Essay Topics For College-Based Exams

Essay Topics For College-Based ExamsIt is only natural that you would need to find persuasive essay topics. The topic is the central part of an essay, and it is therefore very important to give it the best treatment that it deserves.You have to consider the subject of your essay as well as the format in which you intend to present it. The format will dictate the choice of topics that you can choose from. The two key elements are whether or not your essay is for a college-based exam, and if it is a high school class.If your essay is for a college based examination then the topic should be history. History has always been a strong subject in all the essays, and particularly in a college class. These essays need to go into details, with references to other works, and to historical figures and events.However, a good high school student should know about the different types of history and so should have a wide knowledge on them. The essay topics that he would be writing should be based on different periods of history and written from different perspectives.There are three different forms of history that you can choose from: the written version, the oral, and the written and the oral. In a written version, the writer needs to create a narrative with clear facts, and relevant information that can be connected to other parts of the essay. This form is commonly known as 'Thesis' style essays.The next type of history is the oral history and is very similar to the written version. The content of the oral history is usually highly personal and focused on a particular incident, a single person, or even a period of time. You could also combine these two forms of history to write history essays, depending on the audience of the essay.Finally, there are a few persuasive essay topics that you can use for your college or high school essay. These are the essay writing tips, so make sure you take time out to look at all the available options.

The Beginning Teacher - Free Essay Example

Teaching is extremely difficult and will never be perfect (Danielson, 2007). The beginning teacher, whether they are recent enthusiastic college graduates or individuals embarking on a career change, require support (Watkins 2005). In order to feel like successful, contributing members of a community of learners, these professionals need to be supported (Watkins 2005). Coaching beginning teachers starting at day one will set the tone for future success. The teacher will become more successful; therefore, the students will become more successful. Using the Danielson Framework to assess the environment and climate, I would look for how the teacher interacts with the students in the class and how the students interact with each other. The classroom environment should be one of mutual respect. There should be evidence that the teacher is establishing rituals and routines beginning on the first day of school. This will help with student behavior as well as procedures. Classroom management has been identified as an area that â€Å"requires immediate attention† (Chesley and Hartman, p.3). Instructional strategies should include clarity of instruction, classroom discussion, feedback, formative assessments, as well as metacognitive strategies, such as accessing prior knowledge (Adler 2015). According to Young (2015), student engagement strategies should include but are not limited to Thumbs Up/Thumbs Down. This strategy allows teachers a quick system to check for understanding to determine whether or not students have learned a particular concept. This activity can be extended with class discussion. Students can also use Think-Pair-Share (Young, 2015). This is a strategy that I learned when my district utilized the Successful For All Foundation’s Reading Program. The teacher asks a question. Students think about an answer. They pair with a partner to discuss their answer. Some students are also allowed to share their answer with the class. This strategy also contributes to a positive classroom climate since every student is allowed to share his or her thinking. Teachers may also have their students participate in a Gallery Walk (Young, 2015). Student work is posted on the classroom walls to form a gallery. Students walk around the classroom to observe their peers’ work and engage in dialogue about their work. Higher order thinking techniques are crucial to student achievement. Students are using higher order thinking strategies when they are asked to create something. Williams (2000) suggests using graphic organizers to stimulate higher order thinking. He suggests that graphic organizers make thinking visible. Using technology, students can create graphic organizers using desktop computers, tablets, and laptops. Teachers can also use Smart Boards to project lessons and demonstrate activities. Many Smart Board activities are interactive so they encourage student engagement. Technology can also be used to differentiate instruction and for small group activities. My district utilizes the website www.Freckle.com. Student work is differentiated according to each student’s level. There are units for all content areas on the website. The work is graded on the website and can be printed and placed in students’ folders. Technology is a valuable tool for student assessment. Positive feedback could include classroom environment and student engagement. The lesson adhered to the stated objective. Students were attentive and responsive by participating in class dialogue. They were engaged in the activity by working with their partner to complete the assignment. Evidence from the observation would be used for constructive feedback (Conducting Observations). I may ask if there is any planning for extension activities for students that finish an assignment early. Some students finished the activity before the rest of the class and appeared to have nothing to do. Since they were working on a graphic organizer, they may have been allowed to start the next phase of the assignment or have activities in their folders that they can complete while they wait. Additional coaching activities that I would include with this teacher would be study groups. Study groups give the novice teacher the â€Å"learning in practice that they need while getting support from veteran colleagues† (Watkins, p.85). I would also work with the teacher on lesson planning. Most beginning teachers are not familiar with the format of lesson planning and how to include differentiated activities into their plans. I would also work with the beginning teacher on classroom management strategies. The best-written plan cannot be implemented without adequate classroom management. Watkins (2005) suggests using action research with beginning teachers. Action research benefits the entire school community. It is a learning opportunity for the beginning teacher as well as the veteran. The results obtained through action research projects impact everyone and give valuable insight into how to better serve students as well as staff. It also makes the beginning teacher feel like a valued member and not just a spectator. References Danielson, C (2007). Enhancing professional practice: A framework for teaching (2nd edition). Association for Supervision and Curriculum Development: Alexandria, VA. Conducting Observations and Providing Meaningful Feedback. (n.d) Massachusetts Department of Elementary and Secondary Education. Retrieved July 27, 2018 from: https://www.doe.mass.edu/edprep/cap/Workshop-Handouts.pdf Watkins, P. (2005). The Principal’s Role in Attracting, Retaining, and Developing New Teachers: Three Strategies for Collaboration and Support. The Clearing House Young, S. (2015). Reading Horizons. 14 Classroom Activities That Increase Student Engagement. Retrieved July 27, 2018 from https://www.readinghorizons.com/blog/14-classroom-activities-that-increase-student-engagement Chesley, G. Hartman, D. (2012). Myth of the â€Å"Last-In† Superstar. Education Digest Williams, R.B. (2003). Higher Order Thinking Skills: Challenging All Students to Achieve. Corwin Press: Thousand Oaks, CA.

Descriptive Essay About Frankenstein - 1297 Words

I saw myself. Hideous, that s what I was. People were afraid of me, so I have to hide. A hidden figure in the darkness of the night. I don’t remember why I looked like this therefore, I don’t remember anything , however I remember him. I saw him. I saw him at the party. In the crowd of people who were running away from something with fear leaving with them however, one boy that was the not running away. He just stood there . I didn’t know if he was shocked or he was going to cry. It was one of those situations where he gave me a look like if-I-get-close-to-me-I-will-punch-you looks. I didn’t know what to do so, I start to walk closer to him and then a dark red floating object caught my eye. I turn to see a red balloon floating east.†¦show more content†¦I came back to reality and see now I’m standing by a sign that says ‘’Welcome to Derry’’. Behind the giant sign was a sewage tunnel. I walked into the grey wa ter and walked around for a bit. Trying to find a spot to sleep I soon reached what I thought was the end of the sewers, however it was the meeting point of where all the sewage pipes meet in Derry. For some reason I felt like I have been here before. In my own thought, I hear some say a name. ‘’Hiya, Georgie!’’ I turn around to see the one who took my last breath away from me, Pennywise. ‘’Welcome back!’’ The clown said, as I stepped back away from my nightmare it moved closer to me.‘’Did you miss me?’’ The clown said to me now and hovering over me with a big smile on his face. In the crease of his mouth slobbered built up and dripped from his mouth onto my forehead. ‘’NO!’’ I screamed as I pushed pasted him running. ‘’ YOUR NOT REAL’’ I said sobbing. Hesitantly, the demonic creature then licked his lips and said ‘’ But Georgie I’m Pennywise the dancing clown’’ he responded with a smirk on his face. ‘’ GEORGIE’’ I turn to see Bill. He is with seven other boys and two girls. Pennywise was distracted by the group so I tried running to them, but he got me. Hands were wrapped around my neck. I couldn t breathe. I felt something touch my hand and I let out a sob. I tried to calm myself down. This isn’t going to happen again. IShow MoreRelatedDescriptive Essay About Frankenstein1605 Words   |  7 Pagescoming home and talking about the ‘’Loser’’ gang. I come out of my thought and realize Eddie is looking at me sadly. I then say ‘’ It’s okay there’s nothing you can do’’ I lay on the floor and say ‘’ I’m already dead’’ with a hint of sarcasm. I turn my head towards the other teens and see Pennywise is gone and they all ran towards me. I look at Bill and see his eyes are glossy and he s about to cry. I tell Bill to tell me about what I have missed. He starts telling me about a fiery redhead girlRead MoreAnalysis Of Mary Shelley s Frankenstein 1343 Words   |  6 PagesThe following essay is a book review of Frankenstein, which summarizes and evaluates the story. The purpose of this essay is to describe the two important qualities, which are the overview of the plot (including the characters of the book), and the book’s strengths as well as weaknesses. Frankenstein was written by Mary Shelley and is about a young man named Victor who creates his own human through multiple types of science. The novel is about the monster’s journey in understanding where he cameRead MoreFrankenstein, by Mary Shelley1078 Words   |  5 PagesMary Shelley’s Frankenstein has undoubtedly withstood the test of time. Frankenstein’s direct association with fundamental Gothic literature is extremely renowned. However, the novel’s originality is derived from the foundational thematic values found within the relationship (or lack there of) between Victor Frankenstein and the monster he had created, in combination with a fascinatingly captivating plot. Understandably, Frankenstein can often be associated with a multitude of concepts; however,Read MoreEssay about The Real Monster in Mary Shelley’s Frankenstein991 Words   |  4 PagesIn this essay I will be discussing who really is portrayed as the monster in her gothic horror novel, Frankenstein or â€Å"The Modern Prometheus†. Frankenstein was written in 1816, (thought by many to be the first real science fiction novel) dur ing the age of Romanticism and it tells the story of a selfish man, Victor Frankenstein, whose ambition conducts him to seek for supernatural powers and leads him to death. He is a young scientist, eager to discover something new, the key to life, help to makeRead MoreThe Task Of Composing A Descriptive Essay1310 Words   |  6 PagesRecently, my Composition I teacher assigned the class the task of composing a descriptive essay. This led me to the question, â€Å"what is a descriptive essay?† What topic could I possible write about for three whole pages? What have I done, seen, or experience that could fill these three long pages? My life thus far has been quite sheltered, so this has created quite the dilemma for me. Being that I am supposed to be descriptive, I feel the need to describe the stress that this has created for me. My physicalRead More Chapter 5 of Mary Shelleys Frankenstein Essay2016 Words   |  9 PagesChapter 5 of Mary Shelleys Frankenstein Within this essay I intend to discuss how Frankenstein and his creature change and how subconsciously they love each other. Chapter 5 will be used to show different themes as well as seeing how Frankenstein acts around his creation. Also the way Frankenstein has played God will be seen in this chapter. I will start this essay by looking at chapter 5. Shelley shows, in chapter 5, Frankenstein and the creature’s reaction to the ‘creation’. ShelleyRead MoreIdeas and Warnings in Frankenstein Essay2128 Words   |  9 PagesFrankenstein is full of ideas and warnings, which are relevant to a modern day audience; in what ways does Shelley explore. Frankenstein Coursework Q. Frankenstein is full of ideas and warnings, which are relevant to a modern day audience; in what ways does Shelley explore these ideas? The novel Frankenstein is set in the pre 1914’s, when there were theories on certain things that they did not understand. It is full of darkness and tragedy in some places. In the book, Mary Shelley the Read More11 Types of Essay4025 Words   |  17 PagesEDITORIAL ESSAY Car has become a basic necessity for everyone these days. There are many people who are simply crazy about cars. An essay on car is a very interesting thing to do. One can write a lot about a car in an essay. An essay on car mentions the different kinds of cars, its basic utility, different features of car, etc. There are many people who have very vague knowledge about the cars but still are interested in spending money on buying cars. It is quite unusual to write an essay on carsRead MoreHello2980 Words   |  12 Pagesstate produced by an imbalance of feelings is corrected and emotional health is restored. Causal Relationship (cause and effect)—In causal relationships, a writer assert that one thing results from another. To show how one thing produces or brings about another is often relevant in establishing a logical argument. Characterization—The method an author uses to develop characters in a work. In direct characterization, the author straightforwardly states the character’s traits. With indirect characterizationRead MoreInterpretation of the Text13649 Words   |  55 Pagesdesire to stir the reader, and by the writers consciousness of the real world. But in a work of literature, all of these streams flow through the world the writer creates. 1.2. Literary genres To interpret a literary work, one needs to know something about its genre. The distinctions between genres of literary works are flexible and loosely defined, often with subgroups. The most general genres in literature are (in a chronological order): epic, tragedy, comedy, novel, short story, and creative nonfiction

Second Chances for High School Dropouts

Just because your child dropped out of high school doesnt mean his life is over. In fact, 75 percent of high school dropouts eventually finish. Finding the time and motivation to get a GED program completed can be complicated by real-life responsibilities and issues. Dont let those obstacles stop your young adult from completing his high school education. Here are  ways your high school dropout can earn his diploma or a GED.   What Is a GED? Anyone 16 or older who hasnt earned a high school diploma may take the GED tests. There are 5 subject area tests to take to pass the GED: Language Arts/Writing, Language Arts/Reading, Social Studies, Science, and Mathematics. The GED tests are available in Spanish, French, large print, audiocassette and Braille, in addition to English. Fortunately, many government institutions and universities consider the GED just as they would a high school diploma in regards to admissions and qualifications.   Community College: Most community colleges offer programs to help students complete their high school diplomas and/or earn a GED. Some of these classes are offered on community college campuses, while others are held at night on high school grounds. Call your local community college for details. Many community colleges now offer online programs as well.Adult Education Programs: Most adult ed programs offer courses to help students prepare for the GED. Adult ed schools are typically run by high school districts, community colleges or a collaboration between the two, with funding provided by the state. Call your local adult education school for information.Gateway to College: Founded in 2000 by Oregons Portland Community College, this program bridges the gap for students ages 16-21 who have dropped out of high school but want to finish their coursework and go to college. Gateways program, which combines high school and college coursework, is available on 27 community college campuses i n 16 states, and the Bill Melinda Gates Foundation is using it as a model for part of the foundations Early College High School efforts. For details, visit the Gateway to College website.YouthBuild: This 20-year-old program for high school dropouts ages 16-24 from low-income families, combines community service, vocational training, and leadership skills with a GED program. Students, many of whom have been in the foster care or juvenile justice systems, divide their days between high school and GED prep classes and projects building or renovating homes for low-income families. Kids participate in a 30-hour per week program that also offers job training, helping them to find work that will facilitate the start of their careers while building their communities as well. The program began in 1990 in New York City and has grown to include 273 YouthBuild programs in 45 states. This, too, is supported by the Gates Foundation. For more information, visit the YouthBuild site.National Guard Youth ChalleGNe Academy: For 16- to 18-year-olds, Sunburst Youth Academy gives kids a chance to turn their lives around. The program is run by the National Guard, and there are 35 Youth ChalleNGe Academies around the U.S., an outgrowth of the  Congressional mandate in 1993 to deal with the countrys high school dropout crisis.Therapeutic Boarding Schools: Programs at these schools help troubled teens identify the underlying cause of their issues. Various approaches combine academics and psychotherapy so teens can better understand and control their actions and behaviors. With insight and oversight from professionals, teens can begin to modify their behavior, stop acting out, and get back on a path to pursue their high school diploma. While some therapeutic schools can be unaffordable to many,  local school districts and some insurance plans can help offset the costs.Online Programs: For those students who have challenges with either time or location — for example, a parent who works full time or an ill homebound young adult — online GED programs are a great option. Most programs will allow students to access classwork, tests and more on their own schedule, giving them the flexibility to keep working or managing their health problems. Online GED programs, for the most part, should not be confused with homeschooling — they are specifically designed for online learning.

My Own Framework Of Play - 1249 Words

has such a great impact on a child’s development and can be seen through their play. This philosophy directly relates to my personal framework of play. Framework of Play My own framework of play takes a great deal from Vygotsky, but takes pieces from both Bronfenbrenner and Piaget and might be seen as having social constructivism tendencies. I tend to see Piaget’s stage theory as lacking in the thought that children’s social interactions plays such a vital role in development, his interpretation of adaptation being part of the process in which accommodation and assimilation are continuously fluctuating and is evident in children (Frost et al, 2011). The exposure to fresh experiences, for children, and being able to integrate them, falls†¦show more content†¦Play is the perfect setting for applying scaffolding techniques, however many different areas of learning are centered around approaches that are directly aligned with using scaffolding as a means to move forward with more difficult educational material. Another important aspect of my framework happens to align with the musings of Bronfenbrenner and his eco logical systems. The way that children gain knowledge and develop throughout a multitude of contexts can be seen as Bronfenbrenner’s most prominent gift for early education (Aldridge, Sexton, Goldman, Booker, Werner, 1997). As was stated previously, the classroom’s cultural environment will continuously change to reflect the particular structure of the child’s cultural influences at home. So in all reality the perspective in which play is approached will be determined by the distinct culture within the classroom. These different variables work together in order to influence development. Since those same variables are not restricted solely to classroom settings, challenges to play may occur. Challenges to Play There are several different background variables that can be anything from diverse cultural upbringings to socio-economic status, as well as anything that would affect how a child comprehends the world around them. These variables have the ability to produce challenges for teachers that are attempting to

The Sociological Imagination Of Our Everyday Lives

In order to make sense of the purpose of our everyday lives and our place in society, humans participate in a concept called the sociological imagination. This concept enables a person to â€Å"understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals†(Mills, The Sociological Imagination). When applying the sociological imagination to my own experiences, I am able to locate myself society, particularly the larger structures of Education. By doing, so I am able to find purpose in the education system despite its pitfalls. In order to make sense of what we are doing in our lives as individuals we must examine the history and institutions of society at large. This is what the sociological imagination does; it helps us define our purpose in society. For example, the education system today is â€Å"suffering from narration sickness†(Friere 71) meaning that students passively listen while the teach ers narrate content. It is obvious to anyone that has gone through the formal education that there seems to be no real purpose to what we do in schools. There is less learning taking place, but rather depositing. The students are empty vesicles to which the teacher deposits information for the student to receive, memorize and repeat. Paulo Freire calls this type of learning the â€Å"banking† concept of education in his book â€Å"Pedagogy of the Oppressed†. In this banking system, oppression is a main characteristic of theShow MoreRelatedThe Concept Of Sociological Imagination : Connecting History987 Words   |  4 PagesClaudia Rosado Professor Williams Sociology 3 October 2014 The Concept of Sociological Imagination: Connecting History to Biography C. Wright Mills believed that sociological imagination connects history and biography by means of cause and effect. Society and all things surrounding it have a particular interconnection when it comes to change. As a result, one major alteration to everyday society causes human relationships in history to adapt to change. History is altered by man, without human interactionRead MoreThe Sociological Imagination Essay1065 Words   |  5 PagesPaper Grade: 75 / C The Sociological Imagination The sociological imagination is an idea or a way of thinking that interlocks an individual in a society with the society as a whole. Most people refer to sociology as the study of how people or individuals interact with each other. In order to fully understand sociology and the concept of the sociological imagination as proposed by C. Wright Mills, one has to be able to envision the individual and the society working together to better understandRead MoreSociology WA11747 Words   |  7 Pages(Schaefer, R. T. 1997). The functionalist perspective looks at a society in a positive manner and sees it as stable, with all the parts working together and views it on the macro-sociological level. Under the functionalist view every social aspect of a society contributes to the societys survival. The macro-sociological level means that a society is studied on a large scale as a whole. The view of the individual in a functionalist perspective is that people are socially molded, not forced, to performRead MoreThe Sociological Imagination and Understanding Personal Troubles as Social Issues1259 Words   |  6 PagesThe Sociological Imagination and understanding personal troubles as social issues: The Sociological Imagination allows us to question â€Å"things† or issues which are common and familiar to us and to find its deeper meaning. With the Sociological Imagination way of thinking, we find reasoning and uncover why many things in society are the way they are. The Sociological Imagination does not attempt to understand the individual and his or her problems alone, but focuses on issues and problems as itRead MoreLiving As Woman And A Muslim Essay1235 Words   |  5 PagesAmerica The term sociological imagination was a concept constructed by the American Sociologist C. Wright Mills in 1959 to describe the ability to understand how our lives are affected by the historical and sociological changes around us. In order to possess the knowledge of sociological imagination, we should be able to pull away from the current situation and be able to look and think from a different perspective. C. Wright Mills defined his concept of sociological imagination as â€Å"...the vividRead MoreResponse Paper : The Promise1008 Words   |  5 PagesResponse Paper The Promise Have you ever wondered why people do some of the things that they do? Is it their own thought process or is it a direct result of how society plays a role in our lives? The majority of us tend to think that a person does something for the reasons of the individuals own reasons or purpose. Many of us don’t stop to think about the bigger picture of what can have an influence on the individual’s purposes or reasons of their actions. The fact of the matter is that for theRead MoreThe Sociological Imagination By C. Wright Mills857 Words   |  4 PagesThe sociological imagination is simply the act of having the capacity to think ourselves away from the commonplace schedules of our day by day lives keeping in mind the end goal to take a gander at them with a new perspective. C. Wright Mills, who made the idea and composed a book about it, characterized the sociological creative ability as the clear attention to the connection amongst encounter and the more extensive society. The sociological imagination is the capacity to see things sociallyRead MoreThe Promise Of Sociology, By Charles Wright Mills1133 Words   |  5 PagesSociology written by Charles Wright Mills explains that most men are unable to comprehend the effects of cultural and sociological changes that it can have on their lives. Mills introduces a concept that involves sociological imagination. Sociological imagination is the ability to see things socially and how they interact or show expressions to each other. â€Å"The sociological imagination enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and theRead MoreSociological Characters In Disney Film : A Bugs Life970 Words   |  4 Pagesrelationships between characters mimic some of the things that occur in our everyday lives. The run-through of this film involves a large colony of ants with the underlying issue being grasshoppers. According to imdb, â€Å"Each year, a small group of grass hoppers travel to the ant’s island to take the food that ants collected for them from the island. The grass hoppers normally â€Å"come, eat, and then leave† with no issues; however, when our main character, one of many ants in the colony, Flik accidentally knocksRead MoreSociological Imagination And Its Impact On Society Essay1204 Words   |  5 PagesIntroduction The sociological imagination is the point at which an individual perspectives his general public as the potential reason for his day-by-day triumphs and disappointments. People regularly tend to see their own issues as social issues and attempt to interface their individual encounters with the workings of society. The sociological creative ability tries to think of foundations for certain social patterns and gives a structure to fathoming the social world. Having a sociological creative ability

Risk Management Critique Risk Perceptions

Question: Discuss about the Risk Managementfor Critique Risk Perceptions. Answer: Introduction Risk management is the method of identifying, analyzing, and accepting or resolving the uncertain issues in decision-making process. According to Heckmann, Comes and Nicke (2015), risk management is the sequential process of assessing and controlling the threats to the capital management within an organisation. The threats can be involved with different sources, such as legal liabilities, financial uncertainties, or the emerging errors in the strategic management. In some of the cases, the security threats from the information technology can be most disastrous situations for the companies. The study will thus focus on the critique associated with the risk perceptions in the context of the risk management procedure. The identification of the key concepts will be described in this study to assess the merging of the risks during the emergencies. Critique Risk Perceptions in the Context of Risk Management According to Wachinger et al., (2013), the risk occurs due to the damage of the phenomenon, physical events, or errors in the human activities. It may cause the losses, property damage, injury, economic disruption, or environmental degradation. When the suffering ratio becomes higher due to the increasing challenges caused due to the risks, it will create the hazardous situations. The engineers or the social scientists often face the vulnerable situations in the risk management aspects. Kellens, Terpstra and De Maeyer (2013) implied that when there is the emergence of high risks, the individuals or the groups in the organisations tend to capture the vulnerable images. It is to be indicated that risks and risk perceptions are essential for the research and compliance process in the organisations. Currently, people have the perception that the outcome of the risks is generally negative for every individual and group in the organisation. However, the traditional approaches indicate that risk management sometimes signifies the positive outcomes as well. The policy makers require obtaining the insightful ideas from the risk perceptions before implementing any organisational policies. It will be effective enough in minimizing the severity of the emerging risks. Moreover, it will be beneficial in communicating the government policies to understand the significant areas associated with risks. People can gain insights about the relevant reactions during the emergency when they can differentiate the measurements and perception of risk severity. The factors associated with such perceptions are as follows: The reaction differs based on the situational aspects and severity level of risks (Hopkin, 2017). It is sometimes seen that the severity of the involuntary activities is more than the voluntary activities. Similarly, the severity of the emerging risks is higher than the existing risks (Bahr, 2014). The risk perception is often aligned with some of the psychological aspects. The assumptions made before undertaking any necessary organisational decision is necessary for identifying the probable risks (Wachinger et al., 2013). These risks sometimes may affect the organisational functionalities to some extent. Hence, the judgment presented regarding the assumed risks is necessary for measuring the probability of the emerging risks. The obtained idea from the above information depicts that it is necessary to judge the perception of the risks for undertaking the relevant organisational decision. In order to gain insights regarding the risk perception, it is necessary to judge the probabilities and quantifications. Key Concepts used for Assessing the Risks of the Emergencies and Disastrous Situations Some of the key concepts are used for assessing the risks and the emergency occurrences. These key concepts are hazards, vulnerability, and capacities. According to (), hazardous situation occurs when there is the possibility of the potentially damaged phenomenon, physical events, and human activities. Vulnerability ensures the condition of the individual or system in which the hazards can become disaster. On the other hand, Ostadtaghizadeh et al, (2015) mentioned that the capacities are conceptualized as the set of skills, knowledge and resources to deal with the emergencies or hazardous situations. These concepts be quite interlinked with each other. During risk management situations, there is the high possibility to occur such events. It is to be indicated that the traditional and local knowledge as well as the technological improvements can be considered as the fruitful capacities for mitigating the risky situations (Gaillard Mercer, 2013). The organisations need to develop the capacity for resolving the potential risks that can affect the organisational functionalities in a significant way. Another component of risk management is resilience, which defines the ability to overcome the damages created by the natural hazards, either through maintaining the social fabric or pre-disasters or through accepting the larger changes (Olson Wu, 2015). Resilience is another recognizable problematic concept that resists changes within an organisational scenario. In order to minimize the severity or vulnerability of the risks, it is essential to identify such associated components with risk management. Conclusion Risk management process of an organisation is depended on some of the specific elements. These elements are needed to be recognized to understand the severity and method of minimizing the risks. Presenting the risk perceptions helps in measuring the probability of the risk vulnerability of the emerging risk. Every organisation needs to identify the elements and gather ideas about perceived risks for understanding the relevant factors included in the organisational decision-making process. In fact, the existing risks can be less severe than the emerging risks. This process will be helpful in establishing the risk compliance process within an organisation. It can be mentioned that the judgment presented regarding the assumed risks is necessary for measuring the probability of the emerging risks. References Bahr, N. J. (2014).System safety engineering and risk assessment: a practical approach. CRC Press. Gaillard, J. C., Mercer, J. (2013). From knowledge to action: Bridging gaps in disaster risk reduction.Progress in human geography,37(1), 93-114. Heckmann, I., Comes, T., Nickel, S. (2015). A critical review on supply chain riskDefinition, measure and modeling.Omega,52, 119-132. Hopkin, P. (2017).Fundamentals of risk management: understanding, evaluating and implementing effective risk management. Kogan Page Publishers. Kellens, W., Terpstra, T., De Maeyer, P. (2013). Perception and communication of flood risks: a systematic review of empirical research.Risk analysis,33(1), 24-49. Olson, D. L., Wu, D. D. (2015).Enterprise risk management(Vol. 3). World Scientific Publishing Co Inc. Ostadtaghizadeh, A., Ardalan, A., Paton, D., Jabbari, H., Khankeh, H. R. (2015). Community disaster resilience: a systematic review on assessment models and tools.PLoS currents,7. Wachinger, G., Renn, O., Begg, C., Kuhlicke, C. (2013). The risk perception paradoximplications for governance and communication of natural hazards.Risk analysis,33(6), 1049-1065.