The North American Berdache Coursework Example | Topics and Well Written Essays - 8500 words

The North American Berdache - Coursework Example Such people are also called two-spirited people. Way back in history the Spanish 'Conquistadors' came across two-spirited individuals in almost every town or village they visited in Central America. It was believed in the past that these individuals possessed numinous powers. History says that once in an encounter between a tribe and a group of women the soldiers of the tribe found that one of the women was a Berdache they ran frightened when the women started running after them. This proves the point that Berdaches contained significance in North America. However some writers criticize these individuals. Natives were and are usually thought of as warriors. Now when it is discovered about the Berdaches, writers criticize it as being a social failure. The reason being that such individuals believe that these people do not possess masculine qualities in them and hence are failure for their culture and their tribe. The writer Lang comments that in the past cross dressing that is male dressing like a female or a female dressing like a male did not mean they were necessarily Berdaches. He believed that dressing did not describe a person's society role, gender or even the partner he or she would choose for his or her life. A child's gender was decided by his or her tendency towards masculine or feminine activities. Clothing only mattered at the stage of Puberty to display a person's gender. Two-spirited people with a male body could go on a war, could even indulge in male activities such as sweat lodges. However they even had the capabilities of performing feminine tasks such as cooking and other domestic jobs. However now such feminine males are looked down by the society. People take them as a shame to the society and no longer look at their dual capabilities. These two spirited people or berdaches had sexual relations with any of the gender. How ever in the early days and even now Female bodied berdaches were involved in sexual relations with the female gender (now who are usually named as lesbians). A classic example of a relationship or a marriage was seen in the Lakota tribe which had male bodied berdaches, which would marry usually other males whose wife had passed away. They could take up the job of nursing the children of the family. Such people how ever did not gain much recognition, but some people believed that having sexual relations with two spirited people would get them magical powers. It was even believed that male-bodied berdaches having sex with another male will lead to the increasing of the masculinity of the other male. Another example brings in a totally new study of these two spirited

Cost of Resource Essay Example for Free

Cost of Resource Essay The allocation and cost of resources need to be carefully monitored if a project is to be delivered on-time and on-budget. At a minimum this section will contain the following: Allocation of resources to project tasks (both labor and material) Cost estimates for project resources Gantt diagram showing duration estimates for all tasks and their sequencing (including precedence relations) and highlighting any critical path(s) arising from task dependencies ultimately determining the minimal duration of a project In addition summarize any relevant facts about the project duration, number or type of resources, critical task sequencing, or how duration estimates were arrived at, and any financial implications (for example, budget or cost reports of the project as well) Develop a baseline for your project plan so that all future variances are captured. Write 3 to 4 pages on your findings. When it comes to succeeding in college, there are many influential factors. In fact, even your choice of seat can make a difference. Try to score a seat near the front of the lecture hall rather than one right next to the exit. You are more likely to stay engaged and can ask your professor questions easily.

ISTE NETS Standards for Teachers

ISTE NETS Standards for Teachers Module 1: Assessing Strengths and Improvement Opportunities Comparison to NETS-T Standard 1: Facilitate and Inspire Student Learning and Creativity I believe I do a fairly good job of engaging students in exploring real-world issues and solving authentic problems using digital media and tools (NETS-T 1b). For example, most of my international ELLs are majoring in international trade. Therefore, I have my business English students do a business plan proposal and presentation. In small groups, students use the Internet to research opportunities and possibilities for starting their own business. They also have to create a business plan indicating their product or service, cost structure, and projected profits or losses for the first, second, third, and fifth years, among other things. They then organize this information into a PowerPoint presentation and present their proposals to the class. Students then vote for the proposal that is the most realistic and plausible and has the best chance of success. Many aspects of this multi-faceted assignment deal with real-world issues and authentic problems and use digital tools and resource s to address them. I am, however, relatively weak on NETS-T 1c, promoting student reflection. Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments I believe the business plan example discussed above is also decent example of a Digital-Age Learning Experience that adapt[s] relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (NETS-T 2a). Students learn to do Internet research and use common office productivity software while acquiring and learning to communicate in business English. During the term, students also have to send me several business-related emails such as asking for more information, placing an order, checking an orders status, complaining as a customer, and handling complaints from customers. We do similar topics as phone calls as well. These sorts of activities provide me with formative and summative assessment data (NETS-T 2d). Lawton (2014) says that 21st century assessments must move beyond simple right and wrong answers. PowerPoints, presentations, emails, and phone calls go a long way toward accomplishing that goal. Standard 3: Model Digital-Age Work and Learning I do very little with digital communication or collaboration with students or colleagues beyond email and WeChat (a Chinese real-time messaging and social media app similar to WhatsApp). There are three primary reasons for this: culture, government restrictions, and my own ignorance. Culturally, everyone in China uses WeChat for both personal and professional communications. I, however, find it inadequate for professional or academic correspondence or collaboration. WeChat is so pervasive, in fact, that while most Chinese have email accounts, they rarely use them or even check them. It is common for me to send an email then use WeChat to inform the recipient that an email has been sent. Chinas Great Firewall (i.e. government restriction) is another barrier. The Chinese government blocks many Western websites and web-based services such Google (including Gmail, Google Docs, Google Classroom, Google Translate, Google Scholar, and YouTube, etc.), Twitter, and Facebook. VPNs to get aroun d such blocks are available, but they are often expensive, unreliable, and the government does its best to ban and block them as well. Finally, my own ignorance is a barrier. I simply have not taken the time to research and explore the options that may be available to me in China. Part of the reason is time, part of it is complacency. I simply have not had the motivation to investigate. Standard 4: Promote and Model Digital Citizenship and Responsibility This standard is also quite difficult to meet in my current environment. China has a reputation for weak protection of intellectual property (IP) rights. While Chinas written IP laws are comparable to those of more developed nations, they were written only relatively recently, the courts have little experience with IP cases, and enforcement is inconsistent (Ang, Yingmei, Chaopeng, 2014). For example, from firsthand experience, Beijing is filled with DVD stores that cater to foreigners. Every Western DVD is bootlegged and pirated. Likewise, counterfeit bags, shoes, and clothing are easily available even though the government has shut down many of the offending shops in recent years. They just reopen elsewhere. Similarly, it is very common for university students to purchase photocopies of required textbooks. Any copy center in Beijing is happy to copy a textbook, even the ones on campus. In fact, two years ago I attempted to require my students to buy authentic copies of my class req uired text but I was swiftly reprimanded by my superiors. No, no, no, no, no! my supervisor said. Authentic books are far too expensive. Our students cannot afford them, I was told. Photocopies are better! The universities are owned, operated, and controlled by the same government that writes and enforces IP laws. It is little wonder that foreigners have the impression that copyright laws and intellectual property rights do not exist in China in any meaningful way. Having said that, one thing I am able to do-and I do it zealously-is insist upon proper documentation and citation of sources. I do my best to investigate, verify, and prove suspected plagiarism but it is difficult to do so when Yahoo is the only tool at my disposal. I would like to invest in a service such as Turnitin to catch, or better yet, prevent plagiarism. Standard 5: Engage in Professional Growth and Leadership Rogers (2003, cited in Oncu, Delialioglu, Brown, 2008, p. 21) identified five types of people with regard to technology adoption: innovators, early adopters, early majority, late majority, and laggards. My level of resistance seems to be increasing as I age. I know I am not the innovator I once was; at this point I might classify myself as mid-majority had Rogers included that type in his scheme. I think part of professional growth and leadership with regards to technology is to approach technology with a more critical eye than is typical. While there are many undeniable benefits to using technology in the classroom, there are also potential dangers, drawbacks, and disadvantages that appear to be overlooked, ignored, or dismissed out of hand (Langford, Narayan, Von Glahn, 2016). For example, concerns have been raised that overreliance on technology can cause declines in critical thinking and analytical skills (Porter, 2014; Greenfield, 2009, cited in Langford, Narayan, Von Glahn, 2016) and that overdependence on the Internet hampers peoples ability to think, understand, retain, and analyze information (Carr, 2010; Ciarcia, 2012; Friedman Heafner, 2012, cited in Langford, Narayan, Von Glahn, 2016). Finally, Bauerlein (2008) believes that the digital age has generated access to immense information at the expense of making us dumber. He worries that the younger generation is increasingly disconnected from culture, history, politics and context contributing to ignorance and apathy (cited in Langford, Narayan, Von Glahn, 2016, p. 4). I think it behooves teachers and educators to acknowledge both sides of the debate and not automatically assume that any and all technology is beneficial or even harmless. Our students often embrace new technology cavalierly. Therefore, as teachers, educators, and leaders, it is incumbent upon us to evaluate the use and potential consequences of technology before adopting it rather than blindly follow the pervasive culture. In oth er words, if overuse of technology is part of the problem, as some believe, is more technology really the answer? As leaders we must ask hard questions and be willing to defy the status quo (Bennis, 1989, cited in Shoup, 2016). Conclusion I believe I have done a fairly good job of meeting some of the indictors of the ISTE NETS standards for teachers. On the other hand, some of the standards and their indicators will be difficult to meet in my Chinese university teaching and learning context. Even so, there are two things I believe I can do to further develop the skills I need to meet the NETS-T standards and indicators. My first goal is to research age-appropriate online collaborative tools available and accessible in China. Such tools will help my business English students further develop their English reading and writing proficiency as well as prepare them for their future careers where such collaboration is commonplace. Secondly, I want to develop my professional growth and leadership by researching and understanding the potential problems and pitfalls presented by technology beyond the three most commonly associated with youth-predators, plagiarism, and porn-and how to mitigate them. Technology Integration Matrix (TIM) Below is a Technology Integration Matrix reflecting my business English class for my international university students. I chose this class because I believe it is the most technology-integrated class I currently teach. My TOEFL and IELTS workshops are far less technology-dependent. In fact, I felt it necessary to create and add a new Level of Technology Integration to the Matrix: Non‑Integration. There are several reasons why a teacher may not integrate certain aspects of technology with his or her instruction including, but not limited to, unawareness that such technology exists, ignorance regarding its use, a lack of resources or access, or a rationale where such use is deemed inappropriate (Kayalar, 2016). For example, I myself am unaware of age-appropriate online resources for goal-directed learning that are available and accessible in China. Levels of Technology Integration into the Curriculum Non-Integration Entry Adoption Adaptation Infusion Transformation Learning Environment Characteristics Active Students use technology seamlessly (e.g. Word, Excel, PowerPoint, the Internet) as they create business plans, proposals, and presentations as a means to develop English language proficiency. Collaborative Students primarily work alone or in pairs or small groups when researching and creating their business plans and proposals. Most if not all collaboration is done in person. Constructive Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Authentic Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Goal-Directed Students do not use technology in this manner. Goal 1 I would like my business English international students and myself to research and explore age-appropriate goal-directed online resources available and accessible in China that will aid their English-language acquisition and use. This might effectively move us from Goal‑Oriented / Non-Integration to Goal-Oriented / Entry. Researching English-language educational tools in English will itself help build students English-language vocabulary and reading comprehension skills as they try to discover online tools and ways they can be used to facilitate other aspects of their language acquisition and use. Goal 2 I would like to move my business English international students from Collaborative / Entry to Collaborative / Adoption. In China, WeChat is the preferred means of real-time messaging and communication. However, email is more common in other parts of the world, especially in professional business environments. I would like to extend email (or other collaborative tools) use into the arena of real-world collaboration as opposed to the merely academic exercise it is currently. Conclusion While many benefits of integrating technology across the curriculum are strong and undeniable, several barriers remain. These barriers might be categorized as external (relative to the teacher) or internal. External barriers largely involve the availability and accessibility of age-appropriate technological tools and resources, and are largely outside the teachers control. Student social-economic status, school or district funding, or government policy and regulation are all examples of external barriers that may make it difficult to fully integrate technology inside the classroom. Internal barriers to technological integration pertain to teacher willingness, knowledge, and skill, and their legitimate concerns regarding student welfare as well as founded or unfounded prejudices and biases against technology. I would like to echo Langford, Narayan, and Von Glahns (2016) caution against using technology for technologys sake and instead thoughtfully and critically adopt only those techn ologies and methods proven to enhance the student educational experience, in my case, the acquisition and use of the English language at the university level. References Ang, J. S., Yingmei, C., Chaopeng, W. (2014). Does enforcement of intellectual property rights matter in china? Evidence from financing and investment choices in the high-tech industry. Review of Economics Statistics, 96(2), 332-348. Kayalar, F. (2016). Cross-cultural comparison of teachers views upon integration and use of technology in classroom. Turkish Online Journal of Educational Technology, 15(2), 11-19. Langford, S., Narayan, A., Von Glahn, N. (2016). Revisiting the technology and student learning debates: Critical issues and multiple perspectives. Transformative Dialogues: Teaching Learning Journal, 9(2), 1-15. Lawton, D. (2014). Beyond bubble sheets and number two pencils: Assessment in the digital age. Delta Kappa Gamma Bulletin, 81(1), 53-58. Oncu, S., Delialioglu, O., Brown, C. A. (2008). Critical components for technology integration: How do instructors make decisions? The Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46. Shoup, J. R. (2016). Leadership, organizational, and institutional studies: Reconciling and teaching competing perspectives. Journal of Leadership Education, 15(4), 167-182.

Occupational Therapy Essay -- essays research papers fc

An occupational therapist is a trained and licensed health care professional who can make a complete evaluation of the impact of disease on the activities of the patient at home and in work situations. Hobbies and recreational activities are considered when an assessment is made. The most generally accepted definition of occupational therapy is that it is an activity, physical or mental, that aids in a patient’s recovery from disease or injury.   Ã‚  Ã‚  Ã‚  Ã‚  The Occupational therapist takes a history from the patient by conducting a thorough interview. Questions are asked about hygiene, eating, dressing, getting in and out of bed, driving, cleaning, working and the patients sex life. A physical examination is conducted extensively concentrating on range of motion. Observations of deformities are noted because they may hinder the performance of the patient. The therapist assesses the need for splints or supports which might benefit the patient and helps design specific assistive devices.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"It is the job of the occupational therapist to innovate plans to overcome the imposed limitations while helping the patient reduce strain and prevent further damage by teaching techniques that conserve energy† (Sasser 75). There are numerous ways to make daily living easier. The most crucial part of therapy is assessing the patient’s environment. All the people, cultural conditions and physical objects that are around them, create their environment. The behavior and development of people is a direct result of the interaction between them and their surroundings. A patient’s behavior is greatly effected when they are mismatched with their environment. â€Å"A persons environment match is present when the persons level of competence matches the demands of the environment† (Cole 75). Full participation by the patient is required to make it practicable. The importance of occupational therapy is to help the patient use what they have to the fullest. Therapists know that in this particular field there will not be a dramatic improvement, but there will be a better quality of life lived by the patient. In today’s world, it is extremely important to keep accurate records on all aspects of care giving. According to Sladyk, â€Å"Documentation is one of the most important duties an occupational therapist can have aside from treating the patient† (1... ...ing, organizing, analyzing, generating, integrating and evaluating. It is essential that as occupational therapy students we become self-determining, independent thinkers. Technical writing skills will be used throughout our career. Mastering technical writing will come with practice and will prove to be one of the most instrumental elements we have learned in our curriculum. Works Cited Aquaviva, J.D. Effective Documentation for Occupational Therapy. Bethesda, MD: American Occupational Therapy Association, 1992. Early, M.B. Mental Health Concepts and Techniques for the Occupational Therapist Assistant. 2nd ed. New York, NY: Raven Press, 1993. Markell, Mike. Technical Communication: Situations and Strategies. 5th ed. Boston, MA: Bedford/St. Martin’s Press, 1998. Okeema, Kathleen. Cognition and Perception in Occupational Therapy. Gaithsburg, MD: Aspen Publishing, 1993. Reed, K.L. Quick Reference to Occupational Therapy. Gaithersburg, MD: Aspen Publications, 1991. Sasser, Martha. The Practice of Occupational Therapy. 2nd ed. St. Louis, MO: Mosby- Year Book, Inc, 1998. Sladyk, Karen. OT Student Primer: A Guide to College Success. Thorofare, NJ: SLACK Incorporated, 1997.

Cost of Goods Checkpoint Essay

A multi-step income statement for a trading business highlights the fact that between 40% and 60% of revenue from sales is accounted for as the cost of goods sold. The cost of goods attributed to a company’s products is expensed as the company sells these goods. There are several ways to calculate COGS but one of the more basic ways is to start with the beginning inventory for the period and add the total amount of purchases made during the period then deducting the ending inventory. (According to Kimmel, Weygandt, and Kieso), cost of goods sold is found by taking the cost of goods available for sale (beginning merchandise inventory + net purchase), less the ending merchandise inventory (p. 244). In a wholesale or retail trading business, merchandise held for resale in the normal course of business is the largest asset owned by the organization. For this reason it is vital that accurate up-to-date records be maintained when goods are acquired and inventories taken. Finished goods and or merchandise makes up cost of goods sold. There are two classifications of inventory: merchandiser or manufacturer. In a merchandiser company inventory consists of many items all different. Whereas, a manufacturer, some inventory may not be ready (Kimmel, Weygandt, & Kieso, p. 282). Examples of items that make up cost of goods include; produce, clothing, electronics, items that can be resold from manufacture to a company to the customer. This means when the business acquires a finished product, the cost of the product goes into an inventory asset account. The customer will then purchase the product, finished good, the business transfers the cost of the product from the inventory asset account to the cost of goods sold expense account because the product is no longer in the business’s inventory (Kimmel, Weygandt, & Kieso, p. 282). References Kimmel, P. D. , Weygandt, J. J. , & Kieso, D. E. (2011). Financial accounting: Tools for business decision making (6th ed. ). Retrieved from The University of Phoenix eBook Collection database.

Bureaucracy

One of the characteristics off eructation school/organization is specialization. Specialization is concentrating on a specific task for example; bursar as one of the school officers regulates finances of the school. According to Weber as cited in Ho and Missile (1 991 ) â€Å"division of labor and specialization means that the regular activities required for the purposes of the bureaucratically governed structure are distributed in a fixed way as official duties† (p: 104). This is to say, work in schools is divided into different task hence everyone have his/her specific task.Teachers are specializing by teaching a specific subject for example, Mathematics. Mathematics teacher specialize by teaching only Mathematics to all the grades in the school that is, form one, two and three. This is advantageous due to the fact that it makes one's job easier and to be of high quality since he/she deals with a specific subject. Furthermore, specialization goes hand in hand with what is ca lled division of labor. Light, Keller and Calhoun (1989) state â€Å"in bureaucracies the work to be accomplished is broken down into clear-cut division of labor and people are trained to specialize in performing each task† (p: 219).This is division of labor which refers to dividing work into small and manageable tasks. Therefore since tasks in schools are too complex to be performed by a single individual, division of labor is crucial. Everyone in a school has a position for example; there is a head teacher who is responsible for the running affairs of the school and teachers who are responsible for imparting knowledge to students or simply instruction delivery. Division of labor among positions improves efficiency. Ho and Missile (1991) postulate that division of labor produces specialization hence efficiency increases.And this is because specialization helps employees to be knowledgeable and expert at performing their prescribed duties. So the authors suggest â€Å"such d ivision enables the organization to employ personnel on the basis of technical qualifications. Hence, division of labor and specialization produce more expertise in school personnel† (p: 105). This is to say that workers are employed for the type of work they have skills on. Another characteristic of bureaucratic school/organization is a hierarchy of offices.According to Ho and Missile (1991) offices are arranged hierarchically; ACH lower office is under the control and supervision of a higher one. In agreement YMMV. Clientà ¨les. Com suggests that the structure of a bureaucracy is called a hierarchy because it includes a series of levels from the most menial worker in the organization to the highest executive. Each level has clearly defined authority and responsibilities. Therefore, this makes work to be easier and more manageable since everyone knows his/her responsibility in the school/organization. Light, et al. (1989) state that when an organization's operation is divide d into smaller, more manageable tasks; the arioso activities must be put together. Thus, the solution is to organize workers into a hierarchy with each person being responsible to the person directly above in the chain of command. This means that everyone will have a supervisor. For example, senior teachers can supervisor teachers to assess the efficiency of their work in the classroom. Moreover, a hierarchy of offices helps in keeping order within the organization since everyone understands his place very well and what is expected of him/her.According to Stark (1989) â€Å"all employees in the organization must know who their boss is and each errors should always respect their chain of command† (p: 594). To support this, employees should respect those in authority or their supervisors by doing what they expect them to do. They should also follow a channel of communication within the organization. The author also postulates â€Å"in this way the people at the top can be sure that directives arrive where they are meant to go and know where responsibility lie† (p: 594).Therefore, a hierarchy of offices is very important characteristic of a bureaucratic school/ organization as it allows workers to focus on their responsibilities since it Leary define them. It also encourages carefulness among workers as it is easier to trace who is not doing his/her work properly. Www. Baccalaureate's. Com/excerpts suggests that a formal hierarchy is the basis of central planning and centralized decision making of a bureaucratic school/organization.This is due to the fact that these offices are for the people who are responsible for the operation of the school/ organization hence; they plan and make decisions together on how best to do that. Stark (1989) postulates ‘to ensure order in decision making, business is inducted primarily through written rules, records and communication† (p: 593). This is to say, planning and decision making is central to a hie rarchy of offices within the school/organization due to the fact that it is where written rules, records and communication are found.Rules and regulations are one of the characteristics of bureaucratic school/organization. In any organization rules and regulations are very vital because they ensure that there is order. Weber as cited in Stark (1989) â€Å"stressed that rational bureaucracies must be managed in accordance with careful developed rules and principles that can e learned and applied†¦ † (P: 595). To support this, a bureaucratic school should have rules that guide employees' behavior since they are applied equally to everyone of them. They cannot be broken due to the fact that by doing so punishment will follow.Therefore, rules and regulations are important in a bureaucratic school since they promote self-discipline and self- control among workers. This will help the organization to run smoothly and efficiently since workers need not to be followed to do their work as they are guided by the rules and regulations. Rules and regulations maintain control thin the organization as according to Ho and Missile (1991) â€Å"†¦ By taking advantage of the screening functions of bureaucratic rules, administrators can gain and maintain some control over organizational activities.They anticipate that general and impersonal rules will be good because they provide direction without creating status distinctions. Control is the us maintained by using bureaucratic rules†¦ † (P: 109-110). Moreover, to ensure that rules and regulations are the characteristics of bureaucratic school/ organization; Bernard, Burgess and Kirby (2004) suggest that a bureaucratic school/organization should have a body of rules that governs it. For example, employees usually have a code of conduct. According to Fragrant (1980) a code of conduct is a set of rules for professional conduct since teachers are professionals.These rules are divided into two; a commitmen t to the students and to the profession. A commitment to the students are rules which outline what the teacher should do and not to do to students for example, the teacher disclosing information about students without their permission. And a commitment to the profession are rules which outline hat they society expects from the teacher for example, the teacher should not dress in an unprofessional manner. Ho and Missile (1991 ) state that rules and regulations provide continuity of operation and help to coordinate activities.This is because employees are guided by rules on what they should do and not to therefore, rules and regulations in a bureaucratic school promote cooperation within the organization since employees work well with each other. Lastly, one of the characteristics of bureaucratic school/ organization includes rewards based on merit. According to Light, et al. (1989) â€Å"positions in a bureaucracy are awarded on the basis Of technical qualifications (as measured by tests, educational degrees and diplomas and other standardized yardsticks) not on the basis of who one knows† (p: 220).This is to say that jobs and promotion in a bureaucratically school/ organization are obtained through qualifications. For example in Botswana, for one to be a secondary school teacher should have at least a certificate of Diploma in Secondary Education not just passed form five and then be employed as teacher. Employees should be employed for the job they qualify or so that work cannot be difficult for them since they will be doing what they are trained for. This will in turn, helps the school/organization to be effective and efficient.Furthermore, rewards based on merit will allow us providers to give promotions to the ones who are qualifying for those positions. This is to say they will not give promotion on the basis of favoritism like to their relatives and friends. Stark (1989) states â€Å"to ensure expert management, appointment and promotion are base d on merit rather than favoritism and those appointed treat their positions as full-time, primary arrears† (p: 593). To support this, people are rewarded because of the efforts they put in their work.So that's why in schools teachers can be promoted and given positions such as, from being a subject teacher to a subject coordinator. Nevertheless, giving jobs and promotions to people because one knows them, will make the school/organization to suffer since they do not qualify for those works. Ho and Missile (1991) suggest â€Å"promotion is dependent on the judgment of superiors† (p: 105). This is to say that promotion is made by supervisors but even though, it is upon them they should do it fairly.