Persuasive Technology: Using Computers to Change What We Think and Do

REFERENCE AND CITATION FORMAT FOR THE COMMUNICATIONS OF THE ACM DR ANDY DONG The Association for Computing Machinery is the pre-famous expert body managing in all parts of data innovation. This is a style manage for their reference and reference design. Note that there are some slight complex contrasts between the configuration for the magazine Communications of the ACM (per the style in EndNote) and the ACM gathering procedures reference position (per the style in the ACM meeting procedures layout). This record will portray the Communications of the ACM style.Windows 7 Check Your UnderstandingIn practice, adherence to a solitary, predictable style is acceptable. References Section The References area shows up toward the finish of the paper. All references show up one after another in order by the lead author’s last name and are numbered sequentially. An unmistakable header ought to be utilized to demonstrate the beginning of the References. Model: References 1. Favor, H. The Interplay of Affect and Cognition. in Forgas, J. P. ed. Feeling and Thinking: The Role of Affect in Social Cognition, Maison des Sciences de l'Homme and Cambridge University Press, Cambridge, 2000, 201-222. . Garcia, A. C. B. also, Howard, H. C. Obtaining plan information through structure choice support. Man-made brainpower for Engineering Design, Analysis and Manufacturing, 6 (1). 59-71. Reference As you compose your report, you will refer to your references. A reference to a reference in the body of the content is demonstrated by an organized number relating to the reference number in the References area. Model: During high pressure periods, people should concentrate on the circumstance explicit undertakings instead of depend on general information structures. 1] Reference Formats GENERAL INSTRUCTIONS A total reference ought to contain the name(s) of the author(s) as well as editor(s), the title of the article, the name of the book or meeting procedures where suitable, and biblio graphic data about the article, for example, the name of the distributer, the city of distribution, and the page numbers. The fundamental idea is that the reference ought to be adequately finished with the goal that the peruser could promptly discover the reference and can pass judgment on the position and objectivity of the reference.All creator names show up as Lastname, Initials. For instance, if Andy Dong is the essential creator and Alice M. Agogino is the subsequent creator, the right appearance of the creator names would be: Dong, A. , and Agogino, A. M. THIS IS THE REFERENCE FORMAT FOR A BOOK. Creators. Title. Distributer, City of Publication, Year of Publication. Model: 1. Fogg, B. J. Powerful innovation: utilizing PCs to change what we think and do. Morgan Kaufmann Publishers, Boston, 2003. THIS IS THE REFERENCE STYLE FOR AN ARTICLE WHICH APPEARS IN AN EDITED BOOK. Creators. Title. n Editors Title of altered book, Publisher, City of Publication, Year of Publication, Pages. Model: 1. Fischer, G. also, Nakakoji, K. Intensifying designers’ imagination with area situated plan conditions. in Dartnall, T. ed. Man-made reasoning and Creativity: An Interdisciplinary Approach, Kluwer Academic Publishers, Dordrecht, 1994, 343-364. THIS IS THE REFERENCE STYLE FOR A JOURNAL OR MAGAZINE ARTICLE. Creators. Title. Diary or magazine name, Volume (Issue), Pages. Model: 1. Hirsh, H. , Coen, M. H. , Mozer, M. C. , Hasha, R. furthermore, Flanagan, J.L. Room administration, AI-style. IEEE savvy frameworks, 14 (2). 8-19. THIS IS THE REFERENCE STYLE FOR A CONFERENCE PROCEEDINGS. Creators, Title. in Title of gathering, (Location of Conference, Year), Publisher, Pages. Model: 1. Leclercq, P. also, Heylighen, A. 5,8 Analogies for each hour: A fashioner's view on analogical thinking. in seventh International Conference on Artificial Intelligence in Design, (Cambridge, UK, 2002), Kluwer Academic Publishers, 285-303. THIS IS THE REFERENCE STYLE FOR ELECTRONIC MEDIA (ARTIC LES, IMAGES, ETC. ) RETRIEVED FROM THE WEB.FOLLOW THE REFERENCE FORMAT FOR A JOURNAL ARTICLE AND THEN INCLUDE INFORMATION ABOUT THE WEB SITE AND THE DATE WHEN YOU RETRIEVED THE RESOURCE. NOTE THAT THE DATE OF PUBLICATION AND THE DATE OF RETRIEVAL OF THE ARTICLE MAY NOT BE THE SAME. WHEN THERE IS NO DETERMINATE DATE OF PUBLICATION, USE (N. D. ) IN THE DATE FIELD. WHERE POSSIBLE, INCLUDE THE NAME OF THE ORGANIZATION HOSTING THE WEB SITE. Models: In the accompanying model, the Cornell Chronicle is an ordinary bulletin which is distributed on the web. In this manner, we follow the diary/magazine arrange and incorporate the volume and issue.Steele, B. See, Ma, no wires! Cornell class venture tests remote systems administration, Cornell Chronicle, 31 (35). Recovered February 15, 2004, from Columbia University: http://www. news. cornell. edu/Chronicle/00/5. 18. 00/wireless_class. html. The accompanying Web page has no clear creator, however the â€Å"Revised date† in the footer give s us the date of distribution. MIT Project Oxygen: Overview, 2004. Recovered March 15, 2005, from Computer Science and Artificial Intelligence Laboratory, Massachusetts Institute of Technology: http://oxygen. lcs. mit. edu/Overview. html.

Analyzing Issues Affecting Personal Dignity

Question: Depict about the Analyzing Issues Affecting Personal Dignity? Answer: The central reason for guaranteeing human pride is through guaranteeing that the major rights relating to every worker and official of the association are guaranteed. The nearness of business laws and guidelines identifying with working environment conduct has been actualized towards guaranteeing that none of the representatives in business association is exposed to biasness. The nearness of tormenting and provocation in working environment is of essential worry for issues relating to the poise at work. Tormenting contains hostile, annoying and critical conduct so as to damage another people nobility. Besides, making of an antagonistic and threatening condition can be considered as harassing. Badgering can be considered as infringement of a human nobility through debasing, outlandish embarrassing and antagonistic direct. The inalienable idea of tormenting and badgering makes them difficult to perceive attributable to the way that they are not as unequivocal or obvious when contrasted with different types of upsets. Also, the recognition of veritable instances of disturbances are difficult to asses coming about because of the equivocalness as far as setting down what is satisfactory type of conduct and what isn't. The authoritative culture blossoms with assorted variety, evenhandedness, responsibility. Along these lines, nearness of cases, for example, badgering or terrorizing will in general showcase that the authoritative culture has become useless which thusly brings about enormous number of negative repercussions. The essential arrangements of negative impacts contains antagonistic impact on execution, high work turnover, ascend in the degree of truancy and poor assurance. The obligation with respect to settling of issues relating to badgering falls under the domain of human asset the executives (HRM). The essential activity towards settling such issues includes recognizing the way that provocation and tormenting are inadmissible in the association. The HR administrator requires executing a zero resistance approach concerning any type of bigotry, badgering, tormenting or exploitative practices. Also, activities ought to be taken towards making mindfulness in regards to strategies against tormenting and disturbances. Every worker of the association ought to be guaranteed insurance from exploitation. There can be numerous occasions of bargaining the nobility of a representative. Models incorporate deprecatory comments, bigotry, express type of inclination and partiality, terrorizing, tormenting among others. Besides, online conduct requires to be contemplated while assessing cases of critical conduct. Usage of rules controlling conduct of workers and the executives staffs online can relieve dangers of disturbances and censorious direct on the web. It very well may be seen in certain examples that when an abused representative methodologies a director in regards to provocations or tormenting, the supervisor will in general showcase complicit conduct. The issue in regards to the detailed hostile conduct will in general be overlooked by certain administrators or high positioned officials. In this way, arrangements forestalling provocations, tormenting, annoying or any type of slanderous direct requires considering any type of complicit conduct with respect to higher specialists, for example, activities directors, money or creation supervisors. In addition, different types of working environment conduct are probably going to be unfavorable despite the fact that not falling under tormenting or provocation. Such conduct may contain avoidance of a colleague from group arranged errands, biasness in giving chances to improvement or advancements and enrollments in a non-straightforward way. Consequently, through guaranteeing straightforwardness in the enlistment forms alongside starting an input instrument that encourages revealing by the wronged representatives the occasion of inappropriate and low conduct in an association can be relieved. Occurrences of lewd activities or harsh remarks in regards to worker alongside taking steps to uncover a representatives sexual direction are profoundly disparaging in nature and results in damaging a people poise. Such events can be forestalled through comprising an inappropriate behavior cell forestalling the exploitation of a worker. Setting up principles identifying with work environment conduct through hierarchical warnings indicating the worthy conduct from the representatives can be interpreted as another type of cure in regards to working environment conduct. The guidelines should resolve any type of uncertainty with respect to worthy and unsuitable type of conduct and obviously characterize important terms, for example, provocation, harassing, prejudice, inclination and bias among others. Further, affirmations in regards to managing such issues in a reasonable and secret way can help lighten the recurrence of untoward conduct in the association. Representatives and administrative staff can be perceived for their great direct by starting remunerating approaches. This thus could bring about setting a genuine model, which can be imitated by different representatives of the association. Along these lines, through setting up complaint cells, empowering great direct in the association and encouraging reasonable and classified examination the occasions of abusing a people nobility in an association can be forestalled. References and Bibliography: Sguera, F., Bagozzi, R.P., Huy, Q.N., Boss, R.W. furthermore, Boss, D.S., 2016. Reducing the destructive impacts of working environment incivility: The job of auxiliary requests and association gave resources.Journal of Vocational Behavior,95, pp.115-127. Stievano, A., De Marinis, M.G., Russo, M.T., Rocco, G. what's more, Alvaro, R., 2012. Proficient respect in nursing in clinical and network workplaces.Nursing morals, p.0969733011414966.

An Interview about the Interview

An Interview about the Interview Yimin asks: What is interview like? Good question. Lets start at the very beginning. (A very good place to start.) 0. Is an interview required? No, its not required, but I highly suggest having one. Your interview gives us a vivid sense of you as a person and how you would fit at MIT something the paper application alone can never match. Dont get me started on selection bias, but if you crunch some raw numbers, the admit rate for applicants who had interviews (or whose interviews were waived) is about three times the admit rate for those who didnt. 1. With whom do you interview? Youll interview with an MIT alum, otherwise known as an Educational Counselor (EC). 2. Where do you interview? Your interviewer will live/work nearby, so youll interview in your hometown area. Theres no need to bike/fly/hitchhike to Boston for your interview. 3. How do you schedule an interview? You will receive your Educational Counselors (EC) name and contact information via your MyMIT account. Please note that there may be times when there is no EC in your area and we will waive your interview. It is your responsibility to check your MyMIT account to find out the name of your EC, and to schedule the interview before the interview deadline. 4. What are the deadlines for interviews? If youre applying early action (which is non-binding, btw), youll need to set up the interview no later than October 20, and conduct it no later than November 1. For regular action, the deadlines are December 1 and December 15, respectively. Your EC will probably get busier as the deadline approaches, so I suggest scheduling your interview as early as possible. 5. What will happen in the interview? Every interview is different and ECs dont have a fixed set of questions you must answer. Basically, your EC wants to get to know you as a person so he/she can add another layer (both metaphorically and physically) to your application file. Because your EC is an alum of MIT, he/she will be able to share with you experiences and memories about his/her time at MIT. The interview really is a two-way exchange, so take advantage of this and feel free to ask questions of your EC as well. Remember: questions of science, science and progress, do not speak as loud as [your] heart. 6. What is your advice for the interview? Some interviewers like to see that you have researched MIT and have specific questions for them. This does not mean you should have memorized course numbers or already picked out your living group. I think good traits to convey during your interview are enthusiasm, maturity, and respect. It sounds hokey, but all that stuff about making your personality shine through really means a lot. If you are a freshman applicant with questions about the interview process that arent answered above, please send an e-mail to: [emailprotected] (I copied that sentence from the MyMIT section on interviews. To get to this page, which has additional information: sign in, click the light green tab how to APPLY and then on the left click INTERVIEWS)

Illegal Gambling Among Canadian Adolescents - 2111 Words

Gambling among Canadian Adolescents A paper submitted in partial fulfillment of the course requirements of Psychology 1170 by: s0458266 Shaylene Wall Lethbridge College Nov 28, 2014 Gambling among Canadian Adolescents The generation in 21 century live in an era in which gambling is legalized for those adolescents whom reach the legal age of majority. Their daily life revolves around a society where majority of adolescents consider gambling as entertainment recreational activity. According to Hardoon and Derevensky (2002), gambling became easily accessible and socially acceptable that it has become a public and a family event such as 50/50 draws or bingo at school or Christmas lottery tickets within a family event. To support this statement, researchers provided a study in which reports 50.1% of Canadian adolescents receive lottery draw tickets from their parents as a present (Hardoon Derevensky, 2002). Those who have been involved in underage gambling, their gambling behaviour will likely to prolong as an adult since they can now legally get an access to bigger gambling at casinos and will have more options and face opportunities. Gambling being socially accept ed and thought of daily entertainment brings strong impact on adolescent influencing different aspects of their lives. An evidence suggests that Canadian youth under the age of 18 were able to purchase lottery tickets 42% of the time and were able to access casino gambling in Canada (Adlaf,Show MoreRelatedGambling Is An Extremely Well Liked And Entertaining Activity For The Canadian Population1530 Words   |  7 PagesGambling is an extremely well liked and entertaining activity for the Canadian population. In theory, gambling can be a sense of fun and games, yet it has always been inevitably linked to the Canadian Criminal Code. It has been noticed that, â€Å"Canadians spend more on legal, government-promoted gambling than on clothing, shoes and medicine combined† (Hutchison, 1999). In 1892 all forms of gambling were banned in Canada, with the exception of horse racing (Stevens, R., 2005). Throughout the years CanadiansRead MoreIs Teenage Gambling a Problem in Canada?1034 Words   |  5 PagesGambling has become one of the major components in Canada’s entertainment industry. Not only has gambling become popular among adults, but it has also gained popularity among teenagers. The various types of gambling include lottery or scratch cards, card games such as blackjack, bingo and gambling machines. Gambling can affect an individual both mentally and physically. Some of the harmful effects of gambling include experiencing depression, isolation, loss of sleep, stress related problemsRead MoreWhat Should The State s Policy Be On Gambling?2136 Words   |  9 Pagesthe state’s policy be on gambling? It is hard to walk away from a winning streak, and even harder to leave the table when you are on a losing one. Gambling, the activity of playing a game of chance for money or other stakes, is one of mankind’s oldest activities. Built upon the false pre-tenses that taking risks will consistently be remunerated, gambling has evolved throughout the years and still remains, engrained within the daily lives of many. Over the years the gambling industry has steadilyRead MoreThe Role of Advertising in Marketing Communications9872 Words   |  40 Pagesturn required a certain homogenization of consumer tastes for final products. At its limit, this involved seeking to create ‘world cultural convergence’, to homogenize consumer tastes and engineer a ‘convergence of lifestyle, culture and behaviours among consumer segments across the world’.† [1] Many advertisements are designed to generate increased consumption of those products and services through the creation and reinvention of the brand image . For these purposes, advertisements sometimes embedRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesdevelopment of effective interpersonal skills. His articles on these and other topics have appeared in such journals as Business Horizons, California Management Review, Business and Economic Perspectives, International Management, Management Review, Canadian Personnel and Industrial Relations, and Journal of Management Education. Dr. Robbins is a best-selling textbook author in the areas of management and organizational behavior. His books have sold in excess of three million copies and are currentlyRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagessummarizing the gender data, a bar chart or a dotplot? d. Which type of graphical display would be an appropriate choice for summarizin g the weight data, a bar chart or a dotplot? 1.16 ââ€"  Spider-Man and Star Wars: Episode II were the top moneymakers among the summer 2002 movie releases. ââ€" ¼ Video solution available 1.10 Classify each of the following attributes as either categorical or numerical. For those that are numerical, determine whether they are discrete or continuous. a. Number of studentsRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesto work—such as Starbucks, Adobe Systems, Cisco, Whole Foods, Google, American Express, Amgen, Pfizer, and Marriott—have a big advantage. A recent survey of hundreds of workplaces, and more than 200,000 respondents, showed the social relationships among co-workers and supervisors were strongly related to overall job satisfaction. Positive social relationships also were associated with lower stress at work and lower intentions to quit.3 So having managers with good interpersonal skills is likely toRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesstylistic differences, what has not changed in several thousand years are the bas ic skills that lie at the heart of effective, satisfying, growth-producing human relationships. Freedom, dignity, trust, love, and honesty in relationships have always been among the goals of human beings, and the same principles that brought about those outcomes in the eleventh century still bring them about in the twenty-first century. Despite our circumstances, in other words, and despite the technological resources we have

Idioms and Expressions With All

The following English idioms and expressions use the word all. Each idiom or expression has a definition and three example sentences to help your  understanding of these common idiomatic expressions with all.   All-Nighter Definition: Do something (for instance a study session) that lasts all night We pulled an all-nighter to get ready for the exam.The graduation party was an all-nighter.Im afraid Im going to have to pull an all-nighter to get the report ready for tomorrow. All Over Something Definition: Very fond of something Hes all over the latest fashions.Peters all over antique furniture.Im all over that authors works. All Right Definition: Yes, okay, fine Thats all right by me!All right! I got an A on my term paper.I think hes all right with the changes we foresee.   All Shook Up Definition: extremely excited, worried, or disturbed about something Hes all shook up about his mothers illness.Wow! Im all shook up about Alice.I dont want you to get all shook up over the news. All That and Then Some Definition: even more than what has been mentioned He did all that and then some to get the new job.Yes, thats right. All that and then some!I think hell do all that and then some in order to get the company back on its feet.   All the Way (With Go) Definition: do something completely Hes going all the way for the scholarship.We went all the way to California on our vacation.I think you can go all the way to finals in this competition. Dash It All Definition: Expression used when very upset Dash it all! I didnt do very well.Dash it all! She cant come this weekend.Im afraid the position didnt work out. Dash it all! For All I Know Definition: Based on what I know (usually expressing displeasure) For all I know, hell come and win the prize.Theyve decided to hire Jack for all I know.For all he knows, she wants to get married.   Free for All Definition: Crazy, non-restricted activity (generally a fight) It was a free for all! Everyone went crazy!They stepped in to break up the free for all.Black Friday is generally a free for all that I try to avoid.   Have It All together Definition: Be very poised, successful He has it all together. The house, the wife, the kids, the great job - everything!I was very impressed with the candidate. She seemed to have it all together.I hope the new recruit has it all together. We need a team player.   Hold All the Aces Definition: Have all the advantages Unfortunately, Tom holds all the aces right now. Youll have to do what he says.Im holding all the aces so I can do whatever I want.Im afraid this is a situation in which you dont hold all the aces. Know All the Angles Definition: Be very clever about something Jack knows all the angles. Be careful!The salesman knew all the angles, and by the end of our talk I had bought a new computer!If you need some help with math talk to Peter. He knows all the angles.   Know It All Definition: Someone who seems to know everything and lets everybody know that he / she knows everything, used in a negative sense I know you think you are a know it all, but you dont know everything.  I hate Tom. Hes such a know it all in class.Dont think you know it all.   Not All There Definition: Not intelligent, not completely focused on an activity Im afraid Peter is not all there. He needs some help badly.Unfortunately, I was not all there and lost the final match.Be quiet. The boss is not all there today. Give him plenty of room. Of All the Nerve Definition: expression of anger at someones behavior Of all the nerve! Did you see how that woman treated me?Of all the nerve! She took my seat!You didnt buy him a present?! Of all the nerve! That guy has always treated you well.   Once and for All Definition: Finally (usually putting an end to something) Im going to stop his behavior once and for all!Lets get this over once and for all.Id like to review the grammar one more time. Hopefully, this will make it clear once and for all.   Pull out All the Stops Definition: make every possible effort to do something He pulled out all the stops on the exam.Were going to pull out all the stops on our presentation.Id like to throw a huge party that pulls out all the stops.   You Cant Win Them All Definition: Expression of acceptance after a loss or disappointment Well, you cant win them all. Lets go home.You did your best. You cant win them allI tried to get the job, but I didnt. You cant win them all.

Humorous Analysis Of The Cask Of Amontillado By Edgar...

Ironic Revenge in â€Å"The Cask of Amontillado† by Edgar Allan Poe Edgar Allan Poe is one of the most recognized and praised fiction writers in world literature. Not only does he masterfully create the atmosphere of suspense and danger in his short stories, he also builds up a sophisticated blend of horror and elegant irony that haunts the reader and reveals the complexity of Poe’s literary talent. â€Å"The Cask of Amontillado† is a perfect example of such combination. In this twisted short story of revenge, Poe puts an emphasis on the ironic tone in order to highlight the relationship between Montresor and his victim Fortunato and reveal the evil nature of Montresor’s desire for cruel vengeance. The plot of â€Å"The Cask of Amontillado† is fairly†¦show more content†¦Such a sharp contrast between the atmosphere of happiness and the growing tension between the characters comprises Poe’s ironic tone in the story. The dialogues between the two men and the opposition of their characters as well reveal the leitmotif of irony throughout the story. Montresor offers various hints and observations with a hidden meaning to his victim, and Fortunato’s ignorant reaction to them creates the impression of innocent mockery that only adds to the tension between the antagonists. The heraldic emblem of Montresor’s family presents the central object of irony in the conversation between the men (Stepp 447). For instance, when Montresor refers to his to his family heritage, Fortunato does not understand his enemy’s implication behind the family motto: â€Å"– And the motto? – Nemo me impune lacessit. – Good!† he said. (Poe 164) The men’s further discussion of Masons also bears an ironic context when Montresor shows his trowel as a proof of his Mason membership. This pun as well hints at Montresor’s intention to bury Fortunato inside the vaults. Nevertheless, the victim stays oblivious to the plans of his murderer. It is worth mentioning that even Fortunato’s name, translated as â€Å"lucky† or â€Å"fortunate† underlines his tragic destiny and contributes toShow MoreRelatedEdgar Allan Poe s The Cask Of Amontillado1232 Words   |  5 Pagesabout the text â€Å"The Cask of Amontillado† by Edgar Allan Poe, some sources will be used to support the thesis statement, which is â€Å"The author uses irony in the text to illustrate the murder of Fortunado by Montresor, who seeks salvation through death†. Also, there is going to be an analysis on the irony found in the text in relation with the story. To support this thesis, I am going to use some examples from some s ources such as â€Å"Literary analysis: Irony in The Cask of Amontillado by Amelia TibbettRead MoreThe Cask of Amontialldo1026 Words   |  5 PagesNever Have Too Much Pride The insult had been done, and Montresor was out for revenge on Fortunato. Not a soul but Montresor knew what the insult may have been, but this is what makes the short story â€Å"The Cask of Amontillado† by Edgar Allan Poe. The story is about a man, Montresor, who receives a wine that Fortunato, the wine expert, is looking for. During a carnival, Montresor persuades Fortunato to take him to his personal wine cellars, located in the catacombs. Fortunato became impaired, MontresorRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesï » ¿TEXT INTERPRETATION AND ANALYSIS The purpose of Text Interpretation and Analysis is a literary and linguistic commentary in which the reader explains what the text reveals under close examination. Any literary work is unique. It is created by the author in accordance with his vision and is permeated with his idea of the world. The reader’s interpretation is also highly individual and depends to a great extent on his knowledge and personal experience. That’s why one cannot lay down a fixed â€Å"model†

Management and Organization Strategic Objectives

Question: Identify the relationship between strategic objectives, functional management and the business environment. Answer: Introduction The assessment of strateegic objectives of the business and the management of human resources in productive manner is integral to the development of a business organization. The process of functional management of business deals with planning, strategy making, leading people but, at the same time, the assessment of their psychological aspects is also essential for useful functioning (Turner, 2014). This paper has dealt with the problem assessment in Mullins Company due to individual differences and management of the human resource in the effective manner. The application of Myers- Briggs theories to identify the different types of personality in the Marketing meeting and brief explanation of the most useful type of personality From the meeting conducted among the four employees who were the best performers for their respective departments reflected the varied traits and perceptions of the four employees. Firstly, Davido has the preference for Intuition as well as Feeling (N, F) as mirrored from his behavior at the meeting. Davido initiated the meeting and tried to take the charge of the meeting due to the chaotic situation, the person anticipated as if he was the in- charge though; that was not obvious and by his personal thought and this is the reason that he interrupted Tokunbo to present the plan. On the other hand, Tokunbo reflected the traits of Introversion, Judgement and Feelings (I, J, F), as the person presumed that for the purpose of marketing his plan is best and believed his plan to be noteworthy for marketing by his personal Feeling. The person judges the scenario from this personal angle reflecting the qualities of Introversion (Amato, 2011). Further, Gloria prefers Thinking and Sensing (T, S) being an engineer the person proceeded logical approach and prescribed to proceed with test results. The characteristics of Zainab also reflected the qualities of, Intuition and Extraversion (N, E) from the theoretical angle as; the person is more creative and present new ideas with drawings and further preferred to plan out new ideas through team-work. The application of Myers- Briggs theory is considered to be one of the effective means that can be used for the evaluation of different types of personalities in the workplace. The assessment of the behavior is essential for the purpose to set a constructive approach to the business (Palmer, 2012). To get the most out of the people presented at the meeting the personalities with elements of Extraversion trait to work with the outer world, Thinking preference to objective and logical thinking and Perception retaining flexibility and respond to things as they come (E, T, P) would have been more useful. Application of Attribution Theory that how Toluwa, Ralph, Suzzane, Emeka, and Temitope perceptions of each other have resulted to an unproductive meeting The attribution theory is accounted to be one of the useful theories can be used for the assessment of perception of different individuals in systematic manner. To be more precise this theory advocates the concept that how people perceive a situation and interpret the same in association with their personal thoughts and logic (Farmer, et al., Smith, 2012). Therefore, the psychological theory can be successfully used to understand the social viewpoints. In the given case of feedback meeting, Toluwa Adnike already developed a concept that employees of each department were useless owing to the unproductive result of marketing meeting and blamed the departmental heads. Following to this, Ralph the operational head drew his personal conclusion Davido was his right selection but, the other team members were not fit for the purpose. Further , Suzzane the design departmental head in the same tune reconfirmed her right choice of employee and passed the blame to others. Similarly, Temitope, th e head of engineering also stood for her employee as the best and so as the marketing head Emeka also passed also passes on the cause of failure to others. Thus, this is clear that each of the departmental heads was stuck to their personal views without digging out the reason of such failure of the employees. They all presumed that the meeting did not worked out due to the fault of others and attached their won meaning and understanding without investigating the real cause of failure and drew their casual interpretations (Liu, 2010). The theory acts like a device used for mitigating the workplace conflicts, however, in the given case this is clear that the difference of opinions and behaviors of four employees from varied departments as well as, of their departmental heads of Mullins Company resulted in an unproductive outcome during the marketing meeting. Explanation of four ways in which managers should manage individual differences at work The management of individual differences at the workplace is one of the essential tasks performed by the organizational managers or leaders. Maintaining the organizational harmony and mutual respect among the staff employees are major factors to help to augment the performance of the team (Perkins Arvinen-Muondo, 2013). If the individual differences are not addressed efficiently by the organizational heads it can result in the reduced productivity as; evident from the case study of Mullins Company during the marketing meeting. Therefore, at present as per the modern business management, the organizational managers are trying to seek out the reasons for organizational differences and they are employing some methods for the purpose to reduce the differences and promote a harmonious relationship among the employees (White, 2010). However, in the process of managing the daily operations and human assets, the organizational managers mainly emphasize on the effective communication, traini ng, motivation and job allocation as; these are identified as the methods of easing out the differences among the employees in the workplaces. Regular and helpful communications are the process identified for reducing the mental blockage of the employees in the workplaces. Communication among the employees as well as with the higher management results in a growth of organizational diversity. Therefore, the managers should create platforms for the employees where the staffs of different departments can mingle, interact and communicate with each other and result in the erasing the barriers (Burke Clark, 2016). The cultural differences, miscommunications, the difference of job roles, lack of mutual understanding and many contributes to individual differences, therefore, through and regular communications can help the employees to overcome such problems and perform as a team. Proper training of the employees is another useful means to reduce the individual differences. Training in the workplace is accounted to be an effective way in which the business managers can manage the overall performance building and manage positive attitudes of the employees. Training does not only implied for skill development and performance management but, at present, the organizations are organizing 360 degrees for the overall development including the attitudes of the employees at the workplaces. The development of positive attitude is essential for mitigating the individual differences among the staffs, and they must respect each other and maintain the organizational harmony (Fuller Martinec, 2011). In addition to the above two factors of managing the problem of individual differences in the workplace, motivation is another primary means which are devised by the managers for the encouraging the employees of the organizations to work as the team. The organizational managers motivate the employees to work in teams by forming different teams among the different employees (Oakland, 2014). Such practices also result in the development of mutual understanding and bonding among the employees. The job allocation is another effective method of easing out differences in the workplaces. The managers are the immediate leads for the employee staffs of the different departments in the organizations, and they are also looked upon by the employees as the guiding force (KlovienÄ—, 2012). Therefore, when the jobs and tasks are allocated by the managers, it resulted in reduction of confusions about the job roles and contradictions among the employees when they are working as the team. Such as in the case of Mullins Company, where the employees of different departments were asked for the presentation of the marketing ideas but the roles of each were not knpersonal to them and this further resulted in differences of opinions and unproductive results (Stoichev, 2014). It can be expected having knpersonal the respective roles such contradictions could have been overcome and result in a productive outcome. Discussion on how each department can contribute to achieving the Strategic goal set by the organization The representatives of the four main departments of Mullins Company were from operations, marketing, designing and engineering department. Each of the department is vital for the business and can contribute equally to achieving the strategic goal set by the organization for marketing the new product (mop). The operation department is mainly responsible for the execution of the plans, use of resources and activities together with the marketing, accounting, and other departments and thus, helps in gaining efficiency of the process (Seethamraju, 2012). The marketing department is also another vital section that helps the business to bridge the gap between the products of the business and the end consumers of the market. The marketing team is responsible for marketing the products and growth of sales (Oesterle Mllenberg, 2014). The designing department is there to shape the products of the business in the most attractive manner revealing its features, for gaining appeal from the consumers and can directly contribute to the attainment of sales target. The engineering department determines technical merits of the products and tests the productivity of the product for the consumers and develops more useful products. Thus, this is apparent from the distinctive roles of all the four departments are vital for a business to market the new product in the efficient manner in the consumers market, and attain the strategic goal of making it a hit for the business. Explanation of two challenges faced by the organization in achieving companys Marketing goal In the process of achieving the marketing goals of Mullins Company, there are two main challenges encountered by the company. The personally differences is one of the primary reasons of obstructing the smooth functioning of the business. The individual differences among the employees of different departments got reflected from the unproductive outcome of the meeting. Furthermore, the difference of the opinions and attributes is only among the employee level but also among the departmental heads. As this is clear from the feedback meeting session, where the heads of each department judged the reason behind their failure from their personal angle and perceived thoughts (Piercy, 2012). There is the lack of mutual understanding and zeal of team-work among the managerial as well as the non-managerial employees of the company that resulted in individual personality differences. The motivation is another essential factor which is missing among the employees or the workforce of the company, to be precise there is the lack of motivation to perform like the team. Another challenging aspect for the company to manage to motivate the employees as differences is also there among the higher level managers (Radomska, 2014). The managerial heads have their personal differences among them as reflected from the case study, and they are also not able to motivate the team of employees to cooperate with employees of different departments. The employees, as well as their heads, are keen towards proving their personal thoughts during the two dissimilar meetings without understating the viewpoints of the others for the reason of failure. Conclusion Therefore, this can be concluded that if the individual differences among the employees are not managed properly the same will affect the productivity of the overall organizations in an adverse manner. Further, the attributes of the higher level management were also not instrumental in promoting the concept of mutual respect and harmony among the employees. Therefore, this is highly desirable for Mullins Company to manage the individual differences among the managers and employees even before planning for marketing the mop as; the new product by the business. Reference Amato, C. 2011, Enhancing Student Team Effectiveness: Application of Myers-Briggs Personality Assessment in Business Courses.Journal of Marketing Education, vol. 30, no. 6, p. 66-92. Burke, J. Clark, C. 2016, The business case for integrated reporting: Insights from leading practitioners, regulators, and academics.Business Horizons. Vol. 4, no. 2. Farmer, M., Yellowley, W. and Smith, P. 2012,Organizational Behavior. London: Taylor Francis Ltd. Fuller, J. Martinec, C. 2011, Operations Research And Operations Management: From Selective Optimization To System Optimization.Journal of Business Economics Research (JBER), vol. 3, no. 7. KlovienÄ—, L. 2012, Performance Measurement System Compatibility With Business Environment.ecoman, vol. 17, no. 2. Liu, X. 2010, On Application of MBO in College Management.International Education Studies, vol. 3, no. 2. White, L. 2010, A review of the recent contribution of systems thinking to operational research and management science.European Journal of Operational Research,vol. 207, no. 3, p. 1147-1161. Oakland, J. S. 2014,Total quality management and operational excellence: Journal of Management, vol. 24 no. 4, p. 45-56. Oesterle, A. Mllenberg, J. 2014, Business Continuity Management.CON, vol. 26, no.11, p.624-629. Palmer, D. 2012,Normal organizational wrongdoing. New York: Oxford University Press. Perkins, S. and Arvinen-Muondo, R. 2013,Organizational Behavior. London: Kogan Page. Piercy, N. 2012, Business history and operations management.Business History, vol. 54, no. 2, p.154-178. Radomska, J. 2014, Operational risk associated with the strategy implementation.Management, vol. 18, no. 2. Seethamraju, R. 2012, Business process management: a missing link in business education.Business Process Mgmt Journal, vol. 18, no. 3, p.532-547. Stoichev, K. 2014, The Role of Business Continuity Management in the Business Management System.SJBM, vol. 2, no, 3, p.97. Turner, J. R. 2014,The handbook of project-based management(Vol. 92). McGraw-hill.

The Simpsons Is One Of Americas Most Popular Television Shows. Essays

The Simpsons is one of Americas most popular television shows. It ranks as the number one television program for viewers under eighteen years of age. However, the ideals that The Simpsons conveys are not always wholesome, sometimes not even in good taste. It is inevitable that The Simpsons is affecting children. Matt Groening took up drawing to escape from his troubles in 1977. At the time, Groening was working for the L.A. Reader, a free weekly newspaper. He began working on Life in Hell, a humorous comic strip consisting of people with rabbit ears. The L.A. Reader picked up a copy of his comic strip and liked what they saw. Life in Hell gradually became a common comic strip in many free weeklies and college newspapers across the country. It even developed a cult status. (Varhola, 1) Life in Hell drew the attention of James L. Brooks, producer of works such as Taxi, The Mary Tyler Moore Show, and Terms of Endearment. Brooks originally wanted Groening to make an animated pilot of Life in Hell. Groening chose not to do so in fear of loosing royalties from papers that printed the strip. Groening presented Brooks with an overweight, balding father, a mother with a blue beehive hairdo, and three obnoxious spiky haired children. Groening intended for them to represent the typical American family "who love each other and drive each other crazy". Groening named the characters after his own family. His parents were named Homer and Margaret and he had two younger sisters named Lisa and Maggie. Bart was an anagram for "brat". Groening chose the last name "Simpson" to sound like the typical American family name. (Varhola, 2) Brooks decided to put the 30 or 60 second animations on between skits on The Tracy Ullman Show on the unsuccessful Fox network. Cast members Dan Castellaneta and Julie Kavner did the voices of Homer and Marge. Yeardley Smith (later to star in Herman's Head) did the voice of Lisa. Nancy Cartwright did the voice of Bart. Cartwright previously supplied the voices for many cartoons, including Galaxy High, Fantastic Max, Richie Rich, Snorks, Pound Puppies, My Little Pony, and Glo-Friends. Tracy Ullman later added Cartwright to her cast. (Dale and Trich, 11) Brooks, Groening, and Sam Simon, Tracy Ullman's producer, wanted to turn the Simpson family into their own show. The Fox network was looking for material to appeal to younger viewers. The only show they had that drew a young audience was Married With Children. To Fox's pleasure, The Simpsons saved the network from near failure. (Varhola, 3) On December 17, 1989, The Simpsons got their break. The Christmas special, "Simpsons Roasting on an Open Fire" aired. (Dale and Trich, 19) In the episode, Bart got a tattoo, much to Marge's dislike. She quickly spent all of the family's Christmas money to remove Bart's tattoo with a laser. At the same time, Homer, still on his morning coffee break at 4:00 in the afternoon, learns that he will not receive a Christmas bonus. When he learns that Marge is relying on the money for Christmas, he decides that he will do the Christmas shopping for the year. He quickly buys Marge panty hose, Bart paper, Lisa crayons, and Maggie a dog toy. When he realizes that he is not doing very well, he gets a second job as a mall Santa for the extra money. On the way home from work, he steals a Christmas tree. The next day at the mall, Bart sits on his Dad's lap and pulls down his beard. Homer responds by choking Bart and making him help make Christmas better. On Christmas Eve, Homer receives his check, $13.70 for over 40 hours work. Homer takes Bart to the dog track as a final chance for Christmas money. They discovered a gem in the third race, Santa's Little Helper. How could this dog lose on Christmas Eve? The odds were 99 to 1, they were going to be rich. Homer put all of his money on Santa's Little Helper, and to his horror, he never even finished. As Homer and Bart were scouring the parking lot for winning tickets into the night, they saw the track manager throw out a dog. It was not just any dog, it was Santa's Little Helper. When Bart and Homer came home to their worried family, they had a good Christmas after all. Now they had a dog. (Pond) "Simpsons Roasting on an Open Fire" was not the typical Christmas story. It dealt with body art, sleeping in the work place, sibling rivalry, stealing a Christmas tree, a misbehaved

Monstrous Mutations [pic] Essays - CAU, Free Essays, Term Papers

Monstrous Mutations [pic] Essays - CAU, Free Essays, Term Papers Monstrous Mutations [pic] Introduction: Mutations are caused by changes in DNA. Knowing a few basic types of mutations can help you understand why some mutations have major effects and some may have no effect at all. The following are some of the types of mutations that can occur. Substitution A substitution is a mutation that exchanges one base for another (i.e., a change in a single "chemical letter" such as switching an A to a G). Such a substitution could: 1. Change a codon to one that encodes a different amino acid and cause a small change in the protein produced. For example, sickle cell anemia is caused by a substitution in the beta-hemoglobin gene, which alters a single amino acid in the protein produced. 2. Change a codon to one that encodes the same amino acid and causes no change in the protein produced. These are called silent mutations. 3. Change an amino-acid-coding codon to a single "stop" codon and cause an incomplete protein. This can have serious effects since the incomplete protein probably won't function. Insertion Insertions are mutations in which extra base pairs are inserted into a new place in the DNA. Deletion Deletions are mutations in which a section of DNA is lost, or deleted. Frameshift Since protein-coding DNA is divided into codons three bases long, insertions and deletions can alter a gene so that its message is no longer correctly parsed. These changes are called frameshifts. For example, consider the sentence, "The fat cat sat." Each word represents a codon. If we delete the first letter and parse the sentence in the same way, it doesn't make sense. In frameshifts, a similar error occurs at the DNA level, causing the codons to be parsed incorrectly. This usually generates proteins that are as useless as "hef atc ats at" is uninformative. Objective(s): . To understand and observe mutations. . To recognize and adapt to mutations . To observe how mutations effect survival skills Materials Needed: |Nine dry peanuts in shell (per group of three students) | |Blanket for the peanuts | |Table or desk | |One cup (per group of three students) | |15 plastic knives | |Six pairs of goggles | |Cotton | |Stop watch | |Large roll of duct tape or masking tape | |String | |Paper bag containing the letters A through H on slips of paper | Procedure: 1. Students should form groups of threes. Each student will simulate an animal that can only digest peanuts as its food source. 2. Unfortunately, random mutations have produced some unusual characteristics in recent offspring. Each group will find out what mutation they represent by selecting a letter from the paper bag the teacher has provided. 3. The letter drawn will correspond to the characteristics listed in Chart 1. This letter will also represent the letter of each group's home location and storage cup. Chart 1 |Letter drawn by |Characteristic produced by mutation | |groups | | |A |Long fingernails (produced by plastic | | |knives taped to fingers with tape) | |B |No fingers (produced by taping each hand| | |closed) | |C |Lack of peripheral vision (produced by | | |putting on goggles and stuffing cotton | | |in the sides to prevent viewing from the| | |side) | |D |Hands fused together in front of body | | |(produced by placing hands together in | | |front of body and taping them together) | |E |Feet and ankles fused together (produced| | |by taping the ankles tightly together | | |with tape) | |F |No arms (produced y taping the arms down| | |to the side of the body with tape) | |G |Arms fused together behind the back at | | |the wrists (produced by placing arms | | |behind the back and taping tightly at | | |the wrists) | |H |Blind (produced by using goggles taped | | |over securely with tape) | Each group should attain the proper materials and prepare itself to represent the characteristic produced by the letter of the mutation selected from the paper bag. 5. Each group should begin the activity at the specified location in Figure A. The goals of each group are to: A. Gather the food (nine peanuts per group) B. Store the food for later use (place the nine peanuts in your letter- designated container). C. Retrieve the food at a later time (remove the nine peanuts from the container and return with the peanuts to the home location). D. Process and consume the food (remove the peanuts from the nine shells and consume these peanuts). 6. To begin

Medicaid and HMOs Essay Example | Topics and Well Written Essays - 250 words

Medicaid and HMOs - Essay Example Of the different types, HMO is usually the least expensive plan. Patients will not have any deductibles in HMOs and the co-pay is very reasonable. This plan covers preventive measures such as yearly check-ups. The perceived downside of HMO is that you have to choose your doctor and other health providers in your HMO network. You can be restricted in your choices. PPOs, or Preferred Provider Organizations, like HMOs, have pre-approved lists of healthcare providers. Like HMOs, this type of Medicare Advantage Plan allows for the insured to choose from doctors and other healthcare professionals outside of this network. However, this plan cost you more in the deductibles, co-insurance and other out-of-pocket expenses. In this plan, when you use a non-participating provider you will be paying more for that privilege. A Point-of-Service plan or POS is a bit like a combination of the HMO and PPO. Like the HMO, you must select your own doctor or primary physician but can also have the choice to go out of your network like in a PPO. If you stay within the network like HMO, your copayment and deductibles are small.

Domestic Violence against Married Women in Cambodia Research Paper

Domestic Violence against Married Women in Cambodia - Research Paper Example Is there spousal abuse in Cambodia, and if so what factors are causing it This is a significant research problem for several reasons. First there is the issue of Human Rights for the women who are being battered. Domestic violence against women is a serious concern and no woman deserves to be harmed. Next there is the impact that the repression of women has had on society as a whole. When a woman is abused by her husband it creates and perpetuates a dysfunctional pattern of behavior in the world. I think that the motivation behind the research is sound. It can only be a positive thing to reduce violence against women. However one must keep in mind that the cultural norms are entirely different in South East Asia as compared to Western society. My biggest concern about the problems being perceived and studied here is that the scholarly theories presented may not have any relevance to the actual conditions as they are occurring in Cambodia. It seems that the academics are attempting to formulate different theories of the abuse and then gain evidence from the field to prove themselves correct. The paper paints a vivid portrait and fills in all of the details so that the reader does not necessarily need to critically examine the situation. All of the facts are wrapped up neatly in one small package with little room for speculation. Literature Review The researchers present abundant scholarly background information to support their hypotheses and make an effort to ensure the clarity of their position. The review of literature seemed to represent a fair sampling of arguments from several different perspectives. For any particular hypothesis, there are alternative explanations presented... The researchers present abundant scholarly background information to support their hypotheses and make an effort to ensure the clarity of their position. The review of literature seemed to represent a fair sampling of arguments from several different perspectives. For any particular hypothesis, there are alternative explanations presented to confirm the relevance of the present investigation. It some regards the review of literature for this article presents a convincing argument about the scope of past relevant research in this area. There are only a limited number of articles within this field from non-Western cultures but they seem to have been included in the review. The greatest strength of this section of the paper was that it covered a lot of diverse theories. The evidence is offered to support the dominant theories, yet any contrary evidence was suspiciously absent for some of the theories. The weakness of literature review was that it was too one-sided in some cases. For exa mple, it presented many articles in favor of the idea that there is a negative correlation between standard of living and domestic abuse but only one article to the contrary. Perhaps the article could have offered some explanation as to why this contrary view would have some value. This research article takes existing theoretical models and applies them to a novel population. For example, one academic model of domestic violence states that physical abuse is a resource, similar to money or goods, which people use for the purpose of controlling others.

Looked After Children and Access to Tertiary Education

Looked After Children and Access to Tertiary Education This dissertation has used a historical timeline of Governmental changes to policies and laws as a background to describe the evolving importance of looked after children and education. This framework was chosen because of the amount of changes to policy and law and to clarify in more detail how they connected to corresponding law and policy. Prior to the mid 1980s very little research was conducted surrounding looked after children and education (Jackson and Martin, 2002). Essen, Lambert and Head (1976) found that looked after children performed poorly in comparison with the rest of the population DATA. Over the last twenty years, various Governments have focused on the importance for looked after children and their education, and a need to ensure its priority within assessment, schools and the wider environment. The aim of this literature review is to discover why the majority of looked after children still do not access tertiary education, even though their deficit in this area has been well known for many years. The dissertation will focus on specific areas for example: Looked after children and education Looked after children and access to tertiary education The role of the social worker with respect to looked after children and their progression through education International comparison Does the nature/ or experience of placement for looked after children have an effect on their likeliness to progress to tertiary education? Finally what social work can do to actively promote education for looked after children. The 1989 Children Act guidance required Local Authorities to provide educational opportunities for looked after children and support, and that this must be included in their care plan (Goddard, 2000). In 1994 the Department of Health and Department of Education additionally stressed the importance of co-operation between schools, social services and Local Authorities. Yet, in 1995 these measures to promote education for looked after children were found to have made little difference (Social services Inspectorate and the Office for Standards in Education, 1995). In response the Government set specific targets for Local Authorities with respect to education alongside a requirement to publish guidance on the education as per that from the Department for Education and Employment and the Department of Health, 2000. This ensured all local authorities were working towards the same goal and by the same guidelines. As well as introducing new guidelines for teachers, designated to support looked after children and each looked after child was given a personal education plan (PEP). Another part of the target was to ensure that no placement was given before an educational placement could be secured. The amended Children Act 2004 implemented new duties promoting the educational achievement of looked after children. The schools however are only expected to take a proactive approach to the education of looked after children and coordinating with different departments there is only an expectation. If the school believes it does not have the resources to sup port one looked after child then it will not be rebuked because of it. There have been a number of introductions of legislative policies and guidance for example Improving the educational achievement of looked after children (Department for children, schools and families, 2009) this introduced new key elements involving the education of looked after children introducing a virtual school head whom keeps track of every looked after child to ensure all have appropriate provisions. Care matters: time for a change (2007) was introduced to improve the outcomes of looked after children. This policy addresses the corporate parenting, health, education and social work practice and commission of looked after children services to improve placement choice and stability. Similarly The Children leaving care Act (2000) was introduced to enhance provision for care leavers, For example, giving Local Authorities a duty to ensure they continue to meet the looked after childs needs until 21 years old, and allocate an advisor who would take responsibility for co-ordinating support. This dissertation will consider the reasons why there are still a comparatively small number and proportion of looked after children with good educational outcomes. Generally and more specifically why an even smaller comparative proportion of looked after children enter tertiary education. The dissertation will also consider what social workers can do to promote an education agenda for looked after children. Previous research has shown that looked after children have low educational attainment (Jackson, Ajayi and Quigley, 2005 and Jackson et al, 2002). 6% of looked after children go on to access tertiary education. Several authoritative sources indicate a continuing lack of formal qualifications among children in care, with subsequent prospects for entering higher education less likely. Research has shown (Berridge, 2006) a wide range of reasons why looked after children do not access tertiary education. These reasons vary from child experiences of abuse, the type of placement the child has, attachment problems and poor services given to children who are looked after. McLeod (2008) found that children in local authority care need a positive and sustained relationship with their social worker to promote their well being and emphasise the importance of education and other aspects of the looked after childs life that may have been previously ignored. As such, a social workers role to work w ith a child holistically to ensure all their needs are met, has profound implications for education. The evidence presented here suggests that the education of children looked after by Local Authorities continues to be problematic. This review will also question if becoming a looked after child is inevitably negative in terms of the childs chances to access tertiary education is this was the case then comparatively looked after children in other countries should have the same outcomes. Currently the Governments priority is to narrow the gap between the educational achievements of looked after children and that of their peers. In 2008 14% of looked after children achieved five A*-C grades at GCSE compared to 65.3% of all other children (Department for Children, Schools and Families (2009). New initiatives include public service agreements for example Public Service Agreement 11 aims to narrow the educational achievement gap between children from low income and disadvantaged backgrounds and their peers. This agreement involves aiming for the looked after children to reach 3 national targets. Including to aim for 20% of looked after children get gain 5 GSCEs A*-C, for 55% of looked after children to reach level 4 of key stage 2 in mathematics and 60% to reach key stage 2 in English. Local authorities must now support looked after children enrol in higher education and continue with it by granting bursaries if they desire to continue their education. Universally the evidence presented above suggests that there is a general agreement amongst informed writers that looked after children continue to have poorer educational outcomes than their peers. There are numerous reasons postulated for this deficit, looked after children face problems that their peers do not. Firstly, many have faced great upheaval and consequently some may have behavioural problems compared to the general population affecting the relationship with other children, teachers and therefore affecting their work and relationships within school. Weyts (2004) highlights that looked after children are ‘expected to perform lower than their peers so may not be given the same encouragement as others. The major problem facing looked after children with respect to education however would appear to be upheaval caused by change of placements (OSullivan and Westerman, 2007), which may present difficulties in getting used to different schools, friends and teachers all effe cting their education and outcomes. Yet with positive placement , and encouraging carers then there is evidence that children may attain good educational outcomes (Jackson, 1998). It may also be the case that the model of welfare adopted at national level, will also impact upon individual outcomes for looked after children, as is evident from some international comparisons (Petrie, Boddy, Cameron, Wigfall and Simon, 2006)). This dissertation will connect the information from the research gathered to answer the research question. Using a best evidence approach to synthesise the data to ensure all aspects of the research question can be answered effectively. Methodology As referred to in my research proposal, this dissertation will adopt a systematic review approach (pg.4 of research proposal). This type of review will provide a synthesis of research on this topic. A systematic review identifies all available literature on a specific topic whilst describing a clear method. Bryman (2008) defines a systematic review as one which summarises concisely all the best evidence that address the research question. An inclusion and exclusion criterion is set to ensure only the best research is used in the review. The research papers will then be critiqued and a best evidence approach method for critiquing the papers will be used. Conclusions will be drawn by combining observations from the review with existing theories and models. A best evidence approach selects literature which has most relevance to the research question. The literature that gives the best answer to the research question and has a good evidence base are the papers more likely to be most effe ctive in answering the research question. This literature review was derived from searches of the following databases via the Leicester University Library website: Sage journals online Intergentaconnect Cambridge Scientific Abstracts, Applied Social Sciences Index and Abstracts (ASSIA) Oxford University Press E-Journals Social Care online Wiley online library Searches were carried out on each database using the following search terms: Looked after children or children in care Educational outcomes or educational attainment or educational achievement The search will be restricted to cover between 1980 and 2010. This limit was chosen as most research is between this era and to have a wider inclusion limit would impact on the scope of the dissertation. The results will be filtered manually using the following criteria: The relativity to the subject of looked after children and accessing tertiary education Theoretical or empirical research Harvard referencing will also be adopted The looked after children population in the United Kingdom The term looked after was introduced in the Children Act, 1989. Looked after children are those under the age of 18 who are subject to a care order it also includes children who are accommodated voluntarily for over 24 hours. Currently there are approximately 60,900 children who are looked after by local authorities in England (Department for children, schools and families, DCSF (2009). Of this population 57% was male and 43% female. The percentage of looked after children increased when comparing the age of the looked after child. The greater the age group of looked after children the higher the percentage. There was a significant increase from ages 5 to 9 to that of the age group of 10 to 15 increasing from 17% to 41%. From the age group 10 to 15 and 16 over the percentage of looked after children decreases to 21% (See appendix 1) (DCSF, 2009). Statistics from DSCF (2009) show that that main category of need of the looked after child is because of abuse or neglect at 61%, which hasnt changed greatly over the past five years. Other reasons for being in care are; the child having a disability, parental illness, the family is in distress, dysfunction in the family, socially unacceptable behaviour, low income and absent parenting. In 2009 most children in care were of white British origin (74%). 36,200 children were looked after on a care order in 2009. This is a decrease of 2% from the previous years number of 36,900 and a decrease of 10% from 2005 (DCSF, 2009). When children are subject to a care order parental responsibilities are vested in the local authority through the social services department. A care order is a court order made under section 31 of the 1989 Children Act which places a child compulsorily in the care of a designated local authority. The court can only make this order if they are satisfied that a child is suffering or is likely to suffer significant harm. The local authority assumes parental responsibility as well as the parents for the child. Other reasons why children may be looked after are if there is no responsible adult available to look after the child and if the child is being adopted but is not yet legally adopted by the new permanent family. According to the 1989 Children Act, all local authorities have a statutory duty to promote education and to promote looked after childrens educational achievement. They should consider all the decisions regarding placement they make on behalf of the looked after child to ensure their education is not impinged upon. The local authority must ensure those children looked after are offered everything that children who arent looked after receive, so they perform the role as parent as close as possible. Of those in care , 73% were children looked after in foster placements, 10% in secure units, childrens homes hostels, 7% with parents, 4% placed for adoption, and 5% in other care (this included residential schools and other residential settings) (DCSF, 2009). Considering the types of placements the looked after child has the education of the carers needs to be considered. All individuals involved with placements and giving care to looked after children need to be given a level of education so they are able to fulfil the childs needs and ensure that educational outcomes are to be achieved. Looked after children belong to the children in need group within the UK. When children and families require help their assessment of need becomes the first mechanism. The state should then be involved in supporting the families fulfil their responsibilities as parents. If the state decides that the childs developmental needs are not being met then they should intervene. If the child has experienced significant harm is there is a likelihood of experiencing significant harm then the child should be removed from the family to assess the situation. The Children Act (2004) states that the childs development is the basis of defining need. The main dimensions involve social, physical, intellectual, behavioural and educational. This had then been developed within the looking after children dimensions and includes health, identity, family and social relationships, education, emotional and behavioural development, social presentation and self care skills (DOH, 1995). To understand the definition of what need is involves understanding the standards that should be met. Bradshaw (1972) suggested that there are four dimensions to need these include normative needs which most professionals define for populations, felt needs which include what people say they need, expressed needs including what people want by actions and comparative needs which are those needs established when comparing to another group. This understanding of needs is needed to give the best responses as social workers and other professionals to meet the needs. The underp inning theories which contribute to understanding the needs of a child include Maslows (1968) Hierarchy of Need which includes physiological, social, security, egotistical, and psychological dimensions. Bowlbys (1988) attachment theory also underpins the understanding of need. Attachment theory has become an important part of working with children and practice, it gives understanding of development and the impact that loss or trauma can affect children. Understanding each of these dimensions of a childs life helps in practice when assessing the childs needs and how to respond. Looked after children and education There have been a number of initiatives (SEU, 2003) introduced in the UK which highlight a continuing problem with regard to low educational outcomes for looked after children and young people in comparison to the general population. Basic problems, such as a high rate of exclusion for looked after children have been identified, and are now well known, but have proved difficult to eradicate and continue to cause persistent problems for the looked after children. These include the impact of often regular changes of placement, the possibility that the expectations of teachers or social workers may be lower for looked after children than would be typical for most parents aspirations for their own children. Many children taken into care have a history of family crisis and have experiences of trauma whether through direct abuse or more general dysfunction within the family. The impact of this often affects the looked after childs ability to learn or progress through school without extra support (REF). When children enter the care system it is almost never the plan for them to remain looked after for a protracted period. Social workers are only too aware of the potential negative consequences of time in care (REF) and indeed the majority of children who come into care return to family care swiftly. For some children however, usually those with the most complex problems and intractable family situations, being looked after can become long term. The impact of being looked after however will affect the childs educational attainment no matter what age they are. The latest figures from the Department for Children, Schools and Families, published in 2009 show that while 66% of looked after children in year 11 from years 2007 to 2008 passed at least one GCSE OR GNVQ 99% of other children achieved this level. In 2007 to 2008 14% of looked after children passed at least 5 GCSEs or GNVQs at grades of A* to C compared to 65% of other children. Primary school results are also low. Key Stage tests at age 7, 11 and 14 (SEU, 2003] for example found that at Key Stage one 57% of looked-after seven year-olds achieved at least level 2 in reading in 2008, compared to 84% of all children. At Key Stage level two 46% of 11 year-old children looked after achieved level 4 in English, compared with 81% of all children. In Key Stage three maths, 33% of looked-after young people achieved level 5, compared to 77% of all children (DCSF, 2009). Looked after children in the United Kingdom may consequently be argued to be a vulnerable group who as a result of the inequality of the education system often face exclusion from society in a more general sense, often extending long after their period of time looked after has come to a conclusion, and throughout their adult lives. Hugh (2009) argues that looked after children tend to be from less affluent families, suggesting correlation between poverty and poor educational outcomes. Hugh (op cit) extends this argument to suggest that social exclusion will affect many areas of looked after childs life, one major concern if having poor educational experience. The SEU (1998) found that those children who miss large amounts of schooling are more likely to be exploited. Harker, Ober, Lawrence, Berridge and Sinclair (2003) further suggested that looked after children are over represented within the group of excluded children, and that many have behavioural and special educational needs likely to affect their progress through education. Research by Daniels, Cole, Sellman, Sutton, Visser and Bedward (2003) found that permanent exclusion from school usually followed a history of behavioural problems. This study found that four out of five of the excluded young people had received two or more fixed term exclusions prior to them being permanently excluded. Research by the SEU (1998) found that children in care were ten times more likely to be excluded from school than other children but also that this discrepancy was widening. Quality Projects Research (2003) found that the majority of excluded children failed to subsequently complete their schooling or receive any educational achievements. The SEU (2003) paper Better Education for Children in Care highlighted five big issues affecting the achievement of looked after children. These included Instability, (frequent changes in placement often also require a change of school). Too many children in care are loosing large amounts of time out of school because of exclusions or as a result of having no secure school place. Comparatively poor home environments for looked after children are also identified as a factor that will affect educational attainment, similarly differences in encouragement and support at home by the carer affects the childs outcomes and these inconsistencies need to be addressed with, the final issue identified as the emotional, physical and mental health of the child in care. As a result it is important for the school, social worker and carer to understand that additional support may be needed for children in care, especially if they are bullied or have experienced numerous changes of relationships and f riendship networks, indicative of a high potential for disrupted attachments (SEU, 2003). ‘Education projects was launched in 2003 by the Department of Health and the Department for Education and Skills, its aim was to improve educational outcomes for looked after children. Focusing on multi-agency working, Education projects recommended the introduction of local authority training for designated teachers within schools. It also provided funding to be used to develop new educational strategies across local authorities. The Department for Education and Skills then published ‘The Role of the School in Supporting the Education of Children in Public Care (2003) similarly recommending specific initiatives with looked after children involving Personal Education Plans, Attendance and truancy and Transition planning and admission to name but a few. The SEU (2003) highlighted the five problematic areas regarding the educational outcomes of looked after children which have prevented change, or slowed it down (Cocker and Allain, 2008). These five areas included Capacity referring to the vacancy rates within the childrens social care workforce, suggesting limited insight into the specific educational needs of looked after children. Management and leadership with regard to staff at senior levels lack of time and consequent commitment they can offer in this area leading to feelings of powerlessness to affect real change. Limited resources, including for example inconsistencies between areas in the UK and which resources are available to looked after children, affecting the support available to looked after children. Similarly the attitudes of the social workers and professionals who work with looked after children were also deemed to contribute to low expectations of the educational outcomes of looked after children. The final problem highlighted was systems and structure within local authorities impacting on inter agency communication and affecting the work between the agencies, therefore affecting their practice wit h looked after children (SEU, 2003) (Cocker and Allain, 2003). The Every Child Matters (2004) green paper included five outcomes vital for all children, including good health, an opportunity to stay safe, achieve economic well being, enjoy and achieve and make positive contributions towards society. Most recently the white paper Care Matters, time for a change (Department for education and skills, 2007) proposes that looked after children should be given the highest priority in school admissions. The paper for example requires Local Authorities to ensure looked after childrens placements were not changed within year 10 and 11 of school, to prevent the disruption of their education. The paper highlighted again the importance of a designated teacher to work with looked after children to become statutory, whilst also introducing the virtual head teacher within each authority. Their responsibility is to track the progress of the children in the local authority who are attending school and those moved into a different local authority. A designated teacher has responsibility for the looked after children within a school. They are expected to advocate on behalf of the children and young people in care and they should ensure that each has a personal education plan (Department for Educat ion and Skills, 2005). The paper implemented more support for looked after children regarding absences and exclusion. The paper also proposed the providing of a grant of  £500 annually to be used for support for example one to one tutoring. Jackson and Martin (2002) draw attention to problems that looked after children face when trying to find a suitable source of education, whether this is because they need to move due of placement changes or because of previous exclusions from other schools. Most schools need to keep a high level within the league tables in order to ensure funding is continued. With this is mind many are reluctant to take on looked after children. Many schools stated that they did not understand what these children faced and that they did not have the resources to support them (Jackson et al, 2002). Berridge (2006) has identified the gaps of data when accessing statistics. The social processes behind forming the statistics may not straightforward. Interpreting the terms within statistics may cause further problems. Berridge, also highlights pressures from outside groups to get indicators of why looked after children have low educational outcomes. The statistics gathered regarding looked after children have limitations. Firstly 27% of the looked after population who had been in care for over 12 months have a special educational needs statement, compared to 2.7% of the overall population (DCSF, 2009) clearly affecting the performance of a large group of looked after children. Secondly the educational outcomes of looked after children who have been in care more than 12 months are published, there is also the overall results of looked after children. These children may only be in care for a short period because of family problems. Berridge (2006) argues that if we are to use these statistics there needs to be a time period given for social workers and other professionals to be responsible for the looked after child to turn their situation around. Social services cannot be responsible for giving the looked after child a start in life if they have only entered care as an adolescent and have existing educational difficulties.

Bankruptcy: Frightening Reality Essay -- essays research papers

Since the 1960s, personal bankruptcy has often served as a refuge for the young and struggling. Bankruptcy lawyers say younger and less-educated people tended to rack up too much debt while starting families and jobs, without a savings cushion to carry them through lean times. That's changing, as personal bankruptcy filings hit all-time highs. Last year, there were more than 1.6 million such filings, nearly twice as many as a decade earlier. Some experts say much of the increase is being driven by older people, many with decades of work experience in white-collar jobs. In 2001, per capita filings by people ages 45 to 54 increased 58% from a decade earlier, according to one study. Bankruptcy is a legal proceeding that allows a person who is overwhelmed with debts to eventually become debt-free. In a typical personal-bankruptcy case, credit-card balances and other "unsecured" debts-which are not backed by any collateral-are wiped out entirely. Under court supervision, the de btor then negotiates a plan with creditors to pay off as much of the remaining debt as possible, over three to five years. During that time, debtors cannot take on any new debts, but they are protected by the courts from being sued by creditors or having their assets repossessed. Credit reports list bankruptcy filings for seven to 10 years, making it almost impossible for a filer to get new loans or credit. But once that period is over, the debtor can move on with a clean credit record, free of de...

Hardware Store Case Analysis Essay

A. Do you agree with Fred’s decision to conduct the training and use the third vendor? Using concepts from the chapter, explain your answer. When it comes to Fred’s decision making in reference to using a third party vendor for training purposes, I believe that Fred made the best decision possible. Now, Fred based his decision purely on the fact that it embodies a quotation contained customized meetings in adjacent to the sales force for better understanding of the training course, along with being economical. In addition, customized meetings are essential because it allows the sales force team to be able to ask any questions they might feel needs to be addressed. On the other hand, this kind of training allows the sales team to make better decisions based on the new training material provided, so conducting classes on a smaller (size) scale will foster a better learning environment and faster hands on approach on the job site. In accordance, training that provide reenactments of past experiences or future awareness training for client handling enables the trainees to get a full picture of any problems that might arise customer service wise. B. What else might Fred do before choosing a training package? Use information provided in Chapters 2, 3, and 4 to describe your approach. Make sure to provide enough detail to dem- onstrate your understanding of the key issues and approaches to determining how to proceed once a triggering event  has occurred. Another thing that Fred might do before choosing a training package is requesting for referrals from the company to support him in selecting the specific organization or look elsewhere. Fred’s decision-making involves time and money being spent. Therefore, in order for Fred to want to make this kind of investment, Fred should first contact the organizations already practicing this type of training program in order to gain their insight and if they were successful based on real life experiences. In conjunction, Fred needs to make sure that whatever organization he decides to hire to train all his employees, Fred must make sure that the other organizations objectives align with his company’s training objectives. Moving forward, the key to finding a great training partner is by identifying the training strategy through requirements theory for motivating the trainees. Fred, can use the requirement theory by allowing the training organizations to ask the prime questions, whi ch is what does Fred expect his employees to learn in the training? thus identifying the final objective of Fred. Furthermore, if the organization conducting the training meets Fred’s requirements, then they can measure his mission and encourage his employees to efficiently train in accordance to motivating them as well. Once, Fred carries out his plan on finding the best external training organization, the external organization would be more receptive to using good reinforcement for their training & development techniques. The trainees can then get accustomed to being rewarded with a positive reinforcement when they do something right. Therefore, Fred needs to adapt his organization to meet the training & development-learning environment once the training organization is done with their training contract. Fred needs to make any adjustments to his training in an effort to run his business as planned. In order for Fred to experience a successful training, Fred needs to focus on the primary objective, which is making sure his employees are retaining the training material, as well as influencing them in a positive manner. However, Fred needs to request a small demonstration of the entire procedure, because it will help Fred know first-hand if the training organization material is connecting with his employees, and identify if the training material is appropriate with Fred’s objectives. C. If training went ahead as indicated, how successful do you think it would be? Explain your answer using concepts from this chapter. In addition, if training went ahead as indicated, it would be prosperous giving the fact that the program will enable the employees to partake in personalizing their own training. Therefore, Fred needs to double check that the training organization are using methods that meet his organizations objectives in order for the training to be categorized as being efficient. In the beginning, if the training organizations trainers are aware and fully understand the final objective, the training will be effective. Another thing to note is that Fred needs to reaffirm that the training organization is currently offering the specific training required by Fred, and that they are using the right training methods, right motivators and are utilizing reinforcements according to Fred’s expectations. Thus, if Fred checks off his checklist, then there is no reason why his organization should not be effective on accomplishing his objective. After training, the employees will be better prepared at their jobs, and can be more efficient on training other workers, thus benefiting the organization. This training process will also make sure that their customer service is being handled on a timely manner, and with the upmost service. Therefore, ultimately this would benefit both the training organization and Fred’s organization because Fred was able to find the best training organization, which in turn makes his training run effectively.

Should I Earn a Nonprofit Management Degree

A nonprofit management degree is a type of degree awarded to post-secondary students who have completed a college, university, or business school program with a focus on nonprofit management.   Nonprofit management involves supervising people or affairs of a nonprofit organization. A  nonprofit  is any group that is mission-driven rather than profit-driven. A few examples of nonprofit organizations include charities, such as the American Red Cross, Salvation Army, and YMCA; advocacy groups, such as the National Association for the Advancement of Colored People (NAACP) and the American Civil Liberties Union (ACLU); foundations, such as the W.K. Kellogg Foundation; and professional or trade associations, such as the American Medical Association (AMA). Types of Nonprofit Management Degrees There are three basic types of nonprofit management degrees that you can earn from a college, university, or business school: Bachelors Degree in Nonprofit Management: A bachelors degree program in nonprofit management will take approximately four years to complete. The program will usually start with general education courses and conclude with electives and courses with a specific focus on nonprofit management. Students who have already earned a two-year degree may be able to complete bachelors degree requirements in as little as two years.Masters Degree in Nonprofit Management: A masters degree or MBA degree program in nonprofit management takes two years to complete on average. Some students attend part-time and take longer to earn their degree, while others participate in an accelerated program that lasts anywhere from 12 to 18 months. Nonprofit management degree programs at this level generally combine core business courses with specialized coursework in nonprofit management.Doctorate Degree in Nonprofit Management: A doctorate program in nonprofit management is not as common as nonprofit management de gree programs at other levels. A program of this caliber can be found at several colleges and universities. A doctorate program in nonprofit management requires intense study and research. Program length can vary but usually averages somewhere around three to five years. An associates degree is acceptable for some entry-level positions with nonprofits. In some cases, you may need nothing more than a high school diploma. Larger organizations often prefer a bachelors degree or MBA, especially for more advanced positions. What You Can Do With a Nonprofit Management Degree Students who earn a nonprofit management degree almost always go on to work with nonprofit organizations. Of course, the knowledge and skills gained in the program are transferrable to for-profit companies. With a nonprofit management degree, graduates could pursue any number of positions with nonprofits. Some popular job titles include: Fundraiser: Fundraisers are essential to any nonprofit. They help to get donors interested in the cause. They may get donations by speaking to people face to face, organizing campaigns, or grant writing. It is possible to get an entry-level fundraising position with a high school diploma, associates degree, or bachelors degree in nonprofit management. However, larger organizations may look for graduates with a masters or MBA degree.Nonprofit Program Director: Although responsibilities can vary depending on the size and scope of the organization, nonprofit program directors are usually tasked with managing the people and mission of the entire organization or a specific part or program. They may oversee fundraisers, marketing campaigns, or special events. Nonprofit program directors usually have at least a bachelors degree. Many have masters or MBA degrees in nonprofit management.Community Outreach Coordinator: A community outreach coordinator, also known as a community outreach specia list, is responsible for the marketing, outreach, and event planning efforts of a nonprofit organization. They do not usually ask directly for donations like a fundraiser, but they do help to coordinate volunteers and plan fundraising efforts. Most community outreach coordinators have at least a bachelors degree. Marketing or public relations experience--either at school or work--can also come in handy. There are many other job titles and career opportunities available to graduates with nonprofit management degrees. There are more than one million nonprofit organizations in the U.S. alone, with more being created each day. See a list of other nonprofit job titles.