The Women Infant and Children (WIC) Supplemental Nutrition...

The Women Infant and Children (WIC) Supplemental Nutrition Program is a supplemental food and nutrition program for low-income pregnant, breastfeeding, and postpartum women and children under age five who have a nutriThe Women, Infant and Children Supplemental Nutritional Program’s primary goals are to provide supplemental food and nutrition to women of a lower income who are pregnant, breastfeeding, and postpartum and children under age 5. In the 1960’s issues of women and their children of lower incomes succumbing to malnutrition started to arise and attract political attention. Children were suffering from malnutrition at an increasingly alarming rate. Women were at a comparative disadvantage and were not able to afford the important supplemental foods to ensure a proper diet for themselves and their children which can cause health issues. Malnutrition can cause developmental problems in a child’s brain causing learning difficulties. There were already food programs that were offered by public schools, because it was believed most children would receive all meals eaten from school, but this left out younger children who were not yet in school. Women were becoming pregnant and not being able to eat the important nutrients needed during pregnancy to ensure fetal growth, and so the mother would also stay healthy. Officials with the United States Department of Health, Education and Welfare and the United St ates Department of Agriculture met with a group of physicians inShow MoreRelatedThe Snap ( Supplemental Nutrition Assistance Program ) And Wic ( Women, Infants, Children ) Programs864 Words   |  4 Pages The SNAP (Supplemental Nutrition Assistance Program) and WIC (Women, Infants, Children) programs both have similar jobs. Both programs attempt to help feed struggling families. In the past SNAP allowed members to purchase food staples and prepackaged food, but a recent bill is being made in order to address these rules. These changes will deactivate members’ abilities to purchase prepackaged food, and has limited them to purchase only food staples. These food staples included foods such as riceRead MoreWic : Children, Infants, And Children1012 Words   |  5 PagesWIC is a truly amazing program, WIC is Women, Infants, and Children. WIC has been around helping families for a very long time. There are very different opinions on WIC, some people are for it and appreciate how they help families. Others view WIC as an easy way out to a difficult time. WIC has a lot of history, there are advantages, disadvantages, how it’s administers, statistics, the risk, and their positions on WIC. WIC had been around since the 70’s and even then was very much about the healthRead MoreSpecial Supplemental Nutrition Program For Women, Infants, And Children Essay3550 Words   |  15 PagesRunning Head: The Special Supplemental Nutrition Program for Women, Infants, and Children The Special Supplemental Nutrition Program for Women, Infants, and Children 3 The Special Supplemental Nutrition Program for Women, Infants, and Children Rebecca H. Thomas Simmons Introduction In the United States, there is a significant number of women and children live below the federal poverty line and many still live below twice the poverty line (Jackson, 2014). According toRead MoreThe Supplemental Nutrition Program For Women890 Words   |  4 Pages The Supplemental Nutrition Program for Women, Infants, and Children (WIC) was started in 1972, and was permanently established in 1974 by the USDA (WIC Fact Sheet, 2015; Brown, 2011). WIC was established to safeguard the health of women, infants, and children up to age five who are low income and at nutritional risk; their mission is carried out by means of supplementing diets by providing access to nutritious foods, nutrition education, breastfeeding education, breastfeeding promotion, breastfeedingRead MoreThe Debate Around Welfare And Welfare State2062 Words   |  9 Pages2013). Women, Infants, and Children: The WIC Program The answer to Hudson’s question is that the programs offered for the Welfare State addresses different welfares. There are different programs addressing the welfare state of different groups of people. Some address the welfare of the indigenous people such as the Indigenous Peoples Partnership Program while others address the needs of women. One particular program, which would be the central topic of this paper, is the Special Supplemental NutritionRead MoreWic Is A Nutrition Program For Women, Infants, And Children1012 Words   |  5 PagesWIC The Special Supplemental Nutrition Program for Women, Infants, and Children also known as WIC is a nutrition program aimed at assisting low-income pregnant, postpartum, and breastfeeding women, infants, and children up to 5 years old who are at nutritional risk. The program aims to assist the individuals by providing foods with nutritional value in addition to their normal diet, also giving information about healthy eating including breastfeeding, and the program also gives referrals to healthcareRead MoreAn Article About A Local Non Profit Agency Doubling The Value Of Snap ( Supplemental Nutrition Assistance Program888 Words   |  4 Pagesagency doubling the value of SNAP (Supplemental Nutrition Assistance Program) benefits when used at the local farmers’ market. One dollar of SNAP benefits would allow a participant to receive two dollars’ worth of items from the farmers market. The purpose of the non-profit doubling the value was to make fresh, local, healthy choic es available for a reasonable value to SNAP recipients. Week after week as I visited the farmers market and asked how the program was going, the market manager saidRead MoreThe Poverty Of The United States Essay3731 Words   |  15 PagesIntroduction In the United States, there is a significant number of women and children that live below the federal poverty line and many still live below twice the poverty line (Jackson, 2014). According to the United States Census Bureau (2016), to be considered in poverty, individuals or families meet certain income thresholds based on family size and composition. Based on these thresholds, people in poverty are at the minimum level of income deemed adequate to provide the basic necessities inRead MoreEssay on Breastfeeding and The WIC Program1182 Words   |  5 PagesUnited States Supplemental Nutrition Program for Women, Infants, and Children also known as WIC supplies almost fifty percent of the infant formula used in the US at no charge to the families. This has raised a red flag for concern because it is well-known that feeding with infant formula results in poorer health outcomes for infants than breastfeeding. Why should WIC offer any formula at all to its clients when breast milk is free, and it is known to be more beneficial for infants than formulaRead MoreAmerica Needs Welfare Reform Essay1742 Words   |  7 Pages Today our welfare programs give out too much money and the systems need to be reformed again. In 1996 The Welfare Reform Act was enacted and it changed the entire program for the better. However, since then, the programs have become abused and need to be reformed again. Many of the people that receive state or federal funding have more luxury items than the average middle class family. The government should check-in on the families that are receiving assistance to make sure they actually need the

Analysis Of The Way Meursault - 1335 Words

The way Meursault reacts to his surroundings throughout the first part of the book is especially noticeable in chapter 1. Within this chapter, you may notice that he talks more about the setting of places and the moods of others than he does his own emotions. The story starts off with Meursault stating that his mother died that day. Following this, he attends a vigil which he says is fifty miles away. Instead of telling us how he feels about the loss of his mother, he proceeds to tell us that he will catch the two o’clock bus and get to his mother’s in the afternoon. This leads us to assume that he is detached from his emotions. Once on the bus, still not once mentioning the affect his loss has been on him, he comments how it was very hot†¦show more content†¦But what if there is no purpose, what is we have no ultimate end point in life. Meursault show us that he himself is indifferent to the emotions and actions of others, by his reactions in the book. When his asked to write a letter to his friend’s mistress, he initially declines. Although, after his friends mentions that he should write it because that is what friends do for each other, he is reluctant in his change in response. This shows us that he does things not out of moral decisions, but rather because it is naturally what is expected of him. In the book, Mr Meursault is not given a first name, knor is he given any physical attributes. I can be said that this is to generalize him. When not given an identity, we are able to see him as anyone. It allows us to bend him and shape him to our will, thus proving that he is what is expected of him to be. Therefore proving that no one is meant to be something in life, we are all merely going along with what happens. In the book, we see that the our main character is detached from his feelings. As he sees it, life may be merely something we are all fumbling through with no real spiritual reason or end. We see that Mr Meursault is outside his mind when he attends his mother’s funeral and thinks about how hot it is outside, as opposed to seeing this as a sad moment in life, one in which he should be busy mourning. Through hisShow MoreRelatedTitle and Character Analysis of The Stranger by Albert Camus784 Words   |  3 PagesThe Stranger: Character and Title Analysis In Albert Camus’, The Stranger, the characters in the novel are individually unique in ways that bring out the positive and negative aspects of each other. When examining their traits you get the deeper meaning of things and what they stand for. The major characters in this novel are Meursault, Raymond Sintes, and Marie Cardona. Meursault shows no emotion through everything that goes on in his life such as a death. Raymond Sintes is a rude person and onlyRead MoreAlberts Aimless Absurdity898 Words   |  4 PagesIn Albert Camus’ novella, The Stranger, he exposes his beliefs on absurdism through the narration of Meursault. Camus’ definition of absurdism is a philosophy based on the belief that the universe is illogical and meaningless. Camus, founder of absurdism and French Nobel Prize winning author, sends the reader his underlying theme that life is meaningless and has no ulti-mate significance. This underlying theme of life’s absurdity is extremely per sonal to Camus through his own individual experiencesRead MoreLiterary Analysis: How Meursault Is Indifferent in the Stranger, by Albert Camus874 Words   |  4 PagesLiterary analysis: How Meursault is indifferent in The Stranger, by Albert Camus Although Meursault is the title character and narrator of Albert Camus’ short novel The Stranger, he is also a somewhat flat character. His apparent indifferent demeanor may be a convenience to Camus, who mainly wanted to display his ideas of absurdism. And as a flat character, Meursault is not fully delineated: he lacks deep thought and significant change. His purpose is that of a first-person narrator whose actionsRead MoreThe Individual Versus His Environment in The Stranger and Grendel1674 Words   |  7 Pagesmultifaceted nature of literature, analysis thereof is prone to generalization. One of the most grievous generalizations oft encountered involves failing to distinguish between a character and the novel it inhabits. Take John Gardener’s Grendel and Albert Camus’s The Stranger, for instance. It’s far too easy, when analyzing for dominant ideologies, to slap them both with the label of existentialism and be done with it. However, closer scrutiny i ndicates that whilst both Meursault and Grendel are existentialRead MoreThe Stranger By Albert Camus Essay1546 Words   |  7 Pagesanswered, Camus offers perspectives on what French society regarded the answers to be, such as connections with others, elusion to freedom, and faith in religion and God. In order to achieve a deeper understanding of what this quote really means, an analysis of the context of the quote must be established. This quote coincides with Barthes’ philosophy during his transition from structuralism to post-structuralism. In 1968, Barthes wrote an impactful essay, Death of the Author. In this essay, he exploredRead More The Stranger Essay1301 Words   |  6 Pagesnoticed that traits that Albert Camus character depicts in the book are closely related to the theories of Sigmund Freud on moral human behavior. Albert Camus portrays his character of Meursault as a numb, emotionless person that seems to mindlessly play out his role in society, acting in a manner that he sees as the way he’s supposed to act, always living in the moment with his instincts driving him, and if the right circumstance presents itself the primal deep seeded animal will come out. I believeRead MoreCrime and Punishment vs. The Stranger1438 Words   |  6 Pagesspells, both characters become incredibly confuse and frazzled. Often their judgment is clouded, and because of this, they tend to act upon emotions that they generally would not. One of the most noteworthy and climactic event in The Stranger is when Meursault meets the Arab on the beach. â€Å"The Arab drew his knife and held it up to me in the sun. The light shot off the steel and it was like a long flashing blade cutting at my forehead. At the same instant the sweat in my eyebrows dripped down over myRead More Essay on Camus’ The Stranger (The Outsider): Reader Response Criticism2226 Words   |  9 PagesThe Stranger (The Outsider)  Ã‚        Ã‚  Ã‚   In The Stranger (The Outsider), Albert Camus anticipates an active reader that will react to his text. He wants the reader to form a changing, dynamic opinion of Meursault. The reader can create a consciousness for Meursault from the facts that Meursault reports. By using vague and ambiguous language, Camus stimulates the reader to explore all possibilities of meaning. Camus also intends to shock the reader into rereading passages. Through discussion of narrativeRead More Absurdity in Albert Camus’ The Stranger Essay2431 Words   |  10 Pagesof absurdity, that person may appear to be alienated or exiled or a stranger, much like Meursault in The Stranger. For Woelfel, what is later described as absurdity by Camus comes out in two passages in The Stranger. When Meursault is asked why he shot the Arab, because of his understanding of himself and the world being absurd, he answers it was because of the sun (Camus 103). Also just before Meursault is being executed, h e thinks to himself about the gentle indifference of the world (CamusRead MoreLiterary Analysis Of The Stranger 2900 Words   |  12 Pages Curtis Poindexter Professor Slattum English M01B 11 December 2014 Literary Analysis: The Stranger The novel The Stranger is a first-person account of the life of M. Meursault from the time of his mother s death up to a time evidently just before his execution for the murder of an Arab. It was written by Albert Camus in 1942. Meursault however, is not your typical hero of a story; rather an antihero. He is neither good nor bad, and harbors no emotion. He goes through his life with a preconceived

Ball of Confusion free essay sample

I can see myself at Pratt. Though it sounds cliche and trite, when I first visited the campus I knew it was me. I had often heard about the so called â€Å"moment,† that college books kept describing, telling me that I would know when I saw the college of my dreams. Pratt is that for me. I can picture myself sitting on the grass reading a novel assigned for my Literary and Critical Studies course. I can see myself better developing my understanding of the human form in my Figures and General course. I can see myself in the studio frantically trying to finish a project that is due the next day. I can see myself belonging at Pratt. Oh, to belong to a group of artistic and diverse people! I don’t want to belong in a conformist sense of the word. Instead, I want to belong in the sense of being surrounded by people with similar interests, but all with their own ideas and personalities. We will write a custom essay sample on Ball of Confusion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Coming from a school where being different means wearing something other than Hollister, I want to push myself to become my own person and branch out from the standards of ‘normal.’ I believe at Pratt I will be in an environment that will encourage me to break away from the mold that is small-town-America. I don’t want to sound like everyone. I don’t want my ideas to sound uncreative and overused. I feel so bombarded with â€Å"How to write a good Application Essay† articles that all my thoughts have swirled into one giant confused mass. I feel like here is where I whip out an insanely creative analogy about how my life has developed and will continue to at Pratt like a pearl in a clam or cotton candy. Cotton candy? My life is like cotton candy in that it’s a swirling confused mass of crazy sugariness that all gets wrapped together and eaten quickly. But if you eat too much will it make you sick? I curse way too much. Hi Pratt, I should come to your school because I will enrich it with my verbal nonsensical babble, laden with irrefutably foul language. Not only are my verbal expression distinctive, but other manifestations of self expression set me apart as well. I am considered the QUEEN of Melodrama within my family. I have often been prone to making large scenes out of nothing, simply because I too stubborn and melodramatic to admit when I was wrong or had been just plain stupid. While I am emphasizing my â€Å"finer† qualities, I might as well include my intense need for procrastination. In fact, if I don’t feel the pressure of impending failure I can’t focus or get anything done. However, once I reach the point of â€Å"if you don’t do this YOU WILL FAIL!† I can focus like no other. I feel like these college essays want me to showcase all of my absurd qualities in a way that makes them â€Å"unique and creative outlets† or something of the sort. Should I be writing an ess ay about how I prefer to eat food in bowls? How I sleep with two comforters? How I have a metal bar in my chest? Are these really things that colleges care about? Do they really care about my obsession with Amelie and My Cousin Vinny, or do they want to hear about all of my great achievements as a Girl Scout, Honor Student, or as the Vice President of Grad? I could even be a Proust Scholar or Nobel Prize winner. It’s all going to sound the same after a while. I don’t want to be prostituting my achievements. I have worked hard for them, but they are NOT what I’m most proud of. I’m most proud of things like making decisions on my own, learning and trying new things, and growing as a person. I recently made the decision to have a major surgery, which ultimately resulted in my mastering the skill of pill swallowing. Both of these accomplishments brought me a sense of pride, just as finally finishing Anna Karenina did. I am proud of these things and I want ot her people to be proud of me for these things. I want colleges to be proud that I am a student there. I don’t want to be 1 of 3,070 students. I want people to say, â€Å"Hey that’s Zoey! She’s loyal, confident, creative, and a little bit zany.† By accepting me, a foul mouthed, procrastinating, Girl Scout, I am confident that I will become who I am meant to be. I know I will achieve my own personal success, and will create a life that I will be proud to say is mine. I would like Pratt to be involved in creating this life and sorting out the mass of sugary confusion.

The City Government of West Haven, Connecticut

An Introduction to the City Government The City of West Haven is found in the New Haven County, which is only 65 miles from the New York City. It has a population of about 55,046, with a majority of its population being white Americans.Advertising We will write a custom term paper sample on The City Government of West Haven, Connecticut specifically for you for only $16.05 $11/page Learn More The proportion of the whites is about 65.7%, while the population of the black Americans and Asians is 19.6% and 3.7% respectively. Initially, this city was a European-settlement area, whose occupation dates back to 1648. It started with dissociating itself with the formerly British colony known as the New Haven and acquiring a new name, which was the Parish of West Haven in 1719. It was not until 1822 when it officially detached itself from New Haven. In 1784, this city tried to be incorporated into a city without much success. This prompted it to unite with the Ne w Milford, and was then incorporated in 1822 as Orange. It again separated itself from Orange in 1721. The successful recognition of West Haven as a city happened in 1961. The City Council government of West Haven was constituted in November 1961, where the following positions were created: the Mayor, City Council Members, a City Treasurer, a Town Clerk, a Treasurer, a City Clerk, a Tax Collector, and Tax Review Board Members. The current Mayor, City Clerk, and Tax Collector of West Haven are Edward M. O’Brien, Deborah Collins, and Marianne E. Gambardella respectively. The City Council of West Haven has 13 Council Members, each representing a district.Advertising Looking for term paper on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More The current members are Nicholas A. Pascale, Nicholas W. Ruickoldt, Ralph A. Eberle, Mitchell L. Gallignano, Brent Watt, James P. O’Brien, Nancy R. Rossi, Tracy A. Morrissey , Michael P. Last, Gail S. Burns, Ronald M. Quagliani, David Riccio, Sean P. Ronan, and Charles A. Marino, who is a non-voting member. The Budgetary Process for the West Haven’s City Government The budgetary process of West Haven is initiated by the Director of Finance, who prepares a draft budget for the Mayor. The draft from the Director of Finance contains the financial estimates for that particular fiscal year that the budget will address. The heads of each department or office in the city’s government files with the Mayor the relevant forms that detail their annual estimates and the anticipated sources of revenue, as well as tax collections for that year. This presentation is done on the first Thursday of February every calendar year. The Mayor then presents the draft budget and other departmental estimates as a proposal to the council members, who deliberate on the presented budget proposal. If approved, a final ‘approved operating budget’ for the pa rticular fiscal year is prepared, with amendments that were proposed in the deliberation stage included in the final approved budget. Typically, a budget for West Haven would include details of expenditure, operating charges, contingency expenses, capital expenditures, fund revenues, and allocation of tax collection, among other details. All details of government spending are given under the expenditure clause, including the costs of the City Council, Mayor’s Office, the City Clerk, the Probate Court, corporation counsel, and telephone administration. In addition, expenditures on public works, planning and development, human resources, library, and public safety are included in the total cost.Advertising We will write a custom term paper sample on The City Government of West Haven, Connecticut specifically for you for only $16.05 $11/page Learn More The budget for West Haven for the fiscal year 2014-2015 was a grand total of $560,994,311, with a collection rate of 98%. The total expenses amounted to $5,599, 626, while non-tax revenue, back taxes, debt reduction, and tax collections amounted to $654,036, $200,000, $150,000, and $4,745,590 respectively. Operating and Capital Budgets The operating budget of West Haven has to be approved by the Council Members before being put into use. Taking, for example, the operating budget for the fiscal year 2014-2015, the first part of the operating budget is a breakdown of the general fund revenues. This section encompasses the current property tax levy, non-current taxes, interest, and lien fees. It also entails licenses and permits, fines and penalties, use of money, property, charges for current services, and revenues from other sources. All the fund revenues amounted to $151,784,760 for the fiscal year 2014-2015. The distribution of the income from the current property, grants, another revenue, prior year property, and licenses was 56.8%, 36.9%, 3.8%, 1.8%, and 0.7% respectively. Th e capital budget for the fiscal year 2014-2015 for the government of West Haven City is $976,000, which is generated at a mill rate of $0.35. Its non-recurring capital budget is divided into general government, which accounts for $125,000, public safety, accounting for $396, 000, public works with $400,000, and information technology, which is allocated $55,000. All these amount to a non-recurring capital budget of $976,000. Operating and Capital Expenses The costs that West Haven incurs are broken down into personnel spending, maintenance and equipment expenses, administration expenses, and field expenses. Personnel expenses include the costs that are associated with the management salaries, employees’ uniforms, firefighters’ salaries, life insurances, holiday pays, medical expenses, education incentive, and pension plans.Advertising Looking for term paper on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Costs due to maintenance and equipment are the expenses incurred in maintenance, purchase of equipment, capital improvement fund, radio expenses, purchase of new vehicles, and repayment of the new tower loan. Administrative costs include the expenses incurred in conducting trainings and the expenditure on the commissioners. The operating and capital expenses emanating from personnel costs, maintenance and equipment, administration, and field expenses for the fiscal year 2014-2015 are $4,675,702, $137,404, $44,800, and $741,720 respectively. In total, the expenses amount to $5,599,626. Revenue Sources The City Council of West Haven has numerous sources of income, which help it in mapping its annual financial budget. The primary sources of income for the city are the current property and grants, which account for 56.8% and 36.9% respectively of the total revenue. Other sources of income include the non-current taxes, interest fees, licenses and permits fees, fines and penalties, and c harges on the current suits. Revenue from licenses and other revenues account for 0.7% and 3.8% of the total revenue respectively. Revenue from licenses and permits includes the licenses for animals, marriages, sports, building permits, electrical permits, excavation permits, zoning permits, plumbing permits, and licenses for alcoholic beverages. Other sources of revenue that West Haven relies on include telephone access fees, fees from the sale of properties, taxes collected from sewer collection, and fees from the recycling of compost, among other sources. In the 2014 to 2015 fiscal year, the amounts of revenue emanating from noncurrent taxes, licenses and permits, and charges for the current services are $2,075, 000, $1,122,900, and $1.019,800 respectively. The total revenue for the 2014 to 2015 budget is $151, 784, 7609. Shortcomings of the budget development, approval, and implementation There are several shortcomings that the government of the West Haven City faces during the development and implementation of its annual budget. One of the challenges is the delay in the submission of the draft budget and the estimates of the various departments. Although the deadline is given as the first Thursday of the month of February each year, there are sections that fail to make submissions within the stipulated time. Another challenge occurs in the deliberation of the proposed budget. Each Council Member has his preference; thus, they do not submit to the other members’ choices as easy as the members would require. Finally, the government faces shortcomings in the collection of taxes. There is the expected amount of revenue that the government anticipates collecting at the beginning of each financial year. However, challenges arise in the collection of the revenue if some businesses avoid paying taxes and others give false financial accounts. Recommendations on how to Improve Budget-Implementation of the Government of the City of West Haven The implementati on of the yearly budget for the city of West Haven can be enhanced by addressing the various shortcomings that are facing the current implementation. All the departmental heads should be penalized if they fail to submit their estimates and revenue projections in time. Each Council Member should be provided with the draft budget proposal 2 months prior to the date of deliberating it in order to avoid many disagreements among the members. Each member should then go through the proposal and present their views one month before the actual deliberation date. That way, the Mayor will be able to identify the contentious clauses and address them in good time. This term paper on The City Government of West Haven, Connecticut was written and submitted by user Kristen W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Negotiations and cross cultural considerations Essay Example

Negotiations and cross cultural considerations Essay Example Negotiations and cross cultural considerations Essay Negotiations and cross cultural considerations Essay Negotiations Negotiation steams from the Roman word negotiari meaning to carry on business. It was true for ancient Romans as it is for businesspersons of today that negotiations and business involves hard work. (Hendon, Hendon Herbig 1996) Negotiations are a frequent part of international business. Parties involved in a negotiation face different problems in reaching a successful outcome. When parties have different cultural backgrounds the faced problems becomes even more complex. Negotiation is a process to manage relationships. It is a basic human activity that xists between husband and wife, children and parents, employers and employees, buyers and sellers and between business associates. In business relationships the stakes are often high and therefore it is necessary to plan an prepare the negotiation more carefully. (Ghauri 2003) When business parties negotiate the purpose is to influence the process so they can get a better deal rather than to accept or reject what the other party is offering. Negotiations are treated as an important part of developing business in any market. The estimated time spent in negotiations is 50 er cent of the total working time. (Fraser Zarkanda-Fraser 2002) Business negotiations differ from other negotiations. In business negotiations it is considered the most challenging communication tasks (Woo Prudhomme 1999) and are more and more considered a crucial part of the managerial process, which is highly relevant to the implementation of business strategy (Ghauri 2003) Successful negotiations require understanding of each partys culture and may also require adaptation of the negotiating strategy so it is consistent with the other partys culture. Hollensen 2001) Negotiations is important, especially in business to business markets where companies build long term relationships. Establish, maintain and foster relationships are of prime importance for the market transaction to take place (Ghauri 2003). Due to globalization, many companies have also set up overseas branches and many managers are facing greater problems in negotiating with local sales office often manned with local managers. It is therefore, interesting to investigate how culture interfere the negotiation behaviour of parties coming from different countries and cultures. Cross-cultural Considerations The different social behaviour patterns international negotiators encounter have been broadly and loosely defined as cultural differences. Furthermore, there is limited research on the relationship of culture to negotiation, most probably because 0T tne Innerent OITTlcultles In tne metnoaology 0T stuaylng tnese proDlems. I nere are, however, four approaches taken by negotiation literature implying a connection between culture and behaviour : culture as a learned behaviour, culture as shared value, culture as dialectic, and culture-in-context. Robert 1991) Each approach is conceptually different, and this implies that it is important to understand these differences during the conduct of negotiation of international partnerships. Learned behaviours focuses on negotiating etiquette, that is the use of proper social customs, such as whether or not negotiations are conducted over dinner or not. Most books on how to negotiate abroad are written based on this approach to international negotiations. Researchers following this approach observe that certain types of behavior are common to certain cultures, and attempt to catalog those behaviors. Some of the earliest investigations into cultural differences take this form. However, this approach has difficulty accounting for individual variations in negotiation styles. (Robert 1991) Culture as a shared value focuses on the negotiation process. For this approach the assumption, simply put, is that thinking precedes doing, and that ones thinking patterns derive from ones cultural context. Researchers try to discover the basic values and attitudes of a particular culture, and then to deduce patterns of negotiation behavior from those basic beliefs. The shared value approach typically ssumes homogeneity in the cultures dominant or commonly-held cluster of values. This approach can potentially lead to failed negotiations if the negotiators themselves do not follow the rules of perception in the eyes of their counterparts on the other side of the bargaining table. Whereas the learned behavior approach merely describes differing behaviors, this approach attempts to explain those behaviors. However, this approach also has difficulty in accounting for individual variations in negotiation styles. Robert 1991) A third approach understands cultures as shaped by the dialectic tension between aired, opposing values. Cultures can be seen for example as shaped by the tension between the values of collectivism and individualism, or pragmatism and idealism, or spirituality and materialism. This approach has the advantage of being dynamic where the previous approaches were static. It can explain changes in a culture over time as shifts in the balance between opposing values. And it can explain individual variations in negotiating style as different personal interpretations of the same basic tensions. Robert (1991) argues that while this approach is more interesting to the cademic, it is less helpful to the negotiation practitioner, since it gives less definite answers to what to expect in a given circumstance. The culture-in-context model is a complex quintessential integration of the current understanding of human behaviour by systems theorists, such as Max Weber (1947), that human behaviour is not dictated by single cause explanations. Therefore, according to this model, the international negotiator needs to understand that even within such homogeneous cultures as the Japanese, complex human behaviour snou a De expected. Negotlatlng Denavlor wlll vary aepen01ng upon a w10e range 0T factors, such as the participants age, religion, class, or character, relations of authority, institutional setting, the opponents behavior, and even the presence or absence of an audience (Robert 1991) Academic analysts currently favor this approach. Its complexity gives more nuanced explanations. However this same complexity makes it even less useful as a predictive tool, and so as a useful guide for negotiation practitioners. The perceptions that different cultures have concerning trust are an important issue n the conduct of any negotiation. No contract can be drawn that covers every conceivable situation. Parties to any venture, whether international or domestic, must have a level of trust in each other. Humans by their very nature are opportunistic, and to the extent that parties cannot trust each other dictate the level of contractual constraints to prevent opportunistic behaviour. Trust in international negotiations manifests itself in the transaction cost theory, which suggests that some cultures are more trustworthy and less opportunistic than others. Obviously, strategic alliances egotiated between cultures with differing levels of transaction costs carry increased risk. Cultural diversity is not a simple or trivial issue. Understanding cultural differences is critical in the negotiation and operation of any international strategic alliance. Approaches which rely on simplified notions of culture and rational choice theory are attractive in part because they offer determinate accounts of negotiation behavior and relatively simple predictive models. Robert (1991) cautions however that this appeal should not prevent us from undertaking studies which rely on rather ore sophisticated notions of culture. Such approaches are messier but are potentially more accurate and ultimately more rewarding. Erikson, E. H. (1950). Childhood and Society. New York:Norton. Ghauri, Pervez N, (2003), International business Negotiations- 2nd edition, Oxford, UK:Elsevter, pp 3-22. Hollensen, Svend (2001), Global marketing A market-responsive approach- 2nd edition, Harlow, England: Pearson Education Limited. Hendon, Donald W; Hendon, Rebecca Angeles and Herbig, Paul (1996), Cross-cultural Business Negotiations, Quorum Books, Westport, USA Fraser, Campbell and Zarkanda-Fraser, Anna, (2002), An exploratory investigation into cultural awareness and approach to negotiation of Greek, Russian and British Managers, European business review, vol 14, no. 2 , pp. 111-127 Woo, Hong Seng and Prudhomme, Celine (1999), Cultural characteristics prevalent in the Chinese negotiation process, European business review, vol. 99, no. 5, pp 313-322 Rooert JanoslK 1), RetnlnKlng tne culture-Negotlatlon LlnK In Negotlatlon I neory and Practice, eds. J. , Cambridge, pp. 235-246 Weber Max. (1947), The Theory of Social and Economic Organization. New York: Free Press.

How to Graduate With Little Or No Debt [Guest Post]

How to Graduate With Little Or No Debt [Guest Post] Money is one of the biggest problems students come across. It is important that when you get out of college, you are not left with repaying your loans back for years. You need to start your own life professionally and personally and paying off your debts for a long time is going to be distracting. Here are some tips for you to follow so when you finally graduate, there is little or no debt waiting for you. 1 Start Early There is no such thing as early to start saving for your future. If you know that you are going to have financial problems, you have to start thinking like an adult. Instead of spending your school life partying and wasting money, you can start saving. In the last years of your school, you can take some part-time job. It is far better than having to ask for loans or your family to provide you with financial aid. The sooner you get responsible, the easier it will be down the road. A pro tip: If you take a full load of Advanced Placement courses in high school, it can give you the college credits which can eliminate your freshman year and give you a sophomore standing. 2 Community If you take courses at your local community college, you will also be able to eliminate the need for general college courses. Make use of the early AP gains and attend a local community college for the first two years and not spend huge amounts of money on some of those Ivy League school. Spend the initial years at college by saving money at home and pay cheaper rates, and you can get transferred to the college of your choice. 3 Save Living Cost Not many students will like the idea of living at home, but it can save you a major amount of money in hindsight. Even if you do not want to spend your entire time at the college from home, you can spend the first few semesters and save some money. Most of the community colleges are non-residential. If you live far from your parents, then you can rent an apartment and share it with someone else, so the expenses are distributed. You can save your travel cost as well if you minimize your trips to your parents. 4 Make the Wise Choice Sometimes high school students do not realize how important it is to get into a college that they can afford. Most of them are so obsessed with getting to the best college that they forget to consider their financial standing. You should go to a college that offers a great education, but you should also consider if you will be able to cope up in a way that your studies are not affected. The debt that can pile up at the end of your college can be overwhelming. Choose an institution that provides good education and also doesn’t leave you in an incredible amount of debts. 5 Financial Aid and Scholarships Another way to get into the college you want and not to beg for money is to apply for scholarships or financial aids. There are a number of grants that you can qualify for, and they will help pay for your education. You will have to study hard enough to get the grades that can get you a good scholarship. Applying and researching for scholarships takes time and energy but it is worth all the effort. Try applying as early as the sophomore year in your school, so your chances are better. 6 Make a Budget If you have not made a budget for yourself yet, it is never too late to do so. Having a budget is helpful whether you are at any stage of your life. It keeps you in check, and you are more careful with your spending; otherwise, you will just waste it away without even realizing. Find ways you can spend lesser money in college. Try avoiding expensive utility items or spending on notes that you can easily get online. Do not spend an extra amount of money on clothes and bring lunch with you instead of getting it from school. Make a budget right now. When you figure out ways to spend less in college, you will begin to require fewer student loans. 7 Tuition Assistance Program Did you know you can get your Master’s degrees through your employers? Many employers in the U.S. have tuition assistance programs. What you just need to do is ask your Human Resources department to set up a tuition assistance plan. 8 Graduate on Time Less than 40 percent of college students graduate on time, and most of the students always have some courses left. When you spend more time in college, your expenses will be more, and you will have to take more loans. Graduating when you are supposed to will minimize your expenses and give you the opportunity to get a job as soon as you need. Plan the schedule of your courses in each semester and stay on track. Author: Taylor Hill Taylor Hill works for a financial technology company Stilt located in San Francisco which is revolutionizing the way individuals with limited or zero credit history get loans in the U.S.

Managing Financial Principles and Techniques Coursework

Managing Financial Principles and Techniques - Coursework Example Management of the institution is also recommended to reduce the amount of cash and cash equivalent assets outstanding to avoid investing in projects with negative net present value, and avoid pushing management into empire building. In all, Autonomy Plc has a good performance in its liquidity, profitability, efficiency and Long term financial stability as on average it out performed the industry performance. These interpret a favourable signal to the company horizontal trend. To suppliers, the quick payment system operated by the company is unique to the industry as such; suppliers should strife at strengthening their relationship. For applicants, the company is a going concern; applicant should not hesitate to seek a career with the company Globalisation, the new information technology, and deregulation of financial markets have eased the provision and search of finance. Millions of shares are traded every day on the world's stock markets. (Penman, 2003). Investors who trade on these stocks are often forced to ask themselves whether they are buying or selling at the right price. (Artril & Elliot , 2003). Artrill & Elliot (2003) argue that, they often attempt to provide answers to these questions by turning to various media including internet chat rooms, printed press, "talking heads" on television and financial networks, who often voice opinions on what they feel the stock prices should be. In addition, investors consult investment analysts who provide an almost endless stream of information and recommendations to sort out. There are often claims that some shares are undervalued and vice versa. (Penman, 2003). This information at times becomes confusing leaving the investor with no clear indication of what the true prices of stocks should be. (Penman, 2003). In the prevailing circumstances, Brealey & Myers (2005) state that the investor is forced to make the investment decision following his/her instinct or based on the information provided by the market. (Penman, 2003). Investors who make the decision based on instinct are referred to as intuitive investors while those who make investment decisions based on capital market efficiency are referred to as passive investors. (Penman, 2003). Passive investors carry out their investment decisions based on the assumption that the market price is a fair price for the risk taken, that is, that market forces have driven the price to the appropriate point. (Brealey & Myers 2005). These investment mechanisms appear to be very simple, as they do not require much effort. (Penman, 2003: pp 3). However, Berlin & Lexa (2003) caution that, both investors run risks that are even more than the risks of the firms they are investing in since they can either pay too much or sell for less and as a result suffer a decrease in returns on their investments. (Penman, 2003). Penman (2003) argument was supported by Brealey and Myers (2005) when they stated that, the intuitive investor has the problem of the intuitive bridge builder: "one may be pleased

I need me summary of psychological artilce Essay - 1

I need me summary of psychological artilce - Essay Example he specific areas related to the child’s proper growth and development included making an assessment of the core cognitive processes to see how mature or immature they were in late childhood, including processing speed (Hale, 1990), voluntary response suppression (Diamond & Goldman-Rakic, 1989; Fischer, Biscaldi, & Gezeck, 1997), and working memory (Zald & Iacono, 1998) Therefore the problem areas to be tested would be speed processing, inhibition towards voluntary response as well as the child’s working memory. There are many different traditional psychological testing methods, but the one that is most suited to assesses and evaluate the maturation of all these cognitive processes is the method of testing making uses of oculomotor tasks, which allows for testing across a wide range of age groups. The instructions for this method are simple and can be understood by children of all ages. Further the tasks in this method involve encoding responses in visual, auditory, motor, speech and psychological processes. Finally, oculomotor tasks are especially well suited for informing us about the brain basis of development because these tasks have been used to characterize the neural basis of cognition in single-cell studies of nonhuman primates (Barbas, 2000; Funahashi, Chafee, & Goldman-Rakic, 1993;) Results for the maturation of response suppression errors indicated that a changepoint occurred at 14 years of age. For the ODR task, the changepoint occurred at 19 years of age. The results for other variables included the response latency which were significantly correlated across all the tasks. In the antisaccade task, visual and memory guided responses correlated with the prosaccade rates. Hence, various results show that though the development of inhibition in response is somewhat primarily independent of the speed processing development, yet where maturation is concerned, working memory does contribute significantly, demonstrating that voluntary/cognitive control

Ebola Study Essay Example for Free

Ebola Study Essay DALLAS — The Texas nurse who contracted Ebola while caring for the first person to die of the virus in the U.S. has been identified as 26-year-old Nina Pham. Health officials have not released the nurse’s name, but Yahoo News identified Pham through public records and a state nursing database. Then on Monday, Pham’s family confirmed her identity to local Dallas ABC News affiliate WFAA. Pham, a critical care nurse at Texas Health Presbyterian Dallas, is one of at least 50 people who cared for Thomas Eric Duncan before he passed away last Wednesday. Pham has been in isolation since late Friday. The CDC confirmed her Ebola diagnosis on Sunday. It is the first time the deadly virus has ever been transmitted in the United States. The Dallas resident is a 2010 graduate of Texas Christian University and has been a nurse since June 2010, according to state records. CDC director Dr. Thomas Frieden said Pham is in stable condition at Texas Health Presbyterian. An unidentified person Pham had close contact with last week is also in isolation at the hospital, but Frieden said that individual has not become ill. Investigators have not determined how Pham specifically contracted the disease from Duncan, who died on his 10th day of intensive care at Texas Health Presbyterian. If this one individual was infected and we dont know how — within the isolation unit — then it is possible that other individuals could have been infected as well, Frieden said during a press conference. We consider them to be at risk and we are doing an in-depth review and investigation. A day earlier, Frieden characterized the transmission from Duncan to Pham as a possible breach in safety protocols. On Monday he apologized for those remarks. Some interpreted that as finding fault with the hospital or the health care worker, and Im sorry if that was the impression given, that was certainly not my intention, Frieden said. What we need to do, is all take responsibility for improving the safety of those on the front lines. I feel awful that a health care worker became infected in the care of an Ebola patient. She was there trying to help the first patient survive. Tom Ha, a longtime friend of Phams family, told the Dallas Morning News that it is in the nurses genes to go out of her way to assist others. I expect, with the big heart that she has, she went beyond what she was supposed to do to help anyone in need, Ha told the newspaper

Comparing Japanese and American Diets Essay -- Health Nutrition Diet E

Comparing Japanese and American Diets The typical diet of the average Japanese citizen is much healthier than that of an average American citizen. The Japanese diet is vastly different than the common western diet in terms of ingredients used, portion size, preparation, and relationship between its users and their food. While Americans commonly opt for unhealthy food high in calories, fat, cholesterol, and sodium, many people of Japan benefit from their healthy choice of rice, fish, vegetables, and soy products. The Japanese style of preparing and serving food is also very intricate and deliberate, which encourages diners to truly appreciate their food, instead of rushing through each meal without much thought, as done in the United States. The typical Japanese diet offers its users increased immunity and can help prevent against some cancers, heart and cardiovascular diseases, and diabetes, among other illnessesi. The diet typically followed in the United States is grossly opposite in that many commonly consumed u nhealthy foods have been determined to actually cause the same diseases that the Japanese diet works against, including but not limited to heart disease, some cancer, and diabetes. The combined factors surrounding both the Japanese diet and the typical American diet are reflected in the percentage of overweight people in each country; approximately 65% of people are overweight in the United States, while only 25% of Japan’s population is overweightii. These percentages are compiled from Body Mass Index (BMI) data, which is a scientifically formulated relation between a person’s weight and height that helps to determine a healthy weight range for a person to maintain. A person is classified as overweigh... ...tml xv http://members.tripod.com/~Doc_In_The_Kitchen/japan.html xvi http://www.caloriecountercharts.com/chart1a.htm xvii http://www.statistics.gov./STATBASE/ssdataset.asp?vlnk=7445 xviii http://www.cspinet.org/sodapop/liquid_candy.htm xix http://www.mckinley.uiuc.edu/Handouts/reducesodiumdiet.html xx http://www.dietsite.com/dt/diets/HeartHealthy/fatdictionary.asp#SATURATED%20FATS: xxi http://www.mercola.com/2003/feb/5/food_portions.htm xxiihttp://dir.yahoo.com/Business_and_Economy/Shopping_and_Services/Food_and_Drink/Restaurants/Fast_Food/ xxiii http://www.ynhh.org/online/nutrition/advisor/fastfood.html xxiv http://usgovinfo.about.com/cs/healthmedical/a/hhsobesity.htm xxv http://www.taipeitimes.com/News/world/archives/2004/08/27/2003200438 xxvi http://hin.nhlbi.nih.gov/portion/portion.cgi xxvii http://www.choicesmagazine.org/2004-3/obesity/2004-3-02.pdf

Dress Standards at Work: You Are What You Wear, Really? Essay

Clothing is a powerful tool for identity construction and can be recognized as a stamp of self-expression. Simply put, clothes make the man (Mark Twain, 1927). In modern day situations, women are gradually engaging in manipulation of work attire to construct identities and manage impressions as the emphasis on clothes and appearance increases (Guy & Banim, 2000). While there appears to be evidence for the argument that female employees engage with clothing as a means of how they construct their image in the workplace, their attire decisions are often restricted by strict regulatory regime on clothing (Peluchette, Karl & Rust, 2006). Before delving further into the various types of strict regulatory clothing regime involved, it is critical to have a well-defined understanding about the relationship between a woman’s dressing and her identity in corporate work settings (Peluchette, Karl & Rust, 2006). The style in which women dress reflects deeply the gist of who and what they t ruly are in terms of their identity (Findley, Fretwell, Wheatley & Ingram, 2006). It is believed that women use clothing to define as well as communicate her identity to others. According to Davis and Lennon (as cited in Peluchette, Karl & Rust, 2006), women strategically select clothing according to the image they wish to project to others. If this is the case, observers in workplaces should be able to make sense of and show consensus with regards to the information the woman is bringing across in her clothing cues at work, as well as substantially agree between the perceived meaning of clothing cues and the her actual identity. However, that is only valid if the work attire women don on is specifically determined by them to represent themselves in their respective workplaces. Put differently, the ability of women in managing their identities in workplaces through effective dressing depends on the extent of their freedom of choice when it comes to clothing decisions. Therefore, this paper will begin by exploring arguing for the ways in which dressing of women is restricted by external influences, and conclude that their clothing cues may not be related to true identity of women as freedom of dressing is compromised. Company’s desire for professional image In today’s world, many companies enforce strict dress codes on women in orderto gain the merit of a workforce labor with a professional image (Cardon & Okoro, 2009). Knowing that a female employee’s appearance at work has a direct impact on the company’s image, many organizations establish and enforce regulatory regime on work clothing to ensure that the organization is best represented in a professional manner (Findley, Fretwell, Wheatley & Ingram, 2006). From a corporate perspective, it appears that formal dress codes are usually associated with increased professionalism. For example, when women wear white blouses, black blazers and black knee-length skirts, they are said to appear more authoritative, influential, powerful, confident and competent (Cardon & Okoro, 2009). Since work attire of women has a direct impact on their ability to attract clients as well as acquire new business for the company, most companies end up monitoring and dictating dress policies that demand for a regulated attire such as sensible dark suits and A-line skirts (McPherson, 1997; Findley, Fretwell, Wheatley & Ingram, 2006). This effectively restricts the diversity of work attire working women are allowed to don in their workplaces. As a result, women’s ability to demonstrate their true identities through dressing is often restricted by an enforced corporate attire and identity. That is to say, organizations implicitly control office ladies’ work attire by stating clothing policies that mandate a satisfactory level of dress standard. For instance, female employees in especially conservative industries such as banks and law firms are prohibited from wearing sundresses, mini skirts, jeans or shorts during work time (Rafaeli & Pratt, 1993). While employers redefine the parameters of workplace attire and dictate women’s attire to project the desired professional identity the company desires, working women lose their choice of freedom to dress accordingly to how they want themselves to be seen. Hence, they end up succumbing to clothing attire and a prescribed work identity that is determined primarily by organizational rules (Rafaeli & Pratt, 1993). Homogenous work attire On a similar note, women’s ability to communicate their actual identities across to observers may also be constrained by obligatory homogenous dressing in corporate scenes. One classic example would be the white color dress in health service administrations that is made compulsory, as it is believed to communicate the code of cleanliness in the health industry.Likewise, the feminine style of work attire at Mary Kay Cosmetics that strictly dictates only dress and no pants indicates the feminine values that the manager of the organization identifies as fundamental identity to the organization (Rafaeli and Pratt, 1993). It can be observed then, when women in such working places are involved in a common pattern of clothing imposed on them by their employers, their identity is merely the product of their companies’ image and attributions rather then individual choice towards identity construction. In like manner, pink-collared female employees are compelled to wear company uniforms in customer-contact jobs, such as fast food restaurants, for easier identification. For instance, all female employees in the aviation industry were made to conform to a mandatory dress code not only because they were constantly in public contact and directly represent the airline company’s brand image, but also in order for them to be easily recognized in flight. The meaning of clothing cues, in such scenarios, reflects the brand identity of the organizations the women represent, and in this case, the airline industry. Uniformity ordained by strict dress regulations explicitly forbids women from exercising freedom of dress, thereby disallowing them to communicate their identities across effectively in workplaces. As a result, the information present in the clothing cues of women in corporate scenes where dressing is dictated by higher authority may not be demonstrative of their actual identi ties. Governed by societal expectation Women’s choices of dressing in workplaces are not based on essential requirements of their actual identity, but rather on socially constructed norms, which are barriers to their attempts at identity construction through dressing. Governance by societal expectations can be understood in terms of gender norms, as well as workplace roles, both of which attribute certain image to be expected of female workers across work organizations. Socially constructed gender norms forbid certain styles of working attire of women, those of which are deemed to fall outside commonly understood gender norms. For instance, women are expected to conform and dress according to the stereotypical attitudes about women in workplaces (Martucci & Zheng, 2007). Female employees were prohibited from wearing working clothes that were deemed too masculine, and were expected to dress more femininely as well as wear more jewelry (Martucci & Zheng, 2007). Otherwise, they will be prone to sexual discrimination based on society’s sex stereotypes (Martucci & Zheng, 2007). When it comes to gender subordination of dress choices, the socially enforced appearance for work dress standards inevitably construct a subordinated image of working women. In other words, women’s clothing decisions are confined to the subjective qualities of femaleness in workplaces. In this case, women’s ability to manage gender identity according to their psychological preference, or their external demonstration of gender in workplaces is restricted by society’s sexually stereotypical assumption about femininity. Similarly, societal expectations about women’s workplace roles also limit their ability to manage identity through dressing. Put differently, society’s perceptions of women’s workplace roles have a large part to play in influencing their attire at work. Case in point, a female professor dressed in casual style of dress comprising jeans, sports shirt and sneakers was rated as having less status and teaching competency than herself when dressed formally in dark suit and white blouse (Rafaeli & Pratt, 1993). As certain attire project various characteristic, women at work often find themselves adopting patterns of dress that are required to not only be accepted, but rather expected of them in their society’s context. In a way, women in such corporate work settings find themselves having to dress in a way that fulfills workplace roles designated to them by society. Both forms of societal expectations describe situations in which the work attire of women reflects a form of informal regulatory regime on clothing. Such socially enforced regulation on women’s work attire eventually affects the outcome of women’s identity, as they dutifully comply with the obligatory dress standards, and end up being inappropriately identified as products governed by societal expectations. Opposing viewpoints Naysayers claim that the corporate world is changing the way it dresses in such time of increasing acceptance towards dressing down in workplaces (McPherson, 1997; Peluchette, Karl & Rust, 2006). Many corporations are now embracing the new style called â€Å"business casual† as they begin to steer away from mandatory formal workplace attire. According to Cadwell (as cited in McPherson, 1997), a study on 1000 companies reveals that almost half of the companies surveyed implemented regular dress-down days throughout the year. The trend of â€Å"casual dressing† adopted by many corporations today permit female employees to let their hair down without having to worry about the need to conform to strict dress codes (McPherson, 1997). As such, working women, as a matter of fact, have the freedom to engage with clothes to create, reveal or conceal aspects of their identity they want to project at their workplaces (Guy & Banim, 2000). While it is true that there is a trend towards casual dressing at work, it comes with a down side for it causes confusion with regards to what is considered casual yet acceptable. In other words, as companies frown upon the allowance of certain forms of casual outfit women don on at workplaces, it is arguable whether dress codes these days any less restrictive or not (McPherson, 1997). The trend towards casual dressing allows for women at work to dress casually, albeit within reason and observing workplace propriety, which in other words, means that women’s work attire are still within control of the organizations they are associated with. As corporations impose guidelines for casual dressing by forbidding denim clothing, T-shirts, tank tops and cowboy boots for example, female attire wearers still suffer limitations (McPherson, 1997). This comes off as an unspoken rule on work attire that casts casual dressing as a faux freedom. Therefore, even though casual dressing has allowed for women to manage work attire, many companies still intend to control and limit their clothing decisions through casual business wear policies. In addition, regulatory regime on dress attire has long been a workplace mainstay in certain industries to begin with, such as the food industry, aviation or the bank (McPherson, 1997). Hence, it is understood that not all industries, especially the conservative companies, favor casual dressing and dress down days in the corporate scene. Conclusion In conclusion, dress code requirements imposed by corporations interfere with women’s ability to manage identities in workplaces. As women’s freedom of dress at work is compromised, scant regard is given towards the importance of self-presentation and identity construction. Regulatory rules on work attire are merely subordinating standard of appearance imposed on women, identifying them as products of company’s brand identity or societal expectations, effectively diminishing working women’s ability to constantly manage and revise their identities through dressing. REFERENCES Guy, A., & Banim, M. (2000). Personal Collections: women’s clothing use and identity. Journal of Gender Studies, 9(3), 313-327. doi:10.1080/095892300750040512 http://web.ebscohost.com.libproxy.smu.edu.sg/ehost/detail?vid=5&hid=112&sid=5cd5916b-4ab8-4541-9df1-59556e08c386%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=3889122 Cardon, P. W., & Okoro, E. A. (2009). Professional characteristics communicated by formal versus casual workplace attire. Business Communication Quarterly, 72(3), 355-360. http://ehis.ebscohost.com.libproxy.smu.edu.sg/eds/detail?vid=3&hid=120&sid=9c71b583-73c9-43f4-90b9-92c68bf56683@sessionmgr110&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ==#db=bth&AN=43666664 Peluchette, J. V., Karl, K., & Rust, K. (2006). Dressing to Impress: Beliefs and Attitudes Regarding Workplace Attire. Journal Of Business And Psychology, 21(1), 45-63. http://ehis.ebscohost.com/eds/detail?vid=2&hid=101&sid=1d70c8d0-5feb-4488-ada5-9d4f2ac1018e%40sessionmgr4&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=edsjaf&AN=10.2307.25473469 Rafaeli, A., & Pratt, M.J. (1993). TAILORED MEANINGS: ON THE MEANING AND IMPACT OF ORGANIZATIONAL DRESS. Academy Of Management Review, 18(1), 32-55. http://ehis.ebscohost.com/eds/detail?vid=3&hid=115&sid=a2a67364-d589-4b09-a81d-ccf898264642%40sessionmgr4&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=3997506 Martucci, W. C., & Zheng, L. (2007). Gender identity and gender expression – Considerations for the national employer. Employment Relations Today (Wiley), 34(2), 79-87. doi:10.1002/ert.20155 http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=07fa669d-bf81-4d64-a697

Counselor Reflection

School counselors are integral team members for any school staff. They help students make responsible decisions; mediate problems; deal with traumatic losses; develop a sense of respect for themselves and others; and plan for college, work, post-secondary training, and lifelong learning. As a school counselor, Nikki Williams has a desire to provide Miller Elementary school with an effective counseling program. This model has allowed her to be more accountable and given her the tools by which to assess the worth of my program and its services.Her knowledge and skills have been expanded through implementation of this program but, more importantly, the tone has been set for who she is as a counselor and where her desire is to go as she journeys into helping students achieve success. Leadership Every effort is made to assert herself as a school leader by demonstrating accountability and sharing pertinent data with students, teachers, parents, administrators and the community. Needs asses sments and outcomes from various guidance and counseling interventions are shared with staff.Data from these needs assessments are used to set priorities, establish program goals and objectives, and assign activities. Meetings with teachers are ongoing in order to provide classroom guidance activities that meet students’ academic, career, and personal/social needs. For instance, being an active member of our school leadership team, SST committee, and regularly attending IEP meetings allows me to provide leadership by being a guiding force in reviewing data, and designing and implementing ways to increase students’ academic performance.During these meetings, I contribute strong group facilitation and problem solving skills by keeping discussions focused on what benefits the student and contributing my knowledge of student growth and development. This year she has been an instrumental leader in such things as: * Providing staff development training (child mandated report ing, guidance program orientation, etc. ) * Conferencing, collaborating, and consulting with administrators, teachers, parents, students, and other stakeholders * Planning school wide events (Career Day, Hispanic Heritage Day, Red Ribbon Week, etc. * Developing an Advisory Council * Conducting a school needs assessment * Designing a comprehensive school guidance program * Maintaining contact with community organizations (DFCS, Rainbow House, HODAC, etc. ) * Educating parents about school counseling curriculum Collaboration Collaboration is an essential part of her school counseling program. She feels it is vital to collaborate with her staff. They meet regularly to review school data and identify obstacles to higher achievement. Through their collaborative efforts they problem solve and share their craft and knowledge.She feels that this encourages more open staff relationships, promotes collegiality, and allows everyone to work towards a common goal. For example, she has been worki ng closely with the teacher of the fifth grade special education group. She meets with this teacher regularly to put a plan in action to best meet the academic needs of these students. Her involvement in grade level and SST meetings give me the opportunity to partner with teachers, school psychologists, and other resource personnel by collaborating to identify and resolve student problems by designing the most appropriate and innovative program or instructional modifications.Advocacy To be seen as an advocate for â€Å"all students† is important to her; for she is an advocate in numerous ways for students, particularly with regard to behavior, motivation, and achievement. Through collaborative efforts with her school’s leadership team, she advocates for all students by providing support to encourage them to obtain the best possible education. Additionally, data gathered from delivery of classroom guidance lessons is used to share with teachers and administrators, which seems to encourage a more positive mindset for achievement and success for all students.Systemic Change Systemic change is an essential part of school reform. Ms. Williams feels that she presents herself as a leader in systemic change by delivering to all students an ASCA National Model Program that is aligned with state standards for academic personal/social, and career development. This effort is promoted through collaborative efforts with staff members as they assess and analyze data and review areas of concern. This year, she has come aboard the MES team to implement new ways to help students excel in all reas. She examines the risk factors, but also the strengths and potential that children bring to the counseling relationship. Consequently, this year Ms. Williams is playing an integral part of systemic change by working with her fifth grade special education students in an effort to close the achievement gap. The students failed the math portion of the CRCT test and through t heir school’s collaborative efforts; they hope to build success in these students.Furthermore, through implementation of the National Model Program, Ms. Williams brings about change in my school by being an exemplary counselor representing the entire school community in an effort to eliminate barriers to student achievement. Her commitment to the process of change puts her in a position to effectively serve as a catalyst in students’ lives and serve as a change agent in the school community.

How to End a Conversation With Sayonara

How to End a Conversation With Sayonara Click here for the dialogue for Introducing People. 1. Short Questions When asking information about someones name or country etc., a shortened form of a question is often used. This leaves just the topic, which is said with rising intonation. O-namae  wa  (nan desu ka).        Ã‚  (What is) your name? 㠁Šå  Ã¥â€° Ã£  ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š O-kuni  wa  (dochira  desu ka).     Ã‚  (Where is) your country? 㠁Šå› ½Ã£  ¯(㠁 ©Ã£  ¡Ã£â€šâ€°Ã£  §Ã£ â„¢Ã£ â€¹)。 Go-senmon  wa  (nan desu ka).     (What is) your field of study? 㠁”å °â€šÃ©â€"ۋ  ¯(ä ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹)。 2. How to End a Conversation Sayonara㠁•ã‚ˆã  ªÃ£â€šâ€°) is not normally used when leaving ones own home or places of temporary residence unless one is leaving for a very long time. If you know that you will see a person again soon, expressions like Ja mata 㠁˜ã‚Æ'㠁 ¾Ã£ Å¸) or Mata ashita (㠁 ¾Ã£ Å¸Ã¦ËœÅ½Ã¦â€" ¥) are used.Shitsurei shimasu  (Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢) is a formal expression used when announcing that you are leaving someones presence or when you are leaving before someone else (in this case, it is often said as Osakini shitsurei shimasu(㠁Šå…ˆã  «Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢).) It is also used when entering a house or room, passing in front of someone, or leaving in the middle of a gathering. Dewa  mata.                    See you later.   㠁 §Ã£  ¯Ã£  ¾Ã£ Å¸Ã£â‚¬â€šÃ‚              Ã‚   Ja  mata.                             See you later. (less formal) 㠁˜ã‚Æ'㠁 ¾Ã£ Å¸Ã£â‚¬â€š Mata  ashita.                    See you tomorrow. 㠁 ¾Ã£ Å¸Ã¦ËœÅ½Ã¦â€" ¥Ã£â‚¬â€š Sayonara.                          Good-bye. 㠁•ã‚ˆã  ªÃ£â€šâ€°Ã£â‚¬â€š Shitsurei  shimasu.     I am going to leave.  (very formal)  Ã‚   Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢Ã£â‚¬â€š

The Best AP US History Quizzes You Should Be Taking

The Best AP US History Quizzes You Should Be Taking SAT / ACT Prep Online Guides and Tips Looking for AP US History quizzes? You're in luck. We have a long list of quizzes you can use throughout the year, or in the spring when you’re studying for the APUSH test. Read on to get an AP US History workout! How to Use These Quizzes We chose the most comprehensive, detailed quizzes we could find online – some from teachers’ websites, others from general study resources, and many from textbook websites. All of these quizzes test specific eras of American history, for example the Gilded Age or the Cold War. By using quizzes that test certain time periods, you can figure out which eras of US history you know well, and which ones you need to do extra work on. If you want a mix of questions from different eras, hang tight for our post on AP US history practice tests – these contain multiple-choice sections with a mix of questions about each era of US History. So how should you use the quizzes? We recommend the following two strategies for studying for AP US History. Quiz As You Go Throughout the year, as your class covers certain time periods, find quizzes that match up and take them. For example, as your class wraps up a unit about the Revolutionary War, go through some of the quizzes that test the same time period. This will help you retain the information better and learn throughout the year. (Not to mention this will help you study for in-class tests and get better grades in your AP US History class!) Furthermore, learning the material well the first time will reduce the need for frantic spring cramming. Yeah, you'll still probably need to brush up on some dates and names before the AP test (when was the French and Indian War again?), but having a solid understanding of the different major eras and events in US History, like the events that led to the Revolutionary War, will save you a lot of study time. If you work to retain information throughout the year, you won't have to cram so hard in the spring. Use the Quizzes for Targeted Spring Studying You'll probably do your most intense studying in the spring, in the run-up to the AP exam in May. You can use the quizzes to review material you learned earlier in the year, like information on the colonies or the War of 1812. It can be hard to remember details you learned in September before the AP test in May, so definitely take advantage of these quizzes to jog your memory and review material from early in the year. You can also use the quizzes to target time periods you didn’t learn very well or are having a hard time remembering. Civil War not your thing? Hit the Civil War quizzes. Can’t get the Cold War years straight in your head? Quiz them! Taking the Quizzes There may be some highly-specific questions that you’ll have trouble with since many of these questions come from textbooks. However, if you know the era well enough you should be able to work through most of the questions using process of elimination. In fact, it’s actually quite helpful to go through these quizzes since the APUSH test is written by a different team of writers than your textbook was, so you need to be prepared to think about questions from a slightly different point of view. If you can do well on quizzes written by multiple authors, you will be well-prepared to tackle multiple choice on the real AP US history test. One final word of caution: note that if your class’s textbook website is linked here, chances are your teacher will use these quizzes in class. So don’t use the quizzes from your own book unless your teacher doesn’t use them! You wouldn’t want to duplicate work doing in class, or worse, get accused of cheating. Use quizzes from the other sources instead. AP US History Quizzes Here are the quizzes, organized by website. Click on each one to explore quiz format. The majority are multiple choice, though there are some true/false quizzes sprinkled in as well. Since each site has about 30 quizzes, there are more than 400 quizzes here! So don't attempt them all in one sitting! Many of the textbook web pages are for editions of the books that are a few years old. For example, the American Pageant website below is from the 12th edition, even though that book is now up to the 16th edition. However, the changes between editions aren't dramatic, since history textbooks mainly add information or in some cases change the focus or point of view when they're revised. You can still get excellent quizzes on the main events of each era using these quizzes. For some of the textbook web pages, you'll have to do a bit of navigating to get to the quizzes. While most websites list all of their chapter quizzes all on one page, others separate them out. For example, the first website, American Passages, put their quizzes in separate chapter pages. It's a bit cumbersome, but a few clicks can lead to hundreds of free quiz questions. First, select the relevant chapter to get to the quiz questions. For the ones that are just numbered, not named, that will take some guess work, but you can find them. To take an example, in the pictures below, I'm trying to find a quiz on the Civil War. In the "Navigate By Chapter" drop-down menu, I select "Chapter 15." Success! Chapter 15 is about the Civil War years (as well as the immediate aftermath). Next I click on the "ACE the Test" link in the blue sidebar. I click on "ACE Practice Tests," which opens up a new window with the quiz. Voila! The quiz. Note that most of the websites are more straightforward than this one. Check them out below and start studying! American Passages Making America The Enduring Vision The American Pageant American History: Connecting with the Past The Unfinished Nation Experience America Give Me Liberty! The American Experiment A People and a Nation America: A Narrative History Other Quiz Sites AP US History Quizzesat Albert.io APUSH Quizzes at Raleigh Charter High School US History Quizzes at HistoryTeacher.net What’s Next? Did you know many colleges require SAT Subject Tests in addition to AP tests? Get a complete list of schools that require SAT Subject Tests, and learn the best time to fit Subject Tests into your schedule (hint: if you’re taking AP US History, you should strongly consider the US History subject test). Have you taken the SAT or ACT yet? Thinking about a retake? Learn if your score will improve on a retake, and start studying with the best SAT prep books around (ACT version here). Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Countries Cooperation Essay Example | Topics and Well Written Essays - 2000 words

Countries Cooperation - Essay Example This is the subject matter of this study where we examine the possibility of the world uniting to ensure global warming is slowed down. The ancient individuals realized this need to protect their resources as they new that overuse would lead to extinction which would obviously lead to the suffering of the entire society. A study of the ancient African nations shows that the societies would circle their fields and ensure that these areas were only used by the members of that particular area. This was one way of ensuring that their resources were safeguarded against misuse by the other societies. Having ensured that the societies safeguarded their resources which at the time included grazing land and water resources, there was need to ensure that the members of society properly utilized their resources with every member being mindful of the other. This again led to the societal definition of the use of property to ensure that the resources lasted long enough to meet the individual requirement. The need necessitated control of possessions by controlling the number of cattle that an individual owned. The need for an individual to own additional cattle was subject to discussion by the rest of the community. The individual it should be noted was only allowed to own additional cattle if the environment could cater for the additional cattle. Thus, the rule of supply and demand was long applied where the demand was necessitated by the cattle number and the supply was the natural endowments. This shows the need for cooperation in ensuring that the society benefited in a time when civilization was not anywhere in the vicinity and when individuals never interacted beyond the societal level. Besides, these societies in Africa had no idea of such earlier scholars such as Karl Marx who had first pointed out the need to cooperate in the use of collective property. The rules were passed because the human character has all along known to be self-centered in the sense that others needs are secondary to their own need. The other thing is that humans are generally competitive and what they compete for is scarce thus the need to control the scarce resources. As no such thing would be achieved through participation of isolated individuals, then the need to have individuals cooperate has always been key in ensuring that these resources are preserved and sparingly used for all of us and those to come. In the view of James Madison an 18th century economist, the scarcity of resources has necessitated the need to have a federalist government which stands for the need of the entire society and which ensures the unity and association of all individuals for their own good. He further observes that were all men angels, there would be no need to have a government as we would all be considerate of each other. However, the existence of even a single non angel would obviously necessitate the existence of a government. The actions of the non angels have this effect that they will always try to get the entire property to build a competitive advantage and on realization of the intention by the rest, they will obviously join in the competition for the resources. Thus, the need for the government to create a workable distribution system that balances the needs and interests of the individuals. From this illustration, there are two apparent things; for

Health & Illness Assignment Example | Topics and Well Written Essays - 2000 words - 1

Health & Illness - Assignment Example In this case, the lower social classes are more likely to experience health problems than those in the higher classes and in the same way, the ideas of health and illness in Britain vary in different cultures as well as social groups. Now this draws our concern to healthcare in Britain. Health care according to Spicker (2015) can be divided into hospital care, primary care, and public health. Of all the three, public health happens to be the most important issue in any given health population. The medical care of Britain in the 19th century was basically voluntary. The development of health care in Britain came about by the fact that sickness was primarily brought about by pauperism (Spicker, 2015). In response to this, infirmaries for the sick were set up by the Poor Law Authorities. Since the UK has experience in the development of the National Health Service (NHS) for about 60 years now it knows how to work with the government as well as private organizations and get to convince them on how to design and develop first class healthcare systems. Ever since the development of the NHS the UK has invested billions of pounds just to see to it that quality healthcare is always available for all its citizens (Healthcare UK, 2014). However, this is not always the case. Let us narrow down to Britain where the ideas of health and illness vary in different cultures and social groups as we are yet to find out. Censoring Leach (2013) it is evident that "Cultural differences affect aspects of behavior significant for making a diagnosis."Leach further revealed prolonged mourning periods after close bereavement. This is something worth attributing to something as grief spilled over into clinical depression. The divers cultural population in Britain have got differences when it comes to illness behavior, this involves how they handle their health matters based on their own beliefs. In each of the ethical groups there are prevalents diseases that come about most likely because

Case study Example | Topics and Well Written Essays - 1250 words - 17

Case Study Example The other cause was the statement by the apprentices that they never felt that they were learning anything and were preparing to leave. The apprentices did not do any meaningful work apart from chopping and cutting things, sweeping and mopping the floor. The other reason is that Hank, the banquet chef failed to meet with her and discuss her work schedule as had been promised. The action proved the statements from the other apprentices. The leadership and the management of Shady Lane Inn played a big role in the negative perception of Marietta concerning the company in various ways. First, they did not follow the training schedule and did not review the apprentices journals. The management did not supervise the apprentices as seen when Hank left Marietta with the others and arrived very rate. The leaders are not trustworthy from the way they do not review their apprentices work as they promised, which make them stay there longer than anticipated. The management of the company also lacks honesty, a fact displayed when Hank forces Marietta to have a positive attitude towards the company for her to stay longer. The steps that were necessary for Marietta to have a positive attitude are good supervision for instance Hank should have given her work himself instead of leaving her in the hands of the other apprentices. The apprentices should have explained to Marietta on the method to slice the onions instead of waiting until she was half way. Hank should have made an effort to meet Marietta as promised to create a good relationship and a sense of commitment. Shady Lane Company should do a number of things to avoid creating a negative attitude to the future apprentices by employing responsible managers for supervisory work. The top leaders should always make a follow-up ensure that the other managers are doing their work perfectly. The company management should analyse the apprentices views and their feelings about the company and

Efficient managers and effective managers

Efficient managers and effective managers Difference between efficient managers and effective managers Effectiveness and efficiency are mutually exclusive things. For a manager, they are both fundamental preconditions. Being effective means that one is able to properly analyse the evolving environment and selecting the right things as the areas of strategic focus for the enterprise. On the other hand, being efficient requires a carefully carved cultural and operational framework which helps the manager to achieve a particular degree of success, given the level of resources applied to a particular objective. In any business, an efficient manager is one who uses limited resources available viz., time, material and men to get the job done in a more professional manner. This includes securing productive and profitable results in a short span, using funds allotted for a business more legibly yet smartly, and appraising employee performance etc., In other words, an efficient manager would keep the business running even in dire circumstances. An effective manager, on the other hand, is slightly different from the efficient one. The effective manager focuses on productivity rather than increased/balanced profitability. Effective management has various layers in its setup such as motivation, teamwork, communication and objectives. An effective manager is someone who leads, coordinates and filters various activities of the sub-ordinates and decides an appropriate mechanism to work upon. An effective manager usually works without any constraints such as funds, manpower etc. The focus always implies on better management practices and in turn, better output. Effectiveness is a precondition for the success of any manager; however that depends more upon the uncontrollable variables dictated to the manager by the operational environment and his ability to come up with the right choices that would suit his resources built over time. It may be appreciated that a firms resources in terms of manpower and technology as well as capital would have been built up over time and they have a great degree of rigidity. Once you become effective, efficiency can be an easier thing to bring into operation. The two things are in fact complimentary. Efficiency in fact depends upon the lower level managerial abilities and culture while effectiveness is almost always a top management variable. In management, operating in efficient and in effective ways is a key to good performance and to successfully reaching the goals set for the business. While efficiency and effectiveness are similarly desirable characteristics of business behavior, either one is often seen as attainable only at the expense of the other. Looking at the interplay of the two characteristics can give a clear insight into the ideal behavior for a manager when faced with tasks which must be completed quickly, but also completed in such a way that the key goals are attained. Luther Gulick advocates seven elements which make up common management in any organization. He calls it the POSDCORB. Planning a strategy to accomplish the objectives set for an enterprise. Organizing a formal structure of authority, arranged and defined for specific jobs. Staffing / Recruiting and training personnel. Directing/ Decision making and embodying rules, instructions etc., Co-ordinating various parts of work. Reporting through records, research and inspection. Budgeting in form of fiscal planning, accounting and control. These make up the common administrative tasks managers perform in an organization. The effectiveness of each element makes up both an efficient and effective management system. The following make up management behavior. Management of human resources is a social phenomenon. An effective communication channel is always imperative in any kind of an organization. James Pfiffner calls it the heart of management. Chester Barnard remarks it as the foundation of co-operative group activity. For an effective communication, the information passed on must be clear, consistent, adequate, timely, uniform, flexible and acceptable. A manager must make sure that a proper communication channel is present in an organization. This includes avoiding semantic and ideological barriers, two-valued thinking (Halo effect), stereotyping and dogmatism among the employees. Decision-making is a vital part of an efficient management system. Robert Tannenbaum says decision-making involves a conscious choice or selection of one behavior alternative from a group of two or more behavior alternative. A behavior alternative may simply be known as a decision. Decision-making, in more ways or the other, is a singular function of the manager. It is thus very important in an organization. Herbert Simon came up with the fact that every decision has two basic premises a factual premise and a value premise. A fact is a statement of reality while a value is an expression of preference. A manager would go by decisions based on these only. An effective manager goes in for the factual premise because it can be measured empirically, while the value premise, which may determine efficient factors such as profit, loss, employee satisfaction, cost-cutting etc., would be more preferred by efficient managers. Rensis Likert calls motivation as the core of management. Motivation is a psychological process which energizes and activates an individual to achieve formulated objectives. A manager thus plays a vital role as a driving force behind motivation. On this part, both effective and efficient managers must be good motivators, so as to bring about the best in the employees. Classical and modern management thinkers have listed money and a variety of socio-psychological factors as a source of motivation. Motivation also helps to build teams and perform better. Teamwork is another essential part of management. A manager is the undisputed leader of a team. He delegates work to his sub-ordinates, assigns tasks, creates plans and makes decisions. An autocratic manager would do all the above functions by himself. It is not desirable in an effective organizational system. On the other hand, an efficient manager would tend to be a little autocratic in his functions, because of the limited resources available and some other constraints. It is however better for an organization to be more democratic for proper functioning. Importance Managing effectively and efficiently is the way to go about in business. Efficient business tactics would help to know how to deal with finance and personnel in a more productive way. Most successful businesses in the world today are rather efficient than effective. Efficient management practices provide increased sustainability and stability in an organization. It involves novelty in management practices and output. An effective management system takes a long time to fully materialize. It has more to do with the long-term vision of an organization than its present objectives. Effective management also involves setting time benchmarks within the organization, so that a given objective gets completed within a set time. Traditional management practices are usually followed, and the manager sets up an instructional framework within which the sub-ordinates are expected to follow. An effective management system, summarily can be defined as, one which Raises productivity Increases work output from sub-ordinates Functions within a set of rules and regulations Works in a more democratic manner Builds teamwork and effective communication channels A good manager, therefore is one who works both efficiently and effectively simultaneously. It is imperative that he does work in a more systematic manner and adapts himself depending on the organizational situation and environment. What an organization / business would need is an effective mechanism and an efficient output.

The Career of Respiratory Therapist Essay -- essays research papers

Respiratory Therapist Respiratory care makes a difference. And there are reasons why a Respiratory Therapist would be a great job. A guest speaker came into our class to explain more about the job. He explained education requirements, the job description, and the job opportunities. Education requirements, is what a student needs to reach the goal of becoming a respiratory therapist. There are a total of 379 respiratory technician colleges/universities in the U.S. Such as, IUP, CCAC, and many more. For a Respiratory Therapist the most you need is a Bachelor?s Degree, which takes 4 years. For this major you, there is Technical School(1+year), Associate Degree(2 years), and Bachelor?s Degree(4 years). Then the degree you end up with is a Bachelor?s Degree. Then there?s further detail about the job itself. There are many responsibilities in being a Respiratory Therapist. Which include, performing diagnostic and therapeutic procedures. Diagnostic procedures are the arterial blood gas analysis, pulmonary function studies, sleep studies, and more. Therapeutic procedures a...