How to Email Professors at Prospective Grad Schools

How to Email Professors at Prospective Grad Schools As an applicant to graduate school you have probably wondered more than once exactly what professors look for when they select students. Wouldn’t it be easier if you could just ask them? Before you go any further, let me warn you that emails can backfire. Many applicants email professors at graduate programs they wish to attend and receive terse replies, or perhaps most commonly, no replies. For example, consider this question from a reader: I am trying to figure out a topic that would be most suitable for me. I have reached out to many professors with little luck. Occasionally, they will share articles, but rarely will I get a response to a question. My questions range from graduate opportunities to specifics about their work.   This reader’s experience is not unusual.   So what gives? Are graduate professors simply rude? Perhaps, but also consider the following contributors to the poor responses from faculty. Figuring out What You Want to Study Is Your Job First and foremost, it seems that this reader needs to do more work before contacting prospective mentors. As an applicant, realize that choosing a field of study is your task and one that you should do before emailing professors at graduate programs. To do so, read widely. Consider the classes youve taken and what subfields interest you. This is the most important part: Talk with faculty at your university.   Approach your professors for help. They should be your first line of advice in this regard. Ask Informed Questions, Not Ones Whose Answers Are Readily Available Before you email a professor for advice,   be sure that you have done your homework. Dont ask questions about information that you can learn from a basic internet or database search. For example, information about a professors research and copies of articles are easily available online. Likewise, dont ask questions about the graduate program unless you have carefully reviewed all of the information on both the departments website and the professor’s website. Professors might view answering such questions a waste of time. Moreover, asking questions about information that is readily available might signal naivetà © or, worse, laziness. This is not to say that you should never contact professors at prospective programs. Before you email a professor make sure that it is for the right reasons. Ask informed questions that show that you are familiar with his or her work and the program and simply seek clarification on a few specific topics.  Ã‚   Three basic guidelines for emailing professors at prospective graduate programs: Do not inundate the professor with questions. Ask only one or two specific questions and you will be much more likely to get a reply than if you ask a series of questions.Be specific.   Don’t ask questions that will require more than a sentence or two in response.   In-depth questions about their research usually fall in this area. Remember that professors may be pressed for time. An email that looks like it will take more than a minute or two to answer may be ignored.Don’t ask questions that are outside of a professor’s purview. General questions about financial aid, how applicants are selected by the program, and housing, for example,   fall into this area. What should you ask prospective graduate mentors?Probably the question that you are most interested in is whether the professor is accepting students. That simple, direct, question is most likely to yield a response. How Do You Ask a Professor Whether He or She Is Taking Students? In a simple email,  explain that you are very interested in the professor’s research on X and, here’s the important part, would like to know whether he or she is accepting students.   Keep the email brief, just a couple of sentences. A short, concise email will likely yield a response, even if it is a â€Å"No, I am not accepting students.† What Next? Thank the professor for his or her response, regardless. If the faculty member is accepting students then work on tailoring your application to his or her lab. Should you start a dialogue? You can’t predict how a professor will respond to multiple emails. Some might welcome them, but it is better playing it safe and avoid emailing the professor again unless you have specific questions about his or her research. Faculty doesnt want to mentor students who require hand-holding, and you want to avoid being perceived as needy. Should you decide to ask a specific question about his or her research, remember that brevity is key in receiving a response.

Better Discipline With a Sample Behavior Contract

Better Discipline With a Sample Behavior Contract Every classroom has at least a few children who are need of a little extra attention. This may be because they are disrupting the teacher or the other students or just over challenging to handle. Whatever the case may be, teachers have found behavior contacts to be an effective way to reach these types of students. Here are a few quick tips for using behavior contracts in your classroom as well as an example of how you can create one of your own. Using Behavior Contracts Here are 3 tips for implementing behavior contracts into your classroom. Make sure that you follow each of these tips to ensure that the contract is a success. Keep them Simple: Organize the contract so that it is simple and easy for the child to read. Make sure that it is clear and concise and  the student can easily understand it.Set Attainable Goals: Make sure that they goals are easy for the student to reach. The easier the goal is the easier the child will buy into the contract.Be Consistent: It is essential that you are consistent with the contract. If the student sees that you are not, then they will think that they can get away with inappropriate behavior, and that is the last thing that you want.   Sample Contract Student Name:_________________________Date:_________________________Room:_________________________ [Student name] will demonstrate good behaviors each day at school. [Student name] is expected to follow the teachers directions the first time she asks him to do something. He/she is expected to do so promptly and with a good attitude. Each time that [Student name] does not meet these expectations, he/she will receive a tally mark for the day on the tracking sheet. These tally marks will determine the rewards and consequences that [Student name] receives, as shown below. Zero tallies in one day A chance to roll the die after school for one of the rewards listed belowOne tally in one day Does not get a chance to roll the die that dayTwo or more tallies in one day Loss of recess the next day and/or other consequences as determined by Mrs. Lewis (number rolled on a die) 1 One table point for his table2 One raffle ticket for monthly class drawing3 One piece of candy4 Gets to be first in line for the next school day5 Gets to help teacher after school that afternoon6 Five marbles for the class marble jar We agree to the terms of this behavior contract as set forth above. ___________________[Teacher Signature] ___________________[Parent Signature] ___________________[Student Signature]

Evaluating Circle Time as a tool for developing self-esteem in primary Essay

Evaluating Circle Time as a tool for developing self-esteem in primary aged children who suffer with reduced esteem - Essay Example A special thank you goes out to the school administrators and the parents/guardians of the children selected for this important research project. For your professionalism, support, and encouragement, your contribution to this project is what made this study possible to administer. You know who you are. Primary-aged children in todays classroom environment require a significant investment on behalf of the educator in relation to providing a quality-learning environment geared toward satisfying the mandated curriculum demands of the school. However, far beyond the concepts of mathematics, reading literacy or any other rather generic lesson lies the necessity in fostering productive socialisation, both between peers and the educator. In a typical educational facility, moulding and stimulating these relationships can be relatively simple as positive socialisation tends to occur as a natural evolution of children interaction. However, when instructing children with special educational needs, both in the form of physical and mental disabilities, the process of engaging quality social interaction can be a significant undertaking. Children dealing with frustrations stemming from physical or emotional insecurities, especially when paired with children of more advanced developmental capabil ities are often plagued with diminished self-esteem and increased anxiety due to poor (or false) self-assessments of their own inadequacies. As such, developing a positive self-image in these primary-aged children with special educational needs (SEN) must be a primary goal of the contemporary educator As an experienced primary educator, the problems, I have personally encountered within a learning environment in which primary-aged children of various disabilities are paired with children who maintain (at least) average ability, are that some of these

REC, Inc. and seatle coffee products Essay Example | Topics and Well Written Essays - 2000 words

REC, Inc. and seatle coffee products - Essay Example On the basis of the previous results the company prepares projected income statement for the next accounting period in order to estimate the likely outcome of its operations and sales. This also helps the company to determine variances observed in the actual financial results of the company. The company’s expectations from its business for the complete year 2004 are given as budgeted income statement in Exhibit 2 which indicate that the company expects a monthly average profit of $60,000 (Profit Before Taxes: $720,000/12). These projections are based on the expected number of sales of equivalent units for the year 2004 i.e. the company estimated sale of 10,000 equivalent units which implies an average monthly sale of 830 or 840 units. Based on the comparison between the actual financial results of REC, Inc. and its budgeted income statement it could be ascertained that the company’s profit results for the month January 2004 have felt short by $78,000. This has been against the expectation of the company’s management as the business followed the trend that it has experienced in the last few years related to the market conditions and business cycle. The variation in the actual financial results from the budgeted income statement can be evaluated by examining every element of the actual income statement and comparing it to the budgeted figures for these elements. One of the limitations of the above presented budgeted financials on a monthly basis is that it does not take into account the changes in the business cycle and market conditions which may occur during the financial period. For example, sales of the business could be affected due to the seasonal downturn in a particular month. Therefore, better analysis would have been possible if the company was preparing budgeted income statement on a monthly basis. The table above indicates that the

How Christians put there believe of helping others into practise Essay Example for Free

How Christians put there believe of helping others into practise Essay Helping others is a big part of being a Christian. One of the commandments is Love thy neighbour; so many Christians do what they can to help. Charities are a popular way of helping the poor. Both Christian and non-Christian charities provide a wide range of help for the poor and needy. Christian Aid was set up in Britain and Ireland at the end of the Second World War. Its main aims were to improve the quality of peoples lives, particularly those of refugees who were struggling to cope with the aftermath of World War Two. It also funded Churches to help repair damage caused by the war. Eventually Christian Aids work started to involve other countries. It now has an income of approximately à ¯Ã‚ ¿Ã‚ ½40 million a year, and there are forty churches in the United Kingdom and Ireland who are part of Christian Aid. Most of the money, which they make through door-to-door collections and donations from members of the public and various churches, is put towards development work to help people in the long term. There are many other Christian charities that help in different ways. The Church of England Childrens society helps children in need. The Hospice Movement helps terminally ill people live out there life in a relaxed, caring environment making the experience less stressful for the patient and the patients family. Another famous Christian organisation is the Samaritans which was set up by Chad Varah, a priest. Chad Varah set up this organisation because horrified to find out that 3 suicides took place every day in London. He believed that the best way to help someone who was contemplating committing suicide was to talk to them. He set up a phone in his church and advertised locally for advice for people who were feeling suicidal. Now The Samaritans deal with 2 250 000 calls a year Sir John Templeton is a famous charitable Christian. He grew up in a poor family on a farm in Tennessee. He was educated at both Yale and Oxford University and he became a financial consultant in New York. Throughout his life he gave 10% of his earnings (a process called tithing) to help the poor. Eventually he became very wealthy running a multimillion dollar investment company, where he successfully managed funds for over two million people world wide. In 1972 he started the Templeton prize to be awarded for progress in religion. The Templeton prize is now worth more than the Noble Peace Prize. Fifteen years later he was knighted for services in philanthropy. In 1992, he sold his investment company for $400 million. He still gives money to support projects around the world. George Macleod is another famous charitable Christian. In 1938 he set up a Christian community on Iona, an island off of Scotland. He found volunteers to learn building, stone masonry and carpentry skills and together they rebuilt Ionas ruined abbey. After that he opened a centre to provide shelter for young people from across the world to live in a community. The people of this community cook, clean, garden and work away. When they are not working they pray. The people who live there feel it is better for everyone to share and live in a close community than be rich and not. Oscar Romero was born in 1917. He became Archbishop of El Salvador in 1977. When he took his post his meekness encouraged the corrupt authorities to take advantage and step up there reign of terror against the church; priests were murdered and tortured. When he witnessed the murder of a particular priest Romero began to think differently. He began to speak out against the government in his sermons. In March 1980 he was shot while speaking out against the government in a hospital chapel. He is seen as a great martyr, who took the greatest sacrifice for what he believed in.

Symbolism in The Chrysanthemums by John Steinbeck Essay -- Papers Chry

Symbolism in The Chrysanthemums by John Steinbeck At first glance John Steinbeck's "The Chrysanthemums' seems to be a story of a woman whose niche is in the garden. Upon deeper inspection, the story reveals strong symbolisms of children, vulnerability, and connection--being the most important, of the main character. Elisa Allen is the main character who is at her strongest and most proud in the garden and weakened when she becomes vulnerable and loses her connection to the outer world. Elisa shows a new aura of confidence when she makes this connection to a peddler, who also is the cause of her realization of reality and her crying. The chrysanthemums symbolize Elisa's "children." She tends her garden and handles the chrysanthemums with love and care, just as she would handle her own children. Elisa is protective of her flowers and places a fence around them; she makes sure that "no aphids, no sowbugs or snails or cutworms" are t here. "Her terrier fingers destroyed such pests before they could get started" ( 221). These pests represent something that ...

Chapter 15 Beauxbatons and Durmstrang

Early next morning, Harry woke with a plan fully formed in his mind, as though his sleeping brain had been working on it all night. He got up, dressed in the pale dawn light, left the dormitory without waking Ron, and went back down to the deserted common room. Here he took a piece of parchment from the table upon which his Divination homework still lay and wrote the following letter: Dear Sirius, I reckon I just imagined my scar hurting, I was half asleep when I wrote to you last time. There's no point coming back, everything's fine here. Don't worry about me, my head feels completely normal. Harry He then climbed out of the portrait hole, up through the silent castle (held up only briefly by Peeves, who tried to overturn a large vase on him halfway along the fourth-floor corridor), finally arriving at the Owlery, which was situated at the top of West Tower. The Owlery was a circular stone room, rather cold and drafty, because none of the windows had glass in them. The floor was entirely covered in straw, owl droppings, and the regurgitated skeletons of mice and voles. Hundreds upon hundreds of owls of every breed imaginable were nestled here on perches that rose right up to the top of the tower, nearly all of them asleep, though here and there a round amber eye glared at Harry. He spotted Hedwig nestled between a barn owl and a tawny, and hurried over to her, sliding a little on the dropping-strewn floor. It took him a while to persuade her to wake up and then to look at him, as she kept shuffling around on her perch, showing him her tail. She was evidently still furious about his lack of gratitude the previous night. In the end, it was Harry suggesting she might be too tired, and that perhaps he would ask Ron to borrow Pigwidgeon, that made her stick out her leg and allow him to tie the letter to it. â€Å"Just find him, all right?† Harry said, stroking her back as he carried her on his arm to one of the holes in the wall. â€Å"Before the dementors do.† She nipped his finger, perhaps rather harder than she would ordinarily have done, but hooted softly in a reassuring sort of way all the same. Then she spread her wings and took off into the sunrise. Harry watched her fly out of sight with the familiar feeling of unease back in his stomach. He had been so sure that Sirius's reply would alleviate his worries rather than increasing them. â€Å"That was a lie, Harry,† said Hermione sharply over breakfast, when he told her and Ron what he had done. â€Å"You didn't imagine your scar hurting and you know it.† â€Å"So what?† said Harry. â€Å"He's not going back to Azkaban because of me.† â€Å"Drop it,† said Ron sharply to Hermione as she opened her mouth to argue some more, and for once, Hermione heeded him, and fell silent. Harry did his best not to worry about Sirius over the next couple of weeks. True, he could not stop himself from looking anxiously around every morning when the post owls arrived, nor, late at night before he went to sleep, prevent himself from seeing horrible visions of Sirius, cornered by dementors down some dark London street, but betweentimes he tried to keep his mind off his godfather. He wished he still had Quidditch to distract him; nothing worked so well on a troubled mind as a good, hard training session. On the other hand, their lessons were becoming more difficult and demanding than ever before, particularly Moody's Defense Against the Dark Arts. To their surprise, Professor Moody had announced that he would be putting the Imperius Curse on each of them in turn, to demonstrate its power and to see whether they could resist its effects. â€Å"But – but you said it's illegal, Professor,† said Hermione uncertainly as Moody cleared away the desks with a sweep of his wand, leaving a large clear space in the middle of the room. â€Å"You said – to use it against another human was -â€Å" â€Å"Dumbledore wants you taught what it feels like,† said Moody, his magical eye swiveling onto Hermione and fixing her with an eerie, unblinking stare. â€Å"If you'd rather learn the hard way – when someone's putting it on you so they can control you completely – fine by me. You're excused. Off you go.† He pointed one gnarled finger toward the door. Hermione went very pink and muttered something about not meaning that she wanted to leave. Harry and Ron grinned at each other. They knew Hermione would rather eat bubotuber pus than miss such an important lesson. Moody began to beckon students forward in turn and put the Imperius Curse upon them. Harry watched as, one by one, his classmates did the most extraordinary things under its influence. Dean Thomas hopped three times around the room, singing the national anthem. Lavender Brown imitated a squirrel. Neville performed a series of quite astonishing gymnastics he would certainly not have been capable of in his normal state. Not one of them seemed to be able to fight off the curse, and each of them recovered only when Moody had removed it. â€Å"Potter,† Moody growled, â€Å"you next.† Harry moved forward into the middle of the classroom, into the space that Moody had cleared of desks. Moody raised his wand, pointed it at Harry, and said, â€Å"Imperio!† It was the most wonderful feeling. Harry felt a floating sensation as every thought and worry in his head was wiped gently away, leaving nothing but a vague, untraceable happiness. He stood there feeling immensely relaxed, only dimly aware of everyone watching him. And then he heard Mad-Eye Moody's voice, echoing in some distant chamber of his empty brain: Jump onto the desk†¦jump onto the desk†¦ Harry bent his knees obediently, preparing to spring. Jump onto the desk†¦. Why, though? Another voice had awoken in the back of his brain. Stupid thing to do, really, said the voice. Jump onto the desk†¦. No, I don't think I will, thanks, said the other voice, a little more firmly†¦no, I don't really want to†¦. Jump! NOW! The next thing Harry felt was considerable pain. He had both jumped and tried to prevent himself from jumping – the result was that he'd smashed headlong into the desk knocking it over, and, by the feeling in his legs, fractured both his kneecaps. â€Å"Now, that's more like it!† growled Moody's voice, and suddenly, Harry felt the empty, echoing feeling in his head disappear. He remembered exactly what was happening, and the pain in his knees seemed to double. â€Å"Look at that, you lot†¦Potter fought! He fought it, and he damn near beat it! We'll try that again, Potter, and the rest of you, pay attention – watch his eyes, that's where you see it – very good, Potter, very good indeed! They'll have trouble controlling you!† â€Å"The way he talks,† Harry muttered as he hobbled out of the Defense Against the Dark Arts class an hour later (Moody had insisted on putting Harry through his paces four times in a row, until Harry could throw off the curse entirely), â€Å"you'd think we were all going to be attacked any second.† â€Å"Yeah, I know,† said Ron, who was skipping on every alternate step. He had had much more difficulty with the curse than Harry, though Moody assured him the effects would wear off by lunchtime. â€Å"Talk about paranoid†¦Ã¢â‚¬  Ron glanced nervously over his shoulder to check that Moody was definitely out of earshot and went on. â€Å"No wonder they were glad to get shot of him at the Ministry. Did you hear him telling Seamus what he did to that witch who shouted ‘Boo' behind him on April Fools' Day? And when are we supposed to read up on resisting the Imperius Curse with everything else we've got to do?† All the fourth years had noticed a definite increase in the amount of work they were required to do this term. Professor McGonagall explained why, when the class gave a particularly loud groan at the amount of Transfiguration homework she had assigned. â€Å"You are now entering a most important phase of your magical education!† she told them, her eyes glinting dangerously behind her square spectacles. â€Å"Your Ordinary Wizarding Levels are drawing closer -â€Å" â€Å"We don't take O.W.L.s till fifth year!† said Dean Thomas indignantly. â€Å"Maybe not, Thomas, but believe me, you need all the preparation you can get! Miss Granger remains the only person in this class who has managed to turn a hedgehog into a satisfactory pincushion. I might remind you that your pincushion, Thomas, still curls up in fright if anyone approaches it with a pin!† Hermione, who had turned rather pink again, seemed to be trying not to look too pleased with herself. Harry and Ron were deeply amused when Professor Trelawney told them that they had received top marks for their homework in their next Divination class. She read out large portions of their predictions, commending them for their unflinching acceptance of the horrors in store for them – but they were less amused when she asked them to do the same thing for the month after next; both of them were running out of ideas for catastrophes. Meanwhile Professor Binns, the ghost who taught History of Magic, had them writing weekly essays on the goblin rebellions of the eighteenth century. Professor Snape was forcing them to research antidotes. They took this one seriously, as he had hinted that he might be poisoning one of them before Christmas to see if their antidote worked. Professor Flitwick had asked them to read three extra books in preparation for their lesson on Summoning Charms. Even Hagrid was adding to their workload. The Blast-Ended Skrewts were growing at a remarkable pace given that nobody had yet discovered what they ate. Hagrid was delighted, and as part of their â€Å"project,† suggested that they come down to his hut on alternate evenings to observe the skrewts and make notes on their extraordinary behavior. â€Å"I will not,† said Draco Malfoy flatly when Hagrid had proposed this with the air of Father Christmas pulling an extra-large toy out of his sack. â€Å"I see enough of these foul things during lessons, thanks.† Hagrid's smile faded off his face. â€Å"Yeh'll do wha' yer told,† he growled, â€Å"or I'll be takin' a leaf outta Professor Moody's book†¦.I hear yeh made a good ferret, Malfoy.† The Gryffindors roared with laughter. Malfoy flushed with anger, but apparently the memory of Moody's punishment was still sufficiently painful to stop him from retorting. Harry, Ron, and Hermione returned to the castle at the end of the lesson in high spirits; seeing Hagrid put down Malfoy was particularly satisfying, especially because Malfoy had done his very best to get Hagrid sacked the previous year. When they arrived in the entrance hall, they found themselves unable to proceed owing to the large crowd of students congregated there, all milling around a large sign that had been erected at the foot of the marble staircase. Ron, the tallest of the three, stood on tiptoe to see over the heads in front of them and read the sign aloud to the other two: TRIWIZARD TOURNAMENT THE DELEGATIONS FROM BEAUXBATONS AND DURMSTRANG WILL BE ARRIVING AT 6 O'CLOCK ON FRIDAY THE 30TH OF OCTOBER. LESSONS WILL END HALF AN HOUR EARLY- â€Å"Brilliant!† said Harry. â€Å"It's Potions last thing on Friday! Snape won't have time to poison us all!† STUDENTS WILL RETURN THEIR BAGS AND BOOKS TO THEIR DORMITORIES AND ASSEMBLE IN FRONT OF THE CASTLE TO GREET OUR GUESTS BEFORETHE WELCOMING FEAST. â€Å"Only a week away!† said Ernie Macmillan of Hufflepuff, emerging from the crowd, his eyes gleaming. â€Å"I wonder if Cedric knows? Think I'll go and tell him†¦.† â€Å"Cedric?† said Ron blankly as Ernie hurried off. â€Å"Diggory,† said Harry. â€Å"He must be entering the tournament.† â€Å"That idiot, Hogwarts champion?† said Ron as they pushed their way through the chattering crowd toward the staircase. â€Å"He's not an idiot. You just don't like him because he beat Gryffindor at Quidditch,† said Hermione. â€Å"I've heard he's a really good student – and he's a prefect.† She spoke as though this settled the matter. â€Å"You only like him because he's handsome,† said Ron scathingly. â€Å"Excuse me, I don't like people just because they're handsome!† said Hermione indignantly. Ron gave a loud false cough, which sounded oddly like â€Å"Lockhart!† The appearance of the sign in the entrance hall had a marked effect upon the inhabitants of the castle. During the following week, there seemed to be only one topic of conversation, no matter where Harry went: the Triwizard Tournament. Rumors were flying from student to student like highly contagious germs: who was going to try for Hogwarts champion, what the tournament would involve, how the students from Beauxbatons and Durmstrang differed from themselves. Harry noticed too that the castle seemed to be undergoing an extra-thorough cleaning. Several grimy portraits had been scrubbed, much to the displeasure of their subjects, who sat huddled in their frames muttering darkly and wincing as they felt their raw pink faces. The suits of armor were suddenly gleaming and moving without squeaking, and Argus Filch, the caretaker, was behaving so ferociously to any students who forgot to wipe their shoes that he terrified a pair of first-year girls into hysterics. Other members of the staff seemed oddly tense too. â€Å"Longbottom, kindly do not reveal that you can't even perform a simple Switching Spell in front of anyone from Durmstrang!† Professor McGonagall barked at the end of one particularly difficult lesson, during which Neville had accidentally transplanted his own ears onto a cactus. When they went down to breakfast on the morning of the thirtieth of October, they found that the Great Hall had been decorated overnight. Enormous silk banners hung from the walls, each of them representing a Hogwarts House: red with a gold lion for Gryffiindor, blue with a bronze eagle for Ravenclaw, yellow with a black badger for Hufflepuff, and green with a silver serpent for Slytherin. Behind the teachers' table, the largest banner of all bore the Hogwarts coat of arms: lion, eagle, badger, and snake united around a large letter H. Harry, Ron, and Hermione sat down beside Fred and George at the Gryffindor table. Once again, and most unusually, they were sitting apart from everyone else and conversing in low voices. Ron led the way over to them. â€Å"It's a bummer, all right,† George was saying gloomily to Fred. â€Å"But if he won't talk to us in person, we'll have to send him the letter after all. Or we'll stuff it into his hand. He can't avoid us forrever.† â€Å"Who's avoiding you?† said Ron, sitting down next to them. â€Å"Wish you would,† said Fred, looking irritated at the interruption. â€Å"What's a bummer?† Ron asked George. â€Å"Having a nosy git like you for a brother,† said George. â€Å"You two got any ideas on the Triwizard Tournament yet?† Harry asked. â€Å"Thought any more about trying to enter?† â€Å"I asked McGonagall how the champions are chosen but she wasn't telling,† said George bitterly. â€Å"She just told me to shut up and get on with transfiguring my raccoon.† â€Å"Wonder what the tasks are going to be?† said Ron thoughtfully. â€Å"You know, I bet we could do them, Harry. We've done dangerous stuff before†¦.† â€Å"Not in front of a panel of judges, you haven't,† said Fred. â€Å"McGonagall says the champions get awarded points according to how well they've done the tasks.† â€Å"Who are the judges?† Harry asked. â€Å"Well, the Heads of the participating schools are always on the panel,† said Hermione, and everyone looked around at her, rather surprised, â€Å"because all three of them were injured during the Tournament of 1792, when a cockatrice the champions were supposed to be catching went on the rampage.† She noticed them all looking at her and said, with her usual air of impatience that nobody else had read all the books she had, â€Å"It's all in Hogwarts, A History. Though, of course, that book's not entirely reliable. A Revised History of Hogwarts would be a more accurate title. Or A Highly Biased and Selective History of Hogwarts, Which Glosses Over the Nastier Aspects of the School.† â€Å"What are you on about?† said Ron, though Harry thought he knew what was coming. â€Å"House-elves!† said Hermione, her eyes flashing. â€Å"Not once, in over a thousand pages, does Hogwarts, A History mention that we are all colluding in the oppression of a hundred slaves!† Harry shook his head and applied himself to his scrambled eggs. His and Ron's lack of enthusiasm had done nothing whatsoever to curb Hermione's determination to pursue justice for house-elves. True, both of them had paid two Sickles for a S.P.E.W. badge, but they had only done it to keep her quiet. Their Sickles had been wasted, however; if anything, they seemed to have made Hermione more vociferous. She had been badgering Harry and Ron ever since, first to wear the badges, then to persuade others to do the same, and she had also taken to rattling around the Gryffindor common room every evening, cornering people and shaking the collecting tin under their noses. â€Å"You do realize that your sheets are changed, your fires lit, your classrooms cleaned, and your food cooked by a group of magical creatures who are unpaid and enslaved?† she kept saying fiercely. Some people, like Neville, had paid up just to stop Hermione from glowering at them. A few seemed mildly interested in what she had to say, but were reluctant to take a more active role in campaigning. Many regarded the whole thing as a joke. Ron now rolled his eyes at the ceiling, which was flooding them all in autumn sunlight, and Fred became extremely interested in his bacon (both twins had refused to buy a S.P.E.W. badge). George, however, leaned in toward Hermione. â€Å"Listen, have you ever been down in the kitchens, Hermione?† â€Å"No, of course not,† said Hermione curtly, â€Å"I hardly think students are supposed to -â€Å" â€Å"Well, we have,† said George, indicating Fred, â€Å"loads of times, to nick food. And we've met them, and they're happy. They think they've got the best job in the world -â€Å" â€Å"That's because they're uneducated and brainwashed!† Hermione began hotly, but her next few words were drowned out by the sudden whooshing noise from overhead, which announced the arrival of the post owls. Harry looked up at once, and saw Hedwig soaring toward him. Hermione stopped talking abruptly; she and Ron watched Hedwig anxiously as she fluttered down onto Harry's shoulder, folded her wings, and held out her leg wearily. Harry pulled off Sirius's reply and offered Hedwig his bacon rinds, which she ate gratefully. Then, checking that Fred and George were safely immersed in further discussions about the Triwizard Tournament, Harry read out Sirius's letter in a whisper to Ron and Hermione. Nice try, Harry. I'm back in the country and well hidden. I want you to keep me posted on everything that's going on at Hogwarts. Don't use Hedwig, keep changing owls, and don't worry about me, just watch out for yourself Don't forget what I said about your scar. Sirius â€Å"Why d'you have to keep changing owls?† Ron asked in a low voice. â€Å"Hedwig'll attract too much attention,† said Hermione at once. â€Å"She stands out. A snowy owl that keeps returning to wherever he's hiding†¦I mean, they're not native birds, are they?† Harry rolled up the letter and slipped it inside his robes, wondering whether he felt more or less worried than before. He supposed that Sirius managing to get back without being caught was something. He couldn't deny either that the idea that Sirius was much nearer was reassuring; at least he wouldn't have to wait so long for a response every time he wrote. â€Å"Thanks, Hedwig,† he said, stroking her. She hooted sleepily, dipped her beak briefly into his goblet of orange juice, then took off again, clearly desperate for a good long sleep in the Owlery. There was a pleasant feeling of anticipation in the air that day. Nobody was very attentive in lessons, being much more interested in the arrival that evening of the people from Beauxbatons and Durmstrang; even Potions was more bearable than usual, as it was half an hour shorter. When the bell rang early, Harry, Ron, and Hermione hurried up to Gryffindor Tower, deposited their bags and books as they had been instructed, pulled on their cloaks, and rushed back downstairs into the entrance hall. The Heads of Houses were ordering their students into lines. â€Å"Weasley, straighten your hat,† Professor McGonagall snapped at Ron. â€Å"Miss Patil, take that ridiculous thing out of your hair.† Parvati scowled and removed a large ornamental butterfly from the end of her plait. â€Å"Follow me, please,† said Professor McGonagall. â€Å"First years in front†¦no pushing†¦.† They filed down the steps and lined up in front of the castle. It was a cold, clear evening; dusk was falling and a pale, transparent-looking moon was already shining over the Forbidden Forest. Harry, standing between Ron and Hermione in the fourth row from the front, saw Dennis Creevey positively shivering with anticipation among the other first years. â€Å"Nearly six,† said Ron, checking his watch and then staring down the drive that led to the front gates. â€Å"How d'you reckon they're coming? The train?† â€Å"I doubt it,† said Hermione. â€Å"How, then? Broomsticks?† Harry suggested, looking up at the starry sky. â€Å"I don't think so†¦not from that far away†¦.† â€Å"A Portkey?† Ron suggested. â€Å"Or they could Apparate – maybe you're allowed to do it under seventeen wherever they come from?† â€Å"You can't Apparate inside the Hogwarts grounds, how often do I have to tell you?† said Hermione impatiently. They scanned the darkening grounds excitedly, but nothing was moving; everything was still, silent, and quite as usual. Harry was starting to feel cold. He wished they'd hurry up†¦.Maybe the foreign students were preparing a dramatic entrance†¦.He remembered what Mr. Weasley had said back at the campsite before the Quidditch World Cup: â€Å"always the same – we can't resist showing off when we get together†¦.† And then Dumbledore called out from the back row where he stood with the other teachers – â€Å"Aha! Unless I am very much mistaken, the delegation from Beauxbatons approaches!† â€Å"Where?† said many students eagerly, all looking in different directions. â€Å"There!† yelled a sixth year, pointing over the forest. Something large, much larger than a broomstick – or, indeed, a hundred broomsticks – was hurtling across the deep blue sky toward the castle, growing larger all the time. â€Å"It's a dragon!† shrieked one of the first years, losing her head completely. â€Å"Don't be stupid†¦it's a flying house!† said Dennis Creevey. Dennis's guess was closer†¦.As the gigantic black shape skimmed over the treetops of the Forbidden Forest and the lights shining from the castle windows hit it, they saw a gigantic, powderblue, horse-drawn carriage, the size of a large house, soaring toward them, pulled through the air by a dozen winged horses, all palominos, and each the size of an elephant. The front three rows of students drew backward as the carriage hurtled ever lower, coming in to land at a tremendous speed – then, with an almighty crash that made Neville jump backward onto a Slytherin fifth year's foot, the horses' hooves, larger than dinner plates, hit the ground. A second later, the carriage landed too, bouncing upon its vast wheels, while the golden horses tossed their enormous heads and rolled large, fiery red eyes. Harry just had time to see that the door of the carriage bore a coat of arms (two crossed, golden wands, each emitting three stars) before it opened. A boy in pale blue robes jumped down from the carriage, bent forward, fumbled for a moment with something on the carriage floor, and unfolded a set of golden steps. He sprang back respectfully. Then Harry saw a shining, high-heeled black shoe emerging from the inside of the carriage – a shoe the size of a child's sled – followed, almost immediately, by the largest woman he had ever seen in his life. The size of the carriage, and of the horses, was immediately explained. A few people gasped. Harry had only ever seen one person as large as this woman in his life, and that was Hagrid; he doubted whether there was an inch difference in their heights. Yet somehow – maybe simply because he was used to Hagrid – this woman (now at the foot of the steps, and looking around at the waiting, wide-eyed crowd) seemed even more unnaturally large. As she stepped into the light flooding from the entrance hall, she was revealed to have a handsome, olive-skinned face; large, black, liquid-looking eyes; and a rather beaky nose. Her hair was drawn back in a shining knob at the base of her neck. She was dressed from head to foot in black satin, and many magnificent opals gleamed at her throat and on her thick fingers. Dumbledore started to clap; the students, following his lead, broke into applause too, many of them standing on tiptoe, the better to look at this woman. Her face relaxed into a gracious smile and she walked forward toward Dumbledore, extending a glittering hand. Dumbledore, though tall himself, had barely to bend to kiss it. â€Å"My dear Madame Maxime,† he said. â€Å"Welcome to Hogwarts.† â€Å"Dumbly-dort,† said Madame Maxime in a deep voice. â€Å"I ‘ope I find you well?† â€Å"In excellent form, I thank you,† said Dumbledore. â€Å"My pupils,† said Madame Maxime, waving one of her enormous hands carelessly behind her. Harry, whose attention had been focused completely upon Madame Maxime, now noticed that about a dozen boys and girls, all, by the look of them, in their late teens, had emerged from the carriage and were now standing behind Madame Maxime. They were shivering, which was unsurprising, given that their robes seemed to be made of fine silk, and none of them were wearing cloaks. A few had wrapped scarves and shawls around their heads. From what Harry could see of them (they were standing in Madame Maxime's enormous shadow), they were staring up at Hogwarts with apprehensive looks on their faces. â€Å"As Karkaroff arrived yet?† Madame Maxime asked. â€Å"He should be here any moment,† said Dumbledore. â€Å"Would you like to wait here and greet him or would you prefer to step inside and warm up a trifle?† â€Å"Warm up, I think,† said Madame Maxime. â€Å"But ze ‘orses -â€Å" â€Å"Our Care of Magical Creatures teacher will be delighted to take care of them,† said Dumbledore, â€Å"the moment he has returned from dealing with a slight situation that has arisen with some of his other – er – charges.† â€Å"Skrewts,† Ron muttered to Harry, grinning. â€Å"My steeds require – er – forceful ‘andling,† said Madame Maxime, looking as though she doubted whether any Care of Magical Creatures teacher at Hogwarts could be up to the job. â€Å"Zey are very strong†¦.† â€Å"I assure you that Hagrid will be well up to the job,† said Dumbledore, smiling. â€Å"Very well,† said Madame Maxime, bowing slightly. â€Å"Will you please inform zis ‘Agrid zat ze ‘orses drink only single-malt whiskey?† â€Å"It will be attended to,† said Dumbledore, also bowing. â€Å"Come,† said Madame Maxime imperiously to her students, and the Hogwarts crowd parted to allow her and her students to pass up the stone steps. â€Å"How big d'you reckon Durmstrang's horses are going to be?† Seamus Finnigan said, leaning around Lavender and Parvati to address Harry and Ron. â€Å"Well, if they're any bigger than this lot, even Hagrid won't be able to handle them,† said Harry. â€Å"That's if he hasn't been attacked by his skrewts. Wonder what's up with them?† â€Å"Maybe they've escaped,† said Ron hopefully. â€Å"Oh don't say that,† said Hermione with a shudder. â€Å"Imagine that lot loose on the grounds†¦.† They stood, shivering slightly now, waiting for the Durmstrang party to arrive. Most people were gazing hopefully up at the sky. For a few minutes, the silence was broken only by Madame Maxime's huge horses snorting and stamping. But then – â€Å"Can you hear something?† said Ron suddenly. Harry listened; a loud and oddly eerie noise was drifting toward them from out of the darkness: a muffled rumbling and sucking sound, as though an immense vacuum cleaner were moving along a riverbed†¦. â€Å"The lake!† yelled Lee Jordan, pointing down at it. â€Å"Look at the lake!† From their position at the top of the lawns overlooking the grounds, they had a clear view of the smooth black surface of the water – except that the surface was suddenly not smooth at all. Some disturbance was taking place deep in the center; great bubbles were forming on the surface, waves were now washing over the muddy banks -and then, out in the very middle of the lake, a whirlpool appeared, as if a giant plug had just been pulled out of the lake's floor†¦. What seemed to be a long, black pole began to rise slowly out of the heart of the whirlpool†¦and then Harry saw the rigging†¦. â€Å"It's a mast!† he said to Ron and Hermione. Slowly, magnificently, the ship rose out of the water, gleaming in the moonlight. It had a strangely skeletal look about it, as though it were a resurrected wreck, and the dim, misty lights shimmering at its portholes looked like ghostly eyes. Finally, with a great sloshing noise, the ship emerged entirely, bobbing on the turbulent water, and began to glide toward the bank. A few moments later, they heard the splash of an anchor being thrown down in the shallows, and the thud of a plank being lowered onto the bank. People were disembarking; they could see their silhouettes passing the lights in the ship's portholes. All of them, Harry noticed, seemed to be built along the lines of Crabbe and Goyle†¦but then, as they drew nearer, walking up the lawns into the light streaming from the entrance hall, he saw that their bulk was really due to the fact that they were wearing cloaks of some kind of shaggy, matted fur. But the man who was leading them up to the castle was wearing furs of a different sort: sleek and silver, like his hair. â€Å"Dumbledore!† he called heartily as he walked up the slope. â€Å"How are you, my dear fellow, how are you?† â€Å"Blooming, thank you, Professor Karkaroff,† Dumbledore replied. Karkaroff had a fruity, unctuous voice; when he stepped into the light pouring from the front doors of the castle they saw that he was tall and thin like Dumbledore, but his white hair was short, and his goatee (finishing in a small curl) did not entirely hide his rather weak chin. When he reached Dumbledore, he shook hands with both of his own. â€Å"Dear old Hogwarts,† he said, looking up at the castle and smiling; his teeth were rather yellow, and Harry noticed that his smile did not extend to his eyes, which remained cold and shrewd. â€Å"How good it is to be here, how good†¦.Viktor, come along, into the warmth†¦you don't mind, Dumbledore? Viktor has a slight head cold†¦Ã¢â‚¬  Karkaroff beckoned forward one of his students. As the boy passed, Harry caught a glimpse of a prominent curved nose and thick black eyebrows. He didn't need the punch on the arm Ron gave him, or the hiss in his ear, to recognize that profile. â€Å"Harry – it's Krum!†

MGT 501

Developing the Session Long Project Paper:   The SLP paper is a unique opportunity to directly use the course materials to improve your understanding of the OB-related issues within your immediate work organization (or another organization you know very well).   This should help to make the course more personally relevant. Please note that they ARE NOT simply ‘personal opinion’ papers.   Rather, they ask you to conduct a series of brief personal assessments, relating insights you have gained from reviewing the assigned academic materials, to your specific career.   Spend some time thinking about how to apply these assessments and coming up with a substantive career development plan to build on your skills and shore up your weaknesses. Your analysis should be approximately two double spaced pages, plus include both title and academic reference pages (the same as requested for each case paper).   Also, as with the case paper, please use contiguous citations (at the point in the paper where they are most relevant†¦again, see the TUI Style Sheet on this).   These will assist help your professor to better understand how you have used the applicable academic material to support your analysis. The SLP for this class involves constructing a personal inventory of your management skills, and a plan for improving those skills. In each module, you will complete an assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed through the assessment an/or your personal experience. You will then be asked to create a plan by which you can `grow` your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan. In this module, you will be assessing your cultural awareness. Click on this link to Kwintessential Language and Culture Specialists. ((http://www.kwintessential.co.uk/resources/culture-tests.html)) You will find a selection of 20 or so cultural awareness quizzes. Choose one or two that looks interesting to you. (Hint: You will learn the most if you choose a general quiz, or one that concerns a country with which you are not familiar, as well as test your knowledge of a culture with which you think you are highly familiar.) After completing the quiz(s), address the following questions in a 1-page essay: Which quiz(s) did you take? As I am from Asia and I do know a bit of Spanish, I took the Cross-Cultural quiz on Islam and on Mexico. Were you surprised at your score? Yes, I was a bit surprised about the results.   In the Islam quiz, I got an 80 %, and in the Mexican quiz, I got 60 %. What strengths do you think that you have in the area of inter-cultural awareness? Some of the strengths I have in the area of cross-cultural awareness includes: – Knowing a bit of the local languages, such as Arabic, Urdu, and Spanish Knowing the customs and traditions belonging of these groups Belonging to the same religion or staying with people of the same religion as these groups. Having an idea of the attitudes, beliefs and practices followed by these groups. Having respect for one another, irrespective of the caste, creed, race, etc. Having more of cultural encounters and interactions Having an idea of interacting and developing a relationship with people from other cultures Staying in a cosmopolitan environment I have met people from these countries I have read about these groups in books and in web sites.  · What weaknesses are you able to identify? I have not traveled to these regions of the world I do not know to read and right the languages spoken in these regions Taking a bit longer time to learn local languages Taking longer time to get accomplished with local traditions – Create a plan of specific steps can you take to build on your strengths and decrease areas of weakness. During cross-cultural interactions, the individual should not be bias and have a faulty attitude towards people belonging to certain cultural background.   These attitudes develop when others provide inappropriate information of these groups.   Hence, we tend to develop negative behaviors with individuals of these groups leading to negative interactions and bad experiences.   It would be more important for us to be unbiased and have an open mind. 1. As I stay in a cosmopolitan environment, I would be open for discussion, interactions and ability to accept people belonging to foreign cultures. 2. Before interacting with any individual belonging to another cultural group, a thorough cultural assessment similar to this needs to be conducted. 3. Once the cross-cultural skills have been developed, individuals belonging to other groups would begin to trust us and have a stronger relationship with us. 4. During interactions, eye-to-eye contact is necessary. 5. It is important to respect the beliefs, attitudes and practices of these groups during interactions, as many of them follow strong traditions and customs. 6. During intercultural interactions, it is necessary to keep in mind whatever ideas exist of the attitudes, behaviors, traditions and practices.   Even a little bit of these put into practice would be identified by the other individual and would be appreciated.   In this way, slowly but surely relationships can be developed. 7. If the individual expresses a belief, which is superstitious in nature, it may be better to be nonjudgmental about it.   I would respect such superstitious as it would mean giving credit to the other individual’s culture. 8.It may be difficult for me sometimes to mix with people from other cultures, as I have not traveled to other regions of the world.   However, reading more about these individuals, their countries and their cultures through books, videos and the Internet can reduce the problem. 9.As I take longer time to learn languages, I would have to make an extra effort to do so.   It may be easy for a child to learn and accept a new language as they have good learning capacities.   However, once an individual crosses the age of 8 to 9, the ability to learn a new language may decrease.   Adults having good motivational capacity would also be able to learn a new language.   Hence, I would have to motivate myself further to learn the new language. 10.   In order to get accomplished with new traditions, an open mind and greater amount of intercultural interactions is required. Why is it important for managers to increase their levels of cultural awareness? Managers have to increase their level of cultural awareness so that they can develop a strong relationship with individuals belonging to other cultures.   Once these relationships develop, both parties would begin to trust and have confidence in one another.   The Managers could now motivate the staff and also be able to understand and solve their problems better.   This would be positive not only for the manager and the staff member, but also for the organization as a whole. References: Campinha-Bacote, J. (2001), A model of practice to address cultural competence in rehabilitation nursing, Rehabilitation Nursing, 26(1).      

Starbucks Total Supply Network

Starbucks Total Supply Network Company background Starbucks is world’s number one coffee and coffeehouse company; it has outlets in more than 55 countries. Jerry Baldwin, Zev Siegl, and Gordon Bowker established the first outlet at Seattle, Washington on March 30, 1971 (Starbucks Corporate website, 2011). To maintain the leadership role, the company adopts an effective total supply network. This paper discusses the total supply network adopted by Starbucks.Advertising We will write a custom assessment sample on Starbucks Total Supply Network specifically for you for only $16.05 $11/page Learn More Total supply network In the hospitality industry, more specific in the coffee sector, the need to have an efficient supply of materials cannot be overemphasized. Starbucks adopts an integrated supply chain management where an internal department that pioneers the process; in the market, there are some coffee beans collection points managed indirectly by the company. The system aims at ens uring the company gets adequate supply of coffee and other material used in production at the right time, at an appropriate cost and quality. The company does not only fetch products in the United States where it has its head quarters, but it has diversified its team to coffee producing countries like in the East African countries where quality coffee is grown. To maintain good relations with suppliers, the company has a favorable buying price and bases the buying on the quality and the production method as adopted by the farmer. In countries like Ethiopia and Kenya, the company has implemented farmer’s education programs with the aim of facilitation the production of environmentally friendly coffees. Quality and efficiency in delivery of coffee beans and other material in the company has the main concern in the system. The company total supply chain has the following goals:Advertising Looking for assessment on business economics? Let's see if we can help you! Get yo ur first paper with 15% OFF Learn More Objectives SCM; Quantity goals: Adequate supply of materials in a company when they are needed Supply of quality materials for various purposes in a business at all times (quality objective) Supply of materials at a competitive price (price objective) (Ketchen Hult, 2006) They should be managed effectively for a smooth running of business. To ensure that all the goals have been taken care effectively, the company has outsourced some of the services. However, before outsourcing it ensures that the company outsourced has been vetted for integrity, transparency and reliability. Factors that have affected the organization’s decisions regarding which parts of the network to outsource or keep in-house When outsourcing the company considers the following: Costs The company outsources services which if provided internally would not be economical in cost and management. Risk Areas that are risky when outsourced are operated int ernally; such areas include value determination and quality checks. The company’s warehousing and quality teams undertake the task on behalf of the company. Reliability and availability of an outsourcing company The outsourcing business has a number of players however, the rate of their reliability, varies. The company ensures that it uses the most reliable company operation in an economy. For example, it uses DHL and UPS Logistics Company to transport some commodities from or to other countries (Simchi-Levi, Kaminsky and Simchi-levi, 2007).Advertising We will write a custom assessment sample on Starbucks Total Supply Network specifically for you for only $16.05 $11/page Learn More How has the organization planned for the location of capacity? Starbucks has invested heavily in building and maintaining good supplier relations; the company is engaged in farmer’s empowerment programs and sets its prices slightly higher to its competitors’. The approach ensures that the company has quality and adequate coffee supply throughout the year. Starbucks procurement department looks into five main areas aimed at building capacity within the system, the areas are forward logistics, reverse logistics, international logistics, inward logistics and outwards logistics (Starbucks Corporation, 2010). References Ketchen., G. and Hult, T.M., 2006. Bridging organization theory and supply chain management: The case of best value supply chains. Journal of Operations Management, 25(2),pp. 573-580. Simchi-Levi, D., Kaminsky, P. and Simchi-levi, E., 2007. Designing and Managing the Supply Chain. New York: Mcgraw Hill. Starbucks Corporation.,2010. Starbucks and Fairtrade Labelling Organizations International (FLO) Announce Next Step in Commitment to Small-Scale Farmers Web. Available from  https://stories.starbucks.com/ . Starbucks Corporate website.,2011. Starbucks Web. Available at  https://www.starbucks.com/ .

The Battle of Ypres 1915 Cost 6000 Canadian Casualties

The Battle of Ypres 1915 Cost 6000 Canadian Casualties In 1915, the second Battle of Ypres established the reputation of the Canadians as a fighting force. The 1st Canadian Division had just arrived on the Western Front when they won recognition by holding their ground against a new weapon of modern warfare - chlorine gas. It was also in the trenches at the second Battle of Ypres that John McCrae wrote the poem when a close friend was killed, one of 6000 Canadian casualties in just 48 hours. War World War I Date of Battle of Ypres 1915 April 22 to 24, 1915 Location of Battle of Ypres 1915 Near Ypres, Belgium Canadian Troops at Ypres 1915 1st Canadian Division Canadian Casualties at the Battle of Ypres 1915 6035 Canadian casualties in 48 hoursMore than 2000 Canadians died Canadian Honours at the Battle of Ypres 1915 Four Canadians won the Victoria Cross at the Battle of Ypres in 1915 Edward Donald BellewFrederick Bud FisherFrederick William HallFrancis Alexander Scrimger Summary of the Battle of Ypres 1915 The 1st Canadian Division had just arrived at the front and were moved to Ypres Salient, a bulge in the front of the City of Ypres in Belgium.The Germans held the high ground.The Canadians had two British divisions on their right, and two French army divisions on their left.On April 22, after an artillery bombardment, the Germans released 5700 cylinders of chlorine gas. The green chlorine gas was heavier than air and sank into the trenches forcing soldiers out. The gas attack was followed by strong infantry assaults. The French defenses were forced to retreat, leaving a four-mile wide hole in the Allied line.The Germans did not have enough reserves or protection against the chlorine gas for their own troops to take immediate advantage of the gap.The Canadians fought through the night to close the gap.On the first night, the Canadians launched a counter-attack to drive the Germans out of Kitcheners Wood near St. Julien. The Canadians cleared the woods but had to retire. More attacks t hat night resulted in disastrous casualties but bought some time to close the gap. Two days later the Germans attacked the Canadian line at St. Julien, again using chlorine gas. The Canadians held on until reinforcements arrived.

Asset Classification Policies and Procedures Essay

Asset Classification Policies and Procedures - Essay Example Asset Classification Policies and Procedures For information to be handled properly, employees are required to have a working knowledge of the categorization of information into the three provided categories. Employees should be able to categorize the information before forwarding it further. If at some point, employees are confused about properly categorizing the information, the proper course of action is to classify it as confidential while an appropriate supervisor would later review and properly classify. Public Data- As the name suggests, such data is usually open to the public and is easily available. Disclosure of such data does not put the firm in any kind of risk; however certain controls are required to be enforced on such data to prevent modification or destruction of the data by unauthorized parties; Sensitive Data- Data is classified as sensitive data when disclosures of such information publically can result in potential risk for the organization or its people. Such information may be provided to others on a discretionary basis and under the supervision of the data owner. Confidential Data – Confidential data is the most sensitive data within the organization and unauthorized disclosure of such information can result in significant risk for the firm. The highest level of security and control are applied on such information. The System Impact level will determine the impact of activities on the system on a scale of one to five with five being the most crucial impact and one having the least crucial impact.