Student affairs Essay Example for Free

Student affairs Essay For a student affairs event, I attended a Brilliant Bobcat Workshop. The event was called U-Turn and was very informative. U-Turn was about helping with turning your academic life around. It was a presentation to help show that if you are put on academic probation or going in the wrong direction, that there is still hope and a chance to turn your academic life around. The thing I found most helpful to me was the resources that are found on campus. We went over all the resources helpful to students. Two of these resources that appealed to me were the Writing Center and Career Services. I learned that the Writing Center is a place to go when you need help with a paper. I found it convenient that you can make appointments online. Students go in to either an hour or an hour and a half appointment and get a personal tutor to help with any writing piece. Career Services also seems very helpful. Students can go here if they need any help with figuring out their major, if they need help with improving their resume, and even to help with job interviews. I found it cool that they would even do a mock interview to help you get the feel of things for the real deal. Another thing we talked about was distractions. We went over the many ways you can be distracted from school. For each distraction, we went over a way to avoid these distraction and how to find help if these distractions are hurting your grades. I learned many tips on how to make a U-Turn. I learned that to make good grades I should always study and attend class, to be realistic, avoid procrastination, eliminate all distractions, and set goals. If this doesn’t help, it’s always a smart idea to meet with an academic advisor or professor. For this workshop I sat at a table with a Pace Advisor and three other girls and we collaborated on everything that was said. I really liked this idea because I got to hear different viewpoints. I heard what other people do when they get distracted and some of their study methods. I love working in groups and I think it was very helpful with this workshop. The actual presentation itself was good as well. There were three different speakers that presented. One talked about all the different resources on campus. The second speaker was a man who talked academic probation and the process on how to appeal it. The final speaker was from financial aid and spoke about how grades have to be kept up in order to keep receiving financial aid. Overall, I enjoyed the whole presentation. The hour in a half flew by because I was interested in what was said. I liked all the speakers as well as my small group. I found it really useful and learned a lot. I would definitely attend another Brilliant Bobcat workshop.

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Manufacturing process of CLAY BRICKS Most bricks are formed by one of two basic processes. Extrusion Fairly stiffed texture is mixed with clay body which is loaded into extruder worm screw force it into a die through pushing it along a barrel .depending upon how much clay will shrink in drying and firing process the die is made larger considering this The clay emerges as a continuous brick shaped column. Initially this is smooth but it can be modified by removing a thin sliver from the top and sides using a taught wire to produce a ‘wiredrag’ effect or by placing textured rollers over the column to create a rusticated effect or even by blasting the column with sand. The clay column is then cut into single bricks and palletised ready for the dryers or in some factories, are loaded directly onto kiln cars. Extruded bricks can be solid but cannot be frogged & are generally perforated. Soft mud moulding Soft mud moulding Bricks are constituted in mould boxes through some number of processes . Many methods can be applied but all have a common theme. A mould release medium stops the clay from sticking to the box (sand, oil or water) when soft clay is thrown into a mould,. The bricks are turned out & the excess clay is stuck off from the top of the mould. This is done by hand by a craftsman who would create one brick at a moment. This is slow, expensive & labour intensive used In these days only for generating special shapes or decorative bricks. For standard bricks large automated machines can be replicated the hand-making procedure much quicker by taking use of banks of mould boxes on a circuit where the boxes are filled with pre sanded clots of clay, washed, sanded struck off level and the formed brick turned out.... ...re than 60 F/h by introducing steam standard weight is generally cured at 150-165 F , whereas light weight at 170-185F . After reaching curing temperature steam flow is shut down .blocks are then left for soak in moist hot air for 12 – 18 hours. After this block is left for drying by exhausting moist air and further increasing the temperature of kiln which took about 24 hours. 2) High pressure kiln pressure (autoclave) –temperature is generally higher about 300-375 F and pressure is 80-185 psi block is left to soak for 10 hours , pressure is then decreased rapidly , because of which trapped moisture of block is released quickly. It is more costly process but it takes less time. References http://www.madehow.com/Volume-3/Concrete-Block.html http://dcmsme.gov.in/reports/glass/HollowBricks.pdf http://www.ibstock.com/pdfs/technical-support/TIS16Howbricksaremade.pdf

Occupational Safety and Health and International General Certificate

Revised specification of the International General Certificate in Occupational Health and Safety. The three unit structure remains unchanged (Unit IGC1: Management of international health and safety, Unit IGC2: Control of international workplace risks and Unit IGC3: International health and safety practical application).The format of Unit IGC1 and IGC2 assessments are unchanged and students sitting examinations between 1 January 2012 and 31 December 2012 will be assessed on content common to both the International General Certificate (2007 specification) and the International General Certificate (2011 specification) syllabuses. Examinations will not include revised syllabus content until 1 January 2013.The main change to the assessment is to Unit IGC3: International health and safety practical application which will be carried out in the student’s workplace from 1 January 2012. The assessment criteria and mark scheme for Unit IGC3 has been revised to the International General Certificate 2011 specification. Revised guidance for Unit IGC3 is available on the NEBOSH website www.nebosh.org.uk.This guidance must be read by the student and applied thoroughly as it will be the student’s responsibility to ensure the practical application is carried out in accordance with NEBOSH requirements.The NEBOSH International General Certificate in Occupational Health and Safety is a globally recognised qualification offered by an established independent UK examination board with over 30 years' experience in providing health and safety awards in the UK and across the world including the Middle East, the West Indies and South East Asia.The NEBOSH International General Certificate (IGC) covers the principles relating to health and safety, identification and control of workplace hazards and the practical application of this knowledge. The IGC syllabus takes a risk management approach based on best practice and international standards, such as the International Labour Organisation (ILO) codes of practice. Local laws and cultural factors may form part of the study programme where relevant and appropriate.No previous health and safety knowledge is required. However it should be noted that the examination is offered, and must be answered, in English, and that the course includes a requirement to write a short report, which must also be in English.NEBOSH recommends that candidates undertaking the NEBOSH International General Certificate should reach the equivalent of a scoring of 6.0 or higher under the International English Language Testing System (IELTS).The qualification is divided into three units, each of which is assessed separately:Management of international health and safety (IGC1) Control of international workplace hazards (IGC2) International health and safety practical application (IGC3

Gospel of Mark Free Essay Example, 2750 words

However, neither Jews nor the disciples understand the real meaning of his teachings (3: 16). Mark emphasizes that salvation is offered to all but heavenly secrets are revealed to chosen ones only. And, the miracles he performs are the key indicators that throw light on the mystery of his mission. His actions at the same time are simple and plain, and he explains everything through tales and parables. Mark’s objective is to inform his audience that Jesus is God incarnate who is assigned to suffer and serve in order to rescue the entire human race from the bondage of the world. The second part begins from the 8th chapter when Jesus is on his way back to the south and finally to Jerusalem. He now asks the same question to his disciples â€Å"Who do people say that I am? † (Mk 8: 27). Their answer indicates that people still do not have a clear view about who Jesus is. Now he asks a very crucial question, â€Å"Who do you say that I am? † (Mk 8: 29). "You are the M essiah! † Peter’s answer shows that he is convinced that Jesus is the true Son of God. We will write a custom essay sample on Gospel of Mark or any topic specifically for you Only $17.96 $11.86/pageorder now Mark says that â€Å"Jesus warned them not to tell anyone about him†. This verse shows that Jesus admits what Peter said about him. II. 2. Issues/Concerns As mentioned in the beginning, the gospel of Mark deals with certain theological concerns and ethical issues. The first concern is about how to keep the Sabbath in its real sense. Jesus’ observance of Sabbath becomes a bone of contention among the Priests and Pharisees, for he declares that ‘Son of Man is the lord of Sabbath’ (Mk 2: 23-27). He asks, â€Å"What kind of action suits the Sabbath best? Doing good or doing evil? Helping people or leaving them helpless? † (3: 4). He asks them to mull over this ethical issue. Jesus is a true Jew, and performs everything the law insists to do. He is not against the observance of Sabbath. He instead condemns the strict legalistic interpretation of the law. Another issue related to their belief is that if Jesus has any right to forgive sins. From the Jewish point of view what Jesus does is blasphemy because only God can forgive sin. However, Jesus reiterates that he has the right to do it, and heals the sick as the sign of his forgiveness (Mk 2: 10). The significance of tradition and rituals is yet another issue discussed in the gospel of Mark. Some people ask Jesus why his disciples do not fast while the disciples of John the Baptist and the Pharisees do it (Mk 2: 19). Also, in chapter 7, Pharisees and scholars who came from Jerusalem interrogate Jesus why his disciples eat with defiled hands.