Is the statutory ban against idling motor vehicle engines is helpful in improving the air quality of Hong Kong free essay sample

In spite of the fact that the legal boycott against lingering engine vehicle motors is useful in improving the air nature of Hong Kong, there are a few exceptions which can't be kept away from. For instance : car influxes happen and all the vehicles will stay fixed however have their motors on. This circumstance can't have any significant bearing to the boycott in light of the fact that the drivers are compelled to sit their vehicles and they are not ready to do that, so they are not considered to damage the law. Another exception is that a few vehicles need to keep their motors on so as to forestall the disintegration of their products, for example, vehicles which their proprietors sell their frozen yogurt and the motors are expected to turn on so as to give the refrigerative capacity. Consequently, would we be able to state that the boycott is viable? In our gathering, we as a whole concur that it is ineffectual in bringing down the API of Hong Kong in light of the fact that there are numerous exceptions in the boycott and a great deal of drivers can escape from the law. We will compose a custom exposition test on Is the legal boycott against sitting engine vehicle motors is useful in improving the air nature of Hong Kong? or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Moreover, the wellsprings of air toxins are from the vehicles, yet in addition from the activities of industrial facilities and force stations, so just building up law to keep the drivers from lingering the engine vehicle motors isn't sufficient to ensure our living condition. We have to have other potential answers for help improving the issue. So as to decrease the air contaminations transmitted by the vehicles, we propose introducing a 3-way exhaust system, which can oxidize carbon monoxide to carbon dioxide 2CO + O2 2CO2, unburnt hydrocarbons to carbon dioxide and water CxH2x+2 + (3x+1)/2 O2 xCO2 + (x+1) H2O and diminish nitrogen oxides to nitrogen and oxygen 2NOx ï ¹ ¥N2 ï ¼â€¹ xO2. By the by, the exhaust system can't be utilized on leaded petroleum vehicles since Lead will harm the impetus, for example, Platinum inside the converter. In fact, there are increasingly potential answers for take care of the issue. Growing the rail system or utilizing open vehicles rather than private vehicles can likewise improve the air quality on the grounds that the measure of vehicles utilized can be decreased and the emanation of poisons from vehicles can likewise be reduced. The use of condition benevolent vehicles are additionally successful because of the utilization of power rather than hydrocarbons to give powers to movement, however these sorts of vehicles have a greater expense and badly arranged for charging the batteries every now and again. In addition, planting trees not exclusively can help engrossing the abundance carbon dioxide produced from power stations or vehicles, this technique can likewise help controlling the temperature since carbon dioxide is an ozone harming substance which can cause an unnatural weather change. To finish up, all individuals ought to have the obligations to participate in improving the air quality. The legal boycott isn't adequate to improve the air quality, so different strategies which have referenced before ought to be presented. On the off chance that individuals in Hong Kong can have more worry about our helpless living condition, we are certain that they will contribute for improving it all through their every day lives. We trust that individuals can give more consideration to this circumstance and therefore Hong Kongs API can be brought down

Define each of the five business organizations Free Essays

The restricted risk association is an organization wherein at least two people attempt to add to a typical store cash or property and gap the benefits among themselves. There is at any rate one restricted accomplice and one general accomplice. A business may likewise be controlled by methods for diversifying which permits a business association to move the rights and benefits of the business to another for a thought. We will compose a custom article test on Characterize every one of the five business associations? or on the other hand any comparable subject just for you Request Now Such thought is called establishment expense. If there should be an occurrence of joint endeavor, it is a business association between two partnerships where the members go astray from customary issues on corporate administration as far as casting a ballot, control and choice of workers, and discretion procedures. If there should arise an occurrence of permit, the legislature will follow up on any business application recorded by a business association or an individual and give such permit to go into business attempts. In conclusion, for sole ownership, an individual decided to maintain the business all alone and with no assistance from different people. Week 2 Discussion Question 2 What legitimate and moral issues should a business consider when choosing whether or not to work together internationally? The moral issues that a business association must consider when choosing whether or not to work together all inclusive are honesty of business attempts, setting strategic vision appropriately and just as legitimacy of basic beliefs. Working together all inclusive incorporates the adjustment of the way of life, qualities, customs and monetary conditions in different nations. Consequently, the business association must make sure that the guiding principle of the organization are widespread and moral in nature. Then again, the legitimate issues that ought to be considered is about laws engaged with having business outside the nation and just as arrangements associated with the equivalent. The laws of different nations will influence the accomplishment of the business done universally. In conclusion, the issues on tax collection should likewise be considered by the business association working together outside the nation. The most effective method to refer to Define every one of the five business associations?, Papers

Leaflet Early Year Educator

Question: Talk about theLeaflet for Early Year Educator. Answer: Assignment 1 A)For setting up an offspring old enough 3-4 languishing ceaseless sickness over hospitalization is a confused procedure, yet as expert educators, we can assist them with preparing for their medical clinic remain by honestly and sincerely clarifying them the need of emergency clinic confirmation. We will start this procedure several days sooner. Utilizing basic language, we will chat with them pose inquiries and help them to comprehend that it is significant for them. Instructive play treatment is viewed as an accommodating treatment that helps kids in understanding what's in store in the medical clinic. As an instructive advisor we will show you and your kid the zones where the kid will remain. This will assist the kid with developing a positive recognition and appeal towards the medical clinic. We will show various things like braces, dressing, mortar and so forth and clarify the kid about their significance in the treatment procedure. This will clearly work to impact kids in a positive way for their emergency clinic remain. B)Playing is considered is a fixing that makes up the total individual prepared to learn, read, compose, apply rationale and comprehend the world. In the emergency clinic, play function as a type of directing where youngsters attempt to recoup from their own understanding, advancement, self-direction and self-mending process. The play is demonstrated to be recuperating gear particularly helpful for sick kids. Play assists with diminishing negative emotions, assemble information about youngster experience, and create correspondence and association with kids in the medical clinic. As such, play works a treatment in the recuperation procedure. Errand - 2 A) Training and Development In preparing and improvement stage the underlying duty of experts is to mark the kids explicitly, access to their requirements, focus on their consideration procedure and comprehend their affectability. B) Partnership Working It is professional obligation to look after cooperation, solid correspondence, and dynamic interest in group and with youngsters is a way that is unmistakably steady for kids recuperation. C) Inclusive Practice Your comprehensive practice is to put forth your most ideal attempt, act, aptitude or practice to help these favored kids in their recuperation procedure. D) Support for Self It is your obligation to keep up your self-esteem, regard, genuineness and submission alongside your expert practice. References Bruce, T., 2012.Early youth instruction. London: Hachette UK. Kolb, D.A., 2014.Experiential learning: Experience as the wellspring of learning and advancement. US: FT press.

Comprehensive Health History and Physical Assessment - 2200 Words

Comprehensive Health History and Physical Assessment (Lab Report Sample) Content: Comprehensive Health History and Physical AssessmentStudents NameInstitutional AffiliationComprehensive Health History and Physical AssessmentThe patient is Mr. Harden, a 77-year-old man with a lengthy medical history of high blood pressure. He raised the concern with the chief complaint of increasing sharp chest pains below the sternum with a duration of ten hours. The patient presented himself, and he seems reliable. Additionally, the assessment relies on an old California Pacific Medical Center chart. The patient has a good memory and trusts me completely. Therefore, the information collected has a perfect score of 89%.Past medical, surgical, and social historyMr. M.N. Harden is a retired English literature teacher with a persistent history of high blood pressure, which was well managed before by diuretic treatment. He was first enlisted in the hospital in 2005 when he raised a complaint of sporadic mid-sternal chest pain. His heartbeat rate shown under the hospita l devices at that time revealed severe atrioventricular obstruction, and a chest X-ray revealed minor pulmonary blockage, with enlargement of the heart. The patient was released after being put on medication of Lasix, digoxin, and enalapril for presumed congestive heart failure. From that day, he has often been monitored by his doctor. Apart from high blood pressure and his deteriorating condition, he explained that he was not aware of other heart disease risk factors, such as the intake of alcohol, cigarette smoking, excess cholesterol, excess fat, sugar, or salt intake, or family history for heart disease. He was okay until 10 p.m. on the day before hospitalization, where he experienced the start of severe pain in the breastbone, mostly while standing and sitting for prolonged hours. He took three tablespoons of antacid, but the situation did not change, though he did manage to sleep that night. The next day, he woke up feeling better until when he decided to take a walk around th e neighborhood. The same pain returned, but this time, it was more intense. That is when he decided to call his son, who administered a painkiller and immediately rushed him to the nearest medical facility. He instantly received heart medications and thrombolytic therapy and was taken to the ICU unit.Harden is currently on the following medication: Kcl 30mg once daily, digoxin 0.075mg twice daily, enalapril 30mg once a day, Tylenol two tabs two times a day as prescribed for arthritis, and Lasix 50mg once every other dayThe patient reports increased pressure from clients who he supplies with fresh vegetable produce. He is concerned that the current condition is interfering with his normal activities. He takes three meals a day and drinks seven glasses of water daily. He also smokes half a packet of cigarette each day and rarely takes alcohol. Maybe wine on rare occasions and a bottle of whiskey in the company of other friends. No reported illicit drugs usage.Previous conditionThere a re no abnormalities noted, but the client admitted to having experienced previous minor childhood illnesses. He suffered regular chest coughs, tetanus, influenza, and Lyme disease, though he has never contacted rheumatic fever. Growing up, he also had measles and chickenpox. He also reports to receive a polio vaccine at birth, and a flu vaccine annually. He is sensitive to penicillin and experienced a minor rash from an injection in 1993.With blood transfers, he states that he received three units of blood in 1987 for GI bleeding, and Hepatitis B contamination complicated the transfusion. He also reports having had previous injuries, operations, and hospitalizations. They include a severe cut on the leg while planting corn on his farm, the gastrointestinal bleeding in 1985, a chest pain experienced in 2005, a check for abnormal cells, polyps, and ulcers done in 1996, and sutures for a laceration, done in 2010, after stepping on broken glass.Family HistoryThe patient was born in Wes t Michigan and was raised by a single mother. His father left them at the age of 12, and mother passed away at the age of 55 from diabetes. His wife died four years ago of pneumonia and chest pain. The father later passed away at the age of 67 in a train accident. He had a single sister and two brothers, who have all died except for the youngest brother. The younger brother, 65, with hypertension, otherwise well; the other brother also died from a road accident twelve years ago; the lone sister, died recently from a complication during childbirth. The Daughter, 41, with mild arthritis, otherwise well; son, 33, with troubles;Son, 37, is medically okay. No family history kidney or heart disease, tuberculosis, cancer, anemia, diabetes, epilepsy, or mental illness. He also has twelve grandchildren, six great-grandchildren.Personal and social historyBrought up in West Michigan, he completed senior school at the age of 18. He then proceeded to college where he met his future wife. The got married three years later and had three children. He worked as a third-grade teacher back at home before relocating to California where he continued from where he left. The wife quit her job to raise their children, although fifteen years later, she returned to work because of financial challenges. After the death of his wife, he moved to a smaller apartment to be near his son. The son is not yet married and has that tendency of having many short relationships with older women. His daughter Mary is his favorite because she visits him regularly and cares more about his health. The problem is that her husband has an alcohol problem and Mr. Harden feels obliged to influence the decisions regarding his grandchildren directly. The grandchildren do visit him occasionally, and they enjoy playing with him and the jokes he makes for them. He has many friends who he grew up with but does not open to them about his health complications because they also experience the same.The only time he ge ts to meet with many people is when he goes to his small farm to check on produce and supervise his workers. Some of them have grown to be his closest friends, and they like the way he treats them. Mr. Harden does no other exercise apart from walking around his farm. He strictly prefers a diet rich in carbohydrates and uses a sunblock.Personal HistoryMr. Harden lost his wife and lives with his younger son. He worked as a teacher to age 65 and is now retired. His regular routines indicate that he sometimes takes alcohol and smokes cigarettes, and does not adhere to any particular diet. Born in West Michigan, he relocated to Malibu in 1941 to pursue his dream of teaching. He has occasionally been outside of the United States. On two incidents, he traveled with his students to Germany for a singing competition. The last visit abroad was to Kenya, for a holiday in the coastal city of Mombasa. His present living condition indicates that he lives in a two-bedroom house on the ground floor of an apartment with an elevator. He does not have a home helper and relies mostly on himself and sometimes his son when he is around. The patient also has access to Medicare and social security and gets some extra income from the payments he gets from supplying fresh food products to the local supermarkets. His children also have set-up a bank account for him. They deposit a monthly contribution into the account, and he is allowed to make withdrawals for his daily upkeep plus other medical needs. Psychosocially, the man is described as engaging, active, and alert despite his arthritic symptoms. He is well aware that he is experiencing a chronic complication at the moment and seems to be remarkably worriedList of risk factorsA risk factor is any cause that enhances the possibility of getting a disease, especially chronic diseases. The non-modifiable risk factors are hazard inputs the patient has no influence over such as family history, race, gender, and age. Harden is white, the h ighest cultural group for blood pressure. He is seventy-seven, so his age exposes him to chronic conditions. The family background is a cause, because, his mother passed away in her fifties, from diabetes. The modifiable risk factors include lifestyle elements one has control over such as obesity, alcohol intake and or tobacco use. Harden is six feet two inches, and weighs two hundred pounds, giving him a body mass index of 39 which is regarded as unhealthy. A BMI of 39 increases his risk of high blood pressure. Harden occasionally uses tobacco use and takes alcohol. His intake for alcohol averages a drink in two days, which is not excessive, but still needs monitoring because alcohol increases the risk of developing blood pressure.Review of systemsHis energy measure is quite remarkable, and the weight is balanced at 200 lbs, height 62He reports to have never experienced frequent headaches. He mostly relies on vision glasses to read newspapers and thinks that his vision is not a pro blem at the moment. His skin has no rashes or any other changes. He also reports gradual disappearing of hearing ability, currently uses hearing aid. The nose shows no sign of oobstruction and epistaxis not present, no history of tinnitus, vertigo, infections. Harden has no history of asthma, wheezing, tuberculosis, or coughing, and no known heart disease. Last blood pressure test was performed in 1995. There is also no record of gangrene, claudication, aneurysm, or clotting deep in the veins. He reports to have been admitted to hospital in 1990 after four days of hematemesis and melena. Three months after this analysis it was discovered that he had complications with his liver. The blood transfusion he had undergone transmitted him with hepatitis B. Luckily, he underwent successful treatment, and the disease has never re-occurred. The patient does not experience hematuria or any abnormal fever...

Behind The Scenes - 1639 Words

Behind the Scenes Behold ye among the heathen, and regard, and wonder marvelously: for I will work a work in your days which ye will not believe, though it be told you. - Habakkuk 1:5 Where did God fit in the equation, and how would all the following elements shape His plan: my husband, my supervisor, my transformed ambition to enroll into college, my college professors, and my career job choices? There I stood, without a college degree, in the office of my supervisor, an astute college professor, and the department’s chairperson. I left the law school (in March 1998) and got a new job at the main campus. I worked in the School of Education, Department of Educational Administration Policy (EAP) at Howard University. I worked as the†¦show more content†¦I discovered that â€Å"higher education† has various meanings depending upon the individuals and their demographic area. For instance, if middle school students are victims of living in a poor country, their academic resources are scarce. This means, from their view, moving from middle school and into high school sounds like a form of higher education, but most Americans look at higher education as education that takes place after they finish high school. When I said, â€Å"after high school,† I opened a new discussion. For example, I discovered that not all high school graduates go straight to college. Their personal duties might influence their decision to go back into a classroom. In some cases, but not all situations, there might be a few students who join the military, start a family, or move into our competitive job market. Once they retire from the military and their children have left home, they get tired of sitting at home or working in a low paying job. Have you seen today’s college classrooms? The face-to-face and virtual classrooms are packed with non-traditional students— 25 years or older; a traditional student is between the ages of 17 and 25. Due to a rise of older adults in the traditional classroom, a new type of learner is carved out: the adult learner. According to Vice President of Academic Affairs, Dr. Ed. Lawrence A. Tomei, and author of Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based

Critical Analysis of Frustration - 1394 Words

Critical Analysis of â€Å"Frustration† By Isaac Asimov Name: Joshua Hilstad Thesis Statement: Wars can never be justified by one person, or group, thinking they are better than someone else, but unfortunately the human characteristic of self-righteousness never changes. The concept of this story is that war can never be justified through self-righteousness. That is, if a person is trying to start a war because he thinks himself to be better than his target, there is no just reason for him to do it. Most, if not all, wars are primarily begun by one man believing himself to be better than is target. This is proven through the history of Rome and other nations.†¦show more content†¦In reply Peter says, â€Å"Yes, of course. But the computer will presumably compare the casualties and other damage-to the economy and ecology, for instance-to the benefits that would derive from our control of the world, and if it decides the benefits outweigh the casualties, then it will give the go-ahead for a ‘just war’†. The computers in the story could not find a good enough excuse for a â€Å"just war† because they had no sense of self-righteousness. They did notShow MoreRelatedHello Professor Essay757 Words   |  4 PagesPrepare a critical analysis of a quantitative study focusing on protection of human participants, data collection, data analysis, problem statement, and interpretation of findings. Each study analysis will be 750-1,000 words and submitted in one document. Prepare this assignment according to the APA guidelines found in the APA Style Guide. An abstract is not required. Submit the assignment along with an electronic version of the article used for the analysis. 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To What Extend Is Operations Management a Strategic Activity free essay sample

The core competences of a company are what make it different from its rivals and thus gain competitive advantage. Let’s take the car industry, their product is the same but the difference lies in their operation. â€Å"however important production design and performance may be, highly efficient operations are the key to keeping costs down and achieving high levels of quality†. (Pilkington, 2007). Actually the competences which are present in the operations are determinant for the success of a strategy. An example in the manufacturing sector is Toyota, which created the Just in Time system, to face uncertain supply of materials, thus saving cost on inventory and created a high-quality production system. QUALITY Quality is a measurable feature to show reliability, consistency, fitness, conformity to standards. Juran (1988) defined quality as ‘fitness for purpose or use’, which is meets specific objectives that needs to be achieved. Quality is important to sustain business activities as an unsatisfactory product is equal to Bad reputation for the firm. We will write a custom essay sample on To What Extend Is Operations Management a Strategic Activity? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are many management approaches to quality; all having different philosophies and one of them is TQM. TQM – Total quality management is a collection of approaches from Japanese firms and different quality gurus to make a quality strategy. TQM is the creation of quality culture within the firm, having as main goal performance improvement. It has a Management led approach, aiming at getting things right at the first time by eliminating variations. Quality control is a very important process for products where specifications are important. The traditional approach to quality control was to produce, then check and then sell products meeting specifications and rejects those not meeting the specifications. The TQM approach to quality control aim for zero defects, this by reducing variation from the production process. To maximize quality, variation should be minimized. Variation is sometimes called the fundamental cause of poor quality (Evans, 1989). By minimizing variations, quality is thus being increase and production cost is also optimize as there are less rejects, thus helping essentially for the survival of the company in this increasing competitive world. However there are some companies that prefer a certification that recognize that the company is using a quality system. ISO 9000 certification is one of the most widespread recognize and awarded quality certification in the world. To be certified ISO 9000 a company must show that they have a quality system and procedures that are being followed. Having such a quality certification give the company advertising benefits and their purchaser save money and time as there is no need to quality tests them. For example Hotel chain Ritz- Carlton it was more meaningful for them to have a perfect individual service, proving such by obtaining the Malcolm Baldridge Quality Award than the quality of food they offer. However quality is not achieved for a life time, it has to be maintain and is not only the responsibility of the managers but of the whole company. Therefore Empowerment is crucial. Empowerment is the giving of more power, leading to more autonomy. Everybody in the company need to be empowered to know, describe, measure, improve the process and make it reliable. Salegna and Fazel (2000) identified the lack of real employee empowerment as being an obstacle to TQM systems.

Japanese Corporate Culture

Introduction Corporate culture is defined as rules, values, beliefs, and norms, which are shared by all stakeholders of the firm. Norms influence the individual’s preferences and behaviour in the organisation. Culture is present in every organisation and it develops as company grows (Sarra and Nakaghigashi 319). It determines the conduct of workers in an organisation coupled with how a firm conducts its business.Advertising We will write a custom essay sample on Japanese Corporate Culture specifically for you for only $16.05 $11/page Learn More Numerous researches on corporate culture have been carried out and the findings indicate that the nature of corporate culture can influence business’ performance either positively or negatively (Kubo and Saka 271). Experts have proposed certain factors that a corporate culture should embody in order to improve economic performance of the company. A good corporate culture should be based on the needs of all stakeholders, employees, customers, and investors (Batyko 17). The culture should be tested for its fitness in the business environment in addition to being flexible to accommodate changes. Flexibility of corporate culture is significant as the business environment keeps on changing and such changes should be reflected in the culture if a company has to flourish in a competitive market (Rashid, Sambasivan, and Johari 727). Corporate culture becomes obsolete with time, and thus it should be revised regularly. A corporate culture might lead to success of a business for a given period after which diminishing results are observed. Research indicates that a strong corporate culture, which is compatible with the business environment, will lead to increased profits for the firm (Lund 219). Corporate culture is thus an important aspect of business and it cannot be ignored in the contemporary business world. The Japanese corporate culture is based on the values that were laid down by Konosuke Matsushita – one of the most famous ancient entrepreneurs in Japan (Batyko 18). The entrepreneur identified customers and employees’ needs as the major components of corporate culture. However, corporate culture should be consistent with the environment within which the business operates. The entrepreneur also emphasised on the need for good relationship among employees, as well as their inclusion in major decision-making process. This essay will analyse the nature of corporate culture in Japan, identify its strengths and weaknesses, and determine whether it helps or hinders companies’ performance.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this paper, the corporate culture in Japan will be analysed thoroughly and a conclusion will be made on whether it promotes the success of companies in the country. Analysing the corporate culture in Japan, the essay will classify the companies into two: the large and small companies General overview of the Japanese corporate culture The Japanese culture of management stands out clearly in large corporations. Management is obliged to create a culture that supports the inclusion of workers in every undertaking (Rashid, Sambasivan, and Johari 726). The aim of inclusions of employees in every undertaking is to maintain a culture of harmony among the stakeholders of the company. The management of the companies are expected to treat their workers with due respect and provide the best incentives to ensure that employees remain committed to delivering quality services. Most companies in Japan are focused on attaining the best quality of products to satisfy the needs of the customers. In a bid to achieve this goal, they recruit the best employees and offer them competitive salaries to maintain them and win their loyalty. In additional to inclusion of workers in the decision-making process, proper commu nication is embraced. Any problem arising in the course of carrying out business is resolved immediately (Cooper-Chen and Tanaka 98). Communication between workers and the management is maintained all the year round and is characterised by frequent feedbacks. For a corporate culture to be effective, the employees’ needs should be addressed. Communication creates a venue through which employees can air their grievances to the management. Communication further creates a good relationship between the managers and employees, which is essential if the company is to achieve its goals. The customers’ needs should be considered when formulating a corporate culture. Customers require high quality goods, which retail at reasonable prices. In other words, customers will remain loyal to firms that give value to their money.Advertising We will write a custom essay sample on Japanese Corporate Culture specifically for you for only $16.05 $11/page Learn Mo re Employees’ incentives and work environment The employees’ working conditions in Japanese companies heavily depend on the size and nature of the firm (Lee and Yu 357). Employees in large companies enjoy better working conditions than those working in smaller ones. The large companies are more efficient than the small ones due to the motivation created through the provision of favourable working conditions to workers (Rashid, Sambasivan, and Johari 725). Employees work for more hours in large companies than in small companies. This aspect means that the output in large companies is higher than in small companies. In addition to the basic salary, workers are compensated for the overtime hours worked (Kubo and Saka 266). This aspect creates a further incentive for workers in large companies to work for additional hours to earn extra income. In the process of devoting more time to work, the output increases, thus leading to extra profits for the companies. Statistics s how that the working hours in large and medium sized companies in Japan are more than 12 hours a day (Sarra and Nakaghigashi 329). Some employees are in support of the long working hours, while others are reluctant to embrace it. Those opposing the long working hour-schemes assert that subjecting workers to long working hours is tantamount to exploitation, and it is against the workers’ rights (Lund 219). Some scholars claim that companies will initially receive brilliant results for the additional time devoted by workers in the short run, but it will have diminishing results in the end due to fatigue (Batyko 19). Companies offer incentives for workers seeking for permanent jobs by availing higher salaries to the permanent employees as compared to casual labourers. Many employees will thus sign agreements for permanent jobs with the companies. The corporate culture in Japan’s large companies tends to exhibit certain similarities. The Japanese job market is based on the â€Å"simultaneous recruitment† and â€Å"lifetime employment† models. Most large companies in the country subject their employees to long working hours in a bid to improve performance (Kubo and Saka 270).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, the employees enjoy numerous employment benefits from the companies in order to remain motivated. Job security is guaranteed under the lifetime employment model and an employee may only leave the company at his or her own discretion. Job placement is based on skills and educational background and only the best employees are selected to occupy vacant positions (Rashid, Sambasivan, and Johari 728). Each employee has the responsibility of working industriously and demonstrate loyalty to the employer. The companies have an appealing incentive scheme for employees and graduates. Firstly, the companies pay their employees competitive salaries coupled with giving job security guarantee. Additional benefits that accrue from employment include housing benefits, life insurance, bonuses, pensions, and recreational facilities among others (Cooper-Chen and Tanaka 104). Secondly, the best workers receive promotions, which come with increased salaries and additional benefits. Th e benefits given to workers ensure that companies retain the best workers, thus increasing efficiency, which results in greater profits and increased chances of success. Bonuses are also afforded twice per year, viz. in the mid-year and at the end of the year. The culture of subjecting workers to long working hours came into existence in the 1920s when it was noted that human labour is an important factor of production in large companies (Batyko 12). However, the scheme has faced opposition from labour unions, thus forcing the companies to reduce the working hours for their employees. Corporate culture in small firms differs greatly from that of large firms. In smaller companies, new employees are recruited as unskilled workers and put under a senior skilled supervisor to teach them (Batyko 13). Such employees spend long periods learning from the experienced supervisors. They are exposed to deep learning of concepts in specific areas as opposed to shallow, but broad coverage seen in large companies. Employees in smaller companies use smaller tools to accomplish their tasks and due to repetition and specialisation, they may produce high quality goods using simple tools (Batyko 17). In most cases, the small companies’ products are used as raw materials in large companies and they rarely sell them directly to the consumer. Labour unions Despite the workers being free to join labour unions, there is a link between companies and the labour unions (Sarra and Nakaghigashi 329). Unions are denied the right to exist as separate entities, and thus companies and labour unions are two inseparable set ups (Kubo and Saka 266). The independence of the labour unions is thus compromised and they cannot achieve a lot. The corporate culture in Japan is successful in eliminating labour strikes, and thus it is rare for employees to go on strikes especially due to the connection between companies and the labour unions (Makino and Roehl 40). In addition, employees are committ ed to the company they work for, and thus they may not be willing to harm the economic wellbeing of the firm. Management corporate culture Another aspect that defines corporate culture in Japan is the aspect of management (Rashid, Sambasivan, and Johari 722). Companies in Japan recruit managers who have the right skills to manage a workforce for the success of the business. The majority of companies in the country have adopted an all-inclusive leadership style (Lund 225). In other words, managers exercise a democratic leadership style that accommodates the inputs of workers in the decision-making process. Decisions are based on a consensus, and thus it is not a one person’s mandate. The inclusion of workers in the decision-making process instils a sense of inclusion and recognition among employees. Workers also feel motivated working on targets that they have created. Employees also tend to compete in terms of performance in various departments in a bid to please their employ ers in order to win promotions. In addition, the inclusion of workers in decision-making brings employees together, thus creating a culture of harmony and teamwork, which may go a long way in improving performance. In addition, managers show concern over the employees’ personal lives; hence, they do not just issue orders to workers (Kubo and Saka 264). This scenario creates a good relationship between the management and employees promoting motivation and understanding. In a recap, the leadership of major companies in Japan plays a key role in the success of their businesses. Proposed changes to Japanese corporate culture Researchers have proposed various changes to the Japanese corporate culture. Among those changes is the mobility of labour (Kubo and Saka 270). The nature of employment in the country is based on a lifetime employment. Employees remain in a given company for the entire live until they are incapacitated and they cannot deliver. This aspect is a great barrier t o labour mobility; hence, new ideas believed to come with mobility of labour are excluded in the workplace. Another proposed change is the structure of management. The representatives of management of companies in Japan are reluctant to take new risks, as they are opposed to changes in the organisation structures (Lee and Yu 351). They are reluctant to recruit foreign workers into their firms and they cannot risk mergers and acquisition (Lund 219). The management should create a reward system for employees for their hard work, innovation, and inventions (Rashid, Sambasivan, and Johari 720). They should create a committee within organisations to scrutinise new investment opportunities. In addition, there should be sufficient incentives for managers to take risks. The proposals for changes in corporate culture started over three decades ago. In the 1980s, some large companies were convinced of the need for change in the corporate structure and they laid off some of their workers only to replace them with other modern methods of increasing production such as promotions, which they believed would boost their sales even when the quality was not high. Inward attitude nature The Japanese corporate structure somehow does not provide room for merge and acquisition (Sarra and Nakaghigashi 307), due to the emphasis made on the inward outlook of companies. The Japanese companies insist on individual success, and thus they overlook the benefits that may accrue from restructuring. The problem is further compounded by the view that the tax rates for some forms of businesses are prohibitive. The tax levied on partnership businesses is high, thus preventing businesses from merging to create such forms of businesses and pool resources together (Rashid, Sambasivan, and Johari 718). Japanese investors also rarely welcome outside investors into their businesses due to the inward attitude that exists. They insist on quality of goods and services in a bid to ensure customer satisfac tion and improve the working conditions for their workers, thus overlooking the importance of businesses coming together for some common purpose through mergers and acquisition, which would go a long way in mobilising resources and lowering costs of operation (Kubo and Saka 265). Therefore, the Japanese corporate culture should embrace diversity as it allows organisations to maximise on disparate ideas of people coming from different regions across the world. Critics The corporate culture in Japan has been criticised for its inflexible nature. Critics argue that the nature of the Japanese corporate culture today is a major hindrance to the development of small and medium size companies. The culture is inflexible, as it does not allow major business developments such as merger and acquisitions. On the issue of merger and acquisition, the corporate culture is not compatible with such restructuring undertakings, which characterise the contemporary businesses across the world. The Japan ese corporate culture emphasises the inward outlook, vertical integration, and provision of quality products for customers. It ignores outsourcing where certain services can be sourced from outside the organisation (Lee and Yu 349). The other critic is the overreliance on the academic community (Lee and Yu 341). The culture only believes that major invention and innovations can only be achieved through employment of academic principles (Sarra and Nakaghigashi 309). This idea is contrary to other ideas in other countries like the US whereby innovation and invention are believed to come from industrial experiments (Lund 223). The Japanese corporate culture also faces criticism due to its emphasis on long job tenures in an attempt to maintain the original workforce (Lee and Yu 348). This aspect is a great barrier to labour mobility, which according to critics leads to the introduction of new ideas in an organisation coupled with increasing competitive intensity (Kubo and Saka 269). Cri tics also argue that the number of women in leadership in Japan is less than required under the current corporate culture. Research based on the leadership trait theory indicates that women leaders possess up to five out of nine traits that are important to leadership, and thus barring them from attaining leadership positions is a factor that contributes to failure of Japanese companies. The alleged five traits are said to be inborn in female leaders, and thus they are believed to deliver more in leadership positions as compared to men. Communication and decision-making In the Japanese corporate culture, the term â€Å"ringi† is used to refer to the process of acquiring inputs from stakeholders before making a decision (Sarra and Nakaghigashi 299). The term is made up of two parts, viz. â€Å"rin†, which refers to the act of submitting a proposal to the authorities or those higher in the hierarchy, and â€Å"gi†, which refers to the process of discussions and de liberations (Lee and Yu 343). In the Japanese corporate culture, a decision must be reached through consensus and not by one person. Employees make proposals to their supervisors on certain key issues through a document referred to as â€Å"ringisho†, which is similar to a circular and it is circulated to all the stakeholders (Kubo and Saka 267). The proposal is peer-reviewed and those involved show support or rejection of the idea by appending a seal on the document. The document finally reaches the top management and the proposal is either upheld or rejected. The originator of the idea must be notified of its acceptance or rejection. If rejected, one is given the opportunity to make changes to the document and repeat the procedure. This aspect ensures that everyone in the company is involved in the making of key decisions. This involvement is healthy since everyone will work on a decision he/she has made. The corporate culture in Japan thus includes the interest of its empl oyees, which is necessary for an inclusive corporate culture. Comparison with other countries One of the factors that makes the Japanese corporate structure unique is the decision-making process. In Japan, consultations have to be made with all stakeholders, and thus a lot of time, which could be used in production, is wasted (Lee and Yu 347). This aspect comes out as both strength and weakness. It becomes strength since decisions are made carefully and the probability of achieving the set target increases. This aspect is in contrast with the decision-making process in other countries whereby the process is executed under the watch of those in management, and thus less time is wasted and quick decisions are made (Lund 223). However, in instances where such decisions are quickly made, chances are that slight mistakes may occur, thus leading to less achievement. Contrary to corporate cultures in other countries, the work life in Japan is more essential than personal life (Kubo and Sak a 268). In Japan, a series of meetings is held even during out of duty hours to deliberate on certain issues concerning the company. An example of such an after-work meeting is the Nomikai party held occasionally to bring together the management and employees to discuss the way forward for companies (Lee and Yu 341). This scenario is different from other countries, where there is a balance between work and personal life and few after-work meetings are held. Additionally, Japanese employees are encouraged to remain in a company through monetary rewards and promotions (Kubo and Saka 262). The more a worker stays in a specific company, the more his/her salary is. The Japanese managerial style is different from companies in other countries. The nature of management in Japanese companies emphasises a bottom up flow of information as opposed to a top- down flow, which is evident in most other countries (Lund 219). The Japanese corporate culture allows employees to formulate policies for c ompanies. Managers cultivate good relationship with their subordinates in a bid to create a culture of harmony in companies. The harmony created is healthy for companies for when workers work in teams efficiency is boosted, which in most cases results in huge profits. The role of decision-making is given to subordinates who place their suggestions to the top managers for consideration in making key decisions. Conclusion Corporate culture determines the success or failure of a business. Therefore, businesses should adopt a corporate culture that best favours the organisational operations. A good corporate culture should include the interest of all stakeholders coupled with being compatible with the business environment. Compatibility of the corporate culture with the environment is a major determinant of the businesses’ success and research indicates that a weak, but compatible corporate culture can outdo a strong corporate culture that is incompatible with the operational env ironment (Lund 219). The corporate culture in Japan differs greatly from corporate cultures in other countries. In Japan, workers are retained for lifetime as long as they can deliver effectively. In a bid to keep employees, competitive salaries and other fringe benefits are availed. However, the system of corporate governance in Japan is criticised for its shortfalls, which include management style that does not encourage innovation and invention. It has also been criticised for its inflexible nature that does not provide room for changes. Overall, the Japanese corporate culture promotes organisational performance, because its merits overrule its demerits. Works Cited Batyko, Richard. â€Å"The Impact of Corporate Culture on Public Relations in Japan: A Case Study Examining Tokyo Electric Powerand Toyota.† Public Relations Journal 6.3 (2012): 1-19. Print. Cooper-Chen, Ann, and Michiyo Tanaka. â€Å"Public relations in Japan: The cultural roots of Kouhou.† Journal of P ublic Relations Research 20.1 (2008): 95-114. Print. Kubo, Izumi, and Ayse Saka. â€Å"An inquiry into the motivations of knowledge workers in the Japanese financial industry.† Journal of Knowledge Management 6.3 (2002): 262-271. Print. Lee, Kim, and Kelvin Yu. â€Å"Corporate culture and organisational performance.† Journal of Managerial Psychology 19.4 (2004): 340-359. Print. Lund, Daulatram. â€Å"Organisational culture and job satisfaction.† Journal of business industrial marketing 18.3 (2003): 219-236. Print. Makino, Shige, and Tome Roehl. â€Å"Learning from Japan: a commentary.† Academy of Management Perspectives 24.4 (2010): 38-45. Print. Rashid, Abdul, Murali Sambasivan, and Juliana Johari. â€Å"The influence of corporate culture and organisational commitment on performance.† Journal of management development 22.8 (2003): 708-728. Print. Sarra, Janis, and Masafumi Nakaghigashi. â€Å"Balancing social and corporate culture in the global economy: the evolution of Japanese corporate structure and norms.† Law Policy 24.4 (2002): 299-354. Print. This essay on Japanese Corporate Culture was written and submitted by user Eleanor Rutledge to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

En Dashes Clarify Compound Phrasal Adjectives

En Dashes Clarify Compound Phrasal Adjectives En Dashes Clarify Compound Phrasal Adjectives En Dashes Clarify Compound Phrasal Adjectives By Mark Nichol Some style guides recommend using en dashes in place of hyphens for a wide variety of uses, but The Chicago Manual of Style, the guidebook of record for most American publishing companies, advises a more limited set of applications. According to Chicago style, these sentences would all be written with hyphens, not en dashes: â€Å"He had long flown the San Francisco-Los Angeles run.† â€Å"In 1930, the Smoot-Hawley Tariff Act went into effect.† â€Å"The final score was 6-5.† â€Å"After discussion, the board voted 6-3 to approve the project.† â€Å"Their father-son rivalry persisted for many years.† â€Å"The Michelson-Morley experiment was a significant milestone on the way to the theory of special relativity.† What, then, are en dashes for? First, they separate two numbers in a number range (as in the inclusive page numbers in a chapter, or the years of birth and death in a person’s life span). Second, the en dash functions as a superhyphen. It is this second function that this post details. In a simple phrasal adjective, two single words that, as a temporary compound, modify a noun are often hyphenated: â€Å"Her high-handed gesture backfired.† (The hyphen’s function is to eliminate ambiguity, so that the sentence is not understood as referring to a handed gesture that is high.) But when the first of the two terms in the temporary compound is itself a compound, the greater suspensive strength of the en dash is employed, as in â€Å"She wears jam jar–bottom glasses† or â€Å"The character’s origins go all the way back to the golden egg–laying magic goose.† Alternately, these sentences can be styled with hyphens between the three words in each phrasal adjective, as in â€Å"She wears jam-jar-bottom glasses† and â€Å"The character’s origins go all the way back to the golden-egg-laying magic goose.† This style is used when en dashes are discouraged or not an option, such as online (on Web sites, en dashes, unlike hyphens, require use of a code) or in newspapers, most of which do not use the longer symbol. However, such use of hyphenation does not demonstrate the subtle relationship between the elements of the phrasal adjective. In addition to linking an open compound to another adjective, an en dash serves to connect a proper noun to a word that indicates resemblance or another relationship: â€Å"The character is part Clint Eastwood–type cowboy.† â€Å"You can see him as a Leonardo da Vinci–like genius.† â€Å"She evolved from being a slick Mata Hari–esque female to a more rounded, tomboyish figure.† This structure clarifies that type refers, for example, to â€Å"Clint Eastwood,† not to â€Å"Eastwood† alone. En dashes connect the concepts in the following phrases: â€Å"Academy Award–winning actor,† pre–Industrial Revolution technology,† â€Å"ex–vice president,† and â€Å"non–United Nations action.† However, when connecting a term to a hyphenated compound, a simple hyphen is used, as in â€Å"non-English-speaking visitors† or â€Å"non-government-sponsored programs.† Another case in which a hyphen, not an en dash, is employed is â€Å"post-9/11,† because the short form of the month-date designation is not considered a compound. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowEnglish Grammar 101: Verb Mood25 Idioms with Clean

Managing Diversity Research Paper Example | Topics and Well Written Essays - 4750 words

Managing Diversity - Research Paper Example The paper tells that the modern business environment is observed to become increasingly competitive undergoing constant alterations owing to globalization. This certain fact is in turn growing to be a major challenge for the survival of the organizations in the current day context. The rate of globalization is rapidly escalating, simultaneously triggering the need of increased communication in between the people with varied beliefs, backgrounds and cultures compared to the earlier times. Individuals are no more considered to exist in a limited marketplace as the factor of globalization makes them an integral part of the global economy and is believed to face competition from almost all the continents. Owing to such reasons, it becomes necessary for profit as well as non-profit organizations to entail and accept diversity so as to attain increased creativeness along with becoming open to different types of alterations. Capitalizing as well as maximizing on the element of diversity is developing to become quite a significant issue related to management in the present times. Diversity refers to the concept of comprehending, recognizing, accommodating and assessing along with commemorating about the dissimilarities that exists among individuals with regard to class, gender, mental stability, sexual-orientation, status related to public assistance, age, ethnicity, physical competence, race, and spiritual application. The issues associated with diversity are presently regarded as significant and are even anticipated to gain augmented significance in the upcoming days owing to the growing dissimilarities in the population. It is considered to be imperative for the organizations to concentrate on the element of diversity and seek for different ways in order to become completely comprehensive organizations. Diversity is believed to entail the prospective of reaping increased productivity level accompanied with competitive advantages. In this context, managing as well as assessing diversity is learnt to be a vital constituent associated with effectual people management which is competent of enhancing the productivity of the organizations (Rosado, 2006). Concept of Managing Diversity The international environment of business, increased requirements owing to the intense competitiveness and demographic alterations calls for the requirement of diversity. In this regards, managing diversity has been referred to the practice related to learning which paves the path towards overall organizational competence. The development of this competence is measured to be immensely important in a modern organization for the reason of effectually acting in response to the issues as well as prospects that are triggered owing to the existing socio-cultural form of diversity with regard to a particularly distinct social system. Management of diversity is believed to take place by pursuing a definite order of steps with the aid of which individuals as well as organization s progress from lack of knowledge. This is again associated with the definite topic till the stage or a level where the activities with regard to diversity manipulating the organizations, their consequences and their workforce is comprehended (Cox & Beale, 1997). Managing diversity is also referred to the constant process which helps in setting free of the different talents along with proficiencies that is brought into a particular organization, society and community by its respective diverse population with the aim to build a completely inclusive along with wholesome environment. This particular environment is believed to hold increased significance as it helps in effectively managing the differences along with making the most of the entire latent of all the involved individuals which proves to be beneficial for all from a cultural perspective (Rosado, 2006). Diversity is stated to be a budding notion in the current phenomenon. This specific term is believed to be both particular b eing centered on a definite individual and being contextual

Nursing assigment Essay Example | Topics and Well Written Essays - 2000 words

Nursing assigment - Essay Example Bearing these in mind, the significance of evidence-based practice is highly valuable in proving that health practices are safe for the public and cost-effective. In this paper, barriers and possible resolution of gaps between nursing research and their application are tackled, as well as their utilization through standardized clinical guidelines in relevantly managing smoke cessation in clinical settings. Discrepancies in Evidence-Based Practice Despite the long emergence of concepts in evidenced-based practice in health care sectors, success in fully translating research outcomes into care practices seemed lagging in progress. At large, four main sectors contextually represent the barriers to research employment: â€Å"health-care professional related, organizational-related, research related, and presentation-related† (Chau, Lopez, & Thompson, 2008, p.640). Each division indicates specific areas of clinical problems that probably weaken health professionals in fully respond ing to the positive sides brought about by solid research results. Health-care associated factors may range from personal demographics (educational level, social and economic status), personal characteristics and values, such as knowledge seeking behaviors to further one’s practice. With organizational barriers, these comprise viewpoints of affiliated institutions on its commitment to research adaptation and dissemination, facility maintenance, hierarchical culture and authority for change, administrative support, and lack of opportunities to develop and acquire research resources. As of research-related interference and presentation, types and comprehensiveness of research contents affect professional perceptions, including comparison of previous and present research for results and conflicting thoughts. As such, there is increased tendency to reject research composition and presentation should data fail to meet practical health needs of clinical personnel that research team s aim at satisfying. In more ways, the concerted results of practical nursing barriers create disparities that may unintentionally provide nurses with concrete excuses not to change their old ways. Common among perceived nursing barriers to full research application are said to be generated from organizational, and professionally-related factors. Funk, Tornquist and Champagne (1995, p.397) emphasized â€Å"insufficient authority to (clinical practice) change...and insufficient time to implement new ideas† as primary sources of research to practice discrepancies. The prevailing culture of inflexible organizational structures in most clinical institutions restricts the attitude of change and resource availability in such settings. Elaborately, it also affects sufficiency of time required to search, read, and substantially absorb relevant information from research journals and related materials. To top these off, Cummings, et al. (2007, p.S33) revealed the nature of occupation n urses suffers, where most of the time, exhaustion in both physical and emotional aspects reduce their quality of professional care. There is difficulty, then, to acquire suitable skills in search for relevant studies due

Aoc vs the Constitution Essay Example for Free

Aoc vs the Constitution Essay The Articles of Confederation and the Constitution are only six years apart in history. Knowing this you would think that they have very few differences but it is the complete opposite. As soon as the Articles of Confederation were ratified, it got everyone thinking about how to create a good system of government. That is where the Constitution came in. The Constitution changed almost everything from the Articles of Confederation making the national government a lot more powerful. The Articles of Confederation were ratified in 1781. The goal of the Articles was to balance the need for national coordination of the War of Independence with the fear that centralized political power was a threat to liberty of the people. The Articles stated that the new national government was to be a perpetual union. The Articles gave the thirteen states their individual sovereignty, freedom and independence. Under the Articles the national government had a one house Congress, where each state cast one vote. There was no president and no judiciary. Major decisions needed the approval of nine states to be passed. There were only a few powers given to the national government which were to declare war, conduct foreign affairs, and make treaties with other governments. Congress did not have financial resources. It did not have the power to levy taxes or to regulate commerce. Revenue came from contributions from the states and in order to amend an Article you needed a unanimous decision from the states. This made it hard to amend or to change anything. The Articles basically made it impossible to have a national government on a large scale. The Constitution of the USA was adopted in 1787. The Constitution created a legislature, an executive, and a national judiciary. Congress was given the right to raise money without having to rely on the states, like in the Articles, and states were prohibited from infringing on the rights of property. The idea was that the government would represent the people. The Constitution established a two house Congress consisting of a Senate and a House of Representatives. The Senate would include two members from each state and the House of Representatives would have members appointed according to the population of the state. Senators would be chosen by state legislatures while the Representatives would be elected by the people. This was the first step toward the expansion of democracy. The Constitution did not set any rules for qualifications to vote; they left that up to the states. The Constitution strengthened national authority. It gave the president the job of enforcing the law and commanding the military. It gave Congress the right to levy taxes, borrow money, regulate commerce, declare war, and foreign policy. The Constitution declared the national legislature as the supreme Law of the Land. It did however leave the majority of day to day affairs up to the states such as education and law enforcement. It created a checks and balances system between the states and the national government. This was the idea to prevent any branch of the national government from dominating the other two. I think that the Constitution did a better job protecting liberty. This is because even though there were way more provisions and what seems like way more restrictions, it actually gave guide lines so that your basic rights would not be taken away from you. It also made the voting system more fair and the fact that the House of Representatives were proportioned to the population size also made a lot of sense. It also gave strict provisions to insure that the state could not infringe your land. I also think that the Constitution did a way better job running a government. First of all it was a lot more specific so it cleared up a lot of confusion. Second the two house Congress was a much better idea and the checks and balances were also smart because it ensured that no one ever got too powerful. I also think it is a good thing that they insisted on picking a leader, president, for the whole country because I think you need one man to lead the country and make the decisions rather than a few arguing all the time. Also giving the national government some of the powers that the states once had ensured that the law would be fair to everyone, not just the ones making them in the states. As you can see the differences between these two significant documents of our history are tremendous. While the Articles set a few provisions basically empowering the states, the Constitution did the exact opposite putting the national government in charge. Obviously this was the way to go because this is the document that our country still runs by today.

Domestic Violence: The Tracy Thurman Story :: Violence Against Women Essays

There is one particular case that stands out in my mind when I think of domestic violence. The Tracy Thurman Story. Tracy Thurman was a Connecticut housewife. She suffered a horrendous abuse at the hands of her husband. As the days got older so did the beatings and was more horrified each day.   Ã‚  Ã‚  Ã‚  Ã‚  When Buck and Tracy got involved she realized that he had a gambling problem. She had confronted him about him losing money while gambling in front of his friends. Buck became furious and punched the door working his way around Tracy. Buck then starts yelling and saying how his mother put a gun to his head and asked Tracy never to leave him. Seeing his vulnerable side, Tracy felt sorry for him. This showed Tracy that Buck had a shattered soul and a sense of humanity.   Ã‚  Ã‚  Ã‚  Ã‚  Not too long, after Tracy found out she was pregnant. After telling Buck the news, he beat her for the first time. Tracy then leaves from Florida to Connecticut, her hometown and stays with a close friend. Buck follows her to Connecticut and begs, pleads, and promises that it will never happen again. They then get married, stayed in Connecticut, and had a baby boy.   Ã‚  Ã‚  Ã‚  Ã‚  Buck is unable to find work and convinces Tracy to move back to Florida. After losing a game of cards, he goes to rage and beats Tracy again leaving her two black eyes. Tracy moves back to Connecticut, only to have Buck follow her and takes the baby away from Tracy.   Ã‚  Ã‚  Ã‚  Ã‚  At this point Tracy gets a restraining order against Buck. He is not allowed in the state of Connecticut, and Tracy’s home. She sees Buck standing in front of her home and calls the police. The police cannot find the court order against Buck. When the officer comes to the house and tells Tracy that her husband has a right to stand in the street and it would be easier if they weren’t married.   Ã‚  Ã‚  Ã‚  Ã‚  A couple days later, Buck is outraged. He goes to Tracy’s house again screaming for her to come out of the house. This time he doesn’t let up. Tracy then calls the police again and tells them that Buck is outside her house again and wants a patrol car to come by the house. The officer takes a detour back to the station. The officer takes forever to get to the house.

Coopertaive Learning

Cooperative learning is a teaching method used by educators in all grade levels, in all areas of curriculum, and there are many different ways that cooperative learning can be applied in the classroom. The use of cooperative learning centralizes on the goal of getting students to understand the material presented. Cooperative learning allows students to communicate their ideas with each other, brainstorm responses or ideas, and work together to solve problems. The importance of students becoming more involved with the learning process has been emphasized and needs to be implemented in classrooms around the globe (Ross, Seaborn, & Wilson, 2002). Multiple studies have been conducted on student-lead learning groups and the results are supportive of cooperative learning. â€Å"Research on cooperative learning is one of the greatest success stories in the history of educational research† (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). The enthusiasm for cooperative learning is widespread and this paper will explore the history and methods of cooperative learning. The strategy of cooperative learning was developed to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 James Coleman sought to reduce competition in American schools, which he deemed to be a negative component to the education system (1971). Coleman conducted a two-year study of students at nine Midwest high schools and developed what he called a â€Å"climate of values† for the â€Å"adolescent society† in which he conducted his study. Based on his findings and research, Coleman suggested that instead of encouraging competition in a classroom setting, which he stated he felt impedes the process of education, schools should introduce a more cooperative approach to instruction (Knowles, 1971). Many researchers have since elaborated on the work of James Coleman. Currently, some of the most published researchers in the field are as follows: Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be used to effective implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student achievement focuses on two important elements: group goals and individual accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin reported that when group goals and individual accountability are used, achievement effects of cooperative learning are consistently positive (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin noted that positive results from the implementation of cooperative learning could be found at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also important to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the following: self-esteem, intergroup relations, acceptance of accountability, handicapped students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Spencer Kagan’s model of cooperative learning advocates for two basic principles. Dr. Kagan states, â€Å"The world is not just competitive and in some important respects is becoming less so; I do not advocate exclusive use of cooperative learning methods, but rather a healthy balance of cooperative, competitive, and individualistic classroom structures to prepare students for the full range of social situations† (Kagan, 1999). Dr. Kagan’s structures stress positive interpersonal peer relationships, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an understanding of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has credited cooperative learning with increasing students’ higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, â€Å"At an accelerating rate we move into a rapidly changing information-based, high -technology, and interdependent economy. Along with the traditional role of providing students with basic skills and information, increasingly schools must produce students capable of higher-level thinking skills, communication skills, and social skills† (Kagan, 1999). David and Roger Johnson have identified five basic elements of cooperative learning. Johnson and Johnson state these pillars of cooperative learning to be the following: individual accountability, positive interdependence, face-to-face promotive interaction, social skills and group processing (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson have reported that it is critical for teachers to understand the five basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the five elements, â€Å"†¦allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in working together (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which will limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction that can be used in a variety of ways. Cooperative learning groups can be implemented to teach specific topic, to ensure knowledge and comprehension of information presented, or to provide long-term support for academic proce ss (Slavin & Madden, 2001). Formal cooperative learning groups are created to achieve a specific purpose, have fixed members and can have duration of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson & Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members. Johnson and Johnson state that, â€Å"During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material being learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) ensure that students cognitively process material being taught, and (e) provide closure to an instructional session. † (Johnson & Johnson, Making cooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of three to four members. Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, â€Å"Base groups give the support, encouragement, and assistance each member needs to make academic progress and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and twice a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson & Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elements are often referenced by the acronym â€Å"PIGS FACE†. If these elements are not incorporated then cooperative learning is not taking place. The five basic elements are outlined below with a description following each term. Positive interdependence is the percept ion gains that of individuals or groups are linked, so that one cannot succeed unless everyone is successful (Kagan, 1999) (Johnson & Johnson, Making cooperative learning work, 1999). Individual accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from performing all the work (Johnson & Johnson, Making cooperative learning work, 1999). Group processing exists when group members converse on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the achievement of the group (Johnson & Johnson, Making cooperative learning work, 1999). Social skills are the skills cooperative education groups need to develop to effectively work together and maintain the group (Slavin & Madden, 2001). It fosters the growth of social skills that are needed to succeed in the classroom, workplace and community in individuals that are socially unskilled (Orlich, Harder, Callahan, Trevisan, & Brown, 2010). Face-to-face promotive interaction promotes each group member’s success through helping, assisting, supporting, and encouraging each member to be successful (Johnson & Johnson, Making cooperative learning work, 1999). Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are described below. Think-Pair-Share as described by Dr. Slavin, â€Å"This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. Students and teachers learn to listen while a question is posed, think of a response, pair with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Jigsaw as described by Dr. Kagan, â€Å"Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the â€Å"experts† from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for improved achievement levels, and team recognition based on performance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, reviewing or practicing while fostering teambuilding. There are two variations of roundtable that a teacher and use in the classroom. In sequential form, students are in groups of three or more with one-piece of paper and one writing instrument. The teacher poses a question that can have multiple answers. Students take turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so multiple papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity. Students take turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking place about the value of cooperative learning. Most educators agree that cooperative learning celebrates diversity by allowing students to work with all types of people and allows students to acknowledge individual differences (Ross, Seaborn, & Wilson, 2002). Research has shown that cooperative learning can benefit student’s interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, & Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000). Some critics of cooperative learning suggest that group work is an avoidance of teaching. They stress that cooperative learning places the burden of being responsible for each other’s learning on group members (Ross, Seaborn, & Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind due to a passive nature or lack of self-confidence in the group. If high achieving students dominate group activities and discussions, lower achieving students might feel uncomfortable and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, & Wilson, 2002). Johnson, Johnson and Stanne summarize the research on cooperative learning in this way, â€Å"Knowing that cooperative learning can significantly increase student achievement when properly implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. † (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes. The intent of cooperative learning is to foster academic achievement through student discussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work within the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. Through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the larger society.

Students Face Risk Factors For The Academic Achievement

Academic Resilience is a process which refers to students who face risk factors and succeeds academically where the achievement gap claims they should fail. These students face risk factors such as racism, violence, and low socio-economic status and still manage to excel academically. Resilience Theory addresses that people demonstrate to rise and succeed as long as the risk factors are alleviated. The four factors associated with resilience theory are â€Å"risk factors, protective factors, vulnerability areas, and compensatory strategies.† (Page 5) The purpose of the study is to â€Å"know something is an essential step toward being able to replicate and spread it† and â€Å"the second reason is the ongoing goal of increasing general understanding of the experiences of the students, and giving them a voice.† (Page 6) Also the purpose of the study is to promote the academic achievement in America and give hope to those who belong to an ethnic minority group and low socio-economic status so they could succeed in terms of education. 2. What are the primary risk factors the students faced? The risk factors the students faced are they viewed themselves as â€Å"minorities† and â€Å"people of color† in which students have a disadvantage when it comes to competing academically.(Page 11) While describing their experiences they viewed their worlds different from white people since their race, ethnicity, and nationality is different. Another factor the students faced is that â€Å"half of the students spentShow MoreRelatedHow Does Low Socioeconomic Status Affect the Development and Academic Performance of Children?1654 Words   |  7 PagesAffect the Development and Academic Performance of Children? Introduction Throughout my classes at DePaul’s College of Education, I have wondered how and why socioeconomic factors have such a profound effect on childrens school readiness, development, and future of learning. 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