ASBESTOS Essays - Asbestos, Occupational Safety And Health

ASBESTOS Asbestos-containing products were widely used in the construction of houses, apartments, offices and schools up to the 1970's. However, the presence of asbestos- containing products in the area in which you live, work, or go to school at is not necessarily a hazardous condition. It is only hazardous when asbestos-containing products break down and become airborne then a hazardous condition is created. In 1995, OSHA issued workplace standards for testing, maintenance and disclosure of asbestos. This caused a greater awareness of the danger for the dangers asbestos, especially in public places. This soon became more of a controversy than anything else, with some saying that asbestos was no threat and that by taking it out of a building would cause more of a problem than simply just leaving it in a biulding. Even though many times people felt that asbestos should just be left alone the government decided to rule on the side of safety. This decision to make all schools have Their asbestos monitored came in 1986 after congress passed the Asbestos Hazard Emergency Response Act (AHERA) to protect the public school students and employees. This helped those people in charge of schools feel better about the facilities in which people worked. Thankfully these changes helped us all, especially after the evidence showing that asbestos can cause cancer and other disease. The one question that still remains, is who will risk there well being to go and take out this terrible product that may cause cancer? This question was answered by many producers that helped develop airtight clothing, which helped people properly dispose of this product in a way that it would not cause any danger to them or the people who would be entering buildings that where striped of this product. Because of all of these actions, the use of asbestos is almost none. This will help not only the cause of cancer and other problems from developing, but will also help the owners of new buildings from having to pay large amounts of money to have asbestos taken out when it becomes a problem.

How to Get Copies of US Naturalization and Citizenship Records

How to Get Copies of US Naturalization and Citizenship Records U.S. naturalization records document the process whereby an individual born in another country (an alien)  is granted citizenship in the United States. Although the details and requirements have changed over the years, the naturalization process generally consists of three major steps: 1) the filing of a declaration of intent or first papers, and 2) the petition for naturalization or second papers or final papers, and 3) the granting of citizenship or certificate of naturalization. Location:  Naturalization records are available for all U.S. states and territories. Time Period:  March 1790 to the present What Can I Learn From Naturalization Records? The Naturalization Act of 1906 required naturalization courts to begin using standard naturalization forms for the first time and the newly created  Bureau of Immigration and Naturalization  to begin keeping duplicate copies of all naturalization records. Post-1906 naturalization records are generally the most useful for genealogists. Prior to 1906, naturalization documents were not standardized and the earliest naturalization records often include little information beyond the individuals name, location, arrival year, and country of origin. U.S. Naturalization Records from 27 September 1906 - 31 March 1956:Beginning 27 September 1906, naturalization courts across the U.S. were required to forward duplicate copies of Declarations of Intention, Petitions for Naturalization, and Certificates of Naturalization to the U.S. Immigration and Naturalization Service (INS) in Washington, D.C. Between 27 September 1906 and 31 March 1956, the Federal Naturalization Service filed these copies together in packets known as C-Files. Information that you might expect to find in post-1906 U.S. C-Files includes: name of applicantcurrent addressoccupationbirthplace or nationalitybirth date or agemarital statusname, age, and birthplace of spousenames, ages, and birthplaces of childrendate and port of emigration (departure)date and port of immigration (arrival)name of ship or mode of entrytown or court where the naturalization occurrednames, addresses, and occupations of witnessesphysical description and photo of immigrantimmigrants signatureadditional documentation such as evidence of a name change Pre-1906 U.S. Naturalization RecordsPrior to 1906, any court of record- municipal, county, district, state, or Federal court- could grant U.S. citizenship. Information  included on pre-1906 naturalization records varies widely from state to state since no federal standards existed at the time. Most pre-1906 US naturalization records document at least the immigrants name, country of origin, arrival date, and port of arrival. ** See U.S. Naturalization Citizenship Records for an in-depth tutorial on the naturalization process in the United States, including the types of records which were generated, and exceptions to the naturalization rule for married women and minor children. Where Can I Find Naturalization Records? Depending upon the location and time period of the naturalization, naturalization records may be located at the local or county court, in a state or regional archives facility, at the National Archives, or through U.S. Citizenship and Immigration Services. Some naturalization indexes and digitized copies of original naturalization records are available online.

American History Essay Example | Topics and Well Written Essays - 1000 words - 6

American History - Essay Example In the Encyclopedia Smithsonian, Roosevelt is labeled as the â€Å"Icon of the American Century,† right after the war against Spain in Cuba, he was chosen to be a governor in 1898 and as a vice president in 1900 (National Portrait Gallery). He strived to be the person anyone wants to be despite the tragedies that he have undergone – the death of his mother and wife. With the assassination of President McKinley, Roosevelt’s fate has been decided, he became the youngest US president at that time. He made sure to make the government be of service with the people – he made sure that despite the growing inequalities, President Roosevelt normalized huge businesses’ trusts to create fair competition and he also closely watched the railroads, labor and processed food industry (National Portrait Gallery). He also did everything he could to maintain the status of USA in world affairs and leadership. As a president, he was characterized as progressive and mode rn, he also believed that it was his duty as president to lead the initiatives that will be beneficial to them and to the welfare of their country. He was also one of the few president who used their executive powers in the same level of the other branches of the government and he believe that the powers of the president should also be put under limitations and restrictions (National Portrait Gallery). Roosevelt is only one of the many that can be called an American hero. There is Jane Addams who was a social reformer who led the international initiatives to intervene between the countries who are going against one another in World War I, and Charlotte Perkins Gilman who was a feminist author who reasoned out that women should be capable of participating actively in the realm of politics and that women should be economically independent – all of these were written in â€Å"Women and

Financial accounting Essay Example | Topics and Well Written Essays - 1750 words - 2

Financial accounting - Essay Example There has been continued political as well as public pressure to have better regulation standards to ensure that there is economic growth. Scholars affirm that regulation of financial reports should start with solid corporate governance, making sure that the spirit of novelty is not negatively affected (Gibson 2012). Therefore, this paper seeks to offer a rational critical evaluation on financial reporting regulation and whether or not it should be reduced. Research shows that regulation of financial reports can be either right or wrong, depending on the nature of the firm and the extent to which such disclosures are regulated. However, it is evident that there are numerous drawbacks that come with having excessive guidelines; hence, they should be reduced to promote innovation, healthy competition, guarantee fiscal growth, and stability. Regulation is defined as a principle that governs a particular practice or behaviour. Various firms such as Enron have gone bankrupt and have reported failures in accounting because of unethical practices. As a result, most nations have focused on heavily regulating the financial reports and accounts to avoid failures such as those that happened in renowned firms like Lehman Brothers and Parmalat among others. Although regulation of financial reports is important and might appear sound, it should not be excessive as it damages the nation’s spirit of competitive innovation (Unerman &O’Dwyer 2004). Excessive regulation constrains innovation and business practices; hence, regulation of financial reporting should be minimised. It is important to understand that for a nation to be positively impacted by such standards, then, rules ought to start with solid corporate governance. It is the duty of the shareholders as well as the members of the board to examine carefully and e nsure that their firms are led in the right path to realise their goals (Whittington 2006). Encouraging accountability,

Rites of Passage Essay Example | Topics and Well Written Essays - 500 words

Rites of Passage - Essay Example The cost of providing subsidized housing was high therefore the state would latter change to provide a relatively cheaper ‘outdoor relief’ to disadvantaged individuals who lived with their relatives or friends. This relief worked efficiently in providing quality living standards, despite the economic depression where massive lay-off occurred resulting to high levels of unemployment of able- bodied people (Joanne, 1966). The article ‘Rites of Passage’ represents a beneficiary of public relief trying to give back to the society. Cephas Ribble, a sixty eight year old man, enters into County Department of Public Welfare with the sole intention of donating farm product to the welfare so that they foodstuff can be distributed to the poor and needy people. On arrival he seems not sure whether he is presentable or not. Additionally, the staff present in the office had the assumption that all elderly people visiting the office are in need of assistance as it had been the norm. Mr. Ribble does not realize that the public assistance once given to him no longer exists. He explains how the relief aid provided to farmers in 1934 had sustained his family. He further explains how he worked hard to buy his house and pay off the debts that his family had. He requests the woman to bring men to his truck to off load his massive food donation. However, he does not realize that laws had changed and food donations were no longer necessary. Despite his good conscience and massive donation, Cephas’s truck blocks all the workers’ cars and all workers leave the office to assist him offload. The donation suffers sharp criticism due to disorganized distribution of the food with some protesting that the food contains contraceptive medicine, others claim racism in the mode of distribution (Joanne, 1966). Mr. Cephas is a wise and

Carl Rogers Person Centred Theory Psychology Essay

Carl Rogers Person Centred Theory Psychology Essay This essay will contain information on the role and function of a counsellor and will explain and evaluate the key concepts, phenomenology, existentialism, the seven stages of process and the six necessary and sufficient conditions for therapeutic change and show how these are important for a trainee counsellor. As well as looking at locus of evaluation, the organismic valuing process, a fully functioning person and the core conditions being in place in a counselling setting. All these in mind influencing the counselling practice of a person training in person centred counselling. All factors to be discussed are in all ways important for a trainee counsellor to study as they are all highly beneficial toward the knowledge and understanding needed before practising in person-centred counselling. Person-centred counselling is a humanistic approach, founded by Carl Rogers to promote human psychological growth. The aim was to help people achieve a more satisfying and creative life for themselves. This approach was to help in a one-to-one relationship that of a client and of a counsellor and in some cases a group session. The role of the counsellor is to be understanding, and without the six necessary and sufficient conditions, mainly the three core conditions of empathy, congruence and unconditional positive regard, a counsellor cannot be as understanding as they would like to think, towards a client. As without dealing with things in their own life, in personal development or learning how to not judge someone for things that they have done or how they live their lives, how can they deal with the personal thoughts and feelings of a person that will be brought to a counselling session? Lietaer (1984) as cited in Tursi and Cochrans (2006:388) article, said: The more I accept myself and am able to be present in a comfortable way with everything that bubbles up in me, without fear or defence, the more I can be receptive to everything that lives in my client If such training has not been given then this could be more detrimental toward a client and possibly the counsellor. A problem may arise with a client that may well be very close to home for the counsellor and if this has not in the past been dealt with, may become very hard for the counsellor to attempt to deal with. In such circumstances there should of course be someone who could supervise or be there for advice. However, the effect this may have on the counsellor if not dealt with in the correct manner could be detrimental. Judgements are easy to make, whether they are right or not is not relevant, as a counsellor should not judge. As a training counsellor, the journey is to help and guide the trainee to be non-judgemental, to have congruence and to be empathic. These may prove difficult if the client brings something to the session that goes against everything the counsellor believes in but the unconditional positive regard and congruence mainly, should be in place. If the couns ellor finds this too difficult, referral is an option as long as the counsellor stays professional throughout. As a counsellor, being self-aware enables the counsellor to be open to the clients own experience, one foot in one foot out. Embracing the clients experiencing but making sure not to be taken in whole as this is the journey of the client not of the counsellor as such. This assists the client in moving on as they are feeling listened to as the counsellor is empathic toward them and experiencing in one way, what it is that the client has experienced or is experiencing, in turn, providing the necessary conditions to assist the client on their journey. Knowing that they as a client are being heard goes a long way, as Frankland et al (1995) states that listening to a persons thoughts is entirely different to listening to that of a persons feelings. As part of the British culture, back in the past, people have been taught that for example big boys do not cry or children are seen not heard and that there is a time and a place for emotions of any kind to be expressed, therefore not publicly. This can cause difficulty for a person to listen to anothers feelings genuinely and respecting the feelings of another or on the other hand it can be very hard to express these thoughts and feelings after being told during childhood etc. that this was the wrong way of dealing with the emotions. The role and function of a counsellor is to reassure the client, assuring them that they are in a quiet and safe place. Where a client is able to speak without feeling judged and is able to feel safe enough, to talk about their thoughts and feelings and the things that are going on in their life. Although this is a process, and the first few sessions are mainly about the building of trust between counsellor and client. Therefore it is very important that the client does not feel over-powered by the counsellor or that the counsellor does not abuse this power. Although it should be apparent at some point to the client that both client and counsellor are equal. As a counsellor in person-centred counselling the abuse of power can occur, however as Merry (2002) states, a non-directive approach is important. When following the BACPs guidelines and the training given as a trainee, the misuse of power should not occur. Once the trust is in place, the counsellor can facilitate the correct environment for the client; they now have a better understanding of. A counsellor also helps a client develop an internal locus of evaluation, dissolving any conditions of worth placed upon the client and the client becomes more congruent with themselves. Building trust with a client that does not want to be there can be greatly difficult and this is where the seven stages of process will come in. The seven stages of process was hypothesised by Rogers as more of a guide for himself and other counsellors to see whether the client was progressing or stuck at a set stage and to assist bringing a therapeutic change for the client. However, for this process to achieve full potential, the six necessary and sufficient conditions must be in place, along-side keeping the clients trust. The process of change can begin from any of the stages and the client does not necessarily start from the first stage. For example a client may begin at stage four but at some point go into stage two, because this is no linear process and every client is different. However, once the client is in a set stage they will build on experiences before moving onto the next. Fiedler in the 50s asked a variety of counsellors what they had considered the best parts for a therapeutic relationship. Carl Rogers in 1957, developed from Fiedlers research and Rogers created the six necessary and sufficient conditions for therapeutic change. The three most important factors of the six are that of unconditional positive regard, congruence and empathy. Wilkins (2003), states that it has never been asserted that these are the core conditions but there have been many studies around these conditions separately and together to see how effective they are. As Sharf (2011) states, research has shown that if the core conditions are in place this can bring therapeutic change. However, these as Wilkins (2003) explains, have never been tested, therefore the results are inconclusive. How can the amount of unconditional positive regard from a counsellor to a client be measured or even tested? Therapeutic change is openness to experience as McLeod (2003) explains from a client generalising the world to accepting it in time as personal experience. To benefit from the therapeutic change the client must be ready to start the journey of self-exploration, as if a client were to come in at stage one it would be less likely that they would be ready or benefit from the process. This is a process of assisting the client to experience and understand their own value as a person and with this the client becoming stronger with their self, slowly becoming closer to a more internal locus of evaluation. Reaching this point is along the right path for the client to aim to reach the self-actualisation. Self-actualisation revolves around incongruence which in turn is inconsistent with the experiencing process. Person-centred therapy can assist a client to reconnect with their self-actualising tendency which had been thwarted in the past by conditions of worth or placing their own locus of evaluation outside of themselves therefore losing their internal valuing process. The actualising tendency, being related to the organismic valuing process, which was said by Rogers (1951) that there was one thing that aided the development of a person, which he called the actualising tendency. He goes on to state that, if a person was to have had all the love and support during childhood, then they would have been given the right components to help that person to achieve the actualising tendency. Where-as a person who was not given the love and support that was needed to help nourish for the actualising tendency, would suffer from conditions of worth. Conditions of worth are what we acquire as children as there is a strong need to be loved, then being told the appropriate ways to behave and think and sometimes feel which causes people to place conditions that later in life we tend to look for in others or in experiences and if the conditions do not fit that to which are believed to be acceptable, they can be denied all together. These conditions of worth would then go on to become the need for positive regard, trying to please others through what they believe to be the right way or right thing, rather than following what the self wants or needs. This need for positive regard can affect the decision making and confidence of a person due to the need to be loved or valued. If a person has had a critical and judgemental upbringing or has been surrounded by critical and judgmental people, this may cause a person to search for approval and positive regard, this takes a person away from their organismic valuing process too, which creates a self-concept. This it-self can create a need for external authorities for guidance or a need to please others, which then in turn becomes incongruent to self. This has been described as locus of evaluation. Locus of evaluation is what Merry (2002: 26) says is a development of positive self-regardà ¢Ã¢â€š ¬Ã‚ ¦vulnerable to the evaluations of others and with this in mind a person can become to not trust their own inner experiencing, therefore becoming external. To start to become a fully functioning person, the locus of evaluation needs to be found and exercised and this can be achieved through person centred counselling. However, a client can choose to stay as functioning without feeling forced to become a fully functio ning person. The key concepts in person centred counselling are the self and unconditional Positive regard. The importance of self is a drive inside everybody to achieve full potential, attempting to better themselves i.e. self-actualisation. Maslows hierarchy of needs is the best way to describe a persons needs going from the basic survival needs of food and water all the way to the top of self-actualisation. The hierarchy fits quite nicely into Rogers person-centred theory, which is all about the self. A person who has been brought back down to the basic survival needs through depression etc., and without realising will go up through this chart and possibly at some point come back down through the stages as there is no limit in life to how many times a person will continue up or down the chart. Now, a client, being aware of their own feelings and personal experiences due to starting counselling, can slowly start building themselves back up to achieving the self-actualisation. The actualising tendency was described by Carl Rogers (1959), as summarised by Vincent (2005: 25) as the inherent tendency of the organism to develop all its capacities in ways which serve to maintain or enhance the organism. In the counselling journey of a person, self-discovery and self-awareness become apparent, by owning their own feelings when using the I statement, and understanding their own needs and feelings, this is called the self-concept. If a person has not reached the point where they state that I feel or I am then this is a state of incongruence to the self as in place of the I statement will be generalisations. As stated by Nevid (2008:500) Rogers believed that the self is the centre of the human experience. McLeod, (2009) stated that the person centred approach begins and ends with experience and it is this that builds on the phenomenological approaches knowledge. Phenomenology is a persons personal experience and this is central to person centred counselling. McLeod (2009), also states that the aim of phenomenology is to pick out the nature and quality of personal experience whilst bracketing off assumptions, meaning that the counsellor does not apply their own assumptions or experiences into that of a clients. Phenomenology is used in some therapies to explore the clients experience of a bad time that they had or have, working alongside existential philosophy, exploring areas of crisis in the here and now, giving the client the basic understanding that they control their own lives. Tudor et al (2006) states that Rogers was not teaching phenomenology or existentialism but the person-centred approach shares some of the same values and assumptions of both of the approaches/ philosophies. Carl Rogers believed that if the right conditions were in place in a counselling setting, that a person could achieve self-actualisation. Although the core conditions cannot be proved due to the argument of whether or not it can be measured of how much unconditional positive regard etc. a person has been given, the theory over the years seems to have proven itself with the popularity of people studying the theory or becoming counsellors and people seeking out to be counselled or even sent to see a counsellor. Therefore the role and function of a counsellor in person-centred counselling has been discussed throughout, mentioning key factors such as the seven stages of process, the six necessary and sufficient conditions for therapeutic change and actualising tendency and how these assist a person on their own personal counselling journey. As all factors mentioned, are in some way or other linked to the person-centred theory they are all vital for a trainee counsellor to be learning abo ut them and how to use the skills such as empathy, congruence and unconditional positive regard, amongst others. The organismic self is of upmost importance in the humanistic approach due to it being the core self and when this is jolted the locus of evaluation is placed outside of the self, causing incongruence to the self and the longer this goes on for can it can become more damaging toward the client psychologically. This is where a client would then search for a counsellor or be sent to see a counsellor, then beginning the journey to becoming a happier person, on the ladder to achieving self-actualisation. References Burnard, P. (2005). Counselling Skills for Health Professionals: Fourth Edition. Nelson Thornes LTD: Cheltenham. Lietaer, G. (1984). Unconditional positive regard: A controversial basic attitude in client-centred therapy. In Tursi, M. and Cochran, J. (2006). Journal of Counselling Development. Fall2006, Vol. 84 Issue 4, p388. McLeod, J. (2009). An introduction to counselling: Fourth Edition. McGraw-Hill: England. Merry, T. (2002). Learning and being in person-centred counselling. Second ed. PCCS Books: Manchester. Nevid, J. (2008). Psychology: Concepts and applications. Cengage learning: USA. Sharf, R. (2011). Theories of Psychotherapy Counseling: Concepts and Cases. Fifth ed. Cengage Learning: Belmont. Tudor, K. and Worrall, M. (2006). Person-Centred Therapy: A Clinical Philosophy. Routledge: Hove. Tursi, M. and Cochran, J. (2006). Journal of Counselling Development. Fall2006, Vol. 84 Issue 4, p387-396. Vincent, S. (2005). Being Empathic: A Companion For Counsellors And Therapists. Radcliffe publishing: Oxon. Wilkins, P. (2003). Person-Centred Therapy in Focus. Sage: London.

Descartes And The Existence Of a Supreme Being :: essays research papers

Upon cursory examination, one might assume that Rene Descartes is a “non-believer'; in the existence of a heavenly being, a God that presides over humans and gives us faith. However, this is simply not the case – Descartes is simply trying to destroy all of the uncertainties that have come about by the attempted scientific explanations of such a supreme being. For Rene Descartes and all of the other believers in the world, the existence of God provides a convenient answer to unexplained questions, while never providing answers to the questions about God himself. This is evidenced a great deal in the circular argument made by Descartes in the Meditations on First Philosophy. What follows is a brief account of the third and fifth meditations, which provide Descartes’ response to the masked question, “What is God?';   Ã‚  Ã‚  Ã‚  Ã‚  Can one perceive or confirm the existence of an idea that is external to him, an idea such as God? In order to determine the answer we must start by understanding the ways in which we can conclude an objects’ existence. Descartes explains three ways in which a person might come to such a conclusion – the first, through nature; the second, through feeling a value that is independent of the will of the object; and the third, the objective reality of an idea, or the “cause and effect profile.'; The third point is the one that we will primarily spend our time with.   Ã‚  Ã‚  Ã‚  Ã‚  Descartes drills us with the idea that an object will have an effect when it stems from a legitimate cause, or an initial idea that precedes with equal or superior properties in one’s intellect. In other words, the mind generates thoughts and ideas about a physical form, and develops a reality for this form, through previous schema and beliefs. “And although an idea may give rise to another idea, this regress cannot, nevertheless, be infinite; we must in the end reach a first idea, the cause of which is, as it were, the archetype in which all the reality that is found objectively in these ideas is contained formally.'; The only problem with Descartes’ argument is when the existence of God arises as a notion, for there is no sustenance or idea for the notion of God to originate from. Is it possible, then, to create the idea of a finite being from an infinite existence, outside of the physical and mental, in a state all of it’s own?

The enigma of infinity (preview)

To understand certain qualities of infinite one has to fathom the notion of what intrinsic values we consider numbers. â€Å"A number isn't a number† as stated by George Cantor, nineteenth century mathematician. Cantor developed what is known as Cantors Theory of Sets, which states as follows, â€Å"For comparing the magnitude of two different sets, the basic notion is that of equivalence. In other words elements A and B may be paired with one another in such a fashion that A only corresponds to B and vice versa.This applies to what we call numbers, which in fact only represent the value it holds, in other words number B isn't itself abstract as it's the representation of element A. Outside the realm of mathematics numbers represent something, and mathematics was created to short cut the way we describe element A. Because of this we can consider what follows: unless, To the average mind this will seem to be nothing but obvious, nevertheless It's a difficult concept to underst and.When furthering the Prima Facie, or face value that Is present we find that this indeed is a possible impossibility. Because numbers are Just representation of values and they themselves are not abstract, they can be manipulated to equal the indicated equation above, A=2 A=B, therefore 2=3 Because the elements are equivalent before the values holder are nonequivalent because elements come before their representation.However the contradictions begin to follow as to say I have A equals the number of Bananas I have in my right hand, B also equals the number of Bananas I have In my left hand. Therefore I have 3 Bananas in my left hand and 2 Bananas In my right hand, and according to premise en they are equal, however the potassium Is greater In my left hand evidently. My point Is numbers are what they seemed to be, for example In a sequence such as 2, 4, 10 The corresponding representation of each value above, In other words.Not because 1 equals 2 but because 1 represents the first value In the sequence. Now alluding to rational numbers and Infinity It Is rather Interesting that when established that numbers are representations of abstract objects, and themselves aren't abstract then they cannot be Infinite, because nothing In universe Is Infinite. According to the 2nd law of thermodynamics, the universe Itself Isn't Infinite.Many mathematicians Like to solve part or the paradox wealth Infinity by establishing It as to be an extra- ordinary number, however the problem Lies that despite It not being ordinary, Itself Is an extra-ordinary number consisting of pure ordinary subsets, It would be different If Infinity were a value consisting of other extraordinary values. The enigma of infinity (preview) By Richard&Zamarripa To the average mind this will seem to be nothing but obvious, nevertheless it's a official concept to understand.When furthering the Prima Facie, or face value that is hand, B also equals the number of Bananas I have in my left hand. Therefore I have 3 Bananas in my left hand and 2 Bananas in my right hand, and according to premise one they are equal, however the potassium is greater in my left hand evidently. My point is numbers are what they seemed to be, for example in a sequence such as 2, The corresponding representation of each value above, in other words. Not because 1 equals 2 but because 1 represents the first value in the sequence.Now alluding to rational numbers and infinity it is rather interesting that themselves aren't abstract then they cannot be infinite, because nothing in universe is infinite. According to the 2nd law of thermodynamics, the universe itself isn't infinite. Many mathematicians like to solve part or the paradox within infinity by establishing it as to be an extra- ordinary number, however the problem lies that despite it not being ordinary, itself is an extra-ordinary number consisting of pure ordinary subsets, it would be different if infinity were a value consisting of other

Why You Keep Failing Your Exams.

Why You Keep Failing Your Exams. You Start Studying Too Late. Whether or not you want to hear it, it takes months to prepare adequately and score really well on a test like the ACT, SAT, GRE and other standardized, high-stakes test. Why? They do not simply test your content knowledge, which could theoretically be crammed into your head a week before the test. (i.e. Who was Ronald Reagans press secretary? How do you say the word, eradicate in French?) Standardized tests often measure your ability to reason. Predict. Infer. Draw conclusions. And in your everyday, regular school life, you may not be practicing those skills. So, in order to get better at them, you need to brush up on them early and often. Repetition is key and cannot be mimicked the week prior to the test. Fix It: Get a study schedule put together several months before your exam. Write down study times into your calendar and commit yourself to them firmly. Let go of the idea that you can wing it and get the score youd like. I promise youll be grateful for prepping early for your major test! You Dont Prepare in a Way That Suits Your Learning Style This may be news to you, but everyone learns in different ways. Some people learn material really well sitting at a desk in a quiet corner, rehashing all their notes with headphones set to white noise. Other people learn best in a group! They want to be quizzed by friends, laughing and joking along the way. Still others prefer to type all their notes over again while they play a recorded lecture of the class review. If youre trying to force yourself to learn in a way that doesnt suit your learning style, youll doom yourself to fail your exams. Fix It: Take the learning styles quiz. Sure, its anecdotal and not 100% scientific, but it may help give you an idea about how you learn best. Find out if youre a visual, kinesthetic or auditory learner and prepare in a way that can actually help you learn. You Dont Learn the Ins and Outs of Your Exam Did you know that the ACT is very different from the SAT? Your vocabulary quiz is going to be an incredibly different type of test than your midterm exam. Perhaps youre failing your exams because you havent quite caught on that you need to prepare in different ways for different kinds of tests. Fix It: If youre taking a test in school, find out from your teacher the type of exam it will be – multiple choice? Essay? Youll prepare differently if so. Get a test prep book for the ACT or SAT and learn the strategies for each test. Youll save time (which leads to earning more points) by familiarizing yourself with the test content prior to testing.    You Pressure Yourself. Nothing is worse than test anxiety. Well, maybe childbirth. Or being eaten by sharks. But mostly, nothing is worse than test anxiety. For days before the test you can think of nothing else. You pressure yourself straight into hives. Youve decided that nothing – NOTHING – matters except a perfect score and youve sweated and cursed and hoped and despaired over your upcoming exam. And after having taken the exam, you realize that your score was absolutely awful and you wonder what you couldve done differently. Fix It: Practice steps to overcome test anxiety from your desk right before the exam. If that doesnt help, draw a timeline of your imagined life. (Birth – Death at 115 years old.) Place major events on it: first learned to walk; lost a grandparent; got married; the births of your 17 children; won the Nobel prize. Now, place a tiny dot of your test date on your timeline. Doesnt seem so enormous, now does it? Although a test can make you fraught with nerves, it helps to put it into perspective. Will you remember it on your deathbed? Highly unlikely. Youve Labeled Yourself a Bad Test-Taker Right now – this minute – stop calling yourself a poor test-taker. That label, called a  cognitive distortion, does more harm than you know! Whatever you believe yourself to be you  will become. Even if youve taken  and failed  tests in the past, your future testing self is not a guaranteed failure. Figure out the mistakes you made on those tests in the past (Maybe you didnt study? Perhaps you didnt sleep enough? Maybe you didnt learn the test strategy?) and give yourself the chance to rock this test by preparing. Fix It:  At least 30 days prior to the exam, write the words, Im a great test-taker! on post-its and stick them everywhere - your bathroom mirror, the dashboard of your car, the inside of your binder for school. Nerdy, but totally worth it. Write it on the back of your hand. Make it your screensaver and your computer password. Live it for the next month and watch your brain slowly begin to overcome the label youve given yourself in the past.

Bangbang Essays

Bangbang Essays Bangbang Essay Bangbang Essay IDS 355 Introduction to Operations Management Fall 2012 INSTRUCTOR: Prof. Aris Ouksel Office: UH 2411 Phone: 312-996-0771 E-mail:[emailprotected] edu Office Hours:By appointment in UH 2411 INSTRUCTOR: Prof. Doug Lundquist Office: UH 2320 Phone: E-mail:[emailprotected] edu Office Hours:By appointment in UH 2320 TAs/INSTRUCTORS FOR LAB SECTIONS: TA/Instructor:Tapas Patil E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Viswanath Ramachandran E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Rajeev Ravikumar E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Melroy Rodrigues E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Venkatram Samavedula E-mail: [emailprotected] edu Office Hours:by appointment TA/Instructor:Imran Shaik E-mail: [emailprotected] edu Office Hours:by appointment |Call # |Day |Time |Room |TA |e-mail | |14004 |Monday |8:00 – 8:50am |L270 EPASW |Vishwanath Ramachandran |[emailprotected] du | |14005 |Wednesday |3:00 – 3:50pm |L270 EPASW |Tapas Patil |[emailprotected] edu | |14006 |Friday |9:00 – 9:50am |L270 EPASW |Venkatram Samavedula |[emailprotected] edu | |14007 |Tuesday |2:30 – 3:20pm |L270 EPASW |Rajeev Ravikumar |[emailprotected] edu | |14008 |Thursday |4:30 – 5:20pm |SEL 2249 (not 2249F! |Melroy Rodrigues |[emailprotected] edu | |14009 |Friday |3:00 – 3:50pm |L270 EPASW |Venkatram Samavedula |[emailprotected] edu | |14010 |Tuesday |8:00 – 8:50am |L270 EPASW |Imran Shaik |[emailprotected] edu | |14011 |Mo nday |5:00 – 5:50pm |SEL 2058 |Melroy Rodrigues |[emailprotected] du | |30295 |Wednesday |9:00 – 9:50am |L270 EPASW |Vishwanath  Ramachandran |[emailprotected] edu | |30296 |Thursday |9:30 – 10:20am |L270 EPASW |Rajeev Ravikumar |[emailprotected] edu | |30297 |Thursday |5:00 – 5:50pm |L270 EPASW |Imran Shaik |[emailprotected] edu | |30298 |Thursday |3:30 – 4:20pm |L270 EPASW |Tapas Patil |[emailprotected] du | 1. General Information Operations Management is the management of systems or processes that create goods and/or provide services. It is about how efficiently a company can produce goods and /or provide services. As companies are increasingly competing on the basis of time, cost and service, managing operations becomes critical for the competitiveness of any business. Studying operations management gives you important knowledge concerning how they do this. Since operations are a key part of the existence of a company, everyone in business de als with them directly or indirectly. If you are involved in making a decision concerning marketing or accounting or finance or human resources or information systems, you should be concerned about operations. In this course, you will learn about the operations manager’s view of the company and will learn about the techniques and procedures of making good decisions in managing operations. Activities in the lab will show you how you can use analytical tools to assist in decisions affecting operations. 1. 1 Course Components Lectures: Lectures will follow the course outline, although minor adjustments may occur during the semester. Most of the lecture time will be devoted to reviewing and applying reading from the book. Videos may be shown in class to illustrate some of the concepts explained throughout the lectures. We may also cover technical issues related to lab exercises and homework. Students are expected to read the relevant textbook chapters and PowerPoint slides prior to lecture. Laboratory (Discussion) Sections: There will be 10 lab sessions during the semester. In these sessions you will work on problems related to the topics discussed in the lecture classes using Excel, TreePlan, and MS Project. The problems assigned for homework assignments will be similar to the problems discussed in the lab sessions. Attendance will be taken in the lab sessions. A brief outline of topics that will be covered in this course and the schedule of classes and lab sessions are provided at the end of this document. 1. 2 Course Materials Textbooks This course uses two texts: Operations Management Fall 2012 (portions of Operations Management by Stevenson, 11th edition, and Service Management, 7th edition, by Fitzsimmons Fitzsimmons). Available as an e-book download from McGraw-Hill (instructions posted on Blackboard). ISBN: 9781121623026 o The text used in Spring Summer 2012 (just titled Operations Management) contains all chapters used this semester and four additional ones and may be available in the UIC bookstore. o Students may certainly also purchase the entire Stevenson Fitzsimmons textbooks. A. Ouksel and D. Lundquist, Lab Manual Lecture Notes (1st edition). This will be on sale in th e UIC bookstore by the second week of classes. Software All software needed for this course is available in the UIC computer labs. Students who wish to use their own computers will, of course, need to acquire their own copies of the software. This course uses: Microsoft Excel Microsoft Project TreePlan add-in for Excel (available as a free demo at www. treeplan. com) 1. 3 Blackboard Sites We will be using the Blackboard facility for this course. If you are enrolled in this course, you will also be enrolled on two Blackboard sites. Everyone taking IDS 355 this semester will be enrolled on the main IDS 355 site. This site will give most of the information concerning this course as well as PowerPoint slides for lectures. You will also be enrolled in another Blackboard site for your lab/discussion section. You will use the lab site to post homework assignments and to check your lab grades. To access these sites, point your browser to http://blackboard. uic. edu. Your Blackboard login name is your UIC NetID (lower case! ). This is the part before the @ in your UIC e-mail address; your password is your usual UIC password (the one you use to access UIC computers). If you have any problems using Blackboard, contact your TA. Be sure to give the TA your name, NetID, and lab section. All major announcements about the course will be posted on the main Blackboard course site. Important notices will generally be forwarded to your e-mail address. However, you are ultimately responsible for checking Blackboard to keep informed regarding any course updates. 1. 4 E-Mail Communication Professors and teaching assistants will generally respond to your e-mails within 48 hours. However, the large number of students can generate large volumes of e-mail and sometimes we overlook a message. If you do not receive a response within 72 hours, please resend it. However, please do not e-mail us questions about an assignment two hours before the deadline and expect an immediate response! When e-mailing the professors or your TA, please include the following in your subject line: IDS 355, Lab Section, TA Name. For example, if you are in the Monday 2pm lab section, and your TA is named Smith, please have your subject line read: IDS 355, M 2pm, Smith. This will help us process your request faster. Also, when using Blackboard’s e-mail tools, please send e-mail only to the intended recipient, not one of the group options, which may cause your e-mails to be marked as spam. Homework and Labs: Questions about homework assignments (like assistance and grading) or labs should be sent to your TA (see e-mail addresses on the first page). Lectures and Exams: Questions regarding lecture material, content to be covered on exams, or exam grading should be sent to Prof. Lundquist ([emailprotected] edu). Once again, please make sure to follow the outli ned policies regarding course communication. It is in your best interest to contact the right person so your issue can be resolved as soon as possible. 1. Attendance Policy It is important for you to attend lectures and labs. As a courtesy to your instructors and fellow students, please arrive on time and, if you must leave during lecture, do so quietly. In lecture, major concepts and definitions will be presented and discussed. Your best information about exam content will come from lectures, lab sessions, and homework. If you miss class, you can find out what was covered from an updated course syllabus (available on Blackboard) or from consulting with fellow students. Valid Excuse: Although it is not possible to list every possible valid excuse for missing class, good examples are medical emergencies (either your own or a dependent’s), participation in UIC athletic events, military obligations, and court dates. As a general rule, if you have scheduled the reason yourself, it is not a valid excuse for absence! If you miss a midterm without a valid excuse, you will receive a zero for it. If you miss a final exam without a valid excuse, you will receive an incomplete for the course; to pass the course, you will need to take the final exam in a future semester. You may only be excused from the regularly scheduled times for the midterms and final under the two following circumstances (in either case, proof of your excuse will be required): 1. If you provide a note from a doctor concerning your unavoidable absence. 2. If you provide the instructor with a valid reason for your absence in advance. If you miss an exam with valid cause, you should notify your instructor as soon as possible to schedule your make-up exam. If you miss a lab session, please inform your TA. Should you be absent for an extended period of time, you should notify your instructors, TA, and your college advising office; for most students, this will be the undergraduate office of the College of Business Administration. 1. 6 In-Class Behavior During class, please help create a good learning environment by remaining reasonably quiet and keeping your cell phone silent. As our class has over three hundred students, students talking can make it very difficult for anyone to hear. If you must communicate with your fellow students, please use silent options like texting or writing notes or, better yet, wait until after class. Students who cannot comply with these basic tenets of courtesy will be publicly shamed by one or more of the following: Being requested to stand up and introduce themselves to the class Being asked what is so urgent that it cannot wait until the end of lecture Being asked to leave for the remainder of the lecture or lab 1. 7 Students with Disabilities The University of Illinois at Chicago is committed to maintaining a barrier-free environment so that individuals with disabilities can fully access programs, courses, services, and activities at UIC. Students with disabilities who require accommodations for full access and participation in UIC Programs must be registered with the Disability Resource Center (DRC). Please contact DRC at (312) 413-2183 (voice) or (312) 413- 0123 (TDD). 2. Grading You will be responsible for reading the textbook, learning material presented in lectures and labs, and doing homework assignments using Excel, TreePlan and MS Project. You will be evaluated on lab attendance, homework, two midterms, and a final exam. Also, quizzes may be given during lectures without advance notice announcements. Lecture quizzes will be given as extra credit worth 10pts (or 1% toward your course grade) and may total up to 50 points of bonus points (an extra 5%). No additional extra credit opportunities will be offered. Excluding quizzes, the breakdown of points is as follows: |Homework (5 assignments @ 40pts) |200 | |Lab Attendance (10 labs @ 5pts) |50 | |Midterm (2 exams @ 200pts) |400 | |Final | 350 | |Total: |1000 | . 1 Grading Scale Grades at the end of the semester will be based on the total points that you accumulate. The minimum point total required to earn a grade may be adjusted downward but will not be adjusted upward. The tentative grading scale is: |900 and up |A | |800 to 899 |B | |700 to 799 |C | |600 to 699 |D | |Below 600 |F | 2. 2 Exams There will be two midterm exams worth 200 points each, and a final exam worth 350 points. For each exam, an FAQ file will be posted on Blackboard. The final exam will be comprehensive but will emphasize material covered after the second midterm; specific details will be given in the week before the final. The midterms and final will be scheduled as per the course outline on the last page of this syllabus. Exams are multiple-choice and given on scantrons; bring pencils. For all exams, students are allowed to use calculators and a 3†x5† â€Å"cheat card† with any notes or formulas you choose to put on it. 2. 3 Homework Assignments There are 5 graded homework assignments worth 40 points each. They will be posted on the Blackboard lab site at one week prior to the due date. Your solutions and answers must be submitted through the Blackboard site for your specific lab section by the due date and time for you to receive full credit. Please do not submit your homework via e-mail or the Digital Dropbox on Blackboard! The homework should be submitted using the same link from where it can be downloaded from Blackboard. Note that it is not possible to alter or resubmit an assignment once it has been uploaded. Please name your homework files as [NetID]hw#. For example, if your netID is csmith2, the file for your third homework assignment should be named csmith2hw3. If you ask your TA at least two days in advance, you can receive a three-day deadline extension without penalty. Otherwise, late submissions will have 10pts automatically deducted and will not be accepted after the corresponding solutions are posted (usually less than a week after the deadline). You are urged to submit your homework long before the deadline, as the system may not be up at the deadline time. It is your responsibility to make sure that the homework is uploaded on time. 2. 4 Lab Attendance Attendance will be taken at the start of each lab session. Attending each lab session from start to finish will earn full credit (5pts). Two points will be deducted for arriving late. If you are more than twenty minutes late for the lab, you will receive no attendance credit. Students who must leave lab early will receive pro-rated attendance credit, approximately one point per ten minutes spent in lab. 3. Course Administration This course and its coursework are being administered under the policies of the University of Illinois at Chicago (UIC) College of Business Administration Honor Code. All students are expected to respect and uphold this code. Violations of the Honor Code are just causes for discipline under the University of Illinois at Chicago Student Disciplinary Procedure, and all allegations of Honor Code violations shall be handled pursuant to that Procedure. 3. 1 Honor Code for the College of Business Administration As an academic community the College of Business Administration at the University of Illinois at Chicago is committed to providing an environment in which teaching, learning, research, and scholarship can flourish and in which all endeavors are guided by academic and professional integrity. All members of the college community – students, faculty, staff, and administrators – share the responsibility of insuring that high standards of integrity are upheld so that such an environment exists. In pursuit of these high ideas and standards of academic life, as a student I hereby commit myself to respect and uphold the University of Illinois at Chicago (UIC) College of Business Administration Honor Code during my entire matriculation at UIC. I agree to maintain the highest moral and ethical standards in all academic and business endeavors and to conduct myself honorably as a responsible member of the college academic community. This includes the following: Not to seek unfair advantage over other students, including, but not limited to giving or receiving unauthorized aid during completion of academic requirements; To represent fact and self truthfully at all times; To respect the property and personal rights of all members of the academic community. 3. 2 Plagiarism and Inappropriate Use of Others Work The University standards on originality of submitted work apply in this course: don’t copy from other students or turn in other students’ work as your own. If there is clear evidence of copying another student’s work on a quiz, test, exam or homework, the involved students will receive zeroes for that grade and formal disciplinary action may be undertaken. Homework assignments: Talking to other students about homework assignments is a good way to enrich your understanding of the material. However, each student must write up the assignment on his or her own. To avoid misuse of your work, you should not share your papers or files with others. COPYING WILL RESULT IN YOUR RECEIVING A ZERO SCORE FOR THE WHOLE ASSIGNMENT, EVEN IF COPYING IS LIMITED TO A SINGLE QUESTION. Each student must independently create an Excel file and enter the data and formulas in their own spreadsheet. You may not submit another student’s file, and groups of students may not submit copies of the same file. Cutting and pasting from another student’s file is also not allowed. If the same file is submitted by more than one student, all involved students will receive a grade of zero for that assignment. If it is obvious that the information was cut and pasted from another student’s file, all involved students will also receive a grade of zero for that assignment. Repeated incidents will result in failing the course. Exams and quizzes: There is to be no copying or collusion during exams and quizzes. Submitting exams or in-class quizzes for other students will be regarded as cheating. To inhibit cheating, multiple versions of exams will be provided. |IDS 355 Fall 2012: Course Outline | |This outline is for planning purposes only. The actual schedule may vary as the course proceeds. |Week |Topic |Reading |Lab |Lab Topic |Homework | |Week 1 |Introduction to Operations |Ops. Mgmt. |No Lab | | | |August 27 |Management |pp. 2 – 38 | | | | |Week 2 |The Nature of Services |Ops. Mgmt. |No Lab | | | |September 3 | |pp. 9 – 56 | | | | |Week 3 |Service Strategy |Ops. Mgmt. |Lab 1 |Exercise 1: Efficient Use of | | |September 10 | |pp. 57 – 81 | |Excel | | |Week 4 |Forecasting |LM LN, |Lab 2 |Exercise 2: Data Tables and |Homework 1 Posted | |September 17 | |pp. 2 – 23 | |Graphs | | |Week 5 |Strategic Capacity Planning for |Ops. Mgmt. |Lab 3 |Exercise 3: Forecasting |Homework 1 Due | |September 24 |Products and Services |pp. 82 – 111 | |Methods for Stationary Series| | |Week 6 |Midterm 1 (Monday) | |Lab 4 |Exercise 4: Forecasting |Homework 2 Posted | |October 1 |Competitiveness, Strategy, and |Ops. Mgmt. | |Methods for Non-Stationary | | | |Productivity |pp. 112- 144 | |Series | | |Week 7 |Decision Theory |LM LN, |No Lab | |Homework 2 Due | |October 8 | |pp. 30 – 38 | | | | |Week 8 |Service Facility Location |Ops. Mgmt. |Lab 5 |Exercise 5: Decision Theory | | |October 15 | |pp. 145 – 171 | |Problems | | |Week 9 |Inventory Management |LM LN, |Lab 6 |Exercise 7: Location |Homework 3 Posted | |October 22 | |pp. 52 – 67 |Assignment Problems | | | | | | |Exercise 8: Data Sorting | | |Week 10 |Inventory Management | |Lab 7 |Exercise 9: Inventory |Homework 3 Due | |October 29 |(continued) |Ops. Mgmt. | |Management | | | |Supply Chain Management |pp. 72 – 208 | | | | |Week 11 |Quality Control |Ops. Mgmt. |Lab 8 |Exercise 10: Monte Carlo |Homework 4 Posted | |November 5 | |pp. 226 – 269 | |Simulations | | | |Midterm 2 (Friday) | | | | | |Week 12 |Project Management |Ops. Mgmt. |Lab 9 |Exercise 11: Simulations for |Homework 4 Due | |November 12 | |pp. 308 – pp. 359 | |Inventory Decisions | | |Week 13 |Project Management | |Lab 10 |Exercise 12: Project Planning|Homework 5 Posted | |November 19 |(continued) | | |with Microsoft Project | | |Week 14 |Technology in Services |Ops. Mgmt. |No Lab | |Homework 5 Due | |November 26 | |pp. 209 225 | | | | |Week 15 |JIT and Lean Operations |Ops. Mgmt. |No Lab | | | |December 3 | |pp. 70 307 | | | | |Week 16 |FINAL EXAM |Thursday, December 13th, 3:30 – 5:30pm |LOCATION TBA | |December 10 | | | | NOTE: The midterms are given during lecture time. It is your responsibility to arrive on time for them. If you are late, you will have correspondingly less time for your exam.

KFC Marketing Plan Research Paper Example | Topics and Well Written Essays - 3750 words - 1

KFC Marketing Plan - Research Paper Example There are various economic forces that have a significant impact on the business operations of KFC (KFC, 2014a). This organization is greatly affected by global and national economic factors such as inflation and interest rates, cost of labor, stages of business cycle, unemployment rates and growth rates of economy (KFC, 2014a; Pride & Ferrell, 2012). The recession factor has affected the overall income of KFC and this has resulted into making some employees jobless and others hired for fewer hours (Ohme, Birinyi and Gupta, 2010). This was in major part due to the cutting down of the budget by the company. Economic forces restrict customers to spend lavishly in such fast food outlets (Ferrell & Hartline, 2014). Government procedures and policies to a certain extent provide the required guidelines for smooth functioning of business operations of an organization (Ferrell & Hartline, 2014). There are certain political forces that affect operations of KFC and these forces encompass some legal factors. Notably, the actions taken in political fields leads to guidelines that affect a restaurant’s customer satisfaction, menu, payroll and profits (Jurevicious, 2013). The stability of the political environment, position of government in relation to market ethics, government view on religion and culture, policies of government with respect to economy, and taxation policy on incentives and tax rates are the major forces that outlines the political environment (Ohme, Birinyi and Gupta, 2010). For instance, the intense rivalry of national election season can generate problems for KFC by creating an environment of negativity among the patrons (Jurevicious, 2013). In this case, the ambiguity about the economic conditions hinders spending. Therefore, patrons concerned about the national budget are probable to reduce their spending, which implies less eat outs.

Compare the Federalist and Democratic philosophies of government Essay

Compare the Federalist and Democratic philosophies of government - Essay Example With the start of the new government under the Constitution, President George Washington made his former aide de camp, Alexander Hamilton, United States Secretary of the Treasury. Hamilton was immediately tasked with coming up with a plan to restore public credit. Hamilton proposed the fairly ambitious Hamiltonian economic program and organized alliances to get these measures passed through the Congress. The measures he proposed were far from universally popular. In particular, they were well liked by the commercial North, and were heartily disliked by the agrarian South. This spurred James Madison, Hamilton's ally in the fight to establish the United States Constitution, to join with Thomas Jefferson in opposing Hamilton's program. The Democratic Party evolved from the political factions that opposed Alexander Hamilton's fiscal policies in the early 1790s; these factions are known variously as the Anti-Administration "Party" or the Anti-Federalists. In the mid-1790s, Thomas Jefferson and James Madison organized these factions into a party and helped define its ideology in favor of yeomen farmers, strict construction of the Constitution, and a weaker federal government. ... The new party was especially effective in building a network of newspapers in major cities to broadcast its statements and editorialize in its favor. By 1790 or 1791, coalitions were forming in Congress for and against the Hamiltonian program. These were nameless, shifting ad-hoc factions, not permanent political parties. By 1792 or 1793 newspapers started calling Hamilton supporters "Federalists" and the opponents "Republicans". In 1791, Jefferson and Madison travelled widely looking for alliances with factions and parties at the state level. They had support from the short-lived Democratic-Republican Societies. Their major success came in New York, where long-term governor George Clinton, and ambitious newcomer Aaron Burr, signed up, as Hamilton was the son-in-law of General Schuyler, one of Clinton's enemies. Hamilton likewise realized the need for support in the states; he formed connections with local factions, and used his network of Treasury agents to link together friends of the government, especially businessmen and financiers in the new nation's dozen small cities (Schlisinger 1992). The state networks of both parties began to operate in 1794 or 1795, thus firmly establishing what has been called The First Party System in all the states. Patronage now became a factor. The winner-take-all election system opened a wide gap between winners, who got all the patronage, and losers who got none. Hamilton had over 2000 Treasury jobs to dispense, while Jefferson had one part-time job in the State Department, which he gave to journalist Philip Freneau; Madison had none. In New York, however, Clinton used dubious methods to win the election for governor and used the vast