What Is a Sample Essay For Texas A&M University?

What Is a Sample Essay For Texas A&M University?When you're looking for sample essays for Texas A&M University, it's important to be aware of the admissions requirements. The different colleges require different kinds of writing and essays, so you want to make sure that you're reading over the admission requirements before beginning.You should take a look at what each individual college requires, as this will help you determine which one you want to apply to. If you have not attended any other schools, you'll want to consider taking some AP courses while you're at college. Because these classes will provide you with a good background in reading and writing, they can be very helpful in your admissions process.You will also want to take a look at the standard that each college sets as to how many papers you are required to write. Most of them don't require you to write as many essays as you'd like to. By taking several AP classes, you can usually use them to write several essays before your deadline. Make sure that you understand what is expected before you begin.Once you know what you need to do, it's important to consider the timeline. Different schools have different deadlines, so you need to be familiar with those as well. This will help you determine when you can begin writing your paper.The time frame for each school is specific, but it depends on how many units you've taken there. It's also important to compare the average time between each school to ensure that you are working towards the same time frame. You can find out what time frame is required by asking an admissions representative.The application deadline will vary from school to school, so you'll want to make sure that you research the deadline that applies to you before you apply. Don't send your application until you have enough units. It's easy to get caught up in the paperwork and rush to complete it before the deadline.If you are applying to several schools, it's important to know that there are plenty of samples to choose from. In fact, most colleges have several sample essays for students to take a look at. When you can make comparisons between different essays, it will help you make the best choice. Make sure that you read over all of the samples as well.Once you meet with the admissions officer to ask about the essay requirements, it's important to pay attention to what they say. They are looking for your strong points and weaknesses, and you should be clear about this before you begin writing your paper. You may also want to look at other samples in order to pick out the types of essays that you may be interested in writing.

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Characteristics of Japanese Employment Relations

Characteristics of Japanese Employment Relations Changes in the some national factors such as institutions, labour markets, capital markets, national relations, businesses, economy, culture and rule triggers the employment relation practices and its changes.Advertising We will write a custom essay sample on Characteristics of Japanese Employment Relations specifically for you for only $16.05 $11/page Learn More Considering the Japanese employment relations, it has some key aspects, which include the lifetime, enterprise based and seniority based amalgamation that determines employment relations. Japan is a country considered as highly cultured but the cultural practices that seem hinder development appear to face sidelining in the resent past. For instance, the trade unions had a significant consideration of enhancing interrelationship between the member groups and the government. This has not been the case recently. According to Bamber et al, (2004, 283) effects on the union show a constant decline due to the general improvement of the living standards. The work ethics of Japan today face influences from customs, traditions, cooperation, collectivism, respect, relationships and handwork among the social members. People consider these as the key elements influencing employment relations and practices form the company’s level. (Havey, 2005, 187) The labour market of Japan indicates features of a declining growth rate, increasing aging workforce and increasing rates of unemployment. National factors and employment relations Management training or practices are not universal they ought to have a developmental basis at the national level or the company’s level. The national or external environmental factor that influences the relations mainly entails the labour markets, culture of the nation and business and economical factors.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Considering the national and other internal factors, they provide a better and more integrative perspective that makes it easy to vary but still relate employment focusing on other independent and developed country’s forces. Every external force has to pass through a management system according to the Lewin’s Change Theory. This means that for a proper examination of the changes that affect practices of employment relations, one should analyze the internal and external forces or the dynamics of the factors. (Sato, 1999, 27) The contingency factors such as magnitude of the employees, technological advancement and the culture or internally developed policies, cause the organizational or countries to change, thus influence the employment relationship. Today the increasing pressure in the domestic and global markets of a country causes the evident changes in the employment relations. As a developed country, Japan’s employment relations directly connect to the in ternational factors such as the economy or political changes. Like the U.K. and the U.S. markets, it mainly depends on the competitiveness at the international and domestic levels. The employees and company practices at the domestic level have stabilized the business environment. After the economic crisis experiences, Japan was able to consciously restructure and rationalize majority of the white collar jobs for better efficiency and under similar compensation rates as before or better. The labour force of 73% in 2000 indicated a growth of over 1 million from 1995 with 83% being employees. (Bamber et al, 2004, 272) This consensus regarding employment practices and industrial relations brought about firm, stable and supportive relations among employment thus the stability of the economy.Advertising We will write a custom essay sample on Characteristics of Japanese Employment Relations specifically for you for only $16.05 $11/page Learn More Factors influenci ng the Japanese Employment relations Beside the institutes, labour markets, economy and the business environments discussed above other factors, include the institutes and culture. National institutions A national institute refers to the practice, customs, the relationships and the culture. The national institutes are government, educational, training, trade unions and associations. The national policies, rules and regulation introduced by the government on these institutes are the micro economic policies frequently governing the labour policies and therefore enhancing the relationships in the employment sector. When the institutes are vigilant to maintain the enforced policies then the country is in a position to maintain its social-economic status at the international level. (Blanpain et al, 2008, 85) As a major source for the human resource of main companies, the education institutions play vital role in recruitment and development. They increase competition thus the need for the in-house training evident in majority of the firms in Japan. A lot of mismatch between the job openings and the seekers is evident in the Nation due to differences between the careers. In line with Bamber et al, (2004, 278) unemployment rates have steadily grown. The young people are not able to find a career matching their qualifications. The IT industries are also subsiding human workforce. Argumentatively, most of the institutes fail to adhere to specification, advocating for creativity and technicality that divert students’ qualifications but equality benefiting the country’s technological advancement evident in most industrial manufactures. (Deery et al, 1999, 172)Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More National Culture These are the social groups in which employees exist they entail the process of building rapport, making reports and enhancing communication between the employer and the employee. Culture shapes and influences the way people interact thus determining the employment relations practices. Influence of globalization on the Japanese employment relation The Japanese economy is arguably the second largest economy after the U.S. (Bamber et al, 2004, 272) The County has been to deep economic crisis but managed stronger comebacks and enhanced innovations for instance the oil crisis catalyzed huge investments into the energy saving products. The country’s business highly integrates to the global economy as evident with the appreciating and depreciating in the growth of the economy. There was a fall on the economy growth of minus 0.75 in 1998, although the employment relation had grate regards as a fundamental element to the economy growth of the country. (Bamber et al, 2004, 272) Currently, there are eminent differences on the size, employee’s number and the sectors of the firms. There is a considerable amount of reduction on the labour force, which is a concern especially for the future endeavours of most companies. Thus might be the cause of the current latent economic growth averaging at 2%. (Bamber et al, 2004, 292) The increase in competition has made companies to consider cutting operation costs, investing in recruitments and utilizing the contractual basis of operational labour forces. Globalization has made the performance-based system to replace the earlier senior-based systems gradually for both the medium and big-sized companies. By the year 2000, the working hours were as low as 1853 per annum and currently they are even lower due to the part-time engagement and contraction. (Bamber et al, 2004, 279) The issue of globalization has also led to decline on the number of employees in member unions. The growth of the service industri es structure cause more part-time employment. These employment practices are mainly because of globalization and increase in competition among the markets both globally and locally. â€Å"In Japan, most of the union’s organization occurs through enterprises as opposed to occupation or job industries.† References Bamber, G., Lansbury, R. D. and Wailes, N. (2004) â€Å"International and comparative  Employment relations: Globalisation and the developed market economies†. (Forth Ed) London: Sage. Blanpain, R., Lansbury, R.D. and Wailes, N. (2008). â€Å"Globalization and employment  Relations in the auto assembly industry† Kluwer Law International Publishers Deery, S. and Mitchell, R. (1999). â€Å"Employment Relations: Individualisation and  Union.† Exclusion Federation Press. Harvey, D. (2007). â€Å"A Brief History of Neoliberalism†. Oxford: Oxford University Press. Sato, K. (1999) â€Å"Japan at a Crossroads,† in K. Sato the Tr ansformation of the  Japanese Economy, London: An East Gate Book, 1999.

Counselling Theory and Practice 2 Essay Example | Topics and Well Written Essays - 3000 words - 1

Counselling Theory and Practice 2 - Essay Example In practice, communication between the counsellor and the client enables the former to identify the issues presented by the later. This profession exposes the counsellor to client’s personal information. The details of some of this information may be emotional, but the counsellor should not let the emotions of the client carry him away. Perhaps this is the most challenging bit of this counselling profession. Maintaining one’s composure amid the tides of the client’s emotion is what distinguishes the professional counsellor and non-professional one. The principles of counselling practice border on a number of psychological theories because the profession attempts to solve the cognitive problems (Tudor, Keith, Valentine, & Worrall, 2004). In this essay, I will evaluate the recorded transcript with respect the client centred theory. The client centred perspective emphasise that the counsellor should maintain his or her composure while extracting information from the client (Tudor, Keith, Valentine, & Worrall, 2004). The essence of counselling is to establish and solve the problems of the client. The proponents of this view insist that counsellor should hide his expertise so that he or she can extract information from the client. People often share information depending on the relationship that exists between the parties involved. Concept of trust tends to affect the amount of information that one would share (Corey, 2012). In counselling practice, counsellors often strive to build a good relationship with the client so that the later may feel free to share personal information including secrets that haunt them. Obviously, individual’s past at times tends to affect the amount of information that one can share. Too many people that seek the services of the counsellors have spent their lives in environments that are

Feuerbach's theory of religion Essay Example | Topics and Well Written Essays - 1250 words

Feuerbach's theory of religion - Essay Example According to Feuerbach, man is an entity that needs an objective to live for. In order to know that, it is essential for a man to know himself. Once he gets to know himself, he can understand his objective in life.The qualities of human beings that they are proud of the most are the power of thought, the power of will, and the power of heart i.e. love. The power of thought enables a man to differentiate between right and wrong. The power of will is the freedom to do anything and the power of love is what keeps the human beings from killing each other. If a man has these three powers to an absolute degree, he is thought to be perfect.The human mind is very limited and his ability to think and perceive is also limited. Therefore, every man has some ability that he perceives to be perfect and is contempt with it. His limited mind makes him unable to realize his limitations. The three qualities are, of course, intangible and they need to be objectified. These are the qualities that are p resent in human beings but in different quantities and magnitudes. Feuerbach argues that these qualities are attributed to a separate being and then it is placed at a distance. This perfect being is then called God and worshipped. Man wants to be like God and spends his life trying to attain His abilities. The objects of a man govern and direct his thought process and, ultimately, his nature. Religion objectifies the good attributes and makes it possible for human beings to follow a defined objective for their lives. The concept of God lies in a man’s heart. The mind perceives things and tries to make them meaningful by thinking rationally. The eye sees things as they are and sends the image to the mind. It is, therefore, only the heart that can bear the concept of God. Monotheism requires a man to put faith in God. If a man tries to think that what exactly is God, he would always find himself perplexed and confused. It is because God is superior and without limitations while a man has a limited mind. Monotheism links a man’s heart to God and governs his life. According to Feuerbach, a man’s God is his thoughts and his morals. What the concept of God does to a man is it governs and directs his life. Therefore, what a man does and what he prioritizes define his religion and his God. God is a man’s expressed nature that is visible to everyone. Wh at a man loves secretly and which is hidden from others is his religion. Feuerbach believes that if a man is conscious of God, he is conscious of himself. Therefore, the concept of God is generated just for the sake of understanding oneself and religion is a source of self-knowledge. God stands in supreme power and perfection in monotheism. A man needs to be presented with an imagery of a God. Monotheism requires a man to believe in God that is invisible. Religions mostly provide a man with an imagery of God which helps a man to mould his life and follow a virtuous path. Monotheism provides this in the shape of teachings of God. The curious nature of man drove him to create idols in early times because he was desperate to see what God might look like. According to Feuerbach, man followed and prayed to his own nature in those times. Idolatry is still seen in Hinduism. The divine attributes that are given to God in religion are, in fact, the attributes of humans themselves. According to Feuerbach, â€Å"You believe in love as a divine attribute because you yourself love; you believe that God is a wise, benevolent being because you know nothing better in yourself than benevolence and wisdom; and you believe that God exists and that he is therefore a subject†¦Ã¢â‚¬  The attributes that are perfect in the eyes of human are attributed to God. The limited human mind cannot think of other attributes that might be better than those that are in a man himself. God is no more than a synthesized entity of all the perfect qualities that are perceived by a man to be perfect.

Assessment Tool Essay Example for Free

Assessment Tool Essay †¢ Assessment is an ongoing process that includes collecting, synthesizing and interpreting information about pupils, the classroom and their instruction. †¢ Testing is one form of assessment that, appropriately applied, systematically meas- ures skills such as literacy and numeracy. †¢ While it does not provide a complete picture, testing is an important tool, for both its efficiency and ability to measure prescribed bodies of knowledge. †¢ Alternative or â€Å"authentic† forms of assess- ment can be culturally sensitive and pose an alternative to testing, but they require a larger investment in establishing criteria for  judging development and training evaluators. †¢ Child assessment has value that goes well beyond measuring progress in children – to evaluating programs, identifying staff development needs and planning future instruction. †¢ The younger the child, the more difficult it is to obtain valid assessments. Early develop- ment is rapid, episodic and highly influenced by experience. Performance on an assessment is affected by children’s emotional states and the conditions of the assessment. Policy Recommendations: †¢ Require that measures included in an assess- ment be selected by qualified professionals  to ensure that they are reliable, valid and appropriate for the children being assessed. †¢ Develop systems of analyses so that test scores are interpreted as part of a broader assessment that may include observations, portfolios, or ratings from teachers and/or parents. †¢ Base policy decisions on an evaluation of data that reflects all aspects of children’s development – cognitive, emotional, social, and physical. †¢ Involve teachers and parents in the assess- ment process so that children’s behaviors and abilities can be understood in various contexts and cooperative relationships among families and school staff can be  fostered. †¢ Provide training for early childhood teachers and administrators to understand and inter- pret standardized tests and other measures of learning and development. Emphasize precautions specific to the assessment of young children. NIEER Assessment of preschool-age children who may not reliably or uniformly respond to inquiry has been the subject of much debate. The growing emphasis on testing young children as a means of holding programs accountable for their learning has intensified the discussion. Though there are legitimate concerns regarding standardized testing, it and other forms of assessment are necessary  components of all high-quality early education programs. Properly conceived assessments are important to understanding and sup- porting young children’s development. They are also essential to documenting and evaluating how effectively programs are meeting young children’s educational needs. For assessments to be effective, they must be practical, cost-efficient and meet reasonable standards of efficiency and validity. Testing usually involves a series of direct requests for children to perform, within a set amount of time, specific tasks designed and administered by adults. These tasks have predetermined answers. Alternative forms of assessment are more open-ended and often look at performance over an extended period. Examples include structured observations, portfolio analyses of individual and collaborative work, and teacher and parent ratings of children’s behavior. What Can Be Learned Assessment can provide the following four types of information for and about children and their parents, teachers and programs: †¢ Screen children to see if they need intervention—particularly when par- ents and teachers suspect a problem. †¢ Plan instruction for individuals and groups of children. †¢ Identify program improvement and staff development needs. †¢ Evaluate how well a program is meet- ing goals and needs for children. Data should be aggregated to determine whether desired outcomes are being achieved. Why Assessment is Important Preschool Policy Facts â€Å"Assessment is the process of collecting, synthesizing and interpreting information to aid classroom decision-making. It includes information gathered about pupils, instruction and classroom climate. â€Å"Testing is a formal, systematic procedure for gathering a sample of pupils’ behavior. The results of a test are used to make generalizations about how pupils would have performed on similar but untested behaviors. † — Peter Airasian, Assessment in the Classroom 2 The quality of an assessment depends in part on decisions made before any meas- ure is administered to a child. Project designers should be able to explain why specific measures are used and what they hope to learn from the results. Assess- ment strategies can be formal (standard- ized testing) or informal (observation, portfolios, teacher and parent ratings). The selection of a strategy is guided by the purposes and goals of the assess- ment and is also affected by the available resources in terms of time, money and staff. Formal and informal assessment  strategies each have strengths and weak- nesses. Therefore, a comprehensive assessment requires a multi-method approach in order to encompass the many dimensions of children’s skills and abilities. Standardized Testing †¢Most rigid of assessment strategies, places the greatest constraints on chil- dren’s behavior. Considered objective, time- and cost-efficient, and suitable for making quantitative comparisons of aggregated data across groups. †¢ Preschoolers’ performance is highly influenced by children’s emotional states and experiences, sometimes causing unstable scores over time. Most individual tests of cognitive  ability must be administered in a controlled, relatively quiet area. Observations †¢ Intrude minimally into children’s activities, which naturally integrate all dimension of development— intellectual, motivational, social, physical, aesthetic, etc. †¢ Should be used to complete develop- mental scales of proven reliability and validity, they are not sufficient alone. Portfolios †¢ Involve multiple sources and methods of data collection, and occur over a representative period of time. A collection of student work, the process provides richer information than standardized tests. †¢ Encourage collaboration – between  students, teachers, and parents – and integrate assessment with instruction and learning. Teacher Ratings †¢Can be used to assess children’s cogni- tive and language abilities as well as social and emotional development. †¢ Can be specifically related to other types of assessments, including stan- dardized test scores, other validated assessment tools, or global assessments of children’s traits. Parent Ratings †¢ Encourage parents to observe and listen to their children. †¢Inform parents about the important behaviors and milestones in young children’s development and allows teachers to involve parents as partners  in assessment. Assessment Methods Preschool Policy Facts 3 Issues and positions involving assessment are summarized in a document from the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) titled Early Childhood Curriculum, Assessment and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8. Given the pervasive use of testing and its probable expansion, when and under what conditions can this type of assessment be used appropriately with preschool-age  children? What characteristics of tests and their administration will guarantee that we â€Å"do no harm† to children and that we â€Å"do help† adults acquire valid informa- tion? Also, given that even the most well-designed tests can provide only limited data, how can we maximize the use of non-test assessments so they add valuable information beyond that obtained through standardized testing procedures? To produce meaningful data and minimize the risk of creating a harmful situation, all assessment tools for preschool-age children, whether formal or informal, should satisfy the following criteria: †¢ Assessment should not threaten children’s self-esteem, make them feel they have failed, or penalize them for what they do not know. †¢ Information should be obtained over time, or if time-distributed measurements are not feasible, unusual circumstances in the situation (e. g. , noise) or child (e. g. , fatigue) should be noted to avoid invalid, single-encounter results. †¢ Information should be obtained on the same content area from multiple and diverse sources, such as standardized tests, classroom observations and parent ratings, especially when repeated instances of data gathering are not feasible. †¢ The length of the assessment should be sensitive to young children’s interests and attention spans and therefore should probably not exceed 35-45 minutes. †¢ Testing for purposes of program accountability should be administered to a representative sample of students whenever feasible to reduce the overall time spent in testing and to minimize the chances for placing undue stress on children and burden on teachers and classrooms. Reliable and Valid Preschool Assessment To be reliable and valid, standardized testing should: †¢ Contain enough items to allow scores to represent this diverse range of indi-  vidual ability, in order to identify and distinguish among children of low, average and high levels of ability. †¢ Take place in a controlled environment that at least approximates the condi- tions experienced by the population on which the measure was standardized. †¢ Be administered by appropriately trained examiners who are familiar with testing materials and procedures and with working with young children. To obtain scores that resemble natural performance, informal assessments should: †¢ Take place in or simulate the natural environment in which the behavior being evaluated occurs to avoid meas-  uring the child’s response to an artifi- cial environment rather than the child’s ability to perform on the content. †¢ Be conducted by an assessor who is knowledgeable regarding the assess- ment materials and familiar with the children being assessed. When an outside researcher or evaluator must administer the assessment, it is best if the individual spends time in the classroom beforehand. †¢ Measure real knowledge in the context of real activities, resembling children’s ordinary activities as closely as possible. In addition, parent or teacher ratings should evaluate naturally occurring  behavior. †¢ Be conducted as a natural part of daily activities rather than as a time-added or pullout activity. This fact sheet is based on the policy brief â€Å"Preschool Assessment: A Guide to Developing a Balanced Approach† by Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki and Kenneth B. Robin. The brief includes full references and is available at www. nieer. org. It was made possible by the generous support of The Pew Charitable Trusts. The opinions expressed are those of the authors and do not necessarily reflect the views of The Pew Charitable Trusts. Preschool Policy Facts.

The Slave Trade :: essays research papers fc

Intro: Slavery, the owning of slaves as a practice or institution. The condition of being a slave, bondage, servitude. Slave, a human who is owned as property by, and is absolutely subject to the will of another: bondservant divested of all freedom and personal rights. Hard to believe but on of the most horrifying occurances in World History, is the Slave Trade. It was a time in which people were sold as merchandise, where human beings were being treated as if they were not human. Beaten, being taken on a ship to an unknown land, drowned because of rations, and space, inhumane........ yes, unrealistic........ no. What was it? The capture and forced labor of Africans by Europeans began in the early 16th century. Africans were rounded up by other Africans as objects of trade with the Europeans. Eventually, slave ships became a regular sight in what came to be known as "the Middle Passage." These ships provided a constant flow of African slaves to Brazil and the Caribbean Isla nds, where the human cargo was auctioned off and brought to Europe or the New World.. Many of the ships wee not cleaned. The "cargo" was not feed or cleansed properly. Many captives died from the inhuman conditions on these voyages. Who had control? England gained control of the slave trade under the Treaty of Utrecht in 1713, and managed the shipment of slaves to Spanish colonies. As the colonies gained independence from Spain, they outlawed slavery, and soon slaves were most in demand in North America, particularly on plantations. Few were fortunate enough to be house servants; most performed menial labor in the fields. How did it end? As far back as the mid-1500s, Jean Bodin, a French political philosopher, condemned the institution of slavery as immoral and unnatural.