Female Labor Force And Sterilization Practices - 2015 Words

I would like to compare and contrast the subject of the Female Labor Force and Sterilization Practices. As the progressive era began, there are a lot of changes for the women’s labor force with respect to politics. They were stronger because they stood up for themselves, refusing to be victims any longer and they did so by way of going on strike and making demands (Dubois Dumenil, 2016). The labor force at this time was 18.3% of women, which when compared to the 2014 statistic of 57%, shows a substantial increase over this period of time (Women in the Labor Force, n.d.). Wage rates for the women in the early 1900’s continues to be approximately half of what the men earned, as well as there was a division between occupations and business sectors between the sexes so women were not given many options in the labor force. Many single women were limited to working in factories or domestic labor. However, as time progressed, more opportunities such as clerical positions, which were once a male dominated field, began to open for women. This gave them steady wages, clean and safe working conditions but eventually had a similar setting as factories and some were even paid per piece wages. Eventually, by the 1920’s, there were even professional fields opening up for the educated female workforce. This gave women personal independence as they were in positions such as medicine, law and teaching to name a few. However, these professional women would begin to have problems as weShow MoreRelatedThe Effects of the One-Child Policy in China Essay example808 Words   |  4 Pageswas a bad idea is because if parent under the one-child policy has another child illegally, the government would force abortion, sterilization, fines, or adoption on the couple. 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Homelessness in America - 3563 Words

Homelessness in America Social Program: Public Housing Introduction The issue of homelessness is one that I can relate to all too well. About twenty five years ago I found myself among the homeless. My story is simple, I had no formal education and was working a job making minimum wage. I couldn’t keep up with my rent and other living expenses and was finally evicted from my overpriced apartment. At the time I was on a waiting list for public housing for which there was at least a two year waiting period. The fact that I was single, with no children did not help me either. For a while I lived on the streets and in shelters, too ashamed to approach what family members I had with my problems knowing that they were†¦show more content†¦New York City had started to provide publicly funded housing before the act was created and was one of the programs that the government used as a model. 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ideas †¢ thinkers †¢ practice david a. kolb on experiential learning David A. Kolb’s model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We will write a custom essay sample on Cccccccccccccc or any similar topic only for you Order Now We set out the model, and examine its possibilities and problems. contents: †¢ introduction †¢ david a. olb †¢ david kolb on experiential learning †¢ david kolb on learning styles †¢ issues †¢ developments – jarvis on learning †¢ a guide to reading †¢ links †¢ how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. Experiential learning thus involves a, ‘direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. ‘ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses. The second type of experiential learning is ‘education that occurs as a direct participation in the events of life’ (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences’. He continues, ‘unfortunately it has tended to exclude the idea of secondary experience entirely’. Jarvis also draws attention to the different uses of the term, citing Weil and McGill’s (1989: 3) categorization of experiential learning into four ‘villages’: Village One is concerned particularly with assessing and accrediting learning from life and work experience†¦. Village Two focuses on experiential learning as a basis for bringing change in the structures†¦ of post-school education†¦. Village Three emphasizes experiential learning as a basis for group consciousness raising†¦. Village Four is concerned about personal growth and self-awareness. These ‘villages’ of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literature, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion. Following on from Kolb’s work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners – particularly in the area of higher education. David Kolb’s interest lay in exploring the processes associated with making sense of concrete experiences – and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin. David A. Kolb David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management. He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also known for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. David Kolb on experiential learning David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls. Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in different situations. They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement. In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, ‘here-and-now’ experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development. He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). David Kolb on learning styles David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities. Few us can approach the ‘ideal’ in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to place people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles. Kolb and Fry on learning styles (Tennant 1996) Learning style Learning characteristicDescription ConvergerAbstract conceptualization + active experimentation†¢ strong in practical application of ideas †¢ can focus on hypo-deductive reasoning on specific problems †¢ unemotional †¢ has narrow interests DivergerConcrete experience + reflective observation†¢ strong in imaginative ability †¢ good at generating ideas and seeing things from different perspectives †¢ interested in people †¢ broad cultural interests AssimilatorAbstract conceptualization + reflective observation†¢ strong ability to create theoretical models excels in inductive reasoning †¢ concerned with abstract concepts rather than people AccommodatorConcrete experience + active experimentation†¢ greatest strength is doing things †¢ more of a risk taker †¢ performs well when required to react to immediate circumstances †¢ solves problems intuitively In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into’ one style can put a learner at a serious disadvantage). However, there are a number of problems with the model. Issues Here I want to note six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb’s scheme ‘has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged’, they comment, ‘it does not help†¦ to uncover the elements of reflection itself’ (ibid. : 13), see reflection. The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997). As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn’t necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives – such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below). The model takes very little account of different cultural experiences/conditions (Anderson 1988). The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i. e. affected by environments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood – and the extent to which these may differ from the ‘western’ assumptions that underpin the Kolb and Fry model. The idea of stages or steps does not sit well with the reality of thinking. There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see reflection. Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory ‘has no capacity to measure the degree of integration of learning styles’ (Tennant 1997: 92). The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn’t really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn’t really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory. This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. ‘Knowledge results from the combination of grasping experience and transforming it’ (Kolb 1984: 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action (praxis). Given these problems we have to take some care approaching David Kolb’s vision of experiential learning. However, as Tennant (1997: 92) points out, ‘the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on’. Developments – Peter Jarvis on (experiential) learning Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb’s model with a number of different adult groups and asked them to explore it based on their own experience of learning. He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace out the trajectories on the diagram he produces. reproduced from Jarvis 1994 Non-learning: Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc. Non-consideration (1-4). Here the person does not respond to a potential learning situation. Rejection (boxes 1-3 to 7 to 9). Non-reflective: Pre-conscious (boxes 1-3 to 6 to either 4 or 9). This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface. Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself. Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9) Reflective learning: Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it. Reflective practice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schon describes as relfection on and in action. Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned. While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence – many things may be happening at once, but Jarvis’ model falls into trap of stage thinking. As with Kolb’s work there is a limited experimental base to support it. We can also ask questions as to whether these are different forms or routes – or can they grouped together in a different and more compact way. Further reading and references The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple ‘standards’. Boud, D. et al (eds. ) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collection of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Boud. D. and Miller, N. eds. ) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as ‘breathing life into’ – to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power. Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses. Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb’s model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc. However, he also inherits a number of problems e. g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e. , Boston, Mass. : Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others. Chapters on group dynamics; experiential learning; group goals and social independence; communications within groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training. Keeton, M. T. (ed. ) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman’s contrasting of information assimilation with experiential learning. Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ. : Prentice Hall. 256 pages. Full statement and discussion of Kolb’s ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; lifelong learning and integrative development. Mezirow, J. 1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation. Weil, S. Warner McGill, I. (eds. ) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experi ential learning tend to be rather atheoretical (and often precious). This text doesn’t totally escape this – but has a number of useful contributions. References Anderson, J. A. (1988) ‘Cognitive styles and multicultural populations’, Journal of Teacher Education, 39(1): 2-9. Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Borzak, L. (ed. ) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications. Dewey, J. (1933) How We Think, New York: Heath. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Jarvis, P. (1994) ‘Learning’, ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College. Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma. : McBer and Co, http://trgmcber. haygroup. com/Products/learning/bibliography. htm Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma. : McBer. Kolb, D. A. (1981) ‘Learning styles and disciplinary differences’. in A. W. Chickering (ed. ) The Modern American College, San Francisco: Jossey-Bass. Kolb, D. A. (with J. Osland and I. Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavior Reader 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed. ) Theories of Group Process, London: John Wiley. Schon, D. (1983) The Reflective Practitioner, New York: Basic Books Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge. Witkin, H. and Goodenough, D. 1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York: Links Experiential learning: helpful review of sites by Tim Pickles. Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001. Acknowledgement: The workshop picture representing experiential learnin g is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2. Generic) flickr: http://www. flickr. com/photos/devilarts/2458317215/. How to cite this article: Smith, M. K. (2001). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved [enter date] from http://www. infed. org/b-explrn. htm.  © Mark K. Smith 1996, 2001. infed is a not-for-profit site [about us] [disclaimer] provided by the YMCA George Williams College. Give us feedback; write for us. Check our privacy policy and, when copying, our copyright notice. Join us on Facebook and Twitter. Hosting by Memset Dedicated Servers [CarbonNeutral ®]. How to cite Cccccccccccccc, Essay examples

Public Relation Profession

Question: Discuss about the Public Relation Profession. Answer: Introduction: Definition of Public Relation (PR) Profession Public Relation (PR) is the process of maintaining healthy and active relationship between a recognised individual or any organisation with public (audience). Public relations mainly deal with the public views about the organisation and that its main aim is to create and maintain a positive image (Osborne, Radnor and Nasi, 2013, pp.135). This relationship needs to be maintained in accordance with the requirement and expectation of public, employee, stakeholder, and customer. PR specialists must have good communication skill for publicity and brand management, such that organisational objectives can be achieved in terms of gaining market competitiveness as well as attractiveness (Al Ariss and Crowley-Henry, 2013, pp.78). Background Information The scope of present discussion is focused on the optimal public relation practices that are requisite for organisational success. Furthermore, these studies were correlated with the visionary practice and actions of the celebrity couple Roxy Jacenko and Oliver Curtis. Roxy Jacenko, from Australia, is an author, socialite, and owner of a PR agency. Her husband, Oliver Curtis works as an insider trade professional in a financial institute. Currently, he is in Parklea Prison due to certain issues (not discussed in this report). Roxy is one of the well-known business women in Australia and is called as the PR Queen Roxy Jacenko in Sydney, by virtue of her professional success (Financial Review, 2016). As a public figure, she is capable of collecting attention for her clients as well as for herself. Roxy is the owner of the very well-known PR agency in Sydney known as Sweaty Betty PR. Roxy was an average student in her school day, but she dreamt of being an entrepreneur in her future (Ro xy Jacenko - Sweaty Betty PR). At the age of 14, she started working for a part time job at McDonalds. This job helped her to gain experience and develop strategic vision, which in turn helped her to operate her responsibility at the company in a systematic way. In the later stage of life, Roxy worked as a receptionist for Mark Keighery. Even this job also helped her to gain experience and motivate her to become an entrepreneur (Public Relations and Communications, 2016). Best Public Relation (PR) Practices As mentioned in the above section, PR is the process to enhance the relationship and information flow between the organisations with the concerned audience, through effective practices. Optimal PR practices to be used for better and efficient communication are as follows: Clear articulation of prospects in front of media: It is important to convey clear, accurate and concise information before the media. It is necessary to drag the attention of the reporter toward ones story using 5 Ws and H such as which include Why, When, Where, What, When and How (Thunnissen, Boselie and Fruytier, 2013, pp.326). Accurate identification of media to outreach the information: It is necessary to identify the correct and proper media source to outreach the information to the public. Conveying accurate information to the right media is required to reach the information to the audience (Scherer, Palazzo and Seidl, 2013, pp.259). Fragmenting the aimed audiences: Various types of audiences must be marked and divided into categories such as customers, business partners, and suppliers. This will be helpful in supplementing accurate information to appropriate segment (Al Ariss, A. and Crowley-Henry, M., 2013, pp.78). Connecting with various tools: Nowadays social media is the most useful source to convey the information. Hence, for the purpose of maintaining public relationship connecting with media and also directly to public the various social platforms available are twitter, facebook, blogs and LinkedIn. Additionally, radio, television, and newspaper also serve as an excellent source for promotion (Caganova, 2015, pp.51). Listing of media: There should be a list of media so that there would not be any confusion regarding the interaction with the media. It is always better to interact with the media personally to deliver the story (Scherer, Palazzo and Seidl, 2013, pp.259). Updating the profile: It is paramount for any well-known personality or for reputed business, to prepare a well-organised profile for the public to look into. Along with that, it is necessary to update the profile regularly, so that that public will get correct and latest news (Cornelissen, 2014). Maintaining relationship: Creating and maintaining a relationship with the media is one of the best PR practices. Building and maintaining relationship requires both time and Hence it should be done with a lot of patience. Reporters need to be treated as a friend, and this helps to create bonding (Cornelissen, 2014). Honesty: Honesty is the foremost quality required in the PR practices. Accurate and genuine data needs to be provided to the media and to the public. Determination of information regarding public: Determining the public views and opinions relating to the organisation through various sources. Analysing results: PR professionals should evaluate different results from campaign, events, interviews and advertisements. They conduct campaigns to influence and change the perception of, mainly targeted publics (Al Ariss, A. and Crowley-Henry, M., 2013, pp.78). Roxys Role at a Publicist Roxy first worked as public relations for Diesel Company and later on at the age of 24, she decided to open her own PR agency named Sweaty Betty PR. With time the PR agency grew up and till now it has been reported that the PR firm has an income of around $10 million turnovers per year (Financial Review, 2016). For being a successful PR, she replied very quickly to media emails. She wanted that media should follow her not because of her best products, rather because of her talent and efficiency. Earlier she made mistakes by representing around 150 brands through her PR agency, which proved to be a blunder for her career. Later she revised her mistake and reduced the number to around 70 brands which include Oliver Peoples, Harris Scarfes, and celebrities like Maude Garrett (McMahon, N. 2016). According to her, she wanted to represent few numbers of brands and all should have different stories and according to that, she can send that number of media releases. There was a point in time when she decided to sell Sweaty Betty PR. Significant turnover has once become a topic of concern for her business. Now she employs only 18 people in her team. She is quite obsessive and irrational in nature, which people may like or dislike as a team leader. As a person, she describes herself to be harsh from outside but soft from inside. She is quite active in social media and an active user of Instagram (Public Relations and Communications, 2016). Comparison of PR Practices by Roxy with the Optimal Training Approach In contrast to the PR practices used above, Roxys PR practices are significant that makes her success achievement possible. To become an independent entrepreneur, both experience as well as capital is equally necessary. To set up a PR agency, Roxy had gathered experiences from her past jobs that are by working for a part time job at McDonalds and working as PR for Diesel Company. She knows very well the importance of media for her agency and hence treats them very nicely (McMahon, N. 2016). Being a publicist and a PR consultant, Roxy is always in contact with the media and has given many interviews with media. She has done a few television reality shows which helped her to gain popularity among public. Being a good PR, she is always interested in her audience and tries to attract and gain the attention of public (Public Relations and Communications, 2016). One of the outstanding prospects of PR practice is to be active in social media, which is precisely followed by Roxy (Osborne, Radnor and Nasi, 2013, pp.135). She immediately responds to media and public through email, Facebook, Twitter, Blog and is an active user of Instagram (McMahon, N. 2016). But sometimes being the leader she is obsessive and irrational in nature which might create tension between her and her staffs, but in spite of this, she is soft from inside. Overall, her active engagement in information management and communication with media is the key to her success as a publicist (Financial Review, 2016). References: Al Ariss, A. and Crowley-Henry, M., 2013. Self-initiated expatriation and migration in the management literature: Present theorizations and future research directions. Career Development International, 18(1), pp.78-96. Caganova, D., Cambal, M. and Weidlichova Luptakova, S., 2015. Intercultural managementtrend of contemporary globalized world. Elektronika ir Elektrotechnika, 102(6), pp.51-54. Cornelissen, J., 2014. Corporate communication: A guide to theory and practice. Sage. Financial Review. Roxy Jacenko: 'It was like I was on trial', 2016. Retrieved from https://www.afr.com/news/roxy-jacenko-it-was-like-i-was-on-trial-20160821-gqxltt Dated 23 Aug 2016. Osborne, S.P., Radnor, Z. and Nasi, G., 2013. A new theory for public service management? Toward a (public) service-dominant approach. The American Review of Public Administration, 43(2), pp.135-158. McMahon, N. 2016. 60 Minutes hits new low with Roxy Jacenko interview. Retrieved from https://www.smh.com.au/entertainment/tv-and-radio/60-minutes-hits-new-low-with-roxy-jacenko-interview-20160821-gqxtga.html Dated 23 Aug 2016. Public Relations and Communications - Roxy Jacenko Retrieved from https://au.linkedin.com/in/roxy-jacenko-1780336 Dated 23 Aug 2016. Roxy Jacenko - Sweaty Betty PR. Retrieved from www.sweatybettypr.com/roxy-jacenko/ Dated 23 Aug 2016. Scherer, A.G., Palazzo, G. and Seidl, D., 2013. Managing legitimacy in complex and heterogeneous environments: Sustainable development in a globalized world. Journal of Management Studies, 50(2), pp.259-284. Thunnissen, M., Boselie, P. and Fruytier, B., 2013. Talent management and the relevance of context: Towards a pluralistic approach. Human Resource Management Review, 23(4), pp.326-336.

My Happy Husband Essay Example

My Happy Husband Essay My Happy Husband In life, sometimes we meet new people who could change our lives for better or worse. I met my husband in the place that I work and since that day we have become the most inseparable friends in the world. I believed my husband is one of the happiest men alive: he is funny, positive, inspiring, spiritual, and friendly. He is a very funny person. All the time he has a positive attitude. He inspired me to be the best. He is a spiritual man. He is a friendly person. All these qualities make Christian so special. My husband is the most adorable man. He is quite good looking. He is six feet tall, weighs one hundred seventy seven pounds. He has a round face with small brown eyes, olive skin, and curly dark hair like many Spanish people. His hair is black with a fewer silver strands throughout. He speaks in a soft voice as if he was whispering, and constantly uses his hands when he speaks. He has a great sense of style, so he always looks well dressed even in casual clothes, and his cologne smells sweet but masculine. For me he is the most attractive man. Chris is the funniest person. We will write a custom essay sample on My Happy Husband specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Happy Husband specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Happy Husband specifically for you FOR ONLY $16.38 $13.9/page Hire Writer My husband has no problem getting others to laugh with him. It is hard to have a bad day when the person that I spend my life with is constantly smiling because he looks at the problems from a different angle, and he is confident that he will find the solution immediately. For example, on Thanksgiving Day, we were on a road trip to North Caroline. My husband was driving for twelve hours, but he was making jokes the whole journey. That was very entertaining for the children. We thoroughly enjoyed this trip because the time passed so fast. His human entertains our friends, as well. Frequently we go out with our friends, and he is the center of attention because of his cheerful personality and entertaining way that he talks. One of his favorites remarks is â€Å"I take my wife to different parts of the world every year, but she still somehow manages to find her way back. † I just to hear that and laugh because he cannot move a muscle without me. I feel so proud of him because he always knows how to put a smile on my face. I believe that it is important to always have a positive attitude, and I learned from my husband to have a good point of view in any circumstances. His positive feeling is strong, and it can spread to the people around him. To explain, my husband has a stressful job, and everyday he gets up early to meditate because meditation makes him relax and positive. Even if I come home with a negative attitude, he frequently changes the way that I think because he makes me understand that nothing that happened outside can affect my positive thinking, and it is true. Also, he finds solutions rather than problems. He was weighing two hundred and twenty pounds, and one day he decided to lose weight. He started his routine with exercises and diet; he lost fifty pounds. He teaches everybody to not have fears. For this reason in any difficult or bad circumstances that we have, he always has a positive mindset with a wise solution. This positive emotion makes me to admire my husband more. I consider that my husband is the most inspiring man that I have seen. I am proud of Chris for achieving his goals and finishing his career as an Electrical Engineer. He motivates our children to be successful and great human beings. Moreover, he encourages us to finish and never give up and put a lot of effort in what we do. He also proves to his children that nothing is impossible, that we only need some motivation to accomplish our goals. Similarly for me, whenever I feel like giving up, or have a question or any concern, I know I can always ask him for advice. I have also learned that sometime I have to put other needs ahead of my own, but not to the point they will be to take advantage of me. Also, He is strong during hard times and extremely determined to achieve anything. I hold him in great esteem for how he stands up or for what he believes in, and he will never back down. I have always admired his open mind, compassion, and sense of understanding. In every aspect of my life my husband continuously pushed me too excel in everything that I want to do. He inspires me to start college, and he motived me to begin my new journey. He inspires me so much that now I am becoming a new person with different point of view. Furthermore, Chris is a very spiritual person. He often says, â€Å"spiritual is not only to be a religious people, it is to have peace between souls and mind. † These are not just words because he actually does what he meetings. As an example, he gets up early in the morning to meditate and pray to give thanks for the day. Meditation helps him to be calm and relaxed during the day, so if I ask something of him at any time, he does it without selfish interest. At some point I think nothing is bad for him. His friends always look for him when they have marital or work problems because they consider that he is the most appropriate person to give them good advice and keep secrets. Also, my husband has a passion to help people to learn how to be spiritual and know himself inside out. This quality is the most important attribute that he has. Christian is the friendliest man I have ever met. Anyone who knows him sees that he is absolutely outgoing with everybody. I am very lucky to have a good friend like him. I remember six months ago, when I thought he forgot my birthday because he did not call me, like he does every morning before I start working. When I came back home he had organized a wonderful party with my family and friends. He loves to make parties with a lot of people because he is a really sociable person. He is very unique. He constantly organize meetings at his work an invited all the people around the world. I am truly blessed to have in my life someone who is sociable and hospitable. Not only is Christian my best friend, but also he is the best friend for our sons. Concluding this essay, I can describe my husband as the happiest man in the world, and I see that this man is a very funny person. All the time he has a positive attitude. He inspires me to be the best. He is a spiritual man. He is my best friend. `What I would say to anyone who is unhappy is that you need to fix that; like my husband says, â€Å"happiness comes from within not without. † He is right. No one can make you happy, no one, but you. For all the reasons and comments that I share in this paper I think my husband is role model to fallow. 1225

Release the geek! - Emphasis

Release the geek! Release the geek! Below are the correct and incorrect versions of some of the most commonly misspelt words. Can you unmask the criminal mistakes? They’ll get away with it if not for you meddling kids. Go on, let your inner geek out to play. Share this link and challenge your colleagues to a spell-off. You know you want to 1. neccessarynecessaryneccesary 2. separateseperateseprate 3. receivedrecievedreceeved 4. occuredoccurredocurred 5. definitelydefinately6.grammergrammar7.predjudiceprejudiceprejujice 8. minusculeminiscule 9. occasionoccassionocassion 10. proffesionalprofessional 11. accomodateaccommodateaccommadate 12. religeousreligiousreligous 13. harrassharass 14. questionnairequestionairrequestionnairre15. occurrenceoccurranceoccurence 16. mischiefousmischievousmischievious 17. embarrassembarassembarras 18. connoisseurconnoiseurconnoissouir 19. cemetarycemeterycemetry20.changeablechangablechangeible Once you have your score, why not leave us a message in the comments section below to let us know how you got on? And if you have any spelling tips youd like to share, such as mnemonics, wed love to hear them.

IT601-0903B-07 Information Technology in Business Management - Phase 1 Essay - 1

IT601-0903B-07 Information Technology in Business Management - Phase 1 Discussion Board 2 - Essay Example Also the other functions of the company like the Human resources and pays department can also be outsourced and this will help the company improve and concentrate in the online sales to improve the online business. Yes, it would be very beneficial for FYC to outsource near its distribution centre for the starting phase. This will be helpful as the company needs to maintain communication with the customers which will allow the company to understand the needs of the customers as well as for the customers to get to know the company better as well. The company will however be able to gain complete cost benefits only by outsourcing offshore (Brown & Wilson, 2005). The possibility of this however is only once the company is able to restructure the organisational tree and the company is able to coordinate the functions with the assistance of the local call centres. However the company can also benefit from the local outsourcing and this is mainly only possible if the company details it internal restructuring and also develops its online business and increases while other processes are outsourced, like mentioned earlier. FYC will also gain as it will gain newer customer from the online portal and will mostly be from high class and best companies using the state of the art

Environments and Numbers Essay Example | Topics and Well Written Essays - 1500 words

Environments and Numbers - Essay Example Counting the number of ways things are different or the same creates a sense of how to put numbers together to form meaning. In creating a sense of the environment, children can see how numbers relate to the real world, negating a common belief that numbers are not relevant to real life. In providing for different forms of ideas about the world, children will see how the world is related to one another and be able to count through observing within the world. In creating a foundation for learning about adding and subtracting, children in Kindergarten will begin to see how numbers relate to one another. Where fingers are often the first way in which numbers begin to have meaning, through creative projects that support visual and auditory learning, they will begin to see how things can be added and subtracted to have more and less. In using a game, a sound lesson, and an art lesson, the interest in numbers will emerge as application of the concept of numbers is made upon real world idea s. In combining the lesson with environments, the information includes a secondary opportunity for learning as different environments are explored. ... The book explores the ocean environment in such a way as to provide an overview of the ocean and how the ecology of a water living space affects the needs of ocean life. The book has the advantage of listing things that are relevent to the topic, thus creating an opportunity to discuss numbers. If possible, a fish tank with aquatic life would help to emphasize the message of the lesson in relationship to the environment. The discussion of numbers would be based upon the premise of 'how many'. Children would be asked the question of how many animals they learned about, how many ways animals breath, and how many differences can be seen between those animals living in the water and those animals living on land. Each time a number is found, the teacher will write it on the board so that it can be seen by the students. Through counting how many, the students will begin to grasp the concept of quantifying what they learn. Children can use the tangible objects within the book to advance the ir understanding of quantity and counting 'how many'. Quantity is an important part of understanding both addition and subtraction. This lesson would provide a precursor to the lessons that will follow which will discuss the ideas of adding and subtracting objects from one another. Through this lesson, children will gain the first step towards beginning their journey into understanding quantity as it relates to numbers. Learning the numbers is a vital first step in beginning their education in mathematics as they begin to explore the world in relationship to the numbers that they know. Lesson 2 - The Desert Wadsworth, G., & Carrozza, J. (1997). Desert discoveries.

Why Do Market Economies Need Government United Kingdoms Economic Essay

Why Do Market Economies Need Government United Kingdoms Economic growth, Inflation and Unemployment - Essay Example Such situations create disadvantages of buyers and reduce buyer surplus for those particular markets. For this reason, free market economy can potentially impinge on the rights of a certain segment in the economy (Acemoglu, Golosov and Tsyvinski, 2008). A fair exchange implies a relationship of equality between the persons concerned, which is absent in these scenarios. Sometimes, in a market economy the employer and the employee are not in a relationship of equality. The employer can attempt to dictate terms to the employees, therefore, a safeguarding body is required to ensure payment of minimum wages and to enforce health & safety measures (Agarwal, 2007). Government presence in needed in such situation to ensure rights of certain groups is not compromised. ii) Governments are needed to provide provision of pubic goods whose benefits are distributed over a very large population. For instance, creation of roads and national defense cannot be provided by a private enterprise. Government interventions are needed in the market economic system for these provisions (Halm, 2003). iii) Governments are also needed in market economic systems to provide social security to the citizens of the country. A market economic system cannot find mechanism to transfer funds from rich to poor. Governments serve the purpose of reducing income differences between rich and poor in an economy (Sharma, 2009). Government invention is, therefore, essential for redistribution of wealth and income for a healthy society. United Kingdom’s Economic Performance During Last Ten Years Growth Performance data of United Kingdom’s economy is graphed below. The data exhibits that the economic performance and growth rate of United Kingdom’s economy was at peak in the year 2000. The growth rate of the economy was highest which implies that the standard of living of UK citizens was increasing at a very rapid pace. GROWTH PERFORMANCE Year GDP Change 2000 3.90% 2001 2.50% 2002 2.10% 2003 2.80% 2004 3.00% 2005 2.20% 2006 2.90% 2007 2.60% 2008 0.60% 2009 ?4.9% 2010 2.10% 2011 0 .70% Growth of UK’s economy hit the bottom in the year 2009. It appeared that the economy is on the path of improvement in the year 2010; however, growth figures were low again for the year 2011. Growth Performance the annual inflation figures of UK economy shows that inflation is rising even though growth rate of the economy is slow. Such figures are considered alarming because standard of living of people is compromised in two manners – through low income growth, at the same time, a considerably high level of inflation (Baumol and Blinder, 2011). Annual Inflation Year Inflation Rate 2000 2.1% 2001 2.7% 2002 1.3% 2003 2.9% 2004 2.6% 2005 3.2% 2006 2.4% 2007 4.2% 2008 4.1% 2009 0.1% 2010 3.7% 2011 5.1% Unemployment Rate of UK’s economy is exhibiting a trend of rising with the inflation rate of the economy. This is considered one of the most challenging macroeconomic situations in macroeconomic text books. This is because a high inflation is generally associated with lower levels of unemployment since all factors of productions are considered to be highly utilized. Rising unemployment with inflation indicates major issues with the economy which need to be resolved (Henderson, 2003). Unemployment Rate Year Rate 2001 5.1% 2002 5.2% 2003 5.0% 2004 4.8% 2005 4.8% 2006 5.4% 2007 5.4% 2008 5.6% 2009 7.5% 2010 7.9% Deflationary Gaps and Appropriate Policy Responses Deflationary gap in an economy is

The Ways I Learn English

The Ways I Learn English I was born in a small village outside Kodiang Town. It was a Malay village and most of the villager work as farmer. I was raised up in Malay family and my native language was Malay. My parent work as educator until today, but they had basic knowledge about English because their studies not an English Education. It was a long journey for me to learn English and until this moment I still continue to master this language. Beside English, I also got opportunities to learn Arabic language in a formal education. I also try to learn other foreign language by my own such as Japanese. Even my parents do not talk English at home, but they always encourage and support me to learn English. At the age of four years old my mother always bought many flash card, book with picture, puzzle and colouring book for me. After she getting back from school she will take one of the books and pronounced the word and ask me to repeat it. My mother also uses some English word to teach me about common object that we could found in my house. She will said that is cat, cat, a cat and I will repeated slowly cat. At the age of five years old, my mother had sent me to kindergarten. At there, I started my first formal lesson with English. The teacher teaches us about the letter A to Z, number 1 to 10, spelling and also pronunciations. When I enter primary school by the age of seven years old, I already used few English words in my daily conversation. The common words that I always used with my family and friends is baby, colour, bag, toilet and others. I got very motivated teacher at that time; he always inspired me to talk fluently in English. His name is Mr Zamarul Hisham Bin Kamaruddin. One of his teaching technique is he wanted us to have our own personal dictionaries and each student must bring that dictionaries every day to school. The use of that dictionary is for student to record every single new word that we learn in his classes or from other teacher. I think he did help student a lot in learning this language. During this time my mother also encourages me to read lots. My passion is always on science and technologies and mother know I love science very much. So, she bought me hundreds of English science book during my childhood. Book about fact on animals, plants, car, building and astronomy is among my favorite book at that time. Sometime I does not read at all because science term are difficult to understand for me at that age, but I really love to looking at those picture. Another effort of my mother to make me understand English well is by reading bedtime story books. Each month she will take me to Popular Bookstore to bought one bedtime story book. I always choose story book that have been write by Grid Blyton. The story that he write always have moral value and lesson for children to learn. Every night I spend some time with my mother to read those stories book. I always ask a lot to my mother about each story which such a great curiosity. Beside from reading books and formal lesson in school, another environment which also gives big influence for me to learn English is the exposure to technologies. In early ages, English cartoon program such as Sesame Street, Barney and Friends, Blues Clues and Mickey Mouse and Friends help me to communicate and understand English. Sesame Street encourages me to learn by demonstrating how people use various strategies, such as observing and predicting, to explore the world around me. Watching cartoon in English helps to hone my listening skills and learn how English is actually spoken. In addition through watching television, we learn with our desire and not by force like in classroom. So, I can learn a lot through watching television. I also can learn about general knowledge, science fact and recent news when I watch documentary on National Geographic and Discovery Channel. Another advantage to watching television is the learning of playing with words. English taught in schools can b e very rigid and sometimes the words are straight out of the book. Learning through television though is very good for pronunciation because the learner can actually hear the words spoken as they should be. Another innovation of technologies which help to develop my English skill was computer and mobile phone. As those gadget was invented and it become a trend for everybody to use it, I realized that it also help me to improve my vocabulary in English. All the term used in technologies was an English word and the term like make a call, sending massage, printout, copy and paste and others was widely use after the technologies was invented. I also learn a lot of new vocabulary through playing game on computer. Strategic game such as Red Alert 2, Call of Duty and Modern War used high vocabulary of word to explain the goal of each game. Sometimes I had to open up my dictionaries or seek the certain meaning of words from the internet to understand the task given in the game. If I cannot understand the task or the mission, I cannot compete and win the game. I like to write a narrative essay. This is because narrative or stories is an open essay which I can use my own imagination to write those essays. In public examination such as PMR and SPM, I always choose the narrative essay to answer. My Secondary School teacher, Madam Asliza Binti Zubir always encourages me to develop my fiction writing skill. She gives me a lot of fiction stories for me to get idea and inspiration to write a better first individual essay using my own imagination. My lifes principle for learning language also helps me to improve my English skill. I believe that to master the certain language desire is important for a person to explore and discover the language by himself. It does not need a formal education to learn other language. As long as there are desire and effort, we can learn what ever language we want through any medium of learning. I prove myself by learning Arabic language in school and learning Japanese through anime. I notice that, I easily memorize J apanese words when watching Japanese anime more than all the memorizing activities of Arabic class in school.

Home Rule :: Essays Papers

Home Rule The Potato Famine, religious discrimination, and land issues caused tension in the Irish community. Home Rule, a measure of an independent government for Ireland, was the inevitable solution. It took more than two centuries for Ireland to gain its independence over Great Britain. With the Act of 1800, the British abolished Ireland’s Dublin Parliament. As a result, Irish members were forced to take their seats in Westminster (Walsh 1). This left the Irish with no government representation within the country. The Irish had a desire to control domestic affairs without any British involvement. Replaced by English traditions and emigration, the nationalist movement increased opportunity for change. By the mid 1880’s, Irish nationalism rose to great heights and Irish independence was at the forefront of politics (20). Charles Parnell became the leader of the revived Irish movement. He was named head of both the Irish Parliamentary Party and the National Land League. Parnell gained support from members of the Fenian movement, as well as newly elected British Prime Minister, William Gladstone. Gladstone was highly aware of the Irish predicament stating "My mission is to pacify Ireland" (21). His attempt at pacification started with the disestablishment of the Church of Ireland. In 1885, he introduced the First Home Rule Bill. Between the years of 1886 and 1921 there were four Home Rule bills submitted to Parliament. The Home Rule Bills provided a dual-bodied legislature strictly for local matters and Irish representation at Westminster to vote on Irish taxation. According to Taylor "It threatened to frustrate those (British) completely in that it provided for a sepa rate Irish parliament and an end to Irish representation in Westminster" (Taylor 772). This led way to views of republicans and revolutionaries after each bill was defeated. Home Rule had a huge effect on Irish society and Irish politics to which Ireland is shaped today. The Gaelic Revival was an attempt to re-introduce old Gaelic traditions to the Irish people. The Irish were fed up with British influence. The restoration of their culture would provide themselves with a national identity. As stated in Ireland’s Independence, "The period saw the emergence of a separate series of organizations – literary, sporting, political" (Walsh 18). The Gaelic Athletic Association (GAA), founded by Michael Cusak, promoted national games, such as hurling, football, and handball (Walsh 18).

Conformity Case Essay

INTRODUCTION: Ever since the first experiment on conformity was conducted by Jenness in 1932, psychologists have tried to measure conformity under various situations. Historically, conformity has been measured in numerous ways, though the most widely used methods have been behavioural observations and self reports (Scher and Thompson, 2007). While Asch’s Experiment (1951) remains the most popular work on conformity, Zimbardo (1971) and Milgrams’ (1974) work are noteworthy. AIM AND HYPOTHESIS: We wanted to find out whether undergraduate students conform to social norms or not? Also, what are the likely reasons for their behaviour? For this, we created our own experiment. However, let us define conformity and other key variables first. Kalat (2008) defines conformity as changing one’s behaviour to match other people’s behaviour or expectations. It is the dependant variable (DV) in our experiment and we gave it an operational definition. We measured DV by the subject’s correct gender identification and subsequent action of walking through the door assigned for their respective gender. This is further elaborated under the Research Method section. The independent variable (IV) in our experiment was self-monitoring attitude. We chose IV as our group believed that it is primarily high self-monitoring people are more conscious about their social image and are thus more likely to conform in general than low-self monitoring people and vice versa. The operational definition for self monitoring attitude was the score on Self-Monitoring (SM) Scale created by Mark Synder in the early 1970’s. Frayer believes that the personality test measures how much an individual would change his behaviour to suit situational cues. It has 25 questions in total and has been attached in APPENDIX 1 for your reference. The results were interpreted as high, intermediate or low score depending on how many questions the subject got corr ect using the answer key provided by lckes and Barnes (1977) attached in APPENDIX 2 for your reference. Our goal was to examine therelationship between self-monitoring attitude (IV) and   conformity (DV). We expected a positive co-relation due to our group belief mentioned above. Besides, Scher and Thompson’s (2007) experiment, which was our inspiration, had found a significant positive correlation relationship between self-monitoring and behavioural conformity. Our target population was the undergraduate students at The University of Hong Kong (HKU). However, our sample consisted of only forty HKU students composing of twenty female and twenty male students. RESEARCH METHOD: Let us elaborate on how we went about conducting our experiment. Firstly, we chose to conduct the experiment at Chi Wah composite building since many undergraduate students go there to study. Secondly, we replicated Sarah Lisbene experiment on gender conformity. Lisbene had pasted gender signs on an entrance of a building to observe whether people would conform to the gender symbols on the doors. We duplicated her gender conformity situation at the main entrance on the first floor of Chi Wah as it has precisely two doors. We stuck gender symbols on each door at the eye level right besides the door handles ‒ a male only sign on right door and a female only sign on the left door. Then, we shut both the doors at the entrance. Anyone who wanted to enter the building from this entrance was bound to read the gender sign before opening the door and thus would have to make a decision to conform, observable by his/her action of walking through the appropriate gender-marked door. Thirdly, we used simple systematic sampling method to choose our subjects. Every 10th person was invited to participate in our experiment by filling in a two paged survey. The survey was actually the SM Scale mentioned in AIM AND HYPOTHESIS section. We calculated their scores on the SM Scale by their marked responses to measure the IV and its relationship with DV. Lastly, we tried to observe participants in their natural setting. To remain unnoticeable, we dressed up in casuals and stood far away from the entrance, trying to avoid giving any additional situational cues to the participants. We wanted to prevent any bias adversely affecting our study and carefully observed the behaviour of the subjects reading the signs, recording their decision of walking through either door and then approached them, requesting to fill in the survey. RESULTS AND ANALYSIS: Though the response and the reactions from the subjects varied, a common trend in our experiment emerged. The participant would read the sign on the door when he/she approached to open the door and get confused. Then, he/she would take a step back and try to locate the other gender sign on the other door and finding one would relieve him/her and change their emotion. Then they would make a decision to walk through either door. The mean score on the SM scale was 12.1, an â€Å"Intermediate Sco re† as it falls in the band width of 9-14. It suggests that HKU undergraduates self-monitor themselves to a moderate degree on average and would be conscious of their social image. Our hypothesis would suggest that undergraduates are likely to conform to their respective gender roles. The statistics obtained from our sample were consistent with our expectations in general. In fact, 28 out of the 40 or 70% participants conformed to their respective gender role. We found a modest positive co-relation of .4049 between SM Scale and conformity. It suggests that self-monitoring attitude may lead to gender conformity. We observed two major group differences based on the data collected. The first group was divided on basis of gender while the second on their score on SM Scale. Firstly, the SM Score mean for females was slightly higher (12.2) than for men (12). The standard deviation for females (3.578) was lower compared to men (4.193) and the range for females was 4-21 and 3-18 for men. The data and statistics obtained are indicative of females conforming marginally more than males. Out of the 28 subjects that did conform, 16 or 57.1% were females and only 12 or 42.9% were males. Secondly, a score of 15-22 is high and 0-8 is low on the SM scale. Out of the 7 subjects who scored low on SM scale, only 3 or 42.9% conformed. Out of the 23 subjects who scored intermediate on SM scale, only 16 or 69.6% conformed and out of the 10 subjects who scored high on SM Scale, 9 or 90% conformed. This suggest that people who score high on the SM Scale are more likely to conform than people who score lower on the SM Scale. A third group difference, which is based on our observation of arrival of participant in a party or not can be suggested. In a group of two females and three males, a male pointed out the discrepancy at the entrance which surprised the whole group. They talked among themselves and even had a laugh, pointing at the symbols. Nonetheless, the group split up and members walked through respective doors and then rejoined once inside the building. This may suggests that people are more likely to conform if they arrive in a party consisting of both the genders. CONCLUSION From our data and observations in the experiment, we can make a few conclusions. Firstly, though HKU undergraduates are likely to conform to gender roles, females are more likely to do so. Secondly, there is a modest correlation between self-monitoring attitude and conformity, though we could not establish a direct causal relationship between the two variables. Thirdly, it seems that people who are scored higher on the SM Scale are more likely to conform to gender roles than those who scored lower on the SM Scale. Lastly, subjects are more likely to conform to gender roles when they arrive in a party consisting of both the genders. CRITICAL EVALUATION: Booker (2012) says that behavioural conformity is linked with youth happiness. Conforming behaviour enables us to create a strong social world and experience belongingness to a group, thereby facilitating social identification and security, leading to equilibrium of contentment. This suggests the importance of conforming in order to ac hieve happiness. Secondly, conforming behaviour is actually a â€Å"self-defining act† and people conform to keep their â€Å"state of peace† (Santee and Jackson, 1982). This too may explain why people conform in general. Furthermore, there is a difference in the view of conformity between both the genders ‒ men regard non-conforming behaviour as â€Å"self-image enhancing† while women regard conformity as â€Å"positive† and â€Å"self defining†. This helps explain why women are more likely than men to conform. Another plausible explanation for gender differences in conformity is given by Maslach, Santee and Wade (1987), who believe conformity is based on personality traits of men and women. Men are supposed to be â€Å"assertive† and â€Å"independent† while women are supposed to be â€Å"sensitive†. Recently, researchers from University of London (2011) have even found a mild genetic influence explaining gender conforming traits (31%) in women. According to Fraser, most people would like to maintain a positive public image and are perceptive to what people think about them. This may explain why high self-monitors who actively apply impression managem ent are more likely to conform than low self-monitors. The fear of distorting their public image or even dampening their social popularity would be a powerful incentive for high self monitors to conform. Lastly, individuals composing a group face a stronger effect of normative social influence than a collection of individuals who do not form a group (Deutsch and Gerard, 1954). This may explain why the conformity increases when subjects arrive in a party consisting of both genders. I would now like to talk about potential flaws in our experiment and some methods to improve our model. Firstly, conformity is not completely dependent on a single variable and we should have used a multi-variable regression model to estimate it instead. In our experiment, one of the omitted variables is lack of social pressure or incentive to conform. The subjects may not have sufficient incentive to walk through their gender assigned door as there was no reward or penalty in terms of social acceptance or rejection. Also, as many as 9 subjects reported that they did not notice any gender symbol and walked in using random door. None of them was suffering from any eyesight problem like colour blindness. Furthermore, Livingstone brings to light a potential confounding variable ‒ civility. Civility primarily depends on disposition of the subject, which in turn depends on parenting, school education and cultural background. We could have included all these variables in our model. Another potential flaw in experiment is not having a control group. Maybe the female lavatory near the left door favoured the female participants to walk through the left door, increasing their conforming number. Either a control group or interchanging the symbols on the doors after the first 20 subjects had filled in the survey would have removed this bias. To improve our model, we could have used better operational definitions too. The SM Scale is controversial and walking through a door marked by a sign may not be a relevant gender issue. Secondly, we could have used a larger budget and more time to improve our model. For instance, it took us four days to get permission to conduct the experiment at Chi Wah. If we had more time, we would have conducted the experiment in the Main Library and Medical Campus to get a representative sample. Increasing our sample size would have enabled us to detect micro trends and be more accurate. We could have offered subjects who refused to fill in the survey monetary compensation. Our study may have been subject to experimenter bias in spite our full effort to minimise the bias as we were expecting a positive correlation. Blinding was too expensive an option for us. PERSONAL REFLECTION: Though this experiment answered some questions, it has left me wondering about many more. If given the opportunity, I would like to conduct a few follow up experiments to seek some answers. Firstly, I would like to find out if there is any link between stress levels and gender conformity. This relationship arises from my observation that some subjects in our experiment who walked through the wrong door and also refused to fill in the survey seemed to be impatient and rude. Though there may be some other reasons behind their gender non-conformity behaviour and mood like being short on time, we cannot say for sure and will have to find out for ourselves. Also, I would like to find out if there is any threshold level for conformity? For instance, participants may refuse to conform by walking through a door in our experiment but they would probably conform while using a lavatory. If non-conformers conform if they know they would be severely rebuked for their actions, what precisely is that threshold level? The experiment also cleared my misconceptions of conducting experiments. I thought that it would be very easy to design and conduct an experiment. However, given our goal, there were so many ways of going about it that was very hard to select the best method given our resources and time constraint. Carrying out the experiment has its own fair share of struggles. I would also like to mention my experience with experimenter bias. While drafting the experiment, I was very confident that I could not be susceptible to experimenter bias. However, when we started the experiment, it was very hard not to hand out the survey to our friends and acquaintances who happened to come in through the doors but were not the 10th subject as per our systematic sampling rule. Finally, after having finished the experiment, I think it was painstakingly work involving a lot of planning and careful evaluation. Nonetheless, I had fun conducting the experiment. REFERENCES 1. Scher, N., & Thompson, T. (2007). Self-Monitoring and Conformity: A Comparison of Self-Report and Behavioral Measures. UW-L Journal of Undergraduate Research X (2007) Retrieved December 1, 2012, from http://www.uwlax.edu/urc/jur-online/PDF/2007/scher&thompson.pdf 2. Kalat, James W. (2008). Introduction to Psychology, Ninth (International) Edition. Wadsworth: Wadsworth Cengage Learning. 3. Fraser, M. â€Å"Mhaire†. Self Monitoring Notes and Resources. Retrieved December 2, 2012, from De Anza College Website: http://faculty.deanza.edu/frasermary/stories/storyReader$157 4. Montclair SocioBlog. Livingston, J. (2009). Civility or Mindless Compliance? Retrieved December 2, 2012, from http://montclairsoci.blogspot.hk/2009/07/civility-or-mindless-compliance.html 5. Booker, Karene. (2012). Youths’ well-being linked to how well they conform to gender norms Retrieved December 4, 2012, from http://www.gradschool.cornell.edu/news/youths-well-being-linked-how-well-they-conform-gender-norms 6. Santee, R.T., & Jackson, S.E. (1882). Identity Implications of Conformity: Sex Differences in Normative and Attributional Judgements. Social Psychology Quarterly, 45(2), 121-125. Retrieved from December 7, 2012, http://faculty.rhodes.edu/wetzel/223webproj/conformity%20and%20gender/ 7. Maslach, C., Santee, R. T., & Wade, C. (1987). Individuation, Gender Role, and Dissent: Personality Mediators of Situational Forces. Journal of Personality and Social Psychology, 53(6), 1088-1093. Retrieved December 7, 2012,from http://faculty.rhodes.edu/wetzel/223webproj/conformity%20and%20gender/ 8. Science Daily. Jul 9, 2011. Sexual Orientation and Gender Conforming Traits in Women Are Genetic, Study Finds Retrieved December 9, 2012, from http://www.sciencedaily.com/releases/2011/07/110707173319.htm 9. Morton, Deutsch and Gerard, B. Harold. (1954). A Study of Normative and Informational Social Influences upon Individual Judgement. Research Center for Human Relations, New York University Retrieved December 10, 2012, from http://web.comhem.se/u68426711/8/deutsch55.pdf

Race and Racism essays

Race and Racism essays Racism... What is racism? Why is there racism? And how can we get rid of it? These are the three questions that are important when talking about racism. In order to understand racism you must understand why there is racism. The author, Gloria Yamato, says that the main reason why we have racism is because people want to have a sense of power and privilege over another group. I think this is true not only in the human race but in most species. Everyone wants to be able to have power and in order to have power you must defeat or overpower others. This is why there is racism. Racism is the systematic, institutionalized mistreatment of one group of people by another based on racial heritage. In this article the author starts out by saying that racism is difficult to eliminate, but some people think it can be dealt with in a workshop but she thinks that it will take many years to deal with since it took a few hundred years to grow. This articles main topic is oppression. The author talks about the oppressors and the oppressed. Oppression is starting to be familiar in society and therefore it starts to feel comfortable and natural and also right. This is called internalized oppression. The reason why racism is so hard to beat is because, like a virus, when you come up with a cure or answer, it has a new problem or takes a new form. Racism can be separated into four different types. The first type is aware/blatant racism. This is when racists just come out and say to a person that they are being prejudice on the basis of theyre skin color. The second type of racism is aware/covert racism, which is when racists are being racist but just not saying it. For example, having a Now Hiring sign up and then saying that the position was just filled when really they are just being racist. The next type of racism the author talks about is unaware/unintentional racism. This is when the racist ...

Mothers Who Kill Their Children

Mothers Who Kill Their Children The nation is always shocked by criminal cases such as Andrea Yates, a mother of five who methodically drowned her children in a bathtub then calmly called the police to report it, but mothers who kill their children is a more common crime than we might think. According to the American Anthropological Association, more than 200 women kill their children in the United States each year. Three to five children a day are killed by their parents. Homicide is one of the leading causes of death of children under age four, Yet we continue to persist with the unrealistic view that this is rare behavior, says Jill Korbin, an expert on child abuse, who has studied at length about mothers who killed their children. We should detach from the idea of universal motherhood as natural and see it as a social response, Nancy Scheper-Hughes, medical anthropologist says. Theres a collective denial even when mothers come right out and say, I really shouldnt be trusted with my kids. The three major factors that often play a role when mothers have killed their children are - postpartum psychosis, psychotic breakdowns brought on by factors such as jealousy and abandonment and domestic violence. Postpartum Depression and Postpartum Psychosis Postpartum depression is a common problem that can occur within four weeks of delivery of a baby. It can affect both mothers and fathers, although only a small percentage of fathers experience it. Common symptoms include depression, feelings of hopelessness, anxiety, fear, guilt, the inability to bond with the new baby, and a feeling of worthlessness. If left untreated, it can lead to postpartum psychosis. Postpartum psychosis is much more severe and dangerous. Symptoms include extreme insomnia, obsessive behavior, and auditory hallucinations where voices instruct the mother to commit suicide or to mutilate and/or murder her child/children. Often the mother believes such acts will save the child from a life of misery. Psychotic Breakdowns In some cases, children are murdered as a result of the mother experiencing a psychotic breakdown brought on by an intense feeling of abandonment and jealousy in cases where the father of the children has left the home. In some cases, the need to seek revenge overtakes reason. A look at the roles of women who are currently on death row, and the crimes that put them there, shows that women who kill their children are indeed not as rare as we would like to believe. Patricia Blackmon was 29 years old when she killed her 2-year-old adopted daughter in Dothan, AL in May 1999. Kenisha Berry at age 20, covered her 4-day-old son with duct tape resulting in his death. Debra Jean Milke was 25 when she killed her 4-year-old son in Arizona in 1989. Dora Luz Durenrostro killed her two daughters, age 4 and 9, and her son, age 8 when she was 34 years old in San Jacinto, California in 1994. Caro Socorro was 42 years old when she killed her three sons, ages 5, 8 and 11, in Santa Rosa Valley, California in 1999. Susan Eubanks murdered her four sons, ages 4, 6, 7 and 14, in San Marcos, California, in 1996 when she was 33. Caroline Young was 49 in Haywood, California when she killed her 4-year-old granddaughter and 6-year-old grandson. Robin Lee Row was 35 years old when she killed her husband, her 10-year-old son and her 8-year-old daughter in Boise, Idaho in 1992. Michelle Sue Tharp was 29 years old in Burgettstown, Pennsylvania when she killed her 7-year-old daughter. Frances Elaine Newton was 21 when she murdered her husband, 7-year-old son and 2-year-old daughter in Houston, Texas. Update: Frances Elaine Newton was executed on September 14, 2005. Darlie Lynn Routier was 26 in Rowlett, Texas when she was convicted of killing her 5-year-old son. Teresa Michelle Lewis killed her 51-year-old husband and 26-year-old stepson in Keeling, Virgina when she was 33 years old. Korbin said that there are usually clues that are obvious to those who are around parents who end up killing their children. Prior to a homicide, lots of lay people know these men and women are having difficulty parenting. The public has to be better educated in recognizing how to intervene and how to support child abuse prevention, she said.

War Occurs Because There Is Nothing to Prevent It Essay

War Occurs Because There Is Nothing to Prevent It - Essay Example According to the realist theory, the international system operates on checks and balances method that is flawed to a certain extent given the ethnic and cultural dissimilarities between the peoples of the world. Samuel Huntington’s â€Å"The Clash of Civilizations† argues that the fault lines between civilizations lead to war. This has proved in the aftermath of the 9/11 attacks against the US. Other commentators like Robert Kagan have pointed to the resurgence of Russia and the recent conflict in the Caucasus between Russia and Georgia as an example of how â€Å"history returns† whenever certain nations fall from pre-eminence and then assert themselves to regain the lost glory. In his recent work, â€Å"The Return of History and the End of dreams†, Keegan forcefully makes the point about how the 21st century might look like when it comes to international relations. The realist perspective seems a good prism to look at the complex dynamics shaping war. Thi s can be seen from the fact that in the aftermath of the fall of the Berlin Wall and the Collapse of Communism, the then US president George Bush Sr. made a case for a â€Å"New World Order† and proclaimed that â€Å"we are at the threshold of a new era that has been dreamed by generations of men but has always eluded them†. However, the euphoria was short lived as Iraq, under Saddam Hussein attacked Kuwait and subsequently this led to American intervention and the first Gulf war. Thus, we have history repeating itself in 2008 when Russia asserted itself in South Ossetia.

Re David Thompson Essay Example | Topics and Well Written Essays - 2500 words

Re David Thompson - Essay Example He was attended to by DI. He underwent to treatment to his right eye but was told that the operation was only partially unsuccessful. On August 12, he returned once more, but was again told that the operation was only partially successful. On August 19, he returned for treatment on his left eye, and this yielded completely satisfactory results. Additional treatment on his left eye was conducted on September 29. This operation was done both by DI and DB. It was during this visit that complications arose. Mr. David Johnson was informed that there was a problem as his cornea has been penetrated. In a subsequent examination by DI, he was told that his corneal flap had been damaged and that a corneal graft was probably necessary. He was referred to Dr. Singh (GS) at the Grafton Hospital in Oxford. 3. Mr. David Johnson has had several operations and procedures to correct the damage to the cornea, beginning with the stitching the damaged corneal flap on September 30, 2003 and culminating in a corneal graft on September 24, 2004. The sight on the right eye is still problematic. He is on the NHS waiting list to have a contact lens implant. After the operation at Eye Right, he experienced pain due to â€Å"dry† eye, reduced and disturbed sight and very poor night vision. Until the corneal graft, he could not drive. His vision was unbalanced as his left eye was normal. He became solely dependent on his family. He became prone to headaches and fatigue and was unable to work for 6 months, although he received sick leave pay. He has since returned to his job as librarian, earning 32,575 p.a. (net). He still requires constant application of eye lubricant to counteract the dry eye syndrome, I.e., one NHS prescription per month. He must wear special glasses costing 195.00 and dark glasses in the sun costing 105.00. 4. According to