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msmarco_v2.1_doc_10_1418963407#17_2310554391
|
Title: Self-Awareness and Personal Development
Headings:
In This Issue
Notes
Content: However, be aware that you will need to work extra hard to develop the skills for that job, and there are jobs that would be less stressful for you. Motivation . It's very difficult to cope with poor results when you don't understand what causes them. When you don't know what behaviors to change to improve your performance, you just feel helpless. Self-awareness is empowering because it can reveal where the performance problems are and indicate what can be done to improve performance. In addition
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http://www.wright.edu/~scott.williams/LeaderLetter/selfawareness.htm
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msmarco_v2.1_doc_10_1420295274#8_2313063206
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Title: Literary Criticism - A Comprehensive Description
Headings: Literary Criticism
Literary Criticism
What is Literary Criticism?
Definition and Concept
Literary Analysis on the Basis of Literary Theory
Examples of Literary Criticism
Types of Literary Criticism
Objective Analysis
Traditional Criticism
New Criticism
Sociological Criticism
Rhetorical Criticism
Stylistic Criticism
Metaphorical Criticism
Structuralist Criticism
Biographical Criticism
Marxist Criticism
Historical Criticism
Psychological (Freudian) Criticism
Mythological (Archetypal) Criticism
Moralist Criticism
Feminist Criticism
Understanding Concepts in Literature
Trends in the Field of Literature during Early Years
Lingual Instruments and Terms Used by Critics
Criticism of Art
Critical Analysis of Paintings
Literary Criticism
Criticism for Music
Evaluating Ethics, Morals and Values
Questions in the Present Time Literature
Sensuous and Super Sensuous Entities
Conclusion
Content: Feminist Criticism
Feminist critical analysis is concerned with the politics of women’s authorship, representation of the women’s condition within literature. Origin of feminine criticism is originally derived from the classic works of 19th Century women authors like George Eliot and Margaret Fuller. Based on the feminist theory, the feminist critical evaluation analyzes elements like stereotypes of women, images of women in literature, literary mistreatment of women, place of women in patriarchal societies and challenges faced by women in the modern era. Understanding Concepts in Literature
If a literature consists of more factual script, it also omits a great amount of fiction. An example of this can be Superman comics as wells Boon and Mills novels which are fictional however they are not usually considered as literature. In the case where literature is regarded as imaginative or creative script, it remains a question if philosophy, history along with natural sciences is taken as unimaginative or uncreative. Trends in the Field of Literature during Early Years
Formalism This concept was significantly the appliance of linguistics in the field of literature. Formalists observed literature as a group of deviation from specific norms, a type of linguistic violence. This implies that literary language is a special type as compared to the ordinary one which can use commonly. However, to identify the deviations, it means the ability to spot the norms through which it deviates.
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http://www.writeawriting.com/academic-writing/literary-criticism/
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msmarco_v2.1_doc_10_1422046955#6_2316880601
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Title: 5 Reasons Why Love (of Writing, Reading, Words!) Is Meant to Be Shared - Writer's Digest
Headings: 5 Reasons Why Love (of Writing, Reading, Words!) Is Meant to Be Shared
5 Reasons Why Love (of Writing, Reading, Words!) Is Meant to Be Shared
1. In encouraging someone else to write—or read—you might just find that you encourage yourself.
3. Good stories connect people.
4. Sharing makes you feel warm and fuzzy inside.
5. Whatever has influenced your own love of words, it’s important to pay that forward.
Content: Guess who everyone else buys the most books and magazines for on birthdays and holidays? As a writer, you need an audience. As an aspiring writer, you’ll need future readers. People tell us everyday that the reading public is shrinking. Why not do your part to combat that? As bestseller Brad Meltzer is fond of saying: Ordinary people change the world. 3. Good stories connect people. There’s a reason book clubs are so popular, and it’s not just that people want to have motivation to actually read the stuff on their wish lists.
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http://www.writersdigest.com/editor-blogs/there-are-no-rules/5-reasons-why-love-of-writing-reading-words-is-meant-to-be-shared
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msmarco_v2.1_doc_10_1422424461#1_2317844853
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Title: The Top 10 Elements of a Book People Want to Read - Writer's Digest
Headings: The Top 10 Elements of a Book People Want to Read
The Top 10 Elements of a Book People Want to Read
Aim for High Readability
1. Your Words Are Your tools; Make Sure They Are in Working Order.
2. Check for Inconsistencies.
3. Avoid Overwriting.
4. Avoid Underwriting.
5. Make Sure Your Characters Are More Than a Name.
6. Show, Don't Tell.
7. Sharpen that Dialogue…
8. …And Expose that Subtext.
9. Drive the Plot Towards Your Reader’s Aha-Moment.
10. Build Your World.
Content: Go for it, I say, because these days, anyone can publish a book. Self-publishing empowers the writer in all of us. Nonetheless, quality still matters. Why? Because we don't just want to publish, we want to publish successfully; we want to publish books people want to read. And that takes more than a good idea. That takes craft. ( 9 Ways to Overcome Too Many Ideas Syndrome .) pinterest-pin-it
Aim for High Readability
People enjoy books with a high level of readability —books with a captivating story and memorable characters, books we can’t put down, books that stick with us long after we’ve read the last word.
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http://www.writersdigest.com/online-editor/the-top-10-elements-of-a-book-people-want-to-read
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msmarco_v2.1_doc_10_1423063441#0_2319551443
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Title: On Presidential Power
Headings:
On Presidential Power
by John Yoo
Content: On Presidential Power
On Presidential Power
by John Yoo
John Yoo explains the enormous power of the Presidency and the executive branch that our new President will soon wield—surely no more bashfully than his predecessors—as a function of the size, complexity and power of American society, as well as of American history. Presidential power has always been controversial. Congress and the Judiciary have clashed with both Bush and Clinton administrations over matters of executive privilege, impeachment, and the war on terror. Almost all modern presidents have moved to expand their power. So it is an even bet that given the foreign policy challenges of Iraq, Afghanistan, Iran, and North Korea—not to mention the disruptions to the domestic economy of the credit crisis—Barack Obama will soon be drawing on the well of executive power every bit as deeply as his predecessors have. But critics have recently insisted that it is unconstitutional for a President to make war policy without consulting Congress first, despite the Commander in Chief role assigned to that office by the Constitution. Others, critical of what they believe to be excessive secrecy, suggest that military and intelligence agencies ought to report jointly to Congress, not just to the President, as they do today. Presidents, they say, should generally refrain from acting unless they have obtained the express permission of Congress and the courts. American history and law provides little support for this view. The Presidency’s role in war, national security, and policy both foreign and domestic has only increased ever since the founding of the nation.
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http://www.writersreps.com/feature.aspx?FeatureID=152
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msmarco_v2.1_doc_10_1423063441#3_2319556546
|
Title: On Presidential Power
Headings:
On Presidential Power
by John Yoo
Content: All these actions were based on legal precedents dating back to Abraham Lincoln, who himself, in the Civil War, ordered the detention of enemy combatants without criminal charges or access to civilian court. These legal precedents have been followed time and again by Presidents regardless of party. The Constitution, American history, our legal precedents, and the demands of a modern society and economy—perhaps unfortunately—simply require presidents to exercise broad powers. These powers have only become all the more encompassing with the growth of America’s economic and military standing, and the complexity of its society. Luckily, those who designed the Constitution also designed the office of the Presidency to respond to change, to act with the energy and vigor to act swiftly, especially in times of national crisis and war. Nevertheless, there is an important strain of scholarship, a libertarian strain both on the left and the right, that contends that the Framers intended Congress to play the lead role in policy in the American democracy—that Congress should lead, and the President merely execute Congress’s policy. Some say the eighteenth century ideas underlying the Constitution are simply outmoded and have little relevance to today’s issues. Books with titles like The New Imperial Presidency, The Terror Presidency, or Takeover: The Return of the Imperial Presidency all proceed from a common assumption that the Presidency has little significant constitutional authority of his own but should follow and defer to Congress. To this one can only reply that the Louisiana Purchase, the Emancipation Proclamation, and American assistance to the British before Pearl Harbor were executive actions, and by no means anomalies in history.
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http://www.writersreps.com/feature.aspx?FeatureID=152
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msmarco_v2.1_doc_10_1423248511#14_2319810318
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Title: The 17 Most Popular Genres In Fiction - And Why They Matter | Writers Write
Headings: The 17 Most Popular Genres In Fiction – And Why They Matter
The 17 Most Popular Genres In Fiction – And Why They Matter
What Is Genre?
Why Does Genre Matter?
The 17 Most Popular Genres In Fiction
Writing For Children
Changes In Genres
How To Become Generic
If you enjoyed this post, read:
Content: Occult is a sub-genre that always uses satanic-type antagonists. Mystery/Crime . These are also known as ‘whodunits’. The central issue is a question that must be answered, an identity revealed, a crime solved. This novel is characterised by clues leading to rising tension as the answer to the mystery is approached. There are many sub-genres in this category. Police Procedurals are mysteries that involve a police officer or detective solving the crime. The emphasis rests heavily on technological or forensic aspects of police work, sorting and collecting evidence, as well as the legal aspects of criminology. Historical. These fictional stories take place against factual historical backdrops.
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http://www.writerswrite.co.za/the-17-most-popular-genres-in-fiction-and-why-they-matter/
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msmarco_v2.1_doc_10_1425711546#0_2324526719
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Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
I-5 - JBLM Area Improvements - Congestion Relief Study
On May 23, 2017, the U.S. Department of Transportation Federal Highway Administration issued a Finding Of No Significant Impact (FONSI) for the Interstate 5 JBLM Congestion Relief Project. On October 4, 2016, WSDOT published an Environmental Assessment (EA) for the I-5 - JBLM Vicinity Congestion Relief Project. The EA contains the results of our studies on how this project may affect the environment. The comment period for the environmental assessment was October 17 - November 22, 2016. The $495 Million I-5 Mounts Road to Thorne Ln I/C - Corridor Improvements project was included in the Connecting Washington transportation-revenue package, approved by the Washington State Legislature in July 2015. Why is there so much congestion? Interstate 5 is a national highway of strategic importance. It moves goods and people between two borders and links major cities. It is a critical corridor for military use. Over the past several years, traffic has increased along the entire I-5 corridor, and nowhere has that increase been more noticeable than in south Pierce County through the Joint Base Lewis-McChord (JBLM) vicinity.
|
http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
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msmarco_v2.1_doc_10_1425711546#1_2324528751
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: Why is there so much congestion? Interstate 5 is a national highway of strategic importance. It moves goods and people between two borders and links major cities. It is a critical corridor for military use. Over the past several years, traffic has increased along the entire I-5 corridor, and nowhere has that increase been more noticeable than in south Pierce County through the Joint Base Lewis-McChord (JBLM) vicinity. A combination of factors have contributed to the traffic growth through the area. Large businesses have moved in. JBLM and Camp Murray have expanded, and the communities of Lakewood, DuPont and Steilacoom have continued to develop. Each change has added demand on the already-crowded I-5 corridor. Motorists now see traffic congestion on a daily basis, especially during peak commute hours.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#2_2324530349
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: A combination of factors have contributed to the traffic growth through the area. Large businesses have moved in. JBLM and Camp Murray have expanded, and the communities of Lakewood, DuPont and Steilacoom have continued to develop. Each change has added demand on the already-crowded I-5 corridor. Motorists now see traffic congestion on a daily basis, especially during peak commute hours. Because secured military bases are located on both sides of I-5, alternate routes involve using perimeter roads around the bases. Those routes are neither convenient nor able to manage high volumes of traffic. What is WSDOT doing about it? In 2013, a joint I-5 corridor planning study was initiated involving WSDOT, JBLM, FHWA and local jurisdictions. The study evaluated the best way to improve transportation through the JBLM vicinity.
|
http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#3_2324531964
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: Because secured military bases are located on both sides of I-5, alternate routes involve using perimeter roads around the bases. Those routes are neither convenient nor able to manage high volumes of traffic. What is WSDOT doing about it? In 2013, a joint I-5 corridor planning study was initiated involving WSDOT, JBLM, FHWA and local jurisdictions. The study evaluated the best way to improve transportation through the JBLM vicinity. The task of the planning study is to define improvements that could relieve congestion on I-5 from Center Drive to Gravelly Lake Drive, with a focus on the interchanges at the Steilacoom-DuPont exit (#119), 41st Division Drive/Main Gate exit (#120), Berkeley Street exit (#122) and the Thorne Lane exit (#123). Specifically, the study addressed options to: relieve congestion on I-5
improve system efficiency
enhance mobility
improve safety and operations
increase transit and alternative commute opportunities
This work was performed in three phases. Phase 1 conducted a Corridor Feasibility Study. You can read the full report and the summary report linked below:
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#4_2324533859
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: The task of the planning study is to define improvements that could relieve congestion on I-5 from Center Drive to Gravelly Lake Drive, with a focus on the interchanges at the Steilacoom-DuPont exit (#119), 41st Division Drive/Main Gate exit (#120), Berkeley Street exit (#122) and the Thorne Lane exit (#123). Specifically, the study addressed options to: relieve congestion on I-5
improve system efficiency
enhance mobility
improve safety and operations
increase transit and alternative commute opportunities
This work was performed in three phases. Phase 1 conducted a Corridor Feasibility Study. You can read the full report and the summary report linked below: I-5 JBLM Vicinity IJR and Environmental Documentation Phase 1 Corridor Plan Feasibility Study (pdf 17.19 mb)
I-5 JBLM Vicinity IJR and Environmental Documentation Phase 1 - Summary Report (pdf 6.68 mb)
During Phase 2, conducted in 2014, WSDOT conducted a comprehensive multi-modal corridor alternative analysis. In this effort, WSDOT evaluated alternatives other than adding lanes to I-5 that could improve mobility along the corridor. Public involvement was an important element of Phase 2. In January 2014, WSDOT conducted an origin-destination study. The origin-destination study better identified the nature of local trips and regional traffic on and near Interstate 5 between Mounts Road and State Route 512.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#5_2324536032
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: I-5 JBLM Vicinity IJR and Environmental Documentation Phase 1 Corridor Plan Feasibility Study (pdf 17.19 mb)
I-5 JBLM Vicinity IJR and Environmental Documentation Phase 1 - Summary Report (pdf 6.68 mb)
During Phase 2, conducted in 2014, WSDOT conducted a comprehensive multi-modal corridor alternative analysis. In this effort, WSDOT evaluated alternatives other than adding lanes to I-5 that could improve mobility along the corridor. Public involvement was an important element of Phase 2. In January 2014, WSDOT conducted an origin-destination study. The origin-destination study better identified the nature of local trips and regional traffic on and near Interstate 5 between Mounts Road and State Route 512. This study was documented in a report on Travel Patterns and Characteristics along the I-5 corridor in the JBLM vicinity. The report describing the development and screening of multimodal options for the corridor can be accessed at the following link: I-5, JBLM Vic. Congestion Relief Study - Phase 2A Alternative Analysis - Development and Screening of Multimodal Options (pdf 9.09 mb)
Between July and November 2014, alternatives advanced from Phase 1 were further evaluated along with those developed during the multi-modal Alternatives Analysis. Alternative "packages" including combinations of transit services, local road improvements and I-5 mainline and interchange improvements were defined and evaluated.
|
http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#6_2324538252
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: This study was documented in a report on Travel Patterns and Characteristics along the I-5 corridor in the JBLM vicinity. The report describing the development and screening of multimodal options for the corridor can be accessed at the following link: I-5, JBLM Vic. Congestion Relief Study - Phase 2A Alternative Analysis - Development and Screening of Multimodal Options (pdf 9.09 mb)
Between July and November 2014, alternatives advanced from Phase 1 were further evaluated along with those developed during the multi-modal Alternatives Analysis. Alternative "packages" including combinations of transit services, local road improvements and I-5 mainline and interchange improvements were defined and evaluated. Thirteen alternative "packages" were modeled for performance and evaluated for potential environmental impacts as well as implementation characteristics. Performance criteria during the weekday p.m. peak travel period that were modeled and scored include: Traffic speed. Hours of congestion. Travel time between Mounts Road and Bridgeport Way.
|
http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#7_2324540102
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: Thirteen alternative "packages" were modeled for performance and evaluated for potential environmental impacts as well as implementation characteristics. Performance criteria during the weekday p.m. peak travel period that were modeled and scored include: Traffic speed. Hours of congestion. Travel time between Mounts Road and Bridgeport Way. Number of people that could move through the corridor. Percent of total person demand that could move through the corridor. Potential person trips using HOV's (including vanpools and transit). Implementation characteristics that were evaluated and scored include: Relative cost to implement the alternative.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#8_2324541542
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: Number of people that could move through the corridor. Percent of total person demand that could move through the corridor. Potential person trips using HOV's (including vanpools and transit). Implementation characteristics that were evaluated and scored include: Relative cost to implement the alternative. Amount of new Right-of-Way needed. Ability to build the alternative in stages. The result was proposed alternatives (pdf 485 kb) that were advanced into the NEPA environmental study process. Phased implementation of improvements is proposed with an initial or "opening year" alternative and a "future" alternative. The proposed Initial Phase of improvements include:
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#9_2324543007
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: Amount of new Right-of-Way needed. Ability to build the alternative in stages. The result was proposed alternatives (pdf 485 kb) that were advanced into the NEPA environmental study process. Phased implementation of improvements is proposed with an initial or "opening year" alternative and a "future" alternative. The proposed Initial Phase of improvements include: Rebuilding the Thorne Lane interchange. Rebuilding the Berkeley Street interchange. Add one lane to each direction of I-5 from Thorne Lane to Steilacoom-DuPont Road. Rebuilding the Steilacoom-DuPont Road interchange. Possible local connection from Gravelly Lake Drive to Thorne Lane.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#10_2324544448
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: Rebuilding the Thorne Lane interchange. Rebuilding the Berkeley Street interchange. Add one lane to each direction of I-5 from Thorne Lane to Steilacoom-DuPont Road. Rebuilding the Steilacoom-DuPont Road interchange. Possible local connection from Gravelly Lake Drive to Thorne Lane. Bike/Pedestrian path along the I-5 corridor. The proposed future phase would include: Add one additional lane to each direction of I-5. Two lanes each direction would be Express Lanes restricted to through traffic only. Traffic entering or exiting I-5 in the JBLM area would use the outer three lanes.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425711546#14_2324550906
|
Title: I-5 - JBLM Area Improvements - Congestion Relief Study | WSDOT
Headings: I-5 - JBLM Area Improvements - Congestion Relief Study
I-5 - JBLM Area Improvements - Congestion Relief Study
Why is there so much congestion?
What is WSDOT doing about it?
Implementation characteristics that were evaluated and scored include:
The proposed future phase would include:
Build Alternative & Environmental Studies
Why are studies needed?
What will the completed study include?
Cost Estimate
What is happening in the mean time?
Financial Information
How can I get more information?
Content: The planning study will result in a NEPA environmental document and an IJR, which is a study required by federal law used to justify revisions to highway interchanges. The IJR documents the design of the preferred alternative, the planning process, the evaluation of considered alternatives, and the support and justification for requesting an access revision. With the results from the report, project stakeholders can take action to implement the preferred solutions. What will the completed study include? National Environmental Policy Act (NEPA) environmental documentation for proposed corridor improvements and preliminary engineering for the highest priority improvements. A completed Interchange Justification Report for revisions to the four focus-area interchanges. Cost Estimate
In July 2015, the Washington State Legislature included $495 Million for the I-5 Mounts Road to Thorne Lane Interchange - Corridor Improvements project, as part of the Connecting Washington transportation-revenue package. What is happening in the mean time? While the planning study is underway, some construction has already taken place in the corridor. The construction projects will provide short-term improvements to help relieve congestion.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/FuturePlans.htm
|
msmarco_v2.1_doc_10_1425720820#0_2324556042
|
Title: I-5 - JBLM Area Improvements | WSDOT
Headings: I-5 - JBLM Area Improvements
I-5 - JBLM Area Improvements
Content: I-5 - JBLM Area Improvements | WSDOT
I-5 - JBLM Area Improvements
I-5 JBLM Vicinity Congestion Relief Project Environmental Assessment is approved. On May 23, 2017, the U.S. Department of Transportation Federal Highway Administration issued a Finding Of No Significant Impact (FONSI) for the Interstate 5 JBLM Congestion Relief Project. On October 4, 2016, WSDOT published an Environmental Assessment (EA) for the I-5 - JBLM Vicinity Congestion Relief Project. The EA contains the results of our studies on how this project may affect the environment. The comment period for the environmental assessment was October 17 - November 22, 2016. In July 2015, the Washington State Legislature included $495 Million for the I-5 Mounts Road to Thorne Lane Interchange - Corridor Improvements project, as part of the Connecting Washington transportation-revenue package. This overall project was broken down into four separate construction projects, listed below: Stage 1 (construction complete): Mounts Rd. to Center Dr. Auxiliary Lane Extension project.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/default.htm
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msmarco_v2.1_doc_10_1425720820#1_2324557395
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Title: I-5 - JBLM Area Improvements | WSDOT
Headings: I-5 - JBLM Area Improvements
I-5 - JBLM Area Improvements
Content: In July 2015, the Washington State Legislature included $495 Million for the I-5 Mounts Road to Thorne Lane Interchange - Corridor Improvements project, as part of the Connecting Washington transportation-revenue package. This overall project was broken down into four separate construction projects, listed below: Stage 1 (construction complete): Mounts Rd. to Center Dr. Auxiliary Lane Extension project. Stage 2 (Design-Build contract begins mid-2018. Construction begins Oct. 2018): I-5 Steilacoom-DuPont Rd. to Thorne Ln. Corridor Improvements project.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/default.htm
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msmarco_v2.1_doc_10_1425720820#3_2324558780
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Title: I-5 - JBLM Area Improvements | WSDOT
Headings: I-5 - JBLM Area Improvements
I-5 - JBLM Area Improvements
Content: Stage 3: Mounts Rd. to Steilacoom-DuPont Rd. project. Stage 4: Gravelly-Thorne Connector & Shared-Use Path project. Since September 2015, WSDOT has held numerous community meetings in Lakewood and DuPont. You can view a list of meetings on the projects Public Involvement web page. Background
Over the past decade, populations in Thurston and Pierce counties have grown exponentially as a result of new residential neighborhoods, new businesses and growth at Joint Base Lewis-McChord. As a result, this has led to increased traffic congestion along Interstate 5.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/default.htm
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msmarco_v2.1_doc_10_1425720820#4_2324559651
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Title: I-5 - JBLM Area Improvements | WSDOT
Headings: I-5 - JBLM Area Improvements
I-5 - JBLM Area Improvements
Content: Gravelly-Thorne Connector & Shared-Use Path project. Since September 2015, WSDOT has held numerous community meetings in Lakewood and DuPont. You can view a list of meetings on the projects Public Involvement web page. Background
Over the past decade, populations in Thurston and Pierce counties have grown exponentially as a result of new residential neighborhoods, new businesses and growth at Joint Base Lewis-McChord. As a result, this has led to increased traffic congestion along Interstate 5. In recent years, WSDOT, along with local city, county and JBLM officials, have refocused efforts to reduce traffic congestion and improve the existing highway operations (pdf 786 kb). Below is a list of projects that WSDOT and partnering municipalities are jointly working on to improve the flow of traffic along I-5 in Thurston and Pierce counties: Completed Projects & Studies
I-5 - JBLM Area Improvements - Congestion Relief Study
A joint I-5 corridor planning study involving WSDOT, JBLM and local jurisdictions evaluated the best way to improve transportation through the JBLM vicinity. The planning study identified improvements from Center Drive to Gravelly Lake Drive. Madigan Access Improvements
A $5.7 million grant was awarded to the city of Lakewood to improve traffic circulation from I-5 toward Madigan Army Medical Center.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/default.htm
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msmarco_v2.1_doc_10_1425720820#5_2324561300
|
Title: I-5 - JBLM Area Improvements | WSDOT
Headings: I-5 - JBLM Area Improvements
I-5 - JBLM Area Improvements
Content: In recent years, WSDOT, along with local city, county and JBLM officials, have refocused efforts to reduce traffic congestion and improve the existing highway operations (pdf 786 kb). Below is a list of projects that WSDOT and partnering municipalities are jointly working on to improve the flow of traffic along I-5 in Thurston and Pierce counties: Completed Projects & Studies
I-5 - JBLM Area Improvements - Congestion Relief Study
A joint I-5 corridor planning study involving WSDOT, JBLM and local jurisdictions evaluated the best way to improve transportation through the JBLM vicinity. The planning study identified improvements from Center Drive to Gravelly Lake Drive. Madigan Access Improvements
A $5.7 million grant was awarded to the city of Lakewood to improve traffic circulation from I-5 toward Madigan Army Medical Center. I-5 - SR 510 to SR 512 Congestion Management
WSDOT installed ITS devices in Thurston and Pierce counties. The ITS devices help WSDOT manage traffic and communicate real-time traffic conditions to the public. This project also establishes an auxiliary lane on southbound I-5 in Lakewood between Thorne Lane and Berkeley Street to accommodate the high volumes of traffic that use the exit. I-5 - SR 510 to SR 512 ITS & Ramp Revisions
WSDOT installed ITS devices, which help WSDOT manage traffic and communicate real-time traffic conditions to the public. This project also revised the I-5 Center Drive interchange in DuPont, allowing for continued use from JBLM.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/default.htm
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msmarco_v2.1_doc_10_1425720820#6_2324563111
|
Title: I-5 - JBLM Area Improvements | WSDOT
Headings: I-5 - JBLM Area Improvements
I-5 - JBLM Area Improvements
Content: I-5 - SR 510 to SR 512 Congestion Management
WSDOT installed ITS devices in Thurston and Pierce counties. The ITS devices help WSDOT manage traffic and communicate real-time traffic conditions to the public. This project also establishes an auxiliary lane on southbound I-5 in Lakewood between Thorne Lane and Berkeley Street to accommodate the high volumes of traffic that use the exit. I-5 - SR 510 to SR 512 ITS & Ramp Revisions
WSDOT installed ITS devices, which help WSDOT manage traffic and communicate real-time traffic conditions to the public. This project also revised the I-5 Center Drive interchange in DuPont, allowing for continued use from JBLM. I-5 - SR 510 to SR 512 ITS Fiber Improvements
This project was preparatory to installing intelligent transportation systems (ITS) devices, which help WSDOT manage traffic flow and communicate real-time traffic conditions to the public and media. I-5 Nisqually Road SW/JBLM Mounts Road Gate - Signal
This project provided turn lanes and installed a new traffic signal on Old Nisqually Road at the JBLM Mounts Road Gate. These improvements allow drivers to exit JBLM from this gate.
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http://www.wsdot.wa.gov/Projects/I5/JBLMImprovements/default.htm
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msmarco_v2.1_doc_10_1428107484#5_2329147490
|
Title: Amtrak CEO tells employees to expect pay cuts - World Socialist Web Site
Headings: Amtrak CEO tells employees to expect pay cuts
Amtrak CEO tells employees to expect pay cuts
Jeff Lusanne
Content: In 2013, Amtrak reached its highest-ever ridership, 31.5 million, which compares to just 20 million in the year 2000. In the case of Amtrak, the underfunding of equipment is so severe that it effectively cannot expand service even as ridership grows. Existing small orders for new passenger cars are only to replace the oldest passenger cars, and therefore will not add significant capacity. The fleet of diesel engines that powers many Amtrak trains are approaching 20 years of age, and at present so many are out of service for maintenance that it threatens a shortage of power to maintain current operations. The Northeast Corridor, which carried 11.4 million passengers in 2012, is Amtrak’s busiest route and has the highest speeds in the country. Its high-priced “Acela Express” service competes with airlines for business travelers between Washington, D.C., Boston, and points in between. But the infrastructure of the route is often ancient and causes daily problems and delays. The estimated cost to upgrade the route ranges from $25 to $50 billion—while Amtrak’s overall federal funding in 2013 was just $1.37 billion. Boardman’s reference to overtime costs as a significant budget issue for Amtrak disregards the fact that overtime is incurred as a result of workers’ daily efforts to make such old equipment and infrastructure function correctly. He also fails to mention delays caused by private freight railroads to Amtrak service, which lengthen the work day of on-board staff and require extra crews.
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http://www.wsws.org/en/articles/2014/04/03/amtr-a03.html
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msmarco_v2.1_doc_10_1434028210#1_2338128933
|
Title: New Deal Cultural Programs
Headings: New Deal Cultural Programs:
New Deal Cultural Programs:
Experiments in Cultural Democracy
by Don Adams and Arlene Goldbard
IN THIS DOCUMENT...
Introduction: Federal Cultural Programs of the 1930's
Early New Deal Programs: PWAP and FERA
The Treasury Section of Fine Arts
The Works Progress Administration (WPA)
The Birth of "Federal One"
Federal One's Component Projects
The Federal Art Project:
The Federal Music Project:
The Federal Theatre Project:
The Federal Writers Project:
The Historical Records Survey:
Federal One in Retrospect
The Problem of Censorship
The End of an Era
FOOTNOTES
Go to the Cultural Policy in U.S. History for the
history of U.S. cultural policy prior to or since the Great Depression
Return to the Webster's World of Cultural Policy Home Page
Return to the overall WWCD Home Page
Content: In many ways, they present a mirror image of today's federal policy picture: their goals were clearly stated and democratic; they supported activities not already subsidized by private sector patrons, rather than following private patrons' leads; and they emphasized the interrelatedness of culture with all aspects of life, not the separateness of a rarefied art world. The New Deal programs were inspired by many sources. For some, the New Deal offered a chance to act on the exciting ideas of Mexican muralists in their struggle to create a new public art not constrained by the conventions of the European art world. For others, inspiration came from the practical work that had been done in the settlement houses and rural extension services; from new progressive educational theories; from the new definitions of art that had come out of the Russian Revolution; from the Group Theater and other experiments in politically-conscious, collaborative art;
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http://www.wwcd.org/policy/US/newdeal.html
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msmarco_v2.1_doc_10_1434028210#2_2338130941
|
Title: New Deal Cultural Programs
Headings: New Deal Cultural Programs:
New Deal Cultural Programs:
Experiments in Cultural Democracy
by Don Adams and Arlene Goldbard
IN THIS DOCUMENT...
Introduction: Federal Cultural Programs of the 1930's
Early New Deal Programs: PWAP and FERA
The Treasury Section of Fine Arts
The Works Progress Administration (WPA)
The Birth of "Federal One"
Federal One's Component Projects
The Federal Art Project:
The Federal Music Project:
The Federal Theatre Project:
The Federal Writers Project:
The Historical Records Survey:
Federal One in Retrospect
The Problem of Censorship
The End of an Era
FOOTNOTES
Go to the Cultural Policy in U.S. History for the
history of U.S. cultural policy prior to or since the Great Depression
Return to the Webster's World of Cultural Policy Home Page
Return to the overall WWCD Home Page
Content: For some, the New Deal offered a chance to act on the exciting ideas of Mexican muralists in their struggle to create a new public art not constrained by the conventions of the European art world. For others, inspiration came from the practical work that had been done in the settlement houses and rural extension services; from new progressive educational theories; from the new definitions of art that had come out of the Russian Revolution; from the Group Theater and other experiments in politically-conscious, collaborative art; and from dozens of other influences. The main federal cultural programs of the '30s were based on concern for a labor market: professional artists and others engaged in cultural work. The skyrocketing popularity of media like the phonograph, radio and movies had recently supplanted many thousands of live performers: some 30,000 musicians had been displaced by new mechanical modes of music reproduction;
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http://www.wwcd.org/policy/US/newdeal.html
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msmarco_v2.1_doc_10_1434028210#15_2338159548
|
Title: New Deal Cultural Programs
Headings: New Deal Cultural Programs:
New Deal Cultural Programs:
Experiments in Cultural Democracy
by Don Adams and Arlene Goldbard
IN THIS DOCUMENT...
Introduction: Federal Cultural Programs of the 1930's
Early New Deal Programs: PWAP and FERA
The Treasury Section of Fine Arts
The Works Progress Administration (WPA)
The Birth of "Federal One"
Federal One's Component Projects
The Federal Art Project:
The Federal Music Project:
The Federal Theatre Project:
The Federal Writers Project:
The Historical Records Survey:
Federal One in Retrospect
The Problem of Censorship
The End of an Era
FOOTNOTES
Go to the Cultural Policy in U.S. History for the
history of U.S. cultural policy prior to or since the Great Depression
Return to the Webster's World of Cultural Policy Home Page
Return to the overall WWCD Home Page
Content: In his Annual Message to Congress on January 4 of that year, Roosevelt spoke critically of the failure of his administration's first-term efforts: We find our population suffering from the old inequalities, little changed by our past sporadic remedies. In spite of our effort and in spite of our talk, we have not weeded out the overprivileged and we have not effectively lifted up the underprivileged....We have...a clear mandate from the people, that Americans must forswear the conception of the acquisition of wealth which, through excessive profits, creates undue private power over private affairs and, to our misfortune, over public affairs as well. In building toward this end we do not destroy ambition, nor do we seek to divide our wealth into equal shares on stated occasions. We continue to recognize the greater ability of some to earn more than others. But we do assert that the ambition of the individual to obtain for him and his a proper security, a reasonable leisure, and a decent living throughout life is an ambition to be preferred to the appetite for great wealth and great power. { 2 }
Though the New Deal failed to accomplish the fundamental structural changes FDR's words suggest, his administration entered its second phase in 1935 with a renewed commitment to long-range and sweeping reform of American institutions, emphasizing social justice. Persistent unemployment was a continuing concern, and Roosevelt felt that
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http://www.wwcd.org/policy/US/newdeal.html
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msmarco_v2.1_doc_10_1435655024#8_2341847253
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Title: Feminism and the Civil Rights Movement (1965), Casey Hayden and Mary King
Headings:
Content: 2) Women can't withdraw from the situation (à la nationalism) or overthrow it; 3) There are biological differences (even though those biological differences are usually discussed or accepted without taking present and future technology into account so we probably can't be sure what these differences mean). Many people who are very hip to the implications of the racial caste system, even people in the movement, don't seem to be able to see the sexual-caste system and if the question is raised they respond with: " That's the way it's supposed to be. There are biological differences." Or with other statements which recall a white segregationist confronted with integration. Women and problems of work: The caste-system perspective dictates the roles assigned to women in the movement, and certainly even more to women outside the movement. Within the movement, questions arise in situations ranging from relationships of women organizers to men in the community, to who cleans the freedom house, to who holds leadership positions, to who does secretarial work, and to who acts as spokesman for groups. Other problems arise between women with varying degrees of awareness of themselves as being as capable as men but held back from full participation, or between women who see themselves as needing more control of their work than other women demand.
|
http://www.wwnorton.com/college/history/archive/resources/documents/ch34_02.htm
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msmarco_v2.1_doc_10_1435655024#12_2341853692
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Title: Feminism and the Civil Rights Movement (1965), Casey Hayden and Mary King
Headings:
Content: At the same time, very few men can respond nondefensively, since the whole idea is either beyond their comprehension or threatens and exposes them. The usual response is laughter. That inability to see the whole issue as serious, as the straitjacketing of both sexes, and as societally determined often shapes our own response so that we learn to think in their terms about ourselves and to feel silly rather than trust our inner feelings. The problems we're listing here, and what others have said about them, are therefore largely drawn from conversations among women only—and that difficulty in establishing dialogue with men is a recurring theme among people we've talked to. Lack of community for discussion: Nobody is writing, or organizing or talking publicly about women in any way that reflects the problems that various women in the movement come across and which we've tried to touch above. . . . The reason we want to try to open up dialogue is mostly subjective. Working in the movement often intensifies personal problems, especially, if we start trying to apply things we're learning there to our personal lives. Perhaps we can start to talk with each other more openly than in the past and create a community of support for each other so we can deal with ourselves and others with integrity and can therefore keep working. Objectively, the chances seem nil that we could start a movement based on anything as distant to general American thought as a sex-caste system.
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http://www.wwnorton.com/college/history/archive/resources/documents/ch34_02.htm
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msmarco_v2.1_doc_10_1438616601#4_2346217286
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: When people lose their homes someone else wins them for a fraction of their worth. Depression is good news to the lender; but war causes even more debt and dependency than anything else, so if the money changers couldn't have their Central Bank with a license to print money, a war it would have to be. We can see from this quote of the then chancellor of Germany that slavery was not the only cause for the American Civil War. "The division of the United States into federations of equal force was decided long before the Civil War by the high financial powers of Europe. These bankers were afraid that the US, if they remained as one block, and as one nation, would attain economic and financial independence, which would upset their financial domination over the world." Otto von Bismark chancellor of Germany 1876 On the 12th of April 1861 this economic war began. Predictably Lincoln, needing money to finance his war effort, went with his secretary of the treasury to New York to apply for the necessary loans. The money changers wishing the Union to fail offered loans at 24% to 36%. Lincoln declined the offer.
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#5_2346218691
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: These bankers were afraid that the US, if they remained as one block, and as one nation, would attain economic and financial independence, which would upset their financial domination over the world." Otto von Bismark chancellor of Germany 1876 On the 12th of April 1861 this economic war began. Predictably Lincoln, needing money to finance his war effort, went with his secretary of the treasury to New York to apply for the necessary loans. The money changers wishing the Union to fail offered loans at 24% to 36%. Lincoln declined the offer. An old friend of Lincoln's, Colonel Dick Taylor of Chicago was put in charge of solving the problem of how to finance the war. His solution is recorded as this. " Just get Congress to pass a bill authorising the printing of full legal tender treasury notes... and pay your soldiers with them and go ahead and win your war with them also." Colonel Dick Taylor When Lincoln asked if the people of America would accept the notes Taylor said. "The people or anyone else will not have any choice in the matter, if you make them full legal tender.
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#6_2346220067
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: An old friend of Lincoln's, Colonel Dick Taylor of Chicago was put in charge of solving the problem of how to finance the war. His solution is recorded as this. " Just get Congress to pass a bill authorising the printing of full legal tender treasury notes... and pay your soldiers with them and go ahead and win your war with them also." Colonel Dick Taylor When Lincoln asked if the people of America would accept the notes Taylor said. "The people or anyone else will not have any choice in the matter, if you make them full legal tender. They will have the full sanction of the government and be just as good as any money; as Congress is given that express right by the Constitution." Colonel Dick Taylor 1 Lincoln agreed to try this solution and printed 450 million dollars worth of the new bills using green ink on the back to distinguish them from other notes. " The government should create, issue and circulate all the currency and credit needed to satisfy the spending power of the government and the buying power of consumers..... The privilege of creating and issuing money is not only the supreme prerogative of Government, but it is the Government's greatest creative opportunity. By the adoption of these principles, the long-felt want for a uniform medium will be satisfied.
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#7_2346221656
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: They will have the full sanction of the government and be just as good as any money; as Congress is given that express right by the Constitution." Colonel Dick Taylor 1 Lincoln agreed to try this solution and printed 450 million dollars worth of the new bills using green ink on the back to distinguish them from other notes. " The government should create, issue and circulate all the currency and credit needed to satisfy the spending power of the government and the buying power of consumers..... The privilege of creating and issuing money is not only the supreme prerogative of Government, but it is the Government's greatest creative opportunity. By the adoption of these principles, the long-felt want for a uniform medium will be satisfied. The taxpayers will be saved immense sums of interest, discounts and exchanges. The financing of all public enterprises, the maintenance of stable government and ordered progress, and the conduct of the Treasury will become matters of practical administration. The people can and will be furnished with a currency as safe as their own government. Money will cease to be the master and become the servant of humanity. Democracy will rise superior to the money power."
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#8_2346223164
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: The taxpayers will be saved immense sums of interest, discounts and exchanges. The financing of all public enterprises, the maintenance of stable government and ordered progress, and the conduct of the Treasury will become matters of practical administration. The people can and will be furnished with a currency as safe as their own government. Money will cease to be the master and become the servant of humanity. Democracy will rise superior to the money power." Abraham Lincoln 2 From this we see that the solution worked so well Lincoln was seriously considering adopting this emergency measure as a permanent policy. This would have been great for everyone except the money changers who quickly realised how dangerous this policy would be for them. They wasted no time in expressing their view in the London Times. Oddly enough, while the article seems to have been designed to discourage this creative financial policy, in its put down we're clearly able to see the policies goodness. " If this mischievous financial policy, which has its origin in North America, shall become endurated down to a fixture, then that Government will furnish its own money without cost.
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#9_2346224631
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: Abraham Lincoln 2 From this we see that the solution worked so well Lincoln was seriously considering adopting this emergency measure as a permanent policy. This would have been great for everyone except the money changers who quickly realised how dangerous this policy would be for them. They wasted no time in expressing their view in the London Times. Oddly enough, while the article seems to have been designed to discourage this creative financial policy, in its put down we're clearly able to see the policies goodness. " If this mischievous financial policy, which has its origin in North America, shall become endurated down to a fixture, then that Government will furnish its own money without cost. It will pay off debts and be without debt. It will have all the money necessary to carry on its commerce. It will become prosperous without precedent in the history of the world. The brains, and wealth of all countries will go to North America. That country must be destroyed or it will destroy every monarchy on the globe."
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#10_2346225951
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: It will pay off debts and be without debt. It will have all the money necessary to carry on its commerce. It will become prosperous without precedent in the history of the world. The brains, and wealth of all countries will go to North America. That country must be destroyed or it will destroy every monarchy on the globe." Hazard Circular - London Times 1865 From this extract its plan to see that it is the advantage provided by the adopting of this policy which poses a threat to those not using it. 1863, nearly there, Lincoln needed just a bit more money to win the war, and seeing him in this vulnerable state, and knowing that the president could not get the congressional authority to issue more greenbacks, the money changers proposed the passing of the National Bank Act. The act went through. From this point on the entire US money supply would be created out of debt by bankers buying US government bonds and issuing them from reserves for bank notes. The greenbacks continued to be in circulation until 1994, their numbers were not increased but in fact decreased. "
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#11_2346227325
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: Hazard Circular - London Times 1865 From this extract its plan to see that it is the advantage provided by the adopting of this policy which poses a threat to those not using it. 1863, nearly there, Lincoln needed just a bit more money to win the war, and seeing him in this vulnerable state, and knowing that the president could not get the congressional authority to issue more greenbacks, the money changers proposed the passing of the National Bank Act. The act went through. From this point on the entire US money supply would be created out of debt by bankers buying US government bonds and issuing them from reserves for bank notes. The greenbacks continued to be in circulation until 1994, their numbers were not increased but in fact decreased. " In numerous years following the war, the Federal Government ran a heavy surplus. It could not (however) pay off its debt, retire its securities, because to do so meant there would be no bonds to back the national bank notes. To pay off the debt was to destroy the money supply." John Kenneth Galbrath The American economy has been based on government debt since 1864 and it is locked into this system. Talk of paying off the debt without first reforming the banking system is just talk and a complete impossibility.
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1438616601#12_2346228897
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Title: THE HISTORY OF MONEY Abraham Lincoln's Greenback Dollar
Headings:
Content: In numerous years following the war, the Federal Government ran a heavy surplus. It could not (however) pay off its debt, retire its securities, because to do so meant there would be no bonds to back the national bank notes. To pay off the debt was to destroy the money supply." John Kenneth Galbrath The American economy has been based on government debt since 1864 and it is locked into this system. Talk of paying off the debt without first reforming the banking system is just talk and a complete impossibility. That same year Lincoln had a pleasant surprise. Turns out the Tsar of Russia, Alexander II, was well aware of the money changers scam. The Tsar was refusing to allow them to set up a central bank in Russia. If Lincoln could limit the power of the money changers and win the war, the bankers would not be able to split America and hand it back to Britain and France as planned. The Tsar knew that this handing back would come at a cost which would eventually need to be paid back by attacking Russia, it being clearly in the money changers sights.
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http://www.xat.org/xat/usury.html
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msmarco_v2.1_doc_10_1439668446#2_2348231884
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Title: USD - US Dollar rates, news, and tools | Xe
Headings: USD - US Dollar
USD - US Dollar
US Dollar Stats
US Dollar Profile
Live Currency Rates
Central Bank Rates
Content: Additionally, the Dollar is used as the standard currency in the commodity market and therefore has a direct impact on commodity prices. Dollarization of the USD
Due to its international acceptance, some countries like Panama and Ecuador use the USD as an official legal tender, a practice known as dollarization. For other countries the Dollar is an accepted alternative form of payment, though not an official currency for the country. Multiple currencies are pegged to the US Dollar: Country
Peg Rate
Aruban or Dutch Guilder
1.79000
Bahamian Dollar
1.00000
Bahraini Dinar
0.37690
Barbadian Dollar
2.00000
Belizean Dollar
2.00000
Bermudian Dollar
1.00000
Cayman Island Dollar
0.82000
Cuban Convertible Peso
1.00000
Djiboutian Franc
177.721
Dutch Guilder
1.79000
East Caribbean Dollar
2.70000
Eritrean Nakfa
15.0000
Hong Kong Dollar
7.80000
Jordanian Dinar
0.70900
Lebanese Pound
1507.50
Omani Rial
0.38450
Panamanian Balboa
1.00000
Qatari Riyal
3.64000
Saudi Arabian Riyal
3.75000
United Arab Emirati Dirham
3.67250
Venezuelan Bolivar
6.30000
Introduction of the US Dollar
In 1785, the Dollar was officially adopted as the money unit of the United States. The Coinage Act of 1792 created the first U.S. Mint and established the federal monetary system, as well as set denominations for coins specified by their value in gold, silver, and copper. In 1861, the U.S. Treasury issued non-interest-bearing Demand Bills and the very first $10 Demand Bills, featuring Abraham Lincoln, went into circulation. These bills quickly earned the nickname 'Greenbacks' because of their color. In 1863, a national banking system was established and guidelines for national banks were created. These banks were authorized to issue national currency secured by the purchase of US bonds.
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http://www.xe.com/currency/usd-us-dollar
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msmarco_v2.1_doc_10_1439668446#5_2348237371
|
Title: USD - US Dollar rates, news, and tools | Xe
Headings: USD - US Dollar
USD - US Dollar
US Dollar Stats
US Dollar Profile
Live Currency Rates
Central Bank Rates
Content: Since the United States held most of the world's gold, many countries simply pegged the value of their currency to the Dollar. Central banks maintained fixed exchange rates between their currencies and the Dollar, turning the US Dollar into the de facto currency of the world. In 1973, the US finally decoupled the value of the Dollar from gold completely. US Dollar Stats
Name
US Dollar
Symbol
$
Minor unit
1/100 = cent
Minor unit symbol
¢
Central bank rate
2.00%
Inflation
2.10%
Top USD conversion
USD to EUR
Top USD chart
USD to EUR Chart
US Dollar Profile
Nicknames
greenback, buck, green, dough, smacker, bones, dead presidents, scrillas, paper
Coins
Freq used: 1¢, 5¢, 10¢, 25¢
Rarely used: 50¢, $1
Bank notes
Freq used: $1, $5, $10, $20, $50, $100
Rarely used: $2
Central bank
Federal Reserve Bank
Users
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United States, America, American Samoa, American Virgin Islands, British Indian Ocean Territory, British Virgin Islands, Ecuador, El Salvador, Guam, Haiti, Micronesia, Northern Mariana Islands, Palau, Panama, Puerto Rico, Turks and Caicos Islands, United States Minor Outlying Islands, Wake Island, East Timor
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http://www.xe.com/currency/usd-us-dollar
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msmarco_v2.1_doc_10_1450842355#1_2365443790
|
Title: Candida: Causes, RISKS and Treatment
Headings: Candida: Causes, RISKS and Treatment
Candida: Causes, RISKS and Treatment
The most common of all Candida species is Candida albicans. Candida albicans is responsible for approximately 95% of yeast infections in human individuals. The second most common fungus is Candida glabrata. Infections caused by Candida glabrata tend to be milder, yet they can also lead to health complications.
Candida organisms can be found in healthy individuals. In normal circumstances, they are balanced by beneficial microorganisms (or the probiotics bacteria) and have the potential to cause very little harm. However, in the case of yeast infection (candidiasis), these organisms begin to multiply and grow out of control.
Yeast infection is the most common outcome of Candida overgrowth. This is a medical condition, which can manifest locally (in the genitals, mouth, skin or nails) or systemically. The common symptoms of local candidiasis include uncomfortable burning sensation, rash redness and/or anomalous discharge in the infected area. Contrary to that, the most common symptoms associated with systemic Candida infection are: chronic fatigue, sleepiness, lack of energy, muscles ache, food sensitivities and/or allergies. Note that, all subtypes of yeast infections can be extremely painful and distressing, thus can negatively impact one’s quality of life.
Although Candida overgrowth is a medical condition, both physicians and alternative therapists agree that it is triggered mainly by a set of lifestyle factors, dietary habits , genetic tendency (which we cannot control) and the weakness of the immune system. Even so, the conventional medicine approach to Candida infection treatment is completely different from the holistic approach.
The Cure for Candida!
The conventional treatment of Candida infection is aimed at reducing the symptoms of the disease. One example is taking steroid creams aimed at calming the inflammation, rash and burning sensation in the infected area. Another example is taking antibiotics aimed at tackling the bacteria. Unfortunately, antibiotics are incapable of differentiating between Candida and the friendly bacteria, which are necessary for protecting human body from chronic infections, thus aggravating candidiasis in the long run. Moreover, the conventional approach ignores the underlying factors that contribute to Candida infection. When the underlying conditions that foster yeast aggravation are left untreated, it can often pave the way for greater and more dangerous health complications.
The holistic, all-natural approach is focused on tackling the fundamental causes, as well as the external manifestations of Candida overgrowth. The holistic approach is focused, first and foremost, at restoring the natural inner balance and strengthening the immune system by following comprehensive dietary and lifestyle changes, detoxification, herbal remedies and the intake of specific supplements. Adhering to the holistic approach will, in most cases, result in eradicating the root cause of Candida infection, permanently preventing its recurrence, while significantly improving one’s overall health and well-being.
Click Here To Download The Only Holistic Yeast Infection System That Cured My Severe Candida!
Candida In Men
Geographic Tongue or Candida
Download Today!
Content: The most common of all Candida species is Candida albicans. Candida albicans is responsible for approximately 95% of yeast infections in human individuals. The second most common fungus is Candida glabrata. Infections caused by Candida glabrata tend to be milder, yet they can also lead to health complications. Candida organisms can be found in healthy individuals. In normal circumstances, they are balanced by beneficial microorganisms (or the probiotics bacteria) and have the potential to cause very little harm. However, in the case of yeast infection (candidiasis), these organisms begin to multiply and grow out of control. Yeast infection is the most common outcome of Candida overgrowth. This is a medical condition, which can manifest locally (in the genitals, mouth, skin or nails) or systemically. The common symptoms of local candidiasis include uncomfortable burning sensation, rash redness and/or anomalous discharge in the infected area.
|
http://www.yeastinfectionadvice.com/candida.html
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msmarco_v2.1_doc_10_1450842355#2_2365448311
|
Title: Candida: Causes, RISKS and Treatment
Headings: Candida: Causes, RISKS and Treatment
Candida: Causes, RISKS and Treatment
The most common of all Candida species is Candida albicans. Candida albicans is responsible for approximately 95% of yeast infections in human individuals. The second most common fungus is Candida glabrata. Infections caused by Candida glabrata tend to be milder, yet they can also lead to health complications.
Candida organisms can be found in healthy individuals. In normal circumstances, they are balanced by beneficial microorganisms (or the probiotics bacteria) and have the potential to cause very little harm. However, in the case of yeast infection (candidiasis), these organisms begin to multiply and grow out of control.
Yeast infection is the most common outcome of Candida overgrowth. This is a medical condition, which can manifest locally (in the genitals, mouth, skin or nails) or systemically. The common symptoms of local candidiasis include uncomfortable burning sensation, rash redness and/or anomalous discharge in the infected area. Contrary to that, the most common symptoms associated with systemic Candida infection are: chronic fatigue, sleepiness, lack of energy, muscles ache, food sensitivities and/or allergies. Note that, all subtypes of yeast infections can be extremely painful and distressing, thus can negatively impact one’s quality of life.
Although Candida overgrowth is a medical condition, both physicians and alternative therapists agree that it is triggered mainly by a set of lifestyle factors, dietary habits , genetic tendency (which we cannot control) and the weakness of the immune system. Even so, the conventional medicine approach to Candida infection treatment is completely different from the holistic approach.
The Cure for Candida!
The conventional treatment of Candida infection is aimed at reducing the symptoms of the disease. One example is taking steroid creams aimed at calming the inflammation, rash and burning sensation in the infected area. Another example is taking antibiotics aimed at tackling the bacteria. Unfortunately, antibiotics are incapable of differentiating between Candida and the friendly bacteria, which are necessary for protecting human body from chronic infections, thus aggravating candidiasis in the long run. Moreover, the conventional approach ignores the underlying factors that contribute to Candida infection. When the underlying conditions that foster yeast aggravation are left untreated, it can often pave the way for greater and more dangerous health complications.
The holistic, all-natural approach is focused on tackling the fundamental causes, as well as the external manifestations of Candida overgrowth. The holistic approach is focused, first and foremost, at restoring the natural inner balance and strengthening the immune system by following comprehensive dietary and lifestyle changes, detoxification, herbal remedies and the intake of specific supplements. Adhering to the holistic approach will, in most cases, result in eradicating the root cause of Candida infection, permanently preventing its recurrence, while significantly improving one’s overall health and well-being.
Click Here To Download The Only Holistic Yeast Infection System That Cured My Severe Candida!
Candida In Men
Geographic Tongue or Candida
Download Today!
Content: In normal circumstances, they are balanced by beneficial microorganisms (or the probiotics bacteria) and have the potential to cause very little harm. However, in the case of yeast infection (candidiasis), these organisms begin to multiply and grow out of control. Yeast infection is the most common outcome of Candida overgrowth. This is a medical condition, which can manifest locally (in the genitals, mouth, skin or nails) or systemically. The common symptoms of local candidiasis include uncomfortable burning sensation, rash redness and/or anomalous discharge in the infected area. Contrary to that, the most common symptoms associated with systemic Candida infection are: chronic fatigue, sleepiness, lack of energy, muscles ache, food sensitivities and/or allergies. Note that, all subtypes of yeast infections can be extremely painful and distressing, thus can negatively impact one’s quality of life. Although Candida overgrowth is a medical condition, both physicians and alternative therapists agree that it is triggered mainly by a set of lifestyle factors, dietary habits , genetic tendency (which we cannot control) and the weakness of the immune system. Even so, the conventional medicine approach to Candida infection treatment is completely different from the holistic approach.
|
http://www.yeastinfectionadvice.com/candida.html
|
msmarco_v2.1_doc_10_1450976800#8_2365757617
|
Title: Estrogen Dominance & Recurring Yeast Infections
Headings: Estrogen Dominance
& Recurring Yeast Infections
Estrogen Dominance & Recurring Yeast Infections
Symptoms of Too Much Estrogen
Dr. Shalaka Samant, PhD says...
Estrogen's Effects on Yeast Infections
Dr. Shalaka Samant, PhD says...
Estrogen Dominance and Other Hormones
Dr. Shalaka Samant, PhD says...
To Much Estrogen Can Effect the Thyroid Gland
Heavy Metals Can Effect Hormone Levels
How to Determine if You Have to Much Estrogen
Have Any Questions About Estrogen Dominance?
Enter Your Question Here
Article References
Content: In addition, estrogen promotes hyphae formation and enzyme production in Candida, which are important virulence factors (6) further enhancing colonization. Therefore, elevated estrogen appears to be an environmental signal (7) for enhancing yeast virulence thereby favouring recurring yeast infections. 3. Candida vulvovaginitis. Author: Jack D Sobel, MD. Section Editors: Robert L Barbieri, MD, Carol A Kauffman, MD Deputy Editor: Kristen Eckler, MD, FACOG. Oct 12, 2016.
|
http://www.yeastinfectionadvisor.com/estrogendominance.html
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msmarco_v2.1_doc_10_1450976800#9_2365758881
|
Title: Estrogen Dominance & Recurring Yeast Infections
Headings: Estrogen Dominance
& Recurring Yeast Infections
Estrogen Dominance & Recurring Yeast Infections
Symptoms of Too Much Estrogen
Dr. Shalaka Samant, PhD says...
Estrogen's Effects on Yeast Infections
Dr. Shalaka Samant, PhD says...
Estrogen Dominance and Other Hormones
Dr. Shalaka Samant, PhD says...
To Much Estrogen Can Effect the Thyroid Gland
Heavy Metals Can Effect Hormone Levels
How to Determine if You Have to Much Estrogen
Have Any Questions About Estrogen Dominance?
Enter Your Question Here
Article References
Content: Jack D Sobel, MD. Section Editors: Robert L Barbieri, MD, Carol A Kauffman, MD Deputy Editor: Kristen Eckler, MD, FACOG. Oct 12, 2016. 4. The impact of oral contraception on vulvovaginal candidiasis. Contraception. 1995 May;51 (5):293-7. 5.
|
http://www.yeastinfectionadvisor.com/estrogendominance.html
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msmarco_v2.1_doc_10_1464530464#0_2388995264
|
Title: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance? | YouBeauty
Headings: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Content: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance? | YouBeauty
Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance? Advertisement
The Scientist: Dr. Roshini Raj, board certified gastroenterologist and internist, and founder of TULA probiotic skincare
The Answer: Maybe it has happened to you: over time, you notice that after you drink a glass of milk or eat a bowl of ice cream, you’re running to the bathroom the rest of the day. Could you suddenly be lactose intolerant as an adult? It’s possible.
|
http://www.youbeauty.com/nutrition/can-adults-develop-lactose-intolerance/
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msmarco_v2.1_doc_10_1464530464#1_2388996234
|
Title: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance? | YouBeauty
Headings: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Content: Dr. Roshini Raj, board certified gastroenterologist and internist, and founder of TULA probiotic skincare
The Answer: Maybe it has happened to you: over time, you notice that after you drink a glass of milk or eat a bowl of ice cream, you’re running to the bathroom the rest of the day. Could you suddenly be lactose intolerant as an adult? It’s possible. Most people experience a gradual decline of lactase (the enzyme that helps your body digest milk products) activity as they age. Lactase is produced by the cells lining your small intestine, and if they don’t produce enough, the lactose you consume passes undigested into the large intestine. There, it interacts with bacteria and causes all those nasty stomach problems — diarrhea, gas, bloating — that those with lactose intolerance know all too well. Lactose intolerance could be caused by anything that disrupts the functioning of the small intestine — for example, surgery, an illness such as Crohn’s disease or even food poisoning. Sometimes the intolerance is temporary and resolves itself;
|
http://www.youbeauty.com/nutrition/can-adults-develop-lactose-intolerance/
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msmarco_v2.1_doc_10_1464530464#2_2388997755
|
Title: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance? | YouBeauty
Headings: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Content: Most people experience a gradual decline of lactase (the enzyme that helps your body digest milk products) activity as they age. Lactase is produced by the cells lining your small intestine, and if they don’t produce enough, the lactose you consume passes undigested into the large intestine. There, it interacts with bacteria and causes all those nasty stomach problems — diarrhea, gas, bloating — that those with lactose intolerance know all too well. Lactose intolerance could be caused by anything that disrupts the functioning of the small intestine — for example, surgery, an illness such as Crohn’s disease or even food poisoning. Sometimes the intolerance is temporary and resolves itself; other times, it’s permanent. For some, the natural lactase decline happens quicker and more drastically, causing intolerance that was never there before. Advertisement
If dairy isn’t sitting as well with you as it used to, try this self-test: stop consuming dairy products for five days, and on the sixth day, drink a glass of milk. If your symptoms resolve during the dairy-free days and come back when you reintroduce it, you most likely have developed lactose intolerance.
|
http://www.youbeauty.com/nutrition/can-adults-develop-lactose-intolerance/
|
msmarco_v2.1_doc_10_1464530464#3_2388999396
|
Title: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance? | YouBeauty
Headings: Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Ask a Scientist: Can Adults Suddenly Develop Lactose Intolerance?
Content: other times, it’s permanent. For some, the natural lactase decline happens quicker and more drastically, causing intolerance that was never there before. Advertisement
If dairy isn’t sitting as well with you as it used to, try this self-test: stop consuming dairy products for five days, and on the sixth day, drink a glass of milk. If your symptoms resolve during the dairy-free days and come back when you reintroduce it, you most likely have developed lactose intolerance. Your doctor can perform some tests to determine if you truly have the condition, and help you find the right medication if you simply can’t imagine a life without dairy. Many lactase enzyme supplements, such as Lactaid, are even available over the counter.
|
http://www.youbeauty.com/nutrition/can-adults-develop-lactose-intolerance/
|
msmarco_v2.1_doc_10_1466232047#1_2391963039
|
Title: How to Spend Your Money Meaningfully | Young Adult Money
Headings: How to Spend Your Money Meaningfully
How to Spend Your Money Meaningfully
Critically Evaluate All of Your Purchases
Ask Yourself These Questions
Create a List
Spend Intentionally
Put Your Money to Work for YOU
Erin
Content: After countless mentions of mindless spending, the need to have your spending align with your values, and then spending on what matters most to you, I’ve finally decided to write a post specifically on how you can spend meaningfully. Why is it important to spend meaningfully? I believe the number one reason is that it serves to make us feel better about our overall spending. If we know we’re putting money toward our values, and not wasting it on meaningless stuff, we feel good. Personally, I tend to feel guilty when I make an unplanned purchase, or when I spend on something I’d consider a bit trivial. While I can technically afford to do so, I’d rather be putting my extra funds toward my student loan debt. When I fail to do that, I feel disappointed in myself. Spending meaningfully means unplanned purchases happen less often (or not at all), allowing me to feel a lot better about my spending and my financial decisions as a whole. A lot of people don’t realize how much stress their spending is causing them, as evidenced by the amount of people that complain they’re living paycheck-to-paycheck while spending frivolously. When you spend meaningfully, you’ll encounter less stress.
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http://www.youngadultmoney.com/2015/01/28/spend-your-money-meaningfully/
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msmarco_v2.1_doc_10_1467460795#0_2393618295
|
Title: Green Party on Abortion - Young Voters
Headings: Green Party on abortion
Green Party on abortion
Pro-abortion
The Green party supports a woman’s right to have an abortion no matter the circumstances and government programs should provide funding if necessary.
Related Posts
Content: Green Party on Abortion - Young Voters
Green Party on abortion
Pro-abortion
The Green party supports a woman’s right to have an abortion no matter the circumstances and government programs should provide funding if necessary. The Green Party unequivocally supports a woman’s right to reproductive choice, no matter her marital status or age, and that contraception and safe, legal abortion procedures be available on demand and be included in all health insurance coverage in the US, as well as free of charge in any state where a woman’s income falls below the poverty level. The “morning-after” pill must be affordable and easily accessible without a prescription, together with a government-sponsored public relations campaign to educate women about this form of contraception. Clinics must be accessible and must offer advice on contraception and the means for contraception; consultation about abortion and the performance of abortions, and; abortion regardless of age or marital status. We oppose our government’s habit of cutting family planning funds when those funds go to agencies in foreign countries that give out contraceptive devices, offer advice on abortion, and perform abortions. Source: Green Party Platform adopted, July 12-15 2012 in Baltimore , Jul 15, 2012
Related Posts
Democrats on Abortion
Republicans on Abortion
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No Comments Yet.
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http://www.youngvotersofamerica.org/issues/abortion/green-party-on-abortion/
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msmarco_v2.1_doc_10_1467801786#4_2394462480
|
Title: Ocular Migraine can Also Produce the Aura Symptoms
Headings: Ocular Migraine
Ocular Migraine
What are Ocular Migraines?
What are the symptoms?
What are the causes?
What about Ocular Migraines versus Brain Tumor?
What about Ocular Migraines versus Sinus Headache?
How are Ocular Migraines treated?
Content: Visual disturbances such as a graying out visually or even temporary partial blindness
Eyelid Twitching
Nystagmus
Dizziness
Vertigo
What are the causes? The cause of these Migraines is not known well. Some believe that it is vascular in origin. The mechanism proposed is marked by a sudden constriction (or narrowing) of blood vessels, which reduces blood flow to the eye. It is this decreased blood supply that causes the strange visual disturbances. Most last under five minutes. Vision usually returns to normal afterward. Research is confirming that the Migraines are genetically based. Ocular Migraines have been described as a neurological disease in which the brain is sending out confusing signals due to an inherited genetic abnormality. Usually the Migraines are harmless, but if you experience sudden loss of vision in one eye or any of the visual disturbances described above, you should consult your eye care provider to make sure you do not have a more serious condition like an Eye Stroke.
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http://www.your-eye-sight.org/ocular-migraine.html
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msmarco_v2.1_doc_10_1469429283#0_2399353885
|
Title: Why the Growth in Business is so important?– Answered!
Headings: Why the Growth in Business is so important?– Answered!
Why the Growth in Business is so important?– Answered!
The following points indicate the need for business growth. Business growth is important for:
1. Survival:
2. Goodwill and reputation:
3. Benefits of government policies:
4. To face competition:
5. Economies of scale:
Content: Why the Growth in Business is so important?– Answered! Why the Growth in Business is so important?– Answered! Article shared by : ADVERTISEMENTS: The following points indicate the need for business growth. Business growth is important for: 1. Survival:
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http://www.yourarticlelibrary.com/business/why-the-growth-in-business-is-so-important-answered/7524
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msmarco_v2.1_doc_10_1469429283#1_2399354797
|
Title: Why the Growth in Business is so important?– Answered!
Headings: Why the Growth in Business is so important?– Answered!
Why the Growth in Business is so important?– Answered!
The following points indicate the need for business growth. Business growth is important for:
1. Survival:
2. Goodwill and reputation:
3. Benefits of government policies:
4. To face competition:
5. Economies of scale:
Content: ADVERTISEMENTS: The following points indicate the need for business growth. Business growth is important for: 1. Survival: To survive means to continue to exist for a longer period of time. The business cannot grow until and unless it is survived and itcannot survive if it does not grow. Image Courtesy : skyriverit.com/wp-content/uploads/2012/05/success1.jpg
ADVERTISEMENTS: Business environment keeps on changing, so it has to adapt to the changing environment and grab the opportunities for its survival.
|
http://www.yourarticlelibrary.com/business/why-the-growth-in-business-is-so-important-answered/7524
|
msmarco_v2.1_doc_10_1471354418#1_2405155278
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: Meaning: Educational Administration is regarded as the process of integrating the appropriate human and material resources that are made available and made effective for achieving the purposes of a programme of an educational institution. The term “Administration” doesn’t refer to any single process or act. It is like a broad umbrella encompassing a number of processes such as: planning, organizing, directing, coordinating, controlling and evaluating the performance. The same situation occurs in the field of educational administration. The concept of educational administration is applicable in case of an educational organisation which has certain purposes or goals to fulfill. ADVERTISEMENTS: In order to achieve these purposes or goals, the head of the educational organisation plans carefully various programmes and activities. Here the educational organisation may be a school, college or university.
|
http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
|
msmarco_v2.1_doc_10_1471354418#2_2405157803
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: The same situation occurs in the field of educational administration. The concept of educational administration is applicable in case of an educational organisation which has certain purposes or goals to fulfill. ADVERTISEMENTS: In order to achieve these purposes or goals, the head of the educational organisation plans carefully various programmes and activities. Here the educational organisation may be a school, college or university. The head of the school/college/university organizes these programmes and activities with co-operation from other teachers, parents and students. He/She motivates them and co- ordinates the efforts of teachers as well as directs and exercises control over them. He/She evaluates their performance and progress in achieving the purposes of the programme. He provides feedback to them and brings modification, if required in the plans and programmes of the school or college or university. So the totality of these processes which are directed towards realizing or achieving the purposes or goals of the school/college/university is called educational administration.
|
http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
|
msmarco_v2.1_doc_10_1471354418#3_2405160506
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: The head of the school/college/university organizes these programmes and activities with co-operation from other teachers, parents and students. He/She motivates them and co- ordinates the efforts of teachers as well as directs and exercises control over them. He/She evaluates their performance and progress in achieving the purposes of the programme. He provides feedback to them and brings modification, if required in the plans and programmes of the school or college or university. So the totality of these processes which are directed towards realizing or achieving the purposes or goals of the school/college/university is called educational administration. Nature of Educational Administration: The Educational Administration has the following nature: 1. Educational administration doesn’t refer to any single process rather different processes or aspects constitute administration. These are planning, organizing, directing, Coordinating and evaluation.
|
http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
|
msmarco_v2.1_doc_10_1471354418#5_2405165188
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: ADVERTISEMENTS: 2. Educational administration is a non-profit making task. 3. Educational administration is primarily a social enterprise as it is more concerned with human resources than with material resources. 4. Educational administration is more an art than a science. The reason is that human relationship prevailed here can’t be maintained by any set of formulae. 5. Educational administration is similar to general administration in many ways, but it is also dissimilar to general administration in many more ways.
|
http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
|
msmarco_v2.1_doc_10_1471354418#7_2405169497
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: ADVERTISEMENTS: 6. Educational administration is a complex affair. Objectives of Educational Administration: As we know the very fact that educational administration needs integration and co-ordination of all the physical and human resources and educational elements. Besides this it requires a great efficiency with it based on human sympathy, understanding, knowledge and skill. The physical resources mainly contribute building equipment’s and instructional materials. The human resources include pupils, teachers, supervisors, administrators and parents. The additional elements comprise the various aspects of educational theory and practice including philosophy of education, objectives of education, curriculum, method of teaching, discipline, role of the teacher, rules and regulations etc. These elements are “parts, made into whole” and are components brought into harmonious relationship.
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http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
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msmarco_v2.1_doc_10_1471354418#8_2405172011
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: Besides this it requires a great efficiency with it based on human sympathy, understanding, knowledge and skill. The physical resources mainly contribute building equipment’s and instructional materials. The human resources include pupils, teachers, supervisors, administrators and parents. The additional elements comprise the various aspects of educational theory and practice including philosophy of education, objectives of education, curriculum, method of teaching, discipline, role of the teacher, rules and regulations etc. These elements are “parts, made into whole” and are components brought into harmonious relationship. So the purpose of doing such vital task is to fulfill different purposes which are known as the objectives of educational administration. ADVERTISEMENTS: These are: 1. To provide proper education to students:
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http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
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msmarco_v2.1_doc_10_1471354418#12_2405181587
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: They are to be encouraged and given the facility to devise and try out innovative ideas on instruction and to participate in service education programmes. In this context, it can be visualized that educational administration should aim at developing a desire for hard work, dedication and commitment for their job among teachers. 4. To organize educational programmes for acquainting students with the art of democratic living and giving them excellent training in democratic citizenship. ADVERTISEMENTS: 5. To mobilize the community: Like general administration, educational administration seeks to maintain and improve the relations with the community. For this it should seek community support and co-operation for quantitative expansion, qualitative improvements, smooth and fair examination in the educational system. 6.
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http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
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msmarco_v2.1_doc_10_1471354418#13_2405184013
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: 5. To mobilize the community: Like general administration, educational administration seeks to maintain and improve the relations with the community. For this it should seek community support and co-operation for quantitative expansion, qualitative improvements, smooth and fair examination in the educational system. 6. To organize co-curricular activities effectively for developing talents of students and work efficiency of educational teachers. 7. To get the work done: ADVERTISEMENTS: The most important objective of administration is to get the work done effectively, efficiently and with satisfaction to the individuals and benefits to the society.
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http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
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msmarco_v2.1_doc_10_1471354418#20_2405199498
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: It includes all types and strategies of management that encompasses the following: ADVERTISEMENTS: a. Democratic Administration
b. Autocratic Administration
c. Nominal Administration
d. Real Administration
4. Educational administration covers the following aspects relating to management in its jurisdiction: a. Planning
ADVERTISEMENTS: b. Organizing
c. Directing
d. Coordinating
e. Supervising
f. Controlling and
g. Evaluating
5. Educational Administration takes place at various levels such as: a. Central level
b. State level
c. District level
d. Block level and
e. Institutional level
Out of these above levels, educational administration has its ground reality and importance at the institutional level. Because it is the practical ground to test the significance of educational administration in practice. For this, the following activities and programmes come under the scope of educational administration at the institutional level:
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http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
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msmarco_v2.1_doc_10_1471354418#23_2405206802
|
Title: Educational Administration: Meaning, Nature and Other Details
Headings: Educational Administration: Meaning, Nature and Other Details
Educational Administration: Meaning, Nature and Other Details
Read this article to learn about the meaning, nature, objectives, scope and functions of educational administration.
Meaning:
Nature of Educational Administration:
The Educational Administration has the following nature:
Objectives of Educational Administration:
These are:
1. To provide proper education to students:
2. To Ensure Adequate Utilization Of All Resources:
3. To Ensure Professional Ethics And Professional Development Among Teachers:
5. To mobilize the community:
7. To get the work done:
10. To ensure qualitative improvement of education:
Scope of Educational Administration:
These are:
2. It covers all forms of education such as:
3. It includes all types and strategies of management that encompasses the following:
4. Educational administration covers the following aspects relating to management in its jurisdiction:
5. Educational Administration takes place at various levels such as:
For this, the following activities and programmes come under the scope of educational administration at the institutional level:
Basic Functions of Educational Administration:
These are:
Content: f. Directing and motivating the staff of the institution. g. Coordinating by efforts of people to achieve the purpose. h. Exercising control over the staff. i. Conducting periodical reviews about the progress, achievements and failures of the institution. j. Taking measures for staff development. k. Maintaining order and discipline. l. Management of materials. m. Management of finance. n. Maintaining records and registers up to date. o. Maintaining human relationships.
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http://www.yourarticlelibrary.com/educational-management/educational-administration/educational-administration-meaning-nature-and-other-details/63730
|
msmarco_v2.1_doc_10_1471585658#3_2405908630
|
Title: The Environmental Effects of Urbanization (408 Words)
Headings: The Environmental Effects of Urbanization (408 Words)
The Environmental Effects of Urbanization (408 Words)
Read this article to learn about the environmental effects of urbanization!
Content: ii. Lack of sanitation,
iii. Poverty,
iv. Illiteracy,
v. Unemployment and
ADVERTISEMENTS: vi. Crime is the worst impact of urbanization. vii. Global warming, air pollution, water scarcity and pollution and loss of forest cover, agricultural land and depletion of wildlife as a result of urban sprawl, pose serious threats to the environment. viii. Urban areas suffer from serious problems of environmental pollution.
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http://www.yourarticlelibrary.com/environment/the-environmental-effects-of-urbanization-408-words/9994
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msmarco_v2.1_doc_10_1471803152#0_2406479737
|
Title: Factors influencing Growth of Cities around the World
Headings: Factors influencing Growth of Cities around the World
Factors influencing Growth of Cities around the World
(i) Surplus Resources:
(ii) Industrialization and Commercialization:
(iii) Development of Transport and Communication:
(iv) Economic Pull of the City:
(v) Educational and Recreational Facilities:
Content: Factors influencing Growth of Cities around the World
Factors influencing Growth of Cities around the World
Article shared by : ADVERTISEMENTS: Some of the main factors that have led to grow of cities are: ( i) Surplus Resources (ii) Industrialization and Commercialization (iii) Development of Transport and Communication (iv) Economic Pull of the City (v) Educational and Recreational Facilities. “Like the origin of civilization itself, the origin of the city is lost in the obscurity of the past” said Gist and Halbert. In every great civilization there has been migration from the village Lo the city. ADVERTISEMENTS: The first cities seem to have appeared sometime between 6000 and 5000 B.C. These cities were however small and hard distinguished from lawns. By 3000 B.C., there was in existence what may be called “true” cities. After that there was a lull, for some 2000 years.
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http://www.yourarticlelibrary.com/essay/factors-influencing-growth-of-cities-around-the-world/24287
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msmarco_v2.1_doc_10_1471803152#3_2406484651
|
Title: Factors influencing Growth of Cities around the World
Headings: Factors influencing Growth of Cities around the World
Factors influencing Growth of Cities around the World
(i) Surplus Resources:
(ii) Industrialization and Commercialization:
(iii) Development of Transport and Communication:
(iv) Economic Pull of the City:
(v) Educational and Recreational Facilities:
Content: What are the factors which led to the growth of cities? (i) Surplus Resources: “Cities grow wherever a society, or a group within it, gains control over resources greater than are necessary for the mere sustenance of life.” In ancient times these resources were acquired through subjugation of man by man. Slavery, forced labour or Taxation by the ruling or conquering class supplied the foundations of the growth of city life. In modern Limes man has won over nature and extended his power. ADVERTISEMENTS: He has exploited the natural resources Lo such a great extent through technological improvements that now relatively few people can supply the basic needs of many. The extension of man’s power over nature, especially in the western countries, has been the primary condition of the modern growth of cities and city population. (ii) Industrialization and Commercialization:
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http://www.yourarticlelibrary.com/essay/factors-influencing-growth-of-cities-around-the-world/24287
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msmarco_v2.1_doc_10_1471803152#6_2406489852
|
Title: Factors influencing Growth of Cities around the World
Headings: Factors influencing Growth of Cities around the World
Factors influencing Growth of Cities around the World
(i) Surplus Resources:
(ii) Industrialization and Commercialization:
(iii) Development of Transport and Communication:
(iv) Economic Pull of the City:
(v) Educational and Recreational Facilities:
Content: Formerly, aggregations of peoples were found along the river valleys, where the land was fertile and flat. But today they are found near the sources of coal and iron. The use of scientific methods and of machinery driven by electricity or the combustion engine in production of goods has now enabled one-quarter of population to support the other three quarters, whereas a century ago three-quarters were required to feed one-quarter. Cities now grow without much reference to the agricultural lands. ADVERTISEMENTS: While industrialization has stimulated city growth, trade and commerce also have played an important part in urban expansion. In ancient civilizations too cities grew wherein goods were distributed and commercial transactions were carried. Thus, Athens, Sparta, Venice, Pataliputra (Modern Patna) were great trading centres. In modern times, the development of modern marketing institutions and of methods of exchange has greatly contributed to the growth of cities. Today face to face commercial transactions need not be carried in big cities but the mere fact that a large percentage of their residents are engaged in “paper” enterprises is a significant factor to add to the city growth.
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http://www.yourarticlelibrary.com/essay/factors-influencing-growth-of-cities-around-the-world/24287
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msmarco_v2.1_doc_10_1471803152#7_2406491682
|
Title: Factors influencing Growth of Cities around the World
Headings: Factors influencing Growth of Cities around the World
Factors influencing Growth of Cities around the World
(i) Surplus Resources:
(ii) Industrialization and Commercialization:
(iii) Development of Transport and Communication:
(iv) Economic Pull of the City:
(v) Educational and Recreational Facilities:
Content: While industrialization has stimulated city growth, trade and commerce also have played an important part in urban expansion. In ancient civilizations too cities grew wherein goods were distributed and commercial transactions were carried. Thus, Athens, Sparta, Venice, Pataliputra (Modern Patna) were great trading centres. In modern times, the development of modern marketing institutions and of methods of exchange has greatly contributed to the growth of cities. Today face to face commercial transactions need not be carried in big cities but the mere fact that a large percentage of their residents are engaged in “paper” enterprises is a significant factor to add to the city growth. (iii) Development of Transport and Communication: The development in methods of transportation and communication and the facilities which cities offer for satisfying the desire for communication also explain urban growth. Industrialization depends upon transportation so that raw material and manufactured goods can be carried in large volume. In an industrial city the means of transport and communication are essentially developed. The city is connected not only with other parts in and outside of the country but through developed means of local transportation the different parts of the city as well are connected to each other.
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http://www.yourarticlelibrary.com/essay/factors-influencing-growth-of-cities-around-the-world/24287
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msmarco_v2.1_doc_10_1472760339#9_2409621581
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: These factors can be explained with the help of the chart: These factors can be discussed in detail as follows: A. Organisational Factors: Some of the organisational factors which affect job satisfaction are: 1. Salaries and Wages: Wages and salaries play a significant role in influencing job satisfaction. This is basically because of a few basic reasons. Firstly, money is an important instrument in fulfilling one’s needs. Money also satisfies the first level needs of Maslow’s model of satisfaction.
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
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msmarco_v2.1_doc_10_1472760339#10_2409623725
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: Salaries and Wages: Wages and salaries play a significant role in influencing job satisfaction. This is basically because of a few basic reasons. Firstly, money is an important instrument in fulfilling one’s needs. Money also satisfies the first level needs of Maslow’s model of satisfaction. Secondly, employees often see money as a reflection of the management’s concern for them. Thirdly, it is considered a symbol of achievement since higher pay reflects higher degree of contribution towards organizational operations. ADVERTISEMENTS: Non monetary benefits are also important, but they are not as influential. One reason for that is that most of the employees do not even know how much they are receiving in benefits.
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
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msmarco_v2.1_doc_10_1472760339#13_2409630917
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: Firstly, Promotion indicates on employee’s worth to the organisation which is highly morale boosing. This is particularly true in case of high level jobs. . ADVERTISEMENTS: Secondly, Employee takes promotion as the ultimate achievement in his career and when it is realized, he feels extremely satisfied. Thirdly, Promotion involves positive changes e.g. higher salary, less supervision, more freedom, more challenging work assignments, increased responsibilities, status and like. 3. Company Policies: Organizational structural and policies also play on important role in affecting the job satisfaction of employees. An autocratic and highly authoritative structure causes resentment among the employees as compared to a structure which is more open and democratic in nature. ADVERTISEMENTS:
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
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msmarco_v2.1_doc_10_1472760339#16_2409638089
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: B. Work Environmental Factors: The work environmental factors include the following important factors: 1. Supervision: Supervision is a moderately important source of job satisfaction. There are two dimensions of supervisory styles which affect the job satisfaction: First is Employee Centeredness: ADVERTISEMENTS: Whenever the supervisor is friendly and supportive of the workers there is job satisfaction. In this style, the supervisor takes personal interest in employee’s welfare.
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
|
msmarco_v2.1_doc_10_1472760339#18_2409642535
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: Second is Participation: The superiors who allow their subordinates to participate in decisions that affect their own jobs, help in creating an environment which is highly conducive to job satisfaction. Thus, the supervisors who establish a supportive personal relationship with subordinates and take personal interest in them, contribute to the employees’ satisfaction. 2. Work Group: The nature of the work group or team will have effect on job satisfaction in the following ways: (i) A friendly, and co-operative group provides opportunities to the group members to interact with each other. It serves as a source of support, comfort, advice and assistance to the individual group members. If on the other hand, the people are difficult to get along with, the work group will have a negative impact on job satisfaction. ADVERTISEMENTS:
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
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msmarco_v2.1_doc_10_1472760339#19_2409645009
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: The nature of the work group or team will have effect on job satisfaction in the following ways: (i) A friendly, and co-operative group provides opportunities to the group members to interact with each other. It serves as a source of support, comfort, advice and assistance to the individual group members. If on the other hand, the people are difficult to get along with, the work group will have a negative impact on job satisfaction. ADVERTISEMENTS: (ii) The work group will be even a stronger source of satisfaction when members have similar attitudes and values. In such a group, there will less friction on day to day basis. (iii) Smaller groups provide greater opportunity for building mutual trust and understanding as compared to larger groups. Thus, the group size and quality of interpersonal relations within the group play a significant role in worker’s satisfaction. 3.
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
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msmarco_v2.1_doc_10_1472760339#22_2409652784
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: Poor working conditions do become a source of job dissatisfaction. Simply because they lead to physical discomfort and physical danger. Moreover, all the employees are not satisfied or dissatisfied by favourable or unfavourable work environment as shown in the figure given below. As shown in the figure, all the four employees are dissatisfied when the working conditions are unfavourable. However, as the working conditions start becoming favourable, the job satisfaction of employee A and B increases sharply while employees C and D have only minor increase in satisfaction. C. Work Itself: The content of the work itself plays a major role in determining the level of job satisfaction. Some of the aspects of the work which affect job satisfaction are: (i) Job Scope: It provides the amount of responsibility, work pace and feedback.
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
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msmarco_v2.1_doc_10_1472760339#23_2409655252
|
Title: Factors Influencing Job Satisfaction (With Diagram)
Headings: Factors Influencing Job Satisfaction (With Diagram)
Factors Influencing Job Satisfaction (With Diagram)
Definition of Job Satisfaction:
A few definitions of job satisfaction are quoted as follows:
There are three important dimensions to job satisfaction:
Factors Influencing Job Satisfaction:
These factors can be explained with the help of the chart:
These factors can be discussed in detail as follows:
A. Organisational Factors:
Some of the organisational factors which affect job satisfaction are:
1. Salaries and Wages:
2. Promotion Chances:
Promotional chances considerably affect the job satisfaction because of the following reasons:
3. Company Policies:
B. Work Environmental Factors:
The work environmental factors include the following important factors:
1. Supervision:
First is Employee Centeredness:
Second is Participation:
2. Work Group:
The nature of the work group or team will have effect on job satisfaction in the following ways:
3. Working Conditions:
C. Work Itself:
Some of the aspects of the work which affect job satisfaction are:
(i) Job Scope:
(ii) Variety:
(iii) Lack of Autonomy and Freedom:
(iv) Role Ambiguity and Role Conflict:
(v) Interesting Work:
D. Personal Factors:
Some of the important personal factors are:
1. Age and Seniority:
2. Tenure:
3. Personality:
Content: C. Work Itself: The content of the work itself plays a major role in determining the level of job satisfaction. Some of the aspects of the work which affect job satisfaction are: (i) Job Scope: It provides the amount of responsibility, work pace and feedback. The higher the level of these factors, higher the job scope and higher the level of satisfaction. (ii) Variety: ADVERTISEMENTS: A moderate amount of variety is very effective. Excessive variety produces confusion and stress and a too little variety causes mo
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http://www.yourarticlelibrary.com/hrm/jobs/factors-influencing-job-satisfaction-with-diagram/53312
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msmarco_v2.1_doc_10_1474754587#1_2415229678
|
Title: Motivation Theories: Top 8 Theories of Motivation – Explained!
Headings: Motivation Theories: Top 8 Theories of Motivation – Explained!
Motivation Theories: Top 8 Theories of Motivation – Explained!
1. Maslow’s Need Hierarchy Theory:
These are now discussed one by one:
1. Physiological Needs:
2. Safety Needs:
3. Social Needs:
4. Esteem Needs:
5. Self-Actualisation Needs:
The main criticisms of the theory include the following:
2. Herzberg’s Motivation Hygiene Theory:
He asked these people to describe two important incidents at their jobs:
However, Herzberg’s model is labeled with the following criticism also:
3. McClelland’s Need Theory:
They are defined as follows:
Need for Achievement:
Through his research, McClelland identified the following three characteristics of high-need achievers:
Need for Power:
People who have a high need for power are characterized by:
Need for Affiliation:
The people with high need for affiliation have these characteristics:
4. McGregor’s Participation Theory:
Theory X is based on the following assumptions:
On the contrary, Theory Y assumes that:
5. Urwick’s Theory Z:
The two propositions in Urwicks’s theory are that:
Theory Z is based on the following four postulates:
6. Argyris’s Theory:
7. Vroom’s Expectancy Theory:
Thus, the key constructs in the expectancy theory of motivation are:
1. Valence:
2. Expectancy:
3. Instrumentality:
However, Vroom’s expectancy theory has its critics. The important ones are:
8. Porter and Lawler’s Expectancy Theory:
Effort:
Performance:
Satisfaction:
Content: ADVERTISEMENTS: Some of the most important theories of motivation are as follows: 1. Maslow’s Need Hierarchy Theory 2. Herzberg’s Motivation Hygiene Theory 3. McClelland’s Need Theory 4. McGregor’s Participation Theory 5. Urwick’s Theory Z 6. Argyris’s Theory 7. Vroom’s Expectancy Theory 8.
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http://www.yourarticlelibrary.com/motivation/motivation-theories-top-8-theories-of-motivation-explained/35377
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msmarco_v2.1_doc_10_1474754587#3_2415234291
|
Title: Motivation Theories: Top 8 Theories of Motivation – Explained!
Headings: Motivation Theories: Top 8 Theories of Motivation – Explained!
Motivation Theories: Top 8 Theories of Motivation – Explained!
1. Maslow’s Need Hierarchy Theory:
These are now discussed one by one:
1. Physiological Needs:
2. Safety Needs:
3. Social Needs:
4. Esteem Needs:
5. Self-Actualisation Needs:
The main criticisms of the theory include the following:
2. Herzberg’s Motivation Hygiene Theory:
He asked these people to describe two important incidents at their jobs:
However, Herzberg’s model is labeled with the following criticism also:
3. McClelland’s Need Theory:
They are defined as follows:
Need for Achievement:
Through his research, McClelland identified the following three characteristics of high-need achievers:
Need for Power:
People who have a high need for power are characterized by:
Need for Affiliation:
The people with high need for affiliation have these characteristics:
4. McGregor’s Participation Theory:
Theory X is based on the following assumptions:
On the contrary, Theory Y assumes that:
5. Urwick’s Theory Z:
The two propositions in Urwicks’s theory are that:
Theory Z is based on the following four postulates:
6. Argyris’s Theory:
7. Vroom’s Expectancy Theory:
Thus, the key constructs in the expectancy theory of motivation are:
1. Valence:
2. Expectancy:
3. Instrumentality:
However, Vroom’s expectancy theory has its critics. The important ones are:
8. Porter and Lawler’s Expectancy Theory:
Effort:
Performance:
Satisfaction:
Content: Porter and Lawler’s Expectancy Theory. From the very beginning, when the human organisations were established, various thinkers have tried to find out the answer to what motivates people to work. Different approaches applied by them have resulted in a number of theories concerning motivation. These are discussed in brief in that order. 1. Maslow’s Need Hierarchy Theory: It is probably safe to say that the most well-known theory of motivation is Maslow’s need hierarchy theory Maslow’s theory is based on the human needs. Drawing chiefly on his clinical experience, he classified all human needs into a hierarchical manner from the lower to the higher order. ADVERTISEMENTS: In essence, he believed that once a given level of need is satisfied, it no longer serves to motivate man.
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http://www.yourarticlelibrary.com/motivation/motivation-theories-top-8-theories-of-motivation-explained/35377
|
msmarco_v2.1_doc_10_1474754587#23_2415286317
|
Title: Motivation Theories: Top 8 Theories of Motivation – Explained!
Headings: Motivation Theories: Top 8 Theories of Motivation – Explained!
Motivation Theories: Top 8 Theories of Motivation – Explained!
1. Maslow’s Need Hierarchy Theory:
These are now discussed one by one:
1. Physiological Needs:
2. Safety Needs:
3. Social Needs:
4. Esteem Needs:
5. Self-Actualisation Needs:
The main criticisms of the theory include the following:
2. Herzberg’s Motivation Hygiene Theory:
He asked these people to describe two important incidents at their jobs:
However, Herzberg’s model is labeled with the following criticism also:
3. McClelland’s Need Theory:
They are defined as follows:
Need for Achievement:
Through his research, McClelland identified the following three characteristics of high-need achievers:
Need for Power:
People who have a high need for power are characterized by:
Need for Affiliation:
The people with high need for affiliation have these characteristics:
4. McGregor’s Participation Theory:
Theory X is based on the following assumptions:
On the contrary, Theory Y assumes that:
5. Urwick’s Theory Z:
The two propositions in Urwicks’s theory are that:
Theory Z is based on the following four postulates:
6. Argyris’s Theory:
7. Vroom’s Expectancy Theory:
Thus, the key constructs in the expectancy theory of motivation are:
1. Valence:
2. Expectancy:
3. Instrumentality:
However, Vroom’s expectancy theory has its critics. The important ones are:
8. Porter and Lawler’s Expectancy Theory:
Effort:
Performance:
Satisfaction:
Content: Regardless of criticism, Herzberg’s ‘two-factor motivation theory’ has been widely read and a few managers seem untaminar with his recommendations. The main use of his recommendations lies in planning and controlling of employees work. 3. McClelland’s Need Theory: Another well-known need-based theory of motivation, as opposed to hierarchy of needs of satisfaction-dissatisfaction, is the theory developed by McClelland and his associates’. McClelland developed his theory based on Henry Murray’s developed long list of motives and manifest needs used in his early studies of personality. McClelland’s need-theory is closely associated with learning theory, because he believed that needs are learned or acquired by the kinds of events people experienced in their environment and culture. He found that people who acquire a particular need behave differently from those who do not have. His theory focuses on Murray’s three needs; achievement, power and affiliation.
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http://www.yourarticlelibrary.com/motivation/motivation-theories-top-8-theories-of-motivation-explained/35377
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msmarco_v2.1_doc_10_1476299114#4_2420170540
|
Title: 12 Major Key ideas of Postmodern Social Theory – Explained!
Headings: 12 Major Key ideas of Postmodern Social Theory – Explained!
12 Major Key ideas of Postmodern Social Theory – Explained!
Some of the major key ideas are specified below:
1. Fragmentation:
2. Rejection of meta-narratives:
3. Attack on scientific truth:
4. Emphasis on local narratives:
5. Stress on multiple, local and autonomous struggles:
6. Deconstruction:
7. Popular culture:
8. Development of sub-culture:
9. Cultural logic of late capitalism:
10. Development of micro-politics:
11. Denial of history:
Anthony Giddens writes:
12. End of empiricism:
Content: Lyotard was asked to submit a report on the state of knowledge with reference to science. He argued that scientific knowledge or the knowledge generated by science is largely a myth. It is limited by the institutions in which it is created. Philosophers and historians tell more on truth than science. He, therefore, also rejects science narratives. 4. Emphasis on local narratives: The contemporary society is plural, fragmented, territorial and diverse. The postmodernists, therefore, put an emphasis on local factors or partial explanations, such as the micro-politics of power relations in different social contexts and in relation to specific discourses, language games or interpretative communities. All in all, they stand for local narratives or the narratives of the grass roots people.
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http://www.yourarticlelibrary.com/sociology/12-major-key-ideas-of-postmodern-social-theory-explained/39891
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msmarco_v2.1_doc_10_1477283661#21_2422594042
|
Title: Evaluation in Teaching and Learning Process | Education
Headings: Evaluation in Teaching and Learning Process | Education
Evaluation in Teaching and Learning Process | Education
Concept of Evaluation:
Let us discuss its uses briefly:
(i) Teaching:
(ii) Curriculum:
(iii) Society:
(iv) Parents:
A simple representation explaining the role of evaluation in the teaching-learning process is shown below:
Evaluation has its four different aspects namely:
Definition of Evaluation:
Different authors have different notions of evaluation:
1. Encyclopedia of Education Research:
2. James M. Bradfield:
3. Gronlund and Linn:
Perhaps the most extended definition of evaluation has been supplied by C.E. Beeby (1977), who described evaluation as “the systematic collection and interpretation of evidence leading as a part of process to a judgement of value with a view to action.”
In this definition, there are the following four key elements:
Characteristics of Evaluation:
The analysis of all the above definitions makes us able to draw following characteristics of evaluation:
Steps Involved in Evaluation:
Following are the few steps involved in the process of evaluation:
(i) Identifying and Defining General Objectives:
(ii) Identifying and Defining Specific Objectives:
(iii) Selecting Teaching Points:
(iv) Planning Suitable Learning Activities:
(v) Evaluating:
(vi) Using the Results as Feedback:
Purposes and Functions of Evaluation:
Evaluation has the following functions:
1. Placement Functions:
2. Instructional Functions:
3. Diagnostic Functions:
4. Predictive functions:
5. Administrative Functions:
6. Guidance Functions:
7. Motivation Functions:
8. Development Functions:
9. Research Functions:
10. Communication Functions:
Types of Evaluation:
Some important classifications are as follows:
1. Placement Evaluation:
When a pupil is to undertake a new instruction, it is essential to know the answer of the following questions:
Examples:
2. Formative Evaluation:
The functions of formation evaluation are:
(a) Diagnosing:
(b) Placement:
(c) Monitoring:
Characteristics of Formative Evaluation:
The characteristics of formative evaluation are as follows:
Examples:
3. Diagnostic Evaluation:
4. Summative Evaluation:
The functions of this type of evaluation are:
(a) Crediting:
(b) Certifying:
(c) Promoting:
(d) Selecting:
Characteristics of Summative Evaluation:
Examples:
5. Norm-Referenced and Criterion-Referenced Evaluation:
(i) Criterion-Referenced Evaluation:
Examples:
A simple working definition:
(ii) Norm Referenced Evaluation:
Examples:
A simple working definition:
Need and Importance of Evaluation:
Evaluation is done to fulfill the following needs:
Content: 4. Evaluation always assumes that educational objectives have previously been identified and defined. This is the reason why teachers are expected not to lose sight of educational objectives while planning and carrying out the teaching-learning process either in the classroom or outside it. 5. A comprehensive programme of evaluation involves the use of many procedures (for example, analytico-synthetic, heuristic, experimental, lecture, etc.); a great variety of tests (for example, essay type, objective type, etc.); and other necessary techniques (for example, socio-metric, controlled-observation techniques, etc.). 6. Learning is more important than teaching. Teaching has no value if it does not result in learning on the part of the pupils.
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http://www.yourarticlelibrary.com/statistics-2/evaluation-in-teaching-and-learning-process-education/92476
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msmarco_v2.1_doc_10_1477367503#18_2422820481
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Title: Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes
Headings: Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes
Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes
Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes!
Proportional Taxes:
Progressive Taxes:
Regressive Taxes:
Digressive Taxes:
In a nutshell, we may put this:
Relative Merits of Proportional Taxes:
Relative Merits of Progressive Taxes:
Content: 4. Progressive taxation has greater revenue productivity than proportional taxation. ADVERTISEMENTS: 5. The progressive tax system also complies with the canon of elasticity. For, a rise in income is automatically taxed at a higher rate under the system so that revenue increases with economic expansion. 6. Progressive taxes are an engine of social improvement. The strong should assist the weak and the rich should aid the poor. This social morale is well sustained by progressive taxation.
|
http://www.yourarticlelibrary.com/tax/taxation-types-proportional-progressive-regressive-and-digressive-taxes/26387
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msmarco_v2.1_doc_10_1477367503#19_2422821733
|
Title: Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes
Headings: Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes
Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes
Taxation Types: Proportional, Progressive, Regressive and Digressive Taxes!
Proportional Taxes:
Progressive Taxes:
Regressive Taxes:
Digressive Taxes:
In a nutshell, we may put this:
Relative Merits of Proportional Taxes:
Relative Merits of Progressive Taxes:
Content: For, a rise in income is automatically taxed at a higher rate under the system so that revenue increases with economic expansion. 6. Progressive taxes are an engine of social improvement. The strong should assist the weak and the rich should aid the poor. This social morale is well sustained by progressive taxation. 7. Progressive taxation can lead to a better distribution of income and wealth, hence, an increase in general welfare of the community. According to Kaldor, the desire to reduce economic inequalities can be regarded as a justification for adopting a highly progressive tax system. Taxation
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http://www.yourarticlelibrary.com/tax/taxation-types-proportional-progressive-regressive-and-digressive-taxes/26387
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msmarco_v2.1_doc_10_1478254408#12_2425144926
|
Title:
Headings:
Content: Since the maps are free, they can be used freely - tracing
the route of Around the World in Eighty Days, or Magellan's Voyage,
or the journey of Lewis and Clark; drawing pictures of the forts along
the Oregon Trail; marking trade routes and explorations. Mark, trace,
draw, color or write on them—they are meant to be used. By using the full range of maps in Maps that
Teach—countries, capitals, monuments, mountain ranges, rivers - students
will gain a permanent mental map of the US and of the world. They will have
the basis of a life-long knowledge of geography, and a beginning to all
the knowledge for which geography is the basis. Suggestions for using the maps in Maps that Teach: Each continent's Map Puzzle teaches the name
and location of the countries and capitals. A country appears on the screen,
with its name, and the student places it in the correct position on a map
of the continent. In a similar game, the capital has to be placed in the
correct country.
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http://www.yourchildlearns.com/geography.htm
|
msmarco_v2.1_doc_10_1504756965#1_2511880046
|
Title: Veto Meaning | Best 18 Definitions of Veto
Headings:
Veto meaning
Veto is defined as to refuse to sign a bill passed by Congress or reject a proposed act.
An invocation of that right.
An authoritative prohibition or negative; a forbidding; an interdiction.
To use a veto against.
The power of one party or entity to forbid the actions or decisions of another party or entity.
To prevent or delay (a legislative bill) from becoming law by exercising the power of veto.
To forbid, prohibit, or decide against.
The constitutional right or power of a ruler or legislature to reject bills passed by another branch of the government.
In the U.S.,
A document or message giving the reasons of the executive for rejecting a bill.
The power of any of the five permanent members of the Security Council of the United Nations to cast a negative vote, affirmative votes of all five being required to take action on other than procedural matters.
To prevent (a bill) from becoming law by a veto.
To forbid; prohibit; refuse consent to.
The power of one branch of government to prohibit a certain action by another; for example, the chief executive’s right to refuse to sign a legislature-passed bill into law.
The act of refusing or canceling the act of another or the passage of a law.
As to a chief executive of a governmental body, such as the President of the United States, the failure to approve a proposed legislative act, thereby resulting in the proposed law not being passed, and therefore “vetoed.”
A prohibition or rejection of a proposed or intended act.
Origin of veto
Veto Sentence Examples
Also Mentioned In
Words near veto in the Dictionary
Content: an interdiction. noun
1
1
To use a veto against. verb
1
1
The power of one party or entity to forbid the actions or decisions of another party or entity. The producer has a veto over which songs get put on the album. noun
0
1
Advertisement
To prevent or delay (a legislative bill) from becoming law by exercising the power of veto. verb
0
1
To forbid, prohibit, or decide against. verb
0
1
The constitutional right or power of a ruler or legislature to reject bills passed by another branch of the government. noun
0
1
In the U.S.,
The power of the President to refuse to sign a bill passed by Congress, preventing it from becoming law unless it is passed again (with a two-thirds majority) by both houses. A similar power held by the governors of states. The exercise of this power.
|
http://www.yourdictionary.com/veto
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msmarco_v2.1_doc_10_1513444511#2_2533787728
|
Title: Grief Process Guide: 20 Common Reactions to Grief and Loss - Your Tribute
Headings: Grief Process Guide
Grief Process Guide
Your Tribute | End-of-Life Resources
20 Common Reactions to Grief and Loss
Physical Reactions
Emotional Reactions
Behavioral Reactions
Content: From feelings that mimic illnesses to truly becoming physically ill, grief is not solely a mental condition to be dealt with. Here are seven of the most common physical reactions to grief: 1. Gastro-Intestinal Issues – Gastro-intestinal issues can range from frequent nausea to diarrhea. You may experience stomach cramping, excessive gas, or other stomach ailments. These issues are lingering; they should not be confused with single events. 2. Lack of Energy – Grief can bring about a lack of energy similar to what one experiences with the flu or other illness. You may feel tired, your muscles may weaken quicker than normal during activity.
|
http://www.yourtribute.com/guides/grief-process-guide/
|
msmarco_v2.1_doc_10_1513444511#12_2533798543
|
Title: Grief Process Guide: 20 Common Reactions to Grief and Loss - Your Tribute
Headings: Grief Process Guide
Grief Process Guide
Your Tribute | End-of-Life Resources
20 Common Reactions to Grief and Loss
Physical Reactions
Emotional Reactions
Behavioral Reactions
Content: Loneliness – Your loved one has left you. It really is that simple. Someone with whom you were used to speaking and sharing your time is no longer present in your life. This can lead to feelings of loneliness and isolation. 6. Helplessness – The loss of a loved one brings about feelings of helplessness. You were unable to stop the death; everything about the situation was out of your control. This only serves to heighten the feelings of sadness and loneliness that you are experiencing. 7.
|
http://www.yourtribute.com/guides/grief-process-guide/
|
msmarco_v2.1_doc_10_1514571226#5_2536132881
|
Title:
Headings:
Content: I’ve felt this way on numerous occasions, and I still do. What some people need to realize is that you can’t just get rid of insecurity that easily; its personal. Even though other people don’t see why we’re insecure. Based on www.pathwaytohappiness.com/writings-insecurity.htm, to build our self confidence and and self esteem, we need to change how we feel about ourselves emotionally, which can be difficult. Changing our emotions requires two core beliefs about self image. Sometimes we feel that we,re not good enough, which is a feeling I'm very sure that everyone has at least felt at one point in there lives. This could deal with money, intelligence, confidence, or sexuality. The second belief is to change the image of success that we feel we should be. When our mind has an image of perfection, it associates it with a picture.
|
http://www.youthvoices.net/discussion/insecurity-what-causes-it-and-how-help-it
|
msmarco_v2.1_doc_10_1523008661#0_2546360755
|
Title: What is Mental Health? with Dr. Mike Condra - YouTube
Headings:
Content: What is Mental Health? with Dr. Mike Condra - YouTube
What is Mental Health? with Dr. Mike Condra
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http://www.youtube.com/watch?v=aNQBdIMM3mQ
|
msmarco_v2.1_doc_10_1530488115#0_2556782219
|
Title: Who invented the telephone?
Headings: Who invented the telephone?
Who invented the telephone?
Honoring the real inventor of the phone
Credit where credit is due:
REFERENCES:
Content: Who invented the telephone? Who invented the telephone? Honoring the real inventor of the phone
© Zak Keith, 2009
Tweet
If you answered “Alexander Graham Bell,” then you, along with millions of people around the world have been misinformed. I n 2001, the US Congress finally succumbed to the nagging truth and “changed its mind” on the issue, according credit to the real inventor and declaring that the original telephone was in fact invented by Antonio Meucci, a penniless Italian who did not speak a word of English and could not afford to patent his discovery. As to Alexander Graham Bell? Well, he was just a successful patent applicant and, some would say, thief. According to the US Congress, Bell was a cunning opportunist who took all the credit for a more brilliant scientist’s work. The House of Representatives voted to recognise mechanical genius, Antonio Meucci, as the father of modern communications, following a protracted battle by historians and Italian Americans. The real inventor of the telephone, Meucci (1808—1989), had been working in Cuba in the 1830s, developing methods for treating illnesses using electric shocks, when he discovered the ability of sound to travel through electrical impulses. He later moved to Staten Island to follow up on his discovery.
|
http://www.zakkeith.com/articles,blogs,forums/who-invented-the-telephone.htm
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msmarco_v2.1_doc_10_1530704585#6_2557126381
|
Title: History of the Building of Lake Kariba
Headings: HISTORY OF THE BUILDINF OF LAKE KARIBA
HISTORY OF THE BUILDINF OF LAKE KARIBA
NYAMINYAMI
THE DISPLACED TRIBE
OPERATION NOAH
Content: THE DISPLACED TRIBE
Within the area lived over fifty thousand people, mostly of the Batonga tribe, many of whom were vehemently against moving. Although land was set aside for them further up the valley, they were reluctant to leave their tribal lands and felt the move from the riverside would displease Nyaminyami. When the floods came and did in fact destroy parts of the bridge, this only served to confirm their fears. It took many months of reasoning and coaxing to convince the people that the bridge would provide power – a luxury they had no knowledge of – for the whole country. Eventually,however, when the trucks moved in to relocate them, they conceded, having little choice. Ceremonies were held to honour their gods and the journey to new lands began. Schools and clinics were built in some of the new areas and wells installed for their arrival. Some new villages that were relocated close to the water’s edge have prospered with the new fishing opportunities on the lake. But many mourn the loss of the rich alluvial river soil and battle to produce crops in the higher sandier areas. For the most part, the move was a severe disruption of their way of life and compensation minimal.
|
http://www.zambiatourism.com/destinations/lakes/lake-kariba/history
|
msmarco_v2.1_doc_10_1553097598#8_2599891710
|
Title: Muscles
Headings: Muscles - Skeletal
Muscles - Skeletal
Chapters
Muscle cells
Skeletal Muscle Contraction
Skeletal muscle (striated muscle)
Neuromuscular junction
Acetylcholine receptor
Striated muscle channels and action potentials
Triads and Sarcoplasmic reticulum
Experiments:
Actin and myosin in muscle contraction
Actin filaments
Myosin thick filament
Sliding filament model
What keeps the thick and thin filaments linked to the Z line?
How does Ca+2 control the interaction between myosin and actin?
Skeletal muscle metabolism
Content: To be effective the whole muscle fiber develops tension at the same time and of course to generate force the muscle fiber is anchored. Muscle fibers contract in response to an electrical signal, depolarization. The signal is generated at the synapse (the neuromuscular junction) and propagated through an action potential via the muscle fiber membrane. The membrane of the cell has specialized invaginations called Transverse-tubules (T-tubules) that enter into the cell (at every 1-2 microns). Thus the action potential can be rapidly transmitted deep into the interior of the cell resulting a delay of only 3-5 msec between the depolarization at the synapse and the first muscle fiber tension. The T-tubule network is so extensive that 50-80% of the plasma membrane is in the T-tubules. Figure 18-31. The sarcoplasmic reticulum (SR) regulates the cytosolic Ca2+ level in skeletal muscle. (a) Three-dimensional drawing of a portion of a muscle cell (myofiber) composed of six myofibrils. The transverse (T) tubules, which are invaginations of the plasma membrane, enter myofibers at the Z disks, where they come in close contact with the terminal cisternae of the SR, forming triads.
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Title: America's Second Largest Export | CBN.com
Headings: America's Second Largest Export
America's Second Largest Export
Content: Earlier, I asserted that the second largest export of the United States is film, TV and music. Are we just exporting entertainment? I would argue, no, we are not just exporting entertainment, but rather various media whereby we give the world a glimpse into American values. Cynics might assert that American film, TV and music are filled with images of violence and gratuitous sex. I would have to agree at least in part, but I must say that is not nearly the whole story. What happens on Judge Judy, or better yet Law & Order? Crimes or other transgressions are alleged and investigated, and then there's a trial. In these TV shows, the world sees the American judicial system dramatized in a manner that makes Miranda rights mean something. They don't have Miranda rights in other parts of the world. In these TV shows, the American concept of "due process" means something, and the American Constitution is demonstrated to be a real, living document under which our rights are protected.
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http://www1.cbn.com/thewebblog/archive/2009/01/22/americas-second-largest-export
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Title: Public School Teacher Salary in Colorado | Salary.com
Headings: Public School Teacher
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Colorado
Public School Teacher Salary in Colorado
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Public School Teacher Salary in Colorado
Public School Teacher Salary in Colorado
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How much does a Public School Teacher make in Colorado? The average Public School Teacher salary in Colorado is $58,982 as of April 27, 2021, but the range typically falls between $51,491 and $68,092. Salary ranges can vary widely depending on the city and many other important factors, including education, certifications, additional skills, the number of years you have spent in your profession. Top 8 Jobs Salaries Tend to Be Withheld during the Coronavirus
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Public School Teacher Salaries by Percentile
Percentile
Salary
Location
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10th Percentile Public School Teacher Salary
$44,671
CO
April 27, 2021
25th Percentile Public School Teacher Salary
$51,491
CO
April 27, 2021
50th Percentile Public School Teacher Salary
$58,982
CO
April 27, 2021
75th Percentile Public School Teacher Salary
$68,092
CO
April 27, 2021
90th Percentile Public School Teacher Salary
$76,387
CO
April 27, 2021
25% $51,491 10% $44,671 90% $76,387 75% $68,092 $58,982 50% (Median)
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You may get higher pay by adjusting the following factors: Location Anchorage, AK Fairbanks, AK Juneau, AK Ketchikan, AK Palmer, AK Sitka, AK Wasilla, AK Auburn, AL Birmingham, AL Decatur, AL Dothan, AL Florence, AL Gadsden, AL Georgiana, AL Huntsville, AL Madison, AL Mobile, AL Montgomery, AL Prattville, AL Tanner, AL Tuscaloosa, AL Bentonville, AR Conway, AR Fayetteville, AR Fort Smith, AR Jacksonville, AR Jonesboro, AR Little Rock, AR Pine Bluff, AR Rogers, AR Springdale, AR Texarkana, AR Avondale, AZ Chandler, AZ Flagstaff, AZ Gilbert, AZ Glendale, AZ Goodyear, AZ Lake Havasu City, AZ Mesa, AZ Peoria, AZ Phoenix, AZ Prescott, AZ Scottsdale, AZ Sierra Vista, AZ Sun City, AZ Surprise, AZ Tempe, AZ Tucson, AZ Yuma, AZ Anaheim, CA Antioch, CA Apple Valley, CA Bakersfield, CA Berkeley, CA Burbank, CA Carlsbad, CA Carson, CA Chico, CA Chula Vista, CA Coachella, CA Concord, CA Corona, CA Costa Mesa, CA Daly City, CA Downey, CA El Cajon, CA El Monte, CA Elk Grove, CA Escondido, CA 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Bridgeport, CT Bristol, CT Danbury, CT East Hartford, CT Fairfield, CT Greenwich, CT Hamden, CT Hartford, CT Manchester, CT Meriden, CT Milford, CT New Britain, CT New Haven, CT New London, CT Norwalk, CT Norwich, CT Stamford, CT Stratford, CT Waterbury, CT West Hartford, CT West Haven, CT Washington, DC Bear, DE Delaware City, DE Dover, DE Harrington, DE Lewes, DE Middletown, DE Milford, DE New Castle, DE Newark, DE Rehoboth Beach, DE Seaford, DE Smyrna, DE Wilmington, DE Boca Raton, FL Bradenton, FL Brandon, FL Cape Coral, FL Clearwater, FL Coconut Creek, FL Daytona Beach, FL Fort Lauderdale, FL Fort Myers, FL Gainesville, FL Hialeah, FL Hollywood, FL Jacksonville, FL Melbourne, FL Miami, FL Orlando, FL Palm Bay, FL Pembroke Pines, FL Pensacola, FL Port Saint Lucie, FL Saint Petersburg, FL Sarasota, FL Spring Hill, FL Tallahassee, FL Tampa, FL West Palm Beach, FL Albany, GA Athens, GA Atlanta, GA Augusta, GA Columbus, GA Macon, GA Marietta, GA Roswell, GA Savannah, GA Valdosta, GA 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NJ East Brunswick, NJ East Orange, NJ Edison, NJ Elizabeth, NJ Hackensack, NJ Hoboken, NJ Irvington, NJ Jersey City, NJ Lakewood, NJ Middlesex, NJ New Brunswick, NJ Newark, NJ Paramus, NJ Passaic, NJ Paterson, NJ Perth Amboy, NJ Plainfield, NJ Sayreville, NJ Somerset, NJ Toms River, NJ Trenton, NJ Union, NJ Union City, NJ Vineland, NJ Wayne, NJ West New York, NJ West Orange, NJ Alamogordo, NM Albuquerque, NM Clovis, NM Farmington, NM Hobbs, NM Las Cruces, NM Rio Rancho, NM Roswell, NM Santa Fe, NM Sunland Park, NM Carson City, NV Henderson, NV Las Vegas, NV North Las Vegas, NV Reno, NV Sparks, NV Sun Valley, NV Albany, NY Binghamton, NY Brentwood, NY Bronx, NY Brooklyn, NY Buffalo, NY Clay, NY Henrietta, NY Huntington, NY Jamestown, NY Levittown, NY Mount Vernon, NY Nassau, NY New Rochelle, NY New Suffolk, NY New York, NY Niagara Falls, NY Poughkeepsie, NY Queens Village, NY Rochester, NY Schenectady, NY Staten Island, NY Syracuse, NY Troy, NY Utica, NY Yonkers, NY Akron, OH Canton, OH Chillicothe, OH Cincinnati, OH Cleveland, OH Columbus, OH Cuyahoga Falls, OH Dayton, OH Elyria, OH Euclid, OH Hamilton, OH Lakewood, OH Lima, OH Lorain, OH Mansfield, OH Middletown, OH Newark, OH Portsmouth, OH Springfield, OH Toledo, OH Youngstown, OH Altus, OK Bartlesville, OK Broken Arrow, OK Edmond, OK Enid, OK Lawton, OK Muskogee, OK Norman, OK Oklahoma City, OK Stillwater, OK Tulsa, OK Albany, OR Beaverton, OR Bend, OR Clackamas, OR Corvallis, OR Eugene, OR Gresham, OR Hillsboro, OR Lake Oswego, OR Medford, OR Oregon City, OR Portland, OR Salem, OR Springfield, OR Allentown, PA Altoona, PA Bethlehem, PA Doylestown, PA Easton, PA Erie, PA Greensburg, PA Harrisburg, PA Johnstow
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Title: Ultrasound Technologist II Salary in Boston, MA | Salary.com
Headings: Ultrasound Technologist II
Salary in
Boston, Massachusetts
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Ultrasound Technologist II Salary in Boston, Massachusetts
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Travel Ultrasound Technologist - General/Echo/Vascular, Variable 12hr Shifts 12:00 AM - 12:00 PM
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Ultrasound Technologist II in Abington, PA
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Graduate of Committee on Allied Health Education and Accreditation accredited ultrasound program or graduate of ultrasound program with work experience.
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Content: Ultrasound Technologist II Salary in Boston, MA | Salary.com
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Ultrasound Technologist II Salary in Boston, Massachusetts
Ultrasound Technologist II Salary in Boston, MA
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How much does an Ultrasound Technologist II make in Boston, MA? The average Ultrasound Technologist II salary in Boston, MA is $90,484 as of February 26, 2021, but the range typically falls between $81,942 and $99,255. Salary ranges can vary widely depending on many important factors, including education, certifications, additional skills, the number of years you have spent in your profession. With more online, real-time compensation data than any other website, Salary.com helps you determine your exact pay target. How Masks Can Protect You against the Coronavirus
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Ultrasound Technologist II Salaries by Percentile
Percentile
Salary
Location
Last Updated
10th Percentile Ultrasound Technologist II Salary
$74,165
Boston,MA
February 26, 2021
25th Percentile Ultrasound Technologist II Salary
$81,942
Boston,MA
February 26, 2021
50th Percentile Ultrasound Technologist II Salary
$90,484
Boston,MA
February 26, 2021
75th Percentile Ultrasound Technologist II Salary
$99,255
Boston,MA
February 26, 2021
90th Percentile Ultrasound Technologist II Salary
$107,242
Boston,MA
February 26, 2021
25% $81,942 10% $74,165 90% $107,242 75% $99,255 $90,484 50% (Median)
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You may get higher pay by adjusting the following factors: Location Anchorage, AK Fairbanks, AK Juneau, AK Ketchikan, AK Palmer, AK Sitka, AK Wasilla, AK Auburn, AL Birmingham, AL Decatur, AL Dothan, AL Florence, AL Gadsden, AL Georgiana, AL Huntsville, AL Madison, AL Mobile, AL Montgomery, AL Prattville, AL Tanner, AL Tuscaloosa, AL Bentonville, AR Conway, AR Fayetteville, AR Fort Smith, AR Jacksonville, AR Jonesboro, AR Little Rock, AR Pine Bluff, AR Rogers, AR Springdale, AR Texarkana, AR Avondale, AZ Chandler, AZ Flagstaff, AZ Gilbert, AZ Glendale, AZ Goodyear, AZ Lake Havasu City, AZ Mesa, AZ Peoria, AZ Phoenix, AZ Prescott, AZ Scottsdale, AZ Sierra Vista, AZ Sun City, AZ Surprise, AZ Tempe, AZ Tucson, AZ Yuma, AZ Anaheim, CA Antioch, CA Apple Valley, CA Bakersfield, CA Berkeley, CA Burbank, CA Carlsbad, CA Carson, CA Chico, CA Chula Vista, CA Coachella, CA Concord, CA Corona, CA Costa Mesa, CA Daly City, CA Downey, CA El Cajon, CA El Monte, CA Elk Grove, CA Escondido, CA Fairfield, CA Fontana, CA Fremont, CA Fresno, CA Fullerton, CA Garden Grove, CA Glendale, CA Hayward, CA Huntington Beach, CA Inglewood, CA Irvine, CA Lancaster, CA Lompoc, CA Long Beach, CA Los Angeles, CA Modesto, CA Monterey, CA Moreno Valley, CA Murrieta, CA Newhall, CA Norwalk, CA Oakland, CA Oceanside, CA Ontario, CA Orange, CA Oxnard, CA Palmdale, CA Pasadena, CA Petaluma, CA Pomona, CA Rancho Cucamonga, CA Rialto, CA Riverside, CA Roseville, CA Sacramento, CA Salinas, CA San Bernardino, CA San Diego, CA San Francisco, CA San Jose, CA Santa Ana, CA Santa Barbara, CA Santa Clara, CA Santa Clarita, CA Santa Cruz, CA Santa Maria, CA Santa Rosa, CA Simi Valley, CA Stockton, CA Temecula, CA Thousand Oaks, CA Torrance, CA Vallejo, CA Ventura, CA Victorville, CA Visalia, CA West Covina, CA Arvada, CO Aurora, CO Boulder, CO Broomfield, CO Castle Rock, CO Colorado Springs, CO Denver, CO Fort Collins, CO Grand Junction, CO Greeley, CO Jefferson, CO Loveland, CO Pueblo, CO Westminster, CO Bridgeport, CT Bristol, CT Danbury, CT East Hartford, CT Fairfield, CT Greenwich, CT Hamden, CT Hartford, CT Manchester, CT Meriden, CT Milford, CT New Britain, CT New Haven, CT New London, CT Norwalk, CT Norwich, CT Stamford, CT Stratford, CT Waterbury, CT West Hartford, CT West Haven, CT Washington, DC Bear, DE Delaware City, DE Dover, DE Harrington, DE Lewes, DE Middletown, DE Milford, DE New Castle, DE Newark, DE Rehoboth Beach, DE Seaford, DE Smyrna, DE Wilmington, DE Boca Raton, FL Bradenton, FL Brandon, FL Cape Coral, FL Clearwater, FL Coconut Creek, FL Daytona Beach, FL Fort Lauderdale, FL Fort Myers, FL Gainesville, FL Hialeah, FL Hollywood, FL Jacksonville, FL Melbourne, FL Miami, FL Orlando, FL Palm Bay, FL Pembroke Pines, FL Pensacola, FL Port Saint Lucie, FL Saint Petersburg, FL Sarasota, FL Spring Hill, FL Tallahassee, FL Tampa, FL West Palm Beach, FL Albany, GA Athens, GA Atlanta, GA Augusta, GA Columbus, GA Macon, GA Marietta, GA Roswell, GA Savannah, GA Valdosta, GA Ewa Beach, HI Hilo, HI Honolulu, HI Kahului, HI Kaneohe, HI Pearl City, HI Waipahu, HI Ames, IA Ankeny, IA Cedar Falls, IA Cedar Rapids, IA Council Bluffs, IA Davenport, IA Des Moines, IA Dubuque, IA Iowa City, IA Sioux City, IA Urbandale, IA Waterloo, IA Boise, ID Caldwell, ID Coeur D Alene, ID Idaho Falls, ID Meridian, ID Nampa, ID Pocatello, ID Twin Falls, ID Arlington Heights, IL Aurora, IL Bloomington, IL Bolingbrook, IL Champaign, IL Chicago, IL Cicero, IL Des Plaines, IL Elgin, IL Evanston, IL Hoffman Estates, IL Joliet, IL Moline, IL Mount Prospect, IL Naperville, IL Normal, IL Oak Lawn, IL Oak Park, IL Orland Park, IL Palatine, IL Peoria, IL Rock Island, IL Rockford, IL Schaumburg, IL Skokie, IL Springfield, IL Tinley Park, IL Waukegan, IL Wheaton, IL Anderson, IN Bloomington, IN Carmel, IN Elkhart, IN Evansville, IN Fishers, IN Fort Wayne, IN Gary, IN Greenwood, IN Hammond, IN Indianapolis, IN Lafayette, IN Mishawaka, IN Muncie, IN South Bend, IN Terre Haute, IN Vincennes, IN Hutchinson, KS Kansas City, KS Lawrence, KS Lenexa, KS Manhattan, KS Olathe, KS Overland Park, KS Salina, KS Shawnee, KS Topeka, KS Wichita, KS Bowling Green, KY Covington, KY Frankfort, KY Hopkinsville, KY Lexington, KY Louisville, KY Owensboro, KY Richmond, KY Alexandria, LA Baton Rouge, LA Bossier City, LA Houma, LA Kenner, LA La Place, LA Lafayette, LA Lake Charles, LA Marrero, LA Metairie, LA Monroe, LA New Iberia, LA New Orleans, LA Shreveport, LA Arlington, MA Attleboro, MA Barnstable, MA Boston, MA Brockton, MA Brookline, MA Cambridge, MA Chicopee, MA Fall River, MA Fitchburg, MA Framingham, MA Haverhill, MA Holyoke, MA Hyannis, MA Lawrence, MA Leominster, MA Lowell, MA Lynn, MA Malden, MA Medford, MA Methuen, MA New Bedford, MA Newton, MA Peabody, MA Pittsfield, MA Plymouth, MA Quincy, MA Revere, MA Salem, MA Somerville, MA Springfield, MA Taunton, MA Waltham, MA Westfield, MA Weymouth, MA Worcester, MA Baltimore, MD Bethesda, MD Bowie, MD Columbia, MD Dundalk, MD Ellicott City, MD Frederick, MD Gaithersburg, MD Germantown, MD Glen Burnie, MD Potomac, MD Rockville, MD Silver Spring, MD Towson, MD Waldorf, MD Auburn, ME Augusta, ME Bangor, ME Biddeford, ME Lewiston, ME Portland, ME Saco, ME South Portland, ME Westbrook, ME Windham, ME Ann Arbor, MI Battle Creek, MI Benton Harbor, MI Canton, MI Dearborn, MI Dearborn Heights, MI Detroit, MI Farmington, MI Flint, MI Grand Rapids, MI Kalamazoo, MI Lansing, MI Livonia, MI Muskegon, MI Novi, MI Pontiac, MI Royal Oak, MI Saginaw, MI Southfield, MI Sterling Heights, MI Taylor, MI Troy, MI Warren, MI Waterford, MI West Bloomfield, MI Westland, MI Wyoming, MI Burnsville, MN Duluth, MN Eden Prairie, MN Lakeville, MN Minneapolis, MN Minnetonka, MN Rochester, MN Saint Cloud, MN Saint Paul, MN Blue Springs, MO Chesterfield, MO Columbia, MO Florissant, MO Independence, MO Jefferson City, MO Joplin, MO Kansas City, MO Lees Summit, MO O Fallon, MO Saint Charles, MO Saint Joseph, MO Saint Louis, MO Saint Peters, MO Springfield, MO Biloxi, MS Columbus, MS Greenville, MS Gulfport, MS Hattiesburg, MS Jackson, MS Meridian, MS Olive Branch, MS Pascagoula, MS Southaven, MS Tupelo, MS Belgrade, MT Billings, MT Bozeman, MT Butte, MT Great Falls, MT Helena, MT Kalispell, MT Missoula, MT Asheville, NC Burlington, NC Cary, NC Chapel Hill, NC Charlotte, NC Concord, NC Durham, NC Fayetteville, NC Gastonia, NC Greensboro, NC Greenville, NC Hickory, NC High Point, NC Jacksonville, NC Kannapolis, NC Raleigh, NC Rocky Mount, NC Salisbury, NC Wilmington, NC Wilson, NC Winston Salem, NC Bismarck, ND Dickinson, ND Fargo, ND Grand Forks, ND Mandan, ND Minot, ND West Fargo, ND Williston, ND Bellevue, NE Fremont, NE Grand Island, NE Hastings, NE Kearney, NE Lincoln, NE Norfolk, NE North Platte, NE Omaha, NE Bedford, NH Concord, NH Derry, NH Dover, NH Keene, NH Manchester, NH Merrimack, NH Nashua, NH Portsmouth, NH Rochester, NH Salem, NH Atlantic City, NJ Bayonne, NJ Bergenfield, NJ Bloomfield, NJ Camden, NJ Clifton, NJ East Brunswick, NJ East Orange, NJ Edison, NJ Elizabeth, NJ Hackensack, NJ Hoboken, NJ Irvington, NJ Jersey City, NJ Lakewood, NJ Middlesex, NJ New Brunswick, NJ Newark, NJ Paramus, NJ Passaic, NJ Paterson, NJ Perth Amboy, NJ Plainfield, NJ Sayreville, NJ Somerset, NJ Toms River, NJ Trenton, NJ Union, NJ Union City, NJ Vineland, NJ Wayne, NJ West New York, NJ West Orange, NJ Alamogordo, NM Albuquerque, NM Clovis, NM Farmington, NM Hobbs, NM Las Cruces, NM Rio Rancho, NM Roswell, NM Santa Fe, NM Sunland Park, NM Carson City, NV Henderson, NV Las Vegas, NV North Las Vegas, NV Reno, NV Sparks, NV Sun Valley, NV Albany, NY Binghamton, NY Brentwood, NY Bronx, NY Brooklyn, NY Buffalo, NY Clay, NY Henrietta, NY Huntington, NY Jamestown, NY Levittown, NY Mount Vernon, NY Nassau, NY New Rochelle, NY New Suffolk, NY New York, NY Niagara Falls, NY Poughkeepsie, NY Queens Village, NY Rochester, NY Schenectady, NY Staten Island, NY Syracuse, NY Troy, NY Utica, NY Yonkers, NY Akron, OH Canton, OH Chillicothe, OH Cincinnati, OH Cleveland, OH Columbus, OH Cuyahoga Falls, OH Dayton, OH Elyria, OH Euclid, OH Hamilton, OH Lakewood, OH Lima, OH Lorain, OH Mansfield, OH Middletown, OH Newark, OH Portsmouth, OH Springfield, OH Toledo, OH Youngstown, OH Altus, OK Bartlesville, OK Broken Arrow, OK Edmond, OK Enid, OK Lawton, OK Muskogee, OK Norman, OK Oklahoma City, OK Stillwater, OK Tulsa, OK Albany, OR Beaverton, OR Bend,
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Title: Sonographer Salaries by education, experience, location and more | Salary.com
Headings: How much does a Sonographer make in the United States?
How much does a Sonographer make in the United States?
Content: Sonographer Salaries by education, experience, location and more | Salary.com
How much does a Sonographer make in the United States? Sonographer Salary
The average Sonographer salary in the United States is $87,688 as of April 27, 2021. The range for our most popular Sonographer positions (listed below) typically falls between $66,570 and $108,805. Keep in mind that salary ranges can vary widely depending on many important factors, including position, education, certifications, additional skills, and the number of years you have spent in your profession. With more online, real-time compensation data than any other website, Salary.com helps you determine your exact pay target. Created with Highcharts 3.0.5
Sonographer's Annual Base Salary $0K $10K $20K $30K $40K $50K $60K $70K $80K $90K $100K
Ultrasound Technologist II Ultrasound Technologist I Ultrasound Technologist III Echocardiograph Technician
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Sonographer's Annual Base Salary
Job Title
Salary
Hourly Rate
Location
Date Updated
Ultrasound Technologist II
$80,600
$38.75
United States
April 27, 2021
Ultrasound Technologist I
$78,465
$37.72
United States
April 27, 2021
Ultrasound Technologist III
$94,298
$45.34
United States
April 27, 2021
Echocardiograph Technician
$77,468
$37.24
United States
April 27, 2021
See All Sonographer's Salary
Ultrasound Technologist II
Operates ultrasonic equipment to produce images of the body's organs and tissues for diagnostic purposes. Performs sonographic examinations to locate, evaluate and record critical functional, pathological, and anatomical data. Records test results, inspects and maintains equipment, and orders supplies when needed. May require an associate degree in a related area. Typically requires completion of an accredited program in Medical Sonography.
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Title: Barrier 3
Headings: Barrier 3:
Cultural Beliefs, Values, and Attitudes about Education
Barrier 3: Cultural Beliefs, Values, and Attitudes about Education
By Dr. Kimberly Van Horne, Ed.D.
(Quotes by students: M=Male F= Female)
Families from various cultures have different views about college and the importance of a college education. There is no right or wrong way to view education, but sometimes students and their families have different views for many reasons, and this can cause academic challenges. It does not mean, necessarily, that people from any culture do not value education. It just means that sometimes people place a higher value on other aspects of life, like hard work and families, the strong identification and attachment to family. The majority of the students interviewed for this information were Latino first-generation college students who came from immigrant families with low-socioeconomic backgrounds and had parents with little to no formal education. The concern students shared was that family members, friends, and other people they were close to had never been to college and did not understand the college experience and the school responsibilities a student must address in order to succeed.
Cultural Attitudes
Students said that family members and friends often referred to college as a “waste of time” and that it is more important to start earning money right out of high school.
Overcoming Barrier 3: Coping with Differences in Cultural Beliefs, Values, and Attitudes about Education
(Quotes by students: M=Male F= Female)
There are ways students can help their loved ones understand their desire to earn a college degree. Cultural differences can be worked out through a variety of ways. Communicating individual views and working on compromises are positive approaches to solving differences. Sometimes students simply need to provide their families with information so that they can understand the college processes and learn all of the benefits of completing a college degree.
Students shared several strategies for coping with differences cultural beliefs, values, and attitudes toward education. Four patterns emerged: (a) think about the importance of college education, (b) stand up for educational values and beliefs, (c) find a role model or support person, and (d) self-motivate.
Valuing Education
There are many long-term financial benefits for completing a college degree. People who earn a Bachelor’s degree earn 75% more over their lifetime than those who only have a high school diploma. Students stated that understanding the value of education helped them to overcome some cultural barriers to college.
Role Models or Support People
Numerous students discussed the magnitude of finding a role model or valued support person as a vital strategy for college success.
Self-Motivation
The students said it was important to self-motivate and to use a lack of support as a motivational resource.
Content: Barrier 3
Barrier 3: Cultural Beliefs, Values, and Attitudes about Education
By Dr. Kimberly Van Horne, Ed. D.
(Quotes by students: M=Male F= Female)
Families from various cultures have different views about college and the importance of a college education. There is no right or wrong way to view education, but sometimes students and their families have different views for many reasons, and this can cause academic challenges. It does not mean, necessarily, that people from any culture do not value education. It just means that sometimes people place a higher value on other aspects of life, like hard work and families, the strong identification and attachment to family. The majority of the students interviewed for this information were Latino first-generation college students who came from immigrant families with low-socioeconomic backgrounds and had parents with little to no formal education. The concern students shared was that family members, friends, and other people they were close to had never been to college and did not understand the college experience and the school responsibilities a student must address in order to succeed. “A lot of our families come with no education” (F).
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http://www2.bakersfieldcollege.edu/student_success/Student%20Success%20Stories/barrier_3.htm
|
msmarco_v2.1_doc_10_1613644062#1_2645666479
|
Title: Barrier 3
Headings: Barrier 3:
Cultural Beliefs, Values, and Attitudes about Education
Barrier 3: Cultural Beliefs, Values, and Attitudes about Education
By Dr. Kimberly Van Horne, Ed.D.
(Quotes by students: M=Male F= Female)
Families from various cultures have different views about college and the importance of a college education. There is no right or wrong way to view education, but sometimes students and their families have different views for many reasons, and this can cause academic challenges. It does not mean, necessarily, that people from any culture do not value education. It just means that sometimes people place a higher value on other aspects of life, like hard work and families, the strong identification and attachment to family. The majority of the students interviewed for this information were Latino first-generation college students who came from immigrant families with low-socioeconomic backgrounds and had parents with little to no formal education. The concern students shared was that family members, friends, and other people they were close to had never been to college and did not understand the college experience and the school responsibilities a student must address in order to succeed.
Cultural Attitudes
Students said that family members and friends often referred to college as a “waste of time” and that it is more important to start earning money right out of high school.
Overcoming Barrier 3: Coping with Differences in Cultural Beliefs, Values, and Attitudes about Education
(Quotes by students: M=Male F= Female)
There are ways students can help their loved ones understand their desire to earn a college degree. Cultural differences can be worked out through a variety of ways. Communicating individual views and working on compromises are positive approaches to solving differences. Sometimes students simply need to provide their families with information so that they can understand the college processes and learn all of the benefits of completing a college degree.
Students shared several strategies for coping with differences cultural beliefs, values, and attitudes toward education. Four patterns emerged: (a) think about the importance of college education, (b) stand up for educational values and beliefs, (c) find a role model or support person, and (d) self-motivate.
Valuing Education
There are many long-term financial benefits for completing a college degree. People who earn a Bachelor’s degree earn 75% more over their lifetime than those who only have a high school diploma. Students stated that understanding the value of education helped them to overcome some cultural barriers to college.
Role Models or Support People
Numerous students discussed the magnitude of finding a role model or valued support person as a vital strategy for college success.
Self-Motivation
The students said it was important to self-motivate and to use a lack of support as a motivational resource.
Content: It does not mean, necessarily, that people from any culture do not value education. It just means that sometimes people place a higher value on other aspects of life, like hard work and families, the strong identification and attachment to family. The majority of the students interviewed for this information were Latino first-generation college students who came from immigrant families with low-socioeconomic backgrounds and had parents with little to no formal education. The concern students shared was that family members, friends, and other people they were close to had never been to college and did not understand the college experience and the school responsibilities a student must address in order to succeed. “A lot of our families come with no education” (F). “They don’t understand why I need time to look into the books… because I’m the first one to go to college, and they don’t understand why” (F). “I couldn’t make them understand how important it was to me” (F). Several students shared their experiences dealing with some of their families’ cultural beliefs and values of education. “I don’t even remember one time in my whole childhood growing up that anybody told me that after you graduate from high school you’re supposed to go to college (F). “Most of them they just think a woman should stay home” (F).
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http://www2.bakersfieldcollege.edu/student_success/Student%20Success%20Stories/barrier_3.htm
|
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