140 Key Copyediting Terms and What They Mean

140 Key Copyediting Terms and What They Mean In the world of publishing, sans serif is not a holiday resort, curly quotes arent a cheese snack, and a bastard title is really nothing to be ashamed about. Likewise, bullets, daggers, and backslashes are rarely fatal. Even dead copy is often livelier than it sounds. What Is Copyediting? Copyediting (or copy editing) is the work that a writer or an editor does to improve a manuscript and prepare it for publication. Here, we reveal some of the jargon of the copyediting trade: 140 terms and abbreviations used by editors in their efforts to produce copy that is clear, correct, consistent, and concise. When do we  need to understand these terms? Usually, only when our work has been accepted by a book or magazine publisher and we have the privilege of working with a conscientious copy editor. Lets hope that time is soon. Glossary of Copywriting Editorial Terms AA. Short for authors alteration, indicating changes made by an author on a set of proofs. abstract.  A synopsis of a paper that often appears before the main text. air.  White space on a printed page. all cap.  Text in all capital letters. ampersand.  Name of the character. angle brackets.  Name of the and characters. AP style.  Editing conventions recommended by The Associated Press Stylebook and Briefing on Media Law (usually called the AP Stylebook), the primary style and usage guide for most newspapers and magazines. APA style.  Editing conventions recommended by the Publication Manual of the American Psychological Association, the primary style guide used for academic writing in the social and behavioral sciences. apos.  Short for apostrophe. art.  Illustration(s) (maps, graphs, photographs, drawings) in a text. at sign.  Name of the character. back matter.  The material at the end of a manuscript or book, which may include an appendix, endnotes, glossary, bibliography, and index. backslash.  Name of the \ character. bastard title.  Usually the first page of a book, which includes only the main title, not the subtitle or authors name. Also called false title. bibliography.  List of sources cited or consulted, usually part of the back matter. blockquote.  Quoted passage set off from the running text without quotation marks. Also called extract. boilerplate.  Text that is reused without changes. bold.  Short for boldface. box.  Type that is framed in a border to give it prominence. braces.  Name of the { and } characters. Known as curly brackets in the UK. brackets.  Name of the [ and ] characters. Also called square brackets. bubble.  Circle or box on a hard copy in which an editor writes a comment. bullet.  Dot used as a marker in a vertical list. May be round or square, closed or filled. bulleted list.  Vertical list (also called a set-off list) in which each item is introduced by a bullet. callout.  Note on hard copy to indicate the placement of art or to signal a cross-reference. caps.  Short for capital letters. caption.  Title of an illustration; may also refer to all text that accompanies a piece of art. CBE style.  Editing conventions recommended by the Council of Biology Editors in Scientific Style and Format: The CBE Manual for Authors, Editors, and Publishers, the primary style guide used for academic writing in the sciences. character.  An individual letter, number, or symbol. Chicago style.  Editing conventions recommended by The Chicago Manual of Style, the style guide used by some social science publications and most historical journals. citation.  An entry directing the reader to other texts that serve as proof or support. clean up.  Incorporating an authors responses to the copyediting into the final hard copy or computer file. close paren.  Name of the ) character. content edit.  An edit of a manuscript that checks for organization, continuity, and content. copy.  A manuscript that is to be typeset. copy block.  A sequence of lines of type that is treated as a single element in design or page makeup. copy edit.  To prepare a document for presentation in a printed form. The term copy edit is used to describe the kind of editing in which errors of style, usage, and punctuation are corrected. In magazine and book publishing, the spelling copyedit is often used. copy editor.  A person who edits a manuscript. In magazine and book publishing, the spelling â€Å"copyeditor† is often used. copyfitting.  Calculating how much space a text will need when typeset, or how much copy will be needed to fill a space. copyright.  Legal protection of an authors exclusive right to his or her work for a specified period of time. corrections.  Changes made in a manuscript by the author or editor. corrigendum.  An error, usually a printers error, discovered too late to be corrected in a document and included in a separately printed list. Also called addendum. credit line.  A statement that identifies the source of an illustration. cross-reference.  A phrase that mentions another part of the same document. Also called x-ref. curly quotes.  Name of the â€Å" and † characters (in contrast to the character). Also called smart quotes. dagger.  Name for the †  character. dead copy.  A manuscript that has been typeset and proofread. dingbat.  An ornamental character, such as a smiley face. display type.  Large type used for chapter titles and headings. double dagger.  Name for the †¡ character. ellipsis.  Name of the . . . character. em dash.  Name of the - character. In manuscripts, the em dash is often typed as (two hyphens). en dash.  Name of the – character. endnote.  Reference or explanatory note at the end of a chapter or book. face.  The style of type. figure.  An illustration printed as part of the running text. first ref.  The first appearance in a text of a proper name or of a source in reference notes. flag.  To call someones attention to something (sometimes with a label attached to hard copy). flush.  Positioned at the margin (either left or right) of the text page. flush and hang.  A way of setting indexes and lists: the first line of each entry is set flush left, and the remaining lines are indented. FN.  Short for footnote. folio.  Page number in a typeset text. A drop folio is a page number at the bottom of a page. A blind folio has no page number, though the page is counted in the numbering of the text. font.  Characters in a given style and size of a typeface. footer.  One or two lines of copy, such as a chapter title, set at the bottom of each page of a document. Also called  running foot. front matter.  The material at the front of a manuscript or book, including the title page, copyright page, dedication, table of contents, list of illustrations, preface, acknowledgments, and introduction. Also called  prelims. full caps.  Text in all  capital letters. full measure.  The width of a text page. galley.  The first printed version (proof) of a document. glance.  A brief listing of information that accompanies a story. GPO style.  Editing conventions recommended by the  United States Government Printing Office Style Manual, the style guide used by U.S. government agencies. gutter.  The space or margin between facing pages. hard copy.  Any text that appears on paper. head.  A title that indicates the start of a section of a document or chapter. headline style.  Capitalization style for heads or titles of works in which all words are capitalized except  articles,  coordinating conjunctions, and  prepositions. Sometimes, prepositions longer than four or five letters are also printed in upper case. Also called UC/lc or  title case. headnote.  Short explanatory material following a chapter or section title and preceding the running text. house style.  The editorial style preferences of a publisher. index.  Alphabetized table of contents, usually at the end of a book. ital.  Short for  italics. justify.  Type set so that the  margin  is aligned. Book pages are generally justified left and right. Other documents are often justified only at the left (called  ragged right). kerning.  Adjusting the space between characters. kill.  To order deletion of text or an illustration. layout.  A sketch indicating the arrangement of pictures and copy on a page. Also called  dummy. lead.  Journalists term for the first few sentences or the first paragraph of a story. Also spelled  lede. leading.  The spacing of lines in a text. legend.  An explanation that accompanies an illustration. Also called  caption. letterspacing.  The space between the letters of a word. line editing.  Editing copy for clarity, logic, and flow. linespacing.  The space between lines of text. Also called  leading. lowercase.  Small letters (in contrast to capitals, or  uppercase). manuscript.  The original text of an author’s work submitted for publication. mark up.  To put composition or editing instructions on copy or layouts. MLA style.  Editing conventions recommended by the Modern Language Association in the  MLA Style Manual and Guide to Scholarly Publishing, the primary style guide used for academic writing in languages and literature. MS.  Short for  manuscript. monograph.  A document written by specialists for other specialists. N.  Short for  number. numbered list.  Vertical list in which each item is introduced by a numeral. orphan.  The first line of a paragraph that appears alone at the bottom of a page. Compare to  widow. page proof.  Printed version (proof) of a document in page form. Also called  pages. pass.  Read-through of a manuscript by a copyeditor. PE.  Short for  printers error. pica.  A printers unit of measure. plate.  A page of illustrations. point.  A typesetting unit of measure used to indicate font sizes. proof.  A trial sheet of printed material made to be checked and corrected. proofread.  A form of editing in which errors of  usage,  punctuation, and  spelling  are corrected. query.  An editors question. ragged right.  Text aligned at the left margin but not the right. redline.  On-screen or hard-copy version of a manuscript that indicates which text has been added, deleted, or edited since the previous version. reproduction proof.  A high-quality proof for final review before printing. research editor.  The person responsible for verifying the facts in a story before it is printed. Also called  fact-checker. rough.  A preliminary page layout, not in finished form. rule.  A vertical or horizontal line on a page. running head.  One or two lines of copy, such as a chapter title, set at the top of each page of a document. Also called  header. sans serif.  A typeface that does not have a serif (crossline) decorating the main strokes of the characters. sentence style.  Capitalization style for heads and titles in which all words are in lowercase except those that would be capitalized in a sentence. Also called  initial cap only. serial comma.  Comma preceding  and  or  or  in a list of items (one, two, and  three). Also called  Oxford comma. serif.  A decorative line crossing the main strokes of a letter in some type styles such as Times Roman. short title.  Abbreviated title of a document used in a note or citation after the full title has been given on its first appearance. sidebar.  A short article or news story that complements or amplifies a major article or story. signposting.  Cross-references to topics previously discussed in a document. sink.  Distance from the top of a printed page to an element on that page. slash.  Name of the / character. Also called  forward slash,  stroke, or  virgule. specs.  Specifications indicating typeface, point size, spacing, margins, etc. stet.  Latin for let it stand. Indicates that text marked for deletion should be restored. style sheet.  Form filled in by a copy editor as a record of editorial decisions applied to a manuscript. subhead.  A small headline in the body of a text. T of C.  Short for  Table of Contents. Also called  TOC. TK.  Short for  to come. Refers to material not yet in place. trade books.  Books meant for general readers, as distinguished from books intended for professionals or scholars. trim.  To reduce the length of a story. Also called  boil. trim size.  Dimensions of a page of a book. typo.  Short for  typographical error. A misprint. UC.  Short for  uppercase  (capital letters). UC/lc.  Short for  uppercase  and  lowercase. Indicates that text is to be capitalized according to  headline style. unnumbered list.  Vertical list in which items are not marked by either numbers or  bullets. uppercase.  Capital letters. widow.  The last line of a paragraph that appears alone at the top of a page. Sometimes also refers to an  orphan. x-ref.  Short for  cross-reference.

Compound Definition in Chemistry

Compound Definition in Chemistry The word compound has several definitions. In the field of chemistry, compound refers to a chemical compound. Compound Definition A compound is a chemical species that is formed when two or more atoms join together chemically, with covalent or ionic bonds. Compounds may be categorized according to the type of chemical bonds holding the atoms together: Molecules are held together by covalent bonds.Ionic compounds are held together by ionic bonds.Intermetallic compounds are held together by metallic bonds.Complexes are often held together by coordinate covalent bonds. Note that some compounds contain a mixture of ionic and covalent bonds. Also note, a few scientists do not consider pure elemental metals to be compounds (metallic bonds). Examples of Compounds Examples of compounds include table salt or sodium chloride (NaCl, an ionic compound), sucrose (a molecule), nitrogen gas (N2, a covalent molecule), a sample of copper (intermetallic), and water (H2O, a covalent molecule). Examples of chemical species not considered compounds include the hydrogen ion H and the noble gas elements (e.g., argon, neon, helium), which do not readily form chemical bonds. Writing  Compound Formulas By convention, when atoms form a compound, its formula lists the atom(s) acting as a cation first, followed by the atom(s) acting as the anion. This means sometimes an atom may be first or last in a formula. For example, in carbon dioxide (CO2), carbon (C) acts as a cation. In silicon carbide (SiC), carbon acts as the anion. Compound Versus Molecule Sometimes a compound is called a  molecule. Usually, the two terms are synonymous. Some scientists make a distinction between the types of bonds in molecules (covalent) and compounds (ionic).

What significance should transnational actors and processes have for Essay

What significance should transnational actors and processes have for the foreign policy analyst - Essay Example It is mainly the role of the foreign policy analyst who is expected to take into account the transforming nature of the statehood which has been experienced and witnessed in the second part of the 20th century. This is derived from the different insights collected from a number of disciplines that include anthropology, sociology and social psychology. From one of the aspects of IR researchers have questioned the happenings during the last two decades. It has resulted in the argument by various scholars that the processes of privatization, internationalization and trans-nationalization have in a great way resulted in the transformation of how international politics are currently conducted. However, there is great level of competition that is faced by the privileged actors and the foreign offices. These are increasingly faced not only from the available ministries but also the agencies in the governments as well as the non state actors and the international organizations. In this paper, the trends that have resulted to the role and behavior of these actors as well as their processes on the foreign policy analysts and practitioners will be discussed. In addition, it will also analyze the role of the researchers in these activities. Therefore, in this case, a question is presented on the extent to which foreign policy analysis, the sub field of International relations that are actor centric has taken the various related accounts of non states actors who have currently become of growing importance to this subject. The Foreign Policy analysts have made a disapproval of viewing the state as a unitary actor. Because of this the scholars within the field of foreign policy analysis should make appropriate analysis in decision making to involve the non state actors within the first elements of international relations. However, most of the studies have revealed that foreign policy analysis is still focused on the state actors while it tends to

MAT201 - Basic Statistics Speech or Presentation

MAT201 - Basic Statistics - Speech or Presentation Example I purposely chose the number of phone calls received and not phone calls made in order to avoid any possible bias, which might arise out of conscious and purposeful dialing of the phone. The observation collected was based on randomly taken data for 10 chosen days and the nature of this dataset is time series. The data was collected such that a single day’s call would not stimulate any received call for the following days. This was consciously done in order to avoid bias. Median value corresponds to observation=(n+1)/2, again if the number of observation is odd then we choose the middle value after arranging the observations in increasing order. Whereas if we have even number of observations as we have here, we take the mean of the two middle observations and it yields the median. The mean value of 13.7 calls (14 approx) is much more than what I expected. The busy schedule usually cuts down the number of phone calls to 10 per day. The average should have been somewhere around 10 or 11. The standard deviation is usually used to find the spread of the distribution of the available data set; here the number of phone calls in 10 days. It can also be said that it is a measure of variability. Square root of variance gives standard deviation. To find out whether the given data set follows normal distribution or not we plot the frequency as we may see that we do not get a symmetrical curve, so our inference is that the data do not follow Normal distribution. As it can be observed that the obtained frequency curve is not symmetrical, and hence we infer that the distribution is not Normal because the Normal distribution is a continuous distribution whereas the number of phone calls in 10 days is off course a discrete variable. Hence the most likely distribution that might be used is the Poisson distribution. Now we continue collecting the data on the number of phone calls for five more days. Our basic question in this context would be whether this changes the

Kotters Leading Change Essay Example for Free

Kotters Leading Change Essay John P. Kotter is an American educator and author. He earned a Bachelor of Science in electrical engineering and computer science in 1968 from Harvard University, a Master of Science from MIT in 1970, and a Doctor of Business Administration from the Harvard Business School in 1972. He joined the Harvard Business School in 1972 and is currently the Konosuke Matsushita Professor of Leadership, Emeritus, at Harvard Business School. He is cofounder of Kotter International, a leadership organization that helps Global 5000 company leaders accelerate the implementation of their change strategies in a complex environment. He has authored eighteen books including twelve best sellers. This book was written in the mid-1990s when the leadership meta-discipline of change was receiving significant attention both in academia and business. Summary of Concepts The primary thesis of Leading Change is that for organizations to be successful in a significantly changing environment they need to identify where and how top performers derail during the change process, and they need to follow an 8-step process to manage significant change to achieve transformational results. The work begins by showing how the rate of change in the business environment is significant and increasing. This is due to several forces outside an organization including increased competition, globalization, technology improvements, and social trends. The author asserts that organizations have not operated well in this rapidly changing environment as many of their structures, systems, methods, and culture have been more of a drag on change rather than a facilitator of change. Based on the author’s experience, some of the â€Å"common errors† organizations make include allowing too much complacency, not adequately leveraging effective leadership and vision, not sustaining momentum, and not incorporating a culture of change. The work outlines the eight stages that significant change initiatives should proceed through to address these common errors. Stage 1 establishes a sense of urgency by providing more information to more people more often and encourages a willingness to deal honestly with this feedback. Establishing the right sponsorship for change is Stage 2 and includes forming executive teams or coalitions that are key decision-makers, influencers, and resource owners. Stages 3 – 5 leverage leadership best practices (as compared to management practices) with an emphasis on developing a clear and compelling vision, clearly communicating that vision, and engaging employees throughout the organization through increased delegation and responsible risk taking. Stages 6 – 7 maintain change momentum by delivering and celebrating short-term wins and by consolidating those wins into clear results. Stage 8 incorporates these chan ge best practices into the corporate culture to facilitate on-going change. The work concludes with an emphasis on developing leaders through a culture of life-long learning and leadership development. Critical Evaluation Kotter’s purpose is to present a practical approach for organizations to use to implement significant change programs. This approach intends to address the author’s assumption that businesses have not performed well based on common errors such as complacency, unclear vision, lack of change momentum, and lack of a culture of change. The strength of the 8-step change process is that it is easy to understand and implement. Another strength is that the differences between management practices and leadership practices are clearly delineated. It strongly emphasizes the point that successful change initiatives need to be leadership driven. The 8-step process outlines how to leverage these leadership practices. The work falls short in a number of areas. First, and through the author’s own declaration, there is no attempt to cite other sources as evidence to bolster his conclusions. The work is based on the author’s experience and writings. There is no research pre sented that supports the efficacy of the 8-step change process. Second, the change process is presented sequentially making it an oversimplification. Although the author briefly acknowledges that many of the stages are concurrent, there is no advice on how to manage multiple, concurrent stages. Third, the work links the eight common errors to the eight change stages, but the logic that links these is not always very compelling. For example, error #2, fail to create a guiding coalition is answered by Stage 2, create a guiding coalition. It would have been more persuasive to say that individuals have neither the time nor the expertise to absorb rapid significant change and that a coalition of sponsors could leverage their relative strengths. Finally, the work falls short in addressing organizational culture change. The author suggests in Stage 8 that the culture needs to be adapted. Although culture is defined and its benefits are extolled, there are no real insights or methods offere d. Overall, the author does achieve the goal of laying out a practical and implementable change process for organizations to leverage in their change journeys. All business executives considering significant change programs should read Leading Change.

Investigating the rates of reaction of Sodium thiosulphate and hydrochloric acid :: GCSE Chemistry Coursework Investigation

Investigating the rates of reaction of Sodium thiosulphate and hydrochloric acid Using my preliminary experiments I decided on using the following apparatus: - A conical Flask - A piece of White Paper marked with a black cross - Dilute hydrochloric acid - Sodium thiosulphate - Water - Measuring cylinder We must produce a piece of coursework investigating the rates of reaction, and the effect different changes have on them. The rate of reaction is the rate of loss of a reactant or the rate of formation of a product during a chemical reaction. It is measured by dividing 1 by the time taken for the reaction to take place. There are four factors which affect the rate of a reaction, according to the collision theory of reacting particles: temperature, concentration (of solution), surface are (of solid reactants), and catalysts. I have chosen to investigate the effect concentration has on a reaction. This is because concentration is the most practical to investigate as it would take longer to prepare a solid in powdered and unpowdered form, and it is difficult to get accurate readings due to the inevitabilities of human errors, and as gas is mostly colourless it is difficult to gauge a reaction changing the pressure, and if a substance is added to give the gas colour, it may influence the outcome of the experiment. Also temperature is difficult to sustain and be made exact for all the experiments. Similarly the use of a catalyst complicates things, and if used incorrectly could alter the outcome of the experiment. All other factors however must be kept constant while we are varying the concentration. Both the sodium thiosulphate and the Hydrochloric acid are soluble in water, so the concentration of either can be changed. However I have chosen to vary the sodium thiosulphate as it is available in larger amounts, and various concentrations are prepared. I will time how long it will take varying concentrations of Sodium Thiosulphate to react with the Hydrochloric acid so that the solution when placed above the white paper with the black cross is so reacted that one cannot see the cross through the opaque liquid. In order for my findings to be valid the experiment must be a fair one. I will use the same standard each time for judging when the X has disappeared. I will make sure that the measuring cylinders for the HCl and thiosulphate will not be mixed up. The amount of HCl will be 5 cm3 each time, and the amount of thiosulphate will be fixed at 20 cm3. Also room temperature will be used as the temperature as it is practical and will not need to be monitored.

Animala and Human Language Essay

AAnimals and human language Features and characteristics Linguistics is defined as the systematic study of language – a discipline which describes language in all its aspects and formulates theories as to how it works . Language is the specialized sound signaling system which seems to be genetically programmed to develop in humans. Humans can, of course, communicate in numerous other ways, they can work, wave, smile, tap someone on the shoulder, and so on. It is clear that humans can transfer language to various other media: written symbols, Braille, sign language , and so on. Sign language is particular has interesting characteristics which are not to be participated in spoken word. However, language based on sound is more widespread and more basic , so it is given more importance in this analysis. Language is apart of culture, it is apart of human behavior. It is an acquired habit of systematic vocal activity representing meanings coming from human experience. Some features of difference between human language and animal communication. Use of sound signals When animals communicate with on another, they may do so by a variety of means. Grabs, for example, communicate by waving their claws at one another. But such method are not as widespread as the use of sounds, which are employed by humans , bird s, monkeys, and many other species. So our use of sound is no way unique. Sound signals have several advantages . They can be used in the dark , and at some distance to allow several messages to be sent. By regarding language basically as sound,. The linguist can take the advantage of the fact that all human beings produce speech sounds with essentially the same equipment. Even foreign language may sound strange or difficult to use , al of them can be described by accounting the movement of the articulatory organs that produce them. Arbitrariness An animal communication, their a strong recognizable link between the actual signal and the message an animal wishes to convey .An animal who wishes to warn off an opponent may simulate an attacking attitude . In human language there is no link between the signal and the message .The symbols used are arbitrary .There is no connection, for example , between the word elephant and the animal it symbolizes. Onomatopoeic words such as quack- quack are exceptions and they are relatively few. The need for learning Animal communicate with each other without learning. Their systems of communication are genetically inbuilt. This is quite different from the long learning process needed to acquire human language, which is culturally transmitted, and totally conditioned by the environment, and there is almost some type of innate predisposition towards language in anew born child. But this latent potentiality can be activated only by long exposure to language which require careful learning. Duality In animal communication vocal signals have a stock of sounds which vary according to species. cow, for example, has ten, a chicken has around twenty, and a fox over thirty. Human language works rather differently. Each language has a stock of sound units or phonemes, the average number is between 30 to 40.But each phoneme is normally meaningless in isolation. It become meaningful only when it is combined with other phonemes. That is, the sounds such as f, g, d, o mean nothing separately. The normally take on meaning only when they combined together in various ways, as in fog, dog, god. This organization of language into layers- a layer sounds which combine into a second layer of larger unit- is known as duality or double articulation. communication system with duality is considerably more flexible than one without it, because afar greater number of messages can be sent. Displacement Most animals can communicate about things in the immediate environment only. A bird utters its danger cry only when danger is present. It cannot give information about a peril which is removed in time and place. Human language can communicate about things that are absent as easily as about things that are present. This apparently rare phenomenon, known as displacement, does occasionally appear in the animal world . but this ability is limited for animal communication. Human language can cope with any subject whatever, and it does not matter how far away the topic of conversation is in time and place. Creativity(Productivity) Most animal have very limited number of messages they can send or receive . This restriction is not found in human language which is creative or productive. Human can produce novel utterances wherever they want to. A person can utter a sentence which has never been said before, in most unlikely circumstances, and still be understood. Patterning Human language is not a haphazard heap of individual items .Humans do not juxtapose sounds and words in a random way. Instead, they ring the changes on a few defined patterns. In English, for example, the sounds a.b, s,t. have only four possible ways to arrange bats, tabs, stab,or bast, but not sbt, abts, stab because the ‘rules’ subconsciously followed by people who know English do not allow these combinations for a new word. Similarly, consider the words, burglar, loudly, sneezed, the, only three combination are possible : The burglar sneezed loudly. Loudly sneezed the burglar The burglar loudly sneezed. (perhaps) English places firm restrictions on which item can occur together, and the order in which they come. Every item in language has its own characteristic place in the total pattern. Language can be regarded as an intricate network of interlinked elements in which every item is held in its place and given its identity by all the other items.

Pollution in Vietnam

HANOI—As Vietnam's economy has boomed in recent decades, so too have pollution levels in its major cities, with experts concerned that air pollution could pose a major public health concern. â€Å"Environmental pollution in Vietnam is a real problem,† said Tuong Lai, former dean of Vietnam's Social Science Institute. â€Å"It's not just foreign visitors who have complained about our dust pollution—people in our country are also very dissatisfied with it,† he said.A study conducted by employment consultants ORC Worldwide put economic boomtowns Ho Chi Minh City and Hanoi on a list of the 20 worst cities in the world in which to live and work, for environmental reasons. Air pollution was cited as a key factor for both Ho Chi Minh City, which was the ninth worst place to live, and Hanoi, which was ranked 11th worst. A 2008 environmental report by the World Bank ranked the two cities as the worst in Vietnam for pollution, while an environmental study by 400 int ernational scientists in the same year said Hanoi and Saigon were the worst-ranked cities for dust pollution in the whole of Asia.Expert warning And experts at a Southeast Asia air pollution seminar hosted by the Industrial Institute of Asia warned that air pollution in Vietnam had reached dangerous levels. In 2007, Vietnam started to publish results of its own surveys, with an Environmental Protection Bureau report officially recognizing in 2007 that dust pollution was a serious problem in Vietnam. Vietnamese residents of the worst-ranked cities were well aware of the heath effects, and of the effect on tourism revenues. The atmosphere in this country is now seriously polluted, yet the government has not found any solutions,† one Hanoi resident said. â€Å"The air pollution in Saigon and Hanoi has annoyed not only the people in the country, but also the Vietnamese who come back to Vietnam as visitors,† he said. â€Å"It has disappointed so many foreign tourists, too. † Thousands of deaths Health authorities say that thousands of cases of death or illness have been confirmed as having been caused by atmospheric pollution with carbon monoxide, sulfur dioxide, benzene, and fine particulates (dust).In 2007 the World Health Organization (WHO) reported that an average of 16,000 deaths a year in Vietnam are now caused by air pollution, with thousands of people now confirmed to be suffering from pulmonary disease. Environmental studies blame fuel emissions from public transportation and industrial pollution from factories. Pressure is now growing on Hanoi from international as well as domestic environment specialists to step up controls on industrial pollution and clarify the responsibilities of the various government agencies involved in environmental protection.Calls are emerging in domestic media for the government to enforce a switch to cleaner fuels, and to punish or penalize anyone causing environment pollution. â€Å"Pollution greatly affe cts the health of our people,† Tuong Lai said. â€Å"Therefore the government must make multiple efforts to make a healthy living environment for the people who crowd such big cities as Saigon [Ho Chi Minh City] and Hanoi,† he added.

MK Syllabus Essays

MK Syllabus Essays MK Syllabus Essay MK Syllabus Essay Class participation enriches the quality of the learning experience. Students are strongly encouraged to add to the discussions. Your ability to verbally communicate is critical to your future as a businessperson. I hope to develop this skill in the classroom. Our discussion enables me to assess how well I have communicated a point. It also allows me to assess your level of preparation for a lecture topic. If, I have evidence that you have not prepared, I reserve the right to assess you formally in a quiz format. On-time attendance is required. A daily role will be taken 5 minutes after class part be calculated from your attendance. If, you miss 6 classes you will get zero participation grade. If you miss 8 classes you will fail the course. Cell phones should be turned off. Use off cell phone during class will carry a 2% overall grade penalty per occurrence. There is a short case attached to each topic. There are 3 or 4 questions with each case. You need to read and analyze the case and answer the questions. The responses will be posted on the discussion board locations designed for the case. I will grade the case answers that you have submitted. EXAMS There will be 5 exams this semester. Each exam will cover the material leading up to the exam. The exams will be given in class and will be essay short answer. Alternatively, exams may be given via Angel. There will be a comprehensive final exam of the same format as the 5 semester exams. This exam material will cover everything taught during the semester. After you have completed the case discussion and studied the case and material associated with the case you will take a short quiz which tests your ability to apply the case material and general knowledge of the case. You will answer 5 multiple choice questions and scores will be recorded in the grade book.Teaching and learning is a partnership between faculty and students. I will fulfill my partnership obligations by being prepared for every class, serving as an advisor, insulate, mentor and providing clarifications of difficult or confusing concepts. You will fulfill your partnership obligations by being prepared for each class quiz and discussion and being fully participative, responsive, working team member of the class. The exams and discussion board all play an important role in your education in this course. They are an essential part of the learning process in that they require the synthesis and extension of concepts. They also help both the student and the indicates that generally the course material cannot be adequately mastered without active involvement on your part.

Pros and Cons of School Uniforms

Pros and Cons of School Uniforms They come in soft yellow polo shirts. They come in white blouses. They come in plaid skirts or jumpers. They come in pleated pants, navy or khaki. They are all made of durable fabric. They come in all sizes. They are school uniforms. And despite their name,  uniform, which means remaining the same in all cases and at all times, school uniforms can still look different from one student to another. Over the past twenty years, school uniforms have become a big business. The Statistic Brain Website (2017) counts that 23% of all public and private schools have a uniform policy. That means there are annual school uniform sales of over $1.3 million annually, with the average cost of $249/student. School Uniforms Defined Uniforms used at schools can range from the formal to the informal. Some schools that have implemented them have chosen what one usually thinks of in connection to private or parochial schools: nice trousers and white shirts for boys, jumpers and white shirts for girls. However, most public schools are turning to something more casual and more acceptable to parents and students: khakis or jeans and knit shirts of varying colors. The latter appears to be more affordable too because they can be used outside of school. Many school districts that have implemented uniforms have provided some sort of financial assistance for families that can not afford the extra expense. Pros of School Uniforms â€Å"Uniform of a soldier and uniform of a student both are equally needed for the nation.†Ã¢â‚¬â€¢Ã‚  Amit Kalantri, (author) Wealth of Words​ Some of the reason offered to support school uniforms are the following: Preventing gang colors, etc. in schoolsDecreasing violence and theft because of clothing and shoesInstilling discipline among studentsReducing need for administrators and teachers to be clothes police (for example, determining whether shorts are too short, etc.)Reducing distractions for studentsInstilling a sense of communityHelping schools recognize those who do not belong on campus The arguments for school uniforms hinge on their effectiveness in practice. Anecdotal information from administrators in schools that have implemented uniform policies point to the fact that they do have a positive effect on discipline and the school. Note that all of the following were from middle schools. In Long Beach (1995), officials found that the year after their mandatory program with parental opt-out was implemented, overall school crime decreased by 36%. More recently, a  2012  study found that after a year of having a uniform policy at a middle school in  Nevada, school police data showed a 63% decrease in police log reports. In Seattle, Washington, which has a mandatory policy with an opt-out saw a decrease in truancy and tardies. They had also not had a reported incident of theft. As a final example from Baltimore, Maryland, Rhonda Thompson, an official from a middle school that has a voluntary policy noticed a sense of seriousness about work. Whether any of these results can be directly linked to school uniforms is hard to say. However, it can be said that something has changed to make the officials take notice. We can not discount the coincidence of school uniforms with these changes either. If you would like more information about schools that have implemented uniform policies, see the Department of Educations Manual on School Uniforms. Cons of School Uniforms â€Å"[On school uniforms] Dont these schools do enough damage making all these kids think alike, now they have to make them look alike too? -George Carlin, comedian Some of the arguments made against uniforms include: Students and parents argue that uniforms violate their freedom of expression (see the next page of this article for more about what the Supreme Court has to say on this)Some students might choose to express their individuality through other means such as body piercing which is harder to regulate.Parents raise concerns about the cost.Because uniforms single out students as being from one school, this might lead to trouble with students from other schools.Families fear it might interfere with religious clothing like yarmulkes.A new policy for school uniforms can be time-consuming and difficult to enforce. There are concerns that uniforms are often associated with low-income, urban school settings. The Institute of Educational Science National Center  for Educational Statistics noted that in  2013–14: A higher percentage of schools where 76 percent or more of students were eligible for free or reduced-price lunch required school uniforms than did schools where lower percentages of students were eligible for free or reduced-price lunch. Other concerns have been raised by David L. Brunsma, an associate professor of sociology at the University of Missouri-Columbia. He analyzed data from schools nationwide, and published research with co-author, Kerry Ann Rockquemore that concluded that 10th-grade public school students who wore uniforms did no better than those who did not in attendance, behavior, or drug use. Conclusion: The effectiveness of uniforms will be a subject of continuing research as more schools look for solutions to socio-economic problems of attendance, discipline, bullying, student motivation, family engagement, or economic need.  And while a school uniform may be only a small part of the solution for all of these ills, they do solve one major issue, the dress code violation. As  Principal Rudolph Saunders  explains to Education Week (1/12/2005) that before school uniforms, â€Å"I would spend 60 to 90 minutes a day on dress-code violations. Of course, there are always those students who will try to alter a uniform for individuality. Skirts can be rolled up, pants can be dropped below the waist, and (inappropriate?) messages on T-shirts can still be read through issued button-down shirts. In short, there is no guarantee that  student wearing a school uniform will always meet the dress code standard. Supreme Court Rulings In Tinker v. Des Moines Independent Community School (1969), the court said that a students freedom of expression in school must be protected unless it would seriously interfere with the requirements of appropriate discipline. In the dissenting opinion written by Justice Hugo Black, he said, If the time has come when pupils of state-supported schools ... can defy and flout orders of school officials to keep their minds on their own schoolwork, it is the beginning of a new revolutionary era of permissiveness in this country fostered by the judiciary. Students are still protected under Tinker. However, with an increase in school violence and gang-related activities, the political climate seems to have turned more conservative, and the Supreme Court has begun to return many decisions back to the discretion of the local school board. The issue of school uniforms itself, however, has not yet been dealt with by the Supreme Court. Schools must educate students in a safe environment. Over time, education has often slipped away as the main focus of schools. As we have unfortunately seen, school safety is such an enormous issue that it is hard to come up with policies that truly work without turning a school into a prison camp. After the events at Columbine High School in 1999 where students were singled out partially for what they wore, and after numerous thefts and murders over designer shoes, it is obvious why many school districts want to institute uniforms. We must realize that learning cannot take place without some sense of decorum and discipline. Possibly instituting school uniforms might help bring back that sense of decorum and allow teachers to do what they are hired to do: teach. Parent and Student Support for Uniforms Many schools have in fact made the choice to have students wear school uniforms. Until the Supreme Court rules otherwise, this is entirely up to the school district. However, they do still have to follow state and federal anti-discrimination laws when they make their polices.Following are some ideas to make the use of uniforms easier to accept by students and parents:Make uniforms more casual - jeans and a knit shirtAllow students an outlet for their own expression: buttons to support political candidates, but not gang related paraphernaliaProvide financial assistance to those parents who can not afford the uniformsAccommodate students religious beliefs. This is required by the Religious Freedom Restoration Act.Make your program voluntary if community pressure is too largeInstitute an opt-out provision. Not including this would probably cause a court to rule against your program unless there is proof that lesser measures are ineffective.Make uniforms an integral part of the school sa fety program.

Quality management of clothing Essay Example | Topics and Well Written Essays - 1500 words

Quality management of clothing - Essay Example Across the world in all industries there is a heightened awareness that quality management goes hand in hand with the realization that quality has a cultural dimension and to attain quality, a culture change is a primary requirement (Dale et al 1997). Though measures like Total Quality Management (TQM) are vigorously undertaken by textile manufactures, half way through the implementation level the programs often run out of steam. Dean and Evans (1994) feel that this problem can be remedied by the development of appropriate culture of quality with in the entire edifice of the organization. Attempts at improving quality in the textile sector have not yielded desired results in the past. Academic research in this area has shown that the failure is largely due to the attempt at improving quality targeting only on the operational level of the industry. Present day research shows that quality management to be effective in real time practice has to be integrated in the organization’s strategy. Beckford (1998) complains that the traditional remedial attempts were aimed at the operational level. . He pointed out that operational constrains eventually lead to compromise in quality. A three fold strategy (derived from Joseph Juran) will influence the organization across the board is put forward by him (Beckford 1998.P.107) Though quality is cardinal in clothing industry for achieving success, it is not any more possible to bask in the glory of the image of the country as a nation, which manufactured products of historic brand equity. Though country of origin image is still valued in the case of heavy equipments, in the textile sector it has become old wives tales. Instead of talking about countries of origin, customers have started taking about countries of origin of brands (Pay and Predergast 2000). Many factors have contributed in the shift of scenario. In the past only products moved from one country to another. Recently capital as well as entire factories