Managment- has email replaced the need for face-to-face contact Essay

Managment- has email replaced the need for face-to-face contact between managers and staff - Essay Example (The Industry Standard 2000). Interpersonal communications are an essential foundation upon which organizations are built as was observed by Barnard(1938) who said â€Å" an organization is born when there are individuals who are able to communicate, and who are determined to engage in actions oriented towards a common goal†. It has been estimated that a manager spends 95% of his time in written and verbal communication. (Mintzberg 1973). It is essential that such technologies impacting upon the organizational is examined with greater attention it deserves. In a study reported in Jan 1995(Sullivan), it was found that e-mail users among the of the Florida House of Representatives, an information-intensive public organization, preferred the just introduced system for document delivery, request for information and answering queries only and not for drafting documents, assigning tasks and making decisions. And it was also found that e-mail was less preferred than face to face interaction but more preferred than telephone, memos and letters. This observation was 10 years ago and in a public organization where formality is the norm. It is undisputed fact that e-mail is used to replace time-consuming and expensive conventional workplace communication methods. It is not surprising therefore that 80 percent of all organizations now use e mail for business communication. It will continue to increase as the cost and resistance decline. (Louis 2002) Interpretation of a message depends on the choice of communication method selected by the sender. The selection of communication media is an executive skill driven by the factors of expediency and efficacy. As a unique communication channel, e-mail enables creation and dissemination of messages in organizations. It is not just a medium between sender and receiver but could be a complex form of communication with

Entomology Essay Example | Topics and Well Written Essays - 750 words - 4

Entomology - Essay Example Edward Jenner’s small pox vaccine that was developed from the cowpox provided the much-needed remedy for the dreaded disease and currently, the world is free of small pox infection. Since then, many vaccines have been developed and they have saved many lives besides enhancing the life expectancy of people on earth. Vaccines have eliminated once infectious diseases such as polio, yellow fever and leprosy in European countries, though low prevalent rates of these infections are still recorded in various parts of the developing world. Following the benefits of vaccination, I have moral obligation to the society and myself to be vaccinated against in order to preserve my health and protect other member from being infected. Vaccines are important medical interventions for saving lives and protecting people in the society from becoming sick (Maxcy, 1998). Prevalence of disease in any population is a huge impediment to economic growth that undermines development in all societies. Hig hly infectious diseases reduce the labor force in society, especially when it affects the most productive demographic group. In addition, high child mortality occurs in societies with high prevalence rates of fatal and infectious disease. This results to heavy economic losses, arising from the lost manpower hours that occur from absenteeism, bed rests and hospital admissions. The importance of vaccination in the society cannot be overemphasized. According to Maxcy (1998), life expectancy has increased dramatically world wide, compared to the last one hundred years. This has resulted to high populations that provide labor and market for the growing economies. Vaccination is not simply an individual decisions from which the person benefits or suffers. In the contemporary society, the life of each individual directly or indirectly affects that of another person. This implies that every society has a moral right of withholding practices that ensure the safety and health of every member. The society comprises of different categories of people, with varying health status and different health needs. Children and the elderly are very vulnerable groups, prone to infections that easily incapacitate or cause death. These groups rely on the other able groups in the population to provide security and health. Children rely on their parents for protection just like the elderly rely on their children to take care of them during old age. Failure of a guardian to vaccinate his or her child from infection is morally wrong because the child is not mature enough to make independent decisions about her or his life. Moreover, a child or anybody who is not vaccinated presents a health hazard to the rest of community members. I have moral obligation to the society and myself to be vaccinated. As a person, I am aware that my health and life are of great importance to the society and me. I have dreams, goals and aspirations that keep me going and they determine my purpose here in the pl anet. In this respect, I am aware that failure to become vaccinated against serious infections makes me vulnerable to disease that definitely affects my health and subsequent productivity in work and my studies. As a responsible citizen in the country, I am aware that the state of health of other vulnerable people depends on me. The decisions that I make about my own health determine their health as well and therefore failing to become vaccinated is morally wrong

Motivation Learning Strategies In The Classroom

Motivation Learning Strategies In The Classroom Motivation is an important drive in our life if we dont have any motivating we will face many difficulties in our road. You can say that learning without motivation is as food without salt. So each person in this life need motivation to continue his/ her life because motivation helps us to be more affective on our society. We can do many things in a right road if we have motivation. Motivation is a powerful to do the best thing in daily life. Introduction Motivation is one of the most used words in teaching today, usually in the phrase, How can I motivate these kids? it is also a very misunderstood process. Motivation is important for people life. It plays a main role in almost everything we do. If we dont have motivation in our life, we would simply not care about many things such as outcomes, means, education, success, failure, etc. As you know people are different, so also their motivations have to be different. There are types of motivations that may some people care about it and other doesnt care. In my research, I focus on the definition of motivation, types of motivation, theories of motivation, etc.. Statement of the problem: I study the motivation learning strategies in the classroom which is important to help students to learn English. Some students dont have any motivation to complete their studying and they dont care about learning. On the other hand, some students have big motivations to challenge the difficulty of learning life. Statement of purpose: I write this research that about motivation for some reasons, these are: To know the motivated students and non-motivated students at ADU. To know the factors that cause to make students less motivated. What motivation is ? Each person has his own definition of motivation. We dont have a specific definition for motivation. In fact its very difficult to define motivation. According Ezine (2009) the definition of motivation is to give reason, incentive, eagerness, or interest that causes a specific action or certain behavior. Motivation is present in every life function. Simple acts such as eating are motivated by hunger; education is motivated by desire for knowledge and so on. Motivators can be anything from reward to compulsion. Also, Brown (2001) defines motivation is the degree to which you make choices about goals to pursue and the effort you will devote to that pursuit. (p72). On my point of view motivation is as the driving force behind an action. This is probably the simplest explanation about motivation. So teachers consider the motivation as a tool to encourage learners to do something. Ellis defines motivation as referring to the labors which learners put into learning an L2 as a result of their need or want to learn. (1995). According to the Websters, to motivate means to provide with a motive, a need or desire that causes a person to act. Many researchers think motivation as one of the main elements that decide success in developing a second or foreign language; it determines the degree of active, personal participation in L2 learning. (Oxford Shearin, 1994). Types of motivation Motivation is what drives you to behave in a certain way or to perform a particular behavior. Its the strong reason that leads you to achieve something in your life. There are many types of motivation that can influence in you. These include the following: Primary or basic motivation This type of motivation needs the person to show self presentation. This include needs to show hunger, warmth, sex, thirst, avoidance of pain and other primary motivation which can influence in the persons behavior.(articlesbase,2005-2008) Secondary motivation This type of motivation is known in psychology as learned motivation. It can be different from person to another. It can be describe as a persons own sense of values and ways to keep moving in life. Many behaviors in secondary motivation are conscious ones. That is, a person consciously put in his mind a particular goal or result and acts in a similar way that brings them closer to that particular goal. What drives them to do or perform the goal is the longing for something which they do not have. This kind of motivation falls into two basic types, extrinsic and intrinsic motivation. (Articlesbase, 2005-2008) Extrinsic motivation Extrinsic motivation involves the concept of rewarded behavior. This come, by particular types of activities or acting in a particular manner, you are rewarded by a desired ended result. Extrinsic motivation comes from the surrounding areas of the person. (Schunk|Pintrich|Meece, 2008) In teaching, teachers use this type a lot; they use it because they are obligated to. In schools, there are many types of students who do not have motivation. These types of students have many characteristics such as shyness, being afraid from the teacher and other characteristics. Here come the role of the teacher, the teacher support these students by using extrinsic motivation. For example, if the teacher notices that one student is not participating with his group. Then, he can support him by showing him how to act positively in the group, rewarded him etcà ¢Ã¢â€š ¬Ã‚ ¦. Intrinsic motivation These types of motivation are less visible. Intrinsic motivation is when you want to do something (e.g. I want to write this report). Intrinsic motivation is internal. It happens when people are compelled to do something out of happiness, importance, or desire. For example, a student is motivated to get high grades (external motivation) but his desire to know about particular subject is intrinsic motivation. Getting high grades is the reward visible for other. For student, being able to master or being expert in a particular subject is a psychological reward for his desire to learn. (Pan, 2006) Intrinsic motivation can be described as invisible things arise from your depth telling you that you must perform the task which was assign to you. Intrinsic motivation differs from one person to another. Some students do not have the ability to express their thoughts, ideas and perspectives and here come the job of teachers. Teachers should provide their students with intrinsic motivation to achieve the determined goals. However, there are some students who have the ability to act positively inside the class room and sometime their intrinsic motivation surprise the teachers. Intrinsic motivation and motivation based on extrinsic rewards are, to some degree, in competition with each other. Research has shown that under certain situations, offering extrinsic rewards for engaging in tasks actually undermines intrinsic motivation. ( Stipek, 2002, p129) Principles of motivation learning strategies There are some basic principles of motivations exist that are appropriate to learning in any situation. According to Weller, (2005) the principles of motivations are: The students attention depends on the environment that can be used to focus on what needs to be learned. Teachers can make atmospheres that help students to get persistent effort and positive attitudes toward learning. So the good teachers usually try to create warm and accepting environment that help students to be more motivated that will make them learn better. I think this strategy will be successful in both children and adults. Interesting visual tools, like pictures, posters, brochures, or practice tools, motivate students by capturing their curiosity and attention. Incentives motivate learning. Incentives contain human rights and receiving admire from the teacher. The teacher decides an incentive that is likely to motivate an individual at an exacting time. In a general, I think without rewards in self-motivation, learning situation will not succeed. As you know each student must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pleasure of discovering new things. Internal motivation is longer lasting and more self-directive than is external motivation, which must be frequently reinforced by admire or concrete rewards. Some people, mainly children of certain ages and some adults, have little capability for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a refuse in internal motivation. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. The teachers role sometimes is to encourage its development and sometimes the students readiness to learn comes with time. If a desired change in behavior is urgent, the teacher may need to supervise directly to ensure that the desired behavior happened. I think that a student may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again, if he/she is not ready to learn. Motivation is enhanced by the way in which the instructional material is organized. In fact, the information can be meaningful if the material organized to the individual. One technique of organization includes relating new tasks to those already known. Other ways to communicate meaning are to decide whether the persons being taught understand the final result desired and teach them to compare and contrast ideas. Theories of motivation: Most of motivation theorists believe that motivation is related in the performance of all learned responses. This mean, a learn process cannot occur unless it is energized. The common question among psychologists is, whether motivation a primary or secondary influence on the learner behavior. Psychologists believe that motivation is associated with the learner behavior. (Huitt, 2001) There are many theories of motivation, learners use different types of theories to accomplish their goals but I focus on two of these theories include: behavioral, cognitive etc Behavioral: According to some psychologist, all process of motivation stands on the behavior of the learner. Actually the learner works on the sequences, the learner put the sequences as the primer goal. For example, I want to get A in professional ethics. Since the learner determines this goal in his mind, he will work on that goal until he achieves it. (Huitt, 2001) A behavioristic psychologist like Skinner or Watson would stress the role of rewards in motivating behavior. In Skinners operant conditioning model, for example, human beings, like other living organisms, will pursue a goal because they perceive a reward for doing so. A behaviorist would define motivation as the anticipation of reinforcement Reinforcement theory is a powerful concept for the classroom. Learners, like the proverbial horse running after the carrot, pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, happiness, etc. (Brown, 2001, p 73) Cognitive: There are many motivational theories that follow their roots to the information processing approach of learning. There was a theory called attribution theory, this theory implies that every learner tries to find a reason for success or failure of self and others. The learner tries to use some certain attribution to find out what was the wrong in his behavior. The attributions could be internal or external and it could be under control or not under control. (Huitt, 2001) In teaching environment, it is important to help the learner to develop a self- attribution for his behaviors. We have different types of students; some students love to learn about anything and others are not. Otherwise, we should help the learner to make attributions. Being able to make attributions will raise the performance of the learner. When I move to the college, I see two types of learners. The first type is, when they get a high or low grade; they make some kind of attribution like why did I get this grade, the teacher is not fair etc And others say, it was my fault, next time I will study hard etc These attributions enable the learners to higher their performance and make some kind of follow up. Otherwise, attribution theory is important for both students and teachers and teachers should teach their students how to do attribution. Maslows hierarchy of needs Abraham Maslow (1995-2009) is considered as the most influential writer in the area of motivation. Maslow divided the hierarchy of human needs into two groups: deficiency needs and growth needs. In deficiency needs, the learner must move through the lower level before the upper one. The eight levels are organized as the following order: Physiological Safety/ security Belongingness and love Esteem Cognitive Aesthetic Self- actualization Self- transcendence Every one of us is motivated by needs. The human being inherited the love of needs from thousands of years. Abraham Maslows hierarchy of needs help us to know how these needs motivated us. Maslow (1995-2009) says that we should satisfy each need. We should start with the lower level and then move to the upper level. Consequently, if we are satisfy by the lower level of needs, we dont have to concern about the upper level. So its a kind of self enrichment. Literature review: There are many researchers who study the motivation, the types of motivations, the theories of motivation, motivation of learning strategies, etc. I mention that some researchers who are:  ¤ Harter (1981) assumed that intrinsic and extrinsic motivation was negatively correlated.  ¤ Generally speaking, extrinsic motivation means external causality based on the perceived locus of causality, which was suggested by Heider (1958), deCharms (1968/1983), and Deci and Ryan (1985).  ¤ Lepper et al. (1997) found a decrease in intrinsic motivation with age, but no evidence of an increase in extrinsic motivation. Methodology: I distributed 20 questionnaires for the ADU female students. My questionnaire include 10 questions, each question has 4 or 5 parts. Each student should select agree or disagree about each statement. This questionnaire studies that ADU students motivation and does the ADU students motivated or not. I found different result because I distributed my questionnaire to different students some students are in second year, some are in third year and other in forth year. Finding result: In first part of my questionnaire, I found that 70% of the ADU students, when they study they practice saying the material to themselves over and over but I found 30% of students who dont agree with this statement. 70% of the students at ADU that mean our university have lots of students who take care for their studying and have motivation to review their material. I found that 65% of the students when studying for classes, they read their class notes and the course reading over and over. I found that also 35% of the students who dont like to read their class notes. I think that each student should read his/her class notes over and over to be more familiar with this material and may he/ she understand it better. I found that 60% of the students memorize key words to remind them of important concepts when they study but 40% of the students may dont have ability to memorize key words. It is important thing that students try as possible as they can to memorize key words that will help them in their learning process. Students should try to motivate themselves by putting the aim in the front of their eyes. Also I found that 60% of the students when they study, they usually make lists of important words and learn by heart these words. I mean they memorize the lists. I found that 40% of the students who dont like to make lists of important terms and memorize it. As my experience I write a list of new vocabulary and I put it on the door of my room. So when I want to go out I look at this list and I read these vocabularies. This way helps me to remember these vocabularies. In the second part of my questionnaire, I found that 60% of the students who agree with this statement I often find myself questioning things I hear or read in this classes to make a decision, if I find them persuasive but I found that 40% of the students who disagree with this statement. This statement applies on me, I often find myself asking questions about what I hear and read in my classes. I found that 60% of the students who disagree with this sentence When a theory, understanding, or conclusion is obtainable in class or in reading, I try to make a decision if there is good supporting evidence. I found that 40% of the students who agree with this sentence. I treat the course material as a starting point and try to expand my own ideas about it. I found that 70% of the students who agree with this statement but I found that 30% of the students who disagree with this statement. I think this statement is completely true because If we treat the course material from the beginning and try to think more and say our own ideas about it, that help use to learn and understand the course material better. This way help students to be more motivated in all their courses materials. In third part of my questionnaire, I found that 65% of the students who prefer course material that really challenges them so they can learn new things but I found that 35% of the students who dont care about this kind of material if it challenges them or not. Students who prefer material that challenge them, they have motivation to learn new things and get new information and data. I want to say for the 35% of the students you dont have intrinsic motivation so please try to change your thoughts, feelings, ideas, etc about that and try to make intrinsic motivation in your heart. I found that 75% of the students who dont prefer course material that arouses their curiosity. I found that 25% of the students only who prefer course material that arouses their curiosity, even if it is difficult to learn. This result really overtakes me because most of students like to look over the new things and they have curiosity to know more things. The most of ADU students want to take the information or data without searching or tying to find it. They like to get it from their instructors. I think that also because some students dont have enough motivation that may help them to change their thought about that. I found that 80% of the students who agree with this statement trying to understand the content as thoroughly as possible is the most satisfying thing for me in classes but other students at ADU disagree with this statement. It is great percentage of the students who are trying to understand the content in classes. I found that 65% of the students when they have options, they choose course assignments that they can learn from even if they dont guarantee a suitable grade. I found that 35% of the students who dont. In fourth part, I found 85% of ADU students, the most satisfying thing for them right now is getting a good grade but other students dont care for getting a good grade, they just want to pass and finish courses as soon as they can. I think that students should think about the grade and the benefit of the course at same time. I found 65% of students want to get better grades than most of other students but 35% of students dont want to challenge other students. It is a good thing that students at ADU want to challenge other students to get better grades. Students who have this thought, I think they have a good motivation of learning. I found that 70% of the students want to do well in the course because it is important to show their ability to their families, friends, relatives, or others. I found that 30% of the students it is not important to show their ability to their families, friends, or others. I think that students who like to show their abilities to their families, friends, etc, they have motivation to study more to get good grades. In fifth part, I noticed that 65% of the students believe they will receive an excellent grade in the class and 35% of the students dont agree with this believe. This believe is completely true and all students should agree with it. I think that when students put in their mind that they are good students and they can get an excellent grade, they will get it because they have intrinsic motivation and they encourage themselves. I found that 50% of the students agree and 50% of the students disagree with this statement Im certain I can understand the most difficult material obtainable in the readings for the course. I wished that find more than this percentage because students should encourage themselves to simplify the difficult material and try as much as they can to understand this material. I found that 75% of the students confident they can understand the essential concepts taught in the course. I found that 25% of the students dont confident they can understand the essential concepts. I noticed that 50% of the students confident they can understand the most complex material obtainable by the instructor and 50% of the students not. I think that 50% of students who cannot understand the material, they should ask their instructor and please each student should not be shy. I found that 70% of the students confident they can do an excellent work on the assignments and tests in the course and other students at ADU dont agree with that. This point let us to know there are many motivated students at ADU because they usually try to do the best to get a good job on the assignments or tests in any course. In the sixth part, I found that 55% of the students when they take a test they think about how poorly they are doing compared with other students but I noticed that 45% of the students dont think about that. This thought appears from non-motivated student. He/she usually afraid about the score and he/she think that he/she gets low score than other. So each student should try to change this thought and be more motivated. I found that 80% of the students when they take a test they think about the items on other parts of the test they cant answer and 20% of the students dont care about that. I am sure students who think like that, they will face difficulty to answer other questions because all their thought will be with the parts they cant answer it. This also will effect of the score because most of time they will waste for thinking about the difficulty of the some questions. 80% of the students is a big percentage and we want to decrease it. The motivated student only can deal with this problem because he/she usually dont think like other students. I noticed that 55% of the students, when they take test also they think of the consequences of failing and 45% of the students dont think of consequences of failing. This thought is also not true because it may make students feel upset and disappointment to pass in the course. I found that 60% of the students at ADU when they take an exam, they dont feel upset but there are 40% of the students have an uneasy, upset feeling when they take an exam. I think that is good to get like this percentage of the students at ADU. That thing helps students to get good marks in an exam because they dont feel afraid and upset. I noticed that 65% of the students feel their heart breathing fast when they take an exam but 34% of the students dont. This feeling may dont let students to answer appropriately the questions even they know the answer. Sometimes I feel like this feeling specially when I dont prepare enough for the exam but we should try to deeper breathe before the exam time and say to ourselves we will answer all questions without any afraid and we will get a good marks. We should motivate ourselves. In the seventh part, I found that 80% of the students usually study in a place where they can concentrate on their course work and 20% of the students study anywhere. This factor is effect on learning process. Some students prefer to study in open places such as park, garden, sea, etc. I think that like these places where can help students to comprehend and understand better. I found that 55% of the students dont make good use of their study time but there are 45% of the students make good use of their study time. As you know time is very important to make everything good especially at learning process. If you manage your time appropriately, you will get what you want in the appropriate time. I found that 50% of the students agree and 50% of the students disagree of this statement I get it hard to stick to study schedule. I found that 75% of the students have a usual place set aside for studying and 25% of the students dont like to set in one place for studying. I found that 55% of the students make sure they continue with the weekly readings and assignments for their courses but there are 45% of the students dont. I found that 75% of the students are present at class frequently but 25% of the students at ADU dont. I noticed that 70% of the students rarely find time to review their notes or reading before an exam. There is 30% of the students find time to review the notes before an exam. I think that each student will at manage his/her time to get a chance to review his/her notes before an exam but unfortunately 70% of students who didnt try to organize their time accuracy. In the eighth part of my questionnaire, I found that 65% of the students often feel so lazy or bored when they study that they quit before they finish what they planned to do but others dont feel lazy or bored about that. I notice that 75% of the students work hard to do well even if they dont like what we are doing. The 25% of the students dont work hard especially if they dont like what there are doing. I found that 65% of the students agree and 35% disagree with this statement When course work is hard and difficult, I quit or only study the easy parts. I suggest for each student to try as much as her/she can to simplify the difficult part by asking his/her instructor or friends and dont ignore the difficult thing because may it will coming in his/her an exam. I found that 70% of the students, when course materials are dull and uninteresting, they manage to keep working until they finish. In the ninth part, I found that 70% of the students, when studying for a class, they often try to clarify the material to a colleague or a friend but 30% of the students dont. I noticed that 55% of the students usually try to work with their colleagues or other students to complete the course coursework or homework and 45% of the students dont like to work other students to complete assignments. They like work alone and they dont need others help. I found that 60% of the student at ADU when studying for a class, they dont to set aside time to discuss the course material with a group of students from the class. I found that 40% of the students often set aside time to discuss the material with a group of the students. At the final part, I noticed that 85% of the students, even if they have difficulty of learning the material in a class, they try to do the work on their own, without help from anyone. I found that 15% of the students only who try to do the work with help from others if they have difficulty of learning the material in a class. I found that 80% of the students ask the instructor to clarify concepts they dont understand well and 20% of the students dont ask the instructor about that may they fill of ask their friends or not. I think students should ask the instructor. When I dont understand the material in a course, I ask another student, in this class for help me to understand by this statement 50% of the students agree and 50% of the students dont agree. Some students at ADU like to deal with their colleagues if they want help but 50% of the students dont like to ask others to help them. I found that 60% of the students try to identify students in their classes whom they can ask for help if necessary but others dont. As you see I found some students at ADU who motivated more than others. After I get this result I write some recommendation for both teachers and students. CONCLUSION To summarize, the motivation can play roles in learning process. Motivation is appropriate tool to achieve your goals so we should give us a motivation to do thing whether it is difficult or not. Also, motivation is the power to do thing as soon as possible. I think that if you dont have intrinsic motivation that comes within, you will dont also has extrinsic motivation. Recommendations At the end, I want to give teachers, designer of protocol and students some recommendations. For teachers: Teachers should try to motivate their students by using different techniques that may help them to show their abilities and skills, for example, if the student make mistake, the teacher shouldnt punish him/her because the punishment may affect negatively on his/her feeling and attitude. This thing will let student to be passive rather than active and he/she doesnt want to share his/her ideas, thoughts, feelings, etc. Teachers should make different activities that make learning fun and interesting. So that will help students to be more motivated to learn and attend the class regularly. Teachers also should give students freedom to express their ideas, thoughts, etc because this thing may increase a will to learn. Teachers should start their class by smiling because students will be more comfort and happy to take this course with teacher like that. Also, teachers who more active and interest in the class, will help students to be more motivated. I notice that ADU students feel disappointment if the score of the first exam is bad so I recommend the teachers to give a chance for improving their scores such as makeup that includes (another quiz, assignment, homework, etc). For students: Students should be motivated in the learning process and their daily life. Students should read their class notes and the course reading over and over to be more motivated in the classroom. Students try to choose that arouses their curiosity, even if it difficult to learn. If the student doesnt have motivation, he should try to do something that will help him/her to be motivated, for example, put some aims that he/ she should achieved.

Use of Symbolism in Joseph Hellers Catch-22 Essays -- Catch-22

Use of Symbolism in Joseph Heller's Catch-22 The clerk sneezed three times in rapid succession and looked at me through watery eyes. "What did you say your name was?" I told him my name and he turned to a towering file cabinet overflowing with papers and brown manila envelopes. After sneezing three times and searching through a drawer, he pulled out a thin folder and laid it on the counter. "Ah," he said in a nasal voice laden with condescension and impatience. "I see you have no experience in our particular area of expertise. Come back when you get some experience." I explained that I was there to get experience. "Well, I don't see how you can find any work with your experience," the clerk groused, peering at me through a pair of horn-rimmed glasses. "Federal regulation Catch-22." He sneezed three times. I stared, trying to comprehend the logic of this ineffectual bureaucrat. He wouldn't hire me with my level of experience, but I could only get experience by working at this company. He sneezed three times. There was only one c atch, and it was Catch-22. Catch-22 was written in 1961 as a first novel by Joseph Heller, a former army bombardier who got combat experience in World War II from his base on the island of Corsica. Catch-22 became a classic American novel. Heller went on to write several other novels deriding bureaucracy and the military-industrial complex. Catch-22 follows the exploits of an Army bombardier during World War II. John Yossarian and his squadron were based on the small island of Pianosa in the Mediterranean. While the plot jumps all over the place in no chronological order, a story emerges. He loses his nerve for fighting when a man on his plane is killed and Yossarian realizes that the war will be ... ... of Baghdad, and the Sheik of Araby. These amazing facts about Milo seem to imply that he is more than one man. This is supported when Milo gives his syndicate the name M&M Enterprises, implying that it is not a one-man company. These observations led me to put some thought into Milo. I concluded that Milo was meant to symbolize the military-industrial complex that during the 1960s, when the book was written, caught the country in a Catch-22 and held it for decades. The more contracts and power were given to the companies, the more power they had to manipulate the rise and fall of Cold War tensions and continually bloat the military budget. But the companies were needed to combat the threat of Soviet power that hung over the country. There was a catch, and it was Catch-22. Bibliography Heller, Joseph. Catch-22. Dell Publishing Co., Inc, New York. 1961 Edition.

Narrative Methods Used in Part 1 of The Rime of the Ancient Mariner Essay

Part one of The Rime of the Ancient Mariner opens with a third person omniscient narrator: ‘It is an ancient Marinere, And he stoppeth one of three. ’ This person represents Coleridge as he knows everything that is happening in the poem, and he is setting the scene for the rest of the lyrical ballad. Other people may take the view that the omniscient narrator represents God, as he is seen by religious people as the only person who can possibly be omniscient. This instantly injects elements of religion into the poem. The next stanza is narrated by the wedding guest, who speaks for the reader and voices the questions that the reader may have. He is confused as to why this odd-looking man has ‘stoppest’ him, which shows that the wedding guest doesn’t know who the man is. This leaves the wedding guest just as clueless as the reader themselves at that moment. The mariner speaks for the first time in the third stanza, beginning his tale with ‘there was a ship. ’ The mariner is responsible for telling the embedded narrative, which is an element of the Gothic. The mariner then takes over the story, telling his tale within the tale. The ballad is structured in Quatrains for all of Part 1, but this changes to symbolise a change in the narrative. Stanzas six and eleven end in the same line: ‘The bright-eyed Marinere. ’ The seventh Stanza is reversed at the end of the poem to show when he is going away from the familiar and when he is returning to it. The genre of this piece is a Lyrical Ballad, with elements of Romance and the Gothic. It draws on elements of the Romantic by its recurring themes of nature, extremes of emotion and religion. It also draws on elements of the Gothic as it includes religious imagery, bad weather and supernatural themes. The ballad is set at a wedding in reality, but the embedded narrative in Part 1 is set in the land of ‘mist and snow. ’ This represents the isolation of the Mariner as he strays away not only from land and equilibrium but also from God. This distance from God is physical, as it points out that he left the ‘Kirk,’ ‘the hill’ and ‘the light-house top’ representing him moving away from where God is, but also mental because the Marnier commits a great misdeed: ‘with my cross I shot the Albatross’ and it is almost as if he and God are not at peace any more. There are connotations of the Mariner’s tale happening a long time ago as he uses archaic lexis in his version of events, such as ‘Kirk’ for Church, ‘thee,’ ‘thou,’ and ‘thus. ’ Coleridge begins the poem with ‘It is an ancyent Marinere,’ the language used shows that the Mariner is a strange being as he is referred to as ‘it’ rather than ‘he. ’ The lexis used is archaic as both ‘ancyent’ and ‘Marinere’ are non-standard spellings. Although the wedding guest uses quite outdated terms, we can tell that the Mariner is older than him because his vocabulary predates to Coleridge’s times. Part 1 of this ballad uses internal and alternate rhymes throughout to create a flow of events. The Mariner tells the wedding guest twice ‘there was a ship’ in stanzas three and four which shows that the Mariner is persistent, but the reader does not know why he is so eager (we later find out that he had to tell this tale to the wedding guest). The wedding guest starts to become aggressive at the Mariner’s persistence, telling him ‘Now get thee hence, thou grey-beard Loon! Or my Staff shall make thee skip. This illustrates the wedding guest’s ignorance, and reflects what the reader would probably do if they were in that situation. The Mariner is described as being almost wizard-like in appearance with his ‘skinny hand,’ ‘grey beard,’ and ‘glittering eye’ which could be taken as being quite supernatural; an element of the Gothic. The Sun is mentioned throughout the poem as a motif for God, and is personified as ‘he. ’ The Sun is present a lot before the Mariner shoots the Albatross but is a less prominent character afterward, showing that God is displeased with the Mariner. Coleridge uses Pathetic Fallacy to show the Mariner’s mood, by showing the ‘Storm and Wind, A Wind and Tempest strong! ’ This is also an element of the Gothic. Coleridge also uses a similie to describe the ice: ‘As green as Emerauld. ’ The colour depicted is very natural, which is an element of Romance and the word ‘ice’ is repeated many times throughout to show the reader that the Mariner is literally surrounded by ice, representing his desolation. The ice ‘crack’d and growl’d and roar’d and howl’d,’ which personifies the ice using animal imagery. This shows the unforgiving and harsh nature of the ice, which the Mariner is encapsulated by. The Albatross is a symbolic religious symbol, and religion is referenced throughout Part 1, showing Coleridge’s personal views and depicting elements of the Romantic and Gothic. The moon is used as a motif for change and is only introduced moments before the Mariner shoots the Albatross, which could be taken as foreshadowing.

Proposal for Artemis Sportswear Company Essay

Cutting operational expenses is something ever organization must learn to balance to ensure productivity and profit margins increase for the company. An increase profit margin is the bottom line for any business and its stakeholders. In order to cut operational expenses productively Artemis Sportswear needs a comprehensive look at the everyday operational expenses. Cutting the everyday expenditures is in need of balance, because to much cuts can cause lose of productivity which in the end will not achieve the desired affect of increase profits. Cutting operational expenses also affects the work force of Artemis Sportswear. This proposal is to define the expenses that need or could be to cut to ensure the success of Artemis Sportswear and how these cuts will affect the workforce. Cutting everyday expenses can help lower operational expenses. When purchasing office supplies, generic is going to be less expensive than brand name products. Buying the store brand name is generally sold at a lower cost. Buying supplies in bulk is cost effective over a long period of time. Leasing equipment is better than buying equipment. When leasing you have the opportunity to upgrade or downgrade when necessary. Technology is always changing and improving, so by leasing there is the option to stay current with the new changes in the equipment. Leased equipment always comes with an insurance policy, which is not needed if there is a currant insurance policy with the company. To avoid being double charged register with your companyÂ’s insurance broker then submit a copy of the new insurance to the leasing company to have it dropped. Smaller equipment such as telephones, printers, fax machines and calculators should be purchased not leased. Usually the smaller equipment will hold its value over time and can be easily replaced if needed. Shopping for bargains or sales of the smaller equipments can save a considerable amount of money. Finding a 3 in 1 package which would include a telephone, fax and printer can also cut costs. Printing in bulk is another way to keep costs down because each copy is less expensive when purchased in larger quantities. Researching various companies for the best rates on telephone services; checking both long distance and local calling plans. Companies that have  plans of unlimited local and long distance are generally the best deals. Another possibility to look into is how much a telephone company charges for each fax that is sent. Most companies charge a flat rate of a minute instead of six second increments which adds up over a period of time. Out sourcing is a great way to significantly cut down costs. The way outsourcing works is when a company obtains a contract with another company to provide services for them. There are many types of companies that specialize in many different services. Companies can rely on outsourcing if they themselves cannot afford or do not want to spend the money on the expensive equipment. These companies can produce less expensive products and labor. In most cases they do not pay their employees benefits and the hourly amount the employees receive is usually very low. These companies typically have less overhead to worry about, making it possible to pay less for their work. These types of contracts are generally done overseas, such as China and India. Outsourcing not only cuts down costs, but it also can aid in expanding the business by building foundations in different countries. The benefit to expanding is more income coming in. Another benefit from outsourcing is that it helps to reduce the work that managers perform allowing them to take care of bigger issues. Of course outsourcing has its disadvantages; it can take away from the personality of the company, by not having a personal communication between the company and clients. “In business, your profits are your reward for your endeavors. In fact, profitability is the only reliable measurement of a business’ success. Profits are the very lifeblood of a business. They fuel growth, support the owners, provide for the well being of the staff, and ultimately determine the success or failure of the business.” Peters Elworthy and MooreCutting operational expenses to increase profit margins is key for Artemis Sportswear to continue selling quality sportswear. First cutting operational expenses in house is a must. In house is where everything begins so thatÂ’s the first place to begin cuts. Hiring a company to help budget Artemis Sportswear is a smart way to educate employees to cut costs. A budget company will first evaluate immediate saving opportunities for Artemis Sportswear by reviewing operating expenses and guiding higher office and  employees to cut operational expenses. Investing in a company to help budget Artemis Sportswear is a smar t way to cut costs and raise profits. There are other ways to cut cost without hiring professionals to help budget the company. Using the internet to search for ideas is also an inexpensive way to save money. After saving money from not hiring a budget cutting company, it will add to ArtemisÂ’s profits. Ideas such as those on ehow.com, ezinearticles.com, and pem.com can save money and just as important, time. Simple tips and ideas like not making cuts without considering the consequences, to leasing gives the option of upgrading or downgrading, depending on needs and changes in technology. Sitting down with the companyÂ’s decision makers and brainstorming strategies to cut spending is another inexpensive way to keep costs low. Look over company expenses and create a list of needs or must haves. Review the companyÂ’s business plan and see what necessary costs have to be made in order for the company to meet its objectives, goals and overall mission. Think about cutting full-time workers into part-time workers or making the positions contract without benefits. Proposal for Artemis Sportswear CompanyWhen discussing cost cutting measures, it is imperative to consider the costs to the employees. When payroll is cut, how Artemis carries the process out can have a negative effect on the employees left and most certainly will have an effect on their work production. Keogh (2001) claims, “Economic trends have been at its worst since 1991” (p 17). A few things have been learned about payroll slashing since then. Some companies are asking the employees what to do in order to cut costs before cutting payroll and have received replies as simple as saving energy to more convoluted solutions. Energy savings alone can result in savings of thousands of dollars. Another fact that has been learned is that it takes a community to support a business. The resulting cuts can have people losing their homes and moving  away from the city that Artemis Sportswear resides in. With loss in population, higher tax levies for businesses may result. The local retail trade is affected. This will also affect the local unemployment rate with an increase in government supplements and food stamps. When people have worked with a company for many years, they donÂ’t have any skills for searching for a job. Even termination can be done with care. It is advised to give ample notice of termination and information about benefits. A company can be hired to help workers cope with “career transition” (Austin, 2001, p 60). When layoffs are activated, the resulting production of the left over employees may or may not be affected; depending upon how the terminations were made. When workers are cut, service is cut. A better idea may be to cut per hour costs or offer early retirement packages for senior employees. A hiring freeze may be a viable alternative. Employees who leave the company are not replaced. Along with lower cost per hour, this might take a while for the company to see profit increase, but if the employees are made to feel part of the solution to its own problems, there may be a significant production increase. This is a point that retraining would come in. Companies like Federal Express and Saturn have gone to retraining programs instead of immediate terminations. Buckstein (1997) explains that “training has yielded $30 for every dollar invested…” (p 131). Bonuses are paid to managers who volunteer to participate as instructors. Retraining consists of team building and changes in workplace culture. Employers can restate what is expected of the workers and let them become aware of what the new focus of Artemis Sportswear is. Company values and ArtemisÂ’s mission statement can be communicated. Employees can be reenergized, knowing that Artemis is trying to keep staff and prevent layoffs. Work assignments can be filled by more than one person as well as rotate, to prevent boredom. This can give a boost to productivity. It is essential to supply information to the workers about proposed changes.  Greenhalgh and McKersie (1980) caution “…rumored use of the layoff strategy leaves employees with a feeling of employment insecurity which affects their work, their relationship with management, and their commitment to continue working for the organization” (p 577). If rumors are circulating, Artemis does not have an accurate measure of their cost cutting implementation strategy. Bleckstein (1997) summarizes, “But a firmÂ’s ability to learn faster than its competitors may be its only sustainable competitive advantage” (p 131). This translates to research. Management must consider the costs overall before cutting jobs. Most important, management must consider the costs to their loyal employees when research indicates effective money saving alternatives. Artemis Sportswear has a few options open to them before cutting payroll. Kinsman (2001) warns, “ItÂ’s time for corporations to start thinking about all the pieces of the success equation before lopping off payroll” (4). Conclusion Business is ever changing in the new world economy. Artemis Sportswear like any other business and will have to take steps to improve business and profit margins. The use of cutting operational expenses is shown in many different forms from out sourcing to cutting back everyday expenses. These are essential for improving the profit margins of Artemis Sportswear but the consideration of how these cuts can affect the worker of the company. References Austin, P. (2001). The making of a one-company ghost town. Business and Society Review, 59-64. Retrieved April 16, 2008, from the EbscoHost database. Blickstein, S. (1997). A wider view of training effectiveness. Industrial and Commercial Training, 29(4), 131-132. Retrieved April 11, 2008, from the EbscoHost database. Greenhalgh, L., & McKersie, R. B. (1980, November/December). Cost-effectiveness of alternative strategies for cut-back management. Public Administration Review, 575-584. Retrieved April 12, 2008, from the EbscoHost database. Kelly, L. (1996). The costs of cost-cutting. Worklife Report, 10(2), 3. Retrieved April 16, 2008, from the EbscoHost database. Keough, J. (2001). The trouble with layoffs. Industrial Distribution, 90(8), 17. Retrieved April 12, 2008, from from EbscoHost database. Kinsman, M. (2001, March 12). The problem with cutting staff in lean times. Westchester County Business Journal,4-8. Retrieved April 12, 2008, from the EbscoHost database. Wise Geek. (2003-2008). Wise Geek: What is Outsourcing?. Retrieved April 15, 2008, from http://www.wisegeek.com/what-is-outsourcing.htm

Child Sexual Abuse Case Study essays

Child Sexual Abuse Case Study essays Sarah has been behaving in a sexually precocious manner with her brother and is constantly talking about genitals. Sarahs teacher has reported that she acts out sexual behaviours with the dolls in class and has on two occasions masturbated during reading times. What issues would I attempt to address first and why? I would want to find out about the masturbation and the sexual acts with the dolls. Formal assessment I would undertake. We must therefore be cautious in using defining terms which a child may carry throughout childhood and beyond (Bannister, 1990: pg.118) In the beginning I would like to just observe Sarah in her play, see what she talks about when she is playing with the dolls and just observe her body language, the way she uses the dolls whether it is very graphic and detailed with what is going on. Sarah uses the dolls to act out these sexual acts, so the dolls would not be too confronting for her and with being able to watch what she is doing would help me to get a better understanding of what may be happening. For endeavouring to discern whether abuse has taken place, one must test in both realms of personal and projected play- that is in physically active drama and in static play with dolls and objects. Results may be different. Only if unguided play in both realms reveals the same evidence can we begin to believe we are on the right track and are reading symbols correctly (Bannister, 1990: pg.40) While Sarah was playing with the dolls I would try and involve myself by asking her who the dolls were and whether they had a name, maybe I could be one of the dolls if she handed it to me. I would also like to know what the dolls were doing but I wouldnt ask these questions right away. You need to develop rapport with the child first. In the same way that in adult therapy the relationship with the counsellor is of major influence, it is generally agreed that in...