Financial Bubbles Example

Essays on Financial Bubbles Assignment ï » ¿ The success of any phenomenon needs to be under control, if a positive over grows in size it becomes an abnormality. A financial bubble is a financial abnormality; a situation that has over grown the advantage of its positivity and is become a burden for the market producing negative vibes and consequences is referred to as financial bubble. â€Å"There is no simple definition of financial bubble but one dynamic is clear: they become a financial black hole that attracts huge amounts of investment money. An investor who recognizes a bubble and its cause can make a lifetime of profit in a short time.† (Augen 258) Let us discuss some of the important bubbles in the financial history: Tulip Bubble (Dutch Tulip bubble) In the late 15th century tulips were introduced in the Dutch market from turkey. The increase in demand pushed the price of this flower to the sky, leading to market maneuvers of artificial scarcity and artificial price hike. As they say, a bubble bursts when the investors start minting money out of it. Soon when people realized this situation they started selling their stocks and the large contractor started dishonoring their contracts thus resulting in the crash of the bulb market and the bubble burst/ Tech Bubble – 1999 This bubble is also known as the Dot.Com bubble. It happened when the technology market boomed and the internet business was thought to be the star of future profit. NASDAQ soared and so did these internet companies. But then in the late 1999 and the beginning of 2000 saw a crash of this internet bubble when the companies themselves could not take the over burden of these demands and showed losses that very high and pushed the index to a shocking low level, thus resulting in a bubble burst. US Housing Bubble Housing prices in the US started increasing in the later part of the 1990 decade and the bubble busted at the end of 2006 and the start of 2007. The people were investing in the housing business and new houses in the US were selling like hot cakes. The mortgage financing was also in a boom with more and more people availing this profit making opportunity. But as the supply saturated the demand and no buyers were found for the new houses this bubble also busted like the other financial bubbles. This financial upset not only affected the housing sector but did a huge damage to the banks that were extending the mortgage contracts. Dubai Housing Bubble Dubai – the connection between the East and the west, experienced major construction boom in the early 2000. The foreign investors took the dreamland Dubai as an opportunity to invest and huge amounts of investments started following in with high rises seen being built everywhere in Dubai. People were ready to pay tons for that accommodation and companies borrowed more and more to supple people with lavish accommodation. Until 2008, when the supple clustered the demand and the decrease in demand and rising loans led to the burst of this major financial bubble. This downfall caused Dubai to call for help with Abu Dhabi pitching in to save its member state. China Tech Bubble This bubble is yet to take its toll on the financial market. It is the repeat of the Dot.Com bubble and analysts fear it will be bigger in terms of losses as compared to the US dotcom bubble. The Chinese technology sector is taking the NYSE by storm. Due to the Chinese regulation of the ban of facebook, twitter and other similar sites, the Chinese alternatives to these names are doubling their prices on the New York Stock Exchange currently. Analysts foresee this as a crash while other investors argue this to be a technological upsurge for Chinese market. Whether this bubble will burst or not only time will tell. However, our discussion above and the financial market history have shown that such remarkable rise in price is followed by an upsetting figure of decline and losses. Reference Cited Augen, Jeff. Trading Realities: The Truth, the lies the Hype in-Between. New Jersey: Pearson Education, Inc., 2001. 258. Print.

Chivalry in Chaucers Canterbury Tales - 802 Words

Chivalry in Chaucers Canterbury Tales In his Canterbury Tales, Chaucer fully explicates the cultural standard known as curteisye through satire. In the fourteenth century curteisye embodied sophistication and an education in French international culture. The legends of chilvalric knights, conversing in the language of courtly love, matured during this later medieval period. Chaucer himself matured in the Kings Court, and he reveled in his cultural status, but he also retained an anecdotal humor about curteisye. One must only peruse his Tales to discern these sentiments. In the General Prologue, he meticulously describes the Prioress, satirically examining her impeccable table manners. In the Millers Tale Chaucer juxtaposes†¦show more content†¦All elements combine to illuminate a woman who could only ever attempt to find curteisye, never truly achieve it. In the Millers Tale, the reader finds one of the most humorous passages by Chaucer: Now sire, and eft sire, so bifel the cas That on a say this hende Nicholas Fil with this yonge wif to rage and playe, Whil that hir housbinde was at Oseneye (As clerkes been ful subtil and ful quainte), And prively he caughte hire by the queinte, And saide, Ywis, but if ich have my wille, For derne love of thee, lemman, I spille, And heeld hire harde by the haunche-bones, And saide, Lemman, love me al atones, Or I wol dien, also God me save. (163-72) Quite literally, Nicholas caught Alison by the crotch to draw her near to him, and then held her there by her haunches, or rear end. Standing alone, that image provides an element of base humor, but when that event is coupled with Nicholas words, a dramatically ironic, and altogether funny, scene arises. Nicholas is wooing Alison with the words of courtly love (love me al atones, / Or I wol dien,), the respectful standard of the time, but he simultaneously gropes her in the must vulgar method possible. Here Chaucer plays with the idea of curteisye; he is not mocking someones attempts at it, but rather in his juxtaposition he exposes an element of curteisye not usually recognized. The reader gets the impressionShow MoreRelatedCourtly Love in The Knights Tale and The Wife of Baths Tale1353 Words   |  6 Pagescontroversy. Geoffrey Chaucer, a poet of the period, comments on courtly love in his work The Canterbury Tales. Through the use of satiric elements and skilled mockery, Chaucer creates a work that not only brought courtly love to the forefront of medieval society but also introduced feministic ideals to the medieval society. At times, Chaucer even makes readers question his beliefs by presenting contrasting elements of principle in The Knight’s Tale and The Wife of Bath’s Tale, both tales told in his profoundRead MoreCanterbury Tales Character Analysis1334 Words   |  6 PagesThe Canterbury Tales is a written work, by Geoffrey Chaucer, that is a representation of the society he lived in. His work portrays the feudal system during the medieval times and how each level of livelihood was a character, whose personalities reflect how Chaucer and his culture view them. During his time, his society regarded the Christian Church as corrupt and manipulative, with a few clergy who are honest and genuine in their exertion. Therefore, the ecclesiastical persona has the dispositionsRead MoreThe Canterbury Tales By Geoffrey Chaucer1073 Words    |  5 PagesIn The Canterbury Tales, Geoffrey Chaucer introduced and described a variety of fictional characters that lived in the Middle Ages. It was the time period that European civilians were governed by a system called feudalism. Where kings were the head of the system and everyone was categorized in social classes. In the prologue of The Canterbury Tales the first character introduced was the knight. Geoffrey Chaucer depicts the knight correctly by characterizing him as a chivalrous and honorable man,Read MoreThe Canterbury Tales, written by Chaucer, and Sir Gawain and the Green Knight, written by an1600 Words   |  7 PagesThe Canterbury Tales, written by Chaucer, and Sir Gawain and the Green Knight, written by an anonymous author, are both sophisticated fourteenth-century examples of medieval romance. Medieval romances captured the heart of their audiences as narratives and stories that featured a protagonist, often a knight, and dealt with religious allegories, chivalry, courtly love, and heroic epics. The concept of the knight emerged from the remnants of the Anglo-saxon literature and ideals and influence of theRead More Character Rank In Society in The Canterbury Tales by Chaucer888 Words   |  4 PagesThe Canterbury Tales can be understood as a Chaucerian satire according many readers. Chaucer sets out to deliberately upset the social order present at that time and to mock the faults present in the characters. Although he baffles about the complexity of the characters, Chaucer also praises and condemns characters for their unique qualities. Chaucer further gives us feedback of what actions the characters are taking in their lives. Many of the pilgrims are headed off to Canterbury, to worshipRead MoreGeoffrey Chaucers Style Of Literature956 Words   |  4 PagesThroughout the period of the Medieval Times (449-1485) many different themes and ideas evolved and shaped the literary world in a new way. During these times, there were expectation s of all people, Knights were to act with chivalry and dignity, Monks were to solely practice faith and religion, and ordinary people were to have morals. These expectations were just a few of the things that would be considered Anglo Saxon beliefs, the most popular form of literature of this time. The poems, plays, epicsRead More Compare And Contrast The Kngiht And The Squire Essay593 Words   |  3 Pages Geoffrey Chaucer portrayed a cross section of medieval society though The Canterbury Tales. quot;The Prologuequot; or foreword of this work serves as an introduction to each of the thirty one characters involved in the tales. Two of these characters are the Kght and the Squire, who share a father and son relation. These individuals depart on a religious pilgrimage to a cathedral in Canterbury. The Squire, opposed to the Knight, goes for a vacation instead of religious purposes. His intent is notRead MoreAnalysis Of The Knight And His Tale2835 Words   |  12 PagesAnalysis of t he Knight and His Tale in The Canterbury Tales The Canterbury Tales, a poem consisting of several tales told by various pilgrims, is perhaps the most well known work of Geoffrey Chaucer. The Canterbury Tales Chaucer introduces the pilgrims in the general prologue many of the pilgrims in a satirical manner. In prologue to The Canterbury Tales, Geoffrey Chaucer introduces the Knight as â€Å"a true perfect gentle-knight,† (5) who exemplifies the code of chivalry. The tale that the Knight later narratesRead MoreThe Perfection Of The Knight In The General Prologue Of1128 Words   |  5 PagesGeneral Prologue of the Canterbury Tales represents an idealized form of chivalry. Through exhaustive conquest and moderate temperament, the knight embodies chivalric qualities that elevate him to an idealized state. Moreover, the knight is temperamentally moderate despite his martial successes and his merit is unmatched by any other knight. Being in such high prestige, the knight has inherent discretional rights in deciding what is or is n’t true knighthood. After Chaucer establishes the knight asRead More Chaucers Canterbury Tales - Chivalry by the Knight and the Squire1480 Words   |  6 PagesDifferent Perspectives of Chivalry by the Knight and the Squire in Canterbury Tales  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the medieval period that is described by Chaucers Canterbury Tales, chivalry was perhaps the most recognized quality of a true Christian gentleman. This quality is explored in Chaucers two characters of the warrior class, the Knight and the Squire. The Squire is in fact the son of the Knight; both ride gallantly and have the air of true gentleman warriors. However, the two are very dissimilar despite

Demand for Medical Care Essay Example For Students

Demand for Medical Care Essay Demand for Medical CareThe demand for medical care is derived from our demand for good health. Michael Grossman was the first to do econometric research on this topic. Grossmans work established two approaches for consideration. In the first, medical care is viewed as an input in the production function for health, and in the second, as an output produced by medical care providers (Henderson, p.142). There are two main factors that determine the demand for medical care. The first is the patient factor. This includes a patients health status, demographic characteristics and economic status. The second is the physician factor. This is an interesting topic because it introduces the principal (patient)-agent (physician) problem. We are faced with the problem of diminishing marginal returns for health. At a certain point, we can only produce so much health. The question we need to ask ourselves is what is the optimal budget for medical care? This is a question that can not be easily answered due to our changing demand for medical care. If we get sick we demand more medical attention. Or, if we choose to live more dangerously this will also increase the demand. Therefore, who should pay for these increased costs for medical insurance? Medical care spending is not the only thing that improves health. Other factors affecting health status, such as life-style, environmental pollution, and technological developments, will shift the total product curve (TV). Figure 4.1, on the next page graphically shows that health status obeys the Law of diminishing productivity. The graph below the total product curve is the marginal product curve. The derivative of the total product curve is the marginal product curve. This curve represents the marginal change in health status. You can see this curve is negatively sloped and can be negative. The maximum point on the total product curve is the total amount of health that we can get out of life. You may know from calculus that the slope of a line at a maximum or minimum is zero. If you look down on the corresponding point on the marginal product curve it lies on the x-axis. All medical treatment after this point is negative. What does this mean? Yes, medical treatment can be harmful to your health if too much is applied. A good example of this is an X-ray. The radiation from multiple X-rays is extremely dangerous. This negative area is called iatrogenic disease. The marginal contribution of health that you get when you allocate more of your resources into medical care is very small. This is a moral question that we need to answer is when do you stop? Thomas McKeown (1976) noticed that there was a secular decline in mortality rates. The quality of life was one of the major factors. There was an increase in income as well as education. The living standards and nutrition chipped in as well. The public health authorities improved sanitation. Which in return all lead to a decrease in diseases. An increase in technology also helped the cause. Diseases like cancer where slowed due to Chemotherapy and stricter regulations directed to corporations on dumping waste. (Henderson p.145) Genetics also play a major role in determining our health. Half of your genes come from your father and the other half from your mother. There are two factors that play a critical role in determining the health of an individual: the risk of exposure to a particular disease and the ability of the individual to resist the disease (and recover from its consequences) once exposed (Henderson p.144). If your father has high blood pressure then his siblings are susceptible to high blood pressure too. Now we will look at the determinants in the demand for medical care. .u91e3689d54985cf05e865d4bca1f7bbe , .u91e3689d54985cf05e865d4bca1f7bbe .postImageUrl , .u91e3689d54985cf05e865d4bca1f7bbe .centered-text-area { min-height: 80px; position: relative; } .u91e3689d54985cf05e865d4bca1f7bbe , .u91e3689d54985cf05e865d4bca1f7bbe:hover , .u91e3689d54985cf05e865d4bca1f7bbe:visited , .u91e3689d54985cf05e865d4bca1f7bbe:active { border:0!important; } .u91e3689d54985cf05e865d4bca1f7bbe .clearfix:after { content: ""; display: table; clear: both; } .u91e3689d54985cf05e865d4bca1f7bbe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u91e3689d54985cf05e865d4bca1f7bbe:active , .u91e3689d54985cf05e865d4bca1f7bbe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u91e3689d54985cf05e865d4bca1f7bbe .centered-text-area { width: 100%; position: relative ; } .u91e3689d54985cf05e865d4bca1f7bbe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u91e3689d54985cf05e865d4bca1f7bbe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u91e3689d54985cf05e865d4bca1f7bbe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u91e3689d54985cf05e865d4bca1f7bbe:hover .ctaButton { background-color: #34495E!important; } .u91e3689d54985cf05e865d4bca1f7bbe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u91e3689d54985cf05e865d4bca1f7bbe .u91e3689d54985cf05e865d4bca1f7bbe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u91e3689d54985cf05e865d4bca1f7bbe:after { content: ""; display: block; clear: both; } READ: Global cultures Essay Henderson defines demand as the sacrifice an individual is willing to make in order to obtain a given amount of a particular good or service. In other words you cant always get what you want. Need rarely equals demand. Need is almost always greater than demand. This excess want is what is called moral hazard. The demand for medical care has a consumption component and an investment component. The consumption component is the part that you expect to use lets say on a yearly basis. You probably go to the doctors office about once a year for a checkup. The investment component is the part that you hope doesnt happen but just in case you will be able to finance for the occasion. Individuals who are willing to invest in a college education are the same individuals who are willing to spend time and money on improving their health (Henderson p.150). One of the most efficient ways to produce health is to educate oneself. The more knowledge you know about your own health the less you will have to go to the physicians office. Education has been proven statistically to lower demand for healthcare. The Elasticity for education is approximately equal to one-tenth (Weiss Lecture 9/9/99). This means for every ten-percent increase in medical care there is a one- percent increase in health. A proper diet and daily exercise are also important to improving ones health. Both of these factors have produced positive elasticity measures as well.The are two factors that affect the demand for medical care. The first is the patient factor. The patient factor is composed of three variables. A patients health status, demographic characteristics and economic status are the three variables that are the most efficient way to produce health. Patients most often seek treatment for a medical condition Their demand is triggered by an onset of an episode or illness (Henderson p.151). Age is the number one demographic factor that increases demand. A patients economic status is another major variable in determining the demand for medical care. Physician factor is the other variable that affects the demand for medical care. This is often called supplier-induced demand, where in this case the supplier is the physician. Even though only 20 percent of all medical spending goes to physicians services, physicians determine the vast majority of total spending (Henderson). Physicians have been accused of creating a greater demand, which push up costs. Physicians are able to increase the demand by referring patient to other specialist. Rising incomes affect the demand in an increasing manor on the macro level. This is the characteristic of a luxury good. Is medical care a luxury? The elasticity of the demand function becomes more inelastic when your income rises creating a moral hazard. I believe that higher premiums should be charged to the wealthy to cover these increased expenses. As medical care spending continues to escalate, the search for alternatives to slow its growth has focused on the supply side of the market. Modifying provider behavior is seen as the only way to control run-away spending. By ignoring the demand side of the market, we may be foregoing one of the most powerful forces available for cost-control, individual self-interest (Henderson p.149). The most important aspect we need to get control of is the patient factors, which include health status, demographics and economic status. Educating the general public has proven to be an effective way of battling the rising costs of medical care!

The way an audience experiences and appreciates a play Essay Example Essay Example

The way an audience experiences and appreciates a play Essay Example Paper The way an audience experiences and appreciates a play Essay Introduction ‘The way an audience experiences and appreciates a play.is by no means governed solely by what happens on stage. The entire theatre, its audience arrangements, its other public places its physical appearance, even its location in a city, are all important elements of the process by which an audience makes meaning of its experience’. Discuss and analyse Carlson’s statement in relation to at least one of the theatre events you have studied. Marvin Carlson makes a very valid and observant assertion here that I feel is pertinent to the study of theatre as a whole and universal issue. The idea that ‘the entire theatre’, the physical space in which a play is performed affects the audiences understanding of the theatre event, is one which, whilst has ‘remained rather narrowly focused’, ‘has long been generally accepted as a legitimate, indeed, essential part of the historical study of both drama and theatre.’1 In this essay then, I will discuss and analyse this idea (which should not remain ‘rather narrowly focused’) in conjunction with Carlson’s statement, and try to expand upon the issues he raises. In doing so, I will draw upon what I have studied in this module, and how I feel the statement applies to the theatre texts and events I have encountered. The way an audience experiences and appreciates a play Essay Body Paragraphs Firstly, I think that to understand Carlson’s belief fully, semiotics must be addresses as they cannot be removed from the issues dealt with in the statement. Semiotics ‘the study of signs – those objects by which humans communicate meaning’2 is imperative if we are to explore how humans make meaning from ‘audience arrangements’ or the theatres ‘physical appearance’, to name only two of the elements from Carlson’s statement. As Charles Pierce puts it, ‘how the audience receives and interprets signs; the semiotics of the entire theatre experience – the ‘appearance of the auditorium, the displays in the lobby, the information in the program, and countless other parts of the event as a whole’; and the iconic relationship of theatre to the life it represents’3 So semiotics is manifest to this investigation, of how ‘the signs’ make meaning. I shall now explore these ‘signsâ€⠄¢ in the statement, and how they contribute to the theatre event as a whole. Carlson first mentions ‘audience arrangements’. The audience’s space and seating undoubtedly affects their overall experience. Who they are sitting beside and how close they are to the sage, whether it is tiered seating or they are made to sit on the floor, even if they are comfortable or not. The theatre’s physical appearance, inside and out, its dà ¯Ã‚ ¿Ã‚ ½cor and colours all make meaning for an audience member. Where the theatre is located, in relation to other buildings, its predominance in that town or city, again affects what someone will take away from their theatre visit. For example, when I had the opportunity of visiting New York for a drama trip with my school, we were fortunate enough to get the chance to see a Broadway show. The fact it was in Broadway, and was so infamous had me very excited about the production of ‘Chicago’ we were going to see. The bright lights of New York along with the stunning buildings and culture left me dazzled. Disappointingly, the show wasn’t as good as expected, however, I wasn’t as disappointed as I would have been had I went to see it in, say, The Odyssey in Belfast, somewhere I have become used to. The city and its glitter had already made meaning for me. As Whitmore says ‘When I go to Broadway I expect to see an expensive, highly professional, commercial production.’4 These issues of the entire theatre and its surroundings are what Whitmore calls ‘framing systems’5, and these ‘framing systems’ can be witnessed throughout history. Hamlet was a play we studied this semester, and in Shakespearean times, going to the theatre involved standing on ‘earth rich in hazelnut shells and apple cores. This was part of their experience, as was the shifting light and shade of a London afternoon.’6 Moreover, theatres in Shakespeare’s time w ere ‘located on the fringes of the city in rather questionable neighborhoods’7 These aspects would have affected the meaning an audience made out of a showing of Hamlet at the time. In Greek theatre, the plays were performed as ‘part of citywide religious festivals honoring the god Dionysus[.]Plays were produced for contests in which playwrights, actors, and choruses competed for prizes and for distinction among their fellow citizens. These contests, held in an outdoor amphitheater adjoining the sacred temple of the god, followed several days of religious parades and sacrifices,’8 Again all these factors would have added to the way a Greek Audience would have experienced and appreciated a play, for instance, a production of Sophocles Oedipus the King or Euripides Medea perhaps. Indeed in Medieval Theatre, audiences viewing a play which took place on a stage in a cart could not help but be affected by their surroundings! These are only three examples which i llustrate just how much the elements Carlson speaks of make meaning in a theatre event, even in these three periods, when semiotic study was unheard of. To come back to the twenty-first century, Lehmann’s idea of ‘postdramatic’ theatre (which suggests we move away from postmodern to a more dramatic and theatrical theatre)9 concurs with Carlson’s statement. This twenty-first century theory involves the audience and actor relationship and explores non-theatrical spaces or site-specific theatre10. A theatre event we encountered during this module which could be described as ‘postdramatic’ was a project called ‘pvi Australia’. This involved an oblivious audience, getting on a bus with no idea what was happening. Their was a man leading the project wearing only a pair of red speedos with his teeth painted red! As well as exploring Lehmann’s postdramatic issue of audience participation, this project looks at the theatre event as a whole. The members of the audience would have been affected majorly by who was there, the physical appearance of the bus, and their surroundings. These elements, which Carlson speaks of in his statement, I argue, make more meaning for the audience than any text or dialogue, as is the nature of this type of project. Sarah Kane’s 4.48 Psychosis is a piece of experiential theatre which involves a woman’s inner thoughts and feelings toward her desire to commit suicide. To further develop my argument at this point, I am going to take this as a case study for Carlson’s statement and imagine myself going to see it at a theatre, and how I would make meaning from it (drawing on my own personal experience of many visits to the theatre.) Firstly, depending upon the type of day I’d had I would either be in a very good mood, and feel optimistic about my theatre visit or I would possibly be troubled or tired from a long day. Next, my journey there involving my antici pation, would come into play, who I was with, whether in a car or public transport etc. When I reach the building the location and architecture would strike me and I would either feel positive about it or negative. If it is a derelict building, not that well known, I might expect the drama to be of poor quality, however, if it is a place I’d been many times (such as the Grand Opera House) where I had enjoyed plays before, I would be of the frame of mind I was going to see a good piece of theatre. As Whitmore says ‘Where a performance is located within a city can influence the anticipated meanings of a theater experience [.] I may be completely wrong about these assumptions, but they nonetheless sway my thinking about the event.’11 He goes on to say ‘The exterior architectural features of the theater itself, or the visual aesthetics of an outdoor location, contribute to the signification of a performance event. [.] Not only the size but other aspects of the theatre faà ¯Ã‚ ¿Ã‚ ½ade-how ostentatious it is, whether or not it has a marquee, its color, the graphics-all contribute to the framework of a performance.’ (p. 38). These would all affect my meaning as I absorb them. The next place I would enter would be the lobby and as Whitmore goes on to say on the next page of his ‘Framing Systems’ (39) the ‘posters, models of the set, pictures of the cast, and sketches of costumes[.]help the spectator become aesthetically, intellectually, or emotionally engaged in the production.’ I myself would be looking for these, and if I hadn’t seen the play before would be gathering information from them. In the case of Kane’s 4.48 Psychosis they might offer hints at the deranged mind of the main female character, and I would begin to wonder what was ahead. As I enter my seat I would see who surrounded me, what sorts of people and, even though sub-consciously at times, be taking in their reactions as the dr ama unfolds. So, before I have even seen the piece, all these elements, most of which Carlson mentions in his contention have created meaning for me and affected my overall experience of the event as a whole. Once I had actually observed 4.48 Psychosis, I would either accept it and enjoy it, or dislike the disconcerting tone of it and leave more depressed if the surroundings were dismal also. In conclusion, it is clear that Carlson’s statement is one that definitely applies to the theatre event. Whilst his assertion is definitely an important characteristic of how an audience takes meaning from theatre, I am of the same school of thought as Jon Whitmore when he says: ‘While framing devices do shape the reading of a performance of some, or even many, audience members, these framing devices never govern all spectators. The performance itself will be the final signifier of meaning: frames [.] prepare the spectators and help refine and focus their concentration’12 Ca rlson, however, was undeniably exact when he said audience experience and appreciation ‘is by no means governed solely by what happens on stage.’ His elements are simply aspects of the expansive nature of the theatre and its affect on audience, one which is continually being investigated. We will write a custom essay sample on The way an audience experiences and appreciates a play Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The way an audience experiences and appreciates a play Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The way an audience experiences and appreciates a play Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Essay on Public Policy Social

Essay on Public Policy Social Essay on Public Policy Social Essay on Public Policy SocialPublic policies are developed based on the issues that trouble the members of society to the point that there is a necessity to take an action. According to Larry N. Gerston (2010), â€Å"issues preceding those policies develop when individuals with similar problems are forced to cope, without solution, for an unacceptable period of time†(p. 22). Public policy problems can be solved by means of effective public policy making. Illegal immigration has become a public policy problem. The problem is becoming more and more acute because of indecisiveness on the part of policy-makers. Thesis statement: Illegal immigration has become a public policy problem, which requires the proper solutions by means of effective public policymaking process, supported by public and political awareness of the significance of the policy for economic, political and cultural development of the nation.Outline of the major points The scope and nature of the public policy pro blemThe scope of the public policy problem like immigration or illegal immigration is large and expanding. According to James Hollifield and colleagues, â€Å"Illegal immigration also drew attention as a prominent public policy problem†(p.102). The statistical data shows that in 2008, there were about 11.9 million of illegal immigrants in the United States (Illegal Immigration Facts Statistics, 2014). According to the research conducted by the center of Immigration Studies, if immigration continues to grow at current levels, the population of the United States will increase â€Å"from 301 million today to 468 million in 2060 a 167 million, or 56% increase† (Illegal Immigration Facts Statistics, 2014). The nature of the public policy problem in concluded in the fact that illegal immigrants have no rights in the United States, but at the same time, they have negative impact on the development of the U.S. economy. Illegal immigration leads to increased unemployment. As a result, current immigration policy is ineffective.How the problem came to public and political awarenessThe problem of illegal immigration came to public and political awareness because of considerable changes in social, political and economic life of the country. Public awareness of the problem like illegal immigration is supported by certain concerns over national security. Ideological pressures influence public interpretation of current immigration laws (Koven Gà ¶tzke, 2010). Americans who oppose immigration policy explain their negative attitude to policy implementation by the threat to unemployment, the threat to cultural identity, and national security. Political awareness of the problem is caused by the functioning of interest groups, such as human rights groups and business groups. As the United States in the nation of immigrants, political parties are aware of the significance of the issue in the political development of the nation (Koven Gà ¶tzke, 2010).The evoluti on of the related public policyThe evolution of the related public policy is connected with considerable changes in decision making of policy-makers. The problem of illegal immigration begins as an individual issue, although it is closely connected with â€Å"the evolution of personal topics into widely shared aggravation that makes such dilemmas suddenly political and, therefore, candidates for public policy activity† (Gerston, 2010, p. 22).Level of government and the actors involvedThe level of government involved in public policy making to address the public policy problem of illegal immigration include central and district levels of government. Both central and district levels of government have opportunities for involvement in decision making regarding immigration issues. The actors involved in policy making process concerning illegal immigration include civil society, business community, public and private institutions. These actors have access to the resources that may affect the policy making process.The intergovernmental structure and political concernsThe intergovernmental structure plays an important role in policy making process in the United States. Certain political concerns regarding immigration policy should be taken into consideration by policy makers. According to researchers, â€Å"concerns about integration into a cohesive national identity have been enhanced by fears about Islamic fundamentalism following September 11, 2001 attacks†(Koven Gà ¶tzke, 2010, p.178). As the effectiveness of immigration policy depends on ideologies of immigrants, certain political concerns may be connected with the concept of citizenship or human rights issues.Conflicting public opinion and impact on policy solutionsThere are conflicting public opinions regarding immigration policy. The majority of American citizens have positive views on immigrants. They consider that â€Å"immigrant benefit the U.S. economically and culturally†. However, there are many Americans who state that â€Å"they are a net burden on the state† (Albertson Gadarian, 2013, p. 288). It is known that recent immigration policies were aimed at preventing the spread of clandestine immigration in the United States, as well as guaranteed a â€Å"minimum level of rights to immigrants, even to those without a residence permit† (De Montis et al., 2012, p. 1227). Nevertheless, many Americans opposed these policies, explaining the significant role of diversifications in human society, which lead to conflicts between cultures.The approaches to policy formulation, adoption, and evaluationThe approaches to policy formulation, adoption, and evaluation play an important role in policy making process. Policy formulation process requires high level of political diplomacy and effective negotiation as this process takes place within a large political arena. Policy approaches to address immigration issues require public involvement. The rational appr oach is the most appropriate for finding solutions to immigration policy problems as it reflect real-world goals. It is necessity to define the problem, social values and policy goals in order to explore the major policy alternative solutions. Policy adoption process is based on the awareness of the significance of the issue. Policy evaluation should be focused on design, explanation and testing of various methods to address policy evaluation issues, including case study evaluation, needs analysis, realistic analysis and other methods.The suggested policy direction (continuation, change or termination) and future impactThe brief overview of immigration public policy problem shows that illegal immigration influences practically every area of public concern. As a result, the suggested policy direction should be based on change of current public policy decisions. It is necessary to make certain changes in order to accelerate the economic development of the nation. Generally speaking, t oday’s immigration law in the United States requires reformation. According to Briggs, it is necessary to make â€Å"labor-market-oriented changes to immigration policy†, which could form a solid foundation for such reformation (qtd. in Peach, 2010, p. 111). Although changes in immigration law cannot have significant impact on the causes of illegal immigration, they may contribute to finding the ways to improve economic development.Conclusion Thus, it is necessary to conclude that the public policy problem like illegal immigration is really serious. As public policy problem affect public policy implementation, it is necessary to find the proper solutions to the problem of illegal immigration. The public response to existing problems and the solutions to these problems should be based on positive public experience.

The 19 Steps to Becoming a College Professor

The 19 Steps to Becoming a College Professor SAT / ACT Prep Online Guides and Tips Do you love conducting research? Do you enjoy engaging with students? Can you envision yourself working in academia? Then you're probably interested in learning how to become a college professor. What are the basic requirements for becoming a college professor? What specific steps should you take in order to become one? In this guide, we start with an overview of professors, taking a close look at their salary potential and employment growth rate. We then go over the basic college professor requirements before giving you a step-by-step guide to how to become one. Feature Image: Georgia Southern/Flickr Becoming a College Professor: Salary and Job Outlook Before we dive into our discussion of salaries and employment growth rates, it's important to be aware of the incredible challenge of becoming a college professor. These days, it is unfortunately well known thatthe number of people qualified to be professors far outnumbers the availability of professor job openings, which means that the job market is extremely competitive. Even if you do all the steps below, the chances of your actually becoming a college professor are slim- regardless of whether you want toteach in the humanities or sciences. Now that we've gone over the current status of the professor job market, let's take a look at some hard figures for salary and employment growth rate. Salary Potential First, what is the salary potential for college professors? The answer to this question depends a lot on what type of professor you want to be and what school you end up working at. In general, though, here’s what you can expect to make as a professor.According to a recent study conducted by the American Association of University Professors (AAUP), the average salaries for college professors were as follows: Full professors: $102,402 Associate professors: $79,654 Assistant professors: $69,206 Part-time faculty members: $20,508 As you can see, there’s a pretty big range in professors’ salaries, with full professors typically making $20,000-$30,000 more a year than associate and assistant professors do. For adjunct professors (i.e., part-time teachers), pay is especially dismal.Many adjunct professors have to supplement their incomes with other jobs oreven public assistance, such as Medicaid,just to make ends meet. One study notes that adjuncts make less than minimum wagewhen taking into account non-classroom work, including holding office hours and grading papers. All in all, it's clear that while it's possible to make a three-figure salary as a college professor, this is rare, especially considering thatmore than 75% of college professors are adjuncts. Employment Rates Now, what about employment rates for professor jobs?According to the Bureau of Labor Statistics (BLS), the projected growth rate for postsecondary teachers in the years 2016-2026 is 15%- that’s 8% higher than the average rate of growth of 7%. That said, most of this employment growth will be in part-time (adjunct) positionsandnot full-time ones. This means thatmost professor job openings will be those with the lowest salaries and lowest job security. In addition, this job growth will vary a lot by field (i.e., what you teach). The chart below shows the median salaries andprojected growth rates for a variety of fields for college professors (arranged alphabetically). Type of Professor Median Salary (2016) Employment Growth Rate (2016-2026) Agricultural Sciences $91,580 8 Anthropology and Archaeology $81,350 10 Architecture $79,250 11 Area, Ethnic, and Cultural Studies $73,020 10 Art, Drama, and Music $68,650 12 Atmospheric, Earth, Marine, and Space Sciences $85,410 10 Biological Science $76,650 15 Business $77,490 18 Chemistry $76,750 10 Communications $65,640 10 Computer Science $77,570 8 Criminal Justice and Law Enforcement $59,590 12 Economics $95,770 11 Education $62,520 10 Engineering $97,530 15 English Language and Literature $63,730 10 Environmental Science $78,340 10 Foreign Language and Literature $63,500 12 Forestry and Conservation Science $85,880 8 Geography $76,810 8 Health Specialties $99,360 26 History $71,820 10 Law $111,210 12 Library Science $68,410 9 Mathematical Science $69,520 9 Nursing $69,130 24 Philosophy and Religion $68,360 12 Physics $84,570 10 Political Science $79,210 11 Psychology $73,140 15 Social Sciences $70,740 10 Social Work $64,030 10 Sociology $71,840 10 Source: BLS.gov As this chart indicates, depending on the field you want to teach in, your projected employment growth rate could range from 8% to as high as 26%. The fastest growing college professor field is health. Nursing has a growth rate of 24%, and health specialties has the highest growth rate at 26%. By contrast, the slowest growing fields (note that they’re still growing faster than average, though) include computer science, agricultural sciences, forestry and conservation science, and geography (all of which are at 8%). In terms of salaries, the highest goes to law professors, who make a median salary of $111,210 (this is the only field to have a salary in the six digits). On the opposite end, the lowest-earning field is criminal justice and law enforcement, whose professors make a median salary of $59,590- that’s about $50,000 less than what law professors make. University of Minnesota Duluth/Flickr College Professor Requirements and Basic Qualifications In order to become a college professor, you’ll need to have some basic qualifications. These can vary slightly among schools and fields, but, generally, you should expect to need the following qualifications before you can become a college professor. #1: Doctoral Degree in the Field You Want to Teach Most teaching positions at four-year colleges and universities expect applicants to have a doctoral degree in the field they wish to teach. For example, if you’re interested in teaching economics, you’d probably get a PhD in Economics. Or if you’re hoping to teach something like Japanese literature, you’d probably get a PhD in a relevant field, such as Japanese Studies, Japanese Literature, or Comparative Literature. Doctoral programs usually take five to seven years and require you to have a bachelor’s degree and a master’s degree. (Note that many doctoral programs allow you to obtain your master’s along the way as well.) But is it possible to teach college-level classes without a doctoral degree? The answer is yes- at some schools and in certain fields. As the BLS notes, some community colleges and technical schools allow people with just a master’s degree to teach classes. However,these positions can be quite competitive, so if you've only got a master’s degree and are up against applicants with doctorates, you'll likely have a lower chance of standing out and getting a job offer. In addition, certain fields let those with just master's degrees teach classes. These include creative writing programs, for which you'd only need a Master of Fine Arts in Creative Writing. #2: Teaching Experience Another huge plus for those looking to become professors is teaching experience. This means any experience with leading or instructing classes or students. Most professors gain teaching experience as graduate students. In many master’s and doctoral programs, students are encouraged (or even required) to either lead or assist with undergraduate-level classes. At some colleges, such as the University of Michigan, graduate students can get part-time teaching jobs as Graduate Student Instructors (GSIs).For this position, you'll usually teach undergraduate classes under the supervision of a full-time faculty member. Another college-level teaching job is theTeaching Assistant or Teacher’s Aide (TA).TAs assist the main professor (a full-time faculty member) with various tasks, such as grading papers, preparing materials and assignments, and even leading smaller discussion-based classes. #3: Professional Certification (Depending on Field) Depending on the field you want to teach, you might have to get certification in something in addition to getting a doctoral degree. Here's what the BLS saysabout this: "Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have- or they may benefit from having- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license." Generally speaking, you’ll only need certification or a license of some sort if you’re preparing to teach a more technical or vocational field, such as health, education, or accounting. Moreover, while you don’t usually need any teaching certification to be able to teach at the college level,you will need it if you want to teach at the secondary level(middle school or high school). #4: Publications and Prominent Academic Presence A high number of publications is vital to landing a job as a professor. Since full-time college-level teaching jobs are extremely competitive, it’s strongly encouraged (read: basically required) that prospective professors have as many academic publications as possible. This is particularly important if you’re hoping to secure a tenured position (which offers the best job security for professors). Indeed, the well-known saying "publish or perish" clearly applies to prospective professors as well as practicing professors. And it’s not simply that you’ll need a few scholarly articles under your belt- you'll also need to have big, well-received publications, such as books,especiallyif you want to be a competitive candidate for tenure-track teaching positions. Here’s what STEM professor Kirstie Ramsey has to sayabout the importance of publications and research when applying for tenured professor jobs: "Many colleges and universities are going through a transition from a time when research was not that important to a time when it is imperative. If you are at one of these institutions and you were under the impression that a certain amount of research would get you tenure, you should not be surprised if the amount of research you will need increases dramatically before you actually go up for tenure. At first I thought that a couple of peer-reviewed articles would be enough for tenure, especially since I do not teach at a research university and I am in a discipline where many people do not go into academe. However, during my first year on the tenure track at my current institution, I realized that only two articles would not allow me to jump through the tenure hoop." To sum up, it’s not just a doctorate and teaching experience that make a professor but also lots and lots of high-quality, groundbreaking research. How to Become a Professor: 19-Step Guide Now that we’ve gone over the basic college professor requirements, what specific steps should you take to become one? What do you need to do in high school? In college? In graduate school? Read on for our step-by-step guide on how to become a college professor. We’ve divided our 19 steps into four main parts: High School College Graduate School (Master’s) Graduate School (Doctorate) Part 1: High School It might sound strange to start your path to becoming a professor in high school, but doing so will make the entire process a lot smoother for you. Here are some of the most important preliminary steps you can take while still in high school: Step 1: Keep Up Your Grades Although all high school students should aim for strong GPAs, because you’re specifically going into the field of education, you’ll need to make sure you’re giving a little extra attention to your grades.Doing this proves that you’re serious not only about your future but also about education as a whole- the very field you’ll be entering! Furthermore, maintaining good grades is important for getting into a good college. Attending a good college could, in turn, help you get into a more prestigious graduate school and obtain a higher-paying teaching job. If you already have an idea of what subject you’d like to teach, try to take as many classes in your field as possible.For example, if you're a lover of English, you might want to take a few electives in subjects like journalism or creative writing.If you’re a science whiz, see whether you can take extra science classes (beyond the required ones) in topics like marine science, astronomy, or geology. As mentioned above, be sure you’re getting high marks in your classes, particularly in the ones most relevant to the field you want to teach. Step 2: Tutor in Your Spare Time One easy way of getting teaching experience as a high school student is to get involved in tutoring. Pick a subject you’re strong at- ideally, one you might want to teach in the future- and consider offering after-school or weekend tutoring services to your peers or students in lower grades. Tutoring will not only help you decide whether teaching is a viable career path for you but will also look great on your college applications as an extracurricular activity. Tutoring other students can help you determine whether you enjoy teaching. (NEC Corporation of America/Flickr) Step 3: Get a High SAT/ACT Score Since you’ll need to go to graduate school to become a professor, it’ll be helpful if you can get into a great college. To do this, you’ll want to have an impressive SAT/ACT score. Ideally, you’ll take your first SAT or ACT around the beginning of your junior year. This should give you enough time to take the test again in the spring and possibly a third time during the summer before or the fall of your senior year. The SAT/ACT score you’ll want to aim for depends heavily on which colleges you apply to.For more tips on how to set a goal score, check out our guides to what a great SAT/ACT score is. Step 4: Submit Impressive College Applications Though it’s great to attend a good college, where you go doesn’t actually matter too much- just as long as it offers an academic program in the (broad) field you’re thinking of teaching. To get into the college of your choice, however, you’ll still want to focus on putting together a great application, which will generally include the following: A high GPA and evidence of rigorous coursework Impressive SAT/ACT scores An effective personal statement/essay Strong letters of recommendation (if required) Be sure to give yourself plenty of time to work on your applications so you can submit the best possible versions of them before your schools’ deadlines. If you’re aiming for the Ivy League or another similarly selective institution, check out our expert guide on how to get into Harvard, written by a Harvard alum. Part 2: College Once you get into college, what can you do to help your chances of getting into a good grad school- and becoming a college professor? Here are the next steps to take. Step 5: Declare a Major in the Field You Want to Teach Perhaps the most critical step is to determine what exactly you want to teach in the future- and thenmajor in it (or a related field). For instance, if, after taking some classes in computer science, you decide that you really want to teach this subject, declare it as your major. If you’re still not sure what field you'll want to teach, you can always change your major later on or first declare your field of interest as a minor (and then change it to a major if you wish).If the field you want to teach is not offered as a major or minor at your college, try to take as many classes as possible in it. Although it’s not always required for graduate school applicants to have majored in the field they wish to study at the master’s or doctoral level, it’s a strong plus in that it shows you’ve had ample experience with the subject and will be able to perform at a high level right off the bat. Step 6: Observe Your Professors in Action Since you’re thinking of becoming a college professor, this is a great time to sit down and observe your professors to help you determine whether teaching at the postsecondary level is something you’re truly interested in pursuing. In your classes, evaluatehow your professors lecture and interact with students.What kinds of tools, worksheets, books, and/or technology do they use to effectively engage students? What kind of atmosphere do they create for the class? It’s also a good idea to look up your professors' experiences and backgrounds in their fields. What kinds of publications do they have to their name? Where did they get their master’s and/or doctoral degrees? Are they tenured or not? How long have they been teaching? If possible, I recommend meeting with a professor directly (ideally, one who's in the same field you want to teach) to discuss a career in academia. Most professors should be happy to meet with you during their office hours to talk about your career interests and offer advice. Doing all of this will give you an insider look at what the job of professor actually entails and help you decide whether it’s something you’re really passionate about. Step 7: Maintain Good Grades As you’ll need to attend graduate school after college, it’s important to maintain good grades as an undergraduate, especially in the field you wish to teach. This is necessary because most graduate programs require a minimum 3.0 undergraduate GPA for admission. Getting good grades also ensures that you’ll have a more competitive application for grad school, and indicates that you take your education seriously and are passionate about learning. Always aim high! Step 8: Get to Know Your Professors Aside from watching how your professors teach, it’s imperative to form strong relationships with them outside of class, particularly with those who teach the field you want to teach as well.Meet with professors during their office hours often. Consult them whenever you have questions about assignments, papers, projects, or your overall progress.Don’t be afraid to talk to them about your future goals. You essentially want to build a rapport with your professors; this is basically the same thing as networking.This way, you’ll not only get a clearer idea of what a professor does, but you’ll also guarantee yourself stronger, more cogent letters of recommendation for graduate school. Step 9: Gain Research and/or Publication Experience This isn’t an absolute necessity for undergraduates, but it can certainly be helpful for your future.If possible, try to gain research experience through your classes or extracurricular projects. For instance, you could volunteer to assist a professor with research after class or get a part-time job or internship as a research assistant. If neither option works, consider submitting a senior thesis that involves a heavy amount of research. Best case scenario, all of your research will amount to a publication (or two!) with your name on it. That being said, don’t fret too much about getting something published as an undergraduate. Most students don't publish anything in college yet many go on to graduate school, some of whom become college professors. Rather, just look at this as a time to get used to the idea of researching and writing about the results of your research. Step 10: Take the GRE and Apply to Grad School If you’re hoping to attend graduate school immediately after college, you’ll need to start working on your application by the fall of your senior year. One big part of your graduate school application will beGRE scores, which are required for many graduate programs.The GRE is an expensive test, so it’s best if you can get away with taking it just once (though there’s no harm in taking it twice). Although the GRE isn’t necessarily the most important feature of your grad school application, you want to make sure you’re dedicating enough time to it so that it’s clear you’re really ready for grad school. Other parts of your grad school application will likely include the following: Undergraduate transcripts Personal statement/statement of purpose Curriculum vitae (CV)/resume Letters of recommendation For more tips about the GRE and applying to grad school, check out our GRE blog. Part 3: Graduate School (Master’s) Once you’ve finished college, it’s time to start thinking about graduate school. I’m breaking this part into two sections: master’s and doctorate. Note that although some doctoral programs offer a master’s degree along the way, others don’t or prefer applicants to already have a master’s degree in the field. Step 11: Continue to Keep Up Your Grades Again, one of your highest priorities should be to keep up your grades so you can get into a great doctoral program once you finish your master’s program. Even more important, many graduate programs require students to get at least Bs in all their classes, or else they might get kicked out of the program! So definitely focus on your grades. Step 12: Become a TA One great way to utilize your graduate program (besides taking classes!) is to become a Teaching Assistant, or TA, for an undergraduate class. As a TA, you will not only receive a wage but will also gain lots of firsthand experience as a teacher at the postsecondary level. Many TAs lead small discussion sections or labs entirely on their own, giving you a convenient way to ease into college-level teaching. TAs’ duties typically involve some or all of the following: Grading papers and assignments Leading small discussion or lab sections of a class (instead of its large lecture section) Performing administrative tasks for the professor Holding office hours for students The only big negative with being a TA is the time commitment. Therefore, be sure you're ready and willing to dedicate yourself to this job without sacrificing your grades and academic pursuits. Becoming a TA can teach you a lot about ... teaching. (Center for Teaching Vanderbilt University/Flickr) Step 13: Research Over the Summer Master’s programs in the US typically last around two years, giving you at least one summer during your program. As a result,I strongly recommend using this summer to conduct some research for your master’s thesis. This way you can get a head start on your thesis and won't have to cram in all your research while also taking classes. What's more, using this time to research will give you a brief taste of what your summers might look like as a professor, as college professors are oftenexpected to perform research over their summer breaks. Many graduate programs offer summer fellowships to graduate students who are hoping to study or conduct research (in or outside the US). My advice?Apply for as many fellowships as possible so you can give yourself the best chance of getting enough money to support your academic plans. Step 14: Write a Master’s Thesis Even if your program doesn’t require a thesis, you’ll definitely want to write one so you can have proof that you're experienced with high-level research. This type of research could help your chances of getting into a doctoral program by emphasizing your commitment to the field you’re studying.It will also provide you with tools and experiences that are necessary for doing well in a doctoral program and eventually writing a dissertation. Step 15: Apply to Doctoral Programs OR Apply for Teaching Jobs This step has two options depending on which path you'd rather take. If you really want to teach at a four-year college or university, then you must continue on toward a doctorate. The application requirements for doctoral programs are similar to those for master’s programs. Read our guide for more information about grad school application requirements. On the other hand, if you’ve decided that you don’t want to get a doctorate and would be happy to teach classes at a community college or technical school, it’s time to apply for teaching jobs. To start your job hunt, meet with some of your current or past professors who teach the field you, too, will be teaching. Ask whether they know of any job openings at nearby community colleges or technical schools. You might also be able to use some of your professors as references for your job applications(just be sure to ask them before you write down their names!). If you can't meet with your professors or would rather look for jobs on your own, try browsing the career pages on college websites or looking up teaching jobs on the search engineHigherEdJobs. Part 4: Graduate School (Doctorate) The final part of the process (for becoming a college professor at a four-year institution) is to get your doctoral degree in the field you wish to teach. Here’s what you’ll need to do during your doctoral program to ensure you have the best chance of becoming a college professor once you graduate. Step 16: Build Strong Relationships With Professors This is the time to really focus on building strong relationships with professors- not just with those whose classes you've taken but also with those who visit the campus to give talks, hold seminars, attend conferences, etc. This will give you a wider network of people you know who work in academia, which will (hopefully) make it a little easier for you to later land a job as a professor. Make sure to maintain a particularly strong relationship with your doctoral advisor. After all, this is the professor with whom you'll work the most closely during your time as a doctoral student and candidate. Be open with your advisor: ask her for advice, meet with her often, and check that you’re making satisfactory progress toward both your doctorate and your career goals. Don't be afraid to go to your professor's office and have a chat! (Georgia Southern University, Armstrong Campus/Flickr) Step 17: Work On Getting Your Research Published This is also the time to start getting serious about publishing your research. Remember, it's a huge challenge to find a job as a full-time professor, especially if all you have is a PhD but no major publications. So be sure to focus on not only producing a great dissertation but also contributing to essays and other research projects. As an article in The Conversation notes, "By far the best predictor of long-term publication success is your early publication record- in other words, the number of papers you’ve published by the time you receive your PhD. It really is first in, best dressed: those students who start publishing sooner usually have more papers by the time they finish their PhD than do those who start publishing later." I suggest asking your advisor for advice on how to work on getting some of your research published if you’re not sure where to start. Step 18: Write a Groundbreaking Dissertation You'll spend most of your doctoral program working on your dissertation- the culmination of your research. In order to eventually stand out from other job applicants, it’s critical to come up with a highly unique dissertation.Doing this indicates that you’re driven to conduct innovative research and make new discoveries in your field of focus. You might also consider eventually expanding your dissertation to a full-length book. Step 19: Apply for Postdoc/Teaching Positions Once you’ve obtained your doctorate, it's time to start applying for college-level teaching jobs! One option you have is to apply forpostdoctoral (postdoc)positions. A postdoc is someone who has a doctorate and who temporarily engages in "mentored scholarship and/or scholarly training." Postdocs are employed on a short-term basis at a college or university to help them acquire more research and teaching experience. While you can theoretically skip the postdoc position and dive straight into applying for long-term teaching jobs, many professors have found that their postdoc work helped them build up their resumes/CVs before they went on to apply for full teaching positions at colleges. Inan article on The Muse, Assistant Professor Johanna Greeson at Penn writes the following about her postdoc experience: "Although I didn’t want to do a post-doc, it bought me some time and allowed me to further build my CV and professional identity. I went on the market a second time following the first year of my two-year post-doc and was then in an even stronger position than the first time." Once you’ve completed your postdoc position, you can start applying for full-time faculty jobs at colleges and universities. And what's great is thatyou’ll likely have a far stronger CV/resume than you had right out of your doctoral program. Conclusion: How to Become a College Professor Becoming a college professor takes years of hard work, but it’s certainly doable as long as you know what you'll need to do in order to prepare for the position and increase your chances of securing a job as a professor. Overall, it's extremely difficult to become a professor. Nowadays,there are many more qualified applicants than there are full-time, college-level teaching positions,making tenured positions in particular highly competitive. Although the employment growth rate for professors is a high 15%, this doesn't mean that it'll be easy to land a job as a professor.Additionally, salary levels for professors can vary a lot depending on the field they teach and the institution they work at; you could make as little as $20,000 a year (as a part-time, or adjunct, professor) or as much as $100,000 or higher (as a full professor). For those interested in becoming a professor, the basic college professor requirements are as follows: A doctoral degree in the field you want to teach Teaching experience Professional certification (depending on your field) Publications and prominent academic presence In terms of the steps needed for becoming a college professor, I will list those again briefly here. Feel free to click on any steps you'd like to reread: Part 1: High School Step 1: Keep Up Your Grades Step 2: Tutor in Your Spare Time Step 3: Get a High SAT/ACT Score Step 4: Submit Impressive College Applications Part 2: College Step 5: Declare a Major in the Field You Want to Teach Step 6: Observe Your Professors in Action Step 7: Maintain Good Grades Step 8: Get to Know Your Professors Step 9: Gain Research and/or Publication Experience Step 10: Take the GRE and Apply to Grad School Part 3: Graduate School (Master’s) Step 11: Continue to Keep Up Your Grades Step 12: Become a TA Step 13: Research Over the Summer Step 14: Write a Master’s Thesis Step 15: Apply to Doctoral Programs or Apply for Teaching Jobs Part 4: Graduate School (Doctorate) Step 16: Build Strong Relationships With Professors Step 17: Work On Getting Your Research Published Step 18: Write a Groundbreaking Dissertation Step 19: Apply for Postdoc/Teaching Positions Good luck with your future teaching career! What’s Next? Considering other career paths besides teaching? Then check out our in-depth guides to how to become a doctor and how to become a lawyer. No matter what job (or jobs!) you end up choosing, you'll likely need a bachelor's degree- ideally one from a great school.Get tips on how to submit a memorable college application, and learn how to get into Harvard and other Ivy League schoolswith our expert guide. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Software engineering Module assessment 2 Assignment

Software engineering Module assessment 2 - Assignment Example SCRUM views the systems development process as a collection of actions that integrate known workable mechanisms and procedures with the best development team to develop systems. Since these actions are loose, controls to handle the process and underlying risks are used. SCRUM is a typical upgrade of the commonly utilised incremental object-oriented development cycle. Although waterfall methodology makes it compulsory the use of undefined processes, it has a huge drawback. Its linear nature gives it this large drawback. The process does not provide way of responding to unanticipated output from any of the transitional stages. This method is analogous to the peeling of onion layers that corresponds to users deciding whether to send prototype back to preceding phases or termination of the development process. Spiral methodology stages and stage processes are linear. Requirement analysis and design activities are conducted in requirements phase and design phase respectively with each of the stages comprising of linear, precisely and clearly communicated defined processes This is an improvement on the Spiral method. Each of the iteration comprises of all phases in standard Waterfall model. Each of these iterations covers a single set of parsed functionality. The overall project deliverable expected is subdivided into designated subsystems, each with clean interfaces. This method allows one to test the feasibility of a subsystem and its technology in the inceptive iterations. Later iterations improve the the project while increasing the speed of delivery. This method increases flexibility, has a better cost control and checks delivery of systems. Nevertheless, the Iterative method is also linear as underlying development processes are still defined and linear. Each of the development technologies improve on another with no significant change. Both the Spiral and Iterative methods implement a risk control techniques