Code of Ethics in Malaysia

Rev. 0 Date 9. 8. 2005 BEM/RD/PPC/12 BRIEF INTRODUCTION TO CODE OF ETHICS FOR YOUNG ENGINEERS Serial No 0021 INTRODUCTION The notice of Engineers Malaysia (BEM) has, from time to time, received enquiries and complaints from the public ab give away the conduct of directs in relation to the Registration of Engineers good turn. BEM has, therefore, produced the guidelines herein that outline the conduct expected of designs. These guidelines atomic number 18 set out under a number of broad areas relating to the design profession.Dos & Don ts 1) Registration Under the Registration of Engineers Act 1967 (Act 138) and subsequent amendments, the most recent being category 2002, it is a requirement of the Law that any person providing pointing services be a qualified person and registered with the Board of Engineers Malaysia. This requirement extends to foreigners who are undeniable to seek registration as Temporary Engineers. The Do and Don s ts below relate to the requirement of t his Act. DOs 1. 1 An take aiming graduate with accredited engineering degree must(prenominal) register with the Board of Engineers to slang up employment as an engineer DON Ts 1. 1. 2 1. 3 1. 4 1. 5 An engineer should not be the Submitting Person for designs beyond his/her area of cleverness An engineer should not endorse his PE Stamp and sign on breeds or plans not ready by him. (see also Consultancy 2. 3 of Don ) t An engineer should not enter into partnership with any party not permitted under the Engineers Act. An Engineering Consultancy coif should not provide professional services in any branch of engineering where none of its directors are registered to practise in that branch of engineering. An engineer must not practise in the branch of engineering he is not registered in. ) Consultancy In the Registration of Engineers Act 1967 (Revised 2002), provision is included for the registration of Accredited checkers and the requirement of Continuing Professional Developmen t (CPD) beginning year 2005. DOs 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 An engineer should be transparent and receptive to peer review or checking of his work if requested/required by the client/authorities. A checker engineer must be open to the views and design concept of the original designer and in areas of disagreement, the checker must give justification for his disagreement.A checker engineer should take full responsibility for the checking of the work himself. An engineer should undertake continuing professional development to enhance his knowledge and capability. An employer engineer should ensure that his employee engineers are bona fide engineers registered with BEM. An engineer should report unethical practice to BEM. An engineer who is a Submitting Person must ensure the accuracy of and be responsible for either works delegated to others by him. An engineer should tell on optimum use of manpower, materials and money.An engineer should be aware of Government requ irement to use local materials, wherever possible. DON Ts 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 A checker engineer should not accept checking of work not within his area of competency as well as work that he is not familiar with. An engineering consultant should not carry out labor movements for fees below the minimum draw in the scale of fees. An engineer should not endorse any work not performed and/or supervised by him. An engineer should not supplant other engineer.An engineer should not compromise on public preventative. An engineer should not offer his opinion on engineering matters unless he has full facts to support the opinion. An engineer should not base his design on unsubstantiated data, for example designing foundation without soil investigation. An engineer should not have any conflict of kindle whatsoever in connection with the work he is undertaking unless prior approval from BEM and client are obtained. An engineer should not accept work impertinent his regular work without the expressed permission of his employer. 1 3)Supervision The oversight of works designed by the Submitting Engineer is a requirement under the Uniform grammatical construction By-Law 5 (UBBL 5). This ByLaw states that supervision must be provided by the Submitting Engineer to ensure that the works carried out are as intended in the design. Delegation of supervision is permitted but the responsibility of this supervision still rests with the Submitting Engineer. DOs 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 An engineer who is the Submitting Person should be responsible for the project regardless of whether it is self-supervised and/or delegated supervision.An engineer must be meticulously proper and correct in certification of works. An engineer must be familiar with and internal in the work he is to supervise. An employer engineer shall ensure that his staff undergoes regular and proper skills-training. An engineer supervising a project shall keep proper records of all documents and correspondence pertaining to the project. An engineer must be conversant with time and cost implications in the issuance of any instruction. DON Ts 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 An engineer must not over or under certify progress of works.An engineer must not make outlawed certifications. An engineer must not certify work not within his expertise. An engineer must not accept site supervisory staff who are not qualified or are incompetent. An engineer must not delay approvals without justification. An engineer must not intentionally delay inspection of works. 4) restrictive Requirements All engineers registered with the Board of Engineers Malaysia must be familiar with the requirements of the Registration of Engineers Act 1967 (Act 138) and its subsequent amendments. Ignorance of the requirements of this Act is no defense in the Courts of Law in Malaysia.DOs 4. 1 4. 2 4. 3 4. 4 An engineer should notify the relevant authorities (within reasonable/statutory time limit ) on changes in designs or withdrawal of services. An engineer should submit completed forms in time for inspection and approval for Certificate of Fitness / Certificate of Completion and Compliance. An engineer should be aware of environmental, health and safety matters during and after construction. An engineer should ensure that environmental, health and safety measures are implemented as per drawings and specifications.DON Ts 4. 1 4. 2 An engineer should not allow works to progress before plans are submitted to and/or approved by the relevant authorities. An engineer should not undertake a project for which the client is not going to replete statutory requirements. 5) Code of Ethics All engineers are expected to uphold the integrity of the profession by behaving in a manner expected of him in the Code of Conduct of Engineers. DOs 5. 1 5. 2 5. 3 An engineer must be conversant with the Code of Conduct of Engineers.An engineer must understand the fate for responsibility and liab ility as stipulated in the Code of Conduct. An engineer must respond promptly to complaints and enquiries by clients /authorities. DON Ts 5. 1 5. 2 5. 3 5. 4 An engineer should not solicit/ tout. An engineer should not knowingly mislead the public by giving misrepresented information so as to dispatch commercial advantage/mileage. An engineer should not respond to an open advertisement to bid for provision of professional service if such provision for the service requires program line fees or equivalent as is usually imposed on contractors.An engineer should avoid favoritism among vendors and other suppliers. These guidelines are by no means gross(a) and will be updated from time to time to reflect the changing needs of the profession. All engineers are required to be fully familiar with the Registration of Engineers Act 1967 (Act 138), and its subsequent amendments, and the Code of Ethics. The requirements of this Act are to be upheld at all times by the engineering profession. 2

Paying college football athletes Essay

The Coach of a football plunk for team is just as important as any player performing on the field. In fact his power all over the team surpasses that of any one single player, the coach can determine whether an entire season is a victory or a loss. Perhaps this is why Colleges justify pay a coach jillions of long horse a year, still the players who argon out there beside him next to nonhing. Although a lot of the players that perform on the field week by week do get comprehensions to help their tuition fees, food, and housing, this pales in analogy to the millions of dollars that the schools will bring in all(prenominal) season of football.It is wrong for colleges to use athletes to make money and non pay them or allot them to shed light on money in anyway involving their sport. Any coach of a successful college football team makes somewhere between 900,000 dollars and 5 million dollars annually. These ar the coachs of the big 10, big 12, SEC, ACC and many other confer ences. For our top two college football teams in Michigan only when we have some of the highest paid coachs. Brad Hoke the coach of our Michigan wolverines made 3. 25 million in 2011 and was the eighth top paid coach in college football.Mark Dantonio, coach of the Michigan carry Spartans, made 1. 9 million according to USA Today. This is a small portion of what the whole patience of college football will make for a single college both year. It is wrong to not pay the ones who are even making all of this entertainment possible. It is one thing that colleges do not provide contracts for these players that vie so hard for the slim possibility of glory making it to the National Football League, but these colleges students are not even allowed to sell their signature for a profit.Colleges have prohibited the right of players to sell anything with their sign(a) name on it to make a small some of money to fill their pockets. Now this does not affect every player in the NCAA, but it c ertainly does to the superstars of the league. An athlete can also be disciplined for merchandising their tickets to someone on game day, yet how much money do the directors of the NCAA earn as a result of the efforts of the student athletes? The truth is that the college athletes pay for a large portion of the salaries of every person employed by the NCAA.It only further demonstrates how colleges are abusing their control and power over their football players and more importantly what goes into their wallets. Another exploit in college football is the sale of jerseys by colleges. The NCAA wont allow colleges to sell football jerseys with a players name on the affirm of it, so the colleges resorted to selling it with a players publication on the back. The number of a superstar football player is easily recognized locally in a college town. The schools are allowed to sell these jerseys, while the player who has worked hard to earn the right to play the game with it on never seeing a single penny of the profits earned.This does in theory shake off an idea of how much a single player can earn a school annually, but does go further than that, because a star can pull hundreds of fans in to a stadium that dexterity not have filled up the year before. The money a school will makes from selling tickets to games is minuscule though in comparison with the money they will earn every when football starts in the fall with television contracts. Colleges setup contracts with major television networks so the whole nation can hold off up with their fantasy football teams or enjoy the weekend flipping back and forth between games on TV.These contracts that school write up with networks earn millions of dollars every year and between actually airtime and all the advertizement that goes into it. Schools will also earn millions of dollars from sports booster donations. It is true that there does need to be money to sweep up cost of traveling, hotels, staff and maybe the col lege would even expect to earn back the 15-25,000 dollar yearly scholarships that a lot of athletes assemble, but when you compare the amount of revenue that student athletes generate for their colleges, what they receive in return is very small.Most people already think of colleges as being grabby for their outrageous tuition fees and everything else that goes along with needing to live on campus and attend classes. That they will hire students to teach classes so that professors do not have to, while the large majority of students who are attending these classes are paying thousands of dollars to be there. Their greed reaches beyond all that when it comes to college level sports at school that have competitive teams. These awing facts about the amount of money a season of college football produce yearly surprise and revolutionise most fans.Its the same as taking a test for someone only to let them turn it and receive an A on the exam, It is constantly debated about whether or not starting and back up players on college teams should get a yearly salary, considering the time and effort they put in does not always lead to a deal into the NFL. However it has not changed yet and does not seem to be heading that way anytime soon. It is corrupt, it is unjust, but most of all robs the hard working players who go out their every weekend to make everyone else Saturday that much more enjoyable.

Wk 1 Discussion

What is meant by an means cost or agency business? Do these interfere with shareholder wealth maximation? Why? What mechanisms minimize these cost/problems? Are executive compensation contracts effective in mitigating these costs/problems? Our textbook defines an agency problem as a impinge between the goals of a fasts stimulateers and its managers (Megginson & Smart, 2009). It then defines agency costs as dollar costs that arise because of this conflict.In the corporate structure, stockholders are the owners of the firm, and they elect a board of directors to oversee the firm and attend to entertain their investment. The board then hires the right corporate managers to run the firm with the goal of maximizing the wealth of the shareholders. In a vacuum, this is a perfect framework by which to run a corporation however, the reality is that a corporations managers are influenced and driven both by the unions goals and by their own personal goals.Our textbook lists a few of th ose goals on page 25 as personal wealth, line of products security, lifestyle, prestige, and perks (Megginson & Smart, 2009). These agency problems can directly interfere with the corporations goal of shareholder wealth maximization because of the costs that these problems create. For example, an executive might become so focused on his personal goals that he takes his spirit off the ball of the companys goals. In addition, the board may have to institute dearly-won auditing or bonding measures to ensure the effectiveness of its managers, or protect the company from executive wrongdoing.Our text lays turn out three broad demeanors that shareholders can try to mitigate these types of agency problems they are relying on food market forces, structured executive compensation packages, and the auditing/bonding measures discussed above (Megginson & Smart, 2009). The market forces category is loosely defined as the pressure put on a business by the rest of the market and its competit ors. This can unmingled itself in the form of a hostile takeover, whereas another entity purchases a controlling interest in the firm with the goal of making a profit on that investment.Generally, under-performing companies are the prime targets of hostile takeovers, so it makes champion that aligning shareholder and executive goals is a major way to avoid that. One popular way of aligning these goals is through the use of elaborate, structured compensation plans for executives which directly tie an executives payment to the cognitive operation of the company, usually and specifically its stock price (Megginson & Smart, 2009). These compensation plans have become the norm for American corporations, and their effectiveness in solving the agency problem is debatable.On one hand, it should drive an executive to strive to increase the shareholder wealth, and it also helps companies to attract and retain the best available managers. On the other hand, it serves to sometimes wildly i nflate the compensation paid to these executives, either by corporations trying to stay competitive for the best talent, or through easily achievable goals and uncapped maximums. The structured plans, if done correctly, are an effective way to help insure the goal of wealth maximization, but they are also by definition agency costs.Hence, agency problems are inherent to our American corporate system. Works Cited Megginson, W. L. , & Smart, S. B. (2009). Introduction to Corporate Finance. Mason, OH South-Western. Chapter 2 If you were a mercenary credit analyst sproutd with the responsibility of making an accept/reject decision on a companys bring request, with which financial statement would you be most touch? Which financial statement is most probable to provide pertinent information about a companys ability to repay its debt?If I was in charge of approving or denying a loan for a company, I would be most concerned with that companys last few Income teachings. An Income State ment provides the details of a firms business performance over a set period of time, and it shows all sources of revenues and expenses for a business. Analysis of an Income Statement will intelligibly show the health of a companys business operations. This question is misleading though, because any loan approval authority would obviously also be concerned with a companys ratio Sheet, Statement of cash Flows, and Notes to Financial Statements documents as well.Through a thorough review of all the firms statements, an analyst can calculate the most important ratios to determine the credit-worthiness of a prospective loan customer. The Statement of Cash Flows, in particular, is the single best document for determining if a firm has the required fluidity to repay a new obligation. This is achieved by calculating important ratios such as the OCF and the FCF. However, since the Statement of Cash Flows is comprised entirely of data presented on other financial statements, it did not rise to the level of most concerned with for the purpose of answering this question.

Cold War in the period 1945-53 Essay

More a resolution of mutual construe than of expansionist policies by either the U.S.A or the U.S.S.R. Discuss this view of the come in break of the Cold War in the period 1945-53.This view of the outbreak of the Cold War in 1945-53 refutes the extremism of the orthodox and revisionist views, attesting a middle ground of mutual understanding that avoids appropriating blame to the policies of either superpower. However, the issue is little dichotomous than the hypothesis allows for. To call the Soviet Unions foreign form _or_ system of government expansionist indicates that it has been see as such, and is therefore subject to a possible misunderstanding of their motives for doing so.For example, Melvyn Leffler stresses the reasonable criterion when judging American and Soviet security demands, emphasizing that especially in the case of the Soviet Union, security was very practically a reasonable imperative given their historical experience with invasions from contiguous states. In this case, Soviet policy may be defended as security-motivated, but was perceived by the U.S. as expansionist, based on the misunderstanding that the Soviet Union was entirely motivated by ideology.Conversely, Marc Thachtenberg defends the American point of view, arguing that Lefflers interlingual rendition understates the reality of Soviet threat, therefore justifying an increased American political and economic presence in globular geopolitics (e.g. the Marshall Plan, 1947). Therefore, the Sovietization of Eastern europium and the Americanization of the Western Bloc ( both(prenominal) perceived as expansionist policies by the other) could be said to nourish arisen from mutual misunderstanding of each others motives.The period 1945-53 was replete with examples of both Soviet and American expansionism. Even as early as February 1945, Stalin had already made it clear at Yalta that territorial expansionism was to be one of his imperatives. By 1948, fully communist government p resided over the states of Eastern Europe and the Berlin blockade of Soviet design on West Ger more.A similar inclination was demonstrated in Turkey, Northern Iran and Korea. While the Soviet incursions into Iran have been defended as a desire only to control its oil colour fields (an objective also shared by the West) and pressure on Turkey may have been viewed as a matter of security. Robert Jevis points out that if either of these probes had succeeded, further Soviet gains would have been likely, a rumination that Stalin would hardly have missed. This suggests that Stalins approach to expansionism was opportunist rather than inexorably purposeful. In other words, he was driven by realpolitik rather than ideology.However, Nigel Gould-Davies insist that Stalin was immersed in ideology, citing the congruence of Stalins supposititious work, Economic Problems of Socialism, with the premises that Marxs Critique of the Gotha Program. Further, in the case of Korea, while Western leade rs and many later scholars, such as Alexander George construe the attack on South Korea as express of Soviet expansionism. Recent evidence presented by Kathryn Weathersby contends that Stalin authorized the invasion solely because he was mistakenly convinced(p) that the U.S.A would resist.The diversity of opinion demonstrates how easily a superpowers policies could be misconstrued depending on how motives were perceived. In the U.S, give thanks to the ominous views of Soviet leadership espoused by George Kennan, leaders were increasingly convinced of Stalins desire for populace revolution, and inaccurately equated Soviet expansionism with this goal without considering, for example, Soviet security needs.Equally, apprehension in the U.S Administration was mirrored on the Soviet side. Stalin understandably perceived the Marshall Plan as a blatant American widget for gaining control of Western and (if not worse) Eastern Europe. Concerning Korea, Anotaly Dobrynin asserts that by th e 1950s, Stalin saw U.S. plans and actions as preparations for an all out contend of unprovoked aggression against the Soviet Union. The rollback policy did little to assuage this fear, and even thought its hobbyhorse by General MacArthur proved to be an unfortunate divergence from the Truman Administration policy, the Soviets had already been convinced of American expansionism.It can be seen again, therefore, that mutual misunderstanding on both sides led to perceptions of the others policies as being expansionist, which in turn, sowed the distrust and reason from retaliatory action that set the Cold War in motion. In conclusion, barring other factors, the outbreak of the Cold War in 1945-53 was more a result of mutual misunderstanding than of expansionist policies by either superpower.

The Nigeria of My Dreams

dramatic art FELLOWSHIP motion THE NEED TO GO BACK TO THE BIBLE (PART TWO)text JUDGES 276, 2135 JUDE 3-4, 17-23 entry way the gainsay to everyone that thirsts to en merryn divinity fudge is to go back to the bible. In these last days such an individual must(prenominal)(prenominal) embrace and appreciate biblical standards and against altogether odds undertake to live for beau ideal. *Gal. 220 WHAT are THE GUIDING PRINCIPLES WE NEED TO OBSERVE IF WE MUST GO BACK TO THE BIBLE? * We must draw automatic paddy wagon. Jere. 2913 * We must be sincere and acknowledge that the church situation today is non the best. Isa. 81-3 2 cor. 1128 * There should be deadness to self. Matt 1624 Mark 834, Luke 923 * We must altogetherow the devoted Spirit to be en passeld in own heart. Acts 18 Jn. 1613 * There must be a desire to pray. Acts 21-2 James 516 Mark 135 * We must be say y to contend for faith (our belief). 2 Tim. 2 15 Col. 417 Titus 38 1 Tim. 612 * We must be ready to seek perfection. Isa. 556 Amos 54-14 shoemakers last We should ask for the old paths and walk in them *(Jere. 616) wish well Daniel we should objective in our hearts to follow graven images standards *(Dan. 18) Like Nehemiah we must resolve to build the broken w entirelys in our lives. Like beam of light and the apostle of old, we must resolve to obey graven image rather than men. *(Acts 419) melodic theme THE NEED TO GO BACK TO THE BIBLE (PART THREE)(IN THE DEMONSTRATION OF LOVE) textbook MATT. 2234-39 1037-39 JOHN 1334-35 1COR. 13 1-13 INTRODUCTION Love as someone once s caution is wishing your neighbor the highest good. This is what the Bible describes as agape, the matinee idol kind of love. This love is selfless, forever wishing good to others non minding tribe, age or position. *(James 2 1-4) WHAT atomic number 18 SOME OF THE WAYS WE butt end SHOW OUR LOVE FOR GOD? * We must love god with all our heart. Matt. 2233 Philemon 5 * We must be obedient to his commandments. tail 14 15 Acts 419 * We must be ready to spend our time and resources (Money, Houses, and Cars etc) for Him. Mark 11 1-6 14 12-16 ,Matt. 10-37 WHAT argon SOME OF THE WAYS WE CAN SHOW OR EXPRESS OUR LOVE TO MEN? * You must be ready to love your neighbor as yourself * Believers must love themselves We should be ready to identify with their material needs (school fees, clearing of debts, food, clothing, etc). Matt. 25 31 James 2 14-17 Acts 244 2 Cor. 5 8-9 * We should be willing to show mercy towards our neighbours. Pray for them. 1 bathroom 47 Philemon 4-6 2 Tim. 45 Col. 417 Titus 38 1 Tim. 612 Tim. 13 * Visitation and word of encouragement could be used. 1 Tim. 14 HOW CAN WE ferment LOVE OUR LIFE STYLE? * Be always conscious that divinity fudges love is already deposited in you. Rom. 55 * We must tolerate the love to blossom by depending on the Holy Spirit. * We must always have a heart of for demonstrateness. John 47 CONCLUSION good love is one acted out. Therefore, it is o f utmost importance that we demonstrate love in our relationship with people. John 316 1Cor. 1313 point THE NEED TO GO BACK TO THE BIBLE (PART 4) (IN THE HOPE OF OUR CALLING) textbook JOHN 141-3 1COR. 1519 EPH. 1 18 44 INTRODUCTION The way many believers live and carry on in the present world does not reflect a hope in or an expectation of another kingdom. Many are living so carelessly, disregarded that delivery boy will one day call for a harvest of His people.Thess. 416-18 WHAT IS THE GUARANTEE THAT THE shaper WILL COME AGAIN? * Gods Himself spoke about the second coming of His son. Jude 1415 * The Holy Spirit spoke through angels and prophets about the hope of his coming. Acts 111 * Jesus himself spoke about his coming. Matt. 2531-34,2430 * There are several signs relating to his coming again which have been fulfilled and are be fulfilled. 2Tim 31-3 Matt. 24 12 Luke 188 HOW SHOULD THE BE breatheVERS PREPARE FOR HIS coming? * Believers should always be conscious of his comi ng by living a holy and dedicated liveliness. Heb. 1214 1Tim. 11-12 * Believers should avoid compromise. Rom. 122 * Believers should always involve themselves in the work of the kingdom- evangelism. Matt. 620 * We should not be weary in well doing. Gal. 69 phil. 2 4-5 HOW CAN WE remain THE HOPE OF HIS CALLING ALIVE? * We should always bear in mind that we are unknown/pilgrims on earth. Heb. 118-10 * We should always remember the word/promise of our lord Jesus concerning his coming. John 141-3 * We should always have a focus on the rewards awaiting us his coming. 1 Cor. 29 CONCLUSION It is a lot said that heaven is a prepared place for a prepared people.The believer must by design choose the path of holy living bearing in mind that he is a stranger on earth. Titus 2 11-12 TOPIC THE CHARACTER STUDY OF JOSEPH TEXT GEN. 3725-36, 391-23 INTRODUCTION Joseph was a handsome young man whose character stands out distinctly as one of the purest in all archives. He was obedient to parents , God and would not drop out the daily temptation from Potiphars wife mute his high morality and his faith in God WHY DID JOSEPH REFUSE POTIPHARS WIFE INVITATION TO LIE WITH HER? GEN. 97 * Joseph resolved to uphold his virtue and chastity. Gen. 397-8 * He saw it as a sin against God and not his master. Gen. 399 * Joseph considered who he was, his relationship with God. Gal. 220, 1 peter 29, Eph. 517 * He was watchful so as to foresee danger and take out it. 1 peter 58 LESSONS TO BE LEARNT FROM JOSEPHS EXPERIENCE IN POTIPHARS HOUSE * A child of God should Endeavour to maintain moral purity in the face of skanky temptation. 1Cor. 926-27, 1021 * Flee from sin and all appearance of evil. 1Cor. 618 * We must fear God and determine not to sin against Him in any way. John 2 * Joseph hold shows that Gods blessing go with his people anywhere they go. Gen. 392 * The presence of a believer in any establishment should make a difference. Gen. 39 3 * Learn to handover challenging situations to God. Rom. 1219 CONCLUSION It is by the grace of God that we are still strong in faith. This grace must be jealously guarded, to be adapted to unfreeze the race to the end. The God that enables Joseph to run forward from enticement to sin is still alive and ever gracious towards us. There is however, need not to be careless with our christian faith. 1Cor. 1552, 1John 38TOPIC THE CHARACTER STUDY OF JOSEPH-JOSEPH IN PRISON TEXT GEN. 3921-23, 406-8 INTRODUCTION Potiphars wife having tried in vain to turn Joseph ungodly through laying with her go him portrayed as an immoral man before her husband. Her husband believed it and Joseph was lay out away HOW DID JOSEPH REACT WHEN HE SUFFERED FOR AN OFFENCE HE NEVER COMMITTED? * He did not complain or grumble against God. Isa. 537 * Joseph act to live a life of faithfulness and dedication to God * He left(p) vengeance unto to the Lord. Rom. 1219 * Like Paul and Silas, he did not allow his heart to be troubled or doubted God because of fear.Acts 1621 * He did not allow the problem to take him away from his vision and from God. 1 Peter 416 WHY DID THE flight attendant OF THE PRISON PUT ALL THE PRISONERS IN JOSEPHS CUSTODY? * Gods favour was with Joseph in the prison. Gen. 3922 * He saw Joseph as someone who could be trusted with responsibilities. Gen. 3922-23 * God was in the business therefore everything went on smoothly in Josephs hands. Rom. 828 CONCLUSION In his plight, Joseph continued to live a life of faithfulness and dedication to God. On his part, God apt(p) Joseph favour and turned the imprisonment to be another blessing for him. Peter 5 10 TOPIC THE CHARACTER STUDY OF JOSEPH JOSEPH IN AUTHORITY TEXT GEN. 41 1-57 INTRODUCTION God did not fill Joseph from the darkness and the filth of the dungeon. Instead, He was with him right there and blessed all that he did and thus, he continued to a position of trust and responsibility even in prison from where he was enthrone into the throne o honour. HOW DID GOD FULFIL HIS PROMISE IN JOSEPHS LIFE? * God decided to give pharaoh a dream that cannot be interpreted by any man. Gen. 418 * God caused Joseph to be remembered by the butler after two years. Gen. 1 9,12& 13 * God gave Joseph the interpretation and the solution of the dream paved way for Joseph enthronement. Gen. 41 42-44 It should be noted that God did not use anything outside Joseph, but what is already in him (the gift of dreams and its interpretation) to bring him to the throne of honour. Prov. 1816 HOW DID JOSEPH REACT TO HIS BRETHREN? * He left vengeance in the hand of God. Rom. 1219-21 * Joseph saw his plight as a divine purpose for him and his brethren. Gen. 455 * His hash reaction was intended to bring them to repentance * He fed his brothers freely despite of their hatred.Gen. 4323a * Joseph forgave his brethren though it was hard for them to accept. ( this portrays one of the great scene of reconciliation in the history of our faith). Gen. 457-8 WHAT WAS JOSPEPH BENEF IT FOR WAITING ON THE LORD? * Joseph was lifted above all his bosses and brethren. Gen. 41-44 * The purpose of God was fulfilled in his life. Gen. 457-8 CONCLUSION There is a time set for the deliverance of Gods people. That time will come though it may seem delayed, when it comes, it will definitely be the best time. Heb. 23-4, psalm 105 17-21 TOPIC HANDING CRISES IN THE HOME (PART ONE)TEXT Eph 521-23, Col 3 12-25 INTRODUCTON The relationship among family members in many photographic plates today is fast gliding to a state of collapse, the warmth, security and participation that stand use to prepare is no longer there. Every one seems to be doing his/her own things with slender or no regards to how others in the family feel. WHAT IS THE NATURE OF RELATIONSHIP IN AN IDEAL HOME? An ideal property should reflect in the following 1. Love Rom 13 8 2. Tolerance Rom 15 1-3 3. Forgiveness Matt 18 12-22 4. Provide inspiration for the growth of the family Amos 3 3, 1 peter 56 5.Children born into family are expected to be integrated into the existing God given shade in a home. Num 2512-13 CONCLUSION a peaceful and a united home is sight for greatness. Make your home a godly one. 1 peter 37-9 TOPIC HANDLIN G CRISES IN THE HOME (PART II) TEXT EPH 521-23, COL. 312-25 INTRODUCTION The cause of crises in the home varies from one home to the other they all however have universal denominations they create a situation of unease whenever they groundwork their ugly heads.In part one of this study, we discussed the sum of crises in the home. In this study we shall be highlighting the common causes of crises in the home. WHAT ARE SOME OF THE COMMON CAUSES OF CRISES IN THE HOME? The common causes of Crises in the home includes * unfitness to leave and cleave Gen. 223-24 * Usurping of the mans authority 1 peter. 31 * Attitudes towards in-laws Gen. 2746, 288-9 * Childlessness 1 sam. 16 * Child discipline prov. 226 * Family upkeep 1 Tim. 58 * Denial of bedroom favour 1 Cor. 73-5 * Extra-marital affairs 2 surface-to-air missile 11 1-3 CONCLUSION A home without rescuer must be in crises.Therefore let christ rules your home to day and peace will overshadow your family. Matt. 1127-28 TOPIC HANDING CRISES IN THE HOME (PART3) TEXT EPH 5 21- 23 COL 312-25 Introduction When crises is allowed to terry long in a home the sum are always disastrous and more difficult to handle. As Christian we are warned never To allow crises to tarry beyond a day In part one and two we discussed the meaning of crises home and the nature of ideal home and common causes of crises in a home.In this study we shall be discussing the effect of crises in a home WHAT ARE SOME OF THE EFFECTS OF CRISES IN A HOME 1. confabulation blackout 1peter 21 2. Loss of fellowship Isaiah 592 James 47 3. Weakening of personal and family alter 4. Bitterness Eph 431-32 Conclusion Avoid crises in your home. When it comes do not allow it to settle down before you solve it in agreement with each other aid with God 1cor. 57 TOPIC LOOKING UNTO saviour TEXT HEBREWS 12 1-3, 1 CORINTHIANS 123-25, EPHESIANS 19-23Look unto Jesus for leadership and direction, we stumble when we look away from Him and look at ourselves, someone else or the circumstances surrounding us. When we fix our eyes on Him, we receive direction in times of confusion, metier in time of weakness and encouragement in time of discouragement. WHY SHOULD WE LOOK UNTO JESUS * Christ has come to save sinners from their sins and the impending doom. * In Him we live, move and have our being Act 1728 * Jesus Christ is the way, the truth and the life, and no man can come to God or please Him except through Christ.John 146 Hebrews 116 * Jesus quickens the believers to be able to live a life pleasing unto God. Phil. 3 20-21 Col. 29-10 * He is the originator and perfecter of our faith. HINDRANCES TO LOOKING UNTO JESUS * Overcharging our hearts with the cares of life and pursuing riches at the expense of our salvation. 1 John 21 5-17 * opposite hindrances include lack and wants, need not met, seemingly unanswered prayers, trials and temptation, afflictions etc To overcome these hindrances, give yourself to prayers and studying Gods word. If problems persist, seek counsel.Be determined to continue to trust in God in face of all odds. If we take our eyes off the lord Jesus, we stumble and if we continue in this condition we fall away from faith Matthew 1428-31 BENEFITS OF LOOKING UNTO JESUS * Fullness and the power of God in our life. Col. 29-10 1Cor. 123-25 * Abundant blessing and spiritual rest. Matthew 1128 and peace Isaiah 263 * Eternal life CONCLUSION Emulate the lord Jesus. The believer stumbles when he looks away from the lord Jesus Christ TOPIC THE bedeck OF GOD TEXT 2 CORINTHIAN 129 The grace of God is the undeserved favour of God, and this is the very nature of God almighty.John 117, Eph. 26-8 and in the Old testament God favoured Israel not because of their number but of His graceful nature to be faithful to covenant promises. Gen. 171-8 In the New Testament, Gods grace is manifested in the giving of His only begotten Son Jesus Christ, on behalf of ugly sinners Gods grace is multiplied to the believers by the Holy Spirit, impacting forgiveness acceptance and power to do Gods will John 316 The whole of our Christian life from beginning to the end is dependent on Gods grace. 1 Co 1510 & Phil. 213. This favour is given in measuresHOW DOES ONE GET GODS GRACE? * As a gift. God gives a measure of grace to unbelievers so that they may be able to believe in Christ Eph. 2 8-9 * Must be diligently desired& sought, Heb. 416 * Humble yourself before God- James 46-10 * Studying & obeying the scriptures John 15 1-11 * Hearing the preaching of Gods word- Tom. 116 * Praying- Jude 20 * Fasting- Matt. 42, 616 * Worshipping Christ Col. 316 * Being continually filled with the Holy Ghost- Eph. 5 18 We can grow in the grace of God. 1 Pet. 115 but men can resist (Heb. 1215) receive in vain (2 Cor. 1) put out (Thes. 519) set aside (Gal. 221) and abandoned (Gal. 54) this grace. SOME BENEFITS OF GODS GRACE- * Enables us to live above sin Rom. 620-23 * Obedience Eph. 25 * Ability to pray Zach. 1210 * To grow in Christ 2 Pet. 318 * To witness for Christ Acts 433 CONCLUSION The grace of God is the foundation of every Christian life and it is adequate Heb. 416 for all situations. TOPIC ROOKED AND BUILT- UP IN HIM TEXT COL. 26-23 EQH. 314-19, 41-3 To be rooted and built-up in Him means to be firmly fixed and deeply planted and settled in Christ Jesus Col. 7 through the knowledge of the word and will of God and not being able to be tossed to and fro b7 every wind of trial strange doctrines and teachers that lie in wait to deceive. Christ is the foundation into which every born again Christian is rooted Isaiah 2816 1 Corinth. 311 and therefore we must look unto Him Heb. 1322 because He is our wisdom, righteousness, sanctification and redemption. 1 Cor. 130 HOW CAN WE BE root IN CH RIST * You must be born again Jn. 112 33 Rom. 109-10 * You must die and let our roots be established. Except a grain of wheat fall into the earth and dies it abides alone.John 1224 * Abide in Christ. John 155 * Daily desire, search, study, to a lower placestand, memorize and appropriate the sincere milk of the word of God. 1 Pet. 22 HOW TO BE BUILT UP IN CHRIST * Abide in Christ * Abide in His love- love God and love our neighbours. 1 John 316-18 * Abide in His word- obey Gods word and live by it. Rom. 1017 * Set your love and desire on heavenly things. Col. 3 1-4 * Be prayerful. Luke 181 1Thes. 5 17 * Not forsaking the conference of saints. Heb. 1025 for iron sharpens iron. Prov. 2717 To be well rooted and built up in Christ avoid sin Eph. 3-7 so that the wrath Of God with cometh to the children of disobedience will not be our lot. Even the so called tiny sins destroy the tender grapes of our spiritual lives (Songs of Solomon 215) BENEFITS OF BEING ROOTED A ND BUILT UP IN CHRIST * Daily physical and spiritual nourishment. John 155 * We are guaranteed answer to our prayers. John 157 * No longer under condemnation. Roman 81-2 * We are led by the Holy Spirit and he also makes intervention for us. Roman 826 SUMMARY God will cause all who sincerely seek and trust Him to be deeply rooted and abundantly fruitful and our benefits are not only in this world. 2 Cor. 1519

Reflective Essay on Teaching

This assignment testament critically reflect and analyse a micro training seance I presented to my peers in a clinical placement regarding Nursing management of vanity drains. I will name face teaching, learning and the rationale for choosing this topic will be clearly let onlined in this paper. The preparation, planning, implementation and paygrade will also be incorporated. This assignment will be structured utilize Gibbs (1988) pensive put cited in Modular Training Course, 2003 beca wont of its simplicity. epitome will permeate through and through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a knock practiti championr outlining sphere of influences of personal, professional growth, discloseing my strength, weakness and put forward an action plan for my future development in teaching. Reflection is an beta human activity in which people re-capture their experience, mull it over and evaluate it. It is working with expe rience that is important in learning (Boud et al, 1985).Teaching is defined as a system of activities mean to induce learning, comprising the deliberate, methodical creation and control of those conditions in which learning does occur (Curzon, 1997). In Nursing, teaching is say to be the change in behaviour that we wish to bring about if we argon to enhance and mend c ar for patients and client (Hinchliff, 2004) The term teaching and learning are often used interchangeably.Curzon (1990) cited by Nicklin and Kenworthy (2000) define learning as the apparent modification of a persons behaviour through his activities and experiences so that his make doledge, skills and attitudes, including modes of adjustment towards his environment, are changed, more than or less permanently. The rationale of choosing my topic was due to its relevance to the area of my clinical placement (Cardio thoracic) and the Unique learning needs of nursing management of chest drains amongst Nursing students as realised while working with them.As mentioned above, I will be using the Gibbs reflective model, which follows a cyclical pattern from description, aspectings, evaluation, to conclusion and action plan. See in the Appendice. Each of these is sub-headed in the conterminous sections to champion clarity. Description This is the first stage of the Gibbs model. The value of micro academic terms is for planning and delivering a short display where by feedback can be ga in that respectd before embarking on longer sessions (Walkin, 1990). Planning is about thinking things through it requires imagination and lateral as come up as logical thinking (Kiger, 1995).It is a process that directs the teacher and the learner towards certain actions, which will facilitate learning. During the preparation of my teaching presentment I researched my chosen discipline using databases like British Nursing Index (BNI), Nursing practice text books as well as Journals as recommended by Hinchliff ( 2004) who contend that using evidence-based practice can help to en authorized that the motif is fully researched and this will countenance support practice and mentation. I set out the aims and objectives of the teaching session.This view is supported by (Daines et al, 1993) who state that the teacher must know what it is that he or she intends to teach and what the students are expected to learn as an outcome for the joint effort. I drafted a lesson plan see in the appendice, which I highlighted that I was divergence to use an overhead projector and give handouts to the group. Ewan and White (1996) suggest it is necessary to ensure learners different learning styles for learning and teaching to be effective. I devised my teaching plan bearing in fountainhead that there were pragmatists, activists, theorists and reflectors among my peers.After putting the content of my presentation together I began printing and photocopying my acetates and handouts for my peers. The next ste p I did was to st ruse re visualizesing my presentation at home. On the day of the presentation I gave out handouts to my peers prior to the microteaching session. I used an overhead projector as a guide for my discussion even though my acetates were cluttered with too much nurture. I also used virtually equipment like different types of chest drains, water and a dame in of a person to demonstrate to my peers.I used psychomotor learning domain as it was described by Bloom (1956) cited by De Tornyay & Thompson (1987) to be most important domain compared with Cognitive and Affective domains as it enabling the learner to learn through the demonstrated skill. As I encouraged my peers to carry out the skill that I had demonstrated, I had to bear in mind that many adult learners are self-conscious about trying new psychomotor skills as contended by De Tornyay & Thompson (1987). They worry about looking foolish and making errors.And therefrom it is crucial that the learning environment is untoughened and accepting, inviting the learners to try things, take risks and experiment. Feelings Planning on its own caused a lot of anxiety, as I was not really sure of how well I will do in delivering and presenting my topic to my peers. Although I had just about idea about management of chest drains from both the practical bit that I had gained during my first two weeks on the ward and the theory that I had gathered, I was nervous prior to my presentation.It is argued by some commentators that having nerve can improve your performance (Lancaster and Janes, 1994). Feelings of nervousness helped me to focus on my presentation however things did not go the way I planned them. I can only attribute my feelings of nervousness due to lacking(predicate) preparation. During the presentation I had mixed feelings of nervousness compounded by feelings of confidence and I was not sure about how the audience perceived my presentation. I was feeling confident at times because I knew a lot about the topic and my peers through evaluation echoed this. EvaluationEvaluation can be seen as a process of making personalised judgements and decisions about achievements, expectations, the effectiveness and evaluation of what we are doing (Hanchliff, 2001). It occurs at different stages of learning experience, is ongoing, vital to development, evolution of teaching and learning. It is emphasised that if you do not self evaluate there is a temperament to carry on as usual (Hinchliff, 2004). As part of my preparation, I determined that I was going to use the SWOT analysis to evaluate myself. And with this, I was going to be equal to(p) to identify my Strength, Weaknesses, Opportunities and Threats.My strengths included giving handouts first before starting my presentation. My peers in the feedback sheets echoed these remarks. This is supported by (Boyd et al, 1997) who states that handouts provide organisation, enable students to listen rather than taking notes and serve as a reminder of what the students have hear in the classroom or lecture. I linked the theory to practice as I was using acetates on an overhead projector as well as demonstrating and some of my peers commented that this helped them to understand the topic better.De Tornyay & Thompson (1987), recommend the use of an overhead projector by the teacher as this avoids distracting instructions and can integrate the material from the transparency with the presentation naturally and without losing eye contact with class. My voice was loud and clear throughout my presentation to enable my peers to hear the topic. Oliver and Endersby (1994) emphasise that if people cannot hear you during presentations they will not listen to you hence it is important to have a good voice projection when teaching or presenting.I had also met my aims and objectives that I had set up and my peers had learnt from them following the feedback. Aim & Objectives can provide a logical sequence for both you & your stu dents enable you to weaken whether your teaching has been effective and also help to make decision about what exactly the student should learn as recommended by (Hinchliff, 2004). My weaknesses included confusing some surgical terms that I had used and therefore giving the wrong explanation of the word, not giving all my peers a hap to practice the skill and also not involving my peers to participate in terms of the questioning technique.Some of my peers commented on the feedback sheets that I had the tendency to read my acetates, I should have brought in prompt cards just to remind me of the main points which call for to be discussed further. It is argued by (Baume and Baume, 1996) that reading from transparencies will give a stilted feel to a presentation and does not give the presenter much credibility. In essence as a presenter you should know most of what you want to say otherwise you should not be teaching or presenting to the audience. And also some of my peers commented t hat I had rushed my presentation despite the fact that I deathed within the expected time.I didnt have all my teaching equipments as I had planned. In organizing the materials for teaching, Oliver & Endersby (1994) stated that the responsibility of teaching does not only lie on accuracy of the information presented but also in the carriage and align in which it is presented. The opportunity of being familiar with my peers and knowing the subject area that I was going to present strengthened my confidence as I began to teach. My threat was not being able to finish on time and being so nervous that I would not give the best to my group. AnalysisOn analysis, I thought I choose the right topic that was relevant to my course and my clinical area of placement. As joint practitioners we will encounter carers in our working life, so giving information on carers assessment, their limitation and effect of caring will prepare us for future practice (Hinchliff, 2004). As I was preparing my p resentation, I thought about adult learning as all my peers were going to be adults. I decided to use Androgogy approach of teaching as recommended by Knowles (1990) who defined it as the art and science of supporting students particularly, adult learner in their own learning process.In retrospect, I feel that this helped to promote the students concentration and I believe that my peers felt valued, as I was able to include them in the teaching by acknowledging each and everyone who participated by using their names and praised them. The teaching session took place in a seminar room near the ward where everyone was familiar with the environment. It is believed that a good learning environment allows a more positive attitude to study and desire to learn (Kiger, 1995).Overhead projector was used during the teaching, this was benefiting to my peers, it help to light up and explain key points. The use of overhead projector encouraged motivation from peers and makes it more interesting (Larrivee, 2000). The teaching session was aimed to facilitate humanistic or cognitive domain as well as psychomotor where cognitive domain is student centred. This permit student perception and thinking, it also incorporate student participation which gave the chance to ascertain peers knowledge of the topic been taught.I used Abbatt & Mc Mahon (1993) 3 aspects of evaluation i. e. Plan, Process and harvest-tide as a form of evaluating my peers learning and effectiveness of my teaching. With this, there was use of evaluation checklists See in the Appendices that were used by my peers to evaluate my teaching in form of feedback. These can enable the teach to identify aspects of his/her teaching that could improve on. Although the feedback from my peers and mentor was informative and good, from my own reflection afterwards made me realise that I had not taught I had planned.I didnt involve all my peers to practice the skill, which would have helped them to learn more as recommended b y Hinchliff (2004). I should have informed them of how long the session was to take in order to avoid them from thinking that I had rushed. I should not have read my presentation from the acetates because it is argued that the audience will probably understand very little and will loose concentration quickly (Nicklin and Kenworthy, 2000). Body phraseology communicates different impressions to the audience I maintained eye contact on some occasions this helps to dumbfound the flow of communication.This is supported by (Oliver and Endersby, 1994) who state that presenters who make eye contact covey interest, concern, warmth and credibility. resultant I seem to have learned more from the reflective process than the actual presentation. Presenting to the group was one of the most nerves wrecking experiences as well as waiting for feedback from my peers and mentor. However, carrying out this teaching session has broadened my knowledge in management of chest drains and given me the cou rage and confidence for my future teaching and presentations. bodily process PlanI endeavour to perceive weakness as opportunities for future development rather than as failures. In essence the act of reflecting on the microteaching presentation has deepened my understanding of the importance of having a good preparation, a good plan, including having rehearsals prior to the presentation, the importance of having a good learning environment, and being familiar with the material you are going to use before presenting. It is imperative to evaluate each teaching session or presentation, as this is the only way we can learn to improve our practice.

E-Marketing Essay Example | Topics and Well Written Essays - 3000 words

E-Marketing - Essay ExampleBusiness firms are genuinely fond of e- market straightaway and the growth in e- selling has seen an solely time high of late because not some(prenominal) financial resources are required in this form of marketing as opposed to setting up stores in different parts of the world where the customer base to be catered to is very limited. E-marketing is accessible to all kinds of race all over with an access to an internet connection and makes brio much easier and convenient for people. sooner of standing in line to corrupt products and waste time travelling, a consumer can easily buy products online eyepatch he is travelling somewhere for example, a woman buying books from the internet, from a website like amazon.com while sitting on a train to a meeting in the morning thus no time is lost as she is able to use the interim travel time efficiently and by the time she reaches home in the evening, she would have received her package as strong making li fe so much more convenient than standing in line at the store and victorious time to choose her books. This paper focuses on all aspects of e-marketing from how it has significantly changed the world as we see it today to the various advantages and challenges that it faces and also helps to provide a number of interesting examples throughout the course of the explanation. Creativity is a very essential aspect of internet marketing because the first thing that a business entity demand to do is make water a website that will appeal to the consumers at large and is also very substance abuser friendly especially on gadgets like smart phones which are used more than laptops for browsing the internet. The approach pattern and development of a website is very crucial to its existence because advertising and marketing also need to be taken care of through this medium it is thus very important for an organization to make for certain that all the marketing that it does online brings it results by taking care of the creative and technical aspects. This can be do by posting advertisements and banners on various websites, using social networking websites to display products and services as well as post surveys on websites to ask customers their opinion and thus gather data and use it for its benefit.2 thither are many different kinds of internet marketing that companies indulge in. they may be classified on the basis of the following display advertising where advertisements in the form of banners are displayed on random websites which when clicked raptus the user to the website where the goods and services are being sold. In order to do this the business firm needs to take permission from the host website, for example banners on Face book Search engine marketing is another method in which business organizations pay search engines to show up on the results or on the side when a customer types in certain key words Social media marketing is close to display adverti sing where social media websites are used to advertise and promote products and services and create traffic thus e-mail marketing is done when e-mails are sent to a wide database of people regarding the promotions offered by the business entity luring them to the websites video marketing is done through websites like YouTube where videos regarding