Best Practices And Benchmarking Analysis - 1011 Words

Albany State University Best Practices and Benchmarking Jonatan Galan Business Internship 1 3100.01 Ms. Tracy Williams September 03, 2016 Best Practices and Benchmarking Benchmarking is the process of analyzing and comparing one’s business processes and performance measurement by looking at industry ideal and best practices from other companies. This process of obtaining a measure is a way of examining and discovering what is the best production being achieved whether in a particular industry, company, competitor or a different business. It is a way of examining how others achieve their performance level and understand the processes and steps they use. This dimensions usually measures quality, time and cost using a specific indicator resulting in a metric performance that is going to be compared to others. The application of this practice usually involves four key steps: Understand in detail current business processes, Analyze the business procedures and process of others, compare/contrast own business performance/production with the others analyzed and implement the steps necessary to close the performance gap. There are four primary types of bench marking: functional, internal, competitive and generic. Functional benchmarking is the process of comparing to similar or identical practices within the same functions outside the instant industry. This practice provides trend information regarding the industry and shows quantitative comparisons. 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Narrative 3 Paragraph Essay Samples - an in Depth Anaylsis on What Works and What Doesnt

Narrative 3 Paragraph Essay Samples - an in Depth Anaylsis on What Works and What Doesn't Several support paragraphs usually do the job with each other to explain the principal thought of a story, an essay, or a section of a company or technical report. It is crucial to take a rest from your writing as soon as you have finished the work. The next thing to do is to create a thesis statement. With a bit of practice and revision, you ought to be able to receive the procedure down in virtually no time. What Narrative 3 Paragraph Essay Samples Is - and What it Is Not Each body paragraph starts with a topic sentence. The next thing to do is to make an outline listing the facts of the discussion of each paragraph. Personal essay conclusion is the last few sentences (or up to ten sentences) that gives you a review of the writer's points carried out to claim the last opinion on the subject. In the end, you wish to incorporate a thesis statement. A thesis may also be employed to point out the topic of each body paragraph. While the narrative is among the absolute most helpful types of writing for an essay, it may also be difficult. Even with the very first impression, a narrative essay isn't the simplest of all assignments. It is similar to a simple five-paragraph essay, in that it has the same format. In contrast, it ends when the readers are fully satisfied. The essay needs to have an appropriate point. In the end, your essay is going to be evaluated on the information which you present, not on the variety of paragraphs in the essay. Narrative essays are frequently the norm in academia. The three-paragraph essay isn't an exception. If you're writing a 3-4 paragraph essay, your thesis ought to be among the initial 3 sentences. For a lengthier essay, you desire a thesis statement that is more versatile. Therefore, the thesis establishes the crucial foundation for your essay. Your thesis is the very first thing that you ought to consider in your essay. A narrative essay is regarded to be among the most popular kinds of tasks that students get all too often. It's apparent that sexual education is totally important to the public-school curriculum. A student might wind up with the sentence resulting in the next point, but don't enter the information. Some students utilize the very first idea which arrives in their head and work on it, but the outcome isn't successful. The research will reveal to you exactly how many angles you need to look at, and it's going enable you to find information that both supports and contradicts your perspective. Generally, such papers are made in a suitable chronological order to be able to prevent confusion and permit everybody who reads it to adhere to the author's thoughts easily and with interest. Just as there are various forms of essays, there are various kinds of thesis statements. Narrative essays serve wide range of purposes. The Demise of Narrative 3 Paragraph Essay Samples Obviously, narrative paragraphs are employed in fiction for a writer describes the unfolding of events, but they're also found when describing any true sequence of activity. The details which you have provided should present your reader enough information which they can form an entire picture. All the details relate to the principal point the writer is trying to make. From its name, you might guess you need to have a crystal clear picture of a particular thing as a way to supply your reader with a very clear and concise explanation.

COUNSELING AND EDUCATIONAL PSYCHLOGY Essay Example For Students

COUNSELING AND EDUCATIONAL PSYCHLOGY Essay .COUNSELING AND EDUCATIONAL PSYCHOLOGY The Department of Counseling and Educational Psychology offers Masters Degree Programs in Counseling and Educational Psychology and Doctoral Degree Programs in Educational Psychology and Counseling Psychology. Degrees offered Master of Arts (Plan A only), Master of Education (Plan B only), Doctor of Philosophy. Specializations Counseling: Community and School Counseling Psychology Educational Psychology. The objectives of the masters in counseling program are to increase students knowledge of human development, personality, psychopathology, psychological research, and ethical and legal issues; increase students skills in individual, group, and family counseling; and prepare students for work as professional counselors in community and/or school settings. The doctoral program in Counseling Psychology is based on a scientist-practitioner model for training professional psychologists. Students acquire a solid foundation of knowledge in the cognitive, affective, individual, and social bases of human behavior. Through course work in research design, measurement, and statistics, students develop the skills needed to critically evaluate psychological research and to conduct their own independent research. Training in diagnosis, assessment, psychotherapy, consultation, practica, internship, and ethics provides students with the necessary professional skills to practice as competent and ethical counseling psychologists. Supervised practica and internship experiences are available through the universitys Counseling Center and at a variety of community sites. Graduates are prepared to practice as psychologists, professors, consultants, administrators, and researchers. The objectives of the Educational Psychology masters and doctoral programs are to provide knowledge and skills in the principal content areas of basic and applied psychology as required for the preparation of psychologists for work in diverse settings, such as private and public schools, colleges and universities, research centers, and business and industry. Applicants to all graduate programs in the Department of Counseling and Educational Psychology should have graduated with, or be about to graduate with, a bachelors or a masters degree from an accredited institution appropriate to their chosen field of graduate study. Students applying to a doctoral program without a masters degree, must complete an appropriate masters degree as part of their doctoral program requirements. The Master of Education (M.Ed) and Master of Arts (M.A. ) degree programs in counseling require a minimum of 48 credit hours and successful completion of a comprehensive examination. Students must also complete an internship in a clinical or educational setting. Students pursuing the Master of Arts degree must also complete thesis requirements. The Master of Education (M.Ed.) and Master of Arts (M. A.) degree in educational psychology both require a minimum of 30 credit hours and successful completion of a comprehensive examination. Students pursuing a Master of Arts degree must also complete thesis requirements. The counseling psychology program consists of 27 credits of course work in psychological foundations, 45 credits of course work in the counseling psychology professional core, a minimum of 6 terms of clinical practicum, a 1-credit independent research project and a 12-credit dissertation, and an approved 2000-hour clinical internship. Students who have completed relevant graduate course work prior to entry into the program may have some of their requirements waived if the previous course work is equivalent to the courses currently required by the program. Students must also pass a qualifying examination which is taken near the end of their course work in the program. The first component of the exam involves developing a Portfolio which primarily assesses the development of clinical skills. The second component is a written exam which primarily assesses knowledge of the field of counseling psychology. Students must pass both components of the qualifying examination and have their dissertation proposals accepted before they can apply for an internship. To be advanced to candidacy, students must pass the doctoral qualifying examination, have their dissertation proposal accepted, and complete all program course work and the Graduate Schools residency requirements. Doctoral students must complete a graduate course core consisting of a minimum of 60 credit hours of psychological foundations, methodology, and applied educational psychology. A minor of 12 credits is required and may be taken within the 60 credit hour core. .u2d1ac3c3850f6f987271c86689168503 , .u2d1ac3c3850f6f987271c86689168503 .postImageUrl , .u2d1ac3c3850f6f987271c86689168503 .centered-text-area { min-height: 80px; position: relative; } .u2d1ac3c3850f6f987271c86689168503 , .u2d1ac3c3850f6f987271c86689168503:hover , .u2d1ac3c3850f6f987271c86689168503:visited , .u2d1ac3c3850f6f987271c86689168503:active { border:0!important; } .u2d1ac3c3850f6f987271c86689168503 .clearfix:after { content: ""; display: table; clear: both; } .u2d1ac3c3850f6f987271c86689168503 { 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; } .u2d1ac3c3850f6f987271c86689168503:active , .u2d1ac3c3850f6f987271c86689168503:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2d1ac3c3850f6f987271c86689168503 .centered-text-area { width: 100%; position: relative ; } .u2d1ac3c3850f6f987271c86689168503 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2d1ac3c3850f6f987271c86689168503 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2d1ac3c3850f6f987271c86689168503 .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; } .u2d1ac3c3850f6f987271c86689168503:hover .ctaButton { background-color: #34495E!important; } .u2d1ac3c3850f6f987271c86689168503 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2d1ac3c3850f6f987271c86689168503 .u2d1ac3c3850f6f987271c86689168503-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2d1ac3c3850f6f987271c86689168503:after { content: ""; display: block; clear: both; } READ: Technological Improvement Essay Graduate credits completed prior to admission to the Educational Psychology doctoral program may be accepted as fulfilling some of the core area requirements. A qualifying examination and 12 credits of dissertation are required. Licensure in psychology is granted by the .

Jesus Colons Little Things Are Big and Langston Hughes Thank You Mam Analysis Essay

Table of Contents Introduction Common Themes in the Two Stories Conclusion Works Cited Introduction Social relations are often premised on the interaction that usually has adverse outcomes, or even leading to different types of conflicts. Social conflicts and problems are regularly exposed in the literature to undermine the importance of favoring a positive social environment and encouraging effective decision-making.   The essay shall analyze the power of social prejudices on the basis of the analysis of â€Å"Little things Are Big† by Jesus Colon and â€Å"Thank You Ma’am† by Langston Hughes .Advertising We will write a custom essay sample on Jesus Colon’s Little Things Are Big and Langston Hughes’ Thank You M’am Analysis Essay specifically for you for only $16.05 $11/page Learn More Common Themes in the Two Stories The two short stories represent social challenges that the heroes should overcome to under stand the problem and define how it can be solved. In this respect, both works represent three types of confrontation – individual, relational, and societal. In the narrations under the analysis, there is an explicit confrontation of the heroes with their selves. Hence, the first story by Hughes narrates the story where the boy Rogers fights with his desire to steal the purse because he wants to buy the blue suede shoes. At the same time, he realizes that stealing is not the only way to get what he wants. As the plot develops, while fighting between the two edges, the character realizes that his behavior is disruptive and will not help him achieve his goals. A similar fight occurs in the hero of Colon’s story. According to â€Å"Little Things Are Big† summary, he is a Puerto Rican and tries to fit the existing stereotypes of the ethnic group. At the same time, he is also obsessed with the existence of racial differences with people, which limits his outlook on s ocial interaction with people. Being focused on his ethnic affiliation, the hero expresses his extreme hesitations, whether he should help a woman in her early twenties or not. By convincing himself about the prejudicial attitudes of the woman, he fails to assist the woman. Both stories by the two writers also represent interpersonal conflicts revealing the meaning of relationship and interaction between people with different social and cultural backgrounds. Hence, the boy has no one to look after him, which results in inappropriate social behavior. Lack of communication and proper upbringing that lead the main character to outlaw actions against society. The woman tries to teach him how to behave in society and, as a result, she distributes roles by considering a boy her son and herself his mother: â€Å"You ought to be my son. I would teach you right from wrong† (Hughes 71).Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More In such a way, she tries to meet the existing social norms. Moreover, from the â€Å"Little Things Are Big† analysis it is clear that roles distribution is also presented in the Colon’s stories when the main hero starts defining the social status by the color of skin: â€Å"How could I, a black and a Puerto Rican, approach this lady?† (Colon 116). Looking from these perspectives, both heroes were fully aware of the social constraints but lacked sufficient understanding of social norms. Lack of social awareness and cross-cultural understanding is revealed through the conflict between the self and society, as represented in both short stories. Hence, the main hero of Hughes’s story is placed within the social setting where the main hero is deprived of care and responsibilities. As is clear from the Langston Hughes’ â€Å"Thank you M’am† analysis, the main character does not understand his fau lts and believes that his behavior is the only way to achieve his purposes. At the same time, Mrs. Jones attempts to fulfill the role of the mother because she lives in a socially isolated setting. Similarly, Colon’s hero follows social stereotypes, which prevents him from fulfilling social obligations. Conclusion In conclusion, comparative analysis of â€Å"Thank you Ma’am† by Hughes and â€Å"Little Things Are Big† by Colon   shows that both stories represent how social vices affect human relationships. Lack of social awareness and impossibility to conform to societal norms prevents the characters from making decisions. At the same time, the short stories provide a moral lesson for people and teach them to behave following the ethical and moral codes. Works Cited Colon, Jesus. ‘Little Things Are Big’ A Puerto Rican In New York and Other Sketches. US: International Publishers, 1982. Print. 116-117. Hughes, Langston, ‘Thank You M†™am’ The Best Short Stories by Black Writers: The Classic Anthology from 1899 to 1967. US: Little, Brown, 1967. Print. 71-73. This essay on Jesus Colon’s Little Things Are Big and Langston Hughes’ Thank You M’am was written and submitted by user Briley Wallace to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.