Adrian Crump Essay

Manslaughter is a crime that is unjustified, inexcusable, and the intentional killing of a human being, whether it be involuntary or voluntary. This is the criminal charge that Adrian Crump from Jacksonville, Florida had to face. He shot a 15-year-old boy, around 2 in the morning, who was driving around shooting rocks from a slingshot. Adrian heard a noise in his home and thought it was a gunshot. He got up and checked it out, then went back inside and grabbed his gun as well as getting dressed. He then got in his car and pulled up behind the offender’s car, and shot the boy because he put his hands down, and he said he thought the kid was reaching for a gun. During the trial the prosecutor and defense team brought up the two sides of the story. We were asked how we felt about the trial and how we would find him. I took into consideration Adrian’s motivation or intention, self-defense, the witness’ statements, and crimes going on around the city. In the courthouse Adrian wore his navy uniform, even though at the time he was living as a civilian. I looked at his appearance because it showed his personality. For me it conveyed, a respectable and responsible citizen, which was a good move on the defense team. Along with his family, 4 kids and a wife, it would make it hard for a jury to convict him as a criminal. Since all those factors were in his favor, it is hard to see that man as a criminal. During the trial, the prosecutor asked some witnesses to come take the stand. First was a young boy that was in the car with Danny, and he was asked if Danny’s hands were down? The witness answered no. Then the defense asked the witness if they were paying attention to Adrian, he answered yes. That was very hypocritical of the witness, because you can’t watch the man with a gun and your friend at the same time. Even if this  child did it would be hard for him to remember exact details because of the traumatic event. Next the prosecutor brought up the medical examiner, who testified that the autopsy was inclusive. Which did not favor the state’s position. These witnesses did not help provide the state with a case. This also made it hard for me to find someone guilty when we don’t have many facts on the board. I know that Adrian made a big choice by getting off his property and chasing down someone, but it is not illegal for someone to do that in Florida. This means he broke no laws when he made that choice. I also think he was not just doing it for himself but his neighbor, who had been a victim of vandalism a couple days prior to this. The neighbor along with Adrian and his family are black Americans, who lived in a white dominated neighborhood; I think he was trying to protect all his neighbors. I look at the position of Danny’s hand as a crucial point for the case. According to Adrian, Danny had put his hands down. With the circumstances of â€Å"hearing a gun shot,† and then having someone reach down, I do believe that he thought Danny had a gun. I know I would have shot first, especially if it was my life or someone else’s. I am going to save mine before anything else. Now I probably could not have killed him but that is because I have no experience with a gun, while Adrian has military experience and has been taught to kill. I think that self-defense is a big part in this case for me. Some times it is hard to believe but I just put myself in his shoes and it was easy for me to decide, especially along with the circumstances. Right now it is easy to say I would shoot someone in self-defense, especially if it was a kid, but kids think they are older then they really are, and are capable of a lot more. I cherish my life so I would try and keep it. Also Adrian pointed out if he had acted out of anger he would have used all 6 rounds in his gun. He also could have shot him multiple times but shot him only once. He even called 9-1-1 after he shot the kid, to get him help. This helped me decide what his intention was when he went out there. Continuing on with evidence, I looked at the fact there was an increase in crime among the youths in Jacksonville. Danny’s mom had a suspicion of what her son was of participating in. He had been suspended from school, and burglarized several homes including getting caught by the police. Then her car keys go missing that night, I would suspect that he may take part in some illegal late night activities, even if it was just late night joy riding. I am not a mother yet but if I was his mother, even though it would be hard I would have to take some responsibility for his actions, since I didn’t question or look harder for my keys that night. With that idea I think I would maybe even blame myself a little for my child’s death. I know that I might act differently if I am put in that situation but there is so much against her son. As a citizen of the city of Jacksonville, Florida I would take into consideration the crimes that are occurring around me. This poor guy was a victim of a crime, and even though it was not a serious crime, it was a crime and he was a victim. The kids that are part-taking in crimes of vandalism and other more serious crimes are also running the risk of being victims themselves. Other people may try to protect their property too, and someone else may be hurt. That is the risk criminals’ take. With the evidence that was presented at the trial, and the circumstances that I discovered within the film, I came to the verdict of innocent for Adrian. I believe he did not intend to hurt the child, just scare him, but when he thought his life was threatened he reacted. I also think he is also the kind of man that is going to live with the guilt of killing that child for the rest of his life.

HR Plan of Action for QV Solar LLC Essay

QV Solar LLC has experienced rapid growth that has seen an increase it its staff from 15 to 54 last year in spite of the global economic recession. In order to maintain the position and develop the company as a â€Å"green† company, the Company’s HR proposes a series of strategies that will encourage change and an increase in productivity. The policies will mainly focus primarily on improving the efficiency of the Company’s current workforce since hiring of new employees will not be an immediate viable scheme. The plan will target making the staff understand the company’s mission better by reevaluating their roles and understanding what is specifically expected of them for enhanced success of the company. In order to realize effective change among staff, the HR will target capacity building and teamwork as key concepts of management and ensure that adequate resources are provided to facilitate creation of an environment that favors much success. The HR will design a structure that facilitates constructive feedback from all departments in order to facilitate a systematic flow of information at various organization levels. The smooth flow of information will ultimately lead to the development of better opportunities for a more rapid growth of the company. QV Solar LLC’s HR Plan of Action will be based on Joel Ross and Michael Kami’s opinion that â€Å"managers should avoid organizational rigor mortis†¦ that change is inevitable, and the organization as well as its people must accommodate the change (McConnell 315). The plan of action will also embrace the fact that the only thing that lasts in organizations is change. That change is with organizations and keeps accelerating them. This change will not be produced by internal action only but will also be a factor of external actions- such as consideration of the value of customers to the company (McConnell 315). The HR will focus on changes in product innovation by ensuring that solar panels are tailored as per customer specifications. In order to achieve this, QV Solar LLC should focus on feedback from staff when they install solar panels for customers. Along this line, staff should be trained to facilitate better installation and human relation with customers. The training program will entail integration of staff and customer ideas to ensure that the solar panels are of the highest quality and thus promote QV Solar LLC as a â€Å"greener† company. The training program will be followed by a follow-up evaluation to monitor its effectiveness with a view that customers’ ideas are vital for the Company’s success. The Company’s objective to maintain a clean environment will be facilitated by incorporating customers in a program where they can return their panels to the company for recycling as a means of exercising corporate responsibility. This will also emphasize the fact that change is realized not only from within an organization but also from customers and the prevailing environment. In order to capture a larger share of the market, the HR will review staff performance from time to time and ensure that their skills are constantly ameliorated. This will be will be achieved by ensuring that the employees can work in various departments in different capacities in order to develop a multiplicity of skills that will enhance the company’s productivity without necessarily having to hire more staff. In summary, QV Solar LLC’s Plan of Action will entail strategies that aim at improving productivity by improving the efficiency of employees while recognizing the customer as the most important part of the organization.

Aircraft Mechanics and Aircraft Inspectors

ww. ontario. ca/jobfutures  © Queen’s Printer for Ontario, 2009 Aircraft inspectors perform some or all of the following duties: †¢ †¢ †¢ Inspect structural and mechanical systems of aircraft and certify that these systems meet Transport Canada and company standards of performance and safety; Inspect work of aircraft mechanics performing maintenance, repair and overhaul, or modification of aircraft and aircraft mechanical systems to ensure adherence to standards and procedures; Maintain detailed repair, inspection and certification records and reports. Operations, which are carried out mostly in hangars, expose workers to noise, vibration, liquids, fumes and other hazards requiring the use of safety equipment and clothing. A five-day, 40-hour workweek including shift work and overtime is normal. Education/Training Aircraft Maintenance Technician (AMT) A minimum of high school education as well as a community college certificate in aircraft maintenance is required. Most colleges are dual- accredited by both Transport Canada and Canadian Aviation Maintenance Council (CAMC), meaning that graduates get credit for the technical examination towards Aircraft Maintenance Engineer (AME) licensing and credit towards CAMC certification as an aircraft maintenance technician. Aircraft Structures Technician (AST) The minimum education level is high school plus a formal community college training program in aircraft structures. Most colleges are dual accredited by Transport Canada and CAMC meaning that graduates get credit for the technical examination toward Aircraft Maintenance Engineer (AME) licensing and credit toward CAMC certification as an aircraft maintenance technician. Several years of on the job training are then required to gain the necessary experience for CAMC certification and/or Transport Canada licensing. Experienced structures technicians with the equivalent of three years of documented experience can apply for an S category licence. Avionics Maintenance Technician (AvMT) There are basically two types of avionics maintenance technicians. One works at a bench/station in the electrical/avionics backshop where tests are conducted with specialized test equipment, and repairs are made or parts replaced. The second type of technician works in line maintenance and is a specialist in trouble shooting and solving avionics problems at the â€Å"gate†. The minimum education level is high school with good physics and mathematics attributes. A structured community college certificate is also required or a recognized apprenticeship program. Most colleges are dual accredited by Transport Canada and CAMC meaning that graduates get credit for the technical examination towards Aircraft Maintenance Engineer (AME) licensing and credit towards CAMC certification as an aircraft maintenance technician. After two to three years experience, the technician can apply for CAMC certification. After the equivalent of four years experience, an avionics epair technician can apply for an E category licence. Aircraft Maintenance Engineer (AME) Page 2 www. ontario. ca/jobfutures After the equivalent of four years on the job experience, an aircraft maintenance technician can apply for an AME licence. An M1 or M2 license is awarded depending on the aircraft size for which the job experience applies. Military aircraft technicians can apply for a civil AME after civil aircraft experience is obtained. Aviation Maintenance Inspector Completion of secondary school is required. Candidates must have industry qualifications such as CAMC certification or CAMC-approved experience and training or an Aviation Maintenance Engineer (AME) licence. They must obtain an Aircraft Maintenance and Inspection Certificate for the types of aircraft and power plants upon which the candidate is normally employed. Supervisor experience is often desired by industry for this occupation. Candidates are required to have one year’s experience performing aviation maintenance inspections on aeronautical product, and must possess formalized aviation-related trade qualifications such as an AME license or CAMC certification or a candidate must have five years of on-the-job experience performing aviation maintenance inspections in aeronautical products An apprenticeship training program exists in Ontario for aircraft maintenance engineer but certification is not a compulsory work requirement in the province. Entry to apprenticeship requires a job and usually completion of Grade 12. The apprentice applies directly to the employer, union or joint industry committee for an apprenticeship opening. Students who have completed Grade 10 have an opportunity to become registered apprentices while finishing high school under the Ontario Youth Apprenticeship Program. Alternatively, entry into apprenticeship can be pursued through pre-apprenticeship training. Employment Prospect Over the next five years: Average Opportunities for employment in this occupation are expected to be average over the period from 2009 to 2013. Despite the recent difficulties facing many North American airlines, the demand for more skilled workers, particularly in the maintenance sector is increasing. In addition, an aging workforce will create additional job opportunities through retirements. Industry growth and demographics will require that the aviation sector recruit and train sufficient new entrants with the appropriate skills in order to prevent self-induced shrinkage in that sector. According to the CAMC, unless significant and fundamental changes occur now, shortages of Aircraft Maintenance Engineers (AMEs) and non-AME technicians will be widespread across the maintenance sub-sector through to 2015. Employment prospects will also continue to be good for these workers since many students with the aptitude to work on planes are choosing instead to go to university or work in computer related fields. Aircraft Maintenance Technician (unlicensed) are expected to posses the skills and knowledge of a licensed AME (Aircraft Maintenance Engineer). Employers place considerable emphasis on attitude, teamwork skills and technical knowledge. Aircraft Structures Technician (unlicensed) will need to acquire experience in structures such as composite repairs in addition to aluminium sheet metal and steel as demand for lap joint repairs falls in newer aircrafts. Avionics Maintenance Technician (unlicensed) will need to obtain skills in line maintenance and troubleshooting as more elaborate electrical systems are installed on new aircrafts. Page 3 www. ontario. ca/jobfutures Aviation Maintenance Inspector will become the â€Å"super AME† possessing in-depth knowledge of all of an aircraft’s various systems. Aviation maintenance inspectors will be supported by a team of specialist system technicians. Characteristics of Occupation Estimated Employment in 2006 4,295 General Characteristics Male Female Full-Time Part-Time Self Employed Employees Unemployment Rate Main Industries of Employment Transportation and Warehousing Other Transportation Equipment Manufacturing Public Administration Wholesale Trade All Other Industries %) 96 4 95 3 5 95 2 (%) 54 22 11 4 9 (%) This Occupation 9 7 2 46 9 11 3 (%) All Occupations 10 3 3 45 10 11 5 Employment by Economic Region Ottawa Kingston – Pembroke Muskoka – Kawarthas Toronto Kitchener – Waterloo – Barrie Hamilton – Niagara Peninsula London Page 4 www. ontario. ca/jobfutures Windsor – Sarnia Stratford – Bruce Peninsula Northeast Northwest 1 2 5 5 5 2 4 2 Income Annual Average Employment Income of Persons Employed Full-Time Full-Year in 2005 $80,000 $60,000 $40,000 $20,000 $0 This Occupation All Occupations $58,294 $56,033 Additional Information Sources Additional information about this occupation can be obtained from the following web sites: †¢ †¢ †¢ †¢ Aerospace Industries Association of Canada (www. aiac. ca) Canadian Aviation Maintenance Council (www. camc. ca) Ministry of Training, Colleges and Universities (www. edu. gov. on. ca/eng/training/apprenticeship/appren. html) Transport Canada (www. tc. gc. ca) Page 5 www. ontario. ca/jobfutures Page 6 www. ontario. ca/jobfutures Page 7 www. ontario. ca/jobfutures Aircraft Mechanics and Aircraft Inspectors ww. ontario. ca/jobfutures  © Queen’s Printer for Ontario, 2009 Aircraft inspectors perform some or all of the following duties: †¢ †¢ †¢ Inspect structural and mechanical systems of aircraft and certify that these systems meet Transport Canada and company standards of performance and safety; Inspect work of aircraft mechanics performing maintenance, repair and overhaul, or modification of aircraft and aircraft mechanical systems to ensure adherence to standards and procedures; Maintain detailed repair, inspection and certification records and reports. Operations, which are carried out mostly in hangars, expose workers to noise, vibration, liquids, fumes and other hazards requiring the use of safety equipment and clothing. A five-day, 40-hour workweek including shift work and overtime is normal. Education/Training Aircraft Maintenance Technician (AMT) A minimum of high school education as well as a community college certificate in aircraft maintenance is required. Most colleges are dual- accredited by both Transport Canada and Canadian Aviation Maintenance Council (CAMC), meaning that graduates get credit for the technical examination towards Aircraft Maintenance Engineer (AME) licensing and credit towards CAMC certification as an aircraft maintenance technician. Aircraft Structures Technician (AST) The minimum education level is high school plus a formal community college training program in aircraft structures. Most colleges are dual accredited by Transport Canada and CAMC meaning that graduates get credit for the technical examination toward Aircraft Maintenance Engineer (AME) licensing and credit toward CAMC certification as an aircraft maintenance technician. Several years of on the job training are then required to gain the necessary experience for CAMC certification and/or Transport Canada licensing. Experienced structures technicians with the equivalent of three years of documented experience can apply for an S category licence. Avionics Maintenance Technician (AvMT) There are basically two types of avionics maintenance technicians. One works at a bench/station in the electrical/avionics backshop where tests are conducted with specialized test equipment, and repairs are made or parts replaced. The second type of technician works in line maintenance and is a specialist in trouble shooting and solving avionics problems at the â€Å"gate†. The minimum education level is high school with good physics and mathematics attributes. A structured community college certificate is also required or a recognized apprenticeship program. Most colleges are dual accredited by Transport Canada and CAMC meaning that graduates get credit for the technical examination towards Aircraft Maintenance Engineer (AME) licensing and credit towards CAMC certification as an aircraft maintenance technician. After two to three years experience, the technician can apply for CAMC certification. After the equivalent of four years experience, an avionics epair technician can apply for an E category licence. Aircraft Maintenance Engineer (AME) Page 2 www. ontario. ca/jobfutures After the equivalent of four years on the job experience, an aircraft maintenance technician can apply for an AME licence. An M1 or M2 license is awarded depending on the aircraft size for which the job experience applies. Military aircraft technicians can apply for a civil AME after civil aircraft experience is obtained. Aviation Maintenance Inspector Completion of secondary school is required. Candidates must have industry qualifications such as CAMC certification or CAMC-approved experience and training or an Aviation Maintenance Engineer (AME) licence. They must obtain an Aircraft Maintenance and Inspection Certificate for the types of aircraft and power plants upon which the candidate is normally employed. Supervisor experience is often desired by industry for this occupation. Candidates are required to have one year’s experience performing aviation maintenance inspections on aeronautical product, and must possess formalized aviation-related trade qualifications such as an AME license or CAMC certification or a candidate must have five years of on-the-job experience performing aviation maintenance inspections in aeronautical products An apprenticeship training program exists in Ontario for aircraft maintenance engineer but certification is not a compulsory work requirement in the province. Entry to apprenticeship requires a job and usually completion of Grade 12. The apprentice applies directly to the employer, union or joint industry committee for an apprenticeship opening. Students who have completed Grade 10 have an opportunity to become registered apprentices while finishing high school under the Ontario Youth Apprenticeship Program. Alternatively, entry into apprenticeship can be pursued through pre-apprenticeship training. Employment Prospect Over the next five years: Average Opportunities for employment in this occupation are expected to be average over the period from 2009 to 2013. Despite the recent difficulties facing many North American airlines, the demand for more skilled workers, particularly in the maintenance sector is increasing. In addition, an aging workforce will create additional job opportunities through retirements. Industry growth and demographics will require that the aviation sector recruit and train sufficient new entrants with the appropriate skills in order to prevent self-induced shrinkage in that sector. According to the CAMC, unless significant and fundamental changes occur now, shortages of Aircraft Maintenance Engineers (AMEs) and non-AME technicians will be widespread across the maintenance sub-sector through to 2015. Employment prospects will also continue to be good for these workers since many students with the aptitude to work on planes are choosing instead to go to university or work in computer related fields. Aircraft Maintenance Technician (unlicensed) are expected to posses the skills and knowledge of a licensed AME (Aircraft Maintenance Engineer). Employers place considerable emphasis on attitude, teamwork skills and technical knowledge. Aircraft Structures Technician (unlicensed) will need to acquire experience in structures such as composite repairs in addition to aluminium sheet metal and steel as demand for lap joint repairs falls in newer aircrafts. Avionics Maintenance Technician (unlicensed) will need to obtain skills in line maintenance and troubleshooting as more elaborate electrical systems are installed on new aircrafts. Page 3 www. ontario. ca/jobfutures Aviation Maintenance Inspector will become the â€Å"super AME† possessing in-depth knowledge of all of an aircraft’s various systems. Aviation maintenance inspectors will be supported by a team of specialist system technicians. Characteristics of Occupation Estimated Employment in 2006 4,295 General Characteristics Male Female Full-Time Part-Time Self Employed Employees Unemployment Rate Main Industries of Employment Transportation and Warehousing Other Transportation Equipment Manufacturing Public Administration Wholesale Trade All Other Industries %) 96 4 95 3 5 95 2 (%) 54 22 11 4 9 (%) This Occupation 9 7 2 46 9 11 3 (%) All Occupations 10 3 3 45 10 11 5 Employment by Economic Region Ottawa Kingston – Pembroke Muskoka – Kawarthas Toronto Kitchener – Waterloo – Barrie Hamilton – Niagara Peninsula London Page 4 www. ontario. ca/jobfutures Windsor – Sarnia Stratford – Bruce Peninsula Northeast Northwest 1 2 5 5 5 2 4 2 Income Annual Average Employment Income of Persons Employed Full-Time Full-Year in 2005 $80,000 $60,000 $40,000 $20,000 $0 This Occupation All Occupations $58,294 $56,033 Additional Information Sources Additional information about this occupation can be obtained from the following web sites: †¢ †¢ †¢ †¢ Aerospace Industries Association of Canada (www. aiac. ca) Canadian Aviation Maintenance Council (www. camc. ca) Ministry of Training, Colleges and Universities (www. edu. gov. on. ca/eng/training/apprenticeship/appren. html) Transport Canada (www. tc. gc. ca) Page 5 www. ontario. ca/jobfutures Page 6 www. ontario. ca/jobfutures Page 7 www. ontario. ca/jobfutures

Purification of Drinking Water, Drinking Water Treatment Processes, Essay

Purification of Drinking Water, Drinking Water Treatment Processes, Wastewater Treatment in Developing Countries - Essay Example Availability of clean drinking water is a major global concern with the situation in developing countries becoming worse due to the rapid population growth in these nations. Scarcity of water has serious socio-economic implications in developing countries with women and girls from poor families spending a majority of their time searching for water at the expense of economically rewarding activities and education (Secretariat of the Convention on Biological Diversity, 2010). Poor quality drinking water, sanitation, and hygiene contribute to 4 billion cases of diarrhoea disease annually with more than 1.5 million people losing their lives, the majority being children under the age of five years (United Nations, 2005). These people are usually exposed to contaminated drinking water mainly from untreated waste water that contains human and animal faeces and urine exposing them to pathogenic micro organisms. Water Sources Drinking water comes from both surface and ground water with the na tural water cycle maintaining the available water for mankind (Omran, 2011). Majority of people from developing countries get their water from springs, boreholes, sealed wells, hand-dug wells, streams, rivers, and lakes (Omran, 2011). Some of these sources are contaminated with water borne diseases responsible for over 50% hospitalization in these countries (Alward et al., 1994). Despite some of the sources like ground water being clean and safe for drinking, improper use, ignorance and lack of adequate sanitation facilities like toilets make their drinking water contaminated during collection, transport, storage and drawing of water (Lindskog and Lindskog, 1988). This contributes significantly to developing countries disease burdens. Purification of Drinking Water Majority of people living in developing countries uses simple and rudimentary water treatment techniques to serve individual households and community needs despite the availability of superior conventional technologies. C onventional treatment technologies are too expensive and inappropriate for people living in very poor neighbourhoods due to limitation in infrastructure and skilled personnel. The simple and rudimentary water purification system is primarily aimed to remove the visible impurities such as floating particles, leaves, and twigs. The commonly used water purification systems include; Simple Filtration This is accomplished by using locally available filters, sieves, or pieces of cloth. The filters can be made of sandstones and plant materials and are purposefully made to clarify or remove visible contaminants of water. Boiling Boiling is the most commonly used and promoted household water treatment method around the world (Beddow, 2010). The water being boiled must reach a boiling temperature of 1000c. This process is effective in killing most pathogens that cause water borne diseases. The disadvantages of boiling include the lack of residual antimicrobial properties in the water making t he water easily re-contaminated if handled improperly. Boiling is widely accepted across all regions and when done properly offers many people access to safe drinking water free from diarrhoea causing organisms. Waste Water Treatment Waste water treatment in developing cou

Not for Profit and For Profit Companies Under the same Leadership (why Essay

Not for Profit and For Profit Companies Under the same Leadership (why it can happen) - Essay Example The authors’ results indicate that the risk propensity of entrepreneurs/not-for-profits companies are greater than that of managers. However, both are successful. Moreover, there are larger differences between entrepreneurs/not-for-profits companies whose primary goal is venture growth versus those whose focus is on producing family income. Results also underscore the importance of precise construct definitions and rigorous measurement. The research question of the journal was clearly defined. MacMillan, Siegal, and Narshimha (1994) examined the methods that venture capitalist use to assess the senior managers of new ventures prior to making an investment decision. The lack of theory and empirical research in this area has led scholars to call for studies which examine the process of management team assessment in venture capital due diligence, as cited by Siegel, Siegel and MacMillan, 1993. This research article assessed that more research is needed on this subject matter, how ever the research question of the journal article was clearly defined: there is a correlation between entrepreneurship behaviors and success. . ... The articles offer insight into the complex balancing act that thriving entrepreneurism must execute to generate support form distinct stakeholder markets. The value this research provides is insight on thriving entrepreneurs/not-for-profits companies and financial success. The correlation between successful entrepreneurs/not-for- profits companies depicts the behavior pattern of the individuals’ capacity to build relationships with private investors, foundations, venture capitalist or Angels instead of with the stakeholder’s monies. In turn, the literature suggests that a thriving entrepreneur’s financial success is in how they treat the people who fund their cause. This reflects a dominant logic of causation; taking a particular effect as giving and focusing on selection between means to cause this effect (Sarasvathy, 2001). The network theory, which is a social network approach, views organizations in society as a system of objects joined by a variety of relat ions. The goal of this empirical research analysis is to show that the behavior trait of being a builder of relationships is the cause of a thriving entrepreneur’s financial success. This example is seen through the transition towards defining strategy as a perspective rather than a position, meaning that strategy is seen in wide terms, as the â€Å"theory of the business† (Drucker, 1994). However, the element of entrepreneurial leadership is not clearly present in the empirical evidence. Entrepreneurial leadership is defined by Coven and Slevin (1991) as consisting of the following: the nourishment of an entrepreneurial capability, protection of innovations that threaten

What is counselling and what are counselling skills, how do they Essay

What is counselling and what are counselling skills, how do they relate to other approaches to helping - Essay Example Counseling is often carried out personally in non-public sessions between the counselor and clients. However, counseling can also be performed via telephone, writings and e-mail or video conferencing. It may take many different forms to bring an individual to a better understanding of himself and others. Thus, counseling can be advantageous to a person facing problems in maintaining relationships (What is counseling? N.d.). Counselors require talent for understanding the conditions of the clients and their problems (Nelson-Jones, 2005).In this paper I intend to discuss the different approaches of counseling incorporating the ethical framework, the principles of Rogerian Person Centred Approach, personal growth and therapeutic change. Humanistic approach to psychology was founded by Carl Rogers and Abraham Maslow in the U.S. during 1950s. Humanistic psychology focuses on the subjects that are meaningful to human beings. Humanistic psychologists lay emphasis on conscious experience rather than on behaviour or personal responsibility. That is why they differ from most of the psychologists. Humanistic psychology also focuses on the importance of the individual’s attempt towards personal growth and achievement (Humanistic Psychology: Maslow, n.d). Humanist approach of psychology interprets an individual in regard to subjective analysis of previous experience. It assumes we have a deep-rooted biological drive that inspires us towards personal development and the active psychological condition of self-actualization. It provides stress on the importance of ‘self’ and how self influences an individuals thoughts, feelings, and behaviour. The self is our personality. Rogers extended Maslow’s hypo thesis of self-actualization into the field of humanistic person-centred psychoanalysis with his emphasis on understanding, actual positive regard and authenticity. Building these conditions for development in therapy enables an environment that helps

A PERSPECTIVE OF SKILLS NEEDED BY MODERN PROJECT MANAGER TO AVOID Dissertation

A PERSPECTIVE OF SKILLS NEEDED BY MODERN PROJECT MANAGER TO AVOID DELAY PENALTIES IN CONSTRUCTION PROJECTS - Dissertation Example They face a number of challenges that revolve around construction issues such as time constraints, workforce considerations, safety and continually shifting nature of work. They also face non construction related challenges such as government regulations, legal issues, socio-political pressures and environmental concerns. It is thus important to find out how we can raise the efficiency of project managers to enable them in managing projects effectively and avoiding delays in the implementation of the project plan and in turn avoiding delay penalties. This research thus sets out to identify the skills lacking in project managers that result in failure to avoid delays in construction projects. The research question is thus – What are the skills needed by modern day project managers to avoid delay penalties in construction projects? The findings of this study will help in providing an insight into the skills needed by project managers to avoid delay penalties in construction proj ects. The research involved a questionnaire survey of 100 project managers in Kuwait. The survey findings showed that lack of experience, leadership skills, project planning skills, communication skills and knowledge related to contracts and project management are the major skills lacking in project managers. This calls for a more integrated approach towards developing their skills. Recommendations have been discussed. The research suffers from small sample size, lack of specificity to Kuwait, and bias due to no tests of significance. Acknowledgment I would like to thank everyone who gave me a hand to accomplish this research, and many thanks to my academic mentor – Mr. Tony Phillips. I would like to express my deep gratitude to all those who have provided support, allowed me to quote their remarks and assisted in editing, proofreading and design. This research is the epitome of great efforts exerted to bring about such fruitful output. Last but not least, I appreciate and no t to forget the great help and the full support I received from my parents and my wife. Table of Contents List of Figures 7 List of Acronyms and Abbreviations 8 Chapter 1 9 Introduction 9 1.1. Status of the Construction Industry in Kuwait 9 1.2. Construction Delays 13 1.3. Challenges of Construction Projects 13 1.4 Problem Statement 15 1.5. Aim and Objective of the Research 16 1.6. Rationale and Need for the Study 17 1.7. Significance of the Study 18 Chapter 2 20 Literature Review 20 2.1. Project Managers – Skills and Characteristics 20 2.2. Complexities of Project Management in the Construction Industry 24 2.3. Challenges Faced by Construction Project Managers 37 2.4. Research on Causes of Delays in Construction Projects 41 Chapter 3 46 Research Methodology 46 3.1. Type and Design of Research 46 3.2. Data Collection Methods 47 3.3. Analysis Methods 51 3.4. Ethics 52 3.5. Relevance of this Research to Project Management in Kuwait 53 3.6. Justification for Chosen Research Meth od 53 Chapter 4 55 Analysis of Data 55 4.1. Demographics, Education and Training 56 4.2. Understanding of Project Management 58 4.3. Holding Consultants Responsible for Penalties and Contractors for Delays 58 4.4. Knowledge Related Aspects 60 4.5. Skills that are Lacking 62 4.6. Problems of

Planning Function of Management Case Study Example | Topics and Well Written Essays - 1000 words

Planning Function of Management - Case Study Example Ethical issues involve (1) a safe working environment for employees and (2) provide customers with fair and up-to-date information. In this case, planning is concerned with the long-term development, its essential character, its personality, its essence. Therefore, planning is concerned with decisions which have enduring effects that are difficult to reverse. WorldCom creates safe and friendly atmosphere which helps employees to increase productivity and avoid conflicts. While planning is a process that should generate receptivity to change and foster a responsive and proactive posture for the staff, it has been suggested that when rigidity is found in the process, the benefits and intent of the process have been lost through misuse (Sims 2003). Fair and up-to-date information is the main requirements applied to all spheres of WorldCom business. Social responsibility issues include (1) fair competition and (2) equal treatment of all employees in spite of their cultural background, age or gender. WorldCom supposes that planning should be implicitly receptive, even flexible, to change or to new ideas if it is to lead a complex bureaucratic agency into a changing environment with some assurance of success. It develops its business strategies and marketing plans in accordance with rules established by the industry. Diversity management helps WorldCom to eliminate cultural and age differences, and provide employee with equal opportunities. The planning process through which a staff progresses may be extremely valuable if the staff is able to confront and clarify its mission, if the awareness for change in a turbulent environment is afforded greater appreciation and acceptance (Issues in Corporate Social Responsibility 2007). The company's strategic panning is influenced by new products, legal strategies and competition. Managers acknowledge that the steps involved in the process are few and uncomplicated, but the technique and craft, even artistry, are complex. Strategic panning involves stakeholders working collectively to (1) review selected basic considerations or conduct a strategic analysis, (2)

How the phonograph transformed the arts Essay Example | Topics and Well Written Essays - 1250 words

How the phonograph transformed the arts - Essay Example The phonograph changed music from being a group experience to a personal thing since listening to music by some musicians was available on demand.   The phonograph allowed the recording of music that gave room for analysis of music. The development helped people to copy songs and listen to them again and again (Bearman, 2013). Although some quarters believed the development was a cultural disaster, the truth is that many people could listen to different types of music than they could have at any other time. There was also an impact on the musicians for they were compelled to think in a different way concerning how they wrote songs. Over the years, artists and professionals from different fields have subverted, abused and transformed the phonograph. Some of the notable public figures and institutions that have subverted the use of phonograph include Christian Ernest Marclay, Laurie Anderson, and NASA (the Voyager Golden Record). The irony behind the invention of phonograph history is that the device was not made with the intention of being used for music. Edison planned to use the cylinder as a device for business communication that could substitute the expensive use of stenography. The cylinder was also targeted at preserving in eternity the voices of people who had died (Kenney, 2003). Christian Ernest Marclay got an interest in record manipulation when he discovered a Batman record in a street. The interest was engaged when he listened to the pops, clicks and loops that came out of the record (Horwatt, 2013). At the point of the downfall of the phonograph as a medium of music, Marclay discovered a disposable material that could be used. Marclay’s interest in the performance of rock compelled him to move to the direction of the phonograph itself as an instrument of music. His experiments with the phonograph happened at a crucial time in the history of the technology since hip hop led to the Renaissance of the turntable into an

Discuss the foreign policy positions of former President George Bush, Essay

Discuss the foreign policy positions of former President George Bush, Jr. and President Barack Obama in terms of realism and idealism - Essay Example Political realism highlights the role of the state and assumes that the state’s foreign policies are driven by the nation’s interest. It is primarily based on the state’s efforts to preserve its territory integrity as well as political autonomy. This means that the state interests are based on power and security. This power is defined in terms of military, economic, cultural, diplomatic and economic terms. In a realist state, every nation should use their resources in order to defend their nation. This concept is derived on the fact that the international environment is an anarchical environment. Therefore, regardless of the treaties made by the state, it is the duty of the state to defend its interest. According to the realism school of thought, the state is under no foreign authority (Crawford 15). Political idealism, also referred to as Wilsonian Idealism, holds that a state’s foreign policy should reflect the internal policy. Although it is based on human nature, it significantly puts ethics and morals into consideration. Idealist government fosters equal rights, democracy rule and religion in their foreign policy (Crawford 50). It is based on civilian-scientific development methods rather than war and power. The idealist state emphasizes on the international values rather than the nation’s interest. The doctrines of realism contradict those of the idealist school in that ethics and morality take a centre stage in idealism. During his campaign, the incumbent president George Bush openly declared that he was a realist who was committed to ending the Clinton doctrine and the indiscriminate use of the military force where they did not serve the interest of the US (Mackubin 24). During his campaign, he did not speak of democracy and freedom in the country. He clearly stated that, like his father, Bush was

Special Education Strategy Notebook Essay Example for Free

Special Education Strategy Notebook Essay Self monitoring is a strategy that is often used in classrooms with children who have trouble staying on task and focusing. It is a method that involves a student taking responsibility of themselves academically and behaviorally and recording when they find themselves not on task. In essence, a sheet of paper is given to a child and a noise is made at certain intervals during the class day. This noise could be something that only the specific child hears (such as in an ear piece) or it could be something that is heard by the entire class. Either way, the student who is participating in self monitoring simply puts a tally mark in a column for â€Å"on task† or â€Å"off task† on their sheet of paper every time the noise sounds off and at the end of the day both student and teacher can see how many times the student found him or herself off task. This helps put into perspective for the student how much he or she pays attention in a regular day and typically causes them to try harder to remain on task even more the following day. It is important that a teacher lets the student know exactly what is meant by â€Å"on task† and â€Å"off task† so that the student understands 100% what is expected of him or her, and it is also important that the sound itself not be distracting from the lesson. Eventually, a student can be weaned off the external cues of the sound, and will begin self monitoring without it, which is ideal. B. How do we know that self monitoring works? Put simply, we know that self monitoring works because it has been studied over and over by numerous researchers and has been proven effective at least the majority of those times. These studies confirm that this strategy helps manage students who are off task in the classroom due to various disruptive, learning related and social behaviors. Children of many ages were tested, ranging from ages as young as 4 to kids who are in high school, and the findings were consistent. In nearly all of the tests described in the article I researched, self-monitoring was said to have â€Å"decreased off task behaviors dramatically† or â€Å"decreased inappropriate behaviors† or â€Å"decrease talking out behavior,† etc (Hallahan, D. P. Husdon, K. ). C. When should a teacher use self monitoring? As a strategy in a school setting, self monitoring typically works best for students who have problems primarily in attention. This is not a strategy that actually helps a student learn anything in particular, so the skills for learning material has to be already within a students capability but who cannot focus or remain on task long enough to apply these said skills. In laments terms, self monitoring works best when used for applying skills not when being introduced to new ones. Self monitoring can be used successfully for students with attentional tasks in really any classroom setting. It works great for â€Å"seat work†, when a child is assigned independent work that they must take sole responsibility for finishing but can also work in a group. Group work often has other students who keep the self monitor on task, but if this were not the case self monitoring would still be helpful. D. What does a teacher need to do to implement self monitoring? It is important that a teacher use each part of the procedure of self monitoring, including tones, recording sheets and training. Before implementing all of these procedures, a student needs to be introduced to the idea. It is imperative that a student have a good explanation of why they are required to keep record of their behavior when other students are not. A child needs to be given explicit instructions as to what he or she needs to do; this includes a description of what on task and off task are in the teacher’s terms, what the tone or sound will be, and how often the sound will go off, etc. Once the directions have been given to the child it is also important to go over the recording sheet with him or her and give examples of what will happen during class when he or she is to be recording their behavior. Once a child seemingly understands what is expected, feedback becomes very important. If he or she gets off task, the teacher needs to correct the behavior and then move on. At the same time, if a student has very good behavior it is also important to praise that. After the student gets used to this procedure, a teacher can begin to wean him or her off having to hear the tone to monitor their behavior. This is the ideal situation because then a student simply checks himself without a reminder and will continue to do so. E. How does a teacher know if self monitoring is working? Evaluating whether this strategy is working for a particular student is very important because if it is not, then there could actually be harm coming from trying to use it. Evaluating also leaves room for modifications that could help different students at different times. The basic way to see if self monitoring is working is to simply gather data on the student’s attention to a task before using the strategy and then compare that data with what you find after the student has begun to self monitor. To collect data before introducing self monitoring, a teacher can simply do the monitoring herself; use a tone and record the attentiveness of that child at each sound. A good practice to collect the original data would be to compare the target student and a student with average attentiveness. If the comparison shows that the level of attention seems to have improved after the strategy is implemented, it has probably worked and vice versa. F. Where can a teacher find more information on self monitoring? There are numerous ways to find out more information on self monitoring from articles, websites, books, etc. Here is a list of multiple sources where more information can be found (Hallahan, D. P. Hudson, K. ) Blick, D. W. , Test, D. W. (1987). Effects of self-recording on high-school students’ on-task behavior. Hallahan, D. P. , Lloyd, J. W. , Stoller, L. (1982). Improving attention with self-monitoring: A manual for teachers. Charlottesville, VA: University of Virginia Learning Disabilities Research Institute. Hallahan, D. P. , Marshall, K. J. , Lloyd, J. W. (1981). Self-recording during group instruction: Effects on attention to task. Learning Disability Quarterly, 4, 407-413. G. Self Monitoring Bibliography. Hallahan, D. P. , Hudson, K. G. (2002). Teaching tutorial 2: Self monitoring of attention. Retrieved from www. teachingLD. org Shimabukuro, S. M. , Prater, M. A. , Jenkins, A. , Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397- 414. Webber, J. , Scheuermann, B. , McCall, C. , Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14, 38-56. Workman, E. A., Helton, G. B. , Watson, P. J. (1982). Self-monitoring effects in a four-year-old child:An ecological behavior analysis. Journal of School Psychology, 20, 57-64. II. Time Delay A. What is time delay? Time delay is a strategy that focuses on weaning the use of prompts during teaching and educational practices and is most often used with students who have Autism Spectrum disorders. When instructing someone who has a particular learning disability, sometimes he or she needs additional prompting right after the material has been presented; this could include least-to-most prompting, simultaneous prompting, etc. There are two types of time delay; progressive and constant. Progressive time delay takes the immediate additional help given to particular students and lessens it each time material is taught. The time in between the original presentation and the additional help is lengthened as a child gets more comfortable learning and proficient. Constant time delay occurs when a teacher gives no time between the original instruction and the added prompt, then continually lengthens that amount of time when proficiency strengthens (Neitzel, J). B. How do we know that Time Delay is effective? In order to be used in schools for students with Autism Spectrum disorders, time delay had to be researched numerous times and found to be an evidence based practice. The National Professional Development Center on ASD has defined what they mean by â€Å"evidence based practice† to mean that it includes â€Å"randomized design studies, single-subject design studies, and combination of evidence. † Randomized design studies must include two experimental group design studies and they must be conducted by highly qualified researchers. Three separate investigators must have also conducted five high quality single-subject design studies. Once this is all done, the evidence from both must be combined to see allow researchers to see if time delay works in real life settings with ASD (Time Delay). C. When should a teacher use time delay? Time delay is a great strategy for a teacher to use when a student in her class has an Autism Spectrum disorder. It has been found that it is most effective when used with children and youth rather than older students, regardless of cognitive level and expressive abilities. According to the evidence listed above, time delay is very effective during the specific ages of 6-11. Teachers can instruct these specific students effectively on a variety of material using time delay such as academics, play/leisure, language/communication, and also social skills. It is important that all of this teaching be done in clinical environments, though, because that was where the studies were done and showed improvement (Neitzel, J) . D. What does a teacher need to do to implement Time Delay? There are multiple steps that a teacher must work his or way through in order to implement the time delay strategy. Both progressive and constant time delay procedures involve the same three steps of implementation; a cue and target stimulus, learner response, and feedback or consequence. Without all three of these components, time delay cannot be an effective strategy to use in the classroom while teaching students with Autism Spectrum disorders. The target stimulus, also called the antecedent, is what a teacher wants the student to respond by doing when posed with the cue. The cue is a signal that helps the student figure out what behaviors he or she should be exhibiting. When trying out the time delay strategy, it is important to keep the cues consistent so that the student knows what is expected of him or her during every activity. Learner response, the second necessary component of time delay, is the behavior that teachers want the student to pick up on. The feedback is the reinforcement of a behavior. Positive feedback when a student does something correctly is essential for that behavior to become consistent. On the opposite end, negative feedback when something is done incorrectly is just as important so a student knows to try to behave a different way. This â€Å"negative feedback† is known as a correction procedure and involves a constant repetition of the cue and prompts necessary for the student to exhibit the correct behavior (Neitzel, J Worley, M). Knowing the broad steps for implementing time delay, a teacher must also know the specifics. There are multiple steps that one must go through in order to effectively use the strategy. Step one is identifying the skill or behavior and define them in an observable measure and identify it as wither a discrete task or a chained task. A teacher must also then define learner response behaviors so that they can easily be identified as either correct or incorrect. Next, a teacher needs to determine a students current skills. After this is determined and recorded, an educator must select the target stimulus and cue and clearly explain this to the child, and then do the same with the controlling prompt. Next, reinforces must be identified and the response interval should be decided upon (Neitzel, J. Worley, M). E. How does a teacher know if Time Delay is working? Just as with any teaching strategy, the way to tell if Time Delay is working is to compare student ability before and after the delay is implemented. Before a student is introduced to this strategy a teacher can instruct a student on anything in particular and record the amount of correct and incorrect responses. After this data is recorded, it would be important to introduce time delay and instruct the child on the correct responses, stimuli, etc. Once that is all introduced, the teacher could teach material and again keep track of correct and incorrect responses. If the amount of incorrect responses decreases and the amount of correct responses increases, there is a very good chance this change is due to the implementation of time delay. F. Where can a teacher find more information on Time Delay? Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38. Ledford, J. R. , Gast, D. L. , Luscre, D. , Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103. Liber, D. B. , Frea, W. D. , Symon, J. B. G. (2008). Using time delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. G. Time Delay Bibliography. Neitzel, J. (2009). Overview of time delay. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Neitzel, J. , Wolery, M. (2009). Steps for implementation: Time delay. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Time delay. (2010). National Professional Development Center on ASD, Retrieved from http://autismpdc.fpg. unc. edu/sites/autismpdc. fpg. unc. edu/files/TimeDelay_Steps_0. pdf Mnemonics A. What is Mnemonics? Mnemonics are devices used to help people remember and recall things that are somewhat hard to remember on their own. Put simply, the job of a mnemonic is to make the difficult task of memorization a little bit simpler. Using mnemonics helps to combine a presentation a person is comfortable with information that needs to be remembered; the association between the presentation and the information makes recall easier (Bringham, R Bringham, M). There is a link between new information and prior knowledge in the presentation of a mnemonic, and often they employ both visual and acoustic cues. There are many different types of mnemonics. The keyword method works very well with new information, and is directly tied to something that a student already knows. For example, if there is a vocabulary word that a student is trying to learn that sounds like a word they are already familiar with, they can associate the two words together to remember the one they do not know. This association can be made with a picture, or just by memory. Another mnemonic method is the peg-word method. Peg words are similar to keywords but they are known for their rhyming proxies for numbers to help students remember numbered or ordered information. A third mnemonic is known as letter strategies, including acronyms and acrostics. An acronym is a words whose individual letters can represent elements in lists of information. Acrostics are sentences whose first letters represent the information that needs to be remembered (Scruggs Mastropieri, 2002). There are also mnemonics for remembered how to spell, such as pictures with specific letters decorated. B. How do we know that Mnemonics are effective? There have been numerous evidence based research studies done to prove the effectiveness of mnemonics. These studies have shown that students taught material mnemonically have had a significant amount of more success than those students who were not taught in tis way. A specific study was done by Forness, Kavale, Blum and Lloyd in 1997 that concluded that for special education students, instruction using mnemonics showed the most positive results (Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. 1997). Building off of these findings, other studies on special education have been compiled and summarized to show that the average child with a learning disability scored 43% correct, while the average mnemonically taught student scored 75% correct (Mastropieri Scruggs, 1989). Also, classroom teacher applications of mnemonic techniques have suggested that these strategies are very effective in inclusive classrooms, in some cases raising the performance of students with learning disabilities to that of the normally achieving students (Mastropieri, Sweda, Scruggs; 2000; Uberti, Scruggs, Mastropieri, in press). C. When should Mnemonics be used? The fantastic thing about mnemonics is that they can virtually be used whenever, with any student in any subject. This strategy has been experimentally validated in english vocabulary, foreign language vocabulary, earth science, physical science, U. S. history, world history, letter recognition, math facts, and spelling. Moreover, it has been experimentally validated that mnemonics not only works in all of these subject areas for average students buy for students with learning disabilities as well. Mnemonics are also appropriate to use with students of any age, ranging from Kindergarten to college. Younger students typically do not have to recall the same amount of facts that are required of those older than them, but they are still useful in learning things such as the alphabet (Levin, 1993). Thus, this strategy is a great one for teachers to use frequently whenever large amounts of information are presented that must be remembered or recalled (Bringham, R. Bringham M. 2001). D. What does a teacher need to do to implement Mnemonics? Mnemonics should be used by all teachers when introducing information that must be remembered and there are certain ways to go about doing so. At first, the teacher should be the leader of mnemonics and should directly guide the students into coming up with specific ways to remember information. When a teacher is directly involved with every step of creating a mnemonic it is called maximum support. As students become more proficient in using mnemonics, though, it is important for the teacher to take a few steps back and let them go on their own. Once a certain level of proficiency is met, a teacher moves on to intermediate supports. Now, a teacher is still there if needed but most of the responsibility is turned over to the students and their peers to create and use mnemonics. After this step, a teacher can allow students to work on mnemonics independently. Following these steps help to not overwhelm students, and to help them to learn how to use the strategy on their own so that when they move to a different class or school they can take their knowledge of mnemonics with them and continue to use them. E. How does a teacher know if Mnemonics are working? The purpose of mnemonics is memorization so the best way to test if the strategy is working is to frequently question and test students on the information that they are supposed to be learning using the mnemonics. Some students might already know the information or might have guessed, so it is also important to ask them how they remembered the answer they gave. This way, a teacher can easily see if it is the mnemonic helping them recall the information or if it is something else entirely. Students, too, can alert a teacher as to whether or not the strategy is working by simply saying mnemonics are helpful to them specifically or not. F. Where can a teacher find more information about Mnemonics? Mastropieri, M. A. , Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Prentice Hall/Merrill. (Chapter 8, Attention and Memory) Mastropieri, M. A. , Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline Books. Brigham, F. J. , Scruggs, T. E. , Mastropieri, M. A. (1995). Elaborative maps for enhanced learning of historical information: Uniting spatial, verbal, and imaginal information. Journal of Special Education, 28, 440-460. Bulgren, J. A. , Schumaker, J. B. , Deshler, D. D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research Practice, 9, 2-11. G. Mnemonics Bibliography Bringham, R. , Bringham, M. (n. d. ). A focus on mnemonic instruction. (2001). Current Practice Alerts, (5), Retrieved from www. dldcec. org/alerts/ Scruggs, T. , Mastropieri, M. (n. d. ). Teaching tutorial: Mnemonic instruction. (2002). Division for Learning Disabilities , 1-26. Retrieved from www. teachingLD. org Mastropieri, M. A. , Scruggs, T. E. (1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83-111. Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education and related services. Teaching Exceptional Children, 29(6), 4-9. Mastropieri, M. A. , Sweda, J. , Scruggs, T. E. (2000). Teacher use of mnemonic strategy instruction. Learning Disabilities Research Practice, 15, 69-74. Levin, J. R. (1993). Mnemonic strategies and classroom learning: A twenty-year report card. The Elementary School Journal, 94(2), 235-244. Task Analysis A. What is task analysis? Task analysis is a learning strategy that involved breaking a learnable skill into smaller steps that are more manageable for students who need it (Franzone 2009). This strategy is something that is used by every single person at least once in their life, even if done so unconsciously. It is the only way to ever really learn complete processes, for example you have to walk before you can run. By breaking skills into smaller chunks, we all eventually learn specific tasks as if they are second nature and learn to not have to follow the original steps posed. It is necessary, though, to express the different parts that make up the whole (the skill being learned) until absolute mastery has been achieved (Grove 2012). B. How do we know that task analysis is effective? There are certain criterion that strategies have to meet before they can be used in schools, including in the special ed classroom. Task analysis meets these requirements and has been tested and proven in numerous evidence based practices. To be considered evidence based practice for people with Autism Spectrum disorder, efficacy must be established through peer-reviewed research in scientific journals using randomized or quasi-experimental design studies, single-subject design studies, and then a combination of evidence. High quality randomized design studies are categorized by the absence of critical design flaws that create confounds and the demonstration of experimental control at least three times in each study (Horner, Nathan, Odom, Rogers) . When should a teacher use task analysis? Task analysis is a strategy that can be used very effectively with children who have an autism spectrum disorder, no matter their cognitive level and expressive communicative skills. Children from preschool age to high school age have shown through studies that task analysis works and is an effective practice for older learners as well. It is also a good practice to use when teaching educators how to interact and teach their students with autism spectrum disorders. Task analysis has been proven to help all of these students in multiple areas. There are ways to use task analysis to teach in a school setting, in a classroom (inclusive or not). Also, there is evidence that it works in home and community settings. For instance, teaching a child with a significant disability how to complete regular everyday tasks such as brushing teeth, brushing hair, showering, etc becomes more easily possible if you employ task analysis (Franzone 2009). D. What does a teacher need to do to implement Task Analysis? In order to implement a task analysis in a particular classroom, a teacher must follow a set of steps. Step one is to identify the target skill. This step involves targeting a specific skill that is to be learned by the student with Autism Spectrum disorder. To do this, an educator must use the learner’s Individual Education Plan/Individual Family Service Plan goals. The skill should consist a series of discrete steps, so as to make learning it a bit easier. For example, washing dishes is an acceptable skill to target. Turning on a sink or preparing, serving and cleaning up dinner would be either too simple or too hard. Step two involves identifying the prerequisite skills of the learner and the materials needed to teach the task. Step three is breaking the skill into components. This is the step where true task analysis really begins; where the skills are actually broken up into steps. Next, a teacher needs to confirm that the task is completely analyzed in order to sure no step is left out because it would compromise the entire activity. Step five involves determining how the teacher will actually teach the skill. Last, intervention must be implemented and progress must be monitored so that changes can be made if need be. E. How does a teacher know if Task Analysis is working? Before task analysis is implemented, it is important for teachers to closely monitor the student in question to see the skills they have the most trouble with. Keeping record of this will help to see if any bounds in learning have been made once the strategy has been put in place. Observation is key, before and after implementation, and if it is done carefully and cautiously enough a teacher can directly see the impact of the strategy after a student has learned the skill he or she was asked to learn. F. Where can a teacher find more information on task analysis? Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61(1), 40-55. Browder, D. , Trela, K. , Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade appropriate literacy. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219. Hagopian, L. , Farrell, D. , Amari, A. (1996). Treating total liquid refusal with backward chaining and fading. Journal of Applied Behavior Analysis, 29(4), 573-575. Liber, D. , Frea, W. , Symon, J. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. Luscre, D. , Center, D. (1996). Procedures for reducing dental fear in children with autism. Journal of Autism and Developmental Disorders, 26(5), 547-556. G. Task Analysis Bibliography Franzone, E. (2009). Overview of task analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Grove, A. (2013, August 08). Bright hub: Task analysis in special education. Retrieved from http://www. brighthubeducation. com/special-ed-learning-disorders/25800-how-task-analysis- Horner, R. , Carr, E. , Halle, J. , McGee, G. , Odom, S. , Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180. Nathan, P. , Gorman, J. M. (2002). A guide to treatments that work. NY: Oxford University Press. Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child Adolescent Psychology, 37(1), 8-38. Szidon, K. , Franzone, E. (2009). Task Analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Functional Behavior Analysis What is functional behavior analysis? A functional behavior analysis is a variety of methods to identify and define behaviors that need to be changed. It is the process of gathering and analyzing information about a specific student’s behavior and accompanying circumstances in order to determine reasons behind certain behaviors. These strategies help teachers identify interventions that will help to reduce these behaviors and help develop appropriate ones to fill the place of the ones being reduced. Functional behavior analysis relies on a number of techniques and strategies to identify the reasons behind each behavior and to help IEP teams select the interventions that are to be used. It should be integrated throughout the process of developing, reviewing, and revising a student’s Individualized Education Plan (McIntyre, 2001). How do we know that Functional Behavior Analysis is effective? Functional behavior analysis has been researched multiple times by different qualified researchers and has been found to show promising results in student achievement the vast majority of the time. Studies have been conducted multiple times to rule out any researcher error and students have shown drastic differences from before the strategy was implemented to after it was done. It is also important to note that Functional Behavior Assessment has obviously been proven effected in that it has become a part of national legislature, the Individuals with Disabilities Education Act. As stated in the act, it is mandatory that a student with known behavior problems be supported with this strategy (Jordan, 2006). When should a teacher use Functional Behavior Analysis Often times Functional Behavior Analysis is implemented on students with severe cognitive or communication disabilities such as autism (McIntyre, 2001). Even though this is so, ff ever there is a time that teachers become concerned about particular student with a disability, it is required by law (IDEA) to implement the functional behavior assessment process so that they can determine why the child in question is acting in such a way. This strategy helps to identify why a particular behavior occurred, and in determining this, a teacher can then begin to create interventions that will help the student avert from that negative behavior and replace it with a good behavior. It is important that teachers intervene with positive behavioral actions before the problem behaviors occur if at all possible. What does a teacher need to do to implement Functional Behavior Analysis? IDEA does not ever specifically define how a functional behavior analysis should be implemented, and often it depends on the needs of every specific child. There are, though, very specific steps that must occur in order for the strategy to work. First, a teacher must identify the behaviors that need to be changed, or at least the most serious of multiple strategies. In identifying the behaviors it is imperative to determine when and where they occur and when and where they do not. This will allow a teacher to try to determine the triggers for that specific student. After the behavior(s) are identified, a teacher must collect data on the specific child’s performance in many different ways, and have as many sources possible. After all of this data is collected and recorded a hypothesis needs to be developed as to what could be the cause of these specific behaviors based on the data collected. This helps predict where the teacher needs to target the change that will be made. Next, as with any other experiment, the hypothesis must be tested. Using positive interventions, the child’s specific team makes changes as needed to there Individualized Education Plan or Behavior Intervention Plan. After all of this is done the interventions need to be evalua.

Principales Temas Essay Example for Free

Principales Temas Essay Este viaje, alegi ricamente representa la trayectoria de la vida de Blanche. Los Campos Eli seos son la tierra de los muertos en la mitologi a griega. La bi squeda de toda la vida de Blanche de sus deseos sexuales ha conducido a su desahucio de Belle Reve, su ostracismo del Laurel, y, al final del juego, su expulsii n de la sociedad en general. El sexo conduce a la muerte. En todas partes del juego, Blanche es atormentada por las muertes de sus antepasados, El suicidio de su marido es el resultado de la desaprobacii n de su homosexualidad. En la Escena Nueve, cuando la mujer mexicana aparece vendiendo flores para los muertos, la reacciona Blanche con el horror porque la mujer anuncia el destino de Blanche. Su locura es el final causado por sus defectos duales su inhabilidad de actuar de manera apropiada sobre su deseo y su miedo desesperado de mortalidad humana. El sexo y la muerte esti n unidos fatalmente en la experiencia de Blanche. LAS PASIONES: LOS RECUERDOS: DEPENDENCIA DEL HOMBRE: Un Tranvi a Llamado Deseo presenta una cri tica aguda del camino, las instituciones y las actitudes de Ami rica de la posguerra y las restricciones contra la mujer. Williams usa la dependencia de Blanche y Stella de los hombres para exponer la cri tica y el tratamiento de la mujer. Tanto Blanche como Stella ven a sus compai eros masculinos como su i nico significado de felicidad, y ellas dependen de los hombres tanto para su sustento como para su autoimagen. Blanche reconoce que Stella podri a ser mi s feliz sin su marido. Cuando Stella decide permanecer con Stanley, ella decide confiar y creer en un hombre en vez de su hermana. Williams no necesariamente critica a Stella sino que lo que hace es limpiar hacer ver que Stanley representa un futuro mucho mi s seguro que Blanche. Blanche ve el matrimonio de Mitch como su medio de destitucii n. Blanche tiene una reputacii n pobre. Esta reputacii n hace que Blanche tenga una perspectiva del matrimonio poco atractiva, pero, porque ella es indigente, Blanche ve el matrimonio como su i nica posibilidad para la supervivencia. Cuando Mitch rechaza a Blanche inmediatamente piensa en otro hombre el millonario Shep Huntleigh quii n podri a rescatarla. Blanche no comprende que su dependencia de los hombres la conduciri a su cai da mas que a su salvacii n. Por confiar en los hombres, Blanche pone su destino en las manos de otros. LUZ En todas las partes del juego que aparece Blanche no aparece la luz directa, brillante, sobre todo delante de su pretendiente, Mitch. Ella tambii n rechaza revelar su autentica edad, y esta claro que ella evita la luz para impedirle ver la realidad de su belleza. En general, la luz tambii n simboliza la realidad del pasado de Blanche. En el que ella estaba atormentada por los fantasmas como su primer amor, su objetivo en la vida, su dignidad, y la sociedad distinguida de sus antepasados. Blanche cubre la luz con una linterna de papel de arroz, y rechaza las citas con Mitch durante el di a. Mitch se da cuenta, y sera en la Escena Nueve, cuando i l se enfrenta y cuenta las historias de Stanley y la habla de su pasado. Mitch entonces fuerza a Blanche a ponerse de pie bajo la luz. Entonces la que no le preocupa su edad sino su falsedad, Blanche responde diciendo que ella no pensaba hacerle dai o. La inhabilidad de Blanche de tolerar la luz significa que se acerca su realidad final. En la Escena Seis, Blanche dice a Mitch que esta enamorada de su marido, Allan Grey, era como tener el mundo lleno de luz brillante, viva. Desde el suicidio de Allan, Blanche dice, la luz brillante desapareceri. Los encuentros sexuales de Blanche con otros hombres, han experimentado la luz si lo di bil. La luz brillante, por lo tanto, representa la joven inocencia sexual de Blanche, mientras la luz pobre representa su madurez sexual y desilusii n. BAi O- En todas partes de un Tranvi a el Deseo Llamado, Blanche se bai a. Sus experiencias sexuales la han hecho una mujer histi rica, pero estos bai os, como ella dice, son para tranquilizar sus nervios. Sus esfuerzos por olvidar y deshacerse de su pasado, estos bai os representan sus esfuerzos por limpiarse de su historia odiosa. Stanley tambii n se bai a para deshacer una fechori a, cuando i l se ducha despui s de la paliza de Stella. La ducha sirve para calmar su cari cter violento; despui s, i l abandona el cuarto de bai o se siente arrepentido y llama con ansia a su esposa. ALCOHOLISMO Tanto Stanley como Blanche beben en exceso en varios puntos de la obra. La bebida de Stanley es una actividad social: i l bebe con sus amigos en la barra, durante sus juegos de pi ker, y para celebrar el nacimiento de su nii o. La bebida de Blanche, es antisocial, y ella trata de mantenerlo en secreto. Ella bebe para eludirse de la cruda realidad. Un estado de estupor borracho le permite imaginar, preparar una huida con Shep Huntleigh. Para ambos caracteres, la bebida conduce al comportamiento destructivo: Stanley comete la violencia domi stica, y Blanche se engai a. VIOLENCIA-Otro tema que obsesioni a Williams fue la violencia. A lo largo de esta obra la violencia se palpa en cada escena. Hay distintos tipos de violencia: La violencia verbal(Stanley habla de forma brusca a su mujer y a la hermana de esta, Blanche. Blanche tambii n habla con cierto tono de superioridad a Stanley, recordandole que ellas provienen de una familia acomodada y i l es solo un polaco)y la violencia fi sica( Stanley descarga todas sus frustraciones en Stella. Este le pega por que se siente inferior y no acepta que Stella le diga lo que tiene que hacer. Stanley tambii n viola a Blanche, para demostrarle quien manda en su casa). La violencia fi sica siempre aparece despui s del alcohol. Blanche no acepta esta violencia pero su hermana Stella ya esti acostumbrada a ella y le resta importancia. El resultado de toda esta violencia es la locura. Con este final Williams nos quiere dejar ver que no se puede vivir fuera de las reglas de la sociedad. Si eres lo suficientemente valiente para mostrarte tal y como eres, el resultado es la locura causada por la intolerancia de todo el mundo. HOMOSEXUALIDAD- El personaje homosexual ausente (muerto antes de levantarse el teli n) impregna la atmi sfera opresiva y oni rica de la obra y ayuda a dar sentido a todo lo que ocurre. El recuerdo de Allan el joven casado con Blanche, y se suicida. En los dramas de Williams de esta i poca el homosexual sale del armario para ser expulsado del texto. Sus personajes mueren porque no pueden afrontar un mundo real donde su diferencia sexual es un hecho socialmente inaceptable y ellos mismos no pueden vivirla con total franqueza. Los personajes gays de sus obras mi s conocidas y de mayor i xito han muerto antes de que se levante el teli n. Han muerto o se han suicidado en un arrebato de pi nico homosexual como Allan. En ella se inclui an de pasada temas como el incesto, la homosexualidad o el canibalismo aunque el verdadero eje de la trama en el filme fuera el miedo la locura y la confusii n entre fantasi a y realidad.

Airline and Airport Management: Motivation Theories

Airline and Airport Management: Motivation Theories Introduction This report will analyse the changing world of work and how it has changed a lot recently. The writer will also examine the trends and issues that have affected and may affect the aviation industry both present and in the future by using real world examples, theories to approach a valid conclusion. Motivation Theories Maslows hierarchy of needs is a theory in psychology, proposed by Abraham Maslow in his 1943 paper. A Theory of Human Motivation, which he subsequently extended to include his observations of humans innate curiosity. Understanding what motivated employees and how they were motivated was the focus of many researchers following the publication of the Hawthorne Study results (Terpstra, 1979). Five major approaches that have led to our understanding of motivation are Maslows need-hierarchy theory, Herzbergs two- factor theory, Vrooms expectancy theory, Adams equity theory, and Skinners reinforcement theory. According to Maslow, employees have five levels of needs (Maslow, 1943): physiological, safety, social, ego, and self- actualizing. Maslow argued that lower level needs had to be satisfied before the next higher level need would motivate employees. Herzbergs work categorized motivation into two factors: motivators and hygienes (Herzberg, Mausner, Snyderman, 1959). Motivator or intrinsic factors, such as achievement and recognition, produce job satisfaction. Hygiene or extrinsic factors, such as pay and job security, produce job dissatisfaction. Vrooms theory is based on the belief that employee effort will lead to performance and performance will lead to rewards (Vroom, 1964). Rewards may be either positive or negative. The more positive the reward the more likely the employee will be highly motivated. Conversely, the more negative the reward the less likely the employee will be motivated. Adams theory states that employees strive for equity between themselves and other workers. Equity is achieved when the ratio of employee outcomes over inputs is equal to other employee outcomes over inputs (Adams, 1965). Skinners theory simply states those employees behaviours that lead to positive outcomes will be repeated and behaviours that lead to negative outcomes will not be repeated (Skinner, 1953). Managers should positively reinforce employee behaviours that lead to positive outcomes. Managers should negatively reinforce employee behaviour that leads to negative outcomes. Organisational Culture When together all employees or the group of people work to achieve the organisational goal, the organisations are become operational and successful. Therefore, organisational change is possible only when employees of the organisation understand the need for change, buy-in the idea of change, are motivated towards the change, and express their interest (McGuire D. Hutchings K., 2006; Beer M. et al, 1990). Other researchers (e.g. Tichy, 1983) acknowledge the frustration that managers feel when their organisations do not respond to elaborately analyzed plans, where there is a lack of interaction between decision and action. Teamwork Teamworking also offers the employees the opportunity to meet their social needs, as identified by Maslow. (Surridge, M., Gillespie, A. p199) When working in teams there are many people that may have different views and opinions, also not forgetting personalities. Different views are not a problem as such but the expression of views can be a problem. Many people unintentionally may say or do things that may affect certain members by making them upset or even generally uncomfortable. Good communication does not indicate being able to stand on stage and just tell the public a message. Leadership is about having a set of values and believing in them, but it is also having foresight, knowledge and intuition, especially about people. Leaders can not expect others to believe in them if they do not believe in themselves. (Malpas M., 2006 cited by Porter K. et al, 2006) Leadership is about listening to people, supporting and encouraging them and involving them in the decision-making and problem-solving process. (Levine S. and Crom M., 1994, cited by Holbeche L., 1998) The Four Basic Leadership styles: Autocratic This is often considered the classical approach. It is one in which the manager retains as much power and decision-making authority as possible. The manager does not consult employees are they allowed to give any input. Employees are expected to obey orders without receiving any explanations. The motivation environment is produced by creating a structured set of rewards and punishments. Bureaucratic leadership is where the manager manages by the bookÂÂ ¨ everything must be done according to procedure or policy. If it isnt covered by the book, the manager refers to the next level above him or her. This manager is really more of a police officer than a leader. He or she enforces the rules. Laissez-faire The laissez-faire leadership style is also known as the hands-offÂÂ ¨ style. It is one in which the manager provides little or no direction and gives employees as much freedom as possible. All authority or power is given to the employees and they must determine goals, make decisions, and resolve problems on their own. Democratic The democratic leadership style is also called the participative style as it encourages employees to be a part of the decision making. The democratic manager keeps his or her employees informed about everything that affects their work and shares decision making and problem solving responsibilities. Communication Skills According to Stephen Covey, communication is the most important skill in life. This is no less true for managerial efforts to invest everyone from the total corporate environment toward change, in these demanding times, on behalf of their organisational life (Kotter, 1993, 1996, p. 3 and Mainelli, p. 1). Managements ability to generate trust in the sensibility of their vision- the power of which can only be unleashed when those involved in an enterprise or activity have a common understanding of its goals and direction- including employees and customers (Miller p. 219 and Kotter, 1996, p. 85). Waltslawick et al. conclude: 1. Meanings are not transferred- they are created in the minds of the perceivers, 2. Anything is a potential message, 3. The message perceived is the only one that counts, 4. Interpersonal messages have content and relational components, 5. Communication interaction can be either symmetrical or complementary, 6. Effective communication is hard work (Axley, 1996, pp. 53-63). More over (Daly et al., 2003) Internal communication is important in communicating change. Others focus on the constructional phases of change, where communication is vital to mutual understanding of the problems organisations have to face in order to meet the challenges, and need to change (Bennebroek Gravenhorst et al., 1999). Technology in the workplace Technology in the 21st century has advanced in many ways, people in many organisation use technology to work and communicate. In todays society people dont like to wait to get checked or served, this could include paying bills, topping up payment cards, shopping etc. The writers own workplace at the airport bmibaby have brought 10 new kiosk machines where passengers can check themselves in, this is more useful for passenger who are carrying hand luggage only and can check in at the machines and prints of their boarding pass and head straight to departures without even queuing up for the check in agent to check them in. Work Related Stress The writer works with airline bmibaby at the airport is most definitely stressful. As the writer own personal experience in everyday work a lot goes on at work, staff have to work together as a team making sure that everything is done on time and passengers are correctly checked in and board the flight on time without causing any disruptions. Alternatively, increased flexibility, responsibility, and learning opportunity in todays workplace may offer workers greater potential for self-direction, skill development, and career growth, leading to reduced stress and increased satisfaction and well being. Assessed online www.direct.gov.uk/work_related_stress PESTEL ANALYSIS The PESTEL framework categorises environmental influences into six main types: political, economic, social, technological, environmental and legal. (Johnson and Scholes, 2002) BMIbaby PESTEL Analysis (P)olitical EU expansion Severe security measures and restrictions Climate protection charge French government support for national carriers New EU regulations (E)conomic Fuel price increases EU expansion Europe: cars and taxi hires (S)ocial Increasing travelling lifestyles Increasing business travels Market increase (T)echnological Technology expansion Low fuel consumptions Internet competition Internet online sales (E)nvironmental Noise level controls Green house carbon emissions (L)egal Allegations of misleading advertising Illegal subsidies from airport Conclusion For effective change management process, good communication between management and staff is imperative. In order to keep competitive advantages and to minimize fundamental effects of political and economical disturbance, the continuous change is required but this should be taken place with the involvement of each and every member of staff. In the process of decision making, if employees are taken into confidence and are convinced about the required change while taking them on board in decision making process, they would as a part of change management process adhere and admire the change. On the other hand, if they are left disconnected and arent motivated about this change process, subsequently their spirit and enthusiasm will go down. List of References Dale, G., (2007) Btec National Travel and Tourism Book 1. Oxford, Heinemann Directgov Workplace Stress http://www.direct.gov.uk/en/Employment/HealthAndSafetyAtWork/DG_10026604 Fyall, A and Morgan, M (2009) Marketing in the Travel and Tourism. Oxford, Heinemann Page 88-90 Holbeche L. (1998), Motivating People in Lean Organizations, Oxford, Butterworth-Heinemann. Nicholson, I., (2001). Giving Up Maleness: Abraham Maslow, Masculinity, and the Boundaries of Psychology. History of Psychology, 2, 79-91 http://www.essortment.com/all/leadershipstyle_rrnq.htm Porter K., Smith P., Fagg R, (2006) Leadership and Management for HR Professional Leadership and Motivation at work Skinner, B. F. (1953). Science and Human Behavior. New York: Surridge. M., 2005. AS Business Studies. 2nd edn. London: Hodder Arnold. Trade Unions, 2010 Available at: https://www.tuc.org.uk/tuc/unions_main.cfm Turban, Efraim (2002), Electronic Commerce: A Managerial Perspective, Prentice Hall, Vroom, V. H. (1964). Work and motivation. New York: Wiley. Wahba, M.A. Bridwell, L. G. (1976). Maslow Reconsidered: A Review of Research on the Need Hierarchy Theory. Organizational Behaviour and Human Performance 15, 212-240

The JD Sports Website: A Review Essay examples -- Electronic Business

The purpose of the website is to make the company money and ensure that a large profit is made. It does this by selling items such as clothing, footwear and accessories. JD sports is not just an online business, it also operates as a high street shop as well. The website runs alongside the high-street shops to help makes sales. The reason it has a website is because this offers a worldwide option and means that anyone over the world can buy products form JD increasing the profit massively. Having a website also means that there are less overheads and staff then in one of the high street shops. The website has more than one purpose. Another purpose is to ensure that the customer keeps on using the website. This is called ‘retaining’ the customer. The website does meet these objectives successfully as the company is still running and is a very wealthy company so it is obviously making a good profit. JD sports is a very well known company around the world any many people bu y products form JD time and time again so they are very successful in retaining their customers. The JD sports website is structured so that it is quick and easy to find any item that is available. There is a search option in the top right hand of the screen and also a list of every brand that has items on the JD sports website. The website has not currently got a site map so I cannot fully understand the site structure. JD sports offer a range of goods from men’s jackets to women’s footwear. JD specialises in clothing and footwear and they make clothing for men, women and juniors. Big brands such as Adidas, Nike and Fred Perry sell their goods to JD and then JD sell on the goods to the public. This is a good thing as all of the biggest brands are available o... ... and want to buy items of a certain brand. To keep the customers going back to the website again JD offer special offers to its customers. These include such things such as '20% off on your next purchase from us'. This makes the customer want to go back to the website and purchase more items. The reason JD offer these discounts is to retain the customers and keep them shopping on the website. There are various ways that JD put these offers across. One way they do it is to post the offer on the homepage of the website so everyone visiting the website can see it when they first go onto the website. Another way they can put the offers across is to send the offer to their customers via email. This makes the offer being made more personal to each customer. This also ensures that each of their customers receives the offer even if they have not visited the JD website.

justification for higher education Essay -- essays research papers

Justification For Higher Education After analyzing William A. Henry III s In Defense of Elitism and Caroline Bird s College is a Waste of Time and Money , it is clear that Henry s argument concerning the purpose of an education is more rational than Bird s due to the fact that Henry supports his claims with credible statistics, logical insight, and uses current real world scenarios. Bird, on the contrary, bases her argument solely on manipulated statistics, overly dramatic claims, and ridiculously out-of-this-world scenarios. While there are various viewpoints and perspectives on the subject of higher education, Henry for one, has landed the conclusion that in America higher education for the masses has not only been extremely costly economically, but it has also greatly lowered the educational standards and therefore defeated the purpose of higher education itself. Henry s primary grievance against higher education for the masses is that the influx of mediocrities relentlessly lowers the general standards at colleges to levels the weak ones can meet (335). Quite simply, higher education is by no means any higher if the standards keep lowering just so some students can barely meet the minimum standards. For example, although I am a full supporter of the bell curve in college, it is certain that this recent innovation has had its share in lowering the university s educational standards. This practice of calculating the students average score on an exam and then re-scaling grades to help those who didn t fare as well is a clear example of bringing the standard of college down to everyone s level (336). I can certainly attest to this claim because I was recently directly affected by the bell curve. In the first quarter of my freshman year, I received a score of 44 out of a possible 100 points on my Physics 7A final exam. According to the general 10% increment grading scale, this would mean that I earned an F on the exam. However, thanks to the mediocrities earning even lower scores than myself and the establishment of the bell curve, I fared quite nicely and escaped with a B- grade. Although this is definitely good news for me, Henry s claim that the mediocrities tend to lower the educational standard seems to prevail. The influx of mediocrities flooding college campuses has also lowered the credibility and status of a college degree.... ...re no guarantees in these professions either (329). After dissecting her claims and supporting statements, it is clear that Bird is trying to undermine the value of a college degree. Tying this into her previous claims, we must ask since when is anything in life guaranteed? If we consider her implication that some students should obtain vocational education, well then it is obvious that there are no guarantees in jobs of that nature either. It is troubling to see that Bird simply dismisses certain jobs just because there is competition for them or because she thinks colleges fail to warn students of the competition. William Henry and Caroline Bird both have sharply different approaches in regards to making there arguments about the purpose of an education. Although they share common ground on various issues, the two become divided due to the types of examples and evidence they use to support their claims. After careful analysis, it is clear that Henry s line of reasoning and concrete evidence tops that of Bird s due to his logical insight. Unfortunately for Bird, she is simply left scrambling in the dark in search of bogus evidence in an attempt to backup her claims.