Consumer Bebaviour on Wrist Watch with Respect to College...

CONSUMER BUYING BEHAVIOUR OF WRIST WATCHES WITH RESPECT TO COLLEGE STUDENTS CHAPTER: 1 1.0 INTRODUCTION: Wrist watches form an integral part of the personality of individuals in the present era. Earlier seen as a luxury item, they are now witnessing a fundamental change in perception, and are now gaining respect as an essential utility item. For the watch industry, time seems in its favour what with the liberalization of the Indian market coupled with the rising purchasing power of the young and consumerist Indians. Indian watches market was for long dominated by public sector organisations like Hindustan Machine Tools Ltd. (HMT). But now it is being dominated by private sector enterprise like Fast track, Titan, Sonata, Rolex, Timex,†¦show more content†¦1.5 LIMITATIONS OF THE PROJECT: * Only college students were chosen. * Primary data is limited to questionnaire. * Some of the respondents being rarely interested gave some rough ideas for the sake of answering. * Due to paucity of time it was impossible to know the interest of large number. * Questionnaire understanding. CHAPTER : 2 2.0 REVIEW OF LITERATURE: 2.1 IN DETAIL ABOUT INDUSTRY: India is an under penetrated market for watches. Only 27% of Indians own a watch. Total estimated volume as per 2008 is 44 million units and value of Rs 2700 crores. Vast proportion of Indaian market is below Rs 500 by about 68%. The market share of Indian watch industry 2009 market has been split into: * Low end * Mass market * Premium and luxury brands 50 million wrist watches are sold in India every year. Notwithstanding the presence of global players and the opening up of the market, the Indian market has always been dominated by a single player. In the past, till the late 80’s in the mechanical era, HMT dominated the market. And after that it has again been the domination of a single congrats, Titan had almost 65% market share of the organized watch market in the country. The organized watch market itself is estimated at 35% of the total industry size. In value terms, the size of the organized market is estimated at around Rs 1500 crores, which means that the average price of watches sold even today is less than Rs 1000. 2.2 WATCH

Erik Erikson s Psychosocial Development Theory - 1518 Words

ABSTRACT This research paper will show a thorough review of Erik Erikson s Psychosocial Development Theory, specifically the transition from adolescence to adulthood. Psychosocial Development, according to Erik Erikson, is a continuity of crisis throughout our lifespan; these challenges will shape our personality and the way we perceive our surroundings. In addition to this, the different stages mentioned in this Theory complement each other and help us to develop the tools to achieve a sense of fulfillment at the end of our existence. According to our text book failure to overcome this challenges might be perceived as developmental issue and will reappear in the future as a problem. The 5th stage of psychosocial development allow us to get a sense of uniqueness and belonging. It is this developmental crisis that will bridge us to adulthood. Once we accept ourselves, we will be able to accept other people and feel comfortable with our possible selves and start working towards a life of produ ction and fulfillment. Social Experiences, the bridge to a Successful Adulthood A review of Erik Eriksson research on the 5th Stage of Development Understanding Erikson s Psychosocial Development Theory - Psychosocial Development Theory vs. Psychosexual Development Theory It is important to understand that before Erik Erikson, there was several attempts to explain the psychology behind human development. All these different theories influenced Erik Erikson on his journey toShow MoreRelatedErik Erikson s Theory Of Psychosocial Development884 Words   |  4 PagesErik Erikson Erik Erikson was born June 15, 1902. Erikson is best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked an important shift in thinking on personality; instead of focusing simply on early childhood event, his psychosocial theory looked at how social influences contribute to personality throughout the entire lifespan. Erik Erikson died May 12, 1994 due to prostate cancer. (Erik Erikson, 2015). Stages of Psychosocial DevelopmentRead MoreErik Erikson s Theory Of Psychosocial Development Essay1177 Words   |  5 Pages Erik Erikson was born in Greman in 1902-1994, American psychoanalyst; known for psychosocial theory of emotional development of human beings. His theory looks at the impact of parents and society on personality development from childhood to adulthood. Erikson believes, each person has to pass through a series of eight stages over there entire life cycle. I will look at the first 3 stages that cover the childhood years. There are set of conflict at each stage, which allows individual to developRead MoreErik Erikson s Theory Of Psychosocial Development Essay1366 Words   |  6 PagesAbstract Erik Erikson (1902-1994) provided a new perspective of psychosocial behavior and development while expanding on the works of other theorists. Erikson believed there to be eight stages of psychosocial development which a person transitions through. These stages start at birth and end with old age/death. Erikson’s work is used throughout many outlets of social work. Social workers use this information to help them figure out what is going on with clients and how best to help them. Erikson providesRead MoreErik Erikson s Theory Of Psychosocial Development1445 Words   |  6 PagesErik Erikson was an ego psychologists who developed one of the utmost popular and prominent theories of development. While Erikson’s theory was influenced by psychoanalyst Sigmund Freud s work, Erikson s theory centered on psychosocial development rather than psychosexual development. Erik Erikson s theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. UnlikeRead MoreErik Erikson s Theory Of Psychosocial Development1818 Words   |  8 Pagesinfluential theories in developmental psychology, which is Erik Erikson’s theory of psychosocial development. It is a very interesting theory, and although it was influenced by Sigmund Freud, it centers more on the social component rather than the psychosexual stand of Freud. According to Erikson, our personal development occurs as we interact daily with others and have new experiences that shape us throughout our lives. This paper will review the eight stages of the psychosocial theory: 1. TrustRead MoreErik Erikson s Theory Of Psychosocial Development Essay1775 Words   |  8 Pages Erik Erikson’s theory of psychosocial development is one of the most influential theories of human development. While highly influenced by the works of Sigmund Freud, Ericson’s theory incorporates the impact of society and conflicts of the ego, and expands it across the entire life-span of human existence. His theory breaks a life into eight stages of Psychosocial Development. In each stage a person will undergo a psychosocial crisis, which he defines as â€Å"†¦not a threat of catastrophe, but a turningRead MoreErik Erikson s Psychosocial Theory On Child Development1388 Words   |  6 PagesErik Erikson’s Psychosocial Theory on Child Development Erik Erikson, a well known developmental theorist, developed his theory about stages of human development from birth to death by using Freud s work as a starting point. According to Erikson, personality develops in a series of stages. Erikson found out that children experience conflicts which affect their development. He described the internal conflict which children go through in developmental stages using the term ‘crisis’ and are based onRead MoreErik Erikson s Theory Of Psychosocial Development1359 Words   |  6 Pages Erik Erikson â€Å"There is in every child at every stage a new miracle of vigorous unfolding.† And no matter who you are and what you do, I believe that everyone will go through stages in their life. Erik Erikson was a famous psychologist in the twentieth – century, where he developed â€Å"Psychosocial stages†. Erikson’s theories centered on issues that were met on specific ages in someone’s life. Love, care, and tender is critical and many parents do not realize how much nurturing and caring for a childRead MoreErik Erikson s Theory Of Psychosocial Development1007 Words   |  5 PagesErik Erikson was a German born, American developmental psychologist. He is known best for his theory of psychosocial development, and creating the phrase â€Å"identity crisis†. He practiced after Freud, adopting some and disagreeing with some of his theories. Erikson continued the theory of the id, ego, and superego. However, unlike Freud, Erikson believed that personality development cannot be explained or identified solely based on sexuality. He believed that society and culture also influenceRead MoreErik Erikson s Theory Of Psychosocial Development Essay1237 Words   |  5 Pages Erik Erikson is known as â€Å"The Father of Psychosocial Development† due to his work in the field of developmental psychology. Two of his most well known achievements are coining the term lifespan development and his eight stage theory of psychosocial development. Erikson was born on June 15, 1902, in Frankfurt, Germany. Although he had converted to Christianity from Judaism, Erikson and his family fled to The United States during World War II due to the Nazi rule over Germany. On May 12, 1994, Erik

Modern Christian Movement Free Essays

Christian Fundamentalism is both a movement and a code of rules, referring to the adherence to the religion and Biblical teachings (http://www.sullivan-county.com/news/index. We will write a custom essay sample on Modern Christian Movement or any similar topic only for you Order Now htm, 2003). Nowadays, the term is often corrupted to describe extremists and terrorists, who attack multiculturalism, democracy and the basic concepts of family planning. The present paper is designed to discuss the movement and the underlying doctrine in details and compare it to the similar Islamic and Judaist religious movements and trends. The Modern Christian Movement emerged in the beginning of the 20th century in response to modernism, industrialization and the following reformations of social life towards democracy (Appleby et al, 2003). â€Å"The five â€Å"fundamentals† of Christian belief that were enumerated in a series of 12 paperback volumes containing scholarly essays on the Bible that appeared between 1910 and 1915. Those included: 1) Biblical inerrancy; 2) The divinity of Jesus; 3)The Virgin Birth; 4) The belief that Jesus died to redeem humankind; 5)An expectation of the Second Coming, or physical return, of Jesus Christ† (www.sullivan-county.com, 2003). Furthermore, the tracts contained the criticism of technological progress and modern theology and insisted upon the return to the initials, i.e. to the first century, when original Christianity was spreading.   The whole Bible was declared inerrant, in contrast to the other Christian movements, which refuted certain parts of the Gospel. Furthermore, fundamentalists had true hostility to those who didn’t share their beliefs up to the last point, as they alleged there was nothing redundant or useless in the Bible (Appleby et al, 2003), as the scriptures should have been viewed as instructions rather than edifying stories and narratives. The followers of the movement also believed in the sixth-day Creationism and therefore rejected the whole evolutionary science. More importantly, they asserted   that Bible should not have been interpreted, as it had to be understood literally, without searching any mystic contexts, as the scriptures were written specifically for ordinary people’s understanding (Appleby et al, 2003; Armstrong, 2001). Furthermore, fundamentalists prioritized faith over virtuous lifestyle, whereas the latter was nevertheless to correspond with the exact fundamentalist teachings. It also needs to be noted that fundamentalists viewed human being as basically sinful and violent: â€Å"Because Calvin, Luther, and Augustine all see humans as â€Å"depraved† and â€Å"born into sin† produced a very negative outlook on humanity. Also their idea of the â€Å"elect† creates an attitude that they are somehow â€Å"chosen† above all others. This puts them at odds with â€Å"mainline† or liberal Protestant churches that reject the Augustinian notions of human depravity† (www.sullivan-county.com, 2003). The history of the movement itself is also interesting and controversial. In the early 20th century, the disciples of the fundamentals began to establish churches and denominations in the United States and United Kingdom (Appleby et al, 2003). In 1910, the northern Presbyterian Church proclaimed the five aforementioned principal pillars. In 1919, the World’s Christian Association was found, and W.Riley agreed to head it. In 1920, the term â€Å"fundamentalist† was first used by Curtis Lee Laws, but the contemporary fundamentalists perceived the term ambivalently, as it sounded like a conceptually new religious movement (http://mb-soft.com/believe/text/fundamen.htm, 1997). Due to the penetration of liberalism into a number of American churches, fundamentalists began to criticize widely the transformation and peculiar ‘democratization’ of Baptist and Protestant churches. Furthermore, they rejected and even attempted to curb the contemporary efforts to re-interpret and reformulate the biblical teachings, and were themselves most consistent with the content of the King James Bible, published in 1611(Armstrong, 2001; Appleby et al, 2003). â€Å"Church struggles occurred in the Methodist Episcopal Church, the Protestant Episcopal Church, and even in the southern Presbyterian Church, but the grand battles were fought in the northern Presbyterian and northern Baptist denominations. Machen was the undisputed leader among Presbyterians, joined by Clarence E.Macartney† (mb-soft.com, 1997). Consequently, a number of organizations were created on the basis of the reformed Baptist and Presbyterian churches, which began to utilize the five fundamentals: the Fundamentalist Fellowship (1921), the National Federation of the Fundamentalists of the Northern Baptists (1921) and the Baptist Bible Union (1923). The unions developed their own policies in such issues as ordination of clergy ad education, and a number of particularly enthusiastic preachers denied the importance of literacy and declared Bible as their only ‘reader’ in the course of training (Armstrong, 2001; mb-soft.com, 1997). Approximately at the same time the fundamentalists began to interfere with the policies of public schools, specifically, with their curricula which included Darwinian evolution as a mandatory subject (Appleby et al, 2003). Since the 1940s, the fundamentalists split into two groups, the first one accepted the term â€Å"fundamentalism† and began to run to some extent separatist policies, whereas the second camp regarded the term as humiliating and positioning the followers of the movement as narrow-minded fanatics. The latter group, as one can understand, wished to expand the influence over Protestant churches and therefore declared their teaching as â€Å"evangelical†. This group soon ‘softened’ their hard-line Christian belief and gradually accepted the contemporary liberal ideas, expressed by a number of Protestant Church executives. Towards the late 1970s, there was a peak of the fundamentalists’ popularity, as   during Ronald Reagan campaign (Appleby et al , 2003), they were able to find answers to the most troublemaking issues like economic and social crises (in fact associated with the Vietnam War, but the adepts of the movement manipulated with the fall of the population’s moral and optimism and stated the contemporary mentality was erroneous). â€Å"They identified a new and more pervasive enemy, secular humanism, which they believed was responsible for eroding churches, schools, universities, the government, and above all families. They fought all enemies which they considered to be offspring of secular humanism, evolutionism, political and theological liberalism, loose personal morality, socialism and communism† (mb-soft.com, 1997). Thus, they employed the most powerful PR tools to influence public consciousness and arranged a number of protest actions, including the picketing family planning centers, certain education institutions and scientific laboratories in attempt to undermine the reputation of the mentioned organizations (Armstrong, 2001). Such religious activists as Jerry Falwell, pat Robertson and Hal Lindsey appeared on TV-screens as often as very popular politicians or the president and continued to encourage citizens to refuse from technological advancements, democratic ideology; the most radical fundamentalists even tried to curb immigration and force foreigners of different faith to leave the United States. The Fundamentalist Movement of the 1990s and the new millennium is still strong, but the organization has become much more ‘secluded’. Nowadays, the American Academy of Arts and Sciences has launched a new project that encourages scholars in the United States and around the world to study fundamentalism (http://religiousmovements.lib.virginia.edu/nrms/fund.html, 1998). They also theorized the religious doctrine and outlined the its basic characteristics, which include the manifestation of religious truth which must not be secreted, religious idealism as the major aspect of fundamentalist identity and demonization of any movements which diverge from the doctrine. Furthermore, â€Å"fundamentalists envision themselves as part of a cosmic struggle; they seize on historical moments and reinterpret them in the light of this cosmic struggle; they envy modernist cultural hegemony and try to overturn the distribution of power† (religiousmovements.lib.virginia.edu, 1998). Appleby also discusses the major characteristics of the organized movement and stated and its primary course is the increase of the popularity of Christian religion. Furthermore, the members of the movement are selective and reject specific aspects of technological progress rather then modernity in general; the organization itself has â€Å"an elect or chosen membership; sharp group boundaries; charismatic authoritarian leaders and mandated behavioral requirement† (ibid, 1998). As one can understand, Christian fundamentalism has a lot in common with Islam and Judaism, especially in terms of the structure of the movement. For instance, both Orthodox Judaist and Islamic fundamentalist movements have the same organizational characteristics and regard themselves as the participants of a cosmic struggle. This trend, however, is not very notable in Judaism, whereas the most hard-line Muslim leaders (of radical organizations like al-Qaeda) wage true war against otherwise-minded, and, similarly to Christian fundamentalists, demonize anyone who dares challenge the teachings from the Holy Scriptures perceived as central. Judaism has always been less radical and its fundamentals are more related to the controversy over the origin of the Torah, which, as most Orthodox Judaists hold, derives actually from God rather than from humankind (Armstrong, 2001). Judaist Fundamentalism also includes â€Å"Laws of Rabbinic decree to better enforce Torah law (e.g. the prohibition of eating/cooking mixtures of milk and poultry); these laws are held to be created by the rabbis and are divinely inspired† (Armstrong, 2001, p. 385) and observes Rabbeinu Gershom’s prescriptions concerning the ban on reading letters, addressed to another person, the possibility of divorcing a female without her compliance and the regulation of eating habits. Islamic Fundamentalism refers to Sunni Islam, which recognized the Koran, Haddith and Sunnah and accordingly rejects the Shi’a laws. Similarly to the Christian Fundamentalism, the corresponding Islamic teaching includes the notion that â€Å"the problems of the world stem from secular influences. Further, the path to peace and justice lies in a return to the original message of Islam, combined with a scrupulous rejection of innovations† (Armstrong, 2001, p. 396). Technological progress is also partially rejected in the Judaist Fundamentalism – for instance, the Torah teaches that human face should not touch blade, that’s why Orthodox Jews avoid using razors and wear long beards. On the other hand, the Christian Fundamentalism has one unique feature, Messianism, which is not emphasized in the other two doctrines, as most Judaists do not view Christ as an influential religious person, whereas the concept of God’s son is absent is Islam. As one can understand, fundamentalism is to great extent synonymous to conservatism. Nevertheless, it is important to remember that the contemporary fundamentalist movement are based not purely upon the religious doctrines, but also on the aspects of PR, promotion and, if necessary, violence and compulsion. Furthermore, all of them enclose considerable restrictions upon human daily activities, – in Islam, for instance, practically all daily routines have certain algorithms; moreover, all of them challenge humanism and the principles of individual freedom, imposing personal responsibility and accountability to society or community (especially in Judaism) instead. Reference list Sullivan Country Resources. (2003). Christian Fundamentalism exposed. Available online at: http://www.sullivan-county.com/news/index.htm Religious Movements Homepage. (1998). Fundamentalism. Available online at: http://religiousmovements.lib.virginia.edu/nrms/fund.html Believe Web-Resources. (1997). (Christian) Fundamentalism. Available online at: http://mb-soft.com/believe/text/fundamen.htm Appleby, R., Almond, G. and Sivan, E. (2003). Strong Religion. Chicago: University of Chicago Press. Armstrong, K. (2001). The Battle of God: A History of Fundamentalism. New York: Ballantine Books.             How to cite Modern Christian Movement, Essay examples

Creation vs Evolution free essay sample

Almost everyone wonders if the universe was created and how it was created. People also ask, â€Å"How did human originate? † This is an argument that has been fought for many years. Although there are several ideas, society mainly argues over two of them. The first idea is that man was created by God during his creation of the universe. This is the idea of creationism. It is supported by many religious people. Creationism is supported by religion. The second way that humans could have originated is through a process called evolution. Evolution is a theory proposed by scientists to explain the origin of all species. Because both explanations are theories, neither can be proven right or wrong. To make a decision on which theory is correct, people must choose either religion or science. The first theory about the origin of man is called creationism. Creationism is taking the literal meaning of the Bible. This theory is supported throughout the world by many religions. Creationism is the theory that God created the universe and its inhabitants in six days. Because creation occurred long ago, the length of a day is undefined. In the language of Hebrew, a day could have been twelve hours, twenty-four hours, or an epoch. If the length was an epoch, creation could stretch back over billions of years (Stencil 759). The information to support creationism comes from the Bible. The Bible is not considered a science book, but many consider it to be scientifically correct. Currently, there is no scientific evidence that proves the Bible to be incorrect. Genesis, the first book of the Bible, contains the information about creation. Genesis 1 describes the physical events of creation. Genesis 2 describes the creation of human and other details. The creation process can be broken down into steps. First, God created the physical universe; this included space, tie, matter, energy, galaxies, starts planets, etc. The earth’s atmosphere transformed from opaque to translucent. The water cycle was then created. God then established the continents and oceans and put plant life on the continents. Next, the Brewer 2 earth’s atmosphere transformed from translucent to transparent; the sun, moon, and stars become visible. God then created small sea animals and later sea mammals. Next, He created birds. Afterward, He created land mammals; these were both wild and domesticated. The creation of mankind was the final step. The first two humans God put on the earth were Adam and Eve. In creationism, all humans are direct descendants from Adam and Eve. Creationism has yet to be proven wrong by scientific evidence (â€Å"Creation versus Evolution†). A creationist is someone who supports creationism. They believe in a God who is the absolute creator of both heaven and earth. They were created out of nothing and by an act of free will. They believe that God is constantly involved in his creation. He is also ready to intervene at any time that he feels is necessary. Creationists include Christians, Muslims and Jews. Because creationism means the direct taking of the Bible, creationists take the Bible as a true guide to the history of life. Creationists believe that God put Adam on the earth first. He then created Eve. They also believe that there was a world-wide flood after the initial creation. Some creationists believe the universe was created less than 10,000 years ago (Stencil 759). Creationists feel that evolution goes against the Bible. They also feel that supporting the theory of evolution is sacrilegious (â€Å"Creationism†). It is impossible to prove that God does not exist. Creationists believe that God can only be known as He wills to be known. As part of their religion, creationists support the theory of creationism (Morris). The second theory about the origin of man is known as evolution. Evolution refers to the cumulative changes that occur in a population over time. The changes are produced at a less drastic level. An organism’s genes may mutate and/or recombine in different ways during reproduction. When this organism is born, have minor to major advantages or disadvantages. The Brewer 3 rganisms born with the advantages will have a better opportunity to survive and reproduce. During reproduction, the advantages may be inherited by the offspring. When this process occurs to many individuals within a species, the organisms with the advantages will have a higher frequency. This will be higher than that of the organisms without the advantages. Eventually the organisms will become an evolved po pulation. The other population may survive or become extinct (â€Å"Judgment Day: Intelligent Design on Trial† 7). The first scientist to introduce the theory of evolution was the Greek Anaximander in 520 BC. When the idea was proposed, it was not called evolution. Anaximander suggested that life began as slime and moved to drier places to develop. Until the nineteenth century, people thought only thought that each species was miraculously created out of nothing. Today, this idea is known as evolution. The main researcher of evolution was Charles Darwin. He was not well respected among others. He proposed his theory of evolution in the nineteenth century. He proposed that in each generation, a species contains individuals with characteristics varying slightly from average. These differences may be minor, but some give those individuals a better chance of surviving and reproducing. This will pass on the advantages to the offspring. That species may become extinct. Nevertheless, its offspring, the new species, are better at surviving the environment. Darwin came up with this theory after his many trips the Galapagos Islands, which are located in South America. Darwin’s theories were not accepted until later in the twentieth century (â€Å"What Darin Never Knew†). The theory of evolution is supported by science. Since Charles Darwin proposed his theory there is a large amount of evidence that has been discovered. DNA provides powerful evidence that humans evolved from human-like ancestors. Humans share 98 percent of their DNA with chimpanzees. This shows how closely humans and chimpanzees are related. The Brewer 4 differences in DNA distinguish the different species (â€Å"Judgment Day: Intelligent Design on Trial† 12). Because humans and chimpanzees are so closely related, scientists have concluded that they share common ancestors. This means that both chimpanzees and humans evolved from an ape-like ancestor. The first ape-like animals walked on earth about six million years ago. Scientists are now discovering that there could have been several human-like species living at one time. Many wonder why the others have become extinct, and why humans, Homo sapiens, are the only ones that are still living (â€Å"Becoming Human†). Those who are not very well informed on the theory of evolution believe that man descended from chimpanzees, monkeys, and gorillas. This is false. Humans are not directly descended from apes. Humans, monkeys, chimpanzees, and gorillas are descended from a common primate ancestor, which lived millions of years ago. This ancestor is now extinct. Our more recent ancestors have evolved from this common ancestor. In evolutionary terms, these apes are like cousins to humans (â€Å"Judgment Day: Intelligent Design on Trial† 10). Human ancestors separated from ape ancestors about thirty million years ago; human ancestors separated from chimpanzee ancestors about seven million years ago. There are five major evolutionary features between humans and chimpanzees. The first is that humans have an increased brain size. The second difference is that is that humans have shorter jaws than chimpanzees. Humans also have bipedal posture, which means they constantly walk on two legs. There is a major difference between the size of a male and female chimpanzee. However, there is not a major size difference between male and female humans. The fifth difference is the family structure of each species. Humans take care of their children for about twenty years. Also, humans tend to stay with their mate for most of their lives. On the other hand, chimpanzees usually stay with their mate until they reproduce. There was also a Brewer 5 change of culture when Homo sapiens evolved. The changes included scavenging-gathering hunting style, agriculture, and machinery. The theory of evolution states that humans evolved over millions of years Evolution is support by scientific fact (Cambell 399). When people make the decision on which theory to support, they feel as if they must choose between their religion and science. Because it is part of the Christian, Muslim, and Jewish faiths to believe that God directly created the universe and everything included, it would be sacrilegious to support the theory that man evolved (â€Å"Creationism†). It is impossible to prove that God does not exist. Also, there is no current scientific evidence that proves creation never occurred (Morris). Evolution is the theory of science. It has been proposed by scientists and has been supported by scientific evidence (â€Å"Judgment Day: Intelligent Design on Trial† 7). Without sufficient evidence, people are unable to state that evolution. On the other hand, scientists do not have enough evidence to state evolution is absolutely correct (Ake 398). Today some choose to accept evolution but still believe in religion. All that evolution states is that life on this planet could have arisen by natural processes. By definition science cannot address super natural causes, because it is confined to the natural worlds. Science is no longer considered to be antireligious (â€Å"Judgment Day: Intelligent Design on Trial† 8). The issue about the origin of man has resulted in many argument and trials. Duane T. Gish wrote the book Evolution, The Fossils No! , which pushed the literalist line. The book was supposed to help creationism become accepted in science. This eventually brought to a course case in Arkansas in the 1970’s. Creationism was ruled to be non-scientific, because it did not fit the requirements. There are five essential characteristics for something to be scientific. It must be guided by natural law. It has to be explanatory by reference to natural law. It has to be Brewer 6 testable against the empirical worlds. Its conclusions are tentative. Finally, it must be falsifiable (â€Å"Creationism†). Some parents do not allow their children to learn about evolution in school. There are many arguments that explain why evolution should be taught in schools. The theory of evolution is thought of as one of the most well established fields of science. Students need to know about evolution, because it is the key to fully understanding the biological sciences (â€Å"Judgment Day: Intelligent Design on Trial† 8). People also say that if schools teach evolution they must also teach creationism. The federal court has ruled that creationism cannot be taught in schools because it is not science. The federal court also said that creationism supports a specific religion (â€Å"Judgment Day: Intelligent Design on Trial† 9). There have been several court trials on the issue. All laws banning the teaching of evolution were overruled. All laws mandating the teaching of evolution were also overruled â€Å"Judgment Day: Intelligent Design on Trial† 13). The debate on the origin of man has lasted many years and does not appear to be ending soon. Because both evolution and creationism are theories, neither has been proven right or wrong (â€Å"Judgment Day: Intelligent Design on Trial† 15). Creationism is the theory religion. Evolution is the theory of science. To make a decision on which is correct, people must chose religion or science. Brewer 7 Works Cited Ake, Benn, ed. â€Å"Evolution and Creationism. † Issues and Controversies. 3:19 09 Oct. 1998: 393-400. â€Å"Becoming Human. † NOVA. Corporation for Public Broadcasting, 03 Nov. 2009. Web. 18 Apr, 2011. Cambell, Neil, et al. Biology Concepts and Connections. San Francisco: Benjamin Cummings, 2003. Creation Versus Evolution. † Clarifying Christianity. Institute for Creation Research, 2001. Web. 18 Apr. 2011. â€Å"Creationism. † Stanford Encyclopedia of Philosophy. Stanford University, 29 Oct. 2007. Web. 15 Apr. 2011. â€Å"Evolution. † Encyclopedia of Life Sciences. 1996 Judgment Day: Intelligent Design on Trial. Boston: NOVA,200 7. Morris, Henry. â€Å"The Bible is a Textbook of Science. † Bibliotheca Sacra Oct. 1964. Stencil Sandra. â€Å"Evolution vs. Creationism. † CQ Researcher. 7:32 22 Aug. 1997: 745-767. â€Å"What Darwin Never Knew. † NOVA. Corporation for Public Broadcasting, 29 Dec. 2009. Web. 15 Apr. 2011.

2/21/99 Essays - French People, Michelle De Bonneuil,

2/21/99 French/ Essay Elle a commenc? ?tre une soeur. de 5 fr?res! Qui a par le pass? form? Jackson 5. Un groupe noir c?l?bre de bruit quand elle ?tait toujours une dame tr?s jeune. Elle a voulu chanter comme son brothers..but son p?re qui ?tait le directer du didn de filles de chapeau de pens?e de Jackson 5, t appartiennent dans le monde du chant. Les hommes justes pourraient r?sister ? tous les mauvais temtation et losts durs d'emotionnal. Mais elle a chant? par ses propres. jusqu'? ce qu'elle atteignent l'?ge de 16, un producteur l'a surprise chanter. et a d?cid? d'avoir une entrevue avec elle. Elle a re?u immidiatly.. mais rencontrer secr?tement l'homme. Apr?s que l'entendant chantiez, ils singned immidiatly un enregistrement. Elle a commenc? avec des chansons d?j? ?crites bonnes de chansons. Alors qu'elle a commenc? ? writting ses propres personnes de ND de songs. A aid? son produit elles. La chose est elle ?tait une fille vraiment timide. Toujours se cachant. et toujours araid pour essayer de nouvelles choses. toutes ceci en raison de la situation de famille. L? o? des femelles doivent ?tre domin?es. ainsi quoiqu'elle ait ?t? le patron elle a agi comme si elle ?taient une ouvri?re. et pas responsable de n'importe quoi. C'est quand Paula Abdoul a intervenu. Elle a cr les choreagraphys les plus merveilleux pour ses videos et expositions. Et un jour. Janet a commenc? ? dire. aucun je n'aime pas que certain d?placez-. cependant moi aiment cet un. Et lentement elle a commenc? ? produire et inventer ses propres ?tapes et travaux de pied! Elle developped un amour-propre beaucoup plus ?lev?. Dans une entrevue avec le janet Jackson elle a indiqu? qu'elle a aim? ?tre sexy et r?troactive. Elle a toujours voulu ?tre c?l?bre. Et elle a r?alis? son seulement. singning r?veur! Maintenant elle est le monde la plupart d'artiste noir c?l?bre. Elle a soulev? plus d'argent que son propre fr?re Miceal Jackson qui est ?galement tr?s c?l?bre! ? la diff?rence de son fr?re. Janet persuing son carreer et veut toujours produire de nouveaux albums dans un avenir prochain! Elle dit que son carreer a juste pris un nouveau tour avec son dernier album. la Velours-corde avec est plus de R&B et plus de calme que ses derniers albums. Dans une entrevue avec le janet Jackson elle a indiqu? qu'elle a aim? ?tre sexy et r?troactive.

Bicycle thief essays

Bicycle thief essays Since the beginning of its existence as a country, Italy has faced enormous challenges in establishing itself as a unified political and social entity. The geographic, economic, and linguistic differences between its various regions and the artificial manner in which they were amalgamated created a legacy of internal divisions that continues to dominate the country's political climate to this day. Italy's numerous historical fiascoes, such as its disastrous involvement in the two World Wars and the rise of fascism, further escalated the domestic problems that had haunted it since the Risorgimento. At first, the anti-fascist Resistance movement, which dominated the end of World War II, seemed to bring Italy a ray of hope, promising a new era of freedom, reform, and democratic representation. However, this hope was quickly extinguished, as widespread poverty, government corruption, and deep divisions between regions and classes persisted and no true social reform was attained. These h arsh conditions were depicted by a group of Italian film directors whose neorealist works have since been celebrated as masterpieces of world cinema. One of the most prominent of these is Vittorio De Sica's The Bicycle Thief. This 1948 film discusses the prevalent themes dominating Italy's social and political history, within the context of the unsettlingly poor post-War urban proletariat. Among the most prominent motifs in Italian politics since the Risorgimento has been a tendency for quasi-action (inaction disguised as action), in the form of transformismo and attendismo. The first of these terms refers to the practice of "assuring the government of an adequate majority in parliament either by a preliminary deal with leaders of the opposition and by then absorbing them into the government as ministers, or by favours granted to deputies in return for support, or by combining both methods" (Procacci 1970: 337). Originally applied to the government of A...

International Comparison Program(2005) Essay Example | Topics and Well Written Essays - 1250 words

International Comparison Program(2005) - Essay Example Therefore one can think of investment in either India or China. I took India as the country to develop new product because cosmetic, especially 100% herbal and vegetarian Lipstick with variety of shades can be a new product that can be developed in an Indian Market. The increasing urbanization and a growth in the number of office workers have resulted in a strong focus on grooming in that country. 65% of the total population of India is below 35 years of age but only around 30% of the women use lipsticks in India, so there is a wide scope to flourish in India. The USP (unique selling proposition) of this product is its attribute of being 100% Herbal and Vegetarian as almost 40% of the total population in India is vegetarian and till now no other company has launched this type of product in the Indian Market. Cosmetics and toiletries have seen tremendous growth in 2007. Growth was partly due to high levels of inflation but volume sales also saw dynamic growth. Rising income levels resulted in lower-income groups being able to afford more cosmetics and toiletries and also saw many trading up from unpackaged to packaged products. Meanwhile, mid- and high-income consumers in urban areas began to seek out value-added mass brands and premium products. India can be taken as the country to sell the product as Indian females are considered an epitome of beauty and they are more and more becoming beauty and fashion conscious. The product that can be marketed is a wide range of cosmetics (100%Vegetarian) especially lipsticks and it can be launched in the Indian market by the name: Zebra For the beautiful Diva in you Indian Culture:- Culture is the manner in which things are performed within a society, community or nation. Culture is not a trait that comes with birth but it is learnt over a span of several years. The major things that can be observed amongst Indian culture are as follows:- The Terpstra and Sarathy Cultural Framework helps marketing managers to assess the cultural nature of an international market. The Eight categories are Language, Religion, Values and Attitudes, Education, Social Organizations, Technology and Material Culture, Law and Politics and Aesthetics. 1. Language: - There are as many as 22 official languages in India. The national language of the country is Hindi and most of the people in the country are quite well versed with English as well owning to the British rule in the country for around 200 years. 2. Religion: India is considered to be a land of unity in diversity. Many religions are practiced in the country including Hinduism, Jainism, Buddhism, Islamism, Sikhism, Christianity etc. The cow is considered sacred in Hinduism. She is the one who should be worshipped for the various graces She bestows on humanity. 40% of the total population is Vegetarian. 3. Values and Attitude:- Generally people in India have a high regard for their elders. Although traditional roles are changing, especially in urban areas, there are important values shared by most Indian families. Normally, Indians hold family progress, unity and support in high regard throughout their lives. Mostly people live in an extended family, in which every member has their own role, often determined by age and gender. There is typically a head of the family who takes the major decision with respect to the family and his decision is respected by everyone in the family. Elders are supposed to use their experience and wisdom to help guide

Changing Accounting Essay Example | Topics and Well Written Essays - 1500 words

Changing Accounting - Essay Example siness was usually owned by individuals through shareholding, in Germany businesses were mainly owned by families whose capital had been providing by financial institutions. These differences in ownership structures have been led to the development of accounting standards that are geared towards shareholders in Britain and towards creditors in Germany. This paper will look at some why the accounting standards are different in Germany and in the United kingdom, in addition, it will also discuss the reasons why the the 4th directive had minimal effects on German’s accounting standards and why the 7th directive had more impact. One of the differences between German and UK accounting standards is the format of the financial statements. While in the two countries it is mandatory for companies to prepare a balance sheet and profit and loss account, in Germany, these are supposed to be accompanied by a note to the accounts, which explain the details in those accounts. In preparing a balance sheet, the UK accounting standards have allowed for two formats; one is the vertical format where current assets are deducted from current liabilities to show net current assets, the other format is the two sided format where liabilities and assets are placed on opposite sides with the easily liquefiable at the end. According to German standards, balance sheets can only be prepared using the two-sided format with assets being divided into current and fixed assets. In preparation for profit and loss accounts, United Kingdom allows for four formats two of which are vertical and two of which are horizontal. In the vertical formats, one formats puts expenditure as a cost of sales, distribution or administrative cost therefore, giving the gross profits while the other vertical formats gives a more detailed view of expenditure. On the side of the horizontal formats, expenses are put on one side and income on the other side with one of the format giving more details about the expenses.

Incorrect causation from correlation Essay Example | Topics and Well Written Essays - 250 words

Incorrect causation from correlation - Essay Example There are numerous instances when the author incorrectly infers causation from correlation. The author’s intention is to sway the readers’ minds to believe that the wind energy is for the people’s benefit. When a random survey is done, it is evident that the wind energy project will receive greater support from people in different states in the United States. For example, some farmers from Ottawa Valley Farm Show have disapproved the move of putting up wind turbines (Koch, 2014). Many leaders have come up with issues that demand a halt for the project because of the issues behind it. Many people believe that it is a good idea but it still needs to be acceptable by everyone. Some have approved the project; others have remained neutral regarding the matter (Koch, 2014). The position of many people is never clear because they feel the project must enhance correlation with the citizens from specific states. Finally, the author of the article believes that wind energy is worthwhile and should be initiated in all the states. Nonetheless, the individuals from the states demand that a consensus be reached prior to initiating the program. Koch, W. (2014, April 14). U.S. wind industry slammed by tax uncertainity, fracking. USA TODAY. Retrieved April 16, 2014, from

Raising Attainment for Learning Difficulty Pupils

Raising Attainment for Learning Difficulty Pupils Discuss the key components of an  effective strategy for raising the  attainment of pupils with learning difficulties. Introduction The aspect of pupils with learning difficulties can take on many differing forms. From difficulty in communicating thoughts and ideas as well as a lack of verbal skills to not â€Å"†¦ being able to concentrate †¦Ã¢â‚¬  long enough to convert that thought into communication with others (NASA Occupational Health, 2006). There are varied forms of learning difficulties, ranging from problems in using language, math, and general understanding as well as the previously mentioned understanding and communication aspects (NASA Occupational Health, 2006). The identification of pupils with learning difficulties represents an area that parents as well as teachers need to be cognizant of, with early identification representing the more favorable approach to intervention (Deponio and Macintyre, 2003, p. 1). The preceding types of learning difficulties are termed â€Å"†¦ dyslexia, dysphasia, the attention deficit disorders (ADD), with the added hyperactivity (ADHD), Asperserâ₠¬â„¢s syndrome, specific language impairment (SLI), and the Scandinavian-named DAMP (deficit in attention, motor control and perception) (Deponio and Macintyre, 2003, p. 1). The United Kingdom’s Department for Education and Skills (2007) states that an â€Å"Initial and diagnostic assessment †¦Ã¢â‚¬  represents the â€Å"†¦ starting point, or baseline, for learning†. The identification of pupils with learning difficulties â€Å"†¦ can be subtle, multiple and difficult to pinpoint †¦Ã¢â‚¬  (Learning Disabilities Association of America, 2007). Keen (2001) advised that as a result of enhanced identification methods and understandings there has been an 80 percent increase in children identified with having a difficulty that hinders learning. The increased number of students identified with learning difficulties has stretched the demand on â€Å"†¦ physiotherapists, occupational therapists and psychologists †¦Ã¢â‚¬  to the point where in the United Kingdom they cannot cope, stretching waiting times and referrals to a unacceptable levels (Deponio and Macintyre, 2003, p. 1). Thus, â€Å"†¦ teachers are bei ng urged to make a comprehensive assessment of children’s difficulties †¦Ã¢â‚¬  and utilize strategies and learning materials and techniques to cope with pupils having this problem. This paper shall seek to identify the key components of an effective strategy for raising the attainment of pupils with learning difficulties. Learning Difficulties The context of learning disabilities can be dealt with either in special situation schools or mainstream educational facilities. As this examination indicates the effective components of an effective strategy to achieve a heightened level of attainment for pupils with learning disabilities, the strategy aspect identifies that the context is in mainstream educational facilities. One of the key facets of pupils with learning difficulties is that they require additional attention as well as monitoring of progress that is outside of the normative procedures for students not so affected (Deponio and Macintyre, 2003, p. 88). In the United Kingdom under the government initiative titled â€Å"Every Child Matters† (National Literacy Trust, 2007a) such has provided the framework for the development of a special agenda â€Å"Barriers to Achievement – Special Educational Needs† which sets forth the vision of the government to provide pupils with special needs â€Å"†¦ the opportunity to succeed† (National Literacy Trust, 2007b). The preceding also falls under ‘Special Educational Needs (SEN)’ provides â€Å"†¦ that schools and local authorities †¦Ã¢â‚¬  adopt practices that avoids â€Å"†¦ the need for schools to write and review Individual Education Plans† which is accompanied by guidance materials termed ‘The Disability Equality Duty’ (Teachernet, 2007a). The preceding guidance sets forth for schools, and their local authorities, â€Å"†¦ to take a more proactive approach to promoting disability equality †¦Ã¢â‚¬  which includes learning difficulties, to develop their own individual schemes â€Å"†¦ through a staged approach â€Å", and to â€Å"†¦ provide training and development activities †¦Ã¢â‚¬  (Teachernet (2007b). Central to the proceeding, and one of the cornerstones of the strategy for raising the attainment of pupils with learning difficulties is ‘inclusion’ (Deponio and Macintyre, 2003, p. 88). As the word, inclusion, within this context means differing things to different groups, authorities and agencies it is defined as â€Å"†¦ the process of increasing the participation of learners within and reducing their exclusion from, the mainstream curricula and communities† (Deponio and Macintyre, 2003, p. 88). This component of inclusion has become a significant component of the UK’s national educational framework, which also endorses â€Å"†¦ greater flexibility in planning a curriculum suited to the needs of those with learning difficulties† (Kelly and Norwich, 2004, p. 42). They continue that ‘inclusion’ â€Å"†¦ provides frameworks and materials to support schools in curriculum development †¦ (and that) †¦ it is aimed at a very diverse group of children and young people ranging from profound and multiple learning difficulties, through severe to moderate learning difficulties† (Kelly and Norwich, 2004, p. 42). The Qualification and Curriculum Authority (2001, p. 4) states that the guidelines represent support for â€Å"†¦ the planning, development and implementation of the curriculum for pupils with learning difficulties†. The guidelines represent a foundation that schools can utilize with their own materials along with the National Curriculum in conformity with the â€Å"†¦ statutory entitlement †¦Ã¢â‚¬  for learning for all students, and to â€Å"†¦ build on the principles of inclusion †¦Ã¢â‚¬  that are set forth under the National Curriculum (The Qualification and Curriculum Authority, 2001, p. 4). Furthermore, the guidelines represent a means via which to aid schools in this process through the setting of â€Å"†¦ suitable learning challenges†, â€Å"†¦ responding to pupil’s diverse learning needs† and via the inclusion of â€Å"†¦ all learners by overcoming potential barriers to learning and assessment† (Th e Qualification and Curriculum Authority, 2001, p. 4). The scheme also attempts to â€Å"†¦ integrate aspects of †¦ the full range of National Curriculum subjects †¦Ã¢â‚¬  as well as setting â€Å"†¦ the foundation stage for the early years of education †¦ preparation for adult life †¦ key skills framework †¦ thinking skills †¦ (and) †¦ personal priority needs in terms of therapies† (Kelly and Norwich, 2004, pp. 42-43). Lewis and Norwich (2000, pp. 6-8) state that even with the positive step in the direction of national inclusion and guidelines, their review found that there â€Å"†¦ has been no serious attempt to develop a curriculum or pedagogy †¦Ã¢â‚¬ , which is defined in this context as â€Å" †¦ the cluster of decisions and actions that aim to promote school learning (Lewis and Norwich, 2000, p. 7). The foregoing review set about to determine if â€Å"†¦ there were specific or district kinds of pedagogy for the different areas of learning difficulties† Kelly and Norwich, 2004, p. 43). Said examination was conducted under the assumption that there are three broad types of pedagogy needs that can be identified â€Å"†¦ needs common to all, needs specific to a defined group and needs unique to individuals† Kelly and Norwich, 2004, p. 43). The importance of the preceding is that there are distinct teaching differences and methodologies associated with the teaching of differing subject matter as well as the specific learning difficulties involved. Mastopieri et al (1997, pp. 199-211) found that in a study of pupils with learning difficulties that they did not respond as well as to science teaching that was based upon the use of inductive reasoning that represented a particular learning difficulty separate from those associated with low attainers or severe learning difficulties. Wishart (1993, pp. 380-403) stated that the preceding needs to explore the aspect for what he termed as differential teaching strategies that include error free versus trial and error learning, the use of visual as opposed to auditory presentations to aid in retention and comprehension, a consolidation of learning techniques and the monitoring of behaviours in off task routines. Bernstein (2002), in espouses that learning difficulties tend to appear when pupils â€Å"†¦ hit a brick wall they cannot climb with their particular set of competencies†¦Ã¢â‚¬  and in her belief, the preceding represents that a learning difficulty is connected with the failure to adapt to the learning environment. The preceding is an important observation in that children develop competencies at differing rates, thus schools need to consider the changes that could be made to the curriculum as well as the learning environment to provide more successful learning experiences (Bernstein, 2002). This tailoring of curriculum and learning environment with needs, in her view, represents matching the learning tasks to the learning needs as opposed to expectations that are pre-set (Bernstein, 2002). The preceding means that curriculums should represent flexible as well as responsive vehicles that aid pupils in attaining their maximum potentials, through understanding and recognizing diversity as part of the inclusion process. The Scottish Consultative Council on the Curriculum (2007) advises that differentiation represents an attitude as well as approach and structure which makes flexibility possible and that through the modification of teaching pace th at content level can thus be adapted to meet and suit the needs of particular students. Thus, in utilizing the ‘inclusion’ methodology it means that a reconsideration of the approach to teaching is thus required as well. Deponio and Macintyre (2003, p. 89) state that teachers must resist teaching to pupils in the manner in that they learn as â€Å"†¦ this may not suit the learning styles of children with specific learning difficulties†. Madsen and Olson (2005) endorse the preceding viewpoint in stating that the understanding of â€Å"†¦ how people learn is the foundation of informed teaching †¦Ã¢â‚¬ . Loucks-Horsley et al (1998, p. 32) advise that teachers in observing student behaviors as well as their records thus need to â€Å"†¦ apply knowledge about students, content, the curriculum, instruction, assessment, and the school and local communities†. Johnson (1993, pp. 507-535) refers to the preceding as representing a cognitively demanding act and thus newer teachers have a tendency to rely on fewer clues from which to make and base their decisions. Thus theory as well as experience and practical applications represent an important facet in identifying the courses of teaching action and methodologies to take in adapting the curriculum to deal with students with learning difficulties. Deponio and Macintyre (2003, pp. 89-90) point to a solution representing the use of individualized curriculums which are integrated into the planning process through a study of the pupils in classroom composition, their records and past comments and performances by other teachers. Such pre teaching planning provides the teacher with a guideline to develop strategies and alternative courses of action based upon this prior information and observation as opposed to adapting as they go (Deponio and Macintyre, 2003, p. 91). The Scottish Executive (2002, p. 5) advises that the preceding is an important aspect of improving instructional effectiveness and that too little consultation with parents and prior records is utilized in the development of educational plans on the part of teachers. The idea of ‘individualized education programmes is by no means new. Smith (1990) advises that this represents an established facet of Public Law, 94-142, and that individualized education programmes provide educational opportunities for children with learning difficulties in adapting the curriculum to enable them to participate and learn. It, individualized education programs, represent the combination of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presumption of access to the general education curriculum (Yell and Shriner, 1997, pp. 1-20). Deponio and Macintyre (2003, p. 91) advise that in order for individualized education programmes to be effective, they must  "†¦ be integrated into the planning process and not regarded as an add on for a particular child†. They add that individualized education programmes represent a method of â€Å"†¦ sharing information and understanding children’s strengths and difficulties †¦ (and that) †¦ agreed aims and targets should be shared so that the document becomes the whole school response to children’s learning† (Deponio and Macintyre, 2003, p. 91). Conclusion Effective strategies for raising the attainment of pupils with learning difficulties, as discussed herein, are represented by the processes of ‘Initial and diagnostic assessment’ (Department for Education and Skills, 2007), inclusion (Deponio and Macintyre, 2003, p. 88), and ‘individualized education programmes (Smith, 1990) representing key strategies in the process. The preceding are processes, theories and methodologies that have been developed over a long period of observation, and represent established practices. The facet of learning difficulties is no longer confined to what used to be thought of as a small group, but represents a larger sphere of pupils that includes ethnic diversities as well as those identified with having problems using language, math, general understanding and communication skills. The broad context of pupils that fall into the preceding means that the educational process needs to utilize the observation of teachers, the involvement of parents and the use of curriculum to design programmes that address the individualized learning processes that are present in differing students. The process does not intend to develop specialized programmes that isolate those pupils with learning difficulties, but rather to moderate the curriculum and teaching process to permit the teacher to instruct in a manner that is consistent with the students comprising their classroom. This approach represents a more comprehensive as well as challenging facet to teaching that requires the teacher to have a better understanding of the composition of student abilities and learning facets. Yell and Shriner (1997, pp. 1-20) summarize the foregoing by stating that such represents the utilization of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presu mption of access to the general education curriculum. Bibliography Bernstein, J. (2002) Assessing the developing child: a neurodevelopmental perspective. Paper presented at the British Psychological Society Paediatric Neuropsychology Training Day, Guy’s Hospital, London, United Kingdom Deponio, P., Macintyre, C. (2003) Identifying and Supporting Children with Specific Learning Difficulties: Looking beyond the Label to Assess the Whole Child. RoutledgeFalmer Johnson, K. (1993) Learning to teach: Instructional actions and decisions of preservice ESL teachers. Vol. 26. TESOL Quarterly Keen, D. (2001) Specific neurodevelopmental disorders. Paper presented at the Conference on the Needs of Children with Specific Developmental Difficulties, Bishop Auckland Kelly, N., Norwich, B. (2004) Moderate Learning Difficulties and the Future of Inclusion. RoutledgeFalmer Learning Disabilities Association of America (2007) What do Parents of Children with Learning Disabilities ADHD, and Related Disorders Deal With. Retrieved on 17 February 2007 from http://www.ldanatl.org/aboutld/parents/help/parents.asp Lewis, A., Norwich, B. (2000) Mapping a pedagogy for special educational needs. Vol. 69. BERA National Event Report Loucks-Horsley, S., Hewson, P., Love, N., Stiles, K. (1998) Designing professional development for teachers of science and mathematics. Corwin Press Madsen, A., Olsen, J. (2005) Student Teachers’ Use of Learning Theories to Diagnose Children’s Learning Difficulties. Vol. 17. Journal of Elementary Science Education Mastopieri, M., Scruggs, T., Butcher, K. (1997) How Effective is Inquiry for Students with Mild Disabilities. Vol. 31, Issue 2. Journal of Special Education NASA Occupational Health (2006) Effective Stress Management. Retrieved on 17 February 2007 from http://ohp.nasa.gov/cope/a_ld.htm National Literacy Trust (2007b) Barriers to Achievement – Special Educational Needs. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html National Literacy Trust (2007a) Special Educational Needs resources. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html Qualifications and Curriculum Authority (2001) Planning, teaching and assessing the curriculum for pupils with learning difficulties. Qualifications and Curriculum Authority Scottish Consultative Council on the Curriculum (2007) Assessment to support on learning. Retrieved on 18 February 2007 from www.itscotland.org.uk.CurriculumGuide/TestingAnd Assessment/AssessmentToSupportLearning7index.asp The Scottish Executive (2002) Raising the attainment of pupils with special educational needs. Vol. 67. Interchange Smith, S. (1990) Individualized Education Programs (IEPs) In Special Education – From Intent to Acquiescence. Vol. 57. Exceptional Children Teachernet (2007b) Promoting Disability Equality in Schools. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/disabilityandthedda/guidancedisabilityequalityinschools/ Teachernet (2007a) Special educational needs and disability. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/ Wishart, J. (1993) The development of learning difficulties in children with Down Syndrome. Vol. 37. Journal of Intellectual Disability Research Yell, M., Shriner, J. (1997) The IDEA Amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Vol. 30, Issue 1. Focus on Exceptional Children

The Truth about Cannibalism Essay -- Exploratory Essays Research Paper

The Truth about Cannibalism Typical Western thought directs people to examine the practices of cannibalism as savage and primitive. More often than not, this type of association exists because the people viewing the action are frightened and confused by that which they do not understand. In fact, some would even claim that, â€Å"cannibalism is merely a product of European imagination† (Barker, 2), thereby completely denying its existence. The belief that cannibalism goes against â€Å"human instinct†, as seen in many literary works including Tarzan, reduces those who practice it to being inhuman. (Barker, 1) However, scientific findings demonstrate that those who practice cannibalism are still human despite their difference in beliefs; therefore, not only can rationalization be extrapolated from those who practice the act of cannibalism, but also denying the fact of the participant’s very humanity has been undermined through scientific findings. The spectrum of logic behind cannibalism is wide in scope and varies in each tribe. In Africa there are a number of cannibalistic tribes, the two most notable being the Fang and Azande tribes. The Fang tribe occupied the Gabun district north of the Ogowh River in the French Congo. According to Mary Kingsley, â€Å"The Fang is not a cannibal for sacrificial motives† and is considered by many to be â€Å"morally superior to the Negro†. (encyclopedia.org) However, despite displaying higher moral standards, the Fang tribe has been purported to be â€Å"utterly indifferent to human life.† (encyclopedia.org) Yet, it was not indifference that served as the basis of practicing the acts of cannibalism but rather they simply found nothing wrong in doing so. In the Fang â€Å"a woman who bore ... ...that of his kind. In the Hua and Gimi tribes, there are much deeper meanings and rituals involved in the eating of human flesh. Whether Westerners view cannibalism as â€Å"primitive† does not undermine its presence. These tribes have maintained their salvation through cannibalism for centuries. In fact, some may even posit that without the existence of cannibalism, these tribes may cease to exist due to the lack of a strong underlying culture. Works Cited â€Å"Baker, John.† Online. Internet. WWW page. http://www.heretical.org/cannibal.baker1.html 5 Oct. 2002. Barker, Hulme, and Iverson. Cannibalism and the Colonial World. New York: Cambridge University Press, 1998. â€Å"Kingsley, Mary.† Online. Internet. WWW page. http://30.1911encyclopedia.org/F/FA/FANG.htm 5 Oct. 2002. Sanday, Peggy. Divine Hunger. New York: Cambridge University Press, 1986.

Dwi case with multiple fatalities Essay

Driving while being intoxicated is a serious crime. This becomes more serious when the charge is juxtaposed with multiple fatalities including DWI charges. These charges include underage driving, underage drinking, resisting against arrest and public damage. (Kar, 145) Such an incident took place in Middletown in 1999. This is a perfect example of the multiple fatalities while driving. Henry Bitchel was 15 when he crashed his 1966 Ford on a public telephone booth. The officer in charge booked the offence and tried to measure his blood alcohol level suspecting him being drunk. To this Henry resisted and thus offence was created against the law. However with the help of force the officer registered the blood alcohol level was placed in a much higher than the permissible level. (King, 126) Thus four major charges were lodged against Henry. The first was of underage driving without a valid license, the second charge was underage drinking as he was 15 years of age. The third was resisting arrest and it should be stated that Henry could have well done without this one. The last one was damage of public property in form of a telephone booth. The fifth and the main issue that was charged against Henry was the case of drinking while driving. (Lamb, 243-245) It should be noted that the law is enforced for the betterment of civic society and the good of the civilians. Therefore it is evident that the citizen should follow these rules. Otherwise, as in the case of Henry, there could be multiple fatalities including DWI charges and that is a must avoidable scenario. Works Cited: Kar, P; History of US Automobile Market (Kolkata: Dasgupta & Chatterjee 2005) pp 145 King, H; Civic Fitness Today (Dunedin: HBT & Brooks Ltd. 2005) pp 126 Lamb, Davis; Cult to Culture: The Development of Civilization on the Strategic Strata. (Wellington: National Book Trust. 2004) pp 243-245

10 Facts That Will Make Economics Dissertations More Interesting Even to Professors

10 Facts That Will Make Economics Dissertations More Interesting Even to Professors The world of economics is a young and not well-explored terra incognita. There is an abundance of thesis topics for economics among which the student can select the most appealing one. It is possible to conduct a full-fledged investigation with the high practical value. Economics dissertations are among the most required ones, and writing one will surely bring you a decent reputation regardless of its potential difficulty. Continue reading below to get acquainted with 10 fascinating facts from the world of economics. The practice of full-life hiring in Japan.  The system of full-life hiring in Japan, when the worker stays at the same company from the first day of hiring until the last was established starting with the last century when large economical conglomerates emerged out of small manufactures. Such a type of work became totally new, and there were no similar economical models neither in Europe nor in the US. The hiring became possible due to socio mental peculiarities of the nation and the philosophy of paternalism within the corporation that is adaptable to all spheres of Japanese society.Such model contributed greatly to the development of the country as the corporation does everything possible to satisfy the needs of the workers and the employees, in return, do everything for the prosperity of the company. Such methodology is beneficial for both company and state due to the economic growth of the country. Pigou taxation implementation.  In order to deal with the growing rate of environmental pollution, most economists offer to implement a so-called Pigou Tax on harmful emissions. The aim of this tax is to lower the negative factors from industrial activity of the companies. To avoid high taxes, companies from the entire world will develop more rational and cost-effective businesses.The companies have issued the limit for emissions quantity, and if the companies manage to fit into the limit, they can sell the remaining quota to other companies increasing their profit. However, the methodology of short-term implementation is currently in development but has a great potential. The Big Mac index.  The economic level of the world can be estimated in hamburger, and that is not a joke. London Economist journal in the 1980s has used the term The Big Mac index as the means of purchasing capability of the world currencies. The product served as perfect indexation means due to its universality and presence in almost any country in the world. Basically, in 2001, the price was 2.5USD, and in Switzerland, it cost 3.7USD, while in Malaysia the price was only 1.2USD. As a result, in Malaysia, you can buy more burgers per dollar than in previous two countries as the country has the lowest currency rate among all. Shock-therapy.  This is one of the numerous economic theories that is based on implementing the radical economic theories in order to take the country out of the crisis. The topic seems rather effective in terms of putting into practice as the government takes the leading part in this procedure. There is no equal position regarding its efficiency, and there are numerous groups of both opponents and supporters of the theory. The religion does matter.  It is surprising, yet true that economics is composed not only of numbers and formulas. In some cases, even a joke can undermine the state of affairs as it happened after caricature case in Denmark when a joking picture of Muhammad was published in the magazine.   The Muslim population disliked such a dishonorable treatment of the prophet so much that they started to ignore the Danish products. After half a year of such silent treatment, the gross export level of Denmark reduced by 15.5%. Until public excuses were made, the government has lost 134 million euros. The experts consider that losses were even greater as the potential investments and service sectors were not taken under thorough examination. The alternate labor shops existed.  In 1827, there was a first alternate labor shop established in Cincinnati by the anarchist Josiah Warren. It was possible to purchase goods with 7% markup, and that was much cheaper than buying from the competitors. The customers paid for goods not with money but with an equivalent of physical labor. The standard rate was 5 kg of grain per working hour. People could pay not only for goods but also for some special services in this manner. The US is the prison nation.  It is sad to admit, but 2.5 million of American citizens inhabit the prison cells. The number is greater than the population of Dallas, Philadelphia, and even New Mexico State. It has got 25% of the world’s imprisoned population. People have to pay the taxes for maintaining the lives of the criminals, and each of the incarcerates costs 60 thousand dollars for a year of captivity. That is the yearly salary of an average teacher. Being old is extremely expensive.  53% of the US population is afraid to retire as, by rough calculations, they will have to prepare quarter millions of dollars for medical expenses with all extra payments and prescriptions. People start to save money at a very early age of 40-45 years. Africa can become top grain producer of the world.  60% of African soil is not used for growing crops, and that is the greatest chance to invest in the horticulture sector. This approach will eliminate the unemployment as such a branch of industry will generate 8 million jobs until 2020. With proper reforms, the country can transform into the world agriculture leader. Beijing breaks all standards.  At the moment, China is the world leader in consumption of cement and iron ore – 53% and 48% of the world resources respectively. With such a tempo of growth, till the end of 2025, China will create near 50 thousand skyscrapers that are a rough equivalent of 10 New York Cities. The given information is only a peak of a giant iceberg that waits for the conquerors who will reveal all the secrets and bring them to the scientific society. References: Jokn V. Van Sickle Professor of Economics, Wabash College. ECONOMICS. D. Van Nostrand Company, Inc.  https://mises.org/sites/default/files/Introduction%20to%20Economics_5.pdf Kenichi Ohno. The Economic Development of Japan The Path Traveled by Japan as a Developing Country. National Graduate Institute for Policy Studies 7-22-1 Roppongi, Minato-ku, Tokyo 106-8677,  grips.ac.jp/forum/pdf06/EDJ.pdf Frederick Golooba-Mutebi. Africa Rising: The Rwanda Story. Perspectives. Issue 1 February 2014 20- https://www.boell.de/sites/default/files/2014_1_perspectives_africa.pdf Albert Keidel. China’s Economic Fluctuations Implications for Its Rural Economy. CARNEGIE ENDOWMENT FOR INTERNATIONAL PEACE  https://carnegieendowment.org/files/keidel_china_fluctuations_final.pdf San Vicente Portes, Luis Atal, Vidya. (2014). The Big Mac Index: A Shortcut To Inflation And Exchange Rate Dynamics? Price Tracking And Predictive Properties. International Business Economics Research Journal (IBER). 13. 751. 10.19030/iber.v13i4.8683.  https://www.researchgate.net/profile/Vidya_Atal/publication/297747002_The_Big_Mac_Index_A_Shortcut_To_Inflation_And_Exchange_Rate_Dynamics_Price_Tracking_And_Predictive_Properties/links/5728bc3f08ae2efbfdb7e321/The-Big-Mac-Index-A-Shortcut-To-Inflation-And-Exchange-Rate-Dynamics-Price-Tracking-And-Predictive-Properties.pdf?origin=publication_detail Davies, J.C.H. Kuipers, Giselinde Lewis, Paul Martin, Rod Oring, Elliott Raskin, Victor. (2008). The Muhammad cartoons and humor research: A collection of essays. Humor International Journal of Humor Research. 21. 10.1515/HUMOR.2008.001. http://dcpis.upf.edu/~ricard-zapata/~ricard-zapata/muhammad%20cartoons.pdf

Japenese Internment camps essays

Japenese Internment camps essays According to our history in 1942, approximately 110,000 Japanese-Americans were relocated to selected areas far from their homes. (The American Promise pg. 692) For fear the United States Government held against them. This fear was cause from Japan who had just bombed Pearl Harbor. (December 7th 1941) America was getting ready for another world war; in doing so they took actions in national security. Japanese-Americans inhabited many of the U.S. port areas on the West coast. The U.S. government provided a plan for both United States citizens and the Japanese-Americans, or so it was stated. However, when seeking the fine details of this incident, we see two sides of the story, the question is which is the truth and which is the fantasy. The Official Government documents drastically contrast the first-hand accounts of what it was like in those Communities. With each source the story of life behind the Japanese-American Internment camps change slightly. Can we believe what the government truly said after it becomes a part of the past? By looking at both the governmental and personal accounts of the interviews I conducted, only small similarities carry throughout. Whether born inside or outside of the United States, the U.S. Government attained Japanese men and women. They were not to change residences after 12:00 PM on April 30th 1942, and that all would be evacuated from there homes no later than May 7th, 1942. (History of Japanese-American Internment (timeline)) There were no reasons behind this evacuation, and there were no explanations as to what was going to happen after such an evacuation. Thorough plans for preparation were provided, such as the offering of assistance from the Civil Control Station to help sell or dispose of all personal or business property, and to provide temporary residence for all Japanese in family groups. The instructions on this evacuation were very precise, and did not allow for any compromise: Lieu...

Against school- by gatto, what's the purpose o education- form of Essay

Against school- by gatto, what's the purpose o education- form of letter - Essay Example Gatto refer to the American schooling system as a childish program where children are forced to go to school. He believes that he would introduce an education system where children would be given the chance to take risks and make decisions on going to schools. Gatto identifies with your situation in that; he believes that schooling can be boredom. The author believes that schooling can be a problem and a bog question to most children who are unhappy in schools. His pamphlet poses the question, â€Å"Do we really need Schooling?† To clarify his argument, Gatto affirms that having education is not the same to schooling. The author believes that a student can acquire knowledge at the comfort of his zone without having to go to school. Gatto considers schooling as a daily routine, which he refers to as childishness. He further asserts that schooling makes children not to grow up in their mindset. Gatto supports his arguments by enumerating prominent Americans who did not attend schooling but turned out to be successful and productive in the American society. A perfect example of such people is Abraham Lincoln who did not attend the schooling system. Gatto defines education as the process to equip children with knowledge and not to be schooled. As far as the author is concerned, the schooling system benefits the economy as parents are obliged to pay some amount. Gatto believes that the schooling system adds interests to the political, economic, and social economy. Nevertheless, children continue to be fed with u nnecessary and necessary information and this deprive them from thinking by themselves. After schooling, these children end up being consumers and employees and as a result, their capacities to be what they want to be are limited. Further, Gatto expresses how teachers and students are bored with the school system. In most

Orgnaizational Behavior Essay Example | Topics and Well Written Essays - 2500 words

Orgnaizational Behavior - Essay Example In general leadership refers to the use of non-coercive influence techniques. It is important to distinguish a leader from a dictator. Whereas dictators get others to do what they want by using physical coercion or by threats of physical force, leaders do not (Greenberg and Baron, 2003: pp 471). From the definition it is clear that leadership involves the exercise of influence for the purpose of attaining group or organisational goals. In other words, leaders focus on changing those actions or attitudes of their subordinates that are related to specific goals. They are far less concerned with altering followers' actions or attitudes that are irrelevant to such goals. (Greenberg and Baron, 2003: pp 471). Also, from the definition one can see that leadership requires followers that is leadership is a two way street. Although leaders do indeed influence subordinates in various ways, leader also are influenced by their subordinates. As a matter of fact one can say that leadership exists only in relation to followers. After all, one cannot lead without followers. (Greenberg and Baron, 2003: pp 471). Leadership style refers to the adoption of Authoritarian Management or a Democratic Management style by an individual in an organization, depending on which style is more comfortable to his or her personality. (Statt and David, 1999: pp 91). Leadership Styles Of Two Senior Member In My Organisation The leadership styles of two senior members in my organisation are as follows: The first senior member is primarily concerned with establishing good relations with subordinates and being looked by them. He/she engages in actions such as doing favours for subordinates, explaining things to them and taking steps to ensure their welfare. He is reluctant to act in a directive manner toward subordinates and often shy away from presenting them with negative feedback. The second Senior member on the other hand is concerned mainly with production and focuses primarily on getting the job done. The senior member engages in actions such as organising work, inducing subordinates to follow rules, setting goals, and making leader and subordinate rules explicit. The leadership styles discussed above can be linked as shown in the figure 2 below: Figure 2: Basic Dimensions of Leadership Behaviour. Taken from: (Greenberg and Baron, 2003: pp 471). From the figure above one can observe that though the leadership styles discussed earlier are far off from each other, these leadership styles often converge at times. For example, there are leaders who are both production oriented and at the same time person oriented. Some leaders can be 75% person oriented and 25% production oriented and vice versa. Also some leaders can score equal points for each of the two dimensions as well as some may not be found in any of the dimensions. That is they are neither person oriented nor production oriented. Likert's Four System approach. Following an extensive research at Michigan University, Rensis Likert came up with

Moral development of Huckleberry Finn in book Adventures of Huck Finn Essay

Moral development of Huckleberry Finn in book Adventures of Huck Finn - Essay Example In comparison with the book 'The Adventures of Tom Sawyer" we see the other Huck, the boy who has become older. "His moral development is sharply contrasted to the character of Tom Sawyer1". Huck takes his life much more seriously than Tom does. The great difference between Huck and Tom lays in the fact that Tom continue to be a boy, who does not know any hardship in his life, whereas Huck grows up beneath our very eyes, overcomes a lot of difficulties, and gets his own experience. "The gradual development of Huck's ironic struggle to free himself form the moral hypocrisy, romantic conventions, and racial stereotypes of nineteenth-century America reveals a serious, essential satiric thematic purpose.2" On reading the book one may observe the contention of conflicting movements in the main character's spirit. On the one hand is the habitual for the people of that time attitude towards slavery and violence, and on the other hand is an instinctive desire to bid defiance to injustice of society. The author displays this contention with a great expressiveness and psychological persuasiveness. The first great changes happen with Huck when he realizes that his has nobody to care and to protect him. His own father, his only parent, has been constantly drinking. The only time he has really taken an interest in Huck is when he has decided to lay his hands on Huck's wealth. So, there is nothing strange that under such circumstances, Huck grows up very quickly. It is just impossible to remain a naive child, when you have to save yourself from your own father. "By and by he rolled out and jumped up on his feet looking wild, and he see me and went for me. He chased me round and round the place with a claspknife, calling me the Angel of Death, and saying he would kill me, and then I couldn't come for him no more. I begged, and told him I was only Huck; but he laughed SUCH a screechy laugh, and roared and cussed, and kept on chasing me up. Once when I turned short and dodged under his arm he made a grab and got me by the jacket between my shoulders, and I thought I was gone; but I slid out of the jacket quick as lightning, and saved myself." (Chapter VI)3On his wandering Jim and Huck meet two hoodlums, one of which masquerades as a King, and the other one plays role of Duck. Jim has had rather romanticized idea of what the nobility is, but Huck ruins his illusion:"Don't it s'prise you de way dem kings carries on, Huck" "No," I says, "it don't." "Why don't it, Huck" "Well, it don't, because it's in the breed. I reckon they're all alike," "But, Huck, dese kings o' ourn is reglar rapscallions; dat's jist what dey is; dey's reglar rapscallions." "Well, that's what I'm a-saying; all kings is mostly rapscallions, as fur as I can make out." "Is dat so" "You read about them once-you'll see. Look at Henry the Eight; this 'n 's a Sunday-school Superintendent to HIM. And look at Charles Second, and Louis Fourteen, and Louis Fifteen,

Behavioral Programme Assignment Essay Example for Free

Behavioral Programme Assignment Essay Our esteemed bank was established on 11 May 1921 and went public on 11 November 1921 in the name of Nadar Bank Limited at Ana Mavanna Building, Thoothukudi. Later we renamed as Tamilnad Mercantile Bank Limited. We had only 4 branches until 1947. The bank has now 388 full fledged branches and 732 ATM’s all over the India. In order to serve the rural areas, the bank extended services more in non-metro areas. Out of 388 branches, 344 branches are located in Rural, Semi Urban and Urban areas only. GROWTH: We are one of the oldest private sector banks which is continuously making profits and paying highest dividends. This was possible only with the dedicated employees at all levels who are energetic and are enthusiastic in the growth and prosperity of the bank. This made the bank to adopt the official motto: â€Å"Totally Motivated Bank† Achievements and Awards : The financial express in its survey on India’s Best Bank 2013 has ranked our bank No.1 among the Old Private Sector Banks. TMB has been rated 2nd Best Bank in Small Banks category by Business World under India’s Best Bank 2013 TMB has received the Best Banker award in Customer Orientation and Human Resources. TMB has received ASSOCHAM India 9th Annual Summit cum Social Banking Excellence Awards 2013 – India’s Best Private Sector Bank 2013. FUTURE VISION OF TMB: Looking Ahead: The vision of the bank is to develop the bank into a much stronger bank with  the higher level of modernization to handle the business volume. Noble thoughts and high ideas of the team of management charged with dynamic spirit of action will take the bank to a greater height, achieving growth in strength and exhibit the bank as a model bank in the Banking industry. The bank has set itself a high standard, be it in operation, customer service or compliance to regulation. Technology upgradation and March towards Hi-Tech Cyber Banking are the current mission of the Bank. VISION STATEMENT: â€Å"To be a progressive bank with strong brand equity, Enhancing the value for all the stake holders through Excellence in performance and good governance† Medium Term Goal: Aiming to increase its total business to Rs 1 lakh crore in the next four years and to expand our branch network outside Tamil Nadu. At present we having a total business of Rs 41,000 crore in 2013-14, and planning to open a large number of branches in Andhra Pradesh, Karnataka, Kerala, Telangana, Gujarat and Maharashtra in the next 3 years. Our endeavor is to have 30-40 branches in each of these states. We are targeting a total business of Rs 50000 crore in 2014-15, and aiming to have a network of 800 branches in four years. Our medium-term goal is to make TMB a pan-India bank. After the expansion of branch network in the southern states, we will focus on widening our footprint in the northern and eastern regions of the country. ASSIGNMENT II CISCO WORK CULTURE Todays organizations face increasing demands for responsiveness, adaptability, innovation, speed, and responsible corporate citizenship. No organization can afford to dismiss the potential benefits of having a diverse and inclusive culture. So for Cisco, building an inclusive and diverse organization is an ongoing and essential business imperative. It truly believe it is their responsibility to: Empower our teams Eliminate biases Create an environment where everyone feels welcomed, valued, respected, and heard. Commitment They aim to provide employees with all the resources, programs, and training necessary to achieve their business goals. They have been giving everyone an opportunity to operate at their best selves, and provide their customers with the best and most innovative products and services. How They Are Structured By partnering with their business leaders, human resource organizations, and key stakeholders and constituents, they have built a holistic diversity framework that is embedded in every part of Cisco. They have constructed an Inclusion and Diversity Coalition, a global team that advises and supports Cisco executives at the function and region level. Along with established inclusion and diversity ambassadors, it includes advocates in the field. The team helps to accelerate program execution by reinforcing inclusion and diversity communication and expectations. Ciscos employee engagement strategy: Ciscos employee engagement strategy has yielded several benefits through the use of collaboration tools. For example, the quarterly company meeting has gone through a total transformation. In the past, Cisco held the company meetings in a physical location, usually a local convention center near the headquarters in San Jose, California. Today the quarterly company meetings are virtual. Through the use of video and collaboration technologies, employees globally can participate in these meetings and interact with senior executives through a live chat (using Cisco Jabber ® technology). The entire event is recorded (along with chat transcripts and other documents) and shared with all employees. This approach has increased employee participation and provided a new venue for rich interaction between employees and senior executives, all of which have boosted overall employee satisfaction. Cisco uses a virtual format for other events as well such as the annual global sales experience (20,0 00-plus attendees) and strategic leadership offsite (3000-plus senior leaders). More than ever employees are conscious of their health and wellness, while employers are looking for ways to provide employees with high-quality healthcare options while keeping their costs under control. Cisco opened a state-of-the-art HealthCenter in San Jose for employees and has followed with centers at other sites. Through the use of technologies such as HealthPresence ® and unified communications, Cisco employees have access to some of the best healthcare systems around the world ASSIGNMENT III 3 Model Component of Commitment About the Model: John Meyer and Natalie Allen developed their Three Component Model of Commitment and published it in the 1991 Human Resource Management Review. The model explains that commitment to an organization is a psychological state, and that it has three distinct components that affect how employees feel about the organization that they work for. The three components are: 1. Affection for your job (affective commitment). 2. Fear of loss (continuance commitment). 3. Sense of obligation to stay (normative commitment). We can use this model to increase commitment and engagement in your team, while also helping people to experience a greater feeling of well-being and job satisfaction. Lets look at each of Meyer and Allens three types of commitment in greater detail. Affection for Your Job (Affective Commitment) Affection for your job occurs when you feel a strong emotional attachment to your organization, and to the work that you do. Youll most likely identify with the organizations goals and values, and you genuinely want to be there. If youre enjoying your work, youre likely to feel good, and be satisfied with your job. In turn, this increased job satisfaction is likely to add to your feeling of affective commitment. Fear of Loss (Continuance Commitment) This type of commitment occurs when you weigh up the pros and cons of leaving  your organization. You may feel that you need to stay at your company, because the loss youd experience by leaving it is greater than the benefit you think you might gain in a new role. These perceived losses, or side bets, can be monetary (youd lose salary and benefits); professional (you might lose seniority or role-related skills that youve spent years acquiring); or social (youd lose friendships or allies). The severity of these losses often increases with age and experience. Youre more likely to experience continuance commitment if youre in an established, successful role, or if youve had several promotions within one organization. Sense of Obligation to Stay (Normative Commitment) This type of commitment occurs when you feel a sense of obligation to your organization, even if youre unhappy in your role, or even if you want to pursue better opportunities. You feel that you should stay with your organization, because its the right thing to do. This sense of obligation can stem from several factors. You might feel that you should remain with your organization because it has invested money or time in your training. Or perhaps it provided a reward in advance, such as paying for your college tuition. This obligation can also result from your upbringing. For instance, your family might have stressed that you should stay loyal to your organization. Note: These three types of commitment are not mutually exclusive. You can experience all three, or two of the three, in varying degrees. Applying the Model at our TMB: Affection for Your Job (Affective Commitment): We are very fortunate in having dedicated employees at all levels who have been energetic and working with untiring zeal for the good growth and prosperity of the institution for the past 92 years. The name and fame of the bank are in a large measure, due to the efficient and diligent service of the highly loyal staff members and officers. This has enabled the Bank to adopt the official motto â€Å"Totally Motivated Bank†. Most of the employees in TMB are committed towards our organization. This has been proven through the  profits earned and dividends paid to the stake holders. Without the positive commitment of affectionate this would not have been possible. In TMB, employees treat themselves to be a part of the family. With this unique feature TMBian’s move forward and make the organization goals and achieve great heights. Fear of Loss (Continuance Commitment): Its important to do our best to grow affective commitment, and reduce our teams reliance on continuance and normative commitment, so that we can lead a team of people who feel passionate for their roles. In TMB, we having some Team members with continuance commitment, which not only impact their growth but also impacting other Team enthusiastic employees, or even lower the morale of the organization. To encourage positive changes, we will link peoples goals with those of the team or organization. If appropriate, we align our teams roles with their skills and interests, with techniques such as Job Crafting . Its important to help people find purpose in their work, which will help them to come out from the above commitment. Sense of Obligation to Stay (Normative Commitment): In our organization, some officers from STEP programme feel a sense of normative commitment since our organization has invested a lot in their training and development. Since they have been contracted for 5 years, they could not able to switch job even if they got better opportunity. To overcome this we are likely to develop affective commitment through explaining them about their growth in this esteemed organization and make them to feel experience positive emotions at their work. Further, we will encourage these people to thrive, and to enjoy the work that theyre doing. We make sure that we give praise regularly, and create a healthy workplace , so that these kind of people will be happy and productive. ASSIGNMENT IV Change is a common thread that runs through all businesses regardless of size, industry and age. Our world is changing fast and, as such, organizations must change quickly too. Organizations that handle change well thrive, whilst those that do not may struggle to survive. The concept of change management is a familiar one in most businesses today. But, how  businesses manage change (and how successful they are at it) varies enormously depending on the nature of the business, the change and the people involved. And a key part of this depends on how far people within it understand the change process. One of the cornerstone models for understanding organizational change was developed by Kurt Lewin back in the 1950s, and still holds true today. His model is known as Unfreeze – Change – Refreeze, refers to the three-stage process of change he describes. Lewin, a physicist as well as social scientist, explained organizational change using the analogy of changing the shape o f a block of ice Lewin’s Three-Step Model For Implementing Change Unfreeze: This first stage of change involves preparing the organization to accept that change is necessary, which involves break down the existing status quo before you can build up a new way of operating. Key to this is developing a compelling message showing why the existing way of doing things cannot continue. This is easiest to frame when you can point to declining sales figures, poor financial results, worrying customer satisfaction surveys, or suchlike: These show that things have to change in a way that everyone can understand. To prepare the organization successfully, you need to start at its core – you need to challenge the beliefs, values, attitudes, and behaviors that currently define it. Using the analogy of a building, you must examine and be prepared to change the existing foundations as they might not support add-on storeys; unless this is done, the whole building may risk collapse. This first part of the change process is usually the most difficult and stressful. When you start cutting down the way things are done, you put everyone and everything off balance. You may evoke strong reactions in people, and thats exactly what needs to done. By forcing the organization to re-examine its core, you effectively create a (controlled) crisis, which in turn can build a strong motivation to seek out a new equilibrium. Without this motivation, you wont get the buy-in and participation necessary to effect any meaningful change. Change: After the uncertainty created in the unfreeze stage, the change stage is where people begin to resolve their uncertainty and look for new ways to do  things. People start to believe and act in ways that support the new direction. The transition from unfreeze to change does not happen overnight: People take time to embrace the new direction and participate proactively in the change. A related change model, the Change Curve , focuses on the specific issue of personal transitions in a changing environment and is useful for understanding this specific aspect in more detail. In order to accept the change and contribute to making the change successful, people need to understand how the changes will benefit them. Not everyone will fall in line just because the change is necessary and will benefit the company. This is a common assumption and pitfall that should be avoided. Time and communication are the two keys to success for the changes to occur. People need time to understand the change s and they also need to feel highly connected to the organization throughout the transition period. When you are managing change, this can require a great deal of time and effort and hands-on management is usually the best approach. Refreeze: When the changes are taking shape and people have embraced the new ways of working, the organization is ready to refreeze. The outward signs of the refreeze are a stable organization chart, consistent job descriptions, and so on. The refreeze stage also needs to help people and the organization internalize or institutionalize the changes. This means making sure that the changes are used all the time; and that they are incorporated into everyday business. With a new sense of stability, employees feel confident and comfortable with the new ways of working. The rationale for creating a new sense of stability in our every changing world is often questioned. Even though change is a constant in many organizations, this refreezing stage is still important. Without it, employees get caught in a transition trap where they arent sure how things should be done, so nothing ever gets done to full capacity. In the absence of a new frozen state, it is very difficult to tackle the next change initiative effectively. How do you go about convincing people that something needs changing if you havent allowed the most recent changes to sink in? Change will be perceived as change for changes sake, and the motivation required to implement new changes simply wont be there. As part of the Refreezing process, make sure that you celebrate the success of the change – this helps people to find closure,  thanks them for enduring a painful time, and helps them believe that future change will be successful. Applying the model at TMB : At our bank we have followed the Lewin’s Three-Step Model while implementing our New Logo: Unfreeze: Even though our Bank has been established in 1921, the logo was set for the bank only in 1962. Since the logo was not competent to match to the current generation of banking and also not expressed the future face of the bank. It has been decided to change the Logo. After having various meetings with our stake holders, at last our Management got approval from our stake holders to change our logo. Our Management has started the process for changing the logo of our bank after 50 years. We are well aware that changing our established logo should be approached with a great deal of caution and forethought. Only a new logo design makeover (executed correctly) can infuse our company brand with new excitement, new blood. We are the leading private sector bank with strong development in modern banking and need a logo that is more in line with, and appealing to, our vision along with modern banking facilities. Change: After got approval from stakeholders, our bank started planning on designing the new logo which should express our vision along with modern banking facilities. The organization has ready to take risk by changing the Logo. The Dispel rumors by answering the questions asked by any one the openly and honestly and also relate the need for change back to operational necessities. Our organization has announced a contest among the staff members for creating a logo which should reflects our vision and Modern banking and also to make the staff involvement. Which made everyone feel that it’s a right time to change Logo of our bank and will give new face to our bank. Refreeze: With help of our all staff members our bank has designed a new log which described our vision and modern banking. The magenta-and-royal-blue combo is a colourful showcase of the brand’s illustrious past, where the inherent DNA of our bank customer orientation commitment to excellence takes center-stage. The complementary colours and the clear-cut typeface underline our bank’s new philosophy of staying in tune with the current generation. What holds the logo together and helps break the clutter is the clever play on the letter ‘M’. An amalgam of two upward arrows, ‘the Positive M’ clearly symbolizes our bank’s new promise – to be one step ahead of life. our New logo was created. On 03.05.2012, we have launched New Corporate Identity (New Logo) for our Bank in a grand function at Thoothukudi by our Managing Director CEO in the august presence of all the Directors of our bank. Change of our New Logo was communicated to people through various medium of communication. The New logo has brought a strong believe from the public that, our bank not only a have a traditional type of banking but also have the Modern banking.