Importance Of The Internet Essay

The Internet is very helpful for businesses all over the world. It helps speed up many processes in a cost-effective way. Yet the usefulness of the Internet depends on what types of services and products each business. And how they take advantage of what is available. Many businesses may benefit a great deal more than others may. And there are many different benefits depending upon the types of the business, whether it is a supplier, a distributor, or a retailer. Some of the benefits could be; creating a new client base, product analysis, market analysis, expert advice and help, recruiting new employees, fast information access, wide scale information dissemination, fast communications, cost-effective document transfer, peer communications, and new business opportunities. Finding new clients is not as easy as most may think. This process involves an in depth market analysis, product marketing and consumer base testing. Where if a business where to use the Internet it would be much easier because the Internet has several million people from all over the world looking for businesses to invest or subscribe to. It is very easily recruit new clients or customers if your presence on the Internet is known. If your business was on the Internet you will be able to do product analyses and comparisons and report your findings on the net. You may also be able to find at least one other person who will be familiar with a product that you Thompson, 2 are testing or about to purchase or invest in. You can get first hand reports on each product before you purchase it. The Internet has many surveys for an analysis of the market for a new product or idea. These surveys are easy to reach many people so you are able to determine the satisfaction of the users of each product. This will enable you to be able to satisfy your customers easily because most of these are anonymous you will be able to get accurate information to help you understand what is preferred by your customers. The Internet has many experts on it who make it very easy for you to find them. You may even be able to get free advice and help with problems you might have come across from the same people who are paid very highly for  their consulting services to large organizations. There are many web sites that have job listings online for employers. Qualified employees always post new resumes to the site. This may inform the employers of the skills hopeful employees will have to offer. So the employee will not have much trouble looking for prospective employers. Getting information over the Internet is much faster on most occasions than doing it via fax or postal courier services. Countries around the world are available to interact with. You can lessen the possibility of the receiver not getting the information needed. You can place documents on the Internet and make them instantly accessible to millions of users. This provides an effective method to present information to the public. This also will improve the availability Thompson, 3 of the documents to a client base larger than the circulation of many major newspapers. Electronic mail, also known as email has provided to be an effective solution to the problem of telephone tag. This still has the speed of telephone conversations and still provides the semi-permanence of postal mail. This can be sent from just about anywhere where there is an Internet service. This takes a very short period of time and saves a lot of money over postal or courier services, which can also suffer late deliveries, loss or damage. So as you can see the Internet is very valuable to many businesses all around the world. It allows things to be processed faster and for the most part much safer. I think that it would be in the best interest of most businesses to participate actively in the Internet.

Psch3

Kendall Fretwell Assignment 3 1. | Changes in sexual maturity which occur during puberty are referred to as  Ã‚  Secondary  Ã‚  sex characteristics. | 2. | The first ejaculation in boys is called  Ã‚  Spermarche. | 3. | Girls who are sexually active are also more likely to have experienced early  Ã‚  Menstruation . | 4. | Approximately  Ã‚  one third  Ã‚  of teen pregnancies in the U. S. end in abortion. | 5. | Many researchers feel that recognition of one's feelings of same-sex attraction begin as early as  Ã‚  self recognition . | 6. | Mary is a biological female who identifies psychologically and emotionally as male. Mary is  Ã‚  Transgender. | 7. The incidence of illicit drug use among teens was  Ã‚  higher  Ã‚  in the 1990s than in the 1970s. | 8. | Sylvia, although extremely thin, looks in the mirror and sees excessive body fat. She exercises obsessively and eats very little. Sylvia might be diagnosed as having  Ã‚  Anorexia nervosa. | 9. | Piaget's concep t of  Ã‚  Self-Expression enables teens to understand metaphors and symbols. | 10. | Goals which are based on a desire for self-improvement are referred to as  Ã‚  mastery  Ã‚  goals. | 11. | Jason works out regularly at the gym. He is one of the best players on his soccer team. Jason's goal to be the best on his team is an example of a n)  Ã‚  Task/ego involvement goal. | 12. | The last of Freud's stages of psychosexual development is the  Ã‚  Genital stage. | 13. | Erikson used the term  Ã‚  gender-role identity to refer to the period when an adolescent is troubled by a lack of identity. | 14. | An individual whose gender-role identity is  Ã‚  androgynous would perceive herself or himself as having both feminine and masculine traits. | 15. | Sometimes Kohlberg's stage of social system and conscience is known as the  Ã‚  Law and Order stage. | 16. |   Antisocial Behavior is defined as antisocial behavior which includes law-breaking. 17. | A combination of cliques forms a  Ã‚  tribe . | 18. | Homosexual teens become aware of their same-sex attractions at about the age of  Ã‚  9 . Heterosexual teens become aware of their opposite-sex attractions at about the age of  Ã‚  11 . | 19. | Response inhibition depends on the ability of the  Ã‚  limbic system  Ã‚  of the brain to regulate the limbic system. | 20. | Changes in the heart and lungs that take place in young adulthood are likely not to be noticeable except during. | 21. | Regarding immune function: immature T cells are made in the  Ã‚  bone marrow  Ã‚  and they mature in the  Ã‚  thymus . 22. | In the Alameda study on health and aging, only  Ã‚  marital status and monthly personal income  were found to be unrelated to mortality. | 23. | HIV stands for  Ã‚  Human Immunodeficiency Virus. | 24. | In order to be diagnosed with a personality disorder, a young adult has to have been exhibiting the behavior since  Ã‚  development . | 25. | Lorie is in her late twenties. She has been unable to hold a job for more than 3 months at a time and she quickly gets bored with her relationships. Her mood tends to be unstable and she is short tempered. Lorie may suffer from  Ã‚  Cyclothymia. | 26.   Post-operational Development thought is associated with a fifth stage of cognitive development. | 27. | The most common modification in academic settings for students with disabilities is  Ã‚  extra  Ã‚  time for taking tests. | 28. | College women in the U. S. and Europe use a  Ã‚  60%   Ã‚  number of study skills than men. | 29. | African American students who attend historically Black institutions show more gains in both  Ã‚  education  Ã‚  and  Ã‚  skills  Ã‚  competence than those who attend predominantly White colleges. | 30. |   intimacy versus isolation argued that the central crisis of early adulthood dealt with issues of isolation and intimacy? | 31. Jack has settled into his new life as a retiree. He has friends and activities and fee ls a happy sense of stability in his new life. Jack is in Levinson's  Ã‚  Culmination phase. | 32. | One factor that correlates with marital success is each partner's attachment to his or her  Ã‚  personality. | 33. | Close friendships rely on mutual  Ã‚  trust  Ã‚  and personal  Ã‚  friendship . | 34. | Work-family conflict more strongly influences  Ã‚  career decisions. | 35. | One strategy for coping with conflicts between work and family life is to redefine family  Ã‚  time . | 36. | Young drivers exhibit  Ã‚  more  Ã‚  lapses in attention and driving errors than middle-aged drivers. 37. | Fifty-year-old Mr. Evans has started experienced difficulty achieving and maintaining an erection. These changes might indicate that Mr. Jones is experiencing  Ã‚  Erectile dysfunction. | 38. | The last phase of menopause is called the  Ã‚  Postmenopausal phase. | 39. | Bernice is 45. At least once a week, she wakes up in the middle of the night wringing wet with sweat. S he is having  Ã‚  hot flashes , a form of  Ã‚  early menepause . | 40. | The loss of bone mass is called  Ã‚  osteoporosis and begins at around age  Ã‚  30 . | 41. | Paul's family is getting tired of having to repeat everything they say to him because he has difficulty hearing.He goes to an audiologist and finds that he has  Ã‚  hearing loss , so the audiologist recommends a hearing aid. | 42. |   heart  Ã‚  disease is the most common cause of death for adults in the U. S. | 43. | The personality characteristic which seems to be the biggest contributor to cardiovascular disease is  Ã‚  stress . | 44. | High  Ã‚  cholesterol  Ã‚  diets seem to increase the risk of some forms of cancer while high  Ã‚  vegetable  Ã‚  diets seem to decrease the risk of other forms of cancer. | 45. | Among women, death from  Ã‚  breast cancer  Ã‚  is considerably more likely than death from heart disease. | 46. Overall physical health and cognitive performance in middle adulth ood are most closely linked to  Ã‚  Physical and Cognitive Development. | 47. |   Episodic memory is recollection of specific events;  Ã‚  Semantic memory is the recollection of general knowledge and facts. | 48. |   List the three phases of menopause in order. Identify what happens to hormone levels in each phase. | Perimenopause-It is the result of changing levels of ovarian hormones in your body. Estrogen levels decline, but they do so unevenly. Sometimes they can even be higher than when you were younger Natural Menopause Postmenopause Postmenopause- small amount of estrogen

Claudio’s fall from grace in Much Ado About Nothing Essay

It is often said that Shakespeare meant Claudio to be the hero of the play as the climax of the play (the court scene) revolves around his love story and he finally achieves his beloved in the denouement. However, as the play progresses Claudio fails to live up to the expectation of being a hero and is barely tolerable through the course of the play. Claudio is a young Florentine and serves as Don Pedro’s right hand man. The very first impression that the audience gets of him is very deceptive just as the rest of the play is. He is said to have achieved ‘the feats of a lion in the figure of a lamb’. As the exposition scene progresses, Claudio reveals his feelings regarding Hero to Don Pedro. However, this impacts Claudio’s image negatively as he allows Don Pedro to woo Hero in his place. His manliness is put to question as he is not even brave enough to declare love to the person he loves. ‘The prince woos in Claudio’s name’ and discloses Claudio’s feelings to Leonato. In the meanwhile, Claudio acting like a fool is deceived by Don John into believing that Don Pedro has wooed for himself. Claudio appears to be a gullible character as he is deceived by the very devil into mistrusting his dearest friend. He is a brave person and a likeable man but his exasperating credulity takes the merits from all these qualities away and leaves Claudio hinging between a smart and a petty character. Though foolish and naà ¯ve in judgement, Claudio is still loved and trusted by his friends. Claudio plays a crucial role in the gull of Benedick as he becomes the via media of information from Hero about Beatrice’s love for Benedick. His presence in the scene makes it more believable and thus Claudio becomes an important character in the development of the plot in the story. The play progresses and Borachio and Don John approach Don Pedro and Claudio to carry out their master plan. On hearing, what Don John has to say, Claudio reacts impulsively without giving the situation a second thought. He believes in what Don John is saying and aggressively declares ‘If I see anything tonight why I should not marry her, tomorrow, in the congregation where I should wed, there will I shame her. Claudio’s gullibility is again showcased as he believes Don John that the person he loves is disloyal Moreover this is the person who’s compared to Diana for her virtues and Claudio readily believes her to be disloyal because the villain says so. It is in Act 4 scene 1 that all hell breaks loose and Claudio loses all respect in the eyes of the audience. Claudio openly slanders Hero. He appears to be a petty man who is only capable of judging people superficially and incapable of reacting in a calm and mature manner. He mirrors a typical Elizabethan man who is very misogynistic in his attitude. Shakespeare critics the chivalric notion of honour through Claudio and shows the co-existence of the two paradoxical notions of chivalry and misogyny. Claudio’s self-deception of being righteous and his lack of true judgement leaves the audience disgusted at him after the court scene. This feeling of disgust is heightened as Claudio fails to show any signs of guilt in his behaviour and looks for entertainment from Benedick. Even when he is informed of Hero’s death by Leonato, he doesn’t even show an iota of remorse. However, when the truth comes to light, he agrees upon repenting for his mistakes. So far so that, he doesn’t even protest taking Antoni’s daughter’s hand in marriage. This reflect upon his superficial love and how he never felt any love but was simply attracted towards Hero. His behaviour again undergoes a complete volte-face as he discovers that Hero is not dead and instantly falls in love with her again. These incidents lead us to believe that Claudio is a loosely basted character who’s behaviour is everchanging and is easily gullible and extremely impulsive in nature. Shakespeare gives to Claudio the affluence of vitality, which necessarily creates an extenuating perspective for his conduct. This makes the worst of his aberrations tolerable and thus slightly likeable. Also, Claudio’s presence in the play gives us a contrast between courtly love and true, deep-rooted love. His fall from grace gives a contrast to Benedick’s character as Benedick continuously grows from being a bit of a nonsensical character as to being a man of morals and solidarity. It is Claudio’s fall from grace and Benedick’s rise to manliness that bring about the main developments in the plot during the course of the play.

Intercultural Speaker Summary Leymah Gbowee Essay

Intercultural Speaker Summary Leymah Gbowee - Essay Example st recognized women in the Africa, Liberia in particular for her noble efforts in mobilizing women across the religious divide for the sole intention of fostering peace among the people of Liberia. Her efforts were mainly women-centered as she used pro-women movements to agitate for an end to the long civil war that had jeopardized the republic of Liberia for more than a decade (Gbowee & Mithers, 2011). This earned her great recognition both within and the world at large thus, enabling her to garner a number of international awards most notably the Nobel Peace Prize, which she won in the year 2011 for her active role in empowering women to fight for their rights and end of war. Over the years, she has always worked closely with Ellen Johnson and their efforts bore fruits when Liberia held its first free elections and, which were won by a female candidate the first one in the history of black Africa (Gbowee & Mithers, 2011). Despite the long strife of civil war that was witnessed in Liberia for close to fifteen years, the efforts of Leymah and her colleagues ensured the plight of women was checked and most importantly, their fundamental rights were safeguarded. In her presentation â€Å"Mighty be our Powers† she mainly concentrates on elaborating to the world, what the power of united women can achieve in the world, which is largely dominated by men. The main points that she vividly brings out include mobilization of women across borders regardless of their ethnicity or religion, women empowerment, most importantly the need to protect the fundamental rights of women and finally the plight of women in the event of unrest such as prolonged civil wars (Gbowee & Mithers 2011). The presentation is meant for the public given the kind of knowledge that it presents. However, after critical analysis it can be deduced that the main audience of this particular presentation can be categorized into two major groups namely; women and the rest of the people. Women formed a

Criminal Justice in the Ancient Times Research Paper

Criminal Justice in the Ancient Times - Research Paper Example Key words: Criminal justices, human rights, penalty and punishment Aspect of Human Rights in Criminal Justice in the Ancient Times Introduction Criminal justice refers to a coordination of practices and institutions of governments majoring at upholding social control, preventing and mitigating crime. Criminal justice sanctions those who break laws by applying criminal penalties and efforts of rehabilitation (Bauman, 2002). Those who are accused have protectors in opposition to abuse of investigation and powers of prosecution. The recent criminal justice system has evolved since the olden times with new versions of penalties, added rights for offenders and victims, and various policing reforms. These reforms have subsequently reflected a change on political ideals, economic aspects and customs. In ancient times especially the middle ages, exile was a common form of criminal penalty. During the middle Ages, compensation to the victim or the victim’s family which is known as werg ild was another form of punishment together with violent crimes (The justice cascade, 2011). This was appropriate for those who could not make their way out financially. Rash penalties included various forms of corporal punishment such as mutilation, flogging and branding. A criminal justice system consist of three major sections namely, legislative (creates laws), adjudication (courts) and corrections such as jails, probation and prisons (Journal on Courts, law, and justice, 2011). In this system, these separate agencies operate both under the rule of law and this is the valid means of keeping the rule of law within the society. Human rights as an aspect of history of criminal justice are considered to be an evolving aspect throughout human history. This is because they have been specifically tied to laws, customs and religions in the entire ages as from the ancient times (Journal of Forensic Social Work, 2011). One of the first codified rules of law that include references to pers onality rights is the code of Hammurabi. In the olden times, it was a big crime to displease either the gods or the king. The king of Mesopotamia, Hammurabi who existed in 1795 to 1750 was an exalted prince who respected God and thus was divinely called to create about the laws of righteousness in the land, to eliminate the immoral and the wrong doers so that they don’t harm the weak (Bauman, 2002). The code of Hammurabi was discovered in 1901 (about 4000 years ago)and it was carved into the sides of a high monument which was eight feet tall and for the first it was known for spelling out transparently, for every one within that community to observe the penalties and expectations that was valid to each and everyone leaving in that society. A larger portion of the Hammurabi tablet majorly focuses on matters that recently would be considered as human rights in the context of family or civil law. This might include incidents such as felling trees of the orchard that belongs to a particular person or the right to remarry or pass dowry on her sons. In addition, other parts of this tablet granted debt relief for farmers who were inconvenienced by natural calamities such as drought, famine and famers whose crops were damaged as a result of careless irrigation practices of their neighbors (The justice cascade, 2011). There were various penalties for pasturing sheep in the field of another and provisions for the incentive of

Criminal Liability And Use Of Force Essay Example | Topics and Well Written Essays - 1250 words

Criminal Liability And Use Of Force - Essay Example When someone is arraigned in court on the event that they solicited another person, it has to be proven. At this point, corroboration comes in. In court, there always has to be evidence otherwise multitude of people will be held custody and others for no solid reason. Corroboration requirements apply on a crime of solicitation when the accused is guilty of commanding another person to commit a crime. Not only is corroborating evidence a requirement on its own, it needs one witness along with it. Corroborating evidence is so firm on its own that it only needs one witness. It can have recordings of audio and video acts or any other doing. Someone is found guilty even on planning a solicited crime even though the crime is not in progress. The crime of solicitation can be numerous in one plan considering whether they happened in different places, different ways, different times and different payments with different amounts. The accused would be facing several suits. It is found sensible that if one encourages another person to commit a specific crime, it is part of that crime too. Conspiracy is termed used as the agreement or merging of ideas between two people to commit a crime. A conspiracy is successful when there is a motive and is agreed upon, an intention to the motive and an overt act. An overt act could be something like buying of ammunitions and guns to be used in the certain crime. The overt act is a very transparent act that can be used as proof in front of a jury or during jurisdiction on a presentation of a crime.

How to reduce the incidence of lower extermity amputations in diabetes Literature review

How to reduce the incidence of lower extermity amputations in diabetes with Hyperbaric oxygen (HBO) therapy - Literature review Example This study looks into hyperbaric oxygen therapy (HBOT), a popular treatment method for decompression sickness. It utilizes a special sealed chamber which is pressurized up to three times the normal atmospheric. Inside the chamber the patient can breathe pure oxygen, hence effectively increasing the amount of oxygen in the blood. Over the years, HBOT has been used to treat various illnesses including gas embolism, gas gangrene, skin grafts, bone infections and many others. While HBOT has been used to treat many conditions, there is still conflicting evidence as to its effectiveness in treating infections of the skin and tissues. In a research by Meryl Brod it was mentioned, â€Å"Lower extremity ulcers are among the most common and costly complications of diabetes. They are a leading cause of amputation and account for more hospital days than other diabetic complications†. Aside from its economic cost, diabetic ulcers has a negative impact on a person’s quality of life; thereby making treatment for lower extremity ulcers a priority for many health care practitioners. Having said this, it is now important to qualify that this critical appraisal isn’t really about preventing amputations among diabetic patients, but rather, finding an effective treatment to cure foot ulcers. The researcher searched two databases, PubMed and Google Scholar. The search terms used were hyperbaric oxygen therapy, curing diabetic ulcers, preventing diabetic amputations, hyperbaric oxygen therapy and diabetes, and effectiveness of hyperbaric oxygen in curing diabetic wounds. Thousands of resources were returned so several criteria for inclusion was created. Resources were accepted or rejected based on the following criteria: (1) the study cover the treatment for diabetes wounds and ulcers (2) the study must not be older than 1995; (3) the study must be in English; (4) the study must involve human subjects. Accepted resources were subjected to an ancestry search of th eir references to discover new resources which can be used to address the clinical question. Ten (10) studies were then included at the end of this search. The resources are intentionally international in scope in order to determine what factors may affect the efficacy of HBOT in treating lower extremity wounds and ulcers. Method for Appraising Articles For the purpose of this study, methodology for rapid critical appraisal (RCA) will be utilized. Through the RCA, this critical appraisal paper will review each study in order to determine (1) its level of evidence, (2) how well it was conducted, and (3) how useful it is to practice (Fineout-Overholt et al. 2010).

Sport clothing Essay Example | Topics and Well Written Essays - 500 words

Sport clothing - Essay Example According to NoÃŒ voa & DrăGoicea, (2015, p. 207), sport technology represents a specific type of means to recognize human interests and aims in sport. Sport technology can also refer to the ways in which athletes tend to improve their training in a competitive environment for them to enhance their overall performance. Use of technology in sports involves application of knowledge in using specialized equipment and tools and making use of the available improved technologies to perform tasks more effectively and efficiently. Sporting technologies available include, tennis rackets, pole-vault poles, golf clubs, motion capture, advanced computer stimulations and athletic sports gear such as clothing and footwear. Use of technology in sports is viewable in many perspectives. For instance, technology use exists in the assessment of athletes through biometric sensors, laser-based speed timing and a number of medical technologies. Sports teams and athletes have benefited from the use of technology through better film breakdowns for study, competitive scouting efforts, and statistical reporting. Technology assists in sports competition through instant replays and sensors that help sporting officials decide on whether a ball crosses a line into a goal. This happens in hockey punks and in soccer balls. Fans also benefit in technology through improvements in camera techniques and video display technology (Cremades & Tashman, 2014, p.183). To enhance the athlete’s performance, sports gear such as the clothing and footwear should be friendly and should be of valuable quality in terms of strength thickness, flexibility, durability and resistance to moisture. Footwear is more of a comfort and injury protection wear than a performance enhancing wear in sports. On the contrary, clothing like full body suits streamlines the athletes performance period in a competitive race. Composite tennis racket relates to sporting equipment designed to

Capstone Final Project Research Paper Example | Topics and Well Written Essays - 2500 words

Capstone Final Project - Research Paper Example Foreign students do not have sufficient exposure to a variety of vocabularies that might assist them in developing a considerable appreciation of the significance and utilization of the vocabularies. It is vital that teachers are aware and that their classroom approaches are granting English language learners the vital skills they require to attain their academic objectives. Research Question With the above information, it can be noted that ELLs have a very tough time in class when compared to their native language (English) counterparts. According to past research, the harder education is, the more prone a student is likely to drop out of school (Kauchak & Eggen, 2011). This means that ELLs are extremely vulnerable. The questions is how can teachers be aware of the classroom approaches and ensure that these are approaches are granting ELLs with the vital skills and knowledge needed to achieve their academic goals? This article finds that a well-planned classroom is the answer to mak ing sure that ELLs are taught successfully so as to succeed in education. A big opportunity exists for making the best use of learning opportunities and creating significant experiences through rethinking the classroom experience (Kauchak & Eggen, 2011). ... aceted, critical thinking, analytical, as well as effective world, in order to meet demanding economic, technological and societal challenges (Abedi, 2008). Learning was long considered to be a gathering of small bits of knowledge, which are hierarchical, sequenced and need to be openly taught and emphasized. Keeping ELLs in mind, this was not a very effective way of educating any kind of student. Learning is now perceived as the procedure of constructing understanding whereby people try to connect new-fangled information to what they previously comprehended. This is with the aim that ideas of thought have some personal coherence and understanding. People construct this understanding in numerous different ways relying on their experience, interests and learning styles. However, it is as if ELLs have been left out of this endeavor. Educators have attempted to come up with techniques that are meant to enhance the education of the normal student (Pine, 2008). They fail to consider that there are other classes of students, such as the ones being considered in this paper (English Language Learners), who also need stern attention so as to prosper in academics just like their native English speaking counterparts. The No Child Left Behind Act of 2001 dictates disadvantaged students, no matter their challenge, should be catered for effectively just as other normal students are catered for (Pine, 2008). Present Situation in Schools Research that has been carried out recently has proven that the classroom design dictates levels of interactions, as well as engagement of ELLs. Thus, the amount of instructions acquired also hinges on the classroom design. A study performed by the National Training Laboratory (NTL) disclosed that just 5% of what is instructed by an educator is

Commentary (Economics HL) Essay Example | Topics and Well Written Essays - 750 words - 1

Commentary (Economics HL) - Essay Example It’s a forum for governments to negotiate trade agreements. It’s a place for them to settle trade disputes. It operates a system of trade rules. (But it’s not Superman, just in case anyone thought it could solve — or cause — all the world’s problems!)† (What is WTO, 29 September 2008) Some of the most significant functions of the WTO are underlined in the above quote; WTO is an ideal platform for the governments of different countries to negotiate the terms and conditions at which they want the trade to take place. No other organization provides any government with this wonderful opportunity to venture into global trade and to get a taste of the same. Global trade contributes immensely to the economy of any country which is actively involved in it. For instance, Pakistan produces the maximum no of footballs when compared to any other country in the world; the footballs are exported to different countries and the whole process of exporti ng becomes global trade, the profit generated from the production of footballs helps the economy of Pakistan to grow. WTO has 153 members as of now and Pakistan is also one of the 153 members, so this is how WTO helps in the growth of a countries’ economy. The first step in the process of negotiation is talks; the WTO organizes Talks between the representatives of various countries. Negotiation is a very important part of the WTO, the organization firmly believes in negotiating terms and conditions and the same has an influence on the member countries of the WTO. This policy of outing negotiation the first step in the agenda has helped the WTO grow with leaps and bounds. â€Å"Where countries have faced trade barriers and wanted them lowered, the negotiations have helped to liberalize trade. But the WTO is not just about liberalizing trade, and in some circumstances its rules support maintaining trade barriers — for example to protect consumers or prevent the spread of

History of Medicine and Science Essay Example | Topics and Well Written Essays - 2000 words

History of Medicine and Science - Essay Example To this end, medieval scholars such as Thomas Aquinas supported Aristotle’s theory concerning the material world ( Gribbin, 47).The theory stated that the world was made up of four elements such as water, fire, air, and earth. Moreover, the medieval scholars used the theory of the four elements to formulate the principle alchemy. In this regard, they believed that the four elements formed part of the human body to create the four humours. These were blood, yellow bile, phlegm and black bile. Furthermore, medieval civilization believed in the philosophy of a Greek astronomer known as Ptolemy ( Gribbin, 104). In this regard, the Ptolemaic system espoused that the earth was placed at the centre of everything in the universe. However, following the advent of the scientific revolution, these medieval lines of thought were challenged by eminent intellectual leaders. Notable scholars in the scientific revolution included people such as Nicholas Copernicus (1473-1543). Evidently, Cope rnicus is credited with publishing â€Å"De Revolutionibus Orbium Coelestium† also known as â€Å"On the Revolutions of the Celestial Spheres† (Gribbin, 398). In this regard, Copernicus theorised that the Earth revolved annually, around through sun through its daily, rotational movements on its axis. This theory was a direct challenge on the long held theory that the Earth was situated centrally at the universe with all the planets, Sun and moon rotating around it. Galileo Galilee was another eminent Italian physicist, astronomer and philosopher associated with the scientific revolution (Gribbin, 298). To this end, he created a telescope which produced a magnification 30 greater than that seen by the natural eye. In this regard, he used the telescope to make numerous astronomical discoveries such as sunspots, valleys and mountains present on the moon’s surface, various phases evident on the Venus planet, and Planet Jupiter’s four greatest moons. To this e nd, he published the â€Å"Dialogues on the Two Chief Systems of the World.† Sir Isaac Newton was another great scientist of the scientific revolution engaged in the field of physics and mathematics. He is credited with publishing the â€Å"Philosophiae Naturalis Principia Mathematica† also known as the Mathematical Principles of Natural Philosophy† ( Gribbin, 476). Evidently, his findings exhibited how the gravity as a universal force was acting on all the objects within the universe. The scientific revolution scholars faced several obstacles that slowed down the progress of the scientific revolution. For example, Nicholas Copernicus was first afraid to publish his works â€Å"Concerning the Revolutions of the Celestial Spheres.† Evidently, he was frightened at the possibility of provoking the theological views of the Church pertaining to the Church. On the other hand, Galileo’s work on the ‘Dialogues on the Two Chief Systems of the Worldâ₠¬â„¢ was challenged by the Church. It contributed to Galileo being placed under house arrest. 2) Explain the Scientific Method. Who were the pioneer thinkers who developed it in the 17th-18th centuries? Why was it a central concept in the growth

Third World Immigration Essay Example for Free

Third World Immigration Essay There are 293 million Americans and 65 billion immigrants in the United States.   Every year 85 million more immigrants are coming over.     Ã‚  The prospect of multiculturalism and diversity is outweighed by aspects which the average American may not be too willing to share.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Where these immigrants come from, there is great deprivation brought by lack of food, education, health facilities and lawful order.     Their citizens have not taken concrete steps to improve their lives.   They instead move to America hoping for a much better life, although through illegal means.      Ã‚  America, on the other hand, is a very law-abiding society.   Playing host to illegal aliens runs contrary to their upright and honest norm of life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With the number of immigrants coming into America yearly the cost of living gets higher.   Minimum wage becomes lower because of unskilled workers. Most jobs are created to accommodate the increasing work force.   Instead of these going to Americans, more are going to the immigrants.   Today there are lesser opportunities for Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Open borders are safety risks and threatens homeland security.   Undocumented entries pose as much danger as the perpetrators of 9/11.   Several illegal immigrants have been responsible for crimes against peace-loving Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The immigrants come to share America’s wealth, which they did not help create.   They come to escape their own poverty, which they want no part in eliminating.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The customs and lore, arts and literature, music and poetry, are uniquely American.   This rich heritage from esteemed ancestors is threatened to drown and be lost to a culture that will no longer define the legacy of the Founding Fathers, the Pioneers, the Settlers, the Union, the Bill of Rights, July 4th,   the Statue of Liberty, the traditions of Thanksgiving Dinners,   Apple Pies, Trick or Treat   and the truth in America the Beautiful. Works Cited Wooldridge, Frosty.   â€Å"Ten Reason for Enforcing America’s Immigration Laws.† 10 July 2007. American Chronicle.   17 August 2007. http://www.americanchronicle.com/articles/view/Article.asp?articleID=31823 Wooldridge, Frosty. â€Å"Illegal Immigration’s Third World Momentum.† 10 October 2005. NewWithViews.com.   17 August 2007. http://www.newswithviews.com/Wooldridge/frosty86.htm

Strong Culture and Organizational Effectiveness

Strong Culture and Organizational Effectiveness Organizational culture is the pattern of shared values and beliefs that help individuals understand organizational functioning. The characteristics that captures the essence of organizations culture include member identity, group emphasis, people focus, unit integration, control, risk tolerance, reward criteria, conflict tolerance, means-end orientation, and open system focus. Appraising the organization on these ten characteristics gives a composite picture of the organizations culture. However, we have strong culture and weak culture. Strong cultures are those in which organizational values and beliefs are widely shared and significantly influence peoples behaviour on the job. Organizations with a strong culture create clear and coherent values and expect that members agree with and care intensely about those values. Denison identifies four key traits that an organization should master in order to be effective as mission, consistency, involvement, and adapt ­ability. Strong organizational cultures have been linked to increased staff alignment, resulting in enhanced organizational effectiveness. However some research shows that strong cultures may enhance short-term success but inhibit long-term organizational performance, and may even contribute to long-term failure by preventing organizations from adapting to changing contingencies. TABLE OF CONTENTS (JUMP TO) 1.0 Introduction 1.1 Culture 1.2 Organizational culture 1.3 Strong culture and weak culture 2.0 Strong culture and organizational effectiveness 2.1 Subculture 3.0 Leadership role in organizational effectiveness 4.0 Conclusion 1.0 INTRODUCTION 1.1 CULTURE Culture is the way we do things are done around here (Schein, 1985) defining the actions of an organization in overt and covert ways, and when change takes place (Smollan, 2009). Culture can also be defined as the collective programming of the mind (Hofstede, 2005). According to Jan Vom (2011), two significant elements covers the scope of culture: (1) cultures manifestation (2) scope of the referenced group. Cultures manifestation Organizations culture is manifested through visible structures and strategies (Jan Vom, 2011). The three layers of culture related to its manifestation are; artefacts, espoused values, and basic underlying assumptions (Schein, 2004 as quoted in Jan Vom, 2011). The visible artefact through which culture is manifested includes companys symbols, its products, architecture, way of dressing, typical behaviours and rituals. It is important to connect artefacts to values. Espoused values are less visible and encompass publicly expressed strategies, goals, norms and rules that provide the daily operating doctrine for members of the organization. Basic underlying assumptions are a subconscious part of the culture which accounts for a mental map of fundamental aspects of life such as the nature of time and space, the role of social hierarchies, and the relative importance of work, family, and self-development. These represent the essence of culture. Scope of the referenced group Reference group refers to the set of people an individual perceives as belonging to his or her work environment which defines the social world of work in which he or she engages, including people with whom the individual does and does not communicate (Lawrence, 2006). Thus, the referenced group are the people within the context of the culture. The scope of the culture is defined depending on the referenced group (Jan Vom, 2011). 1.2 ORGANIZATIONAL CULTURE Organizational culture has been defined by numerous authors in different ways. Deshpande and Webster (1989) define organizational culture as the pattern of shared values and beliefs that help individuals understand organizational functioning thus providing norms for behaviour in the organization. In contrast, other authors such as Schein (1985) have put forward that culture is best thought of as a psychological tendency, which he refers to as basic assumptions, that members of an organization learns as it solves its problems of external adaptation and internal integration, and considered valid because it is successful, and then taught to new members to use when facing those problems. However, no matter how we choose to define culture, culture is an important aspect of an organization, and organizations with strong culture increase the chances that members can execute its objectives and increase organizational performance by enlightening members on those objectives (Pottruck, 2001). Chantman, and Chaldwell (1991) quoted in Dwivedi (1995) suggests that the ten primary characteristics that, in aggregate, capture the essence of organizations culture includes: Member identity: how employees identify with the organization as a whole rather than with their type of job or field of professional expertise. Group emphasis: The degree to which work activities are organised around groups rather than individuals. People focus: the degree to which management decisions taken into consideration the effect of outcomes on people within the organization. Unit integration: the degree to which units within the organization are encouraged to operate in a coordinated or interdependent manner. Control: the degree to which rules, regulations, and direct supervision are used to oversee and control employee behaviour. Risk tolerance: the degree to which employees are encouraged to be aggressive, innovative, and risk seeking. Reward criteria: the degree to which rewards such as salary increases and promotions are allocated according to employees performance rather than seniority, favouritism, or other non- performance factors. Conflict tolerance: the degree to which employees are encouraged to air conflicts and criticisms openly. Means-ends orientation: the degree to which management focuses on results or outcomes rather than on the techniques and processes used to achieve those outcomes. Open system focus: the degree to which the organization monitors and responds to changes in the external environment. These characteristics reflect the organizations value and are used to determine an organizations culture. Depending on its strength, it can bring about organizational effectiveness (Dwivedi, 1995). However, some researchers have questioned how well strong cultures improve organizational performance. According to Denison (1990), organizations with strong cultures had greater returns on investments, but this only happens in the short run, after three years the relationship between cultural consistency and performance becomes negative. Also, Alicia (2002) is of the opinion that strong cultures may facilitate short-term success but inhibit long-term organizational performance, and may even contribute to long-term failure by preventing organizations from adapting to changing contingencies. Thus, while cultural strength may bring about increase in organizational performance in the short run, they may also inhibit an organizations ability to adapt, change, and innovate. 1.3 STRONG CULTURE AND WEAK CULTURE An organizations culture can either be strong or weak depending on the degree of alignment of the organizations value and employees response to stimuli because of their alignment with it (Olivier, 2009). Strong cultures: Here, organizational values and beliefs are widely shared with significant influence on peoples behaviour with respect to their job (John, 2006). It encompasses the ability to influence and motivate organizational members to act in an approved manner in the organization, and also an agreement on the part of members, regarding the importance of the organizational values (Schein, 2004). Weak cultures: Here, there is lack of motivation by the members of the organization, and it encompasses little or no  strategy-implementing assistance since there are no traditions, beliefs, values, common bonds, or behavioural norms that  management  can use to motivate to execute the chosen strategy (John, 2006). 2.0 STRONG CULTURE AND ORGANIZATIONAL EFFECTIVENESS Culture has long been regarded as essential to organizational effectiveness (Schein, 1992). According to Alicia (2002); Organizations with a strong culture create clear and coherent values and expect members to care and agree with those values, even if core values emphasize dissent and creativity (Flynn Chatman, 2001). Chatman (2002) is of the opinion that organizations attain strategic advantages through strong cultures. For example, Southwest Airlines has better performance than its competitors, over a period of time, due to its strong culture of focusing on keeping costs low and customers happy. However, Denison (1990) postulated a model that highlights the four key traits of organizational culture, which includes; mission, consistency, involvement, adaptability. Denisons research has demonstrated that effective organizations have high culture scores in all four traits. Thus, effective organizations are likely to have cultures that are adaptive, yet highly consistent and predictable, and that foster high involvement, but do so within the context of a shared sense of mission. External Focus (Adaptability + Mission) The adaptation hypothesis asserts that an organization must hold a system of norms and beliefs which support the capacity of an organization to receive, interpret, and translate signals from its environment into internal behavioural changes that increase its chances for survival, growth and development (Denison, 1990). Schein (1985) emphasizes that a culture usually consists of some adaptive collective behavioural responses, and the capacity to manage these responses is key to organizations effectiveness. A mission, on the other hand, provides purpose and meaning by defining a social role for an institution and defining the relevance of individual roles as related to the institutional role (Denison, 1990). Hence, an organization that is focused on adapting and changing in response to the external environment, and also has well defined goals and objectives has a strong external focus which is key to organizational effectiveness. A strong external focus typically impacts revenue, sales growth, and market share (Denison, 2006). Internal Focus (Involvement + Consistency) High levels of involvement and participation create a sense of ownership and responsibility (Denison, 1990). Members of an organization are able carry out coordinated action when they shared system of beliefs, and values, which are widely understood. Consistency involves defining the values and systems that are the basis of a strong culture. Strong organizational culture which is consistent leads to organizational effectiveness by priding itself on the quality of its products or services. An organization with strong internal focus has higher levels of quality, fewer defects, less rework, good resource utilization, and high employee satisfaction (Denison, 2006). Flexibility (Adaptability + Involvement) A flexible organization has the capability to change in response to the environment with focus is on the marketplace and its people. An organization that is flexible has higher levels of product and service innovation, creativity, and a fast response to the changing needs of customers and employees (Denison, 2006). Stability (Mission + Consistency) A stable organization has the capacity to remain focused and predictable over time. An organization that is stable has high return on assets, investments and sales, as well as strong busi ­ness operations (Denison, 2006). Hence an organization should master these key traits and strengthen its culture in order to be effective. According to Barney (1986), strong organizational culture facilitates increased staff alignment, thus strengthening organizational effectiveness, and increasing employee productivity and commitment. However, on the contrary, Gagliardi (1986) suggested that organizations with strong cultures are only capable of a limited change because of resistance by members to changing those strongly held and widely shared values. For example, such resistance threatened the survival of Westinghouse electrical company in the 1950s, by preventing it from reaping any benefits from acquiring a factory automation business. It was concluded that the failure was due to the organizations culture of merging an entrepreneurial organizational activity into a relatively slow-moving, large American corporation (Nohria, Dwyer, Dalzell, 2002). This further reinforces the point that cultural strength increases organizational performance, but only in the short run, they may also inhibit an organizations ability to change. However Alicia (2002) suggests that organizations facing such problems can use subcultures to become more agile and to drive innovation. 2.1 SUBCULTURE Subcultures are groups whose common characteristic is a set of shared norms and beliefs, formed based on an array of individual, societal, and organizational characteristics (Chatman, 2002). Organizational subcultures may be based on membership in various groups (departments, workgroups, and teams), levels of hierarchies, professional and occupational affiliations, socio-demographic categories (sex, ethnicity, age, or nationality) and performance-related variables such as organizational commitment and work performance (Trice Beyer, 1993 quoted by Chatman, 2002) Hofstede (1998) suggested that subculture provides information about employees perceptions of the organization, and thus managers lack of awareness of existing or potential subcultures can be damaging. As mentioned earlier, members of strong cultures may resist change, and change within strong culture organizations may lead to conflict. Subcultures can absorb this conflict, with the value of the organizational culture intact. Thus, subcultures may offer a way for organizations with strong culture to be flexible enough to change and adapt to external occurrences (Chatman, 2002). 3.0 LEADERSHIP ROLE IN ORGANIZATIONAL EFFECTIVENESS According to Bryman (1992), the leader could alter or impact the organizational culture. Weese (1995) suggested that leaders have tempered positions relative to the impact that a leader can have on shaping and preserving the culture of an organization, that the culture is the organization, not something that the organization possesses, and consequently, culture change is an arduous assignment. Hence, transformational leaders are needed to help shape and maintain the desired culture of an organization (Schein, 1993), which may link to organizational effectiveness. High transformational leaders possess strong organizational cultures and carry out culture-building activities, especially the customer-orientation function, to a greater extent than other leaders do (Weese, 1995). Also, Bass and Avolio (1992) suggested that transformational leadership and organizational culture is vital to organizational effectiveness. Yukl (1994) defined transformational leadership as the process of influencing major changes in the attitudes and assumptions of organizational members and building commitment for the organizations mission, objectives and strategies. Leaders should therefore focus on developing a strong organizational culture which supports achieving set goals and objectives, coordinated team work, customer orientation, as well as managing change in the organization. 4.0 CONCLUSION It has been established that culture has a significant impact on organizations performance. Organizations with strong culture, and are able to maintain its stability enjoy better performance than weaker cultural organizations. Organizations should pay attention to mission, consistency, involvement, and adapt ­ability in order to have organizational effectiveness (Denison, 2006). Also, it is important for transformational leaders to possess a stronger organizational culture. However, strong cultures may inhibit an organizations ability to change, but such organizations can use subcultures to become more agile and to drive innovation (Chatman, 2002).

Inclusion Of Visually Impaired Students

Inclusion Of Visually Impaired Students Education aims to ensure that that all students gain access to skills, knowledge and information that will prepare them in life. Education becomes more challenging as schools accommodate students with diverse backgrounds and SEN needs. Meeting these challenges demands schools to have an inclusive education. Inclusive education brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. There is now greater recognition that the special needs agenda should be viewed as a significant part of the drive for Inclusive Education (Ainscow, M 1995). The idea is that the concept of integration is being replaced by a move towards inclusive schooling/education. Integration demands that additional arrangements will be made to accommodate pupils with disabilities within a system of schooling that remains largely unchanged (Ainscow, M 1995 p 2). Inclusive education, on the other hand, is a larger and prior concept (Flavell, L 1996, p 5) and aims to restructure schools in order to respond to the learning needs of all children (Male D, 1997). An Inclusive school ask teachers to provide individualised support without the stigmatisation thats comes with separation, and to provide opportunities where all students can learn together in an unrestrictive environment where the quality of their education is not compromised. Appendix 1.1 shows a model of inclusive provision (Dyson, A et al, 2004). Inclusion is not just for student and staff but for governors, parents and the local community (Flavell, L 2002). Research on effective inclusive schooling has shown schools improve thorough whole school responses and not just by teaching strategies that include all learners (Ainscow,M 1994). Appendix 1.2 shows characteristics of these schools (Ainscow, M 1991; Hopkins, Ainscow and West, 1994) 1.2 Legislative Context The amendments to the 1995 Disability Discrimination Act (DDA) Part IV regulations came into effect on 1 September 2002 via the Special Education and Disability Act (SENDA, 2001). It requires school to implement the part of the Act that prevents such institutions from discriminating against students on the grounds of their disability. It is therefore mandatory for all teachers, including MFL teachers to make reasonable adjustments to allow full participation by students with disabilities. Appendix 1.3 is the overview introduction to the DDA while Appendix 1.4 is the DDA Part VI. 1.3 Fullhurst Community School Policy The legislation makes it clear that all teaching staff is responsible for the provision for students with SEN and/or disabilities. (TDA, 1999) Appendix 1.5 shows specific duties under the DDA outlined by the TDA (TDA, 1999) for use by schools. Thomas (1992) states that the whole school community should be involved in developing a policy on the organisation of support in the classroom. The Code of Practice (DfE 1994) calls for all schools to have a special Education needs Policy with outlines the agreed practice at each stage in meeting the needs of pupils. As required by law all schools who receive government funding are expected to have a written SEN policy with regard to the Code of Practice. Fullhurst Community School has a comprehensive policy which is mandatory for all staff to be familiar with. It includes their guidelines, accessibility, definitions, SEN status, provisions, referral information, learning needs and conditions. Appendix 1.6 is a partial copy of the Fullhurst Community School Guide to SEN. 2. Visually Impaired Students 2.1 Inclusion of visual impaired students It is estimated that there are around 25,000 children and young people in Britain from birth to 16 with a visual impairment of sufficient severity to require specialist education service support. (www.rnib.co.uk) In the report entitled Education of the Visually Handicapped (Department of Education and Science, 1972) commissioned by the British government in 1968, it recommends that blind and partially sighted children would benefit from being educated in the same schools. It did, however, also support the general concept of integration of children with visual impairments (VI) into mainstream schools. Further reports, such as The Warnock Report (Department of Education and Science 1978) and the subsequent Education Act (1981) consolidated that right of children with SEN to placement in local schools, with the consideration of the efficient use of resources. During the 70-80s there was a steep rise in the LEA services for children with VI (visual impairment) and an increase in local schools education of VI students supported by qualified in school support workers or peripatetic specialised teachers (Douglas et al, 2009). As this enrolment increased in mainstream schools, specialised schools for the blind were closing or adapting encompassing students with more complex needs (McCall, 1997). The Code of Practice for SEN (Department of Education) accepted that the needs of most children with SEN could be met within mainstream schools but took a moderate stance on inclusion by emphasising the importance of maintaining a continuum of provision for a continuum of needs (Hornby, 1999, p 153). By 2000 inclusion of VI children in mainstream schools had become well documented in policy and practice. Legislation continued to strengthen the rights of SEN children in local schools, culminating in the previously mentioned SENDA (2001) amendments to the 1995 DDA. Appendix 1.7 and 1.8 highlight research and statistics pertaining to VI students in local schools. 2.2 Visual Impairment and Modern Foreign Languages No matter what their educational level, the visually handicapped often display a marked talent for learning foreign languages. This seems to be the result of a particular aural sensitivity and the memory training which forms part of the rehabilitation process. (Nikolic, 1986 p222) The major aspect of work in the modern languages is that while other curriculum areas use communication to teach the subject content, MFL use content to teach communication (Couper, 1996). MFL classrooms rely heavily on non-verbal method of communication and in most classrooms the visual sense plays a dominant though not exclusive role (Couper, 1996 p 7). 2.3 Adaption of teaching practise and materials In traditional MFL learning, teachers use visual projectors, flashcards, wall posters, gesturing, mime and facial expressions to teach, however literature on teaching MFL to VI advocates using different means. Realia, enlarges pictures, mobiles are recommended to introduce new vocabulary and using games such as noughts and crosses, hangman and board games to enhance knowledge. Price (1994) and Couper (1996) show that the adaption of materials for use in class is a time consuming and costly process and as such teachers often have to adapt materials themselves. Appendix 1.9 shows a self-audit for inclusive modern languages lessons: planning teaching, learning and support provided by the TDA (2009) which allows teacher to observe and try out certain methods to keep their classroom inclusive. Lewin-Jones and Hodgson (2005) outline strategies which can be used by teachers to ensure an inclusive classroom. Strategies such as using students names more frequently or touch (once pre-approved before) have been known to work effectively (Jones, 2004). Adapting the way you ask questions e.g what is the man in green doing? to what is the angry man doing? Teachers have to adapt the lesson to include repetition other than using the white boards but through the speaking and listening skills. AFL strategies such as thumbs up or down can be used simply instead of traffic lightsystem where VI students may have difficulty colour differentiating (Appendix 1.9a). McCall (1997) postulates that these changes help, not only the learning of the VI students, but potentially all students learning. From the skills in language learning: reading, writing, listening and speaking; reading and writing can be troublesome for VI students as it is difficult to skim/scan text or move between text and answers or locate specific information within texts quickly. Nikolic (1986) compounds this difficulty adding that that trouble lies in the infrequent contact a VI student has with the written form. Ways must be found for students to access these skills. In MFL it is important for mixed skill activities. This will allow VI students to team up listening and speaking, where traditionally they may be stronger with reading and writing where they may be weaker (Couper, 1996). 2.4 The learning Support Worker VI students often get accompanied to lessons by classroom assistants or specialist teachers (LSW). Their role is not to take the job of the teacher but to enable the learning of the student. It is fundamentally important that students continue to be independent and in control of their learning, the LSW can provide aid in practising dialogues, spontaneous and reading from cue cards. Studies show that the quality and quantity of the work provided by LSWs who speak French fluently is greater than those who dont (Lewin-Jones and Hodgson, 2005). 3. Inclusive Teaching in Year 7 with a Visual Impaired student 3.1 Student X My year 7 French class contains a VI student. On learning this I set about making steps to better inform my planning. I accessed the school SEN policy taking particular attention to the section on visual impairments. Appendix 1.10 shows the SEN guide pertaining to VI. I organised a meeting with the school SENCO and with the students LSW. Appendix 1.11 outlines the material provided by the school SENCO to all teachers of student X. It includes details pertaining to what s/he can see, what s/he needs in the classroom brailler, laptop, hardcopies in font N48 of anything taught on a PowerPoint or at a distance. Appendix 1.12 shows information I learned from the SENCO and the LSW in our meetings and Appendix 1.13 shows student Xs school IEP. From this information I was able to start planning knowing students Xs needs and limitations implementing inclusive strategies. 3.2 Implementation of inclusive strategies ~ Differentiation by support: LSW Student X is entitled to extra disability related funding. This allowed them to have a full time LSW with fluent French accompany her to her French classes. From my meeting with the LSW we were able to work with the scheme of work module 2 and produce a comprehensive vocab list that the LSW was able to adapt in preparation for the term. Appendix 1.14 has the schools Yr 7 SOW. In order for all materials to be correctly adapted lesson plans had to be submitted minimally 1 week in advance. However, having a fluent French speaker as an LSW allowed for ad-hoc French learning for student X. The LSW was able to explain to student X additional tasks. Appendix 1.15 is a lesson evaluation showing how the LSW explained an ad-hoc task I had the students do on something which they were having problems. (avoir v etre). My Teaching I had to adapt my teaching style. As I had no training and the school provided me with some information I had to use what I had learned from the meetings and from learn as you go and learn from your mistakes approaches. Spelling out words I was writing and also reading aloud everything that was being written on or projected onto the white board were things I quickly picked up after hearing the LSW spelling out what I was writing in my first lesson. Appendix 1.16 is a lesson evaluation form from my first lesson teaching this Yr7 class. As student X is an invaluable source of how s/he learns I had 2 meetings with student X and the LSW. Appendix 1.17 included minutes of the first meeting. Regarding AFL I implemented thumb up or thumb down policy. Appendix 1.18 shows lesson plan showing this ~ Differentiation by resource: ICT All power point and ICT work was sent to students X LSW before each class. It allowed student X to use her JAWS software (appendix 1.19) to access the information. An example of such use is appendix 1.20 where student X was able to access one of the lesson tasks and submit her answer by print while the other students handwrote theirs. As the term progressed I was adapting to use aural repetition to strengthen knowledge of vocabulary and phrases. Appendix 1.20 shows an ERF form during my placement highlighting increased use of repetition. Braille Assistive technology benefit the VI but according to Argyropoulos, Martos, and Leotskakou (2005, p 185) the cultivation of literacy skills may be delayed significantlyà ¢Ã¢â€š ¬Ã‚ ¦., and illiteracy may be increased. Because of this it is important for student X to use braille to have exposure to the written form of French while would ensure written accuracy. Appendix 1.22 has various examples of work adapted into Braille while some of them have been corrected by the LSW, as I cannot do this. In assessment student X is therefore no longer at an advantage at spelling as they have been viewing and using the correct version through braille. Tactile Pictures One of Students X preferred methods to learn new vocab is using tactile images. This allows student X to mentally perceive the image using touch. S/he is in essence picturing the same image as the students who are seeing the image. Appendix 1.23 is a photocopy of the tactile images of animals I used while teaching animal vocabulary. Handouts As previously discussed all handouts are in a font N48. Appendix 1.24 illustrates examples of adapted hand outs for students Xs exercise book and also for listening tasks completed in class. ~ Differentiation by task: An area where some of the more reasonable adjustments were made within the classroom. Student X has no problems engaging in listening and speaking tasks once the hand outs/instructions are in braille / correct font size. However when the student is using ICT /power point to do tasks it had to be adopted for student X. Appendix 1.25. shows an example where student used information on the overhead to match questions with possible answers , while student X had the questions and answers were separately printed for them and then could join them up. Appendix 1.26 shows examples of the Differentiated by section of lesson plan where the tasks are differentiated by the students needs. The subject content is still the same just different how they work with it. Concerning assessment feedback it was essential to go through it verbally with the student. While giving positive award postcards I was able to liaise with the LSW to get the material out into braille. An example of this is shown in appendix 1.27 Student X is then able to access the feedback and comments whenever is convenient. 4. Implications of teaching a student with VI Some of the key highlights and finding I learned with my practical experience teaching VI students are outlined below. A comprehensive and effective school policy The more adaptable teachers can make their classes the more schools can become inclusive. Adapting lessons to with certain SEN can have a benefit for other SEN and all students in general. It becomes clear that planning is the key element and the earlier you have it done the easier adapting the material by experts can be. Similarly it means the easier you can change your lessons as required Teachers have to allow extra time for preparation of classes, assessments tests and exams (Ornsin- Jones, Courtney, and Dickinson, 2005). Teachers have to allow additional time for VI students to complete their work Appropriate training should be provided where there are resources and sessions within the MFL department. It is not enough for meeting but teachers need to observe strategies for inclusion of VI in practise. In terms of MFL teaching there are little resources or sharing of experiences (Stephens and Marsh, 2005). By extension schools should be able to keep on file work done in braille and differentiated resources for future use. Teachers must be confident engaging students with disabilities, especially those with additional support. Prior discussion with the support workers can help strengthen your ability to do so during the lessons and allow you to improve you teaching practices both within and outside the classroom. 5. Conclusion The success of children and young people with visual impairment in mainstream schools is heavily dependent upon the quality of support that is available to them (Mason and McCall, 1997 p 412 ) As figures show more and more VI students are being educated in mainstream schools it is therefore important to have systems in place to help train and educate teachers who are teaching VI students. Evidence shows that special schools have played roles in supporting and training when necessary (McCall et al, 2009). As children with more complex needs enter local schools, the demands on the professional skills of those supporting them can only increase. According to Sutcliffe (1997) Effective inclusion of students with VI relies not only on the provision and appropriate access using differentiated resources, support or tasks but also on the administrative and day-to-day management of the learning environment. Schools need effective policies, a drive for inclusion behaviour, and training for all staff. Also required is a creative, hardworking staff that put the needs of all their students at the top of their agenda. For individual teachers, Orsini-Jones, Courtney, and Dickinson (2005) advise that there may be tension at times due to reasonable adjustments but that if teachers can identify the barriers and remove them for SEN students then you are creating an inclusive environment and positive atmosphere. References Ainscow, M. (1994). Special Needs in the Classroom: A Teacher Education Guide. Kingsley/UNESCO. Ainscow, M. (1995). Education for All: Making It Happen. Keynote address presented at the International Special Education Congress, Birmingham, UK, 10-13 April 1995. Ainscow, M. (Ed.) (1991). Effective Schools for All. London: Fulton. Argyropoulos, V., A. Martos and B. Leotskakou. 2005. Blind students and spelling: An investigation into Braille literacy skills. Proceedings of the ICEVI conference 2005: Education- Aiming for Excellence, 180-5. http://www.icevi-europe.org/chemnitz2005/iveci-chemnitz2005.pdf. Bender, R. (1970). The Conquest of Deafness. Cleveland: Western Reserve University. Bray, M., Clarke, P .B. and Stephens, D. (1986). Education and Society in Africa. London: Edward Arnold. Carmen, R. (1996). Autonomous Development: Humanizing the Landscape An Excursion into Radical Thinking and Practice. London: Zed Books. Cole-Hamilton, I Vale, D. (2000) Shaping the Future The Experiences of Blind and Partially Sighted Children and Young People in the UK London: RNIB Department for Education (1994) Code of Practice on the Identification and Assessment of Speical Education Needs. London: HSMO Department for Education and Science (DfES) (2001a) The Special Educational Needs and Disability Act London: HMSO DfES (2001b) The Special Educational Needs Code of Practice Nottingham: DfES Dickinson, A. 2005. Dont panic (smile)! How visually impaired students access online learning and giving realistic guidelines to academic staff at Coventry University. International Congress Series 1282 :386-40 Dovey, K. A. (1994). Non-formal educational strategies as a means of effecting positive change in instructions of formal education in South Africa. Journal of Practice in Education and Development, Vol. 1, No.1, pp. 15-20. Flavell, L. (2001) Preparing to Include Special Children in Mainstream School: A Practical Guide London: David Fulton Hmilton, Elizbeth, Kathleen Prime, Christine Gibson, Eric Caron, Jeffrey Rathlef, and HeidiFischer. 2006. Students who are blind or visually impaired accessing foreign languages. Mobility International USA. http://www.miusa.org/ncde/tipsheets/foreignlang/. Kilnkosv W., Sekowski, and M. Brambring. 2006. Academic achievement and personality in University students who are visually impaired. Journal of the visual impairment and blindness 100, no. 11: 666-7 Lewin-Jones, J. and Hodgson, J. (2004) Differentiation strategies relating to the inclusion of a student with severe visual impairment in higher education (modern foreign languages) British Journal of Visual Impairment 22/1:32-36 Lewin-Jones, J., and J. Hodgson. 2004. Differentiation strategies relating to the inclusion of student with a severe visual impairment in higher education (modern foreign languages). British Journal of visual impairment 22, no. 1: 32-6 Lomas, Janet. 1997. Support for pupils within Mainstream Provision. In Visual Impairment: Access to education for children and young people, ed. Christine Arter, Heather Mason, Steve Mc Call, Mike McLinden, and Juliet Stone,. London: David Fulton Male, D. (1997) Including pupils with profound and multiple and severe learning difficulties in Smith, B. (ed) The SLD Experience; Kidderminster: British Institute of Learning Disabilities (BILD). Mc Call, Steve. 1999. Acccessing the curriculum. In Children with visual impairment in mainstream settings, ed. Christine Arter, Heather Mason, Steve Mc Call, Mike McLinden, and Juliet Stone, 29-40. London: David Fulton Milligan, J. (2002) DDA Part IV Implications for visually impaired students, Visability, Winter 2002 Nicolic, T. (1986) Teaching a foreign language to visually impaired children in school, Language Teaching. Nikolic, T. 1986. Teaching a foreign language to visually impaired children in school. Language Teaching 19, no. 3: 218-31 Orinsi-Jones, M., C. Courtney, and A. Dickinson. 2005. Supporting foreign language learning for a blind student: A case study from Coventry University. Support for learning 20, no. 3: 146-52 Richardson, J., and A.W.N Roy. 2002. The representation and attainment of students with a visual impairment in higher education. British Journal of visual Impairment 20, no. 1: 37-48 Richardson,J. Roy, A. (2002) The representation and attainment of students with a visual impairment in higher education, British Journal of Visual Impairment 20/1 Stevens, A., and D. Marsh. 2005. Foreign language teaching within special needs education: Learning from Europe-wide experience. Support for learning 20, no. 3: 109-14 UNESCO (1993). Special Needs in the Classroom: Teacher Resource Pack. Paris: UNESCO. www.rnib.co.uk

Professional Sports - Free Agency is Causing the Slow Death of Baseball

Free Agency is Causing the Slow Death of Baseball    What ever happened to the old days? This is a comment that my Dad and Grandpa are always saying when it comes to major league baseball in this era. Like clockwork, at the beginning of every baseball season my Dad says, "Every year my team has all new faces. How am I supposed to root for this team if I don't even know who is playing for them." Now, more than ever, this comment is true. It is true because of free agency in baseball. Free agency is destroying the fabric of the baseball blanket in America. This is the same blanket that many of us sports fans have grown up with and have drawn accustomed too. Baseball is our national pastime. If something is not done to change free agency in baseball it may not remain our national heritage in the future. Baseball is the sport that every kid growing up has a dream to play. These same kids also look at major league baseball players as their role models. If free agency runs the same course that it has been running it will destroy baseball. If nothing is done to change free agency all that we, as baseball fans, will remember baseball as is a pastime. According to Rick Reilly, a freelance writer for sports magazines, free agency (which he broadly defines as an athlete's ability to offer his services on the open market to the highest bidder,) is a threat to baseball (108). However, free agency does have a few restrictions that do not allow just any player to file for it. A player with zero to three years of experience must negotiate his salary with club management; a player with more than three but less than six full years in the majors has an option of submitting a salary dispute to an independent arbitrator; and a player with si... ...blanket that fans of the sport have become attached to like a security blanket. What free agency is doing to baseball should not be tolerated by us, the fans. It should not even be tolerated by anyone associated with the sport. Free agency it could end up destroying the future thoughts and dreams of baseball fans yet to come. If something is not done to free agency in baseball, which is considered our national pastime, will not be considered that by future generations to come. Works Cited Gelin, Dana. " Fish Tale." Sports Illustrate Commemorative Issue 1997: 28- 30. Kurkjian, Tim. "Blueprint For Success." Sports Illustrated Commemorative Issue 1997: 16-19. Reilly, Rick. "Fishing For Marlin Fans." Sports Illustrated March 9, 1998: 108 Worsnop, Richard L. "Pro Sports Big Challenge." Editorial Research Reports 9 Feb. 1990, Vol. 1, No. 6, pp. 82-94

rolemodel :: essays research papers

Harms 1: 18,000 Africans illegally held in jails and prison camps According to the United Nations based Organization for Human Rights, at least 18,000 Africans are now being illegally held in jails and prison camps. The prisoners are held without charge and denied access to lawyers, family and friends for months on end. April 22, 2004 2: UN camps hold violent offenders Chronology of Malino Accord Violations in Poso - 2003 (28/11/2003) #6965 Ever since the Malino Accord in December 2001 there have been repeated provocative violations of the agreement. In January and February 2002 there were some promising signs that perhaps the Malino Accord could produce a lasting peace. Thousands of weapons, mainly hand-made, were handed in by both the Muslim and Christian communities and destroyed by the police. There were, however, serious concerns from the Christian community due to the absence of the organic or military issue weapons being handed in by the Laskar Jihad. Such weapons had been regularly seen being carried around the streets of Poso, during attacks on villages and even photographed at Jihad inspection posts on the main highway during November 2001. 3: Shooting, bombing heighten tensions in Africa’s Poso district A bombing and shooting have heightened tensions in Indonesia's religiously-divided Poso district during the Eid al-Fitr Islamic holiday. However, police say no one was hurt. Authorities say a bomb exploded in a field in the Gebang Rejo residential area of Poso town on Tuesday but no damage was caused. Another device found nearby was defused by a police bomb squad.Meanwhile, a volley of shots was fired in the town's Lawanga district. Poso police chief, Abdi Darma, reportedly said the attacks were only meant to spread fear among people 4: Rape Used to Intimidate Rape is widespread and committed with impunity; in most Refugee camps by what in America we call the gang syndicate. The culture of impunity contributes to an atmosphere in which rape is permissible. RI documented 43 rapes among women from the Karen, Karenni, Mon, Tavoyan and Shan ethnic groups. Some 75 percent of women interviewed reported knowing someone who had been raped. The group released a report last year documenting 625 sex attacks on women and girls. The report contains graphic allegations. Testimony from one woman claiming that she witnessed the raping of a woman While she fetched water the woman's husband was forced to watch as the Refuge leader (Zu Zawany) raped and killed his wife, before turning their guns on him

Hr Job Analysis

Introduction Job analysis is the process of describing and recording aspects of jobs and specifying the skills and other requirements necessary to perform the job. The main purposes of conducting job analysis are to prepare job description and job specification which in turn helps to hire the right quality of work force into the organization at right place and with the right skills. Job description and job specification further gives conclusions for job evaluation. In the fields of Human Resource (HR), job analysis is often used to gather information for use in personnel selection, training, classification, and compensation and salary.There are several ways to conduct a job analysis, including: interviews with incumbents and supervisors, group interviews, questionnaires (structured, open- ended, or both), observation, diary method and gathering background information such as duty statements or classification specifications. Yet it none of the methods can give 100% perfect results hen ce in job analysis conducted by HR professionals, it is common to use more than one of these methods or a combination of these methods. For example, the job analysts may tour the jobsite and observe workers performing their jobs.During the tour the analyst may collect materials that directly or indirectly indicate required skills (duty statements, instructions, safety manuals, quality charts, etc. ). The analyst may then meet with a group of workers or incumbents. And finally, a survey may be administered. In these cases, job analysts typically are industrial/organizational psychologists or Human Resource Officers who have been trained. The job analysis that i conducted is the interview method. Here is a brief introduction of the organization and the incumbent interviewed for job analysis. Allied Bank LimitedAllied bank is one of the biggest banks of Pakistan. It is an old organization which was formed before partition in 1942. It was the first Muslim Bank Established in Pakistani t erritory before Partition (1942) with the name of Australasia Bank. It was named as Allied Bank of Pakistan from Australasia Bank Limited in 1974, and Sarhad Bank Ltd, Lahore Commercial Bank Ltd and Pak Bank Ltd were also merged in it. In August 2004 the Bank was restructured and the ownership was transferred to Ibrahim Group. Currently, it has 800 online branches with a total of 12000 work forces in Pakistan.Introduction of interviewee The incumbent interviewed for the purpose of job analysis is Shahid Rafique. He works Regional Corporate Office Allied Bank Limited 7-E/3 Main Boulevard, Gulberg-3 Lahore. Email ID: [email  protected] com Job description Organization name: Allied Bank Limited Job Title: Branch manager Reports to: Regional headquarters/Regional manager Supervises: All the departments of the branch Functions: Manages and administers operations of the branch Duties and responsibilities * Plan and direct the branch operations and administer the working of the whole bra nch. Supervise the human resource of its own branch department wise. * Marketing of the bank which includes achieving the deposit targets assigned to the branch. Attending meetings for the marketing and making sure the targets are achieved within the given time. * Provide a superior level of customer relations and promote the sales and service culture. * Coordinating with regional headquarters for getting updated with the organizational goals and objectives and also let all the employees of the branch well aware of the goals and objectives of the organization. Making sure that employees working under his/her supervision are well motivated and maintained properly. * Evaluate the performance of the employees working under his/her supervision. * Reporting about all the duties and responsibilities to the Regional Manager. Job specification * 16 years of education, Master’s degree or equivalent. * Preferred field of study is MBA Marketing. * At least 5 years of experience in banki ng or any financial organization including marketing experience as well. * Minimum age limit is 25 years. * A good manger should have: * Marketing skills Communication skills * Critical thinking * Should be a good psychiatrist (in context with customer behaviour and Psyche). Job evaluation Branch manager is a very important designation to the organization. A Branch Manager is a very much skilled and experienced worker who is much aware of the organizational goals and objectives and coordinates those goals and objectives to the employees working in his/her supervision. The salary range for a Branch Manager should be from 70,000 to 90,000. The job is evaluated through two types of reports: Annual performance report. * Annual confidential. Comments from the incumbent for job evaluation Any incumbent can be evaluated so that the incumbent is also satisfied of the annual reports is to ask him/her to write the APR for his/herself and then supervisor should evaluate the APR. Conclusion The conclusion of the whole discussion is that the main purpose of conducting a job analysis is to prepare job description and job specification which in turn helps to hire the right quality of work force into the organization at right place and with the right skills.Job description and job specification further gives conclusions for job evaluation. This information is used to design effective job. To design effective job we should keep balance between efficiency and behavioural elements. Efficiency element emphasizes productivity and behavioural element focus on employee needs. In my job analysis a branch manager is a leader of the branch. Person working as a branch manager should be bold enough to lead a team of 20 or more. He/she should be a good marketer and a good psychiatrist so that he/she can understand the mind set of the customers.A Branch Manager should have good communication skills to tackle different situations and can handle contingency plans. Fair salary and compensatio n and other benefit should be given to the manger to keep balance. Job analysis is very important and a very complicated process. Yet there are some limitations of job analysis for example a Job descriptions may not be suitable for some senior managers as they should have the freedom to take the initiative and find fruitful new directions.Job descriptions may be too inflexible in a rapidly changing organization, for instance in an area subject to rapid technological change. Other changes in job content may lead to the job description being out of date. The process that an organization uses to create job descriptions may not be optimal. There is no method for it which can give perfect results but through combination of methods and careful analysis one can have good results . Experience is needed for analysing jobs. Hr Job Analysis Introduction Job analysis is the process of describing and recording aspects of jobs and specifying the skills and other requirements necessary to perform the job. The main purposes of conducting job analysis are to prepare job description and job specification which in turn helps to hire the right quality of work force into the organization at right place and with the right skills. Job description and job specification further gives conclusions for job evaluation. In the fields of Human Resource (HR), job analysis is often used to gather information for use in personnel selection, training, classification, and compensation and salary.There are several ways to conduct a job analysis, including: interviews with incumbents and supervisors, group interviews, questionnaires (structured, open- ended, or both), observation, diary method and gathering background information such as duty statements or classification specifications. Yet it none of the methods can give 100% perfect results hen ce in job analysis conducted by HR professionals, it is common to use more than one of these methods or a combination of these methods. For example, the job analysts may tour the jobsite and observe workers performing their jobs.During the tour the analyst may collect materials that directly or indirectly indicate required skills (duty statements, instructions, safety manuals, quality charts, etc. ). The analyst may then meet with a group of workers or incumbents. And finally, a survey may be administered. In these cases, job analysts typically are industrial/organizational psychologists or Human Resource Officers who have been trained. The job analysis that i conducted is the interview method. Here is a brief introduction of the organization and the incumbent interviewed for job analysis. Allied Bank LimitedAllied bank is one of the biggest banks of Pakistan. It is an old organization which was formed before partition in 1942. It was the first Muslim Bank Established in Pakistani t erritory before Partition (1942) with the name of Australasia Bank. It was named as Allied Bank of Pakistan from Australasia Bank Limited in 1974, and Sarhad Bank Ltd, Lahore Commercial Bank Ltd and Pak Bank Ltd were also merged in it. In August 2004 the Bank was restructured and the ownership was transferred to Ibrahim Group. Currently, it has 800 online branches with a total of 12000 work forces in Pakistan.Introduction of interviewee The incumbent interviewed for the purpose of job analysis is Shahid Rafique. He works Regional Corporate Office Allied Bank Limited 7-E/3 Main Boulevard, Gulberg-3 Lahore. Email ID: [email  protected] com Job description Organization name: Allied Bank Limited Job Title: Branch manager Reports to: Regional headquarters/Regional manager Supervises: All the departments of the branch Functions: Manages and administers operations of the branch Duties and responsibilities * Plan and direct the branch operations and administer the working of the whole bra nch. Supervise the human resource of its own branch department wise. * Marketing of the bank which includes achieving the deposit targets assigned to the branch. Attending meetings for the marketing and making sure the targets are achieved within the given time. * Provide a superior level of customer relations and promote the sales and service culture. * Coordinating with regional headquarters for getting updated with the organizational goals and objectives and also let all the employees of the branch well aware of the goals and objectives of the organization. Making sure that employees working under his/her supervision are well motivated and maintained properly. * Evaluate the performance of the employees working under his/her supervision. * Reporting about all the duties and responsibilities to the Regional Manager. Job specification * 16 years of education, Master’s degree or equivalent. * Preferred field of study is MBA Marketing. * At least 5 years of experience in banki ng or any financial organization including marketing experience as well. * Minimum age limit is 25 years. * A good manger should have: * Marketing skills Communication skills * Critical thinking * Should be a good psychiatrist (in context with customer behaviour and Psyche). Job evaluation Branch manager is a very important designation to the organization. A Branch Manager is a very much skilled and experienced worker who is much aware of the organizational goals and objectives and coordinates those goals and objectives to the employees working in his/her supervision. The salary range for a Branch Manager should be from 70,000 to 90,000. The job is evaluated through two types of reports: Annual performance report. * Annual confidential. Comments from the incumbent for job evaluation Any incumbent can be evaluated so that the incumbent is also satisfied of the annual reports is to ask him/her to write the APR for his/herself and then supervisor should evaluate the APR. Conclusion The conclusion of the whole discussion is that the main purpose of conducting a job analysis is to prepare job description and job specification which in turn helps to hire the right quality of work force into the organization at right place and with the right skills.Job description and job specification further gives conclusions for job evaluation. This information is used to design effective job. To design effective job we should keep balance between efficiency and behavioural elements. Efficiency element emphasizes productivity and behavioural element focus on employee needs. In my job analysis a branch manager is a leader of the branch. Person working as a branch manager should be bold enough to lead a team of 20 or more. He/she should be a good marketer and a good psychiatrist so that he/she can understand the mind set of the customers.A Branch Manager should have good communication skills to tackle different situations and can handle contingency plans. Fair salary and compensatio n and other benefit should be given to the manger to keep balance. Job analysis is very important and a very complicated process. Yet there are some limitations of job analysis for example a Job descriptions may not be suitable for some senior managers as they should have the freedom to take the initiative and find fruitful new directions.Job descriptions may be too inflexible in a rapidly changing organization, for instance in an area subject to rapid technological change. Other changes in job content may lead to the job description being out of date. The process that an organization uses to create job descriptions may not be optimal. There is no method for it which can give perfect results but through combination of methods and careful analysis one can have good results . Experience is needed for analysing jobs.

East African Breweries – Analysis of It’s Business & Financial Performance

Brief federation overview Established in 1922 and with its headquarters in Nairobi- Kenya, East African Breweries Ltd. (EABL) is aleading branded alcoholic drink manufacturing phoner in the East African region engaged in the marketing,brewing and marketing of alcoholic and non- alcoholic drinks as rise as the manufacturing of glass containers. Majority possess by Diageo, it consists of a number of subsidiaries. 1 1. 2. Research rationale.Comp ard to their counterparts in the developed world, gnomish research has been carried out on organizationsthat hold out in African countries as these argon seen as lacking the management potentiality or pecuniary resourceseither to compete with big organizations in the developed world or to interest international investors. However the events of the exit two divisions, which have seen investors lose millions of dollars in theirinvestments due to the collapse of the international pecuniary markets, have increased the need forinternati onal investors to vary their portfolios into regions hitherto considered unimportant.By carryingout a critical commerce and pecuniary evaluation of the exertion of a typical large African organization, thisreport attempts to spotlight the missed opportunities that may remain untapped in emerging markets. With yearbook revenues of KES 21 billion (US$ 285 million), KES 26 billion (US$ 367 million) and KES 32 1The subsidiaries include Kenya Breweries Ltd. , Uganda Breweries Ltd. , Kenya Maltings, UDV Kenya and CentralGlass Industries. The guild also holds a 20% stake in Tanzania Breweries Ltd. (EABL, 2008a p. 5) 2 2009 PK Mwangi Global Consultingbillion (US$ 479 million)2in FY06, FY07 and FY08 respectively and an adherence to internationalaccounting and examine standards i. e. IFRSs and ISAs respectively, thiscompany3may represent a well managed company with growing profitability and investment potential. Thisreport attempts to leave this by analyzing its contrast and fin ancial performance over a three year period. To assist in the analysis of EABLs performance the average exchange vagabond prevalent in the three years understudy are as follows hedge 1 Foreign exchange rates.Average annual exchange rate Calendar YearUS Dollars (USD) Kenya Shillings (KES)2006 1 73. 738702007 1 70. 8073320081 66. 83044 Source Oanda (2009) 1. 3. Research verifiable and question. This research delves into both the business and financial performance of EABL with an aim to identify themajor business elements that are key to its performance. It goes further to tone of voice at how these business factorshave impacted on the financial performance of the company. It is difficult to assort the financial performance of a company from its wider business environment andhence the business and financial performance of a company are closely interlinked.Decisions made at thecorporate and/ or business level impact straight on companys financial performance. Where corporatestrat egy aims to grow the company through acquirement of competitor firms, this leave behind have a direct impact onprofitability and profitability indicators. change magnitude sales in new markets will lead to bigger profits andmargins where be are well managed. 1. 4. Research approach. swig primarily on secondary sources of selective information (accounting books, annual reports, academicjournals, newspaper articles, etc) this research desire to analyze both quantitative information and qualitative

Is There a Valid Test of Herzberg’s Two-Factor Theory? Essay

Department of conduct in Organisations, University of Lancaster on study ieavefrom the Department of Psychology, University of Melbourne at that place ar several ways of stating Herzbergs devil- particularor possible action of motivation and each version raise be testifyed in various ways. Those who defend the possibleness argue that researchers who fail to find foul for the surmisal have usually departed from the procedures used by Herzberg. There have been variations in methods of gathering data, categorizing the responses, and analysing the results. These variations may be justified on the grounds that the qualification of either possibility lies in its logic and in its ability to withstand deviations from a set method. almost tests of Herzbergs conjecture atomic number 18 much apt(predicate) to produce bread and butter than a nonher(prenominal)s. This was confirmed in a study of London bus crews. However it croup be argued that there is to a greater extent than wiz legitimate test of Herzbergs twain-factor surmise, though some of these argon likely to produce contradictory results.The Herzberg hypothesis, or two-factor system of motivation or Motivator-Hygiene (M-H) possibility, has given rise to a mass of investigations and experiments in industry and in some different types of organizations. Results do not always support Herzberg in fact, however ab step up one in three do so. Donald Hebb once said that when it is a question of survival, theories ar like womenfecundity is more(prenominal) than important than purity. M-H surmisal has sure enough been very copiousmore so perhaps than any separate theory in applied social psychology. numerous industrial psychologists have not only survived plainly indeed thrived on the theory. The fecundity of the theory is not in doubt besides its purity certainly is exceedingly suspect.WHAT IS THE THEORY?The theory is in two parts, each of which can be stated in several ways. re veal 1 says that theorize factors can be fragmentd into two quite evident sets the first set consists of factors which contri unlesse to prank blessedness and r bely if at all to line of business dis contentment these factors atomic number 18 called Motivators. The second set consists of job factors which contri furthere to jobdis satisfaction and r atomic number 18ly if at all to job satisfaction these are the Hygienes. Consequently job satisfaction and dissatisfaction are separate dimensions and not the two ends of a adept dimension. This is a flat contradiction of the traditional pur dupe in psychology that satisfaction and dissatisfaction constitute a single dimension.The first difficulty with the theory in practice is that the data usually include a proportion of responses which do not fit this pattern. many Motivators contri scarcelye to dissatisfaction darn some Hygienes open to satisfaction. Within-factors reversals are far from rare and some clock times awaynu mber responses in the expected direction. These incongruent responses are attri just nowed to sampling error, which of track down is begging the questionrejecting inconvenient data in launch to save the theory. The analysis then takes the solve of a coition comparisonfor Motivators we predict more satisfaction than dissatisfaction, and for Hygienes we predict more dissatisfaction than satisfaction and test for significance accordingly. What tecs fail to point bug out is that in doing this they are really reformulating the theory to fit their facts.The rewrite theory now says, in effect, that Motivators contri bute more to satisfaction than to dissatisfaction while Hygienes contribute more to dissatisfaction than satisfaction. This is comely but it makes nonsense of the call for that satisfaction and dissatisfaction are separate dimensions. In fact it supports the traditional view of the single continuum different job factors produce ranges of satisfaction-dissatisfaction whi ch are to be found at different positions on the same continuum. percent 2 of the theory is too in two parts. First paying more attention to Motivators (intrinsic job satisfaction or higher(prenominal) order needs) will add-on satisfaction but will not affect any dissatisfaction with the job or, alternatively, amend Motivators will improve organizational force as shown by higher productivity, bankrupt quality, collapse attendance and punctuality, lower labour turnover in short, by improved murder. Second paying moreattention to Hygiene factors (extrinsic job satisfaction or lower order needs) will decrease dissatisfaction but will not increase boilersuit satisfaction or alternatively, there will be no improvement in performanceon the contrary, taking costs into account there will be a lowered organizational efficiency because improving Hygienes will cost the organization more money. bank bill that for each part of Part 2, i.e. as regards both Motivators and Hygienes, there a re alternative predictions.Increase of satisfaction or decrease of dissatisfaction are both theoretically visionary extensions of Part 1 of the theory trivial in that they say no more than is already contained in that model. To be fair to the M-H practitioners they do not rest their case on this alternative they are concerned only with the effects on performance and organizational efficiency. Job satisfaction is either a by-product or a step towards better efficiency. This may tell us something about the cheer system in which they operate but it in no way detracts from the validity of this method of exam their theory. One problem must now be faced. Does Part 2 of the theory depend on Part 1? According to House & Wigdor (1967, p.385) if the satisfaction-dissatisfaction duality is false then Part 2 is highly suspect.I would argue that if Part 1 is false then Part 2 is distant or must be argued on other grounds. If and only if Part 1 is true, then Part 2 can be tested victimizatio n the concepts established by Part 1. Another good difficulty for exam the validity of the theory is the fact that both parts stand on two legs. In Part 1, one leg identifies Motivators while the other identifies Hygienes in Part 2 one leg predicts the effects of increasing the potency of Motivators while the other leg deals with changes in Hygienes. Does the theory claim that each part can stand on one leg at a time?If one investigator confirms the Motivator leg but not the Hygiene leg, does Part 1 of the theory stand or fall? And if some other investigator follows with the opposite result, confirming Hygienes but not Motivators, does this increase or diminish our confidence in the theory? Similarly for Part 2 of the theory. In any case, testing the effect of putting more weight unit on the Motivators is a dubious procedure if this is the only change. The effects are not really surprising. The relative ineffectiveness of spending resources on Hygienes, which is what the theory excessively predicts, may surprise industrial welfare advocates but not cynical managers.In general terms, statements describing the theory are superficially similar and do not differ greatly from the way set out above. For instance Whitsett & Winslow (1967, p.393) in explaining M-H theory say dissatisfaction and those factors that contribute to dissatisfaction are separate and explicit from those factors that contribute to satisfaction. bliss is not opposite from dissatisfaction for they operate on separate continua This is different from traditional thinking As regards Part 2, House & Wigdor (1967, p.371) say The second major assumption of the dual-factor theory of motivation is that the satisfiers are effective in motivating the individual to superior performance and effort, but the dissatisfiers are not. Later they add (p.373) If the dual-factor theory were correct, we should expect highly satisfied people to be highly motivated and to produce more which as they point out do es not square with the evidence. scarcely though general statements are similar, precise statements, if make at all, are usually inconsistent or at variance with each other. Sometimes there is no argumentan author assumes that his understanding of the theory is the same as that of others. Or the research name indicates an underlying interpretation of the theory which may be similar to or quite different from that of another study which the author is supporting or refuting but authors seem to be un sure of this. Arguments about what the theory says may be unspoken and have to be inferred. However, sometimes interpretations of the theory are set out in a way that makes possible comparisons with other interpretations. For example. House & Wigdor (1967) include a rank order of vastness for the Motivators and for the Hygienes as part of the theory. This reflects the infiuence of Maslow upon Herzberg and may be a reasonable interpretation of Herzbergs intention.On the whole it seems an unnecessary refinement that makes for extra complications when testing validity. Whitsett & Winslow (1967) accuse Burke (1966) of A unique misapprehension of the M-H theory . . . since M-H theory makes no claim that there should beany fixed order of importance among either motivator or hygiene factors (p.41O). As it happens Burke makes no such claim either. Is overall job satisfaction part of the theory? not according to Whitsett & Winslow (1967) who say One of the most car park and persistent misinterpretations of the Motivation-Hygiene (M-H) theory is the start out to use measures of overall job satisfaction to make statements purporting to be derived from the theory. The theory does not, and purposely does not, make statements about overall job satisfaction (p.395).In stating that job attitudes must be looked at twice (p.396) they are emphasizing Herzbergs procedure of conducting separate sets of interviews for good circumstantial incidents at work (revealing satisfaction an d hence Motivators) and for bad critical incidents (revealing dissatisfaction and hence Hygienes). Perhaps the most systematic attempt to sort out what the theory really says was make by King (1970) who identified five distinct versions of Part 1 of the theory. Some versions are stronger than others because they inculpate them. King is not always sure that Herzberg was aware of these versions or which of them Herzberg was claiming to support. King classifies the evidence according to whether it is distant or relevant to these theories, and then subdivides the relevant studies into those which support and those which refute any of thesefivetheories. Table 1 sets out Kings five distinct versions of Herzbergs two-factor theory.