Effective Compensation Strategy

Effective Compensation Strategy A compensation strategy is a long-term pay plan. It details the rewards earned by employees in return for their labor. The most effective compensation strategy is one that develops a clear link amongst the three basic elements of compensation. The first item is the work expected from an employee; that is, the job description.Advertising We will write a custom research paper sample on Effective Compensation Strategy specifically for you for only $16.05 $11/page Learn More The other item is the work an employee performed as shown in the performance evaluation and finally, is the pay provided to the employee determined through external survey and internal equity. The interrelationship among these three items provides an appropriate compensation strategy. This paper expounds on the link between these three items for a human resource manager. A human resource manager is a highly qualified and experienced individual that oversees employees’ affairs. The man ager takes care of employee needs since they are a valuable resource to the organization. A human resource manager’s work is dynamic. The manager performs the entire recruitment process, which involves job advertisement, short listing, and interviewing (Fitz-enz, 2001, p.154). After getting the right employees, the human resource manager engages them in training programs. The training orients the new employees to their positions in an organization. The human resources manager conducts motivational sessions for the employees and appraises their performance. In addition, the manager deals with salary negotiations for the employees. Salary negotiation is a sensitive area and the human resource manager works with the accounts department to determine it. The manager also deals with employee promotions and other benefits for employees. The human resource manager keeps all employee records for reference (Kleiman, 2000, p.71). In addition, the manager handles employees’ compla ins and resolves disputes arising among them. Performance evaluation is a significant process that measures the actual performance against potential performance. There are four classes for evaluating the performance of a human resource manager (Milkovich, Jerry, 2005, p.21). The first class is for excellent performers. These are employees that are exemplary in their work, and they receive a salary increase of 5% for their extra work. The next category is for good performers. These employees carry out their duties well, just above the expected performance. They receive a 3% salary increase for the extra effort of being slightly above their performance. The third category is for the average performers. Their actual performance is equal to their potential performance. They receive a 1% salary increase for their actual performance. Finally, there are poor performers. These do not meet their performance expectations; therefore, they do not receive any salary increment.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is an external survey carried out to on the website to determine the salary for this position. This analysis indicates that the human resource manager gets approximately $4500 to $5000 a month. In addition, there is an internal survey of similar positions with the human resource manager. This position is identical to that of an office manager, which attracts a salary of about $4200 to$4750 a month. The pay for a human resource manager depends on the actual amount of work done. If the work exceeds the expected, the manager receives a bonus in terms of a pay increase. However, this pay cannot go beyond what the market charges or what other similar positions attract. The pay increase also depends on how much work the human resource manager performs above expectations. Moreover, pay increase can result from other factors like performance. Excellent performance will probably attract a pay rise. References Fitz-enz, J. (2001). How to Measure Human Resource Management, 3rd edition.  New York: McGraw-Hill. Kleiman, L. S. (2000).  Human Resource Management: A Tool for Competitive  Advantage.  Cincinnati, OH: South-Western College Publishing. Milkovich, T., Jerry, N. (2005).  Compensation.   New York: McGraw-Hill/Irwin.

Inference Questions in ACT Reading Strategies + Practice

Inference Questions in ACT Reading Strategies + Practice SAT / ACT Prep Online Guides and Tips Questions that ask you about what infomation can be inferred from a line or series of lines on ACT Reading comprise about 15% of ACT Reading questions (based on my analysis of 4 publicly available ACTs). In order to answer these inference questions correctly, you must be able to understand what is written in the text and take one tiny, logical step beyond what is directly stated. But how are inference questions asked, and what ACT Reading strategies can you use to answer them? Keep reading to find out and prep for this important question type! feature image credit: Stevie Nicks by Trish Hamme, used under CC BY 2.0/Cropped from original. What Are Inference Questions? Inference questions on ACT reading ask you to interpret or infer the meaning (rather than function) of a phrase, line, or series of lines. Unlike with detail questions, this meaning asked about in inference questions will not be directly stated in the text, which is why inference questions use wordings like â€Å"can be reasonably inferred that† or â€Å"suggests that.† Since there can only be one correct answer, however, the answers to inference questions cannot be subjective or ambiguous. On ACT Reading, there are three main subcategories of inference questions: deduction, speculation, and examination questions. Type 1: Deduction Deduction questions are the simplest type of inference questions, because they only ask you to fill in missing information. In some ways, they are very similar to detail questions, except the paraphrasing that you must do in order to answer them requires you to make a logical deduction. Here's an example of a deduction question: It can reasonably be inferred from the passage that the woman most strongly desires to attain which of the following qualities from dreaming? A. RelaxationB. Self-awarenessC. EntertainmentD. Self-control For this example, I’ll save you the work of having to go through the passage and find the relevant lines (although that’s part of what makes inference questions challenging on the ACT). Here is an excerpt from the opening of the passage with the information you need: The woman never dreams and this makes her intensely miserable. She thinks that by not dreaming she is unaware of things about herself that dreams would surely give her. She doesn’t have the door of dreams that opens every night to question the certain- ties of the day. She stays at the threshold, and the door is always closed, refusing her entrance. My thoughts: So the woman â€Å"never dreams† which makes her â€Å"intensely miserable.† Why is she miserable? Because â€Å"she thinks that by not dreaming she is unaware of things about herself that dreams would surely give her.† So she’s unhappy about not dreaming because she thinks it’s stopping her from gaining awareness about herself (self-awareness). To take a step further, then, self-awareness is something that she wants to gain. The answer to this question is B. There will be a more full walkthrough of an inference question later on in this article – the point of that was to show the itsy bitsy step you have to take beyond what is written to answer inference questions. This is not like high school English literature classes, where you’re encouraged to make any interpretation you can, as long as you can back it up with enough words/rambling; you are really only making a logical extension from things that are directly stated in the passage. Some examples of how these questions have been asked on the ACT (modified for your entertainment): â€Å"It can most reasonably be inferred that the narrator’s discovery that an error has been made in programming the Mars probe is for him a source of:† â€Å"It can reasonably be inferred from the passage that before Harrison’s efforts, other individuals trying to solve the problem of space travel had failed to:† â€Å"The passage suggests that Armstrong’s most important contribution to science was his:† Type 2: Speculation This second subtype of questions ask you to speculate (hence the name) about the meaning of a statement, description, or something else in the passage. Speculation questions can be worded similarly to function questions, but the answer choices and the skills needed to answer the questions differentiate them. Example: In the context of the passage, the statement â€Å"All the guitars are made from certified wood† (lines 34–35) most nearly suggests that Gomes’s workshop: To turn this into a function question, the question would have to change to the following: â€Å"In the context of the passage, what is the function of the statement ‘All guitars are made from certified wood (lines 34-35’)." ...to which the answer would be something like "demonstrate that there is accountability at every level of the instrument making process." Instead, the question as it is currently worded asks "what does [the description] say/what’s the implication or suggested meaning of this statement/what does this emphasize about that other thing?" Here are a few more examples of how this sort of inference question is asked: â€Å"The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to:† â€Å"The paradox mentioned in the second paragraph (lines 9–14) is best described by which of the following statements?" â€Å"It can most reasonably be inferred from the passage that when the narrator says, â€Å"I didn’t see the red, yellow, and purple clusters that meant flowers to me† (lines 30–31), she is most nearly indicating that:† â€Å"When the narrator says, â€Å"I began to think of the present more than of the future† (lines 80–81), she most likely means that meeting Eugene led her to:† â€Å"It can most reasonably be inferred that for the narrator, the image of the diver bursting through the ocean’s sparkling membrane† (line 52) symbolizes her:† â€Å"By her statements in lines 77–80, the narrator is most nearly asserting that:† Type 3: Examination The wording of examination questions is very close to that of deduction questions, often starting with the phrase "It can reasonably be inferred that..." Rather than asking about specific facts, however, examination questions ask about the internal thoughts, feelings, or motivations of the narrator, author, or someone mentioned in the passage. Every examination question can basically be boiled down to "What would [that person] think about [this thing]?" Examination questions are the most complex type of inference question, because they ask you to get into the head of the author, narrator, character, or other person mentioned in the text. Furthermore, these types of questions often show up on paired passages, asking with the author of one passage would think about something the author of the other passage discussed. See below for some examples: â€Å"It can reasonably be inferred from the passage that the narrator regards her initial discovery of the truth about the reason the Mars probe failed as:† â€Å"It can reasonably be inferred from the passage that within the scientific community the year the passage was published, the small-comet theory was:† â€Å"It can most reasonably be inferred from the passage that regarding NASA, the author feels:† It can reasonably be inferred that after seeing the first man walk on the moon, compared to the narrator of Passage B, the narrator of Passage A felt: 20-Funny-Shocked-Cat-Memes-3 by Sparkle Motion, used under CC BY 2.0. As I believe I've said before, it’s a shame the answers to questions on the ACT cannot be cat pictures. Because that's probably the most concise description of how the narrator of Passage A felt. 5 Fabulous Strategies to Attack ACT Reading Inference Questions Today, I have gathered together for you five top strategies here to help you with inference questions. Some of these strategies are more useful for certain passage approaches (for instance, if you read the pasage thoroughly, you probably don't need to look for context as much as students who skim or start with the question first). Some advice, however, is useful for everyone Look For Context One weird thing that the ACT Reading section likes to do (and the SAT Reading does NOT do) is to ask you to make inferences about things from the passage...without providing any location information. I personally think that this is a pointless exercise, because all it does is give you less time to think because you're scrambling through the passage to even find the information being asked about in the first place. Although I suppose that this is a skill that could come in handy in college/university if you haven't done the reading for the class and are unexpectedly called upon to answer a question about it. In any case, even after you’ve found the thing being asked about in an inference question on ACT Reading (for instance, â€Å"the first woman to command a mission to the International Space Station†), you might find that that sentence may not contain all the information you need to answer the inference question. If you're struggling with an inference question because you need more context, the best places to look are at the sentences directly before and after the phrase, sentence, or lines you're given in the question. In those cases where you need even more context to answer inference questions, like knowing the bigger picture/main point/perspective of the text/author, I find the best strategy is to circle the question and come back to it after you’ve answered relevant big picture questions (such as questions about the paragraph/section the lines in question are in, or even questions about the whole passage). Answer In Your Own Words I believe that this is the most important strategy for answering inference questions correctly. If you can come up with the answer in your own words before you look at the answer choices, you will more easily be able to sidestep the traps the ACT has set for you. Why? Because if you answer the question using your own words, you're far more likely to only include relevant (and accurate) information. Your answer for â€Å"Garrison mentions the impact of a certain kind of meteor in order to illustrate†¦Ã¢â‚¬  will probably not be as elegant as the answer choices, but if you've done your job and only based your answer on the text, you will have a far easier time of picking the right answer (all you have to do is choose the answer choice that best matches your own). Wrong answer choices often have irrelevant information, or contain interpretations that â€Å"seem like they could be true.† This is especially annoying because, as I stated earlier, high school classes train you to see a situation from as many points of view as possible, so your impulse may be to try and prove how each answer COULD be true. No! Don't listen to it! There is only one right answer on the ACT, and even inference questions will not require you to assume much beyond what is written. If you start with your own answer in your own words, it's a lot easier to choose the right answer choice (which has the correct answer, but in the ACT's own words). Nail Down Other ACT Reading Skills As I was completing my analysis of ACT Reading sections by question type, I had this realization: inference questions are often the trickiest type of questions because you need several of the other Reading skills in order to answer them successfully. Take this question: It can reasonably be inferred from the passage that the narrator thinks her hometown has: F. improved significantly over the years.G. made little genuine progress.H. remained about the same as it was years ago.J. a chance of being rebuilt as it used to be. To answer this question correctly, you need... Little Picture skills. You need to figure out where in the passage the narrator indicates she is thinking about her home town and how it has changed. Big Picture skills. You need to be able to scan passage to get a sense of the attitude of the narrator. Even if all you're able to figure out is the general tone of the passage (is it positive or negative towards her hometown? Which answers are positive and which are negative?), you might be able to get rid of some answer choices. hammer time by Seniju, used under CC BY 2.0/Cropped from original. Let your will be as the hammer and the nails as the ACT Reading skills you will hammer into the surface of your brain. I don't know what your fingers are in this analogy, though. Answer ACT Reading Questions In The Order That Works For You Something that it can be hard to wrap you mind around is that you don't have to answer questions in the order of they appear on ACT Reading. Going out of order runs you the risk of accidentally skipping questions, but the time you may save from answering questions in a particular order could make up for it (since you could use that extra time to make sure you've answered all the questions and filled out the right answers). I've created three different scenarios of the order in which you could answer questions, depending on how you approach the passage. If you are a quick and thorough reader, and read each passage in full before answering questions, I recommend that you start with big picture questions before moving on to inference and function questions. The advantage of being able to read quickly (and thoroughly) is that you can answer questions about larger amounts of text while they're still fresh, so it makes sense to start out with those questions, rather than getting bogged down in detail with little picture or vocab in context questions. If you read quickly enough to get through the passage and still have plenty of time to answer the questions, going in order is possible, but as someone who reads a book every couple of days (that is, I read quickly), I would still recommend starting with big picture questions and then moving on to inference questions. If your approach to ACT Reading involves reading the questions, then going back to the passage as needed, my advice is the complete opposite: start with little picture and vocab in context questions before moving on to inference questions. The answers to those kinds of detail questions will provide more information about the author and topic being covered, which in turn will provide context that might be useful for answering inference questions. If it turns out that you need "big picture" information to answer a particular inference question, you can always mark that question and come back to it later. If you start out ACT Reading by skimming the passage, then answering what questions you can before going back to the passage, I recommend getting both big and little picture questions out of the way before you move on to inference questions. Unless the phrase, sentence, or lines being asked about in an inference question was/were in the part of the text you read in your skim-through, it's unlikely you would be able to answer it right off the bat, whereas you might have the information you need to answer big picture questions and little picture questions (because you know where those details are likely to be) from skimming. Eliminate Answers The fundamental rule to answering every ACT Reading question is that you must eliminate three wrong answers. While answering the question in your own words first can make eliminating wrong answers easier (since you're looking for answer choices that match the answer you came up with), this is not always the case for inference questions. On occasion, I have found myself frustrated with inference questions because the inference I make from the text is correct, but it's not the information the ACT is looking for. As an example, for the question "It can most reasonably be inferred that the narrator’s discovery that the last of Boston's excessive snow melted on July 14th was to her a source of:" my initial instinct was that this fact was an endless source of jokes for the narrator, when in fact the question was asking about the narrator's feelings (and so none of the answer choices matched my inference, even though it was possibly also correct). So if you are in a situation where you haven't been able to use context and answer the question in your own words in a way that matches up with the answer choices, what do you do? Going through each answer choice might seem daunting at first, since each answer is has multiple facets to it. In actuality, though, complicated answer choices are easier to eliminate, because if any part of the answer choice is false, you can cross it out. Here's an example: Each of the three projects described in the passage reveals: A. the increasing antagonism between the grandfather and grandson.B. the errors the narrator makes and the disapproval they bring from others.C. that such incidents set the stage for the Bryant family traits to emerge.D. that the narrator is determined to avoid being ungrateful, hateful, or overly fastidious. If you can eliminate any part of the answer choice, you can eliminate the whole thing. Take answer A. the increasing antagonism between the grandfather and grandson. Is there antagonism between grandfather and grandson? If not, ELIMINATE (spoiler: there is not) Is that antagonism increasing? If not, ELIMINATE Do the projects show that the antagonism between the grandfather and grandson is increasing? If not, ELIMINATE As you can see, there are many chances for elimination – it should be really hard for an answer to make the cut. For this question, the correct answer, C, passes this test: there are incidents (the three projects) and they do set the stage for Bryant family traits to emerge. Inference Questions: A Walkthrough through Real Questions Before giving you some practice inference questions to work on, I wanted to do a walkthrough of answering an inference question. I'll have way more in depth explanations in this walkthrough than you would have to justify to yourself on the test, because I want to make sure my reasoning is clear, so don't be intimidated by how detailed it gets. My internal thought process is presented in italics. Here's the question: The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: A. feel more like a patient than a physician.B. become a more important part of the real world.C. understand his patients’ illnesses better.D. see if being a naturalist is like being a physician. Rephrase the question: change it from â€Å"why does the author leave the hospital† to â€Å"what’s the main thing that leaving the hospital let the author do?† Here is that last paragraph: With this in mind, I have taken off my white coat, deserted, by and large, the hospitals where I have spent the last twenty-five years, to explore my subjects’ lives as they live in the real world, feeling in part like a naturalist, examining rare forms of life; in part like an anthropologist, a neuroanthropologist, in the field- but most of all like a physician, called here and there to make house calls, house calls at the far borders of human experience. Step one: Look for context Luckily, this question gives specific location information (last paragraph), so I don’t have to hunt all through the passage for the information to answer the question. magellan by fPat Murray, used under CC BY 2.0/Cropped from original. Monkey and binoculars: not necessary for finding the answers to inference questions, but still adorable. Step two: Answer in my own words So the main thing that leaving the hospital to visit his patients lets the author do is â€Å"explore my subjects’ lives as they live in the real world,† which involves â€Å"feeling in part like a naturalist, examining rare forms of life; in part like an anthropologist, a neuroanthropologist, in the field- but most of all like a physician† Step three: Can I eliminate any answers based on my answer in my own words? The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: A. feel more like a patient than a physician. No, because it says he feels â€Å"most of all like a physician.† I can eliminate this straight off the bat! The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: B. become a more important part of the real world. Mentions something about the real world in the passage. not sure. Can’t eliminate it just yet. The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: C. understand his patients’ illnesses better. Mentions exploring his patients’ lives†¦maybe related to understanding illnesses? Can’t eliminate just yet. D. see if being a naturalist is like being a physician. Does say something about â€Å"feeling in part like a naturalist,† and â€Å"but most of all like a physician,† which I guess could be comparing them? I don’t know. Need to examine the next more closely. Let’s go back to the text again: With this in mind, I have taken off my white coat, Wait, hold up. The first sentence of the paragraph begins, â€Å"With this in mind.† NO no no no this is not how we start paragraphs. Not with an unclear antecedent! But since the author made that choice, I GUESS I need to figure out what the â€Å"this† that he’s keeping in mind is. To the previous paragraph for more context! The study of disease, for the physician, demands the study of identity, the inner worlds that patients, under the spur of illness, create. But the realities of patients, the ways in which they and their brains construct their own worlds, cannot be comprehended wholly from the observation of behavior, from the outside. Aha! So the doctor decided to visit patients at home keeping in mind that â€Å"The study of disease†¦demands the study of identity†¦But the realities of patients†¦cannot be comprehended wholly†¦from the outside.† Does the paragraph make more sense now? With this in mind, I have taken off my white coat, deserted, by and large, the hospitals where I have spent the last twenty-five years, to explore my subjects’ lives as they live in the real world, feeling in part like a naturalist, examining rare forms of life; in part like an anthropologist, a neuroanthropologist, in the field- but most of all like a physician, called here and there to make house calls, house calls at the far borders of human experience. Okay. So the answer to â€Å"what’s the main thing that visiting patients at home allows the author to do† is that it allows him to â€Å"explore my subjects’ lives as they live in the real world† because figuring out what’s wrong with them can’t be done just â€Å"from the outside† Another look at the remaining answers: The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: B. become a more important part of the real world. Seems broad. I’m already making the inference that the doctor wants to explore his patients’ lives from the inside to figure out what’s wrong with them because doing it from the outside isn’t enough – taking another leap to having him do it to â€Å"become a more important part of the real world† seems too iffy for the ACT. Tentatively cross this one out. The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: C. understand his patients’ illnesses better. Oh. Well. Yes. That is the reason, except instead of â€Å"figure out what’s wrong with his patients† the ACT is way more elegant and went with â€Å"understand his patients’ illnesses better.† I guess I’ll check the last answer, just in case. The last paragraph suggests that the author’s main reason for leaving the hospital to visit his patients is to allow him to: D. see if being a naturalist is like being a physician. Nope, he doesn’t care about being a naturalist! It’s a red herring! The answer must be C. Red herring @ Lowestoft, Suffolk by Tim Parkinson, used under CC BY 2.0. Don't be fooled by red herring answer choices! ACT Reading Practice Questions on Inferences: Your Turn! Now that you've made it through that walkthrough of an inference question, it's time for you to practice on your own! Click on the image below for a larger version of the passage. 1. It is reasonable to infer from the passage that the narrator looks back on the dinner-dances as a time when: F. her parents were in conflict over her mother’s work.G. the entire family was filled with excitement and anticipation.H. she and her father had a much easier relationship with each other.J. her mother and father had renewed hope for the future of the family. 2. When the narrator says, â€Å"I solemnly would nod- the honored recipient of this arcane cultural wisdom† (lines 53–54), she most likely means that: A. she felt intimidated when her father was giving her information that she did not understand.B. her father was honored to be able to share personal information with his daughter.C. when her father put on his tie, she pretended to be honored, even though she thought his comment was silly.D. the information her father was giving her seemed important and made her feel valued. 3. The sentence â€Å"Like an eagle, her words slipped regally down a great distance and struck with awful ease† (lines 75–76) indicates that the narrator: F. was not sure what her mother expected of her.G. recognized that her mother was being demeaned.H. wanted to distance herself from her mother.J. was ill at ease with her position in the family. 4. Based on the last two paragraphs (lines 78–92), which of the following statements indicates what the narrator’s father and mother have in common? F. They both want control of the family finances. G. They are both fighting for their self-respect. H. They both want to teach a lesson to their children. J. They are both angry at the woman who came for the fitting. Answer key (scroll down when ready): 1. G 2. D 3. G 4. G In Conclusion... Inference questions ask you about the meaning of a phrase, sentence, or series of lines in a passage Look for context to help you answer the question Answer the question in your own words before looking at the ACT’s answer choices Nail down other ACT Reading skills to help you answer inference questions Attack questions in an order that makes sense, based on the way you read the passage/your own test-taking style Eliminate 3 wrong answers What’s Next? Want to up your ACT Reading game? Check out more of our ACT Reading Skills articles, including articles on vocab in context, big picture, little picture, function and development, and paired passage questions. For a deeper look at paired passages, also be sure to read about why ACT Reading paired passages are so difficult. Feeling overwhelmed and not sure how to read the passage? Find out the best way to practice ACT Reading and what's actually tested on ACT Reading. Worried about running out of time on ACT Reading? You’re not alone. Read more about how to avoid a time-crunch here! Do you find that breaking down questions by skill type and drilling them really works for you? Consider the signing up for the PrepScholar platform to jumpstart your test prep! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Market Structure Research Proposal Example | Topics and Well Written Essays - 2500 words

Market Structure - Research Proposal Example A detailed research plan has already been made so as to have blue print of what should and should not be done in the process of research. A detailed search for material has been made. Finally, I got all the material on the basis of which the paper is completed. Secondary data alone is used in the studies which are collected from electronic sources. The data collected are analyzed on the basis of required outcome of the research and only relevant data are written in the paper. No primary source such as market survey or product survey is made for the collection of data and analysis. The paper is prepared in such a manner that each question is followed by its answer so that it will be of immense help to the reader to easily understand the situation. A brief structure of the answer is given below: A perfect market is a situation where there are large number of buyers and sellers and all have free entry to and exit from the market. Firms in the perfect market are price takers. Profit is determined by the number of product marketed and the demand for the product. Monopoly is a market structure wherein one seller meets all the demands of the market. Since he is the only seller in the market, the price determined by him is the final price. However, in many cases the existence of monopoly is justified owing to reasons like natural monopoly, legal monopoly and acquired monopoly. But, if there is proper legislation in the country, the problem of monopoly can be reduced. An imperfect market is one which is not a perfect market. Monopoly, Monopolistic and oligopoly arte the examples of imperfect competition. Bibliography G Stigler, (1957)'Perfect Competition, Historically Contemplated', Journal of Political Economy, vol. LXV. Viewed 19 November, 2008, http://www.economyprofessor.com/economictheories/perfect-competition.php Yogesh Ambedkar, (2005). What does Market Monopoly mean Viewed 19 November, 2008, http://www.buzzle.com/editorials/1-13-2005-64198.asp Roderick Hill, (March 2006), The Overemphasis on Perfectly Competitive Markets in Microeconomics Principles Textbooks. Viewed 19 November, 2008, http://www.unbsj.ca/arts/economic/documents/Overemphasisonperfectlycompetitivemarkets.pdf Imperfect Competition notes: (n.d.) viewed 19 November, 2008, http://www.scribd.com/doc/4032087/-Imperfect-Competition-notes Lecture Outlines (n.d.), Monopolistic Competition and Oligopoly, viewed 19 November, 2008, http://www.humboldt.edu/sh2/econ200/e200notes_week11.htm Investopedia (2008), Perfect Competition, viewed 18 November, 2008, http://www.investopedia.com/terms/p/perfectcompetition.asp Perfect Competition (n.d.), Economy Watch, viewed 19 November, 2008, http://www.economywatch.com/economics-theory/market-theory/prefect-competition.html Question No. 1.

Dewey believes that the only real education Essay

Dewey believes that the only real education - Essay Example Those so-called educators and journalistic professionals who continue to lament the death of critical thinking among the modern youth do so because they no longer understand, nor belong, to the new age of education and information technology. Academicians and journalists tend to be resistant to changes around them and, therefore, tend to cry out that critical thinking has passed on (Males, â€Å"Critics of Student's Critical Thinking Ain't Either†). They fail to see that critical thinking has merely taken on a new shape and form. One that is consistent with the continued evolution of the critical thinking and mental capacity of the future generations of learners and academicians. The critics who view critical thinking as a dead practice among the students of today base that point of view on their incomplete observation based upon the Foundation for Critical Thinking's definition of â€Å"critical thinking† (Males, â€Å"Critics of Student's Critical Thinking Ain't Eith er† ) as: ... the intellectual scrutiny of a given statement's "purpose, problem, or question-at- issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Nothing could be further from the truth. In reality, the advent of the Internet has allowed students to learn outside of the four corners of the classroom. No longer are the university professors or high school teachers viewed as infallible mentors in their areas of teaching expertise. These days, students can easily verify any given information with a few taps into a search engine. Thus, allowing them the freedom question the authority of their educators when it comes to certain information being fed to them. Students can no longer be spoon-fed these days. Instead, educators must be prepared to answer questions based upon the personal learning or research of students. The likes of Google, Bing, and Yaho o search engines have presented students with an opportunity to clarify certain information for themselves (Carr, â€Å"Is Google Making Us Stupid?† ), as class discussions have left them with more questions than answers. Then they go back to their teachers and ask them to explain further. That is why the belief that the Internet and its search engines have made our students stupid is actually without basis. The Internet has rather produced a new era of students who no longer take their teacher's word for anything. Which is why teachers now need to be more up to date and even more addicted to research via Internet than their students are if they do not wish to be shown up as lacking in actual expertise on the subjects they teach. Cable television shows and channels, such as the National Geographic, Animal Planet, Discovery, and the History Channel, have also contributed greatly to the forward thinking and critical analysis skills of the students today. While everything taught in school tends to be one-dimensional and lecture-type, these cable channels have provided students with an almost hands on learning ability about these highly interesting topics that tend to become boring when taught in school. Learning is no longer limited to Board of Education approved books with boring, black and white illustrations. These days, learning is a highly interactive process that

Coffee and Starbucks Essay Example for Free

Coffee and Starbucks Essay Starbucks has been the most successful coffee chain using their aggressive expansion strategies to surpass its competitors. Through its expansion, Starbucks has focused on creating a dense network of stores all around US, while also opening up new locations all around the world. However, Starbucks’ aggressive expansion strategies have posed major threats to its financial health such as tight cashflows, increase debts, poor liquidity ratios and etc. In addition, this approach can exacerbate competition among close Starbucks stores. Due to the aggressive expansion, Starbucks has lost its internal focus in its core business coffee and its unique â€Å"Starbucks Experience – third place†. The issues are how Starbucks can stay profitable in the future and at the same time sustain its dominant position in the gourmet coffee industry. We have examined the industry analysis that focuses on the industry trends, the firm competitive environment and followed by a SWOT analysis on Starbucks. Finally, we look at the company strategy analysis that focuses on the Starbucks’ strategic intent and its strategic position. From these analyses, we recommend a few options where Starbucks should pursue moving forward in order to avoid further decline and sustain its dominant position. .:Company Background History:. Starbucks Coffee, Tea and Spice was established in 1971 by Jerry Baldwin, Zey Siegel and Gordon Bowker in Seattle to sell roasted coffee beans and coffee machines. (See Exhibit 1 for timeline) At that time, the founders’ philosophy was to provide high quality coffee and educate the public the art of appreciating fine coffee. It was the founders’ passion and strong commitment on educating the public that attracted Howard Schultz to join Starbucks in 1982 as the head of the marketing department, overseeing the company’s retail stores. On one of his business trips to Milan, Italy, Schultz stumbled upon an opportunity to revamp Starbucks and shift its focus from its original business activities. Schultz’s new business proposition for Starbucks was to serve freshly brewed coffee at their outlets which he sold to the founders without success. After many unsuccessful attempts, he left the Company. In 1987, Schultz acquired Starbucks from the founders and changed its name to the more abbreviated ‘Starbucks’ and modified her logo to what we see today. After the acquisition, he introduced the idea of ‘The Starbucks experience’ to all Starbucks’ outlets; that is to create a comfortable atmosphere for patrons to relax. From then on, every Starbucks outlet was the perfect duplicate of this concept. In 1992, Starbucks had launched an IPO and its common stock was being traded on the Nasdaq. In 1995, Starbucks venture overseas and formed a joint venture with SAZABY Inc to open Starbucks stores in Japan. In 1996, Starbucks first oversea outlet was opened in Tokyo. Today, Starbucks has a total of 7,087 Company operated stores and 4,081 License stores in US. Additionally, it has 1,796 Company operated stores and 2,792 Joint Venture and License store operating in other 43 countries. .:Definition of the Industry, Competitors and Scope of Analysis: Generally, Starbucks is in the Food and Beverages industry. However for the purpose of this paper, we would define Starbucks to be in the gourmet coffee industry with the following competitors : †¢Coffee Bean and Tea Leaf; †¢Costa Coffee; †¢Caribou Coffee. (See Exhibit 2 for a brief write up on reasons for the choice of these competitors and some background information of them) For the purpose of this paper, our analysis will be focusing on Starbucks in US and Australia. The next section provides an overview of the gourmet coffee industry and the competitive environment in US and Australia. .:Overview of the Industry:. .:Political Forces:. Generally both the US and the Australia political situation appeared to be well established and stable. This will provide a good platform for both current businesses and new businesses to operate in. In US, despite the current verge of recession, the political mood is still likely to favour increased regulation of businesses. In addition, even though international tensions are likely to remain but their impact on political stability and economy will remain minimal. Similarly in Australia, the political climate is likely to remain relatively stable. Although the relationship between the federal government and the states had been rocky in the past; it has improved after the introduction of a more stable formula for revenue distribution..:Economical Forces:. US: Real economic growth is expected to slow from an estimated 4% in 2008 to 3. 8% in 2009. The modest slowdown reflects the impact of lower demand from its trading partner. As these exists imbalances in the economy and the poor short-term outlook for growth, it is assumed that conditions in the US are now recessionary and that growth will remain very weak in 2009. This will in turn affect the GDP and the disposable income of its residents. Australia: Traditionally, rapid growth in Australia has been slowdown recently due to recession. Improved monetary and fiscal management have reduced macroeconomic volatility, but risks and imbalances are present. The low domestic savings rate renders the banking system dependant on foreign financing. The current account deficit is large, and international financial markets may start to worry about the underlying causes. Bubble conditions also seem to exist in the housing market. .:Socio-cultural Forces: Consumers’ Perceptions and Disposable Income:. US: There had been an increase in coffee consumption in the US market though the rate had slowed down in 2005 posing threats to coffee retailers. Recently, US consumers had increasingly opt for healthier hot drinks such as tea and RTD beverages which affect coffee consumption rate. The trend is likely to continue, leading to decline in coffee consumption. Australia: Coffee sales had experienced quite lukewarm growth from 2000 to 2005. The culture of cafe had caused more people to opt for on-trade sales coffee at the cafe instead of home-brewed coffee. According to BIS Shrapnel, people increasingly tend to go to cafes for their coffee and there is an increase of 50% within 2 years in coffee consumption. .:Technological Forces: Technological Developments:. Technological changes have created many new products and processes. It helps to reduce costs, improve quality and lead to innovations which in turn benefits consumers as well as organizations. Many organizations in the gourmet coffee industry had recognized the importance of providing wireless internet access and Wi-Fi hotspots to its patrons. These technology advances had created a leisure place for patrons to surf net or hang out after home and work. Most of the organizations had also introduced automated coffee machines to speed up the brewing process so as to shorten waiting time. To further improve business operations and efficiency, some organizations have also make use of information technology systems to help them run their businesses more smoothly. .:Environmental Forces:. With major climate changes occurring due to global warming, many organizations in the gourmet coffee industry had increased their environment awareness by reduced the usage of disposable cups to serve coffee and increased the use of ceramic mugs. Furthermore, the organizations had also reduced the size of their paper napkins, paper bags and in store garbage bags. The organizations were also encouraged to purchase Fairtrade certified coffees so as to promote responsible environmental and economic efforts. The following section presents our analysis of gourmet coffee industry with the aid of Michael Porters 5 Forces model. .: Analysis of Gourmet Coffee Industry- Porter 5 Forces:. Please refer to exhibit 3 for the criteria used for the scoring of each forces and an analysis of each forces. Force #1: Threat of New Entry:. †¢Threat of new entry is high. †¢High start up cost involved in purchasing equipments, sourcing for coffee beans and training barista. †¢Strong brand identity leading to high switching cost for consumers Score: 10 Force #2: Threat of Substitutes:. †¢Substitutes are gourmet coffee of a different brand †¢Current gourmet coffee industries is saturated †¢High switching cost †¢Threat of substitutes considered to be relatively high Score: 6 Force #3: Bargaining Power of Suppliers:. †¢Majority of commercially available coffee beans come from a few industrializes countries. †¢Increase the cost of coffee houses in sourcing and gaining access to these high quality coffee beans. †¢Bargaining power of suppliers is relatively high Score: 5 Force #4: Bargaining Power of Consumers†¢Bargaining power of customers is relatively neutral. †¢Current player gained brand loyalty †¢Product differentiation helps to retain current customer and attract new customers. †¢However price sensitive customers might seek for cheaper alternative. Score: 0 Force #5: Rivalry between Competitors:. †¢Intensity of rivalry is moderate. †¢Brand identity and high switching cost is relatively unfavorable to new player that has just entered the market. Score: 3. Conclusion:From the above analysis, we noted that the threat of new entry, the bargaining power of the supplier and threat of substitutes are relatively high. On the other hand the bargaining power of the consumers is neutral and the intensity of rivalry is moderate. Hence from the above analysis we concluded that even though there is high intensity of rivalry in this industry it is still considered to be attractive. This is because, according to report from Mintel, there is still potential for growth in the coffee industry as the number of coffee houses in US itself had increased by 70% from 200 to 2005. .:Key Success Factors:. The key success factors in the gourmet coffee industry includes: -ensure product quality by applying the highest standards of excellence to the purchasing, roasting and fresh delivery of coffee; -provide a cozy atmosphere where people relax and chill out; -recruit passionate people who love coffee and equipped them with skills to provide upscale customer service; -reduce customer waiting time by implementing many innovations to speed up the process; -accelerate innovation in producing products of a much superior quality than that of its competitors; and -locate stores at high traffic, high visible locations.

Essay --

The human condition describes the unique features of a human being; it separates us and at the same time relates us to other living creatures. In this essay I will study paintings that translate human emotion, body language and facial expression into paint, how moods have been communicated by the human face and the artist who knew how to do it the best. The idea of relating the human condition to art came to me when I started studying Edvard Munch and his history of isolation and darkness. I wanted to know why so many artists like him were somewhat disturbed not necessarily in a negative way, which led them to produce and what influenced them to create something different. The Mona Lisa 1503-1519 by Leonardo Da Vinci (Fig 1), The Scream 1893 by Edvard Munch (Fig 2) and the Weeping Woman with Handkerchief 1937 by Pablo Picasso (Fig 3) are some of the most recognizable pieces of art in the world. Is this owing to the fame of their maker or curiosity of the human mind or is it the story behind these paintings that make them famous? Even in today’s world pictures of the human body and the human face dominate everything we look at. It is no coincidence that many paintings have been overstated or been painted in a misleading way, they are painted in a way to exaggerate human emotion. The human form has obsessed the world’s greatest artist and over thousands of years humans have recreated the human form in art. Is it true to say that we as humans are somewhat obsessed by ourselves and what we portray to others or is it more unconscious and what surrounds us, our environs, the events of our lives, that affect the emotions we contribute. The Mona Lisa, has been a cultural icon for hundreds of years, this painting was even stolen on 21st ... ...cation, satisfying our curiosity, exploring isolation, depression and death. There is no limit to which art has influenced every generation, from product labels to the way we design our homes, art affects us in ways we may not even notice. Art has affected the way we look at ourselves and the emotions we experience as human beings. In the same way our lives has affected art, and we can see how a visual representation of our inner beings can be expressed. I feel as a graphic artist today, I am strongly influenced by technology and software whereas artist before my time were influenced strongly by their surroundings, the events of their time and the influences of their individual lives. They had a unique ability to express through the subjects of their paintings, vivid emotions and were each able to influence and develop groundbreaking techniques in through their art.

The Importance Of A Safe And Healthy School Education Essay

For more than twenty old ages, research workers and pedagogues have indicated the importance of a safe and healthy school environment in furthering academic accomplishment ( Luiselli, Putnam, Handler, & A ; Feinberg, 2005 ; Hymel, Schonert-Reichl, & A ; Miller, 2006 ) . Schools are the most important socialisation force next to the household and it is in school where kids form relationships which influence societal and academic results ( Wentzel & A ; Looney, 2007 ) . It has been suggested in assorted surveies that a supportive and caring school environment optimizes the academic results of pupils ( Nakamoto, 2008 ; Beran, 2003 ) . Caring and supportive school environments can merely happen when the socialisation experiences and relationships of pupils feature credence, tolerance, and regard from both instructors and co-students. To kids, friendly relationships are considered a important facet of development. As they mature and develop, kids are encouraged and expected to hold friends to give them a sense of credence and belonging. Without these equal dealingss, kids become vulnerable to adjustment troubles which can ensue to low self-esteem, anxiousness, solitariness, and depression. Unfortunately, non all kids are able to hold healthy equal dealingss in the class of their academic experience. The absence of equal dealingss or holding debatable equal dealingss makes kids susceptible to victimization. Children who are frequently bullied in school are those who have few friends. They are prone to Acts of the Apostless of bullying or aggression from their equals. The deficiency of equal support and a safe school environment consequences to depression, anxiousness, and in utmost instances, self-destruction ( Rigby, 2000 ) . Bullying as a serious national issue emerged after the Columbine shots in 1999. Since so, strong-arming has become a critical populace policy issue and to day of the month, 43 provinces have adopted antibullying Torahs to protect and safeguard the rights of kids from aggressive and violent Acts of the Apostless of their equals ( Anti-Defamation League [ ADL ] , 2010 ) . In the yesteryear, the job of intimidation was an unfastened secret that was seldom discussed, much less addressed by school functionaries and the community. Educators and parents by and large regarded it as a â€Å" rite of transition † which kids necessarily undergo as portion of the socialisation procedure. Public functionaries and school governments have lobbied for steps to advance safe and healthy school environments and there have been consequences from some intercessions to cut down intimidation. However, strong-arming remains a outstanding issue until today. Recently, the instance of the college freshe r Tyler Clementi who was cyberbullied until he jumped off the George Washington Bridge and high school pupil Phoebe Prince who committed self-destruction after being infinitely bullied by her equals in a Massachusetts public school has confirmed that the battle to set an terminal to victimization in schools has a long manner to travel. Bullying is a chronic job in American schools. Nine out of 10 simple pupils have been bullied by their equals, harmonizing to a simple questionnaire developed by research workers at Lucile Packard Children ‘s Hospital ( 2007 ) and the Stanford University School of Medicine ( Medical News Today, 2007 ) . In the last 15 old ages, much attending has been placed on the issue of strong-arming in schools both in the United States and in other parts of the universe. States like Norway, Sweden, Japan, and Australia have been at the centre of attending on issues related to strong-arming ( Green, 2007 ) . In the United States, many believe that intimidation is nil more than a childhood rite. School intimidation is now accepted as a type of ill will that can hold durable mental effects for pupils that are both victims and culprits ( Green, 2007 ) . Clearly, school intimidation has become a prevailing quandary that interrupts the societal dealingss between pupils, detracts from the positiv e quality of schoolroom experiences, and hinders pupils ‘ chances to larn. Bullying is a menace non merely to a safe and healthy school environment but to kids ‘s academic results every bit good. Ideally, schools provide a wider societal context for kids to develop from their early socialisation experiences within the place. As a effect, kids ‘s societal and emotional experience influences their cognitive development. Furthermore, schools allow pupils to see and larn new things which are critical to their rational development. If the school does non supply such an environment, kids may see societal and rational troubles ( Eccles et al. , 1999 ) . What raises serious concern among the educational community is the determination that intimidation may hold a negative influence in academic accomplishment of pupils. Ecological theoretical accounts of school accomplishment suggest that school results of kids are influenced by the quality of interactions they have with equals, parents, instructors, and other persons ( Broussard & A ; Garrison, 2004 ) . Hence, the chronic job of intimidation may discourage kids from experience their full rational development. Childs who are often victimized by their equals whether physically, verbally, or psychologically may endure from larning disengagement low anticipation of success, and accordingly, execute ill on school assignment and accomplishment trials. Particularly relevant to the present survey is research showing important links between school intimidation and academic public presentation ( e.g. , Buhs, Ladd, & A ; Herald, 2006 ; Juvonen, Nishina, & A ; Graham, 2000 ; Schwartz, Farver, Chang, & A ; Lee-Shin, 2002 ) . Students who are victimized by equals are likely to show hapless academic public presentation ( Buhs et al. , 2006 ; Juvonen et al. , 2000 ; Konishi & A ; Li, 2006 ; Nishina, Juvonen, & A ; Witkow, 2005 ; Schwartz et al. , 2002 ; Schwartz, Gorman, Nakamoto, & A ; Toblin, 2005 ) , as are kids who bully others ( Pereira, Mendonca, Neto, Valente, & A ; Smith, 2004 ) , consistent with statements that childrenaˆYs societal experiences at school impact their academic public presentation ( see Hymel et al. , 2006 ; Weissberg & A ; Durlak, 2005 ) . Not all surveies have demonstrated such associations, nevertheless. Hanish and Guerra ( 2002 ) failed to happen a relationship between equal victimization and accomplishment a nd Woods and Wolke ( 2004 ) found that accomplishment was significantly linked to relational but non direct signifiers of victimization. Since the 1970s, the public schools in America have been placed under the microscope and answerability in all countries has been demanded. Parents are familiar with issues of proving and installation safety, but an extra country that has been brought to the head of the state ‘s attending is that of pupil safety. One specific country of important concern has been the issue of strong-arming and the deductions that student behavior can hold on the safety and security of all pupils. Teachers understand the degrees of influence and acknowledge the power of the household, the community, and the popular civilization to act upon behaviour. What they frequently do non understand is the extent or bound of their domain of influence. When instructors are asked to place hazard factors for the development of intimidation, they by and large rank the household and cultural factors such as telecasting movies, and pop music as holding the strongest impact on kids ‘s development of strong-a rming behaviours. When instructors are asked to bespeak which factors they can act upon, they recognize for the most portion, that their influence is limited to the schoolroom and school environment. Teachers are encouraged to concentrate their energy and resources on altering the countries within their domain of influence, that is, the schoolroom and the school. A figure of factors have been identified as lending to pupils sense of safety and belonging at school, but less research has examined the grade to which these factors really impact school public presentation. The present survey examined the function of two school clime factors in footings of their consequence on pupil accomplishment in math and reading. Although enlightening, these surveies focus merely on the person or pupil degree, non taking into history the school degree bunch of pupils. There is a famine of research sing the impact of strong-arming at the school degree in relation to academic public presentation. At the school degree, both strong-arming and teacher-student dealingss are, in kernel, facets of school clime that reflect an overall degree of tolerance for negative interpersonal interactions. As such, both represent school-level factors that can impact academic public presentation. To our cognition, there are no empirical surveies analyzing relationships between school clime, as reflected in reported intimidation and teacher-student dealingss, and single studentsaˆY accomplishment. Consequently, in the present survey, we assessed the linkage between academic accomplishment and intimidation at the school degree utilizing a multilevel analysis technique that allowed us to besides see the possible buffering consequ ence of positive teacher-student dealingss. Specifically, the present survey addressed: ( a ) whether studentsaˆY academic public presentation is related to the schoolaˆYs strong-arming clime ( e.g. , Do pupils in schools that have a batch of strong-arming demonstrate poorer academic public presentation? ) , and ( B ) whether student-teacher connection influences the bullying-achievement relationship ( e.g. , Do pupils who enjoy positive connection with instructors show positive academic accomplishment despite high degrees of strong-arming in their schools? ) . Sexual activity differences were besides explored.Statement of the ProblemThe job of intimidation has existed since the beginning of clip. The issue of pupil safety in schools as it relates to school-yard intimidation, nevertheless, was brought to the head of the American populace with the calamities at Columbine, Jonesboro, Conyers, and Paducah. The job continues and has been aggravated by the coming of the cyber strong-arming possible. Young people ‘s li ves have been impacted for their full hereafter by apparently mindless childhood Acts of the Apostless. Small research exists today on the perceptual experience of public school decision makers in Missouri with respect to strong-arming being a job in their school. In order to turn to the job of the school-yard bully, we must foremost analyze the attitudes and head sets of the work forces and adult females in charge of educating and protecting our immature people during the school twenty-four hours. Before realistic stairss can be taken by decision makers in battling school toughs, one must first understand and acknowledge that intimidation is a job. Research reveals that there are so physical, psychological, and emotional jobs exhibited by the victims of strong-arming while go toing school, but old research has made a weak effort to decently link the emotions of the victims with the ability to larn while at school. ( Kumpulainen, K. , & A ; Rasanen, E. , 2000 ) Although intimidation is an age old job in America, gender besides plays a major function in the types and features of strong-arming at school ( Crick & A ; Grotpeter, 1995 ) . Female and male striplings have a inclination to move and respond otherwise under the force per unit area of a school bully. Traditional signifiers of intimidation still take topographic point throughout schoolrooms and play evidences of American public schools, but in today ‘s universe we are now threatened with an even more powerful and perchance more psychologically detrimental signifier of intimidation, which is normally referred to as â€Å" cyber intimidation † .Purpose of the StudyThis qualitative instance survey research is an scrutiny of the perceptual experiences of school staff on intimidation and its impact on academic accomplishment. The participants of this survey will include 10 simple class instructors and 5 counsel counsellors of schools belonging to the South Georgia School District. Participants wi ll be chosen through random sampling. Informant interviews will be the primary informations assemblage method to be triangulated with secondary informations beginnings such as school records, studies, accomplishment trials, and other pertinent paperss which may be used to verify and supplement the literature reappraisal for a more thorough treatment of the findings. Data will be analyzed through the qualitative content analysis method.Research QuestionsThe cardinal inquiry addressed in this survey is: How does the school staff perceive intimidation and its relationship with academic accomplishment in simple class pupils? The undermentioned research inquiries guide this thesis: Q1. How do instructors and school psychologists of a South Georgia School District define intimidation? Q2. From the point of position of school staff, what types of intimidation behaviours are prevailing in their several schools? Q3. How does strong-arming act upon the academic results of both bully and victim? Q4. What are their functions and competences in turn toing intimidation in the school environment? Q5. How can instructors and decision makers help turn to school intimidation?Restrictions and Boundary linesThis research narrowly evaluates the perceptual experiences of school staff from public simple schools within the South George School District. This research specifically addresses the factors that contribute to strong-arming inside the school premises, the type of strong-arming the instructors observed, and most significantly how intimidation affected the academic public presentation of the victims and culprits.Definition of Key FootingsSchool Achievement is a pupil ‘s comprehension of peculiar information and proficiency with specific accomplishments. Bully refers to person who uses physical or verbal aggression on something of a regular footing against other immature people. Normally, toughs are found to be stronger, bigger, and more aggressive than their equals and victims. Strong-arming refers to Acts of the Apostless which are comprised of direct behaviours such as tease, teasing, endangering, striking, and stealing that are initiated by one or more pupils against a victim. In add-on to direct onslaughts, intimidation may besides be more indirect by doing a pupil to be socially isolated through knowing exclusion. Victim of strong-arming are typically dying, insecure, cautious, and suffer from low self-pride, seldom supporting themselves or revenging when confronted by pupils who bully them. They may miss societal accomplishments and friends, and they are frequently socially isolated.VictimizationSchool StaffImportance of the StudyThe intent of this survey was to find if there was a perceptual experience that existed or did non be within the ranks of Missouri public school decision makers and pupils of Missouri public schools refering the country of strong-arming among adolescent-age kids. If is the survey revealed that strong-arming in fact existed in public schools in Missouri, what was the impact for the victims of such Acts of the Apostless on their academic accomplishment? If intimidation is determined as a job in schools, do male and female striplings prosecute in strong-arming every bit and by utilizing the same methods? Another cardinal constituent of this survey is to place what, if a ny, schools policies presently are in topographic point in public schools in Missouri and the possible demand to make and follow extra policies in order to protect the victims of strong-arming. Although this survey could be viewed as a qualitative survey, the research worker has chosen to analyse the informations and develop decisions based on the responses of perceptual experiences, academic accomplishment, and policies that are presently found in the questionnaires and studies. This was a descriptive research with the intent of puting a foundation for farther research in specific countries identified as holding possible important impact on pupil public presentation and educator-preparation plans. The end of the survey is to offer through empirical observation researched, educated suggestions and replies sing what and how to make and implement policies covering with all signifiers of intimidation. It is the purpose of the research worker that this information, one time analyzed and dissected, will be a meaningful tool to any school territory in the province of Missouri and around the United States in the country of school policies. It is the premiss of the research worker that this survey will cast new visible radiation on the issues of electronic devices, their usage at school, and the impact that those devices have on the acquisition procedure.

Lord of the Flies Thesis Paper

Being stranded on an island can be a life or death struggle. It brings up new challenges and self discovery. When a group of young boys get stranded on an island together with no adults, they must learn to live and survive as a community. Not only must they worry about food and shelter, but they also have to worry about each other and discover what it takes to work together. But what happens when the community they have built starts to fall apart?In Golding’s Novel, Lord of the Flies, the contrasting literary themes of civilization versus savagery are illustrated through the use of symbols, dialogue, and visual imagery. Golding uses many symbols throughout his novel to illustrate the contrasting themes of civilization versus savagery. In this novel, the use of the conch represents civilization through unity and order. When the boys first land on the island Ralph uses the conch to join everyone together. â€Å"Signs of life were visible now on the beach.The sand, trembling ben eath the heat haze, concealed many figures in its miles of length; boys were making their way to the platform†¦Ã¢â‚¬  (Golding 18). This shows that at the beginning, the conch automatically brought everyone together, and joined them as a community. Later in the story, the lord of the flies represents savagery by symbolizing chaos and disorder. After the boys kill a pig, they leave the head as on offering to the imagined beast. As Simon begins talking to the head, it tells him that it itself is the beast.Later, Ralph encounters the skull of the pig. â€Å"A sick fear and rage swept him. Fiercely he hit out at the filthy thing in front of him that bobbed like a toy and came back, still grinning into his face, so that he lashed and cried out in loathing. † (Golding 185). This shows that the lord of the flies brings out the beast in the children themselves, and shows that all along, they in fact were their own beast. Golding also uses pieces of dialogue to illustrate the co ntrasting themes of civilization versus savagery.In the very beginning, Piggy proves to be the most knowledgeable of the group by trying to keep them civilized and orderly. When the group is talking about building a signal fire to be rescued, Piggy says, â€Å"’How can you expect to be rescued if you don’t put first things first and act proper? ’† (Golding 45). This shows that from the very beginning Piggy thinks there should be order and a clear plan for anything successful to happen on the island. Also around this time, the theme of savagery through dialogue begins with Jack.After hunting for the first time, Jack explains to Ralph that he sent his group back while he continued to hunt by himself. â€Å"’I went on,’ said Jack. ‘I let them go. I had to go to go on. I—‘ He tried to convey the compulsion to track down and kill that was swallowing him up. ‘I went on. I thought by myself—‘ The madness came into his eyes again. ‘I thought I might kill. ’† (Golding 51). This is the beginning of Jack’s transformation from civilized to savage. At this time, killing becomes his priority over all else.Lastly, Golding uses visual imagery throughout his novel to illustrate the contrasting themes of civilization versus savagery. In the beginning, Golding uses visual imagery to represent civilization when Ralph uses the conch to unite everyone together. â€Å"At last Ralph ceased to blow and sat there, the conch trailing from one hand, his head bowed on his knees. As the echoes died away so did the laughter, and there was silence. † (Golding 19). This shows that at the beginning, everyone came together in a civilized manner and was silent so that they could listen to the further conversations that were had.Later, Golding uses visual imagery to represent savagery during the killing of Simon. â€Å"The beast struggled forward, broke the ring, and fell over the st eep edge of the rock to the sand by the water. At once the crowd surged after it, poured down the rock, leapt on to the beast, screamed, struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws. † (Golding 153). This shows that by this point, the only thing the boys cared about was hunting and they would hunt anything they could.This act was only the beginning of murder in this story, and later led to the murder of other boys. In Golding’s Novel, Lord of the Flies, the contrasting literary themes of civilization versus savagery are illustrated through the use of symbols, dialogue, and visual imagery. Though in the beginning many things joined the boys together on the island, in the end, things tore them apart more than could be recovered. Overall, this book conveys the collapse of society in the world through chaos, cruelty, and the lack of leadership and order.

Free Essays on The Role Of The Criminal Justice System

In reading the chapter on The Role of the CJ System and the definitions of conflict versus consensus, I never knew that these types of models existed. In the material, it stated that the consensus model of criminal justice argues that the organizations of a criminal justice system either do, or should, work cooperatively to produce justice, as opposed to competitively. On the other hand the conflict model of criminal justice argues that the organizations of a criminal justice system either do, or should, work competitively to produce justices, as opposed to cooperatively. System conflict theory argues that worries over fame, promotion, wages, and success cause the criminal justice system to conflict with itself. This view disputes that there is no true system and points to the role of adversarial processes, in particular, which are seen to be basic to the â€Å"system†, and the fact that many criminal justice organizations normally share as little information as possible. One example of conflict within the system is that between the police and prison officials. The model claims that police desire to put criminals into prison whereas prison officials who are concerned about overcrowded facilities may desire to release criminals from prison (early release programs for nonviolent crimes). Another example of conflict within the system is that criminal justice officials may or do have their own agenda. Aspects of their agenda can be for any or all of the following reasons: pressures of success; promotion; pay increases; and general accountability. All these aspects in my opinion occurs at every job whether it be in the lowest administrative field in the workforce itself or higher up the later in the criminal justice fields. Most individuals believe that when theses aspects occur in the lower part of a ladder in the workforce, that it is normal but when it occurs in the criminal justice fields, i.e. police, detectives, judges, etc, sometime... Free Essays on The Role Of The Criminal Justice System Free Essays on The Role Of The Criminal Justice System In reading the chapter on The Role of the CJ System and the definitions of conflict versus consensus, I never knew that these types of models existed. In the material, it stated that the consensus model of criminal justice argues that the organizations of a criminal justice system either do, or should, work cooperatively to produce justice, as opposed to competitively. On the other hand the conflict model of criminal justice argues that the organizations of a criminal justice system either do, or should, work competitively to produce justices, as opposed to cooperatively. System conflict theory argues that worries over fame, promotion, wages, and success cause the criminal justice system to conflict with itself. This view disputes that there is no true system and points to the role of adversarial processes, in particular, which are seen to be basic to the â€Å"system†, and the fact that many criminal justice organizations normally share as little information as possible. One example of conflict within the system is that between the police and prison officials. The model claims that police desire to put criminals into prison whereas prison officials who are concerned about overcrowded facilities may desire to release criminals from prison (early release programs for nonviolent crimes). Another example of conflict within the system is that criminal justice officials may or do have their own agenda. Aspects of their agenda can be for any or all of the following reasons: pressures of success; promotion; pay increases; and general accountability. All these aspects in my opinion occurs at every job whether it be in the lowest administrative field in the workforce itself or higher up the later in the criminal justice fields. Most individuals believe that when theses aspects occur in the lower part of a ladder in the workforce, that it is normal but when it occurs in the criminal justice fields, i.e. police, detectives, judges, etc, sometime...

Inevitable Globalization

Inevitable Globalization Globalization, according to the basic dictionary definition, is the expansion of activities or ideas to a worldwide scope. The Economist once called globalization â€Å"the most abused word of the 21st century,† and in many respects the way the term is treated in the popular and academic press makes the concept seem a great deal more complicated and murky than it really is. GLOBAL WARMING ESSAY Globalization is nothing new; according to Yale University’s Nayan Chanda, the term first appeared in about 1962 but is actually a normal process of human civilization that has been going on for thousands of years. Historical Perspective on Globalization Globalization, according to the basic dictionary definition, is the expansion of activities or ideas to a worldwide scope. In Nayan Chanda’s view, the process of globalization actually began when the first humans started to spread from the species’ point of origin in Africa to other parts of the world, beginning about 50,000 years ago. Globalization in the form we would recognize it probably started with Alexander the Great; his short-lived empire in the 4th century B.C. was the first in which we can clearly identify the permanent changes in disparate cultures because of their interaction. We, humans, are naturally expansion-minded, and the process of globalization can be attributed to three essential motivations. The first is economic; we are driven to increase our prosperity. The second is political; we seek to expand our range for the sake of security, to increase our power, and to spread our ideas about how we think humans should organize themselves, through concepts of government and religion. The third is our natural curiosity; we are a restless and adventurous species, and can’t help wondering what lies beyond our horizons. Malaysia today is an amalgam of native Malay, Chinese, and Indian cultures, with a government system that is a hybrid of the British Parliamentary system and a centuries-old confederation of Muslim Sultanates and is one of the world’s biggest sources of a strategic crop – rubber – that is native to South America. And most of the â€Å"fusion of influences† that created a national culture that is still somehow uniquely identifiable happened a century or more before the word â€Å"globalization† was even invented.  Our world is what it is because of globalization, and it is not at all a recent development. Globalization in the Pax Americana There have been four great periods of globalization in history (see History Essay). These paxes, for lack of a more imaginative word, were all characterized by the presence of a superpower, long periods of relative peace in which armed conflict was at least limited or localized, a significant and rapid improvement in general standards of living, and enormous advances in travel and communications technology. PERIOD I The first was the Pax Romana, which began with the accession of Caesar Augustus in 27 B.C. and ended with the death of the Emperor Marcus Aurelius (who was not, despite what the otherwise-entertaining movie Gladiator depicted, smothered with a pillow by Joaquin Phoenix) in 180 A.D. PERIOD II The second was the Pax Mongolica in the 13th and 14th centuries, during which Genghis Khan and his immediate descendants imposed a sophisticated and orderly administration stretching from the Pacific Ocean to the Black Sea, securely connecting Europe and Asia. PERIOD III The third was the Pax Brittanica, the century between the end of the Napoleonic Wars and the start of World War I when Great Britain was at the height of its imperial power. We live in the fourth, the Pax Americana, which began at the end of World War II. PERIOD IV In our time, globalization has been characterized most by rapid and accelerating advances in communication. Air travel replaced sea travel as the main means of reaching other continents in the early 1960’s, and barely a decade later had also replaced trains as the preferred means of long-distance land travel. The explosive growth of television after World War II initiated the first real global communication system; for the first time in history, events could be witnessed simultaneously by people all over the planet. The Internet, which we sometimes forget has only existed in a commonly useful form for only about 20 years, changed that global ability to receive information as-it-happens into the ability to create and participate, and in the past few years, to do so with fewer and fewer physical barriers – portable computers and smartphones now make up the majority of Internet-connected devices in the world, by a considerable margin. GLOBALIZATION  ESSAY In every one of Mankind’s â€Å"pax† ages, the movement of people and goods follows the movement of ideas, and vice versa. In our age, this is reflected in the growing influence of supranational governance over national sovereignty when it comes to economic matters. Institutions such as the World Trade Organization, the International Monetary Fund, the World Bank, and multi-state organizations like the EU, the GCC, and the ASEAN have more to do with determining the economic courses of individual countries than do their own citizens – a supreme irony in an age which is also characterized by growing democratization and civic participation. Is Globalization Really a â€Å"Natural† Process? Just because globalization is inevitable doesn’t mean it’s beneficial to everyone. Every great period of globalization in history has been marred by inequity, oppression, and general misery for some people. Entire cultures were wiped out in the Roman and Mongol expansions, and the colonial experience of many cultures under British rule was painful in a lot of ways. The United States did not grow to the political, economic, and cultural power that created the Pax Americana without ruining a lot of lives as well, virtually destroying a continent’s worth of diverse, sophisticated Native American cultures as it expanded. In our age, we have seen brutal conflicts in Southeast Asia, in the Middle East, in Central and South America, and in large parts of Africa. Despite living in a relatively peaceful and prosperous world, we also live with the threats of terrorism from various forms of extremism, new diseases, and risks to health and safety created by our own technological prowess, and far too many people still live with the ancient threats of famine, abject poverty, and hopelessness. The difference between our age and the ones that preceded it is that not only are we aware of the imbalances between groups and classes of people and how what we do creates those imbalances, the advances in communications mean that the disadvantaged have a better chance of being aware of it, too – and more to the point, have a better chance of calling attention to their plight. Being â€Å"against globalization† is a futile point of view; it is a basic human aspiration. But knowing what globalization really means, and pursuing it in a manner that causes the most benefit and the least harm, are goals we as a species can and should pursue.

The Necessity for Ethical Behavior in the Project Management Essay

The Necessity for Ethical Behavior in the Project Management - Essay Example Therefore, ethical behaviors are crucial in the management of projects. Moral philosophy or ethics concerns the defense and recommendation of the concepts of wrong or right behavior. The philosophy of ethics is divided into operational areas such as normative ethics, applied ethics and meta-ethics. Meta-ethics involves the reference and theoretical meaning of moral values, and the determination of their truth (Ashrafi, 2007). Normative ethics involves the practical means of establishing a moral plan of action, while applied ethics involves the achievement of moral outcomes in different situations with different ethical requirements. The characteristics of ethical behaviors are fairness, honesty, and equity in professional, interpersonal and research, scholarly and academic relationships. Ethical behaviors compliment the diversity, rights and dignity of individuals or people in the society. The standards upheld in enhancing the attributes of responsibility and honesty is ethical behav iors. These standards are applicable to all individuals regardless of the facets of life, and the position held in commerce. The hallmark of ethical behavior is the application of these standards in situations that are inconvenient for their application (Long, & Spuma, 2005). Project Management Project management involves organizing, planning, managing, securing, controlling and leading resources towards the achievement of objectives and goals. Projects are provisional endeavors that have a defined starting and end points. They are mostly time and funding constrained. Projects are carried out to meet objectives and goals, characteristically for addition of value or for beneficial changes. Projects because of their temporary nature are in contrast to operations or businesses that are permanent and repetitive (Long, & Spuma, 2005). The management of projects is thus challenging and different and requires distinct management strategies and technical skills. The major challenge in proje ct management is the achievement of the objectives and goals while honoring or considering the preconceived limitations. Typical limitations are budget, scope and time. Another challenge with project management is the ability to maximize the allocation of inputs and incorporate the necessary inputs to meet the predefined goals and objectives (London, 2006). The management of projects involves elements, process groups and control systems. Regardless of terminology and methodology used, project management processes involve the same processes, with different ethical requirements. Project management involves the initiation of the project, planning for development, production and execution, monitoring and controlling, and the final phase which is the end or closure of the project. These phases in most cases are undertaken by one person-the project manager. Project management environment that require exploration; research and development must be supplemented with points for decision makin g. These points are essential for the continuation of the project as they involve debating and decision making. Ethical practices and behaviors are necessary to ensure the diligent and progressive completion of each phase, hence movement to the next phase. Ethical behaviors in project management involve the simultaneous management of the basic elements which are money, time, resources and scope. These elements, which are interrelated, must be effectively