Rhetorical Analysis Of Cesar Chavez - 1082 Words

During a time of unfair pay and working conditions for many migrant farm workers in America, a man named Cesar Chavez spoke out and instantly became a leader to these once defenseless people. Chavez devoted his life to improve conditions for farm workers, he began protests for better pay and conditions they went on â€Å"huelga† which means strike. Chavez united these farm workers and helped make their voices heard, creating a union to fight for their cause and the union was named the United Farm Workers Union. Chavez did not believe in violence so all of his protests were peaceful, Chavez’s protest techniques consisted of fasting, strikes, and boycotts. Although Cesar is dedicated and worked tirelessly the cause he fought for was not easy†¦show more content†¦Cesar continues by remembering an anecdote in which he continues to build the credibility: â€Å"In scattered instances, in San Jose, Sacramento, Oakland, Los Angeles and other places, priests would spea k out loudly and clearly against specific instances of oppression, and in some cases, stand with the people who were being hurt†. Chavez continues to add to the credibility and appeal of the church by mentioning an encounter they had with priests from the church which is from a time when the priests spoke out about the injustices and even stood with the people. Chavez then appeals to the farm workers by mentioning â€Å"Frs. McDonald, McCollough, Duggan and others† they are people who fought side by side with them and they could be very important to these people. Chavez then shifts to an allusion mentioning the â€Å"California Migrant Ministry† and explaining what it was like working with that union and he talks about what their thoughts were about the church. Chavez effectively places an example of polysyndeton to describe the protestants belief of the church â€Å"they had developed a very clear conception of the Church. It was called to serve, to be at the m ercy of the poor, and not to try to use them†. Chavez brings up the credibility of the protestant church by stating â€Å"After a while this made a lot of sense to us, and we began to find ourselves working side by side with them†. The farm workers reflect on the fact they worked with the protestants who wereShow MoreRelatedCesar Chavez Rhetorical Analysis1248 Words   |  5 PagesMexican-Americans and the Church: Rhetorical Analysis of Cesar Chavez Speech About 85% of churches are not fully active with their community. Statics have gotten higher throughout the years, about 40 years ago Mexicans were being treated unfairly due to poor working conditions. This unbarring situation led a fellow leader, Cesar Chavez to step up and build a firm foundation to lead his organization to success. He was the leader of the Mexican-American Community in Delano, Ca. Cesar went through a spiritualRead MoreRhetorical Analysis Of Cesar Chavez s Article1915 Words   |  8 Pages It’s hard to imagine that just ten short months ago I was sitting in a classroom building a spaghetti tower with no idea what a rhetorical analysis essay was or what the word anaphora meant. Now, just a couple of months later, I have read and analyzed six different novels, learned to write an argument, synthesis, and rhetorical analysis essay, expanded my lexicon of literary terms, and sat through a three hour AP exam. This class has not only given me the skills to mast er the AP exam, but it has

Essay on Arguments for the Existence for God - 1212 Words

1. The Cosmological Argument for the existence of God is based on the principle of cause and effect. What this basically means is that the universe was the effect of a cause, which was God. One of the oldest and most well known advocates of the Cosmological Argument was Thomas Aquinas who outlines his argument for the existence of God in his article entitled The Five Ways. The first way in his argument is deals with motion. Aquinas says that in order for something to be in motion something had to move it because it is impossible for something to move without the presence of some sort of outside force upon it. Therefore the world around us, nature, and our very existence could not have been put into motion without the influence of the†¦show more content†¦Clarke and Rowe are two of the later type. Clarke believed that the universe was a series of events and that each of these events are dependent upon the event before it. So as you work your way backwards down the chain y ou get to an independent event that started the whole series who Clarke said is God. In Rowe’s argument he says that there has to be PSR (principle of sufficient reason) in order to prove anything including God. Which means there has to be enough evidence and proof that a thing or God exists. In my understanding of the Cosmological Argument I would have to say that I agree the most with Clarke’s explanation. Not only is it short and sweet but it almost takes Aquinas’ argument and folds it up and puts it in its pocket. I think believe it is much clearer for anyone to see and admit that everything that happens in this world is connected and caused by previous events and decisions. Due to this anyone can go back to the story of Adam and Eve and ask themselves the question of what caused these two? It is at this point where one is forced to admit that there is an â€Å"unmoved mover†, an independent being, and an uncaused cause who is called God. 3. Out of all three arguments for the existence only one of them is based on an a priori knowledge and it is the Ontological Argument. This argument is based on the knowledge that God doesShow MoreRelatedThe Argument On The Existence Of God1629 Words   |  7 PagesThe idea of God has been a part of man’s history for centuries. Since time began there has been various combination of believers, and non-believers. Individuals who believes in God, belong to many different religion. Whereas, skeptics find the existence of God somewhat baffling, and have continually sought answers to His existence through scientific methods. As the world progresses in scientific, and technological advancement, the human race still faces the question of God’s existence. Many philosophersRead MoreThe Arguments For The Existence Of God1056 Words   |  5 Pages16 November 2015 Rough Draft for The arguments for the Existence of God. The question Does God Exist? is a well-known asked question in the world. Most people believe they know the answer to it. The religious people would say, well of course he does, while the non-religious people or atheist would say no He does not exist. Because evil exist and chaos exists, God cannot be all-powerful. In the modern world, there are many different opinions as to whether a God exists or not. This has been an issueRead MoreThe Argument For The Existence Of God1674 Words   |  7 Pagesfind the three arguments I analyzed satisfactory for the existence of God. The existence of God simply cannot be proven. Regardless of how strong a person’s faith is, or how many miracles they claim to have witnessed, God can only ever be a possibility. First, I will discuss why Pascal’s wager is not a satisfying argument for the existence of God. I will then examine C.D. Broad’s â€Å"Argument for the Existence of God†, and why it is also not a satisfying argument for the existence of God. Finally, IRead MoreArguments For The Existence Of God974 Words   |  4 PagesArguments for the existence of God through critical thinking and rationalization are called ontological, cosmological, teleological, or pragmeatic arguments. The most widely known of such arguments is that of St. Anselm from Proslogium of St. Anselm, which states that God is considered a perfect being unlike humans or any other world subject. The fact that he is perfect in a world of imperfection proves his existence. God is also the highest conceivable idea of perfection, and thereforeRead MoreThe Existence Of God : An Argument881 Words   |  4 PagesThe Existence of God The philosophical arguments presented in this document are not of religious text, nor scientific observation or established fact. Rather the premise of this God proof is bring together and share the various theories on which other God proofs have established foundations. I have heard it quoted that â€Å"Philosophy goes where hard science can t, or won t. Philosophers have a license to.† Therefore, with this in mind, I attest that it is more than problematic to construct anRead MoreArguments on the Existence of God602 Words   |  2 PagesGod’s existence may actually depend upon our belief in his existence but it is more plausible to believe that God exists using the different types of arguments such as the cosmological argument and ontological argument, Leibniz and the Principle of Sufficient Reason and the Problem of Evil, and the definition of basic belief as evidence. The Cosmological argument can be simplified into three reasons that everything that begins to exist has a cause; the universe began to exist, therefore the universeRead MoreArguments For The Existence Of God1137 Words   |  5 PagesArguments for the existence of God come in many different forms; some draw on history, some on science, some on personal experience, and some on philosophy. Descartes offered two arguments towards the existence of God: an informal proof in the third meditation and the ontological proof in the fifth meditation. Descartes believed that with the employment of a rational method of inquiry which applied some of the methods of analytic geometry to the study of philosophy, our ability to attain certaintyRead MoreThe Argument Of The Existence Of God1480 Words   |  6 PagesThe arguments trying to â€Å"prove† the existence of God are by far some of the most controversial philosophical arguments out there. When some of the people who created these philo sophies it was illegal or even punishable by death to even question his existence, let alone try to come up with a logical explanation to â€Å"prove† he is real. The two main arguments used today are the ontological argument and the cosmological argument. Neither one of these arguments are correct nor incorrect; moreover, theRead MoreThe Arguments For The Existence Of God940 Words   |  4 Pagesp. 209, question# 1 Among the numerous arguments for the existence of God, the argument of design stands as the most persuasive in terms of providing a logical basis for the absolute presence of God. This argument is concerned with the intricate nature of creation and existence: one must believe that there is a Supreme Being that designed the characteristics and features of every existing thing in the entire universe, both living and non-living. The precise and complicated design of the universeRead MoreThe Argument For The Existence Of God1411 Words   |  6 PagesMy paper scrutinizes numerous logical disputes for and alongside the presence of God. I shall argue that there’s no adequate evidence or inclusive arguments for the existence of God. It is grounded on the views of certain great philosophers and scientists of all of mankind. Generally speaking for myself, I would correspond to have faith that there is â€Å"God†. Regrettably, it’s awfully well-defined that the being built up on insightful faith is no longer a suitable custom to shadow. During the course

Succubus Shadows Chapter 9 Free Essays

string(100) " were standing by Seth’s section, and she was holding up one of his paperbacks, Idiosyncraso\." â€Å"She couldn’t have!† I exclaimed. â€Å"He was with me all night.† â€Å"Not after the concert ended,† pointed out Roman. We will write a custom essay sample on Succubus Shadows Chapter 9 or any similar topic only for you Order Now â€Å"You know, I think that band might really be going somewhere.† Whatever trace of sentiment he’d shown earlier with me had vanished in Carter’s presence. â€Å"Simone was hanging out in that twenty-four-hour coffee shop,† Carter said. â€Å"Seth went there to work after – what was it you said? You were at a concert?† â€Å"Yeah,† I said. â€Å"Blue Satin Bra.† The angel gave Roman a nod of agreement. â€Å"Those guys are great.† â€Å"Hey, can we stick to the issue here?† I gave both of them glares. â€Å"What happened with Seth and Simone?† Carter shrugged. â€Å"Same as usual. He came in and noticed her first, though. She had her head in a book – didn’t even look up until he walked over.† â€Å"Well played,† I said. â€Å"Forces him into the aggressive role.† â€Å"I don’t think Seth’s ever really in an aggressive role,† mused Carter. â€Å"It just put him in a position to make the first move, if he wanted to be polite.† During our brief affair, Seth and I had made love so tenderly and so sweetly that poets would have wept at its beauty. Other times, things had been downright dirty, and I think Carter might have reconsidered his comment about Seth being aggressive, had the angel known. â€Å"Then what?† I demanded. â€Å"Like I said, the same. They talked about different things – a lot of topics interesting to Seth, really. I think she might have done some research on him.† â€Å"Fucking lovely.† I collapsed onto the couch, and then I promptly shot back up. â€Å"I’m going over there – â€Å" â€Å"Gone,† interrupted Carter. â€Å"They went separate ways, and then she bagged some guy, and I decided it was time for me to fly away.† â€Å"Lucky bastard,† grumbled Roman. â€Å"You have no idea what kind of shit I had to sit through.† The hint of a smile flickered on Carter’s face before he turned back to me. I sighed and sat back down. â€Å"Confronting her’s no good anyway. You already did it, and nothing came of it. I’m guessing this would just be a repeat.† Probably a good point. Being in a conflict with a succubus kind of sucked. I could punch Hugh or the vampires, and even with immortal healing, they’d still sport a black eye for a few hours – longer if I was really good. But with a succubus? I could smack her around, and she’d shape-shift the damage. And as for verbal fighting? Well, seeing as I had no real leverage, I’d probably just fuel her further and provide more cat fight entertainment for my friends. â€Å"Well,† I said to Roman. â€Å"I think I’m pissed off enough now that you don’t have to go to bed with me.† Carter’s eyebrow rose again. â€Å"I mean, he doesn’t have to watch me sleep,† I explained. â€Å"I was kind of glum earlier, and we were worried my mystery†¦thing†¦might show up again.† â€Å"Why glum?† asked Carter. He attempted innocence, but I wasn’t fooled. Even without being at the concert, he could easily figure out what had me down. â€Å"Long story.† Those silvery gray eyes bored into me, and I shifted and looked away. I hated when he did that. It was like he could see into my soul. That was a place I didn’t even want to look at – let alone have others do it. I attempted a change in subject. â€Å"You know, I was thinking about this thing that’s going on†¦this force or siren song or whatever. It’s not like what happened with Nyx, but there’s still a dreamlike quality to it, you know? I mean, it certainly seems like I’m sleepwalking. Do you think she could be back?† â€Å"Nope,† said Carter. â€Å"She’s definitely still locked up. I checked myself.† â€Å"Really?† â€Å"Really.† I didn’t follow up with the obvious question. Had Carter done it for me? I mean, checking up on Nyx probably wasn’t too hard for him. He probably just asked some angel buddy who asked another angel†¦etc. It still made me wonder about Carter’s endgame. Why go to such trouble for me? Why look into this? Why track Simone? His expression made me think he guessed my thoughts, something I hated. â€Å"Thanks,† I said. â€Å"But I think I’m heading to bed now.† â€Å"And I,† said Carter, â€Å"am going to get a drink.† â€Å"Done with Simone for good?† asked Roman. Carter made a dismissive gesture. â€Å"At least for tonight. I’ll find her in the morning.† â€Å"You’re kind of a slacker spy,† I pointed out, though I definitely understood his reasons for avoiding the other succubus’ liaisons. His only response was another smile before he vanished. â€Å"Now what?† I wondered aloud. â€Å"Now,† said Roman, â€Å"you get your beauty sleep so that I can have another captivating day of listening to you give recommendations for people who enjoyed The Da Vinci Code.† â€Å"You know you love it,† I said, walking off toward my bedroom. â€Å"Sure you don’t want company?† I glanced back at him and studied his face, the lovely lines of it and blue-green eyes like the Mediterranean of my youth. His expression was speculative, wry humor twisting his lips. I couldn’t entirely tell if he was joking. Or what his exact meaning was. â€Å"Positive.† My words were a little bolder than I felt, but the night passed uneventfully, again furthering the idea that my blue moods were the target. Consequently, this put me in a good mood when I went to work the next day. I even wore yellow in an attempt at further cheeriness and greeted my coworkers with such enthusiasm that Doug wanted to know what drugs I was taking – and if he could have some. All of that changed when, while headed for the science fiction section, I felt something totally unwelcome: an immortal signature. A succubus immortal signature. And I knew exactly which succubus it belonged to. I did a 180, took a few steps, and tried to pinpoint its direction. Fiction. I headed straight over there, and sure enough, there was Simone – with Seth. She wore that guise I’d heard reports of, the bookish – yet sexy – brunette. They were standing by Seth’s section, and she was holding up one of his paperbacks, Idiosyncraso. You read "Succubus Shadows Chapter 9" in category "Essay examples" I knew she could feel my signature as I approached, but her eyes stayed on Seth, her conversation not missing a beat. â€Å"You really wrote this in college?† â€Å"Yup,† he said. â€Å"It wasn’t the first I had published, though. I shelved it for years before digging it out and revising it.† â€Å"Cool,† she said, flipping through the pages. â€Å"I can’t wait to read it. It’ll give me something to do before your next one.† â€Å"Well, don’t get your – oh, hey.† Seth had spotted me. I came to a stop beside them, and Simone turned toward me politely. â€Å"How’s it going?† I asked, voice harsher than I intended. Seth, always sensitive to me, looked a little surprised at my tone but didn’t acknowledge it. â€Å"Fine. Georgina, this is Kelly. Kelly, Georgina. Georgina’s the manager here.† â€Å"Hi, Kelly.† I shook her hand with a hardness she matched, and we both continued grinning at each other like Stepford Wives. â€Å"I met Kelly at a coffee shop,† said Seth mildly, not aware he was in succubus crossfire. â€Å"Told her she should see the store sometime.† â€Å"It’s great,† said Simone, all adorable innocence. â€Å"I’m a big reader. I love all things books. And meeting one of my favorite authors has given me great insight.† â€Å"Well,† said Seth, a little embarrassed at the attention. â€Å"I don’t know how much insight I’m really offering.† Simone laughed. â€Å"Lots. I feel like I’m getting something from you each time I see you.† â€Å"Have you seen each other a lot?† I asked. â€Å"Kelly moved to Queen Anne,† said Seth. â€Å"So we keep running into each other.† â€Å"It’s a great area,† I said. â€Å"Where do you live?† Simone faltered. â€Å"Um, on Queen Anne.† â€Å"Street, Avenue, or Drive?† Seth seemed surprised at the interrogative style of the question. Simone turned nervous. â€Å"Eh, Avenue.† Damn. Lucky guess. Queen Anne Street didn’t exist. â€Å"Nice place.† Turning my back on her, I looked at Seth. â€Å"I came over because I heard someone say Maddie was looking for you.† That wasn’t true at all. Maddie wasn’t even in for another hour. I gave Simone a casual glance. â€Å"Maddie’s his fianc? ¦e.† â€Å"I didn’t think she was in yet,† said Seth. Why, of all days, would his memory be up and running today? â€Å"Maybe I misheard,† I said with a shrug. â€Å"But I figured you’d want to check.† â€Å"I will,† he said, still a little puzzled. â€Å"I need to show Kelly one more book.† She shot me a triumphant look, but I knew she’d accomplished nothing with Seth. He had that expression he got when he was so focused on something – in this case, the history of books – that he was distracted from the world. â€Å"Kelly† was a pleasant coincidence. Simone was too overconfident to notice. Seth turned back to the shelves, and me staying would have seemed awkward. With his attention elsewhere, I shot Simone a warning look. â€Å"Well, I’m sure I’ll see you around.† â€Å"Oh,† she said with a serene smile, â€Å"you will.† When I got home later that day, I was ready to break some furniture. â€Å"Did you see – â€Å" â€Å"Yes, yes, I saw,† said Roman, materializing beside me. â€Å"Calm down.† I let out a small cry of frustration, something primal with no real form. â€Å"I can’t believe that bitch! Can’t believe she’d actually do it right in front of me! She did it on purpose. She did it on purpose to taunt me.† Roman was the picture of tranquility as he leaned against the wall, a far cry from my frazzled, pacing state. â€Å"Of course she did. It’s like mobsters who threaten their victims in a crowd – there’s absolutely no way you could have fought back, not with that many witnesses.† â€Å"Nice analogy,† I muttered. â€Å"Maybe there’ll be a horse head in my bed next.† â€Å"I could leave one in hers, if it would help,† he offered. That almost made me smile. Almost. Except I wasn’t entirely sure he was joking. â€Å"The really comical part is that Seth brought it about, you know? He was trying to stay away from me and walked right into this.† â€Å"The road to Hell is paved with good intentions.† I didn’t dignify that with an answer. â€Å"Look,† he said in all seriousness, taking a few steps toward me. â€Å"It sucks that she’s doing this, and we can definitely rule out coincidence. But if Seth’s with Maddie while she’s there, you know nothing’s going to happen. And Carter will report back to us. No point in getting worked up over it.† â€Å"Easier said than done. Nothing’s going to distract me from this.† He moved closer still and rested his hands on my upper arms. â€Å"Oh? When was the last time you went dancing?† I blinked in surprise. The last time I’d been dancing? It had been a salsa lesson at the bookstore earlier this year, after which Seth and I had ripped each other’s clothes off in my office. â€Å"A while ago,† I said evasively, thrown off by both the question and his fingertips on my skin. â€Å"Why?† â€Å"Let’s go out,† he said. â€Å"There are a million places we can go. Any kind of dance you want. If memory serves, you’re an okay dancer.† I narrowed my eyes. â€Å"I’m an excellent dancer, and you know it.† He leaned his face closer. â€Å"Then prove it.† â€Å"Irrelevant. I don’t feel like going out.† Roman sighed and stepped away. I found I was a little disappointed to have him let go. â€Å"Man,† he said. â€Å"I remember when you used to be fun. I’m glad I left town when I did.† He walked over to my entertainment center and knelt down. â€Å"Well, if Muhammed won’t come to the mountain†¦Ã¢â‚¬  â€Å"Good grief. You’re a wealth of religious proverbs tonight, aren’t you?† â€Å"Hey, just trying to – Jesus Christ. CDs? You do know the Dark Ages ended a long time ago.† He pointed at my collection with disdain. â€Å"Everyone’s gone digital now. You know, those little magical devices that store music? Or do you consider them some kind of witchcraft?† â€Å"Technology changes every year. Jump on a fad, and you’re obsolete before you know it.† â€Å"Honestly, it’s a wonder you aren’t cooking over a fire in the middle of your living room.† â€Å"You forget – I don’t cook.† â€Å"I live here. I haven’t forgotten.† By then, he’d put one of my â€Å"archaic† CDs in the player. I laughed. â€Å"You’re one to talk about ancient history. This is old school.† â€Å"Nah.† He rose and offered me his hands. â€Å"This is classic. Never goes out of style.† â€Å"Yeah,† I said, as the music began playing. â€Å"All the kids are doing foxtrot nowadays. Geez, it’s even the slow style.† But I still let him take hold of my hands. â€Å"Hey, you’re the one who owns that CD.† We both fell into the steps effortlessly, gliding around the living room and managing to dodge the furniture with some grace. Roman had a long list of flaws, but one of his better traits was that he was almost as good a dancer as me. â€Å"Why do you dance so well?† I asked, stepping over Aubrey. She didn’t seem concerned at all about getting squashed and had shown no signs of moving when we began to dance. â€Å"What kind of a question is that? Why do you dance so well?† â€Å"Natural instinct, I guess. That’s what I’m wondering. Was it something you were born with? Or is it something you can’t help but perfect over the years? I mean, you’ve been around for a while. I suppose if you put your mind to something that long, you can’t help but master it.† He laughed. â€Å"To tell you the truth, I don’t know. Maybe it’s in the blood.† â€Å"Oh, come on. I cannot picture Jerome out on the dance floor.† â€Å"Not him. My mother. She was a dancer. A slave girl for this king a long, long time ago†¦Ã¢â‚¬  Roman’s gaze turned inward. He didn’t seem angry, so much as nostalgic. â€Å"Of course, he was pretty pissed off when she got pregnant. That kind of thing tends to ruin the chorus line.† â€Å"What happened to her?† I hadn’t been around that long ago, but certain things stayed the same through time. Slaves who angered their masters got beaten or sold to someone else. Or worse. â€Å"I don’t know. Jerome took her away, off to some village where she could be a free woman.† I frowned. I still had trouble wrapping my mind around the idea of my boss falling – romantically and divinely – for a mortal. â€Å"Did he stay with her? He would have been a demon by then†¦.† â€Å"He never came back. First time I saw him was last year. My mother didn’t hold a grudge, though. She would talk about him all the time†¦said he was beautiful. I don’t know if she meant as an angel or a demon, though. Probably he looked the same, seeing as they’re the same beings, really.† â€Å"I’m guessing he didn’t look like John Cusack though.† â€Å"No.† This made Roman laugh again. â€Å"Probably not. My mother took on mundane jobs whenever we moved villages – washing woman, field worker. But at least she was free. And she still danced sometimes. I saw her once, when I was really young†¦just before she was killed. There was a festival, and I remember her dancing in front of the fire, wearing this red dress.† All mirth disappeared from him. â€Å"That image is burned into my mind. I can see how an angel would have fallen for her.† I didn’t ask any questions about how she was killed. In those days, it could have been as simple as a raid or attack. They were commonplace. Or, more likely, she’d been killed in an attempt on Roman and his sister. He’d once mentioned that they were always on the run from angels and demons. â€Å"So maybe you learned to dance as a subconscious tribute to her,† I said, shifting to something lighter. That half-smile returned. â€Å"Or maybe I just inherited my father’s attraction to graceful, sensual women.† The song ended, and we stood there, frozen in time with our hands still entwined. Foxtrot was hardly the bumping and grinding seen in modern clubs, but our bodies were close, and I felt like I could sense the heat from his. Whether it was real or imagined, I couldn’t say. But I did know there was something very seductive about dancing, about mirroring another’s body, and somehow, I wasn’t surprised when he leaned down and kissed me. I was a little surprised that I kissed him back. But not for long. Because as our lips met, I realized how much I’d come to regard Roman as a comforting fixture in my life. We’d grown from adversaries to friends to†¦what? I didn’t entirely know. I did know that I liked having him around and that I’d never really shaken the attraction that had drawn me to him long ago. I also knew that I was lonely for the touch of someone I liked and that I had an automatic instinct to respond to this sort of thing. His mouth pressed harder against mine, as hot and demanding as I recalled. His hands quickly moved from the formal orientation of foxtrot to something more intimate and eager, sliding down to my hips and somehow managing to push me against the wall while also shoving my shirt up. My own hands were around his neck, my lower body pressing against his as I felt all my nerves set on fire and lust coursing through me. He managed to break away enough to pull my shirt off, and then his hands moved to my breasts, which were wrapped in a white lace bra. He glanced down and made a face as he pulled from our kiss. â€Å"Can’t you make it a front hook?† A small bit of shape-shifting made the bra disappear altogether. â€Å"Don’t trouble yourself,† I said. He smiled and moved his lips to my neck while his hands cupped the curves of my breasts. It made it impossible for me to take his shirt off, but I slid my hands under it, loving the feel of his warm skin and taut muscles. I tipped my head back, letting him taste me and increase the intensity of his kissing. And through it all, there were no voices in my head. I heard none of his thoughts, sensed none of his feelings. I was alone – alone with my own reactions, simply enjoying the way my body felt with no other interruptions. It was glorious. I at last managed a break that let me pull his shirt off, and then my hands moved to his pants, putting us in a brief deadlock as he tried to move his lips to my nipples. I won and watched his pants fall to the floor. With that concession, he pulled me down as well and continued his efforts to kiss my breasts, almost kneeling before me as he did so. I ran my hands through his hair, gripping his head while his mouth sucked and teased. As he did, his eyes glanced up and met mine. I saw the desire in them and – something more. Something I hadn’t expected to see. There was†¦what? Love? Adoration? Affection? I couldn’t quite pin it down, but I recognized the general category. It was a slap to the face. I hadn’t anticipated it. Lust, I’d expected. A primitive instinct to throw me down and fuck me, in order to relieve his body’s need. For so long, I’d operated on the assumption that he kind of liked me and kind of wanted to hate me. Yet, now, I realized those nice moments we’d had recently weren’t coincidence. His sharp attitude had been a facade, meant to hide his feelings. Roman still loved me. I identified it for what it was. He wasn’t doing this just because he wanted my body. He wanted me. This was more than just fulfilling a physical instinct for him, and suddenly†¦suddenly, I didn’t know what to do. Because I realized then, I didn’t know why I was doing this. There was a fair amount of lust on my part, and I’d grown closer to him since his return to Seattle. But the rest†¦? I wasn’t sure. There was so much going on right now: Maddie, Simone, Seth†¦Always Seth. Seth, who even now made my heart ache while I was wrapped in the arms of another man. My emotions were a tangle of confusion and hurt and desperation. I was with Roman as some sort of reaction, some attempt to fill the hole in my heart and seek false comfort. My feelings didn’t match his. I couldn’t do this with him. I didn’t deserve to do this with him. I pushed him away and jumped to my feet, backing off toward the hallway. â€Å"No†¦Ã¢â‚¬  I said. â€Å"I can’t†¦I can’t. I’m sorry.† He stared up at me, understandably confused and a little hurt after the ardor I’d displayed seconds ago. â€Å"What are you talking about? What’s wrong?† I didn’t know how to explain it, didn’t know how I could even begin to articulate what I felt inside of me. I just shook my head and continued backing. â€Å"I’m sorry†¦I’m so sorry†¦I’m just not ready.† Roman sprang to his feet in one graceful motion. He took a step toward me. â€Å"Georgina†¦Ã¢â‚¬  But I was already moving away, off to the safety of my bedroom. I slammed the door behind me – not from anger, but from a desperate need to stay away from him. From the hall, I heard him call my name and feared he’d come in anyway, despite my refusal to answer. I had no lock, and even if I did, it wouldn’t stop him. He said my name a few more times, and then silence fell. I think he returned to the living room, backing off and giving me my space. I flung myself onto the bed, gripping the sheets tightly and trying not to cry. That horrible despair that plagued me so often filled me now. It was an old friend, one that I would never be able to leave. All my relationships – friends and lovers – were a mess. I was either hurting them, or they were hurting me. There was no peace for me. There never would be, not for this servant of Hell. And then, through that horrible, clenching pain inside me, I felt the lightest of touches. A whisper. A breath of music, of color, of light. I lifted my head up from where I’d buried it in my pillow and stared around. There was nothing tangible, not exactly, but I could sense it all around me: that warm, comforting siren song. It had no words, yet in my despair, I could hear it perfectly. It was telling me I was wrong, that I could have peace. And not just that – I could have comfort and love and so much more. It was like arms beckoning to me, a mother welcoming home a long-lost child. I slowly rose from my bed, moving toward that which had no form. Come, come. Outside my door, I heard Roman shout my name, but the tone was different from before. This wasn’t confusion or pleading. It was frantic and concerned. The sound was grating to my ears as I stepped closer to that beautiful warmth. It was home. It was an invitation. All I had to do was accept. â€Å"Georgina!† The door blew apart, and Roman stood there, blazing with power. â€Å"Georgina, stop – â€Å" But it was too late. I had accepted. All that joy and protection wrapped around me, taking me into its arms. The world dissolved. How to cite Succubus Shadows Chapter 9, Essay examples

Employee Retention in Automobile Service Workshop

Question: Discuss about the Case Study for Employee Retention in Automobile Service Workshop . Answer: Introduction: The term retain signifies keeping in service and holding or absorbing the service. The retention of the employees is stated as the process through which the employees will be encouraged or they are motivated to stay for a longer period with the organization or until the project to which he is attached is not completed (Mowday, Porter Steers 2013).This will be effective for the employee and the organization. The employee serving for a longer period to the organization will be a storehouse of knowledge and he is an asset to the company. The risk of the organization can emerge due to the when there is a high turnover retention in the company (ALDamoe, Yazam Ahmid, 2012). The main reason for higher turnover rate is that there are no positive factors to keep the person in the organization (Hong et al., 2012). Disturbances due to the higher turnover rate and mounting work pressure on the existing employees will cause the new employees to move to some other organization. It has been estim ated that the cost of turnover by the employees is almost 150% of the individuals salary (Mahal, 2012). The cost would also be higher when there is involvement higher number of employees or higher positioned employees leaving the organization. There are a number of opinions provided by a number of authors on employees retention (Grissom, 2012). This research proposal we see whether the opinion affects the employee retention in Automobile service workshop Problem Statement: There is a lot of problem that is faced by the Automobile service workshop related to the retention of the employee presently. The organizations have realised that the employees are the asset and most important part so they have taken the important step towards encouraging the employees so that they stay with the organization for the maximum time unless the project is completed (Bryant Allen, 2013). When the employees they leave the organization and there would be imbalances and losses to the organization. The study here would be aiming an identification of the factors that would be helpful in the retaining of the working employees in the Automobile service workshop. The impact of job security, work life balance, job satisfaction and compensation to the employees would help to retain them in the Automobile service workshop (Salome et al., 2014). Research Objectives: The following are the research objectives that will be dealt: Identification of the factors that will help retaining the employees in the Automobile workshop Determine the relationship of Job Security and retention of the employees in the Automobile service workshop Determine the relationship of satisfaction in a job with that of the employee retention in the Automobile service workshops Determine the relationship of the work life balance and retention of the employees in an Automobile work shop Determining the level of compensation with that of the retention of employees in an Automobile work shop Comparative analysis on the retention of the employees depending on the experiences at work in the Automobile service workshop Justification of the project: The retention of the employees in an organization is important and there are a number of factors that helps in the making the retention possible ( Sageer, Rafat Agarwal, 2012). There is a need and importance associated with the retention of the employees in an organization. There is a lot of time taken by the HR professional in an organization to shortlist a few individuals from the large pool of talents after that interviews and tests needs to be conducted (Schmitt, Borzillo Probst , 2012). When a new employee is engaged in the organization then the management makes all possible investment for grooming the individual and making him ready for the corporate culture (Van Dyk Coetzee, 2012). The employees if they leave the organization all of a sudden would be wastage for the company and the HR department would take some time for feeling up the vacant place. The selection of the right employees is a tough job and efforts are wasted when the employees they leave. When an employee resi gns from the organization then there is a possibility that they would be joining the competitors industry (Nwokocha Iheriohanma, 2012). This lead to leaking of the strategies or the employees they might utilise the strategies learnt in some other organization. This is the reason the employer must make the employee sign an agreement. Stringent employees will refrain the employees to join the competitors company (Kumar Chakraborty, 2013). There is a need for the employees to adjust along with the others and this would involve some time. The benefit of the organizations lies when there is proper coordination among the members of the team (Patel Conklin, 2012). The employees are also challenged as they have to build up faith. With a longer period of service by an individual towards an organization will be making them more loyal towards the company (Robinson et al., 2014). A number of benefits that employees enjoy like job security, job satisfaction, and work balance. They are the one who always thinks about the management. Thus, these are some concerns that make the retention of the employees important in an organization. Expected Research Outcomes: The expected research outcomes will show that the factors that help in the retention of the employees in the Automobile service workshop are security in job, satisfaction of job, autonomy, Compensation, work life balance, opportunities for career development, performance appraisal, recognition and rewards (Buciuniene Skudiene, 2015). There would result a positive relationship of career opportunity, distributive justice, leadership and recognition but the relationship would not be effective. Among all the factors the variable, Job security is the most important factor that would help retain the employees (Aguenza Som , 2012). Job satisfaction would be the second most important variable for retaining the employees. The third factor that would come out significant for the employees to retain in the organization is the Autonomy( Laschinger, Wong Grau, 2012). The hypothesis that there is s significant relationship of job security and retention of the employees is true so the null hypot hesis is accepted (Park Shaw, 2013). The other hypothesis (Hypothesis 2) is that compensation helps in employee retention, as there is a positive correlation. The difference would be significant if the retention of the employees in the job if the experience of the employee is less than a year and works for 1 to 5 years in the Automobile industry. Conceptual Framework and Research Hypothesis: Conceptual Framework: There are some researchers conducted previously which suggest that there are number of factors which help in the retention of the employees The factors that help in the retention are rewards and compensation , development and training, job security , working environment and organizational justice (Ashar et al., 2013). These factors would help improve the quality of the work, retain of the employees and reduces absenteeism. There are some other factors, which like training, job security, work environment that is also held as important. Empirical studies has however proved that environment at work, development and training m rewards and compensation are the motivational variables for the employees which helps in the retention of the employees (Gutierrez, Candela Carver, 2012). The retention of the employees is a dependent variable and independent variables are job security, job satisfaction, work life balance and compensation. These factors will lead to motivation. With motivation, th ere will be lower employee attrition. Motivation of employees also leads to job satisfaction (Heavey, Holwerda, Hausknecht, 2013). Job satisfaction is linked to the dependent variable Employee Retention. Thus, the retention of the employees will be dependent upon the Job security, job satisfaction, work life balance and compensation. Job security will be doing better to the employees who are satisfied with their job than the ones who are not satisfied with their jobs (Sears et al., 2013). The growing dissatisfaction would be resulted from the insecurity among the employees. Several studies have shown that there is a positive relationship of the job security and the retention of the employees (Hayes, Douglas Bonner, 2015). Studies have determined that the greater amount of satisfaction lead to lower tendency for the employees to leave the current organization or bosses. The cost of hiring the new employees is reduced with the greater satisfaction of job. The employees who are contented with their work they are likely to provide more effort in their work. Satisfied employees are more creative productive and are most likely to be retained (Elnaga Imran, 2013). Job satisfaction helps in motivating and maintaining a stable workforce. The flexibility at the place of work is a very important factor of concern in the business world. The employees they prefer to work in a more flexible type of environment. With the flexibility of work time, the workers are able to devote more time to their families ( Brunetto et al ., 2012). Too much of restriction at the place of work is also not effective, as this will make the employees to devote lesser time to their families. Figure: Projected research Model (Source: Sokro, 2012) Figure: The research model depicting the dependent variable is employee retention and the factors like job security, job satisfaction, compensation and work life balance are the independent factors. (Source: Heponiemi et al., 2014) Research Hypothesis: H1: Job security helps in increasing the retention level of the employees in the Automobile Service Workshop H0: Job security does not help in increasing the retention level of the employees in the Automobile Service Workshop H2: A positive correlation of job satisfaction and retention of the employees in the Automobile service workshop H0: A negative correlation of job satisfaction and retention of the employees in the Automobile service workshop H3: Increasing work balance has a positive relationship with the employee retention in Automobile service workshops H0: There is no positive relationship of Increasing work balance with the employee retention in Automobile service workshops Methodology: The methodologies that will be used by the researcher to solve the research question and analyse the data that is collected: Literature Review: The literature review will be help in analysing the research topic based on the data that of the past. There are several books and journal articles used for making an analysis. The Google Scholar and Science direct is a very good forum for the availability of the journals (Supino Borer, 2012). The articles were based on which the employee retention in the organization can be increased. This is a secondary form of data collection, which is quite cost effective (Biddle Emmett, 2013). Literature review helps in supporting the primary research findings. Data Collection Methods: The sampling method will be used for selecting the sample that will be used for the research. There are two types of sampling methods i.e. the probabilistic sampling and the non-probabilistic sampling (Donley, 2012). The random sampling will be used for reducing biases and this would be less time consuming (6 Bellamy, 2012). The researcher in the research will be using the 50 employees of the Automobile Service Workshop and 3 managers of the same organization will be used for the process of interview. Questionnaire will be used for the research. The employees will be asked the close-ended questions while the manager will be asked with the open-ended questions (Hughes, 2012). The responses of the employees they are provided on the 5 point Likert scale (where Strongly Agree = 5 to Strongly Disagree = 1) where the employees they provide their responses on the factors that keep them engaged in their work (Goodson, Loveless, Stephens, 2012). The questions have been framed by taking into consideration the motivational aspect of the employees Focus Groups: The focus group for the interview involves the 50 employees of the organization. Quantitative data analysis is performed for this research. This will be helpful is gathering perception and the human interaction in the business (Bryman, 2012). The qualitative questions will be asked to the four managers. Data Analysis Methods: The data is collected through the qualitative and the quantitative analysis. The qualitative data collection method is used for the collection of the data through the primary sources. Quantitative analysis would be including the pie charts, bar diagrams which is done in the excel sheets (Chandra Sharma, 2013). Descriptive Analysis is used for the research. The statistics calculated are the mean, median, standard deviation. Along with the statistics, correlation will be performed for each of the factors affecting the employee retention. Organization of the Study: The organization for this particular research is as follows: Chapter 1: This is the research proposal, which is reflected from the assignment Chapter 2: This chapter would help in understanding the factors that help in affecting the retention of the employees in the Automobile Service Workshop Chapter 3: This chapter tells what are the methods that are applied by the researcher for the research. The researcher uses the literature reviews, collections of the data, key observing indicators and the data analysis. Chapter 4: This chapter will be helpful in case of the discussions and the findings that is related to the research topic. Chapter 5: This is the chapter that helps in the discussion of the important factors that would help in increasing the retention of the employees in the organization through the different factors discussed in the literature review and the findings. Gantt chart: Main activities 1st week 2nd week 3rd week 4th+5th week 6th week 7th week Selection of topic Literature review and study of existing theories Research methodology Data collection- primary Analysis of data and interpretation Findings conclusion Final work and submission Proposed Budget for the Research Proposal: The approximate budget for research proposal is 5000 dollars for the completion of the research framework within the scheduled time as it has been shown in the Gantt Chart. The literature review has been done with the use of the online resource , text books and peer reviewed journals. The materials that were used by the researcher had to be purchased online or other modes. The approximate cost of the purchasing the external resources is around 1500 dollars. The data collection through the procedure of questionnaire would include printing, travelling and posting of the questionnaire to the employees. Email is not used for sending mail as this might go into spam box. The researcher would be interrogating the respondents personally. The site where the research was conducted was located at a far off place so all this would cost around 25000 dollars. The access to the government data and analysis of the data should be done within a stipulated budget. The allocated budget for this is 1000 dollars The tabular representation of the details of the budget: Purpose Amount that is estimated to be spent (in dollars) Literature Review 1500 Collection of Data 2500 Analysis of data 1000 Total Estimated Budget 5000 References: 6, P. Bellamy, C. (2012).Principles of methodology. London: SAGE. Aguenza, B. B., Som, A. P. M. (2012). Motivational factors of employee retention and engagement in organizations.International journal of advances in management and economics,1(6), 88-95. ALDamoe, F. M. A., Yazam, M., Ahmid, K. B. (2012). The mediating effect of HRM outcomes (employee retention) on the relationship between HRM practices and organizational performance.International Journal of Human Resource Studies,2(1), 75. Ashar, M., Ghafoor, M., Munir, E., Hafeez, S. (2013). The impact of perceptions of training on employee commitment and turnover intention: Evidence from Pakistan.International journal of human resource studies,3(1), 74. Biddle, J. Emmett, R. (2013).A research annual. Bingley, U.K.: Emerald. Brunetto, Y., Teo, S. T., Shacklock, K., Farr Wharton, R. (2012). Emotional intelligence, job satisfaction, well being and engagement: explaining organisational commitment and turnover intentions in policing.Human Resource Management Journal,22(4), 428-441. Bryant, P. C., Allen, D. G. (2013). Compensation, benefits and employee turnover HR strategies for retaining top talent.Compensation Benefits Review,45(3), 171-175. Bryman, A. (2012).Social research methods. Oxford: Oxford University Press. Buciuniene, I., Skudiene, V. (2015). Factors Influencing Salespeople Motivation and Relationship with the Organization in b2b Sector.Engineering Economics,64(4). Chandra, S. Sharma, M. (2013).Research methodology. Oxford: Alpha Science International Ltd. Donley, A. (2012).Research Methods. New York: Infobase Pub. Elnaga, A., Imran, A. (2013). The effect of training on employee performance.European Journal of Business and Management,5(4), 137-147. Goodson, I., Loveless, A., Stephens, D. (2012).Explorations in narrative research. Rotterdam: SensePublishers. Grissom, J. A. (2012). Revisiting the impact of participative decision making on public employee retention the moderating influence of effective managers.The American Review of Public Administration,42(4), 400-418. Gutierrez, A. P., Candela, L. L., Carver, L. (2012). The structural relationships between organizational commitment, global job satisfaction, developmental experiences, work values, organizational support, and person organization fit among nursing faculty.Journal of advanced nursing,68(7), 1601-1614. Hayes, B., Douglas, C., Bonner, A. (2015). Work environment, job satisfaction, stress and burnout among haemodialysis nurses.Journal of Nursing Management,23(5), 588-598. Heavey, A. L., Holwerda, J. A., Hausknecht, J. P. (2013). Causes and consequences of collective turnover: a meta-analytic review.Journal of Applied Psychology,98(3), 412. Heponiemi, T., Kouvonen, A., Virtanen, M., Vnsk, J., Elovainio, M. (2014). The prospective effects of workplace violence on physicians job satisfaction and turnover intentions: the buffering effect of job control.BMC health services research,14(1), 1. Hong, E. N. C., Hao, L. Z., Kumar, R., Ramendran, C., Kadiresan, V. (2012). An effectiveness of human resource management practices on employee retention in institute of higher learning: A regression analysis.International journal of business research and management,3(2), 60-79. Hughes, J. (2012).Sage internet research methods. London: SAGE. Kumar, H., Chakraborty, S. K. (2013). Work life balance (WLB): A key to organizational efficacy.Prin. LN Welingkar Institute of Management Development Research,15(1), 62-70. Laschinger, H. K. S., Wong, C. A., Grau, A. L. (2012). The influence of authentic leadership on newly graduated nurses experiences of workplace bullying, burnout and retention outcomes: A cross-sectional study.International journal of nursing studies,49(10), 1266-1276. Mahal, P. K. (2012). HR practices as determinants of organizational commitment and employee retention.IUP Journal of Management Research,11(4), 37. Mowday, R. T., Porter, L. W., Steers, R. M. (2013).Employeeorganization linkages: The psychology of commitment, absenteeism, and turnover. Academic Press. Nwokocha, I., Iheriohanma, E. B. J. (2012). Emerging trends in employee retention strategies in a globalizing economy: Nigeria in focus.Asian Social Science,8(10), 198. Park, T. Y., Shaw, J. D. (2013). Turnover rates and organizational performance: A meta-analysis.Journal of Applied Psychology,98(2), 268. Patel, P. C., Conklin, B. (2012). Perceived Labor Productivity in Small FirmsThe Effects of High Performance Work Systems and Group Culture Through Employee Retention.Entrepreneurship Theory and Practice,36(2), 205-235. Robinson, R. N., Kralj, A., Solnet, D. J., Goh, E., Callan, V. (2014). Thinking job embeddedness not turnover: Towards a better understanding of frontline hotel worker retention.International Journal of Hospitality Management,36, 101-109. Sageer, A., Rafat, S., Agarwal, P. (2012). Identification of variables affecting employee satisfaction and their impact on the organization.IOSR Journal of business and management,5(1), 32-39. Salome, R., Douglas, M., Kimani, C., Stephen, M. (2014). Effects of Employee Engagement on Employee Retention in Micro-Finance Institutions.The International Journal of Business Management,2(4), 124. Schmitt, A., Borzillo, S., Probst, G. (2012). Dont let knowledge walk away: Knowledge retention during employee downsizing.Management Learning,43(1), 53-74. Sears, L.E., Shi, Y., Coberley, C.R. and Pope, J.E., 2013. Overall well-being as a predictor of health care, productivity, and retention outcomes in a large employer.Population health management,16(6), pp.397-405. Sokro, E. (2012). Impact of employer branding on employee attraction and retention.European Journal of Business and Management,4(18), 164-173. Supino, P. Borer, J. (2012).Principles of research methodology. New York, NY: Springer. Van Dyk, J., Coetzee, M. (2012). Retention factors in relation to organisational commitment in medical and information technology services.SA Journal of Human Resource Management,10(2), 11-pages.

Allegheny College Admissions and Acceptance Criteria

Allegheny College Admissions and Acceptance Criteria Allegheny College in Meadville, Pennsylvania, has selective admissions, and in 2016 the acceptance rate was 68 percent. The majority of admitted students have grades and SAT/ACT scores that are above average. The admission process is holistic, and the college looks at qualitative measures such as your application essay, letters of recommendation, interview, extracurricular activities, and demonstrated interest. They have an optional college interview that can be a factor in improving your chances of being accepted. Admissions Data (2016) Allegheny College Acceptance Rate: 68%The college has test-optional admissions, but you can see typical SAT and ACT scores for admitted students in this  GPA, SAT Score and ACT Score graph for Allegheny College Top PA colleges SAT score comparisonTop PA colleges ACT score comparison About Allegheny College Allegheny College is a private, residential,  liberal arts college  located in Meadville, Pennsylvania. The school was featured as one of only 40 colleges in Loren Popes well-regarded   ​Colleges That Change Lives  and other publications have praised Allegheny for its value, the personalized attention students receive and the strength of its senior capstone experience. All seniors complete and defend the senior comp. It was recognized as one of the top 25 liberal arts colleges in the U.S. by  Washington Monthly. The college has an 10  to 1  student / faculty ratio  and an average class size of 21 students at the introductory level and 11 at the upper level. For its strengths in the liberal arts and sciences, Allegheny College was awarded a chapter of the prestigious  Phi Beta Kappa  Honor Society. They celebrate their Unusual Combinations as they require students to choose a major and a minor. They believe that shows their graduates to be people who can understand the big picture. Enrollment (2016) Total Enrollment: 1,920  (all undergraduate)Gender Breakdown: 47  percent male / 53 percent female97  percent full-time Costs (2016- 17) Tuition and Fees: $44,250Books: $1,000 (why so much?)Room and Board: $11,170Other Expenses: $2,500Total Cost: $58,920 Allegheny College Financial Aid (2015- 16) Percentage of Students Receiving Aid: 99 percentPercentage of Students Receiving Types of AidGrants: 99 percentLoans: 67 percentAverage Amount of AidGrants: $29,971Loans: $7,998 Most Popular Majors Biology, Communication Studies, Economics, English, Environmental Science, History, Mathematics, Neuroscience, Political Science, Psychology Graduation and Retention Rates First Year Student Retention (full-time students): 83 percent4-Year Graduation Rate: 70 percent6-Year Graduation Rate: 76 percent Intercollegiate Athletic Programs: Mens Sports:  Football, Swimming, Tennis, Basketball, Football, Track and Field, Baseball, Cross Country, SoccerWomens Sports:  Basketball, Softball, Volleyball, Tennis, Cross Country, Lacrosse, Soccer, Track and Field Data Source National Center for Educational Statistics Allegheny and the Common Application Allegheny College uses the Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples

Physical Education Thesis Writing The Key Points to Mind Dealing with the Paper

Physical Education Thesis Writing The Key Points to Mind Dealing with the Paper When a student starts writing a thesis, a person faces a great number of difficulties. Some people are not sure that they can write at least one page to say nothing about 20, 40, and more. On the one hand, looking for physical education thesis topics, a person wants to get something unusual and worthy. On the other hand, a student realizes that it’s really difficult to find some good information on an exclusive topic. One more essential point is to avoid plagiarism. That’s why writing a thesis can turn to be a challenging task. That’s why those who write such a paper for the first time need some stimulation and recommendations. Be Sure That You Know All the Requirements. Each university and college has a number of requirements concerning academic papers. One educational establishment asks to write 100-pages-paper and the other one – 300-pages work. A person must also learn everything about the required style (APA, Harvard, etc.) because in case a student uses double spacing instead of single-spacing, the paper will lack approximately 400 thousand words. Stop Being a Loser. If you think that you cannot write a paper because it’s a very difficult task, then you surely won’t write it successfully. You must think that it’s just an ordinary task. All students cope with it, and you’ll cope with it too. You just have to concentrate and start working. Introduction Is the Last Thing You Should Write. A student should not start thesis paper with introduction or conclusion. Both parts are to be written in the end because at the beginning of your investigation, you don’t know what the key point of your paper will be. The introduction must be intriguing and stimulate to reading it. Use Notebooks and Various Apps. Sometimes, a brilliant idea can strike you on your way home or somewhere else. So, you should have a notebook or some application where you can make some notes. Turn Your Unanswered Questions Into Perspective. It often happens that when a thesis is finished there remain some unanswered questions. Don’t consider it be a failure. You can even draw attention to them. Identify them in your conclusion and note that that will be your point for further investigation. It’s also important to make a plan for your future investigation in case your examiners will ask you about those unresolved issues. Purchase Your Own Printer. That’s not easy to correct mistakes and reread the paper using a laptop. That’s why you’d better print your work first, then read it, correct mistakes, and make notes with a pen of some other color (blue or red). When you look through the work again, colorful notes will help you see weak points and improve the paper. Check and Recheck. When you read your paper the first time, you may not notice some mistakes or incorrect information. That’s why it’s very important to check your paper several times. Never reread your work when you are tired. If you are exhausted, you can be inattentive. In addition, you’ll try to check the paper as quickly as possible wanting to rest. Such haste can spoil the impression of your work. Feedbacks Are Very Essential. Very often students ask their supervisors to give feedback on separate chapters and don’t try to get feedback on the whole work. Ask your supervisor to comment your paper to be sure that you are doing the right thing. Remember to finish your work few weeks before the deadline to let your supervisor have enough time to check everything and for you to have time to add, rewrite or correct something. Get Assistance When Necessary and Make Sure That You Are Writing Something Worthy. Find someone who has experience in writing a Physical Education thesis. People who have already succeeded in writing a thesis in Physical Education can give a sound piece of advice and help you write a real masterpiece. Viva Is Possible. Be ready for conversation. The examiners may ask questions concerning the data in your thesis or may ask about your goals and further topic investigation. Develop Your Own Style. Take into considerations your supervisor’s remarks but write using your own style. Remember the masterpieces of your favorite writers and analyze what makes their works worthy and captivating. The Number of Pages Doesn’t Always Matter. Don’t think that the more you write, the better your thesis will be. The most crucial thing is the quality of writing style and the information you give in your work. Use Only 100% Verified Data. You’d better choose facts that are 100% true because your examiners may ask about the sources or refute false arguments. Your Task Is Not to Be Perfect. Perfectionism isn’t your main goal. Your task is to be informative and fit the requirements. Take Care of Your Health State. Distract yourself from time to time and rest. Walk and air your room. Poor health condition won’t favor qualitative writing. Don’t Store Your Key Argument. Use it at the beginning. You are to attract and intrigue the reader. Be Ready to Rewrite. If your supervisor recommends rewriting some passages or even chapters – do that! Otherwise, you risk failing your task. Set Deadlines. Don’t think that you may start and finish your thesis overnight. You must set a deadline. Remember that you need feedback from your supervisor and time to correct, rewrite or add something. Accumulate As Much Data As Possible And Vary Sources. Before you proceed to work, be sure that you know a lot, and you have enough information for the 100/200/300-pages paper. Don’t Give Yourself Airs. If your supervisor has complimented some chapters, you mustn’t relax and finish the paper anyhow. Do your best to have 100% qualitative work. Don’t forget that your thesis must be plagiarism-free. Use online plagiarism checkers or get professional help with thesis writing online. Remember that in case you have citations in your work, the checker will show that. That’s why it’s necessary to note sources in the bibliography.

Case against death penalty Essay Example | Topics and Well Written Essays - 1750 words

Case against death penalty - Essay Example Some people view that the death penalty is barbaric, expensive, and executed in an arbitrary way. Some people also cite death penalty as a cause of psychological burden to the executers, prone to errors, and a mark of death and not life. Death penalty also causes sorrow to the families of victims, create unfairness, and fails as deterrence. With better ways of punishing capital offenders, there are many reasons justice systems should stop practicing death penalty, but employ other humane alternatives. Death penalty is a barbaric act of punishing capital offenders as compared to other options like life imprisonment (Banner 169). The practice of the death penalty is a cruel form of ending the life of capital offenders, because justice systems take their life with no thought about it. Today, it is true that the death penalty has evolved from severe brutality to more decent forms of taking the life of those sentenced to death. However, that notion that justice systems can end the life of a capital offender makes the practice brutal and barbaric. Some decades ago, this practice was a key attraction for all people in society, particular those who were interested in seeing others being shot or hanged. Despite the public attention to such events, the practice still displays the brutality that offenders receive when justice systems subjects them to this practice. With the society embracing a peaceful society where brutality is outdated, there are many reasons why justice systems should abo lish the death penalty.

Frederick douglass Term Paper Example | Topics and Well Written Essays - 1500 words

Frederick douglass - Term Paper Example The African descendents were treated worse than farm animals which reduced them to relying on survival instincts, acting like animals. This ‘cause an effect’ reality reinforced stereotypes that slaves were more similar to animals than humans. Frederick Douglass experienced all of these indignities as a slave yet rose to prominence in the country that subjugated him and his people. Douglass wrote of his early life as a slave and along with its dehumanizing effects on a person in addition to his life as a freed man in the autobiography Frederick Douglass: Life of an American Slave. In it he details the aspects of life in the era and the circumstances that inspired him to ‘become a man’ instead of than remaining ‘in character’ as a slave. Frederick Douglass (1818 – 1895) was born in Maryland and given the birth name Frederick Augustus Washington Bailey. Douglass only saw his mother a few times before her death, when he was seven years-old. H e was raised by his grandparents and aunt. Although Maryland was commonly considered part of the Northern states, slaves were used, but not to the same extent as in the South. Slaves in Maryland were typically treated more humanely than in states below the Mason-Dixon Line. Still, â€Å"Douglass witnessed many beatings during his first seven years and often was required to endure cold and hunger in his northern home.† (People and Events, 2008). Douglass was working in Baltimore by age eight where he was employed as a ship’s carpenter and was taught to read and write. It was during these early years he became to understand that some people thought slavery to be immoral. At age 15 his likely father, a white man named Douglass Aaron Anthony, died. He was forced to return to farm work where he was sadistically beaten on a daily basis by known slave breaker Edward Covey. (People and Events, 2008). Douglass turned on Covey, assaulting him while escaping the farm. He returned to Baltimore but was still considered a slave, a runaway slave which was a serious offense at the time. Fortunately while in Baltimore a friend gave him his own identification papers which allowed Douglass to escape slavery for good in September 1838. (McElrath, 2008). Douglass moved to Massachusetts and married Anna Murray of Baltimore, a freed slave herself. The couple would have five children. Douglass began his anti-slavery campaign by speaking to abolitionist groups in 1841 relating the reality of slavery. In 1845 he started writing about the slave experience publishing Narrative of the Life of Frederick Douglass, An American Slave in addition to speaking to audiences around the world, encouraged by William Lloyd Garrison (McElrath, 2008). Following two years of travel abroad, Douglass returned to America in 1847. He immediately accepted a position as publisher of the North Star, a weekly newspaper in New York where he moved with his family. Douglass, a strong-willed and well- known activist for slavery abolition, directed his energies to recruiting black soldier to fight for the North during the Civil War. At this time he was also speaking out for women’s rights in addition to freedom for blacks. Douglass has the honor of being the first black man to have an official title and position within the Federal Government. â€Å"From 1877 to 1881, he was the U.S. Marshall of the District of Columbia, from 1881 to 1886 he

Advanced corporate finance Essay Example | Topics and Well Written Essays - 1250 words

Advanced corporate finance - Essay Example In such scenarios, three forms of remunerations can be noteworthy. The first among these is the ‘share based compensation model’ that helps the managers as well as the employees to serve for better growth in the share pieces of a company, without affecting the cash reserves and therefore, ensuring financial stability. Nevertheless, the management may be concerned about the fact that potential hostile bidders may bid for the company in case it maintains a lower share price, whilst increasing price is certain to prohibit such take-overs. It is also likely that the short-term shareholders may create pressure for achieving the returns that will create a potential damage for the company through the reduction of its intrinsic value. Majority of the times managers have to face pressure from the top-level management as well. Notably, as the shareholders always seek for a high dividend from the company, in order to retain these investors as well as increase their numbers, manager s often get lured to deliver constantly increasing profit margin that in turn tends to facilitate returns, which may benefit the shareholders but will create potential damage to the company in long run. It is thus that a manager may unintentionally harm the company by increasing the dividends irrespective of insufficient cash reserves or increase in the leverages. Manager’s loyalty and satisfaction from the company, indicating his/her intention to be a part of the entity, also play vital roles influencing their strategic intents to increase current share prices. From debt-holders, shareholders can expropriate wealth in various forms, which mainly include underinvestment, asset substitution and shortsighted investment among others. For example, underinvestment can take place if the Net Present Value (NPV) is lesser than the debt to be borne by the investors. Assuming that two economies have equal rate of yield earned from

The Nclex Rn Is The Final Test Nursing Essay

The Nclex Rn Is The Final Test Nursing Essay When a graduate nurse fails the NCLEX-RN exam, there may be significant adverse effects for stakeholders. Ethical responsibility of graduating student who meets the qualifications and academic rigor of the nursing program but cannot pass the NCLEX-RN exam needs to be addressed by educators. Approximately 15,000 students failed to pass the NCLEX-RN exam annually. Closure of nursing programs may result if students consistently fail to maintain the national benchmark standards set by the NCSBN. Graduates failing the NCLEX-RN affect three major stakeholders: graduate nurses, health care organizations, and the nursing program (Roa et al., 2010). Nursing programs have implemented specific strategies for student success on the NCLEX-RN exam. Strategies for success include strict admission requirements, identifying at-risk students, developing and enforcing specific progression policies, developing course-related interventions, endorsing review courses, providing individual and academic support, and requiring interventions for at-risk students (Herrman Johnson, 2009). Faculty at a nursing program in the Southeastern region of the United States wanted to determine if the Computer HESI exit exam was equivalent to paper-and-pencil exit exam, the Mosby Assess Paper and Pencil Test (MAT). They administered two exit exams to their students, the Health Education Systems Incorporated (HESI) Exit Exam and the MAT. The HESI exit exam was given first and the MAT was given 4 months later. The MAT was completed for graduation and the HESI for evaluation. The HESI scores was r = 0.723, p Educators at the University of Delaware developed a residency curriculum including a senior- year involvement. The curricula consisted of two seminars during the final year of school. The first seminar was conducted on key information related to professional clinical development. Culturally component caregiving, complementary and alternative health care practices, legal and ethical issues in practice, and career planning and preparation were also included (Herrman Johnson 2009). The second seminar, scheduled the semester prior to graduation, consisted of reinforcement study skills and preparation for the NCLEX-RN. This course provides consecutive clinical building of NCLEX-RN specific content through the semester (Herrman Johnson, 2009). Faculties at Wichita State University (WSU) were unable to meet their set goal for passing the NCLEX-RN exam. Upon inquiry, they realized that the students did not appear overly anxious about taking the exam and usually waited until after graduation to start preparing for it. Due to their not meeting the national average, the faculty agreed that a program utilizing standardized practice test to increase preparation for NCLEX-RN and give feedback regarding their performance needed to be established. The faculty instituted a program of standardized computer testing. Test scores along with course grades were used to identify at-risk students to give them additional assistance (Jacobs Koehn, 2006). Educators reviewed various program and decided on the program established by ATI. Two tests were chosen by the school: the test of Essential Academic Skills (TEAS) and the Comprehensive Predictor test. Faculty tested the students near the end of the semester with students required to make the 60th percentile or remediation is necessary. Students not completing remediation by the end of the semester will receive an incomplete and cannot move forward to the next course until completed. The first class to graduate following the implementation of the ATI standardized computer testing, showed an improvement on NCLEX-RN pass rate. The ATI program validated a solid consumer-oriented program that was helpful to WSU nursing school (Jacobs Koehn, 2006). Bondmass, Moonie, and Kowalski (2008) conducted a study concerning a change in the NCLEX-RN success rates following the addition of standardized exams throughout the program curriculum. They also compared the exam scores between graduates who passed the NCLEX-RN, and those who did not. The 187 students consisting of four classes were enrolled in the study. Twenty-three students (12.3%) did not graduate from the program. One-hundred and sixty-one students completed the program and graduated. The retention rate for the students was 87.7%. Of the 161 students, data was available for 147 students. One hundred and twenty-nine (87.8%) students passed the NCLEX-RN exam on the first attempt and 18 (12.2%) graduates did not pass. Results showed a 8.5% change (p National Council of State Boards of Nursing Founded in 1978, the (NCSBN) is a not-for-profit organization created in order to guard the safety of the public. NCSBN protects the public by ensuring that licensed nurses provide safe and competent nursing care. NCSBN establishes regulatory excellence for public health to ensure that nurses entering the workforce have the necessary knowledge and skills to practice. To accomplish their goals, the NCSBN develops a licensure examination that is consistent with current nursing practice. NCLEX-RN test questions are based on Blooms taxonomy for the cognitive domain (NCSBN, 2012; Anderson Krathwohl, 2001). NCSBN is the collective voice of nursing regulation in the U.S. and its territories with work that involves: Developing the NCLEX-RN, NCLEX-PN, NNAAP and MACE examinations. Monitoring trends in public policy, nursing practice and education. Promoting uniformity in relationship to the regulation of nursing practice. Disseminating data related to the licensure of nurses. Conducting research on nursing practice issues. Serving as a forum for information exchange for members. Providing opportunities for collaboration among its members and other nursing and health care organizations. Maintaining the Nurses database, by coordinating national publicly available nurse licensure information (NCSBN, 2012). Computerized NCLEX-RN test includes multiple choices, exhibit items, fill-in-the- blank calculations, drag and drop, charts and graphs, and hot spot items. The NCSBN developed a position statement in July 2009 regarding the impending nursing shortage. NCSBN posits that standards should be based on the highest degree of available evidence for nursing practice, education, and regulation, and that these standards should be upheld in order to secure, safe care and quality education for students (NCSBNC, 2009). This statement was developed based on chronological events that occurred in reaction to previous shortage employing deregulation of educational standards including decreased qualified faculty. The NCSBN reviews the NCLEX-RN exam every 3 years for possible increase in intensity of questions to reflect the complications of patient care encountered by health care organizations. The NCLEX- RN exam was updated in April 2010 because of the national practice analysis survey on current practice of entry-level nurses and because of employers demanding higher levels of competence from new graduate nurses (Roa, et al., 2010). Assessment Technology Institute According to Davenport (2008), various strategies associated with passing the NCLEX-RN exam. One such strategy, the Assessment Technology Institute (ATI) offers programs that are influential in improving faculty, student and program outcomes such as the predictor test. The ATI RN Comprehensive Predictor test provides students and faculties with a numeric report of the probability of passing the NCLEX-RN at the student present level of preparedness. Secondly, the predictor is a guide for remediation based on the content missed. Students are given a list of topics missed in the individual and group score report. An all-encompassing validation process involving statistical comparison of student performance on the RN Comprehensive Predictor and the concrete NCLEX-RN first attempt pass/fail status. Students are required to purchase the ATI comprehensive package that gives them access to all required test throughout the program. Included in the program are computerized critical thinking entrances and exit exams, a learning style inventory, content-specific exams, and comprehensive predictor test, which are based on the NCLEX-RN test blueprint. Students complete nonproctored and proctored exams during each semester. The ATI comprehensive package assists educators in augmenting curriculum, upgrading courses, and faculty development (Davenport, 2008). Alameida, Find all citations by this author (default). Orfilter your current search Prive, Find all citations by this author (default). Orfilter your current search Davis, Find all citations by this author (default). Orfilter your current search Landry, Find all citations by this author (default). Orfilter your current search Renwanz-Boyle, Find all citations by this author (default). Orfilter your current search Dunham (2011) conducted a study on standardized testing to predict first-time success from two prelicensing programs. The sample size (N=589) students, completed the nursing program between 2003 and 2009. Demographic data, GPA, and ATI RN scores were analyzed. The results of the study showed that the ATI RN Comprehensive predictor was associated with first-time pass success. Students at-risk of failing the NCLEX-RN exam could be identified prior to testing and remediated to increase their probability of passing. Health Education Systems Incorporated HESI is a standardized exam used by schools of nursing in evaluating students competency achievement of curricular outcomes. HESI provides various exams including the HESI Admission Assessment (entrance exam), specialty exams that can assess detailed clinical content, custom exam which assess faculty-specific content; and the HESI Exit Exam, a comprehensive exit assessment evaluate students knowledge base and their ability to apply nursing concepts. For this research purpose, the HESI Exit Exam will be reviewed (Morrison, Adamson, Nibert, Hsia, 2008). The HESI Exist Exam is a comprehensive 150-item test administered prior to completion of the nursing for evaluation of students readiness for the NCLEX-RN. Identification of students weaknesses, strengths, and the need for remediation prior to taking the exam is determined. Test items are based on a critical-thinking model that necessitates applying clinical reasoning to select the correct answers (Nibert, Young, Adamson 2008). The HESI Predictability Model, a proprietary mathematical model, calculates scores of this exam. The reliability of the exam is determined by conducting an item analysis on each exam for a composite report of the combined data. Validity is determined by an evaluation of content validity, construct validity, and criterion-related validity (Morrison, et al., 2008). Critical Thinking Critical thinking is an integral part of accountability and quality care within the nursing profession. Critical thinking continues to be an essential part of nursing and must be a central factor of course content. Shirrell (2008) conducted a study to determine if critical thinking is a predictor of NCLEX success. Results showed that critical thinking alone is not a good predictor of NCLEX-RN success. Including critical thinking, in the curriculum is essential for enhancement of the students higher level of thinking. Critical thinking skills are an expectation of all nurses for accurate interpretation of patient issues and appropriate management of their care. Patients lives depend on nurses making quick decisions and taking appropriate action. Brookfield (2010) describes critical thinking as developing an awareness of the assumption that an individual and others think and act. Critical thinking is what students see and how they will take care of problems to make the patient healthier. It essential for students to know CT is the distinction between keeping patients safe and putting them in harms way. Alfaro-LeFevre (2009) created a 4 circle critical thinking (CT) model that Educators can use in helping students to understand critical thinking. CTA-JPEG Figure 1 Alfaro-LeFevre, R. (2009). Critical Thinking and Clinical Judgment: A Practical Approach to Outcome-Focused Thinking (4th ed). St Louis, Missouri. Beginning at the top and continuing clockwise, this model helps students understand the need for a commitment to developing critical thinking characteristics such as persistence and fair-mindedness. Second, students should be responsible for their learning by seeking out learning experiences that will get them academic and pragmatic knowledge needed to critically think. Third, students need to develop interpersonal skills for example, conflict management, teamwork, and being an advocate for their patients. Fourth, students should practicing related technical skills for example using computers, starting intravenous therapy, completing sterile procedures (Alfaro-LeFevre, 2009). Educators using the nursing process can help their students improving their critical thinking skills, pass the NCLEX-RN exam and be safe, effective nurses. NCLEX-RN Test Plan The licensing authorities within the state, commonwealth and territorial boards of nursing regulate entry into the practice of nursing. Development of the NCLEX-RN Test Plan is accomplished by collecting data on the current practices of entry-level nurses for the purpose of by conducting a practice analysis. Licensed RNs were asked about the occurrence and significance of performing 155 activities concerning current nursing practice. An analysis of the activities is completed in relation to the frequency of performance, impact on maintaining client safety and client care settings where the activities are performed. Result of the analysis serves as a guide for improvement of standards for entry-level nursing practice. The succeeding stage involves development of the NCLEX-RN Test Plan, which guides the selection of content and performances to be tested (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The NCLEX-RN Test Plan serves as a template for development of the examination. The NCLEXÂ ® examination assesses the knowledge, skills and abilities that are essential for the nurse. The organization of the NCLEX-RN examination is based on nursing actions and competencies crucial for meeting the needs of patients. The test plan is reviewed and approved by the NCLEX Examination Committee. Resources used in this process include the recent practice analysis of RNs, expert opinions of the NCLEX-RN Examination Committee, and NCSBNs member boards to certify that the test plan is reliable with state nurse practice acts. Upon approval of the NCLEX-RN Examination Committee, the test plan is presented to the Delegate Assembly for review and approval (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). In December 2009, the NCSBN Board of Directors made a decision to raise the NCLEX-RN from -0.21 to -0.16 logits. In combination with the 2010 NCLEX-RN Test Plan, the new standards was applied April 1, 2010. The Computerized Adaptive Testing (CAT) is used to administer the examination. CAT is a technique for administering exams that combines computer technology with contemporary measurement concept to increase the competence of the exam process (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). Test Plan Structure The framework of the test plan is based on client needs, defining nursing actions and competencies which focus on clients in all situations. The structure of the NCLEX-RN Test Plan has four major client needs categories with two of the four categories divided into subcategories. The four categories of the 2010 NCLEX-RN Test Plan and subcategories are: Safe and Effective Care Environment Management of Care Safety and Infection Control Health Promotion and Maintenance Psychosocial Integrity Physiological Integrity Basic Care and Comfort Pharmacological and Parenteral Therapies Reduction of Risk Potential Physiological Adaptation (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Integrated Processes The following processes are fundamental to the practice of nursing and are integrated throughout the Client Needs categories and subcategories: Nursing Process a scientific, clinical reasoning approach to client care that includes assessment, analysis, planning, implementation and evaluation. Caring interaction of the nurse and client in an atmosphere of mutual respect and trust. In this collaborative environment, the nurse provides encouragement, hope, support and compassion to help achieve desired outcomes. Communication and Documentation verbal and nonverbal interactions between the nurse and the client, the clients significant others and the other members of the health care team. Events and activities associated with client care are validated in written and/or electronic records that reflect standards of practice and accountability in the provision of care. Teaching/Learning facilitation of the acquisition of knowledge, skills and attitudes promoting a change in behavior (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Distribution of Content Based on the results of the Report of Findings from the 2008 RN Practice Analysis: Linking the NCLEX-RNÂ ® Examination to Practice, Percentage of test questions allocated to each client needs category and subcategory of the NCLEX-RN Test Plan (NCSBN, 2009). Percentage of Items from Each Client Needs Category/Subcategory are: Safe and Effective Care Environment Management of Care 16-22% Safety and Infection Control 8-14% Heath Promotion and Maintenance 6-12% Psychosocial Integrity 6-12% Physiological Integrity Basic Care and Comfort 6-12% Pharmacological and Parenteral Therapies 13-19% Reduction of Risk Potential 10-16% Physiological Adaptation 11-17% (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The detailed test plan serves as a guide for students and faculty to assist in preparation for the examination. Additionally, the test plan directs item writers in the improvement of test questions and simplifies the classification of examination items. NCSBN creates two versions of the detailed test plan; 1) Item Writer/Item Reviewer/Nurse Educator version and 2) Applicant version. The Item Writer/Item Reviewer/Nurse Educator version has a more exhaustive and wide-ranging listing of content for each client needs category and subcategory. Following each category are sample questions, which are explicit to the client needs category reviewed in that section. The educator version of the test plan has an item writing guide with sample scenarios for hands-on experience in writing NCLEX style test questions. The student version of the detailed test plan does not have an item-writing guide (NCLEX-RN Detailed Test Plan, NCSBN, 2010). Implications Results of this study may have implications for nursing programs and show a need for further research. Academic variables might prove useful in the early identification of students at risk for failing the NCLEX exam. Results from this study may also influence nursing programs by assisting nursing faculty in identifying at-risk students who may need remediation to increase their chances of being successful in the nursing program. In addition, results from this study may be important because predictor variables may point to factors that may lead to a successful first attempt at the NCLEX-RN. The majority of the nursing graduates who take the NCLEX-RN examination are associates degree graduates, and success on the exam influences the number of nurses entering the field each year (NCSBN, 2009). Summary Nursing programs need to identify causes for attrition and implement strategies to retain students and improve recruitment of students with increased probability of successfully finishing nursing school (NLNAC, 2008). The American Association of Colleges of Nursing (AACN, 2005) is in agreement with the recommendations from the NLNAC. Causes of the nursing shortage are multi-faceted. Literature review shows there is a downward trend in the number of nursing graduates who are successful with the NCLEX-RN exam for first time test takers. There is a critical need for registered nurses who can function as competent professionals. Nursing programs need to develop strategies that will help decrease their attrition rate in order for nursing graduates to be successful with the NCLEX-RN exam on the first attempt. The scope of the national nursing shortage goes well beyond the healthcare agencies. Nursing programs are conscientiously working to increase the number of qualified graduate nurses to address the nursing shortage. Increase in graduates is only one consideration to increasing enrollment. Along with increasing enrollment, nursing programs must maintain quality programs. Nursing educators need to improve students likelihood of passing the NCLEX-RN through nursing programs structure curriculum, developing assessment testing, and utilizing program predictors to identify students at risk for failure on NCLEX-RN. The quality of a good nursing program is dependent on their graduates being successful with the NCLEX- RN exam on the first attempt. Section 2: The Methodology Introduction With the growing shortage of nurses and increased number of students failing the NCLEX-RN, critical evaluation of predictors of success for first time test takers is essential for improvement of NCLEX-RN scores. Determining predictors of success will assist nursing programs in determining at-risk students for remediation to give them the greatest probability for NCLEX-RN success. The purpose of this quantitative study is to determine if there is a positive correlation between predictor test and NCLEX-RN success for first-time test takers. This study will examine predictors of success of an Associate Degree of Nursing program from 2010 to 2011. The research will address the following questions: Is there a correlation between GPA pre-nursing GPA, final GPA, and NCLEX-RN success? Is there a correlation between age, gender, and NCLEX-RN success? Is there a correlation between ATI scores and NCLEX-RN success? To answer these questions, predictors of NCLEX-RN will identify four cohorts of students graduating in Spring 2010, Summer 2010, Spring 2011, and Summer 2011. NCLEX-RN results and ATI predictor results will be obtained from archival student data with permission of the college. The population will be students who completed a five-semester ADN nursing program. Data will be reviewed to determine: Students who passed the NCLEX-RN on the first attempt and made the required score on the ATI test. Students who passed the NCLEX-RN on the first attempt and did not make the required score on the ATI test. Students who failed the NCLEX-RN and did not make the required score on the ATI test. Students GPA before beginning the nursing program. Students GPA at completion of the nursing program. The dependent variable is the passing NCLEX-RN. The independent variables include students GPA pre-nursing and GPA at completion of the nursing program, age, gender, and the ATI predictor scores given at the end of the nursing program. These academic and nonacademic variables have been used in previous studies and are associated with a positive and significant predictor of NCLEX success (Gilmore, 2008; Frith et al, 2008; Truman, 2012; Wolkowitz, 2009). Quantitative research (Lodico, Spaulding, Voegtle, 2010) is conducted to determine the relationships between variables. There are two types of correlational designs, explanatory and prediction. An explanatory design, which will be used for this study, is a correlational design that examines whether changes in one variable will effect changes in one or more variables (Creswell, 2012). The following characteristics need to be present to use an explanatory design: correlation of two or more variables by the researcher, data are collected at one point in time, all participants are analyzed as a single group, obtains at least two scores for each individual in the group, employs correlational statistical testing in data analysis, and infers a conclusions from the statistical data. All characteristics apply to this study (Creswell, 2012). Sample and Data Collection The sample will consist of students who completed the program and sat for the NCLEX-RN exam spring 2010 (N = 54), summer 2010 (N = 44), spring 2011 (N = 49), summer 2011(N=41). Descriptive statistics will be used to describe and summarize the sample and examine relationships between each variable. Descriptive statistics will also be used to assess differences in the graduates who did not pass the NCLEX-RN exam and those who successfully passed the exam. This study will be conducted in a technical college, located in the southeastern area of South Carolina. Students NCLEX pass rates, ATI predictor scores, academic and nonacademic predictors will be collected from archival student data. Data will be entered via Statistical Package for the Social Sciences (SPSS) version 18.0. Academic and nonacademic predictors will be correlated with the numbers of students who were successful on their first attempt with NCLEX-RN exam. Additionally, a correlation of the ATI predictor exam scores used by the college as subsequent NCLEX-RN success will be completed. Data Analysis The use of descriptive statistics to summarize the findings is essential aspect of research for clarity (Lodico et al, 2010). Descriptive statistics (mean, mode and standard deviation) will also be used to identify the continuous sample. The level of significance will be set at p Pearsons r is very vulnerable to outliers in the data so you need to test for outliers. Outliers can be detected by plotting the two variables against each other on a graph and visually inspecting the graph for errors. The outlier can be removed or manipulated as long as it can justified why it was done. If there is no justification for removing the outlier, a Spearmans Rank Order Correlation can be done (Green Salkind, 2011). Ethical Considerations Informed consent is not needed from students. The research will be limited to existing academic records maintained by the college of nursing program. No names will be used in this study. Data will be coded into the SPSS to protect students records. Students grades and ATI results are stored the nursing department and permission to view these records will need to be granted by the dean of nursing and the vice president of academic affairs. The researcher will also need approval from Institutional Research Board (IRB) before assessing any student records for the purpose of the study Conclusion Data from this project study will provide information that will assist in improving student success with NCLEX-RN on their first attempt. This quantitative study will assist the college in developing plans for early intervention and counseling for students who are at risk of failing the NCLEX-RN. Students will also benefit from consistent counseling by faculty and remediation for low scores on standardized test. Schools of nursing will also benefit from students improving