Sostacâ„¢ E-Marketing Plan

What is SOSTACâ„ ¢ ? The SOSTAC Planning System is one of the most powerful planning systems ever developed. Simple but extremely effective, as it contains all the ingredients vital for the perfect marketing plan. Whether a blue chip, like IBM and BT, or small business, professionals who discover SOSTAC Planning System embrace it for life. This method will help you to create, write and develop your marketing plan by breaking down into six elements: Situation analysis, Objectives, Strategy, Tactics, Action and Control. How does it work on B2B company e-marketing plan? 1.Situation analysis Internal audits Current internet marketing audit (business, marketing and internet marketing effectiveness) Audience composition and characteristics Reach of web site, contribution to sales and profitability Suitability of resources to deliver online services in face of competition External audits Marco-economic environment Micro-environment C new marketplace structures, predicted customer activit y Competition C threats from existing rivals, new companies and intermediaries Assess opportunities and threats (SWOT analysis) Markets and product positioningMethods of creation of digital value and detailed statement of customer value poposition 2. Objective analysis corporate objectives of online marketing detailed objective; tangileb and intangible benefits online value promotion 3. Strategy definition investment and commitment to online channels market and product positioning target market strategies C statement of prioritized segments, new segments, online value proposition and differential advantage, significance of non-customer audiences? Change management strategy 4. Tactics Product. Promotion Price Place People 5. Actions SpecifyTasks Resource Partnering and outsourcing Budget including cost for development, promotion and maintenance Staff Implement Risk assessment Legal issues Team organization and responsibilities Development and maintenance process 6. Control Identify a measurement process and metrics covering: Business contribution (channel profitability C revenue, costs, return on investment) Marketing effectiveness (channel outcomes C leads, sales, conversion, rate, channel satisfaction) Online marketing effectiveness (channel behavior C page impressions, visitors, repeat visits, conversion rates)

Management in early years Essay

For the purpose of this work I will focus my attention on management and leadership skills, that any good early years practitioner should possess in order to organise/hold the event of parents evening. Working in partnership with parents Constructive working relationships between teachers and parents can enhance adults knowledge and understanding of children and children’s learning opportunities, and so contribute to children’s learning and wellbeing at home and in the setting. Children who see their parents working closely together with their teachers â€Å"gain a sense of continuity and of being cared for† and experience a â€Å"trusting and secure environment in which they can learn and grow† (Whalley & the Pen Green Centre Team, 2001). Bronfenbrenner’s (1979) ecological model of human development offers a theoretical rationale for teachers and parents working in close collaboration. Inclusion†¦.. Purpose and outcome Early childhood practitioners are often reluctant to see themselves as leaders and managers. However, all those who work with young children and their families, whatever their level of experience and competence, have to undertake both of these roles on a daily basis. Parents evening is the perfect example of these two roles â€Å"played† by the same person. This is one of the best opportunities I have as practitioner in building relations with the parents. Why? Because if the parents are in agreement with my methods of practice/teaching, I’ve brought learning home. Researching Effective Pedagogy in the Early Years (Siraj-Blatchford, Sylva, Muttock, Gilden, & Bell, 2002), found that children’s cognitive attainment benefited when parents were involved in children’s learning activities at home. Again the reformed EYFS(2012) has set out to raise the bar of just how influential parents’ role is in their child’s learning and development. Effective leaders will respond to this by reviewing their setting’s work with families to ensure strong engagement. The above ideas has been the foundation of organizing my first parents evening at my new setting. Although the event took place in September( next one due in June), the time coincide with the new EYFS coming into place and myself starting my new job at University of Warwick Nursery about the same time. Although I am a confident person, the likes of starting a new job, new EYFS coming into place, key children/families( of whom 4 out of 5had English as a second language, with very little or no knowledge of what EYFS is or how the nurseries are operating in UK), made me a bit anxious. I had to find a strategy which allowed me to be efficient, sounded knowledgeable and be professional. Having the liberty from the setting manger to conduct my parents evening, into whatever manner suits me and the families involved, the key for me at that particular time was called ORGANIZED. Before holding meeting with parents, any practitioner would consider what purpose it will serve and what will be the most effective method of achieving your goals. Good communication must have a clear purpose. †¢give information †¢consult †¢generate ideas †¢gather information †¢educate/help Parent and key worker meetings Early years settings tend to organise parent and key worker meetings on a regular basis and in a more structured way. Again, the timing of these meetings will depend on the parents’ daily routines and commitments, and the staff team will have to be flexible when arranging them. I have tried to be responsive to the needs of all individuals when arranging the timing for meetings. Because of the issue of confidentiality and because for most of the families English is a second language, I decided to have meetings with each family, rather than a group meeting. A little office was made available for the times booked and had a presentation running in the background ( appeals to all learning styles) for extra visual information; the main purpose was it introduce the EYFS, areas of learning, activities(see if any disagreement towards celebrations, messy play,etc) and how can be extended at home. See appendix Again, careful thought needs was given to †¢objectives (why) †¢audience (who) †¢content (what) †¢timing (when) environment (where). From my experience, these meetings offer an opportunity for the practitioner and parents to gather information, share their observations and to consider the implications of these in terms of planning for the child’s learning. They are conducted in an atmosphere of mutual respect and practitioners should act as genuine listeners, responding to what they hear from the parent and not allowing discussions to be driven by a pre-set agenda based on what has been observed in the nursery. I am trying to use a business technique called the praise – praise sandwich. Start with something positive about the child, ask parents of any weak points/areas for improvement , we discuss around this and get an agreement of how together we can help the child move forward and generally improve. Finally I summarise our agreement, and finish with a reminder of their positive. Although we are gathering lots of written and recorded evidence for the child`s learning, is right to say that in Early Years , 50% of the information is mentally recorded by the key worker; and this extra information I found to be really appreciated by parents/families as a prove of knowing/understanding that particular child. During individual meetings with parents, time is set aside for looking at the implications of observations from home and nursery. Planning together for children’s learning will result in a more holistic approach, an enhanced curriculum and continuity for the children. There are opportunities to look at the child’s learning journeys and to talk about appropriate provision and support for the child’s developmental stage. Where a pattern of behaviour or personal learning interest has been identified, the key worker and parent are discussing experiences that could be offered at home and in the nursery in the hope that they would engage the child and further extend learning. We also share with the parents information about the Foundation Stage curriculum and about young children as learners. explain how the setting plans and assesses a child’s learning within the six areas of learning discuss the importance of the learning process emphasise the importance of child-initiated learning talk about schemas discus appropriate expectations and contexts for learning. It is common sense that practitioners should have confidence in their presentation skills and their knowledge of child development and early learning. When English is a second language Parents evening is also an excellent time for the child’s key person to discuss the child’s level and understanding of English, the use of their home language at nursery and the use of English at home. During this time the key person may have some questions on how the child is progressing at home. These can be important as if the child is using little or no English at the setting it is harder to know their level of development. I believe that good relationships with parents helps to aid our knowledge of the child and so provide them with the best possible care and education. To support inclusion and make each child feel valued, I initiated a little project. In the classroom we have got a board on which we have a data base of common words used in all the languages our children are speaking at home. We asked the parents for any words that they feel the child and key person may need while at nursery. This gives the key person some simple understanding and being more aware if the child is asking for something or trying to explain something. This also helps the key person to build a relationship with the child. It has proven to be a success and now it has been extended to all the classrooms. In the United Kingdom, the Pen Green Centre for Under Fives and their Families is well known for its work in involving families in children’s learning, as well as for parents being supported themselves. Pen Green tries to follow a process: whereby all the important adults in a child’s life give each other feedback on what seems to be centrally important to the child, and how and what they are learning in the home and in the nursery (Whalley and the Pen Green Centre Team, 2001). In this way, children are offered a challenging and stimulating environment in both settings that draws on each party’s understanding and scrutiny. Conclusion I believe that I have used my management skills to the best of my abilities and knowledge and it would only be honest to say that, ideas shared with my community of learners (our students group from college) have been put into practice; parents feedback is encouraging . All of them admitted to recognize their own child`s personality, routines, likes/dislikes from everything I have said about each individua. Maybe next time I should try to manage my time a

Tocquevilles View of American Government Essay Example | Topics and Well Written Essays - 250 words

Tocquevilles View of American Government - Essay Example On the other hand, hyperactive pluralism asserts that the political parties deteriorate the political structure completely. Political culture means that every citizen of the country has ultimate liberty to pursue the American dream, which means acquiring various luxuries like cars, a house and so on. Political socialization is the tool through which the political culture is spread. People are politically socialized through education, laws religion and so on. Liberty is defined as the freedom of the citizens to do as they please as it is considered necessary for the happiness of all the Americans. Equality is again very important in the American culture, because all kinds of people exist in America coming from different background and class. Although, and some may be poor or rich but they become equal according to the law. Furthermore, Property is considered important as it gives a sense of safety to the society and they know that nobody will take this privilege from them. How did trocqueville describe democracy in America? How accurate do you think he was? How has democracy changed since the time of trocqueville’s visit to America? How has it remained the same? Why do you think he had such an impact on politicians through the years? Trocqueville was Frenchman who came to America in the early nineteen century to study about American people and democracy, and later wrote a book called â€Å"Democracy in America.† Tocqueville believed that American democracy is disorganized. According to him, the Americans are becoming too individualistic; hence, the American government would soon fail in satisfying the citizens. I think that looking at the situation today in America one can say that Trocqueville was quite accurate, as democracy has changed since Trocqueville’s visit to America and nothing is the same. He had a huge impact on the politicians because of his

Aviation Psychology Research Paper Example | Topics and Well Written Essays - 1000 words

Aviation Psychology - Research Paper Example A quantitative study focuses more on statistical data analysis to generate numeric results. Sen (2012) states, â€Å"Qualitative Research is usually non-statistical analysis and in case of Quantitative Research Statistical data is usually in the form of tabulations†. Doing quantitative study, researchers identify the relationships that exist between independent and dependent variables to know the effect of one variable on the other one. Quantitative study focuses more on gathering data using large-scale surveys. In quantitative studies, researchers are usually independent of the research and they analyze different variables to determine their relationships by doing a proper statistical analysis. In quantitative research, researchers gather absolute data in order to generate numeric results based on statistical analysis of data. â€Å"Quantitative research involves gathering data that is absolute, such as numerical data, so that it can be examined in as unbiased a manner as possible† (McGuigan, 2011). In quantitative research, researchers identify the association and links between independent and dependent variables in order to determine how rise or fall in one variable affects other variable. In a quantitative method of research, researchers are independent of the research and gather data about the variables associated with the research to determine their level of dependency or association with each other based on a comprehensive statistical analysis. Another reason for choosing quantitative research design is time efficiency. There is a huge time difference between compiling a theoretical research and a numeric result. It takes less time to compile quantitative resu lts of a study as compared to qualitative results, which are theoretical in nature. I would first gather data from the aircraft companies prior to and after the use of CRM software. I would visit at least 3 aircraft companies and would talk personally to their customer relationship

Unconventional Warfare Essay Example | Topics and Well Written Essays - 1000 words

Unconventional Warfare - Essay Example Guerilla warfare was first referred as a war of revolutionary nature by Mao Zedong who used it widely in his operations in China1. However it is used in modern insurgencies as a part of an integrated process with all the sophistications associated with an organized operation including propaganda capabilities, doctrines and specialist skills. 2 Kennedy Hickman, Fabian Strategy : Wearing Down the Enemy , 2007, About.com: Military History, The Medieval myth of Roland borne out of the Battle of Roncevaux Pass was won by the Basque due to the effective utilization of guerilla tactics3. 15th century saw the Vietnamese insurgency against the Chinese where as the 19th century saw the Balkan people using the same tactics to fight against the Ottoman Empire4. World War I and World War II also saw a number of guerilla warfare in the name of resistance movements and other insurgent activities. Guerilla warfare continues in many parts of the world post the II World War as well. However, the most common feature associated with unconventional warfare is its nationalist fighting nature which was evident in the rebellions. One key exception was the Columbian FARC which gave up armed rebellion following its electoral defeat only to resume it later and associate with the drug lobby against the traditions it followed6. 3Kennedy Hickman, Charlemagne: Battle of Roncevaux Pass, 2007, About.com: Military History, 4Walter Laqueur, Guerrilla Warfare - A Historical & Critical Study, 1998, (Transaction Books) 239-277 5 Encyclopaedia Britannica, "Warfare Conduct Of, Guerrilla Warfare," 1984 ed, p. 584 6Walter Laqueur, Guerrilla Warfare - A Historical & Critical Study, 1998, (Transaction Books) xi Two of the major victories of the guerilla warfare happened in Afghanistan and Chechnya, both of which coincided with the collapse of the Soviet Union. The victory is mainly attributed to the fact that though the enemy was powerful, lacked the political will. Afghanistan war also gave a topographical advantage to the rebels which led to the evacuation of the Soviet troops in 1989. Guerillas failed to achieve decisive victories in a number of countries like Turkey, Algeria, Israel, Sri Lanka and Sudan, though they succeeded in causing sizeable harm to their enemies. Considerable help has been provided to the guerillas from abroad to keep the momentum going in the operation as in the Arab countries support given to the Palestinians and Afghans and the Indian Tamil support to the Sri Lankan Tamils7. The key forms of insurgency that is expected to control the modern era are likely to be driven by problems caused due to the increasingly commercialized and modernized world. This is expected to dominate the Third World countries with

See description Essay Example | Topics and Well Written Essays - 250 words - 2

See description - Essay Example And as a result, Hinduism lacks a single trend or an individual whose actions can be attributed to the founding of the religion. Hinduism is believed to have developed during the Iron Age India, hence its classification as the earliest religion in the world. Hindu texts are split into two: the revealed (Śruti) and remembered (Smriti). Notably, these writings primarily discuss religion, societal values, myths, rites and the significance of temple within the society. Major scriptures are the knowledge (Vedas), philosophies (Upanishads), cosmology (Puranas), aspirations of life (Mahabharata), roles of various people (Ramayana), philosophical dialogue (Bhagavad Gita) and traditional doctrines (Āgamas). With about one billion faithful, Hinduism is the third largest spiritual organization in the world. According to Pauwels Hindu faithful generally seek guidance from God and blessings from Devas, though the latter is done occasionally (151). Hinduism is based on numerous practices geared towards inculcating the significance of God in everyday life. The faithful can worship anywhere. At home, followers often set up a place of worship and install icons devoted to their respective God. Temples carry the main deity and other associated ‘smaller’ gods. Worshipping at the temples is not mandatory, thus many visit the places only during important religious functions. The faithful do veneration through icons (Murtis), which they believe link man with God. Although, some refer to Hindu religion as henotheistic; that it involves loyalty to one god and allows the existence of others, the perception is a misunderstanding that should be

Reflection Essay Example | Topics and Well Written Essays - 500 words - 1

Reflection - Essay Example Like every religion, Catholism has certain mythical background to which there is no commendable proof when looking back in to the history. Some people still debate on the life of Jesus and the miracles he performed to revive people of his times. Christianity is not abundant with rituals, however to certain extend rituals does decorate the religious practice. However, ethics is of great importance in Catholism as the teachings of Christ are entirely based on a moralistic and ethical life. Moreover, the emotional experience in Christianity is exaggerating as the death of Jesus to eradicate the sin of people has been focused to soften the mind of people. In Christianity material expression is notable as preaching gospels and signing gospel hymns is an integral part of the religion. As a Christian I can affirm that Christianity is a sacred religion with belief system as its strongest element. Recently ,there are many religious movements which have emerged in this world which is centered on distinctive belief system and rituals. One of them is Rastafarian religion, practiced mainly in Jamaican society. This religious has a strong belief system, where they believe that the last Emperor of Ethiopia is a messiah of the world. Rastafarians practice their religion in a community and propagates that African community is the haven of human origination. They nuture certain myths as God is black and that salvation can be attained only by Black people. With regard to rituals, Rastafarianism is unique as it place music as its ritualistic practice. Unlike other religion, Rastafarians does not have religiously inculcated ritualistic practice or customs. This religion has a valid ethical system as it refers to biblical texts and parables to propagate high moral standards of living. Rastafarians are strict vegetarians and abhor alcohol in an attempt to be spiritual and pure. This religion

Reflective Learning Essay Example | Topics and Well Written Essays - 1000 words - 1

Reflective Learning - Essay Example This involved a lot of wavering around several topics. This itself involved a deep process of thinking looking for what constitutes knowledge or theory of knowledge. As Syke(1984) states that epistemology is the theory of methods or grounds of knowledge. I had several options to apply to get to this knowledge. I could gather it as a rationalist( knowledge through reasoning),as an empiricist( knowledge through experiences and observation),as a realist( knowledge through direct view),as a critical realist(knowledge by combining views with existing theories) and as a subjective realist (knowledge through perception and models). This posed another step in intellectual advancement as it lay clear the logical process to knowledge given the nature of topic to be taken up. Finally looking at the topic I decided to apply a critical realist approach combining it with empiricism. Understanding existing theory implied that I have a clear definition of what constitutes theory.As Kerlinger(1979) s tates, "A theory is asset of interrelated constructs(variables),definitions and propositions that present a systematic view of phenomena by specifying relationships among variables with the purpose of explaining natural phenomena". This set me up for the search of these variables and relationships. I also relied on simple definition of theory by Black(1993) who states that a theory is an ' explanation of how things function or why events occur'. Then the outcomes of the research consumed my attention at the next level of concretising the intellectual thought process. It was apparent that the given topic would be amenable to research through deductive intent staring with existing theories and testing such theory with empirical secondary data. Most of the theories focused on were content specific and substantive as the topic involved a specific region which had characteristics quite unique for grand or middle level theories to work to any effect. The entire process of intellectual dev elopment in relation to choice of topic and research methods to adopt, as detailed above involved a huge amount of critical and reflective thinking. In fact the concept of critical thinking had to be understood in full before such a process of intellectual up gradation was taken up. It formed the foundation. Literature on critical and reflective thinking helped he process along.Starting as early as the1909, Dewy, the American philosopher, psychologist and educator we have a structured definition of the phrase critical thinking. He equated critical thinking to 'reflective thinking' and defined it as "Active, persistent, and careful consideration of a belief or supposed form of knowledge in the light of the grounds which support it and the further conclusions to which it tends" (Dewy, 1909, p.9). Building further on Dewey's ideas, Glaser defined critical thinking as: "An attitude of being disposed to consider in a thoughtful way the problems

Garden Report Essay Example for Free

Garden Report Essay The Garden Depot, a family-owned floral company, carries a larger variety of floral, gardening and lawn-care products with sales and profits growing. Janice bowman has 13 years of operational knowledge in the industry as office manager in the company. She is responsible for inventory management, computer system management and logistics. Derek Sinclair, the son-in-law of the Depot owner, is the landscaping manager with no experience in management. However, the operation is not smooth in the organization that faced several issues such as lobar force, communication and synchronization. They both have responsibility for the depot, and have to get rid of problems to benefit the company. The company did not have enough permanent skillful and reliable workforce, but only seasonal employees, therefore 50 landscaping jobs could be completed each year, which were fewer than what was demanded. Most of employees were part-time student workers lacking of experience. In addition, a family member who had poor and inappropriate leadership was appointed as landscaping manager. And his irresponsible attitude might have bad impact on moral of stuff. Furthermore, the job responsibilities were not defined, and there were no specialized department to solve the specific problems. The improper recruitment and lack of supervision cause the organization attained unstable and unreliable workforce. This demonstrates a lack of fit between organization process and people as police for recruiting and supervising employees. Moreover, Sinclair had low expertise knowledge on landscaping area, which resulted that he could not answer the customers’ specific question, and he had no qualification and business handling capabilities to solve complex issue. This follows EOPT theory because there is a lack of fit between people and tasks. Whereas having no job description and departmentalization in the organization resulted in the consequence that employees confused about their job. This applies to EOPT theory because there is a lack of fit between organization structure and people. The goal for the Garden Depot is to establish stable and reliable workforces to increase work proficiency. In long term, the organization should ensure job responsibilities defined in every level of the organization, and deploy individual departments to solve any problems to make customers happy. The first alternative is to reevaluate all the stuff and build a formal appraisal system to supervise employees performances, which can help the company to build a stable and reliable workforce. The second alternative will be training Sinclair be a competent manager. If the company wants to keep Sinclair as the landscaping manager, this action alternative is necessary. The last alternative course of action is to create a proper job description and deploy specific departments such as HR department, marketing department, customers departments and inventory departments in order to solve the related issues. The best alternative is to create a formal job description and divide specific departments. First, Sampson should divide the whole organization into four departments HR department, marketing department, inventory department and customer services department. Next, creating job description for every position should be done as soon as possible. Then department supervisors ought to reevaluate employees and put them in the right departments depending on their specialty. Finally, the department supervisor should hand in a process report to managers every month to show their work. If Departmentalization causes lack of communication among individual departments, general manager should have a meeting with all department supervisors once a week.

Effectiveness of bollinger band in signaling ‘Buy or Sell’ Essay Example for Free

Effectiveness of bollinger band in signaling ‘Buy or Sell’ Essay

A Review Of Literature: Bullying Effects

A Review Of Literature: Bullying Effects In this section of my thesis I reviewed articles thematically. Bond, Carlin, Thomas, Rubin, and Patton (2001) establish a relationship between repeated peer bullying and the indication of anxiety and depression in early teen years. A cohort study over a two-year period was done in Victoria, Australia. The participants were 2,680 students surveyed twice in 8th grade and once in 9th grade. Students completed a survey at school via laptop computers supplied by the researchers. Overall surveys took about 40 minutes to complete (Bond et al., 2001). Reported victimization on the first survey was 49%, 51% on the second, and 42% on the third survey. The respondents reported the following: (a) 33% reported recurrent victimization, (b) 33% indicated being bullied at one time, and (c) 33% reported not ever being bullied. The frequency of stated anxiety and depression at all three survey points were as follows: First point 16%, second point 18%, and third point 15% (Bond et al., 2001). Bond et al. (2001) found evidence that past events of victimization and reduced social interaction foresees the start of emotional problems. Prior recurring emotional problems are not notably related to impending victimization. These results have proposition for how important the occurrence of victimization is cared for and for the motivation of intervention programs focusing on mental health problems and bullying (Bond et al., 2001). Bond et al. (2001) concluded there is a strong connection between victimization and indications of depression and anxiety. Results confirmed the reasons for indication of anxiety or depression is a result of a history of victimization. Therefore, poor social relationships with peers and a history of victimization lead to problems in adolescents (Bond et al., 2001). In a quantitative research study Peterson and Ray (2006), worked together to research if gifted children were especially vulnerable to being bullied. The quantitative analysis was used to find the frequency and influence bullying has on gifted students. There were two surveys done one of which there were 432 participants who were gifted eighth graders in 11 states, these students were given verbal questionnaires inquiring if they had encountered bullying behavior, such as name-calling, pushing, hitting and other physical violence, or teasing about family, grades or appearance (Peterson Ray, 2006, p. 155). The results of the first survey are as follows: The researchers found 67 % of gifted students had encountered bullying by eighth grade, 16 % defined themselves as bullies and 29 % had aggressive ideation. Interviewed participants identified unexpressed violence, depression, and missing days of school as a reaction to bullying. Teasing about appearance, intelligence and grades, name-calling, and pushing and shoving are the most frequent kind of bullying throughout the first nine years of school. Mocking students about appearance had the most damaging outcome psychologically (Peterson Ray, 2006). The second survey was done on 57-bullied students throughout six states who were mailed individual surveys that conducted in-depth follow up questions. The quantitative survey consists of four questions: (a) having been bullied, (b) has been a bully, (c) thinking of being violent, and (d) done any violence. The results of the take home survey found males were most likely to be the bullies, be bullied, think violently, and conduct violence over females (Peterson Ray, 2006). Peterson et al. (2006) concluded by noting bullying appears to be a problem with gifted children and adolescents. Evidence is concerned with the escalation in bullying from middle school going to high school and carrying it on to adolescents. Even though after the sixth grade the name-calling and teasing go away, much stronger and violent bullying accrues (Peterson Ray, 2006). In a quantitative research study, Voss and Mulligan (2000) worked together to find out if short pupils are at risk for being bullied. There were 92 short normal teenagers who were under the 3rd percentile height at school admission. Also, taking part in this study was 117Â  controls equivalent for gender and age that completed the bullying survey. Throughout the bullying survey the study confirmed there was no major gender or social class distinction between the groups. The majority of the ages were around 14 years old and their height was around four to five feet. More short students informed they were bullied at some time in middle school more so than the controls. The study has revealed that shorter boys are more than twice as likely to be victims of bullying then as for the control boys. Bullying also saddens shorter boys much more than control boys. In many of the cases bullying had stopped, but significantly more short pupils than controls, regardless to sex, reported current bullying (Voss Mulligan, 2000, Subjects, Methods, and Results section, Â ¶ 1). Voss and Mulligan (2000) concluded by stating bullying is happening in schools and is harmful to the victims. Generally, victims stated to be more vulnerable than their bullies. This would imply very short students are less likely to be the attacker and more likely to be the victims. The growth study allowed them to observe the occurrence of bullying, as experienced or perpetrated by pupils of different heights (Voss Mulligan, 2000, Comment section, Â ¶ 1). According to Yoneyama Rigby (2006) bullying behavior has an effect on the students perception of the school environment. Research has shown that lesser quantities of bullying behavior are found in schools with a positive school environment. It was hypothesized that judgments of classroom climate would be less positive among students who were identified as (a) bullies, (b) victims, and (c) bully-victims than others who are not involved in bully/victim problems (Yoneyama Rigby, p.36). There was three different questionnaires developed using the following measures: (a) the school climate scale, (b) the victimization scale and (c) the bullying scale. The questionnaires were given to 531 students attending grades eight and nine in Australia. The subjects were taken from five different schools. Average age of the subjects was 14.1 years, for males and 13.9 years for females. In this study, students were only allowed to participate with their parents permission (Yoneyama Rigby, 2006). The average score obtained by Yoneyama Rigby (2006) suggests that the observed school/classroom environment was not negative at the five schools used in the study. The female students rated the classroom climate more positive than the male students. The male students were more likely to be involved in bullying than the females. The male students were also reported to have been involved in more bully/victim problems than the females. Yoneyama Rigby (2006) concluded that students who are involved in some sort of bully/victim problem have a less positive view of the school climate than those students that had no involvement in bullying. The results show that there may be a link between the perception of the classroom climate and student learning. It seems likely that the negative perceptions of school climate that are characteristic of students involved in bully/victim problems may serve to hinder their learning and to disadvantage them academically(Yoneyama Rigby, 2006, p.40). Entenman, Murnen, Hendricks (2005-2006) investigate how bullies and bullying actions are showed in K-3 childrens books published from 1995-2003 and how teachers can utilize these books to inform students about bulling in their classrooms. In the study, 25 books about bullying were selected based upon the criteria set by Jalongo (1983). A subject study was performed on each book to identify the behavior of the bully. The behaviors were broken into different categories: (a) physical intimidation, (b) name-calling, (c) stealing, (d) verbal intimidation, and (e) teasing (Entenamn et al., 2005-2006). The reviewed childrens books showed the roles of the bully, the bystander and the importance of adult involvement when bullying takes place. Entenman, et al. (2005-2006) suggests the teacher can take part in a big job by stopping the actions of the bully early on before the behavior has the opportunity to become part of the childs everyday life. It is significant to communicate that the victim in each of the stories used was capable of rising above the problem and get back their self-confidence by the end of the book, with the help of an adult (Entenman et al., 2005-2006). Research has shown that childrens literature is an effective way to help children resolve problems. Using these books in the classroom is one way teachers can help reduce bullying and discourage bullying behavior. The primary goal of this study has been to give the teachers a list of books that they may be able to use in their classrooms when bullying occurs. Entenman, et al. (2005) inquires about the correlation of labeling a student as a bully at an early age and the ramification of victim blaming and the schools role. The only way to answer these questions is with more research on the subject of bullying and its impact on children (Entenman et al. 2005-2006),. Salmon and James (1998) used a quantitative methodology to examine the psychological health issues of students being bullied. This study assessed: (a) indication of anxiety and depression in bullied students, (b) self esteem in bullied students and students that were not bullied; and (c) self esteem for both bullies and those who were not bullies. Four questionnaires were anonymously completed by the 904 participants aged 12-17. Two secondary schools were used for this study. The first school is in a low income area. The second school is in a high social class area (Salmon James, 1998). Salmon and James (1998) found that boys aged 12-13 with high anxiety and lying scores were most likely to be bullied at the low income school. Boys aged 15-16 with low anxiety and lying scores and high depression scores were most likely to be bullies at the high social class school. Girls ages 13-14 in the advantaged school with low anxiety and lying scores were least likely to be bullied. Girls aged 12-13 with high anxiety and lying scores and low depression were least likely to be bullies (Salmon and James, 1998, Subjects, Methods, and Results section, Â ¶ 2). The study concludes that the low occurrence of bulling may show the value of bullying intervention programs already implemented at the two schools that were assessed. A new finding from this study is the link connecting an excessive depression score and being a bully (Salmon James, 1998). Bishop JH, Bishop M, Bishop M, Gelbwasser, Green, Peterson, Rubinstaj, and Zuckerman (2004) explore the relationship between study behavior and academic engagement of individual students, the norms and attitudes of close friends, and the peer culture of school. The study is particularly interested in how the academic orientation of students and their close friends invites or protects them from harassment (Bishop et al., 2004, p.236). A qualitative research design was used. The participants were from eight New York State suburban high schools. Surveys were done by 35,000 students at 134 schools and information was examined. Interviews and respondents were matched on gender (Bishop et al., 2004). The study found harassment and bullying are directed toward students who are rejected by their classmates. Surveys conducted in 1998 and 1999 found that 13.1% of boys and 6.7% of girls were teased, insulted, or made fun of almost everyday. Another 19.5% of boys and 13.3% of girls were insulted to their face about once a week (Bishop et al., 2004, p. 237). Male outcasts are usually harassed in front of others. Certain types of achievement: (a) athletic, (b) funny, (c) friendly, (d) popular, and (e) attractive are better in the eyes of students classmates. However, for academics, a slightly above average rank of school effort and accomplishment is the norm. One is approved for going beyond it. Students feel that if a peer is smart they are lucky. Students describe nerds as asking a lot of questions and not having fun in their spare time (Bishop et al., 2004). Bishop, et al (2004) found that harassing students poison the school climate teachers attempt to create. To many students at the primary school level, nerds demonstrate that the teacher should be expected to help learn. The secondary school students are saying to them that reliance on teachers is babyish. Schools need to represent the position that school is always about learning and getting an education, and students are suppose to work hard. Schools with the most commanding teachers indicate considerably lower levels of student harassment; students studied together more often, were more occupied in class, and finished homework on a daily bases (Bishop et al., 2004). In an article written by Brown University (2006) it indicates children at elementary school level are involved in bullying either by being the bully or being the victim due to being sad, not belonging, or feeling unsafe. This study was carried out in a West coast urban public school district. There were 3,530 students from grades three through five with an average age of 9.6 years who took part in a thirty-seven questionnaire survey. Survey results showed that 22% stated they took part in bullying as both a victim or as the bully. From the 22% being involved with bullying 6% reported always being bullied, 14% reported bullying others, and 2% reported being the bully as well as being a victim. This study done by Brown University (2006) also indicates 71% of students surveyed state the playground is the most common place where bullying happens (Brown University, 2006, p. 4). Brown, Birch, and Kancherla (2005) wanted to understand the behavior of bullies by searching for the viewpoint of young children, to determine if they thought of bullying as a problem. They wanted to know what the children would do if they were bullied and what they did when they witnessed someone being bullied. One thousand two hundred twenty-nine children between the ages of 9 and 13 were sampled. The students were from seven different states, and 31 different schools. Students could only participate in this study if they got permission from their parents (Brown et al., 2005). Students were given a variety of closed end questions with anonymity being protected. The questions consisted of two demographic questions and eight questions on their individual experiences with bullying. The results of the data collection were compared using a chi-square analysis. One third said they had been bullied once in a while, another 15% admitted to being bullied weekly. Six out of seven said they were never afraid of going back to school as a result of bullying. One half of the students respond to bullying by fighting back and only 8% said they try to talk it out. One fourth of the students believe bullying to be cool. Over 40% of students admitted to bullying at some point in their life with only one in five frequently bullying, more than once a week. The study concludes although boys indicate being victims of more every day bullying, the girls were more likely to inform a teacher (Brown et al., 2005). The student responses seem to be consistent, that is, if the student is bullied and tries to talk to a bully they will usually step in and help another student who is being bullied. The same goes for the opposite, students who fight back when they are bullied tend to be involved during other bullying incidents. In almost every category, according to the student addressing the issue through lesson is the least effective way to stop bullying. This dichotomy of victims may point to the need to customize anti-bullying campaigns. Specifically, victim-bullies need to understand the difference between what they perceive as self-defense and bullying (Brown, Birch, Kancherla, 2005, p.390). Chapell, Hasselman, Kitchin, Lomon, MacIver, and Sarullo (2004) conducted a study of 119 undergraduates from an eastern university and discovered students who were bullies or were a bully-victim in elementary school and/or high school were also bullies or bully-victims in college. This study found there is more bullying in elementary schools than in high schools. At the elementary school level the bullying rate is at 14% and by the end of high school that rate drops down to 2%. According to the study those students who were bullied in elementary and high school experienced more verbal bullying than social bullying or physical bullying (Chapell et al., 2004). A study of 154 5th-grade students in a rural area in Georgia was conducted by Pellegrini, Bartini, and Brooks (1999) to find the factors linking the group connection and victimization in early teenage years. The participants were given a class list and the researchers requested participants to put their classmates in categories of whom they were friends with, who they liked the most, and who they liked the least. This study concluded bullies tend to group with other bullies due to their aggressive behavior toward others. Pellegrini, et al. (1999) also concluded victims of bullying tend to be friends with other victims. Bullies tend to have a positive view on bullying and victims have a negative view on bullying; which allows each group to become friends due to having the same view about bullying (Pellegrini et al., 1999). Pellegrini, et al. (1999) also distributed Olweuss Senior Questionaire to each participant. The questionnaire asked the participants five items about bullying other students, nine items about experience to direct and indirect victimization, and three items about individuals negative attitude toward bullying. Next the students were put into three groups; bullies, victims, and aggressive victims. Out of these participants 14% were put in the bullies group, 18% in the victims group, and 5% were aggressive victims. In this study bully results connected to anger and temperament. It was found that the leaders of the bully groups are those who use anger successfully. They also seem to validate their negative actions by having positive attitudes toward bullying. As for the victims group they do not support the use of anger to get things done. However, they may use proactive anger as a reaction to being bullied. This is an adaptive strategy used commonly among victims. These outcomes are also consistent with intervention work, if students in schools do not accept bullying rates of victimization decline (Pellegrini, et al., 1999). Dake, Price, and Telljohann (2003) explore the occurrence of school bullying actions and examine the connection between bullying and academic problems. The responsibility of school staff in bulling prevention is also explored. A quantitative research design was used in diverse settings, including Norway, Sweden, Denmark, Finland, Germany, Spain, Scotland, Austria, Japan, Canada, and the United States. The participants are all elementary school students in grades one through five. The frequency of victimization varies from a low of 11.3% in a sample of 5,813 students in Finland to a high of 49.8% in a nationwide sample (7,290) of students in Ireland. In the Unites States the estimated amount of students being bullied is 19% (Dake et al., 2003, p. 173). Studies agree a connection between bullying and academic performance exists but studies are not coherent in their results. A British study of children ages 8-13 found a harmful relationship between being bullied and the level of scholastic ability. The same study also showed a harmful relationship between children who bully and the level of scholastic ability. For the British both bullies and their victims demonstrated poorer scholastic ability. A comparable age study of children from the United States found victims and bullies suffered lower academic aptitude. Other school associated issues such as school changes (doing well in class, following school policies, completing homework) and school connection (getting good grades, being content at school, realizing school is serious). Students involved in school bulling had low levels of school adjustment and school bonding. The bullied were affected more than the bullies. Bullies were 2.1 times more likely to feel separated from school t han those not involved with bullying (Dake et al., 2003). In Pattersons (2005) article they define bullying for primary school children as when people are mean to someone or hurt them on purpose (Patterson, 2005, p. 27). This article brings a variety of other studies into his article. Collins et al. (2004) describes different types of bullying such as; physical bullying can be shoving, kicking, or hitting and direct verbal bullying includes spreading rumors, social exclusion, and telling tales (Patterson, 2005, p. 27). Royal College of Psychiatrists suggests 1 in 4 primary students are bullied (Patterson, 2005, p. 27). While Aggelton et al. (2000) says between 5% and 10% of children experience long-term persistent bullying which actively interferes with their mental health (Patterson, 2005, p. 27). Pattersons (2005) article continues on to say in the study done by Karstadt and Woods (1999) they indication a connection between mental health issues and bullying, with children often experience lowered self-esteem and depression. Thompson et al. (2002) suggest bullies experience more negative feelings and thoughts about themselves than their peers (Patterson, 2005, p. 28). For example: The bully may have problems of their own, maybe they will get bullied themselves, they are scared of getting picked on, they want to brag and seem strong, or many do not like themselves and so they pick on others. Kumpulainen and Rasanen (2000) state later in life children who have bullied remain troubled and they may be violent with criminal behaviors and convictions (Patterson, 2005). Greens (2007) research states statistics about students who committed suicide due to being bullied at school. This was from a studied done by Greenbaum (1991). The study states in Norway in 1984 three middle school students committed suicide after being bullied by classmates. In another study done by Barone (1997) the Japanese government reported a 13 year old hung himself after being bullied by classmates and gang members in his school and neighborhood (Green, 2007, p. 333). In Littleton, Colorado in 1999 two students committed suicide after killing 13, because they too had been victims of bullying (also known as the Columbine shooting) (Green, 2007). Dulmus, Sowers, and Theriot (2006) hypothesize a better understanding of the bully-victim, victims, and rural school bullying will be obtained from this study. The knowledge gained from this study will guide future studies as well as school or community based intervention programs to help the victims of bullying. The subjects studied were 192 primary and secondary school students from three different rural areas. The area of this study is severely poverty stricken. Nearly 43-61% of the participants get free or reduced lunch programs and about 12% do not even have a telephone in their homes. The student population is 98% Caucasian. Parent consent forms were signed before the study took place (Dulmus et al., 2006). The students completed an Olweus Bully/Victim Questionnaire was designed for students grade three to ten. The questionnaire consists of 56 questions pertaining to perceptions, observations, and participations about different aspects of bullying in their school. Dulmus, et al. (2006) states for this study any student who reports experiencing any of the bullying behaviors at least two to three times a month is classified as a victim. The results read using chi-square and multivariate analysis of variance (MANOVA) tests. Of 192 children in this study, 82 have experienced some type of bullying at least two to three times a month during the three months prior to data collection, including 60 victims. The other 22 victims meet criteria to be both bullied and a bully, or a bully-victim. This group is 11.5 percent of the total sample or 27% of the victim sub sample (Dulmus et al., 2006, p. 21). School-based intervention programs are an important feature that will be needed to counteract the bullying in the schools. According to Dulmus et al. (2006) participants who are victimized are more terrified of bullying. Forty to fifty percent of the participants state educators do little or nothing at all to offset the bullying in the schools. The study concluded future research needs to be conducted in order for victims needs to be met (Dulmus et al., 2006). Anti-Bullying Programs Dake, Price, and Telljohann (2003) found intervention of school bulling needs to become the number one concern. Peer intervention programs to decrease bulling have had modest results. The best approach to have is for the whole school to participate. The whole school participation would combine multiple activities to decrease bullying. To assist schools in the United States to determine what method of bully prevention works best, more studies need to be completed (Dake et al., 2003). In a study done by Siris and Osterman (2004) a group of elementary school teachers decide to do an action research in their classrooms school wide. These teachers noticed the victims of bullying in their school differed from their peers by looks, culture background, clothing, or actions. These victims tend to be lonely and insecure. The teachers study their classes for three weeks and identified conditions in which students picked for the study that experienced a sense of belonging, capability, and independence. The teachers began to pay more attention to students that were victims and ask the students more personal questions throughout the week for instance: What did you have for dinner last night or what do you do for fun (Siris et al., 2004, p. 290)? This action research concluded once the teachers started to pay more attention to these students and giving positive reinforcement they felt better about themselves, they were happier, enjoyed coming to school, and other students trea ted them better. An anti-bullying program could be as little as paying more attention to victims of bullying and giving them positive feedback by teachers (Siris et al., 2004). According to Whitted and Dupper, (2005), some of the best practices for preventing or reducing the prevalence of bullying within schools are as follows: (a) school-level interventions, (b) classroom-level interventions and (c) student-level interventions. A school-level intervention develops classroom and school wide rules prohibiting bullying and promote modeling of respectful and nonviolent behavior. (Whitted Dupper, p. 169). The message of bullying will be taken seriously is the message that needs to be sent. The bully must know bullying will not be tolerated; this idea must come directly from the principal and be followed through by the administration and teachers. Having a written policy in the school community with a clear definition of what bullying is and the procedures to report incidents is an integral part of the plan. Parents must be encouraged to report if they suspect their child being bullied or being a bully. According to this study (as cited in Rigby, 1995) an evalu ation will increase school staff awareness about the characteristics, popularity, and consequences of bullying. After the needs assessment the coordination of a committee should take place states Whitted and Dupper. The committee should arrange to improve the supervision in the sections of the school that lack it and bullying usually occurs (Whitted Dupper, 2005). Classroom level involvement includes educators integrating bullying prevention materials into the curriculum, and holding classroom meetings to discuss bullying. Involving students in creating and implementing classroom rules against bullying and discussing the importance of bystanders in stopping bullying are two interventions discussed by Whitted and Dupper (2005). This study states (as cited in Rigby, 1995) programs instructing bystanders to notice and report bullying have the biggest influence on reducing bullying (Whitted Dupper, 2005). Garrity, Jens, Porter, Sager, and Short-Camilli (2004) give positive feedback on an anti-bullying program good for schools to use. The program is called Bully Proofing Your School. Throughout the article it does give some interesting statistics about bullies. One statistic is that children who are recognized as a bully by the age of eight are six times more likely than non-bullies to be found guilty of a criminal actions by the age of 24. The second statistic is by age 30 students who were bullies are five times as more probable to have a serious criminal record. It states several times in the article anti-bullying programs are best effective the earlier they are started in childrens education. The study indicates by the time aggressive students reach middle and high school, thought patterns and maladaptive behaviors have solidified into habit, often rendering intervention extremely problematic (Garrity et al., 2004, p. 186). This study also cites another study from Hoover and Oliver (1996) as saying educators need a minimum of 20 hours of instruction to be taught on how to intervene and instruct students with troubled and troubling behaviors (Garrity et al., 2004, p. 186). The article goes further into depth of what comes with the Bully-Proofing Your School program and how each item or manual is effective. Garrity et al. (2004) suggests for this program to work schools should utilize their administrators, teachers, specialists, and behavioral teams to implement the program. The program provides training for schools and parents who choose to utilize it (Garrity et al., 2004). Greens (2007) research discusses a variety of different studies and how important it is to implement an anti-bullying program into schools world wide. Interventions have promising benefits and should be used more often by schools. Some benefits from intervention is students will feel safer at the school they attend, bullies will benefit because several studies show if left alone they show social failure and failure in academics, and if nothing is done to stop bullying it can escalate to more serious violence. According to the article some tips to prevent bullying at schools from another study by Hazler, Hoover, and Oliver (1993) is that bullying does exist and that all school personnel understand this problem. Administrators next step is to train their staff on the steps they must take to handle bullying. Finally, there needs to be a familiar comprehensive plan for the members of the entire staff can follow with ease. Green (2007) quotes, When we listen to our students, we can bring our perception of bullying closer to reality (Green, 2007, p. 336). The Olweus Bullying Prevention Program (1994) is an anti-bullying program intended for ages 6-15 years old. The efforts of this program are aimed at improving peer relationships and making the school environment a safe place to learn. In this intervention all students take part with the students who bully or victims receiving additional help. The program first identifies some of the risk factors of bullying. The Bullying Prevention Program includes the following approaches: information sharing, counseling, behavior modifications, parent training classes, and in school curriculum. Each part is as important as the next in successfully implementing this program (Olweus, 1994). This study goes on to state nine positive remarks about his program; which was evaluated by 2500 students from grades four through seven in Bergen. Here are some of the positive feedbacks from the results of the study: Classes agreed that they show a de

South Beach Diet Essay -- Health, Diet

History of South Beach Diet The South Beach Diet is a diet plan designed by cardiologist Arthur Agatston and dietician Marie Almon. In 1995, Dr. Agatston developed a diet to prevent heart disease for his cardiac and diabetes patients. According to the South Beach Diet website, Agatstaion knew that a low-fat diet would reduce cholesterol and prevent heart disease, but patients had a hard time sticking to the diet. Agatson wanted to find out the reason why his patients had a hard time sticking to the low-fat diet. So he turned to David Jenkins, who was working with insulin resistance. After researching with Jenkins, Agatstion found out the reason why the low-fat diets was not working because patients on low-fat diets where consuming more simple sugars and carbohydrates which was causing the insulin resistance and cycles of hunger. Also Agastaion was investigating the low-carbohydrate diet but he felt it didn’t have enough fiber and had too much saturated fats. Agagaston wanted balance in his diet so it wou ld produce the best results. (South Beach Diet Online, 2010) Agatstion made the The South beach Diet based on eating healthy carbohydrates and fats and eliminating the bad carbohydrates and fats. According to Mary Hager in her article â€Å"The South Beach Solution†, the South Beach beach diet cuts out the bad fats which are the saturated fats that include hydrogenated oils and trans fat. Also it cuts down the bad carbohydrates, the refined and process foods. Hager states â€Å"His plan emphasizes eating the good fats--olive and canola oils--and good carbs, including vegetables, legumes and whole grains.†(Hager,2004,p.63) After Agatston developed the South diet based on these principles, he started to do assessments on his patients who... ...on how to follow Phase 1 (the first two weeks) and Phase 2 (the next ten weeks) of the South Beach Diet, eating three meals and two snacks per day.† The results of the research showed that after Phase 1, the participants descrease weight, body percentage, and waist circumference. The results by the participants blood tests and the researchers concluded that the South Beach Diet helped the participants with their loss of weight and body fat. Evaluate the Nutritional Adequacy of the Diet South beach Diet during the first phase is not a well balance diet. Phase 1 focuses on mainly the meat, vegetable, diary, and oil food groups; leaving out the grains and fruit group. In order to well balance diet you need to have all the groups incoraprated into the diet. After Phase 2 the diet is less restricted and is more balanced because it incorporates all the food groups. South Beach Diet Essay -- Health, Diet History of South Beach Diet The South Beach Diet is a diet plan designed by cardiologist Arthur Agatston and dietician Marie Almon. In 1995, Dr. Agatston developed a diet to prevent heart disease for his cardiac and diabetes patients. According to the South Beach Diet website, Agatstaion knew that a low-fat diet would reduce cholesterol and prevent heart disease, but patients had a hard time sticking to the diet. Agatson wanted to find out the reason why his patients had a hard time sticking to the low-fat diet. So he turned to David Jenkins, who was working with insulin resistance. After researching with Jenkins, Agatstion found out the reason why the low-fat diets was not working because patients on low-fat diets where consuming more simple sugars and carbohydrates which was causing the insulin resistance and cycles of hunger. Also Agastaion was investigating the low-carbohydrate diet but he felt it didn’t have enough fiber and had too much saturated fats. Agagaston wanted balance in his diet so it wou ld produce the best results. (South Beach Diet Online, 2010) Agatstion made the The South beach Diet based on eating healthy carbohydrates and fats and eliminating the bad carbohydrates and fats. According to Mary Hager in her article â€Å"The South Beach Solution†, the South Beach beach diet cuts out the bad fats which are the saturated fats that include hydrogenated oils and trans fat. Also it cuts down the bad carbohydrates, the refined and process foods. Hager states â€Å"His plan emphasizes eating the good fats--olive and canola oils--and good carbs, including vegetables, legumes and whole grains.†(Hager,2004,p.63) After Agatston developed the South diet based on these principles, he started to do assessments on his patients who... ...on how to follow Phase 1 (the first two weeks) and Phase 2 (the next ten weeks) of the South Beach Diet, eating three meals and two snacks per day.† The results of the research showed that after Phase 1, the participants descrease weight, body percentage, and waist circumference. The results by the participants blood tests and the researchers concluded that the South Beach Diet helped the participants with their loss of weight and body fat. Evaluate the Nutritional Adequacy of the Diet South beach Diet during the first phase is not a well balance diet. Phase 1 focuses on mainly the meat, vegetable, diary, and oil food groups; leaving out the grains and fruit group. In order to well balance diet you need to have all the groups incoraprated into the diet. After Phase 2 the diet is less restricted and is more balanced because it incorporates all the food groups.

The Malleable Yet Undying Nature of the Yellow Peril Essay example --

The Malleable Yet Undying Nature of the Yellow Peril Racial stereotypes don't die; they don't even fade away. Though Asian Americans today have "achieved" model minority status in the eyes of the white majority in America by "pulling ourselves up by our bootstraps" through our supposedly quiet, dignified demeanor and gritty, "overachieving" work ethic, the terms of the racial discrimination we face remain the same today as they have since the first Asians began settling en masse in the United States more than a century and a half ago. At the root of this discrimination is the idea of a "Yellow Peril," which, in the words of John Dower is "the core imagery of apes, lesser men, primitives, children, madmen, and beings who possessed special powers" amidst a fear of invasion from the sleeping giant of Asia. Since its inception in the late 19th century, the idea of the Yellow Peril has colored the discourse regarding Asian Americans and has changed back and forth from overt, "racist hate," to endearing terms of what Frank Chin describes as "racist love." In times of war, competition or economic strife, Asian Americans are the evil enemy; in times of ease, Asian Americans are the model minority able to assimilate into American society. What remains the same is that the discrimination, whether overt or not, is always there. The Yellow Peril first became a major issue in the United States in California in the 1870s when white working-class laborers, fearful of losing their jobs amidst an economic decline, discriminated against the "filthy yellow hordes" from Asia, leading to the national Chinese Exclusion Act of 1882 which not only prohibited immigration from China but forbade legal residents from becoming citizens. According to t... ...e always is an issue and I was simply naà ¯ve for thinking anything different. Works Cited Chin, Frank and Chan, Jeffrey Paul. "Racist Love." In Richard Kostelanetz, Ed. Seeing Through Shuck. New York: Ballantine Books, 1972. Dower, John. War Without Mercy: Race and Power in the Pacific War. New York: Pantheon Books, 1986. Minear, Richard. Dr. Seuss Goes to War: The World War II Editorial Cartoons of Theodore Seuss Geisel. New York: New Press, 1999. Petersen, William. "Success Story, Japanese-American Style." The New York Times. January 9, 1966. "Success Story of One Minority Group in U.S." U.S. News and World Report. December 26, 1966. Wu, Frank H. Yellow: Race in America Beyond Black and White. New York: Basic Books, 2002. Zia, Helen. Asian American Dreams: The Emergence of an American People. New York: Farrar, Straus and Giroux, 2000.

“The Things They Carried” By Tim O`Brien

The beauty of this story is in its subtlety and depth. The most interesting inquiry of all as regards this piece is how Martha’s letters and pictures come to play in the story. The letters and pictures may symbolize hope or even false hope, despair, distraction, confusion, love or others. The answer depends on whether one views the story as about war, love, some days in the life of Jimmy Cross or other possible themes around which the story may revolve. Based on the way the story was told, these theories and interpretations are all possible.What caught my attention in particular, in relation to Martha’s letters and pictures, are the enumeration of the reasons and purposes people in the story carry the things they do. All of these purposes revolve around the fact that â€Å"they carry things by necessity† (p. 714). Even those which they carry by superstition (p. 717) may be deemed to have been carried as a necessity because these things help them acquire courage a nd belief, if not in their victory, in their survival. However, among all the things he carried, Jimmy Cross carries Martha’s love letters.Is this really necessary? This may not even qualify as superstition because there does not appear any belief on his part that the letters will provide him some protection from the war. At this point, the author effectively created an inconsistency that is too subtle to be noticed, but is too important that the story revolves around it. The story is also filled with enumerations of the things they carried. However, it is interesting that, while it constitutes the bulk of the story, this enumeration is actually not the story itself.It is included merely to demonstrate the inconsistency mentioned and thus give further emphasis to the value of Martha’s letters for Jimmy and for the story. I also admire the author for being able to tell the story and convey the emotions of the characters through descriptions of what are happening rather than through direct statements of the emotions felt, thus allowing the readers freedom to interpret and visualize. An example of this is the author’s description of Martha during her volleyball accident (p. 715) and the description of the things carried by different people in the story.1. What do you think is the author’s purpose in stating more than once in the story that Martha signed her letters and pictures with Love, but that he knew better that this is just a customary way of signing a letter and does not really mean anything? Is this to show that Martha does not love Jimmy? Is it to create doubt as to whether Martha does not really love Jimmy? What other purposes can there be? 2. This story enumerates many material things men carry at war. However, in one part of the story (p. 724), the author wrote the sentence â€Å"[t]he things men carried inside.What does the author mean by this? What are the things men carried inside? Relate this to the statement ate the e nd of the story that â€Å"their days would seem longer and their loads heavier† (p. 725). 3. React on this statement. â€Å"[H]is obligation was not to be loved but to lead† (p. 725). Is it possible to dispense with love completely? Can a person in a war lead and be loved at the same time? Is there room for love when there is war? Work Cited O’Brien, Tim. â€Å"The Things They Carried (1986). † Worlds of Fiction. Ed. Rubinstein and Larson. Macmillan Coll Div, 1993. 713-725.

Case Synopsis: A Steely Resolve Essay

Nucor is a steel manufacturing company that makes steel by recycling used metals and reforming them into new beams and sheets. Nucor has long had a reputation as a good place to work, although its human resource management policies have generated some controversy. Employees are paid by how much they produce, the more they produce the more they make. Yearly bonuses are based on overall company performance. Employees can choose how hard they work and have a good deal of decision making authority. The company gives employees final say on issues such as halting the process when an error is detected or a possible equipment failure may occur. Further, employees have a significant voice in matters of company policy that affect them. The company has a no-layoff policy, but employees feel the effects of a recession in their paychecks. The current recession has reduced orders at Nucor by 50%, which means employees are seeing up to a 46% reduction in their take-home pay, a bite that most of them cannot afford. Nucor is using this slow period to catch up on and get ahead of maintenance, to write and revise safety manuals and to replace contract companies who did work such as landscape care and janitorial service with regular Nucor employees. By doing these things they help sustain their employees through this difficult time and they prepare their manufacturing plants to gear up quickly to meet increasing demand as the recession ends. Nucor has traditionally enjoyed extremely loyal employees, and they hope that loyalty will sustain the company through this downturn and will celebrate with the company as the economy recovers. Questions: 1. What factors likely contribute to employees’ job satisfaction and organizational commitment at Nucor? 2.How would you describe Nucor’s organizational culture? 3. What terminal and instrumental values do you think are important in Nucor’s culture? 4. How might managers’ levels of emotional intelligence influence how they treat employees at Nucor?

Intra-Racial Discrimination

Krystal LopezPage 1 10/23/11 Hispanics Vs. Hispanics: Inter-racial Discrimination Many Americans believe that racial discrimination is no longer problematic in today's society. Situations of interracial discrimination are often cited, but this does not to take into account that there is often conflict within the race as well. This misconception stems from the fact that diversity amongst the racial groups is often overlooked. Intra-racial discrimination is when a person or group of people of the same race use factors including, but not limited to, socioeconomic background, appearance, and kin color. Social or workplace hierarchies often develop under racial influence. Hostilities and tensions can reside in every race of minority, but it is highly apparent in the Hispanic community. Intra-racial discrimination has far reaching effects on not only the individual minority, but on the race as a whole. The pressure of this type of discrimination affects how Hispanics collaborate within a s ociety of American superiority. For instance, people of Hispanic descent who do not speak Spanish are often mistreated by people of their own, ethnic background. These people might be found ulturally lacking and treated differently from those that speak the language. The differences within a specific race are nothing more than that. They are purely genetic or cultural, and do not hold any value. It becomes a matter of cultural perception of what is expected rather than an actual cultural lack. Typically among Hispanics and other ethnic minorities, discrimination is an increasing actuality witnessed even in the workplace. With the Hispanic population growing rapidly, along with their increasing numbers of employment, it is becoming more apparent that inter and intra-racial iscrimination will target them as both victims and perpetrators. A hierarchy, or pecking order between races and within races, and biased management are some of prime examples of workplace inequalities. Situations like these occur because of the lack of people's understanding of diversity. Page 2 Discrimination is also prevalent within a race as seen in how some believe that varying skin tones is cause for racial disparity. With a wide array of skin tones, Hispanics believe they are easily targeted for ridicule and mistreatment. Even within their own race, some believe that lighter skin tones rovide them much more opportunities, and can help them to be more successful in a white dominated community. More opportunities were provided for those with lighter skin. Not only do Hispanics in America face more discrimination in regards to their outer appearance, they also deal with the constant battle of being accused that they are not being ethnic enough, or being too â€Å"Americanized† and not keeping their culture and traditions alive. Part of the Hispanic population across the Mexican border feel that American Hispanics are â€Å"traitors† to their thnicity because they have denied themselves their rich, historical culture and thus abandoned their roots. Some Non-White Hispanics discriminate against their own race, not because of any physical differences, but because of the similarities they share. Some identify with whites to such an extent, that they believe they are white themselves. Ultimately, being discriminated against can lead to the shameful denial of one's self and their heritage, in hopes of becoming a more easily accepted member of a predominantly White America. Their wish is to assimilate into the culture and to â€Å"fit in†. In the article, Raising the Status of the Cashier, Agius and Lee report on their findings while observing the interaction between Hispanic cashiers born in another country and their white customers. The results of their three month long observations and their twenty interviews, was very surprising. La Canasta is an ethnic market catering to the Hispanic population in the area. When it was originally proposed for that area, local communities tried to stop it from being put in. The employees are all Hispanic and the cashiers are all Hispanic females that were born in another country and do not speak Page 3 English. Due to the fact that this store caters to the Hispanic population, it was interesting to learn that over a period of time, the white customer base actually jumped dramatically. What the researchers found even more interesting was the fact that the Hispanic cashiers actually treated the white customers better than the Hispanic ones. The cashiers thanked the white customers on an average three times compared to one on the Hispanic customers. They spent more time and lingered on the sale with the white customer. The Hispanic cashiers tended to be more friendly and smile with the white customers. These findings went against the findings of previous research under McCormick and Kinloch (1986). This research indicated that it was more about the racial situation between whites and Hispanics rather than the race of the cashier. This was not the case at La Canasta. It appeared that the cashiers went the extra mile for their white guests. Even though, it was impossible to verbally communicate, the cashiers would joke with the white customers more than the Hispanic ones. When asked why they went to this specific store, the white guests indicated that they liked being the only hite person in the store and receiving personalized attention. When the cashiers were asked about the diverse background visiting the store, they all indicated that there was a fair percentage of white people. When asking the white customers, they all indicated that they were the only white people in the store even if there were other white people in the store at that very time. La Canasta shows that their can be discrimination within the same race. â€Å"The cashiers do not resent their White customers†¦ and accept their place in the social hierarchy† (Agius & Lee, 214). It appears that the cashiers felt that there was a growth in social status by helping the white customers. Thus, consciously or subconsciously, they treated the white customers better than their own nationality. The cashiers believe that â€Å"their presence alone raises their status† (Agius & Lee, 215). They are not just cashiers, but cashiers that serve white customers. Page 4 Discrimination has been around for thousands of years. It seeps into all societies and often changes rational men to irrational. It is not just between two races; it knows no bounds or restrictions. Within a culture, there can be discrimination. It can be based upon the slight shade in a skin tone, to the perception that one's race may elevate social status. It covers all facets of a culture from customs to speaking the language. Diversity within the Hispanic culture provides many outlets for discrimination of all kinds. It is just as destructive intra-racially as it is inter-racially. Works Cited Jody A. Agius and Jennifer Lee, â€Å"Raising the Status of the Cashier: Latina-White Interactions in an Ethnic Market,† 18/10/201: 27 pages, Springer

Decision Support Systems

A decision support system (DSS) is a computer program which is developed with a specific purpose of analyzing business data and presenting it to users to enable them make business decisions easily. It is different with other applications because of its ability to analyze business data and it is therefore an informational application.It can therefore be used in analyzing sales figures within a given period, projecting revenue collections within a specific period of time among others.A decision support system has the ability to present information in a graphical manner for ease of understanding and it can also incorporate an expert system or artificial intelligence.A mathematical model is a Mathematical representation of some kind of reality which is used to find more details about it. Mathematical model can be used to find a solution to a decision problem and assist in planning, it can also be used to find a relationship among the input variables and establish the meaning of a particu lar set of data (Silver, 1991). Mathematical model can take the form of dynamic systems, differential equations, statistical models etc.This is a case study of Decision Support System called ACRPLAN which Bayer Cooperation installed to assists it with financial planning and budgeting. Some of the problems that the company was encountering during budgeting planning are slow budgeting process, difficulties in obtaining financial data to use in budgeting.This was a problem because all the company’s data were stored in various computers and obtaining them in all the company’s department was quite difficult. There was also inefficient in communication methods between the different departments of the company.There was no single person who could understand the whole company’s data from all the departments and present it to the budgeting personnel to assist with budgeting purposes. The company was also faced with another problem of generating several budgets hence creat ing redundant data during budget generation. These most of the redundant data occupied the company’s resources and were never used.The management of the company was also faced with another problem of lack of sufficient data for decision making. The budgeting process was tedious and time consuming so the managers had to wait for all the company’s data to be gathered and the budget be drawn.The company was previously using excel worksheets which required manual input of data and this process increased the company’s budgeting costs since it had to hire data entry clerks to enter data to the excel worksheets. The excel worksheet was sophisticated and required a lot of training.The company was growing at a very high rate and this was creating problems to the budgeting team because they could not accommodate all the requirements of the extraordinary growth of the company. The other problem was integrating the company’s business processes and the planning proces s which were increasingly becoming complicated (Gachet, 2004).The volume of data that the company was generating was also high and analyzing this data for financial planning purposes was quite difficult. Most of the company’s personnel were doctors, sales people, and research scientist who had little knowledge of financial planning and budgeting.This created problems because the company’s financial data was quite complex and the company had to hire a financial expert to analyze the data and generate the company’s budget.

Analysis of the U.S. Health Care System

Analysis of the U.S. Health Care System U.S. Health Care System Radhika Chhabra Healthcare within the United States has captured different people within the field such as business leaders, policy makers, and health experts to give the system a reformation. Within the year of 1993 and 1994 the United States government has changed over the course of the year and made sure that the reformation of the nation’s health care system stays intact. There are many underlying issues within the health care system and they need to have problems fixed as soon as possible and provide care to patients that are needed. â€Å"Unlike many other issues, the polls of American health care could be defined simply: health care costs too much and too many Americans go without needed care. Yet agreeing on a cure for those ills proved to be exceedingly difficult† (Cloyd, 2014). The United States carries on different ideas to improve their healthcare system and it seems like the way of expansion they need to have the proper access t o provide the correct services that are needed within the U.S. health care system. Within the U.S. healthcare system the costs need to be lowered because the prices are tending to escalate within different organizations and the delivery of healthcare. The United States has been tied up within their problems and their main concern is the financial resources that are unable to be provided to them. This is one of the reasons why the U.S. depends on other countries to look for cures and other solution to provide medical care for patients. With different accesses that should be able to guarantee the control of costs within a health care facility. It tends to make it more difficult at times when they do not know what to expect and that ends up being risky and uncertain. The U.S. health care system needs to be successful with changing the system and the way they approach patients in the delivery. â€Å"Therefore the right question is whether measures exist that can improve conditions subs tantially within a reasonable amount of time. Different health care systems meet different needs and set different priorities. Each health care system tries to meet priorities, and in doing so each has disadvantages and advantages† (Cloyd, 2014). By reforming the healthcare system the U.S. should follow other countries institutions and making decisions what is best for their patients and their facilities. The consideration is that the country adopted other conditions from other countries and that makes it clarify that that it cannot be possible to transition into another nation’s health care system. The people that are involved within the transition are the ones that are interested with specific features of other medical equipment and what they system provide to help patients out with their care. The U.S. system has different companies around the country that will provide medical care to their patients but have adaptation from different Japanese manufactures that will p rovide high quality techniques. The reason why the United States can adopt different aspects of different countries healthcare systems is because they can learn from each other on their culture and technology. People are showing the same and or different challenges that they face within a medical facility and for those reasons they are able to learn off one another. â€Å"Thus, the search for solutions has become global in scope, as the United States looks beyond its borders to examine how other industrialized nations provide and finance health care. Such lessons from abroad are made possible by cross-national comparisons and analyses of the extensive comparative data and information available† (Cloyd, 2014). There are different challenges that people tend to face within the American health care system and those are: the pressure of populations, the medical increases in costs and expensive procedures that are being done. Different nations are having a hard time of balancing t hese issues and making sure that they get resolved in a timely matter to making sure that everything works best for the patients. â€Å"There’s a bright side, to be sure. The U.S. leads the world in health care research and cancer treatment, for instance. The five-year survival rate for breast cancer is higher in the U.S. than in other OECD countries and survival from colorectal cancer is also among the best, according to the group (Kane, 2012). The US and other countries need to show an interest in another and see the benefits from each country and what they can provide for one another. Medical facilities need to feed off one another from different countries and see what they can provide and bring to the table that way their expansion can be bigger and better.

I Hate Homework. I Assign It Anyway Essay Example | Topics and Well Written Essays - 1500 words

I Hate Homework. I Assign It Anyway - Essay Example She says that despite hating homework, she still assigns it to her students just to conform to the formality of teachers assigning homework. She is not afraid to say that she does not give homework’s willingly. The only reason as to why she gives homework is because if she didn’t, she would be considered as an underperformer and a teacher who doesn’t care about improving students. At the beginning of her career, she gave lots of homework and did not care if the students complained about workload or not. She expected them to do the homework and follow the rules of the teacher without any complaints (Lahey retrieved from ). The writer seeks to justify her position by explaining that at one point she also gave homework just like any other teacher. By doing this, she tries to say that she has tried both sides of the issue before coming up with her stand. She manages her risk by providing a detailed explanation of why she considers her argument right. After being into the teaching career for thirteen years, she has raised a son, and she now experiences homework as a teacher and as a parent. She feels bad seeing her little, so Ben stressed up with homework (Lahey retrieved from ). She now considers the impact homework has to the students before assigning is to them. She says that the homework takes the place of her son’s childhood. When assigning homework, she never forgets the sacrifice that the child is going to give in order to order to complete the homework. She strongly defends her position in the issue and hopes to convince other teachers on the issue. However, her topic comes in a period when academic excellence has high value and parents are more interested in seeing their children

Personal development planning Essay Example | Topics and Well Written Essays - 1000 words

Personal development planning - Essay Example A degree in Business Management is the best course that a person might undertake, especially at this age when big multi-billion dollar corporations rule the world. Business Management prepares the student for the business world by equipping them with the necessary skills that will enable them to excel from managing a local kiosk or a restaurant chain to offering them the capacity to possess and manage their own companies. Achieving such a feat may appear impossible, but with a Business Management degree, the student will be well equipped to achieve greatness. According to an Arcadia case study titled ‘Recruiting, selecting and training entrepreneurial managers’, â€Å"the success of any business depends heavily on the effectiveness of its managers†Ã‚  (Business Case Studies, 2015 p. 2). The obtaining of a business management degree guarantees the ‘opening of doors’ to a world full of opportunities for a vigilant pursuer of this common and most marketable course of study in the market. Without any exaggeration, the world is just a big string of businesses and business opportunities. From the grocery stall, to the rented apartment to the movie hall, everything is a business center waiting for the business management graduate to take advantage of. In essence, business management empowers its followers to rule the world. For a student to carry out the Business Management course, he/she will have to have or strive to achieve the following skills and knowledge. One of them is good organizational skills. In order to run the business, the manager must be able to take responsibility for bringing together different departments, be able to enforce and outline processes together with outlining what tasks each member of the organization is supposed to perform. The manager needs to be able to connect things together. Czarniawska (2004) expands on connection by suggesting that ‘connection’ is

Developing Marketing Strategies and Plans Essay

Developing Marketing Strategies and Plans - Essay Example Marketers also need to be careful about their cost structures. Companies that seem to have firm control over their cost especially in relation to industry requirements are the primary competitors. Also, if a company operates in an industrial that is largely international, then chances are that the most competitive companies are the ones who have a well established global markets and they qualify as primary competitors. On the other hand, some companies may be operating in industries with high levels of vertical integration. For instance, a company liaises with its suppliers to create a larger market force. Such companies end up dominating the market and therefore qualify s primary competitors. (Hope, 1997) The automobile industry is affected by cost structure. It can be argued that they spend most of this cost on production and advertising. In the nineties, Honda managed to establish a name for itself especially in the US market because it invested in new technologies. Consequently, its products were superior to those ones offered by other competitors such as Toyota and it became a primary competitor for Toyota. The second approach that companies can use to identify their primary competitors is through marketing. In this approach, companies need to look out for those companies that satisfy the same needs that they do. The current market has changed drastically. Primary competitors are not just those companies offering the exact same things offered by the company; they are firms that can serve similar needs. This approach requires that marketers trace all the captivities involved while using their product and then examine what other firms perform the same... The researcher states that marketers, that are using the industrial outlook need to realize that all companies providing similar products or services fall in the same categories. Marketers need to ask themselves whether their companies represent the monopolistic structure, oligopolistic structure, monopolistic competition structure or pure competition structures since each of these structures will have different primary competitors. The first structure is made up of only one company providing a particular good or service. Such companies may not need marketers as they dominate the market. Oligopolistic structures may have some competitors in the market but they are fe in number. On the other hand, monopolistic competition applies to those who specialize in certain products. This category has to identify their competitors. Lastly, there is the pure competition structure where all competitors offer the same products. The automobile industry, that was discussed as an example in this essa y can be classified under the pure competition sector but there may be instances when it also falls under the monopolistic competition structure. The essay suggests that the competition became a major issue today, that is affecting marketing strategies and companies, that need to be aware of this. Market followers can adopt leaner production strategies and reduce prices of common products. Market challengers can use price, distribution, promotion and product innovation as ways of maintaining competitive advantage.

Major Crimes in the United States Research Paper

Major Crimes in the United States - Research Paper Example 500). The structure of the criminal justice system was patterned after the concept of federalism. Hence, police power is predominantly a stately matter, permitting all states to pass legislation required to protect the health, morals, safety and the general wellbeing of the people (Gaines & Miller, 2010, p. 12). Despite of laws and incarceration of criminals in correctional facilities, crime is continually a challenge for law enforcement. This is grounded on reported country totals of 1,092,455 cases of violent crimes and 6,390,018 cases of property crimes in the US for the year 2010 (FBI, 2011). However, surveys have revealed that many crimes were unreported, which only goes to show that more crimes are being committed than are generally reported, otherwise known as the dark figure or crime (Cole & Smith, 2007, p. 25). This paper examines the major crimes reported in the US with the end in view of lifting nuggets of wisdom from the statistics. Violent Crimes Major crimes in the Unit ed States are classified into two broad categories: violent crimes and property crimes (Hess & Orthmann, 2011, p. 83). Violent crimes are defined as offenses which involve the use of force or threat of force, according to the Unified Crime Report (UCR) Program (FBI, 2009a, para. 1). Violent crimes are crimes against persons (Gaines & Miller, 2010, p. 7; FBI, 2009a, para. 1). Four offenses comprise the category of violent crimes: murder and negligent manslaughter, forcible rape, robbery, and aggravated assault (Gaines & Miller, 2010, p. 8; FBI, 2009a, para. 1). Figure 1 presents the frequency distribution of violent crimes in the US in the form of a pie chart. Figure 1. Frequency distribution of violent crimes in the US in 2010 (computed from FBI, 2011). As depicted in Figure 1, the top two violent crimes on the national level are aggravated assault and robbery, with 56% and 38% of the total violent crime cases, respectively. Only about 5% of the crimes involve forcible rape and appr oximately 1% involves murder. Violent crime figures (i.e. 1,092,455) in 2010 decreased by about 17% from 2009 figures (i.e., 1,318,398) (FBI, 2009a, FBI 2011). States with the highest violent crime statistics are California (17%), Texas (13%) and New York (11%). On the other hand, states with the lowest violent crime statistics are Montana (0.05%), South Carolina (0.08%), and South Dakota (0.09%) (Computed based on FBI, 2011). A correlation analysis comparing the relationship between state population and violent crime statistics per state revealed that there is a significant near perfect relationship between the state population and the incidence of violent crimes, or in other words, the higher the population, the higher is the incidence of violent crime in the state (r = 0.965; p < 0.001). However, when the violent crime rates were calculated by taking the percentage of the violent crime cases per state against state population, it was revealed that the top three states are Arkansa s (1.52%), Maryland (1.46%) and Michigan (1.40%); and the