khloe; instead, it wants you to compare Kim's selfies to Khloe's selfies. This is how the sentence would look corrected: Kim Kardashian was jealous because her selfies were not as popular as Khloe's selfies. Now we are comparing selfies to selfies, which are two similar things, and therefore this comparison has the SAT's blessing. 4. Don't delete something unless it is redundant This doesn't come up too frequently, but occasionally an Identifying Errors question will give you something like this: As part of his annual payment, he receives a bonus every year. According to the SAT, this kind of redundancy is incorrect. This goes back to our rule of making everything concise as concise as possible - if you have already been told that something happens annually, you don't also need to be told that it happens every year! 5. Be careful ofusing "because" with nouns The SAT Writing will occasionally use two constructions with the word "because", and both of them are considered incorrect. The first is something that has become common slang recently:because + noun For example, to paraphrase a recent Carl's Jr. commercial, We made a disgusting hamburger with a hot dog on top of itbecause America. Better together? This, unfortunately, will never be correct. Similarly, occasionally the SAT will use the following incorrect construction:noun + is because of Let's look at an example: The drought in California is because of the lack of rain. So, how do you make sure you always catch these problems? Whenever you see the word "because", make sure that it is joiningtwo clauses. A clause is something that has both a subject and a verb. Alternately, "because of" can be used as a preposition with a noun object, but in that case make sure that the rest of the sentence makes sense on its own if you get rid of the prepositional phrase! To fix the above sentences, we would say: We made a disgusting hamburger with a hot dog on top of itbecausewe have misunderstood what America needs. Thereisadroughtin Californiabecausewe have had a lack of rain. OR Thereisadrought in Californiabecause of the lack of rain. 6. If more than one answer is grammatically correct, choose the most concise answer that has the fewest extra words. Many students mistakenly think that having more words makes a sentence sound more academic, but this is not the case. The SAT Writing will always be looking to see if you can spot the most direct and concise way of saying something. So when two or more answers are equally grammatically correct, go for the most concise answer. These six rules are important to know, along with the more basic grammar rules that you've learned in school. This is because.... The SAT likes to test the same thing - over and over and over again. Good news! Though the SAT does try to trick you in the ways we discussed above, it'sotherwisevery consistent and easy to predict.It really only focuses on a few different concepts, and will test you on those concepts repeatedly. The below graphs show SAT Writing’s favorite question types grammar rules to test. If you master those main concepts, you will be a step ahead in conquering this section. What does this tell you? Top secrets for Improving Sentences Around ⅙ of the time, the sentences will be correct as is. Many students are afraid to choose this option, or to choose it too often. If you finish this section and you haven’t had any (A) answers, you can assume you probably went wrong somewhere! Over half the questions will test the same four concepts: Wordiness, especially through gerunds, participles, and use of the passive voice. Ifyou see an answer choice that contains a lot of -ing or -ed words, and the same idea is expressed more succinctly and directly in another option, go for the other option. Fixing comma splices, run-ons, or incorrect conjunctions. Therefore, make sure that you understand how to use semicolons to connect two independent clauses instead of commas. Fixing dangling or misplaced modifiers.Whenever you see a clause or phrase describing something, make sure it's next to the thing it’s describing. Using correct parallel structure.If similar ideas can be expressed through similar language, do it! For more information on this, see our guide to parallel structure. What does this tell you? Top secrets for Identifying Errors About ⅙ of the time, the correct answer will be (E), No Error. These questions can occur back to back. Over 25% of the questions are all about verbs: either subject-verb agreement, or correct verb tense/form.Make sure to see our guide all about how verbs are used on the SAT Writing section, and you will be well on your way to understanding this section. One of the other most common mistakes is in pronoun-antecedent agreement.This topic is all about attention to detail - make sure you match up pronouns to what they refer to and check that plural pronouns match with plural nouns. Check out our guide to parts of speech for more info on when to use which pronoun. What does this tell you? Top secrets for Improving Paragraphs Most questions in this section are about how to improve sentences - meaning that you will use the exact same skills that you need for Improving Sentences questions. The other main question types in this section focus on context. In order to understand how to use transitions and where to add or delete info, you need to be able to understand how sentences are working in the paragraph as a whole.This skill is unique to this section of the Writing SAT.For more info about how to master this section, see our guide on how to approach Improving Paragraphs questions. Why does predictability matter? As you have just seen, the SAT writing sectionactually does not cover that many different topics, and very few concepts will be focused on in detail. This means that you canfocus your studying. Especially if you are aiming for a score around 500 - 600, you should focus on learning the most commonly-tested concepts.When you do this, you will soon start to notice that alot of the questions look similar. This is a good thing- it means that you're learning to beat the SAT at its own game! This is why practice is particularly important for this section of the test and can lead to abig score improvement. If you're used to the kinds of questions that you will see over and over, you willimmediately recognize the kind of question you are being presented with. For effective studying, you should work withreal question from past SAT tests.You can find somehere. When you start to notice patterns,write them down.For example, when a question makes a point of mentioning time, it's most likely going to be averb tense question. You will start to notice a lot of patterns like this that will alert you to what kind of question you are getting. This will help you immediately spotwhat the SAT is asking forand will make the questionseasier to answer. Now that you know this, you can... Use the Test to Create Your Strategy Now that you know the SAT writing sectionis going to be very predictable and follow a certain pattern, you can use this fact to your advantage.Create a plan that you can use to attack each question type. Try using the following steps when working on this section of the test: 1. When you read the sentences and answer choices, alwayseliminate any obvious grammar errors first. 2. Next, eliminate any answers that are structurally identical. They can't both be correct, and therefore neither one is correct. 3. Take a closer look at the question, and see if you can find any of themost common errors that the SAT Writing tests.For example, check that subjects and verbs agree, that pronouns have an obvious antecedent that they match in number, that the verb tense is correct, that there are no run-ons, and that parallel structure is used correctly. Going through this list of potential issues will allow you to answerthe vast majority of the questions. 4. If you are still stuck between a few answer choices that both seem grammatically correct,always choose the most concise answer, with the fewest gerunds and extra words. You May Now Dominate the Test Understanding how the test works puts you in a position of power. Get excited - you know the secrets now! Instead of feeling helpless oruncertain about SAT Writing questions, you can confidently attack them, confidentthat you already know everything they're going to ask you. Keep calm and test on. Nerves contribute to careless errors. Because you now know what to expect, you have nothing to fear! What’s next? Now you know what to look for, so go out and conquer the grammar concepts you need to learn. If you want to test yourself, try out some of the most difficult questions you will find on SAT Writing. Aiming for a top score? Read8 key strategies to improve your score, and check out thesetop tips from a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. 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Critically evaluate how the Resource based view approach to HRM can Essay

Critically evaluate how the Resource based view approach to HRM can help or fail to produce the performance outcomes an organisation requires - Essay Example isting resources within an organisation and in a new way instead of acquiring new skills for each new opportunity that presents itself in the business environment is ideal to improving organisational performance. Where organisations focus on RBV approach, resources are ideal in enabling the organisation to achieve better performance. In applying RBV approach, two types of resources are available for organisation to use to exploit opportunities in the business environment; this includes the tangible and intangible resources. However, tangible resources can be accessed easily in the market and as such; they bring little advantage for organisations when considered in the long-term basis since competitors can acquire the same resources. On the other hand, intangible resources denote resources that are not physical and those that are at the disposal of the organisation to use in improving performance. For instance, an organisation can use brand name or trademark to create uniqueness over competitors (Wright, Dunford & Snell, p.711). In essence, it is impossible for competitors to buy brand reputation of other firms in an attempt to improve their competitive nature in the business environment. Conversely, while RBV aid in improving an organisation’s competitive edge, it has to be noted that for such goal to be realised, the approach has to consider two critical assumptions that include heterogeneity and immobility (Colbert 2004, p.351). This paper examines how RBV approach to human resource management can help or fail to produce the performance outcomes that an organisation requires. RBV approach to human resource management proposes the view that various resources within an organisation are the key to realising positive outcomes and this includes human capital or resources. These internal resources are also viewed as important in providing an organisation the required competitive advantage in the business environment. This is because when resources within an

Economics by Boyd and Smith Assignment Example | Topics and Well Written Essays - 1000 words

Economics by Boyd and Smith - Assignment Example According to the paper a store of value such that it holds its own value over a longer duration of time, although it does not elevate money so superior because there are other stores of value such as land. However, it is a portable store of value that is available in various convenient denominations, and lastly, it is a unit of account that provides a common measure for the value of commodities and services in exchange, which enables buyers and sellers to know how much of the goods to sell or purchase. Â  Federal eserve controls the money supply by : Setting the reserve requirement for banks, through buying and selling treasury bills and notes and by moderating the supply of money through lowering or raising the interest rates which are passed to the banks and finally to the consumers. This discussion outlines that the assumption of constant velocity implies that if an assumption is additional, the money velocity is constant, and then the equation yields a fundamental theory of the money effects known as the money’s quantity theory useful in determining the nominal GDP. Raising the inflation from 6 to 8 percent will mean that the currencys interest rate catches up with the higher inflation rising by 6 points a year from their original value leaving the real return on that currency unchanged. Fiscal and Monetary policies play a role in causing ending hyperinflations, usually done by the central bank or the government to ensure the control of flow of money, and; therefore, minimizing both the exchange rates and the government’s expenditure. The interest rate that is nominal is the stated rate of return on a financial asset e.g. the interest rate that a bank pays on deposition certificate while the real interest rate is the rate, which is nominal on ret urn and one adjusted for inflation.

Impact Of Social Networking Sites on Youth

Impact Of Social Networking Sites on Youth Just when many of us thought we understood how to use email, could shop online, and search the web for recipes or the long- lost instruction manual for a piece of equipment in the garage, the web is evolving. Now we hear about blogs, podcasts, Facebook, Myspace and Orkut. These are some of the tools and technology associated with a recent phenomenon called social networking and it is everywhere. Social networking has become part of the daily life experience for an increasing number of people. The rapid adoption of social network sites by teenagers in the United States and in many other countries around the world raises some important questions. Why do teenagers flock to these sites? What are they expressing on them? How do these sites fit into their lives? What are they learning from their participation? Are these online activities like face-to-face friendships or are they different, or complementary? (Danah Boyd, 2007). Penuel and Riel define social networking as a set of people and the relationships between them. That definition is found today in the social networking services that promote the development of online communities of people. Social networking such as Facebook, Orkut, Myspace, Flickr and Youtube are sites where users apply for membership and maintain their personal profile information in a centrally organized database. Each network members controls access to t heir profile by accepting or declining requests from other network members to be friends. By expanding and developing their network of friends, social networking members are able to maintain online relationships for work, study, special- interests or leisure- related purposes. Social networking services utilize the participation technology and software tools to facilitate communication and interaction between members. Social software communication tools include blogs, wikis, instant messaging, chat rooms, message boards and social bookmarking. Members use these tools to share online ideas, documents, photos, videos, and favorite websites actually almost anything. As more people participate in social networking, the question becomes is it merely a social activity or are they involved in learning? And social networking websites is very popular among the youth so that they contribute the majority percentage of the users of these sites. So, the researcher wanted to study the impact of these social networking sites on their education. LITERATURE REVIEW Jeff Cain (2008), in the research paper Online Social Networking Issues Within Academia and Pharmacy Education has discussed that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Ana M Martinez Aleman, Katherine Lynk Wartman and M Aleman Ana (2009) in their book Online Social Networking on Campus said that Teenagers online social needs are similar to those of college students. High school students want to stay up to date with their friends status; they plan activities online; they are social searchers who investigate other users with whom they have a real- life connection, and also like college students, they perceive their Facebook community to correspond to their existing real-life social relationships at school or other institutional affiliations (sports teams, music groups, etc.). Though perhaps not a user community that engages in social browsing to connect with other users offline, the high school user seems less alien and disparate to Facebooks traditional and original niche user than the older adult user. Henk Huijser (2007) explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. Vincent Miller (2008) in his research paper New Media, Networking and Phatic Culture has discussed that This article will demonstrate how the notion of phatic communion has become an increasingly significant part of digital media culture alongside the rise of online networking practices. Through a consideration of the new media objects of blogs, social networking profiles and microblogs, along with their associated practices, I will argue, that the social contexts of individualization and network sociality, alongside the technological developments associated with pervasive communication and connected presence has led to an online media culture increasingly dominated by phatic communications. That is, communications which have purely social (networking) and not informational or dialogic intents. I conclude with a discussion of the potential nihilistic consequences of such a culture. Doris de Almeida Soares and Escola Naval (2008) in their resarch paper Understanding class blogs as a tool for language development it has been said that Web 2.0 has allowed for the development of cyber spaces where any computer user can create their own public pages to share knowledge, feelings and thoughts inviting linguistic interactions with people around the globe. This innovation has caught the attention of language practitioners who wish to experiment with blogging to enhance the teaching and learning experience. In 2007 I set up a class blog with my nine pre-intermediate EFL students in a language school in Brazil. This experience gave rise to two central questions: a) did my students see our blog as a learning tool? and b) what was blogging like in other language teaching contexts? To answer the first question I carried out some Exploratory Practice for three months. As for the second question, I designed an online survey which was answered by 16 members of a community of pr actice called the Webheads. Ultimately I learned that my students saw our blog as a learning tool and that blogs are being used in different ways around the world. This article presents the rationale behind using blogs in language classes, describes my research process and discusses the understanding my students and I have gained from exploring our own practices. R. Cachia, R. Compano and O. Da Costa (2005) in their research paper Students Actually Use the Internet for Education says that New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, Creating Connecting: Research and Guidelines on Online Socialand EducationalNetworking, the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music. For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who make decisions on Internet policy. It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork. Further, these students are spending almost as much time on the Internet visiting websites and social networking services (nine hours per week for teens) as they spend watching television (10 hours). A full 96 percent of students surveyed responded that they use the Internet for social networking purposes, including Facebook, MySpace, Webkins, and Nick.com chat. Seventy-one percent said they use these services at least on a weekly basis. Yet, the study asserts, the vast majority of school districts have stringent rules against nearly all forms of social networking during the school dayeven though students and parents report few problem behaviors online. Indeed, both district leaders and parents believe that social networking could play a positive role in students lives and they recognize opportunities for using it in educationat a time when teachers now routinely assign homework that requires Internet use to complete. In light of the study findings, school districts may want to consider reexamining their policies and practices and explore ways in which they could use social networking for educational purposes. Jeff Cain (2008) in Online Social Networking Issues Within Academia and Pharmacy Education it has been said that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Danah M. Boyd and N.B. Ellison (2007) in their research paper Social network sites: Definition, history, and scholarship it has been said that Social network sites (SNSs) are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach. This special theme section of the Journal of Computer-Mediated Communication brings together scholarship on these emergent phenomena. In this introductory article, the authors describe features of SNSs and propose a comprehensive definition. They then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, they discuss the articles in this special section and conclude with considerations for future research. The work described above and included in this special theme section contributes to an on-going dialogue about the importance of social network sites, both for practitioners and researchers. Vast, uncharted waters still remain to be explored. Methodologically, SNS researchers ability to make causal claims is limited by a lack of experimental or longitudinal studies. Although the situation is rapidly changing, scholars still have a limited understanding of who is and who is not using these sites, why, and for what purposes, especially outside the U.S. Such questions will require large-scale quantitative and qualitative research. Richer, ethnographic research on populations more difficult to access (including non-users) would further aid scholars ability to understand the long-term implications of these tools. They hope that the work described here and included in this collection will help build a foundation for future investigations of these and other important issues surrounding socia l network sites. M. Brendesha Tynes (2007), in Internet Safety Gone Wild? Sacrificing the Educational and Psychosocial Benefits of Online Social Environments it has been said that Many Internet safety and parenting experts suggest that parents prohibit their teens from social networking sites and other online spaces where predators may lurk. But we may do adolescents a disservice when we curtail their participation in these spaces, because the educational and psychosocial benefits of this type of communication can far outweigh the potential dangers. These benefits include developing cognitive skills that are consistent with those required in educational settings and perspective-taking skills that are necessary for citizenship in an increasingly multiracial society. Alternative strategies for keeping adolescents safe online should build on the increasing technological awareness and sophistication of teens themselves. Danah Boyd (2007) in her research paper Why Youth Social Network Sites: The Role of Networked Publics in Teenage Social Life has said that Although news media give the impression that all online teens in the United States are on MySpace, this is not the case. For this reason, I want to take a moment to discuss who is not participating. In 2004, PEW found that 87 percent of teenagers aged twelve to seventeen have some level of Internet access.5 In a study conducted in late 2006, they found that 55 percent of online teens aged twelve to seventeen have created profiles on social network sites with 64 percent of teens aged fifteen to seventeen.6 While these numbers are most likely low,7 it is very clear that not all high school students participate in online communities that require public content creation like social network sites. Gender also appears to influence participation on social network sites. Younger boys are more likely to participate than younger girls (46 percent vs. 44 percent) but older girls are far more likely to participate than older boys (70 percent vs. 57 percent). Older boys are twice as likely to use the sites to flirt and slightly more likely to use the sites to meet new people than girls of their age. Older girls are far more likely to use these sites to communicate with friends they see in person than younger people or boys of their age.10 While gender differences do exist and should not be ignored, most of what I discuss in this article concerns practices that are common to both boys and girls. The research paper Exploring the Educational Potential of Social Networking Sites: The Fine Line between Exploiting Opportunities and Unwelcome Imposition by Henk Huijser (2007) University of Southern Queensland explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. In the research paper Social networking sites within Higher Education threat or opportunity? by Neville Palmer, Jomo Batola, Margaret Jones and Sheila Baron (2007) it has been said that a Southampton Solent University, students predominantly use Facebook to advertise social and sporting events, make new friends, or chat among existing friends. There are currently over 6,200 members of the official Southampton Solent network, which represents around 40% of all students at the University, though there may be more in other groups. Currently there seem to be at least 150 different groups representing areas of interest under the umbrella of the University, ranging from the bizarre to sports clubs, social activities and academic related interests. Most of these groups have a small membership. There are also alumni groups, and some specific course related groups. These seem to have been formed, not by staff, but by students. For example there is a group for journalism students and another for business studies. There is a mixture of social chitchat, but also course related self help discussion. The journalism students are also giving each other leads on where they can get work experience. Forums are a form of Social Software that can be a useful tool in education. Forums are also related to Blogs, though a blog is centered on an individual, whereas a forum is centered more on an area of interest (Holzsclag 2005). There are many blogs on the Internet posted by individuals to discuss subjects ranging from their personal lives to World events. However some students are using blogs to post and discuss their work and ideas so that others can comment and advice on it (Polly 2007). A forum can be useful when a particular topic or area of interest requires discussion on the Web. This concept is being used at Southampton Solent University. In the research paper Youth Impact I has been said that A combination of the words iPod and broadcast, podcasts are digital media files distributed over the Internet and listened to on a portable media player. A related term is vodcast, which describes podcasts that incorporate video. Podcasts were originally conceived as a way for people to create their own radio shows without needing a recording studio or transmission network. They evolved into a means of recording and distributing speeches, classes and training sessions, and public safety messages. They are especially popular in K-12 schools and colleges: Teachers and professors use them to record lessons, debates, and guest speakers for absent students or later use, and students use them to record their presentations, projects, and experiments Podcasters and vodcasters record their audio and video sessions, edit them, and upload them to a feed. Listeners and viewers use a podcatcher service such as iTunes to search for and subscribe to one or more feeds. When a new podcast or vodcast is released on the feed, the audio or video file will download automatically to the subscribers iPod, computer, or other device so that they can listen to or view it at their leisure. The review of literature gave a clear idea on the use of social networking websites and the aim of the study was formulated to find the Impact of Social Networking Websites on the education of Youth and the objective is to find the trends in the Internet use by youth and to study the impact of social networking websites on the education of youth. METHODOLOGY For conducting the research, the researcher has chosen the following two methodologies: Survey and In-depth Interview. The researcher adopted the Stratified Random Sampling technique. Stratified random sampling is done when the universe is heterogeneous i.e. if the people are of different kinds. So the universe is sub-divided into many homogeneous groups or strata. And the random sampling is done in each stratum and the sample size from each stratum is taken proportionally. The total number of samples taken were 500 i.e., 125 in each stratum. The researcher has sub- divided the universe as following strata Stratum 1- +1 +2 students Stratum 2- Engineering students Stratum 3- medical students Stratum 4- Arts Science and others Also, the researcher has interviewed experts from the field to know their perspectives of the impact of the Internet on education and to know the impact of social networking sites and how far it complements the students education. ANALYSIS Survey: Statistical Analysis Survey has been done among five hundred respondents, one hundred and twenty five students from each stratum. Among the five hundred respondents 295 were male and 205 were female. 100 students accessing Internet for more than five years, 140 students for 3-5 years, highest of all- 205 students for 1-3 years and the lowest of all- 55 students for less than a year. 210 students access Internet several times in a week, 125- once in a week, 70- once in a day, 45- several times in a day and 50- rarely. When asked about the number of years the students are using social networking sites (SNS), majority of the students from all stratum have selected the option 1-3 years. Majority of the students sit in the social networking sites several times in a week. Next highest is the option once in a week. The lowest is several times a day. Maximum number of respondents uses social networking sites more than one hour and exactly only 185 students sit for less than hour. Maximum respondents said the SNS is rarely useful for their education and 140 students said it is useful only during the exams. 65 said it is useful for the education at all times and 85 said it is never useful for the education. 310 students said SNS is time consuming, 195 said they use SNS for education and 135 said they chat regarding academics in SNS. 190 students have not agreed that social networking is time consuming. But out of 190 students, 150 of them sit in SNS more than hour. 75 of them sit for 2-4 hours and 5 sit for more than four once they access the social networking sites. 260 students said their academic performance didnt change because of using SNS and only 15 students said that it has decreased. Others said it has improved. 455 students have an account in Orkut and some of them have account in Facebook, Hi-5 etc. But next to Orkut many are familiar with the Youtube website and the next is Facebook. SNS is highly used by the students as a messenger, then it is used for sharing photos and videos and then it is used to find new friends. Only 140 students have joined in the communities regarding academics, out of which 110 had said that those communities were helpful for the education. And only 40 students have said that the social networking sites distract them from the studies. Thus, from the percentage analysis of the survey data, it is found that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. Maximum percentage of the students accessing social networking sites for 1-3 years. Figure 1.1 No. of years students accessing SNS 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. Figure 1.2 Time spent in SNS 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. Figure 1.3 SNS in education 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. Figure 1.4 SNS is time consuming 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Figure 1.5 Academic performance Interview with Prof. V. Sundareswaran Dr. V. Sundareswaran, the Professor Head, Department of Media Sciences, Anna University Chennai has thirty one years of experience in the teaching field. When asked about the difference between knowledge level of students ten years back and the students at present he said that retrieval or gathering of information was very difficult in those days. It took a lot of time to reach the source materials which are in libraries. But nowadays students gather lot of information very quickly and easily using Internet. And said because of the Internet the students at present are more knowledgeable than the students in the past. And also added at times students know more than the teachers also. He said no one knows about how students are using the Internet. When a student is at home, teachers doesnt know how and for what he/she is using the Internet and when the students are at the institution, parents doesnt know what he/she is doing. When asked about students- teachers interaction via Internet he said that it is a good and easy way for a student to reach the teacher and clear some doubts or get some guidance at any time. But nothing is equivalent to the conventional class room. He always prefers the traditional classroom teaching method and specifically chalk and board teaching. He doesnt prefer to use the Over Head Projectors and Powerpoint slides also. When asked whether he thinks the information is better conveyed through the interactions with the teachers by the students in the Internet, he said he dont know as he doesnt use Internet much. He rarely uses Internet only to guide his research students. When asked about websites like Orkut and Facebook, he said he dont know about those sites and remembered me his point that at times students know more than their teachers. Interview with Mr. Kiruba Shankar Mr. Kiruba Shankar, CEO of f5ive technologies, a web based company is also a social media enthusiast. When asked about his opinion about the social networking sites like Orkut and Facebook they are wonderful tools to expand ones contact beyond the first circle of friends. Its a wonderful way to keep ones friends updated about whats happening in his/her life. That said, Social Networking sites are like a two edged knife. While they can be extremely useful, they can also be misused and become a time sink. He doesnt think social networking sites help improve students education. But what they do well is improve connections which can be quite useful in the real life. In corporate life, connections and contacts are everything. He believes that SN sites in colleges helps prepare for the real world. He said most students are using SN sites for the following 1) To maintain friendship connection with existing friends 2) Reaching out to friends of friends who they would like to be in touch with 3) To improve the brand image of the person in the community 4) Reach out to the opposite sex. He says that these websites definitely distracting the students from their studies. These SN sites are a big time sink and before we know it, they would have sucked away a lot of our time. It can easily become an addiction. He also said that in future, academic institutions will embrace the concept of SN and tweak it to be an integral part of the education system. Thats the right way of doing it. Elements like blogging, podcasting and wikis are already being actively used in documenting the lessons. FINDINGS CONCLUSION The study reveals that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. More percentage of the students accessing social networking sites for 1-3 years. 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Though students dont accept that SNS distracts them from their studies, it is clear that SNS is time consuming which