History Of Gm Essays - Alcohol Law, Driving Under The Influence

History Of Gm DRINKING AND DRIVING Drinking and Driving is dangerous to yourself and others around you. Alcohol is a depressant; it impairs your ability to drive, slows down your reaction time and causes you to make some risky decisions that you wouldn't normally take. The penalty for Drinking and Driving is driving Under the Influence (DUI). If your Blood Alcohol Content (BAC) registers over .08, which is 80 milligrams of alcohol per 100 milliliters of blood, you are driving Under the Influence. After having one drink it takes approximately one hour for your body to burn off the alcohol. You can't depend on yourself to be able to drive after an hour because everyone processes alcohol differently and you might even feel the effects long after you've been drinking. Your BAC is based on; your bodyweight, how much you have had to drink, the amount of food you may have eaten before drinking, the length of time over which you have had alcohol, and the speed at which your own body processes alcohol (once again, everyone's is different). There is no way to make your body burn alcohol faster, eating food, drinking coffee, exercising, or taking a cold shower may make you feel better but they have no effect on your rate that alcohol is processed. The following drinks all contain about .5 oz of alcohol; 12 oz of beer, 4 oz of wine, 1 oz of 80 proof liquors. If you are under 21 in California it is also illegal to purchase alcohol or transport alcohol unless accompanied by someone of the age 21 or over. It is also illegal to drive with an open container of alcohol regardless of the age. Of course the penalty would be more severe if the driver is under 21.The penalty for Driving Under the influence can be any combination of the following; prison sentence, fine or license suspension. The penalties can be altered depending on how much you've been drinking, past history of drinking and driving, the amount of time between your past Driving Under the Influence charges and the severity damage if you got in an accident. If an officer suspects you of drinking Under the Influence, you will be forced to pull over, perform a field sobriety test and give a breath sample. The officer must have good reasons to request the test and breath sample. If you refuse to do so it will be charged against you later if you are convicted driving Under the Influence. Bibliography The National Highway Traffic Safety Administration (NHTSA, 1997) defines a fatal traffic crash as being alcohol-related if either a driver or a non occupant (e.g., pedestrian) had a blood alcohol concentration (BAC) of 0.01 grams per deciliter (g/dl) or greater in a police-reported traffic crash. Persons with a BAC of 0.10 g/dl or greater involved in fatal crashes are considered to be intoxicated. This is the legal limit of intoxication in most states. Traffic fatalities in alcohol-related crashes fell by 6 percent from 1996 to 1997. The 16,189 alcohol-related fatalities in 1997 (38.6 percent of total traffic fatalities for the year) represent a 32 percent reduction from the 23,641 alcohol-related fatalities reported in 1987 (51.0 percent of the total). NHTSA estimates that alcohol was involved in 39 percent of fatal crashes and in 7 percent of all crashes in 1997. The 16,189 fatalities in alcohol-related crashes during 1997 represent an average of one alcohol-related fatality every 32 minutes. More than 327,000 persons were injured in crashes where police reported that alcohol was present -- an average of one person injured approximately every 2 minutes. Approximately 1.5 million drivers were arrested in 1996 for driving under the influence of alcohol or narcotics. This is an arrest rate of 1 for every 122 licensed drivers in the United States (1997 data not yet available). About 3 in every 10 Americans will be involved in an alcohol-related crash at some time in their lives. In 1997, 30 percent of all traffic fatalities occurred in crashes in which at least one driver or nonoccupant had a BAC of 0.10 g/dl or greater. More than 68.5 of the 12,704 people killed in such crashes were themselves intoxicated. The remaining 31.5 were passengers, nonintoxicated drivers, or nonintoxicated nonoccupants. The rate of alcohol

Cellulose Essay Example

Cellulose Essay Example Cellulose Essay Cellulose Essay Discuss in my forum What is Cellulose? What is Cellulose and how is it used in food? By Bethany Moncel, About. com Guide Ads: Cellulose Foods with Starch Carbon Fiber Manufacturer Starch Oil and Water Cellulose is sometimes made from cotton. Photo by Kimberly Vardeman Ads Carbon Fiber Production www. harperintl. com Energy Efficiency Lower Operating Costs for Optimized Manufacturing Carbon Fabrics www. hindoostantech. com Carbon Woven and Unidirectional 3K-50K Plain, Twill SatinLipids for Research www. larodan. com We provide unique ranges of lipids for research, i. e Labelled Lipids See More About low-carb kitchen science food terminology Cellulose is a molecule comprised of carbon, hydrogen, and oxygen, and is found in the cellular structure of virtually all plant matter. This organic compound, which is considered the most abundant on earth, is even excreted by some bacteria. Cellulose provides structure and strength to the cell walls of plants and provides fiber in our diets. Al though some animals, such as ruminants, can digest cellulose, humans cannot.Cellulose falls into the category of indigestible carbohydrates known as dietary fiber. In recent years, cellulose has become a popular food additive due to its unique chemical and physical properties when combined with water. Although cellulose can be found in most plant matter, the most economical sources for industrial cellulose are cotton and wood pulp. How is Cellulose Used in Food? Fiber Supplement With rising awareness about fiber intake, cellulose has become one of the most popular food additives. Adding cellulose to food allows an increase in bulk and fiber content without a major impact on flavor.Because cellulose binds and dissolves into water, it is often added to increase the fiber content of drinks and other liquid items when the gritty texture of regular fiber supplements would be undesirable. Calorie Reducer – Cellulose provides a lot of volume or bulk in food but because it is indige stible to humans, it has no caloric value. For this reason, cellulose has become a popular bulking agent in diet foods. Consumers who eat foods with a high cellulose content feel full physically and psychologically without having consumed many calories.Thickening/Emulsifying The gelling action of cellulose when combined with water provides both thickening and stabilizing qualities in the food to which it is added. Cellulose gel acts similarly to an emulsion, suspending ingredients within a solution and preventing water from separating out. Cellulose is often added to sauces for both the thickening and emulsifying action. The thickening power of cellulose also allows for more air to be whipped into products like ice cream, or whipped topping.Cellulose allows for the production of thick and creamy food items without the use of as much fat. Anti-caking – Cellulose’s ability to absorb moisture and coat ingredients in a fine powder make it the ingredient of choice for anti -caking applications. Shredded and grated cheeses, spice mixes, and powdered drink mixes are just a few of the many food items that take advantage of cellulose as an anti-caking agent. Forms of Cellulose Cellulose can be found on ingredient lists under a variety of names, depending on which form is used.Although cellulose has the same molecular structure regardless of the source (wood pulp, cotton, or other vegetable matter), how the molecules are bonded together and whether or not they are hydrated creates different â€Å"forms† of cellulose. Powdered cellulose is the most widely used in food products and is the form of choice for anti-caking applications. Cellulose gum or cellulose gel, which are hydrated forms of cellulose, are often used in sauces or other wet items like ice cream and frozen yogurt. Cellulose may also be found on ingredient lists under the names carboxymethyl cellulose, microcrystalline cellulose, or MCC.

Behavioral Economics Essay Example | Topics and Well Written Essays - 2500 words

Behavioral Economics - Essay Example Generally beliefs concerning the uncertain events are expressed by statements like "I think thator chances are etc. These are sometimes expressed in numerical form as odd or subjective probabilities. Heuristics are simple, efficient rules, fine-tuned by evolutionary processes or learned, which have been proposed to explain how people make decisions, judgments and solve problems, typically when facing serious problems or in case of inadequate information (Tversky, Kahneman,1124). People often follow a limited number of heuristic principles in day-to-day life, which reduces the process of assessing values and probabilities to much more simple judgmental operations. These heuristics are very useful but at times can leads to severe and systematic errors (Tversky, Kahneman, 1124). In case of representative heuristics (Tversky and Kahneman, 1126), the likelihood of an event is judged based upon the extent to which it represents the essential features of the parent population or the generating process. Representative heuristic is generally used by people to make judgment or impression about someone or something. (Koning, 1) It is usually employed while deciding the probability whether or not an object or event A belongs to class or process B. (Tversky and Kahneman, 1131) For illustration of representative heurist... he example of Steve who has been described by his neighbor as "very shy and withdrawn, invariably helpful but with little interest in people or in world of reality. A meek and tidy soul, he has a need for order and structure and a passion for detail. How are people going to judge the possible occupation of Steve from a list of possibilities (e.g. farmer, salesman, librarian, airline pilot or physician) In the representative heuristic, the probability of is assessed by the degree to which he is representative of, or similar to, in this case say a librarian, the stereotype of a librarian. Research with similar type of problems shows that probability and similarity plays equal important role in case of occupation of people. This method of arriving at a particular decision based on the similarity or the representativeness leads to erroneous results affecting the ultimate outcome because similarity is not influenced by the factors which influence judgment probability (Tversky and Kahneman , 1131). There are some drawbacks of representative heuristic which can be rectified by considering the following parameters. Insensitivity to prior probability of outcomes (Base-rate neglect): The base rate fallacy, also called base rate neglect, is an error that occurs when the conditional probability of some hypothesis given some evidence is assessed without taking sufficient account of the "base rate" or "prior probability" of hypothesis (Wikipedia). The prior probability or base-rate frequency of the final decision has a great deal of effect on the probability. In the above example, the fact that there are many more farmers than librarians in the population should be considered while judging, for an estimation of probability that Steve is a librarian rather than a farmer. People tend

Gender Equality Education in the U.K Essay Example | Topics and Well Written Essays - 1250 words

Gender Equality Education in the U.K - Essay Example This essay stresses that teachers are expected to set high expectations and provide equal opportunities to both the boys and girls in studying subjects of their choice. This way, students learn that anything can be done and there is nothing like science subjects and Mathematics are for boys and not girls; also, that women belong to the languages and humanities sector. This has impacted on the future careers of girls as they choose courses in the humanities and language sector and not physics and mathematics courses , being that the science subjects and mathematics are considered masculine. This continues in the U.K, being more entrenched in the education system. In and out of school, pressure to conform to traditional behavior has persisted with women avoiding Physics and Information Technology while opting for English, Biology and History. This paper focuses on various gender issues in education and their impact on student performance. It has been made clear to us why students from both sexes should be treated equally in terms of the subjects to be done and not limit boys to a particular group of subjects and the girls too. These stereotypes based on gender are the ones that have impacted much negatively on students’ performance in the U.K. We equally have seen how girls have managed to prove wrong the idea of them not being able to perform as better when it comes to boys and the science subjects. Therefore, it is important noting that every pupil whether male or female can succeed in whichever subject and direct their career to the direction they please.

Behaviourist and Humanist Approaches to Learning

Behaviourist and Humanist Approaches to Learning The means and style by which material is delivered to a learner depends upon a number of factors, not least of which are the traditions of the environment in which they are being presented. The aim of this essay is to explore both behaviourist and humanist approaches to learning and whether there is a place for the latter in a military environment. The behaviourist approach to learning is traditionally used in both military and school environments: it was the main theory from the 1940s to the 1970s. The ideas that give it its foundation are the experiments that were conducted by Ivan Pavlov; these experiments enabled him to influence the behaviour of dogs with the use of external stimuli – an example of this is salivation at the sound of a bell in anticipation of the arrival of food. This was labelled ‘Classical Conditioning’. It was argued that this sort of conditioning plays a big part in human learning, particularly with regard to physiological functioning (i.e. salivation at the sound of a bell) or emotion (i.e. fears and phobias). James Watson embraced these ideas and was the first to use the term ‘behaviourism’. He believed that it was vital, in order to understand human behaviour and therefore learning, for one to adopt a scientifically measurable approach. He argued that all human behaviour is governed by conditioned responses and as such can be controlled and modified to suit any given purpose. He even went as far as to say that he could train any child to fulfil any job in society as long as he was healthy, as he believed that â€Å" there is nothing from within to develop† (1928). Both Watson and Pavlov thought â€Å"that the simultaneous occurrence of events is sufficient to bring about learning† and is â€Å"ordinarily referred to as the contiguity explanation† (Lefrancois 1994). In other words, the sound of a bell will induce salivation in dogs in anticipation of receiving food, once one is associated with the other; the salivation will occur at the sound of a bell after a while, even if there is no food given to the animal. Thorndike saw this in a different way believing that the effect of the response led learning to occur (termed the Law of Effect). He argued that a learner would repeat responses that brought positive results and that behaviour would be modified through a process of trial and error. This idea is what is known as the reinforcement approach which was further developed by B.F.Skinner. He stated that when reinforcement of any response occurs, it will be repeated and that this can enable control to be gained over people. These r einforcements can either be positive or negative – reward or punishment. He fully explored the relationship between responses and reinforcement and concluded that reinforcement brought about learning. This view is referred to as operant conditioning. Skinner contended that for learning to be effective it needed to be tackled in small stages, it needed to be logical/sequential, it needed to be based on prior knowledge, that the desired behaviour needed to be rewarded regularly in the initial stages and that reinforcement of the required or desired behaviour should happen immediately that it occurs. â€Å"†¦Skinner urges educators to focus on reinforcing student success rather than punishing student failure† and that â€Å"†¦reinforcement for appropriate responses is consistent and immediate, and learned behaviours are maintained by intermittent reinforcement schedules† (Ormrod 2004). As we can see, there is no place for feelings and individual thoughts in behaviourist theory. It is only concerned with what can be observed and it contends that evidence gathered through experiments indicates that there are a number of principles which can be applied to learning and that if these were adopted, the process would be made easier. They are the Law of Effect, the Law of Contiguity, the Law of Exercise (repeating an action or behaviour) and the Law of Reinforcement. The problem with this is that behaviourism provides only a very limited and mechanistic or mechanical way of looking at the process of learning, which is far too simple. It takes little to no account of the learner as an individual and assumes that the learner is passive and has no exercise of free will; it does not allow for differences in individuals and it can be manipulative if the provider wishes to use it in this way. By contrast, humanist thinkers such as Maslow and Rogers asked themselves what is it that makes us human. They approached their studies from a completely different angle and looked upon humanity as innately positive, as opposed to previous ideas which apparently painted life in a very dower and pessimistic manner. Rather than concentrating their studies on those who are suffering form illness, they looked at the behaviour of healthy people –â€Å"when you select out for careful study very fine and healthy people†¦you get a very different view of mankind† (Maslow 1971). The humanist approach encourages people to exercise free will in their lives, allowing them to be individuals in their own right and to highlight everything that is positive about them. This enables any given individual to have the opportunity to achieve their maximum possible potential in whatever they choose to do. They contend that purely scientific methods of studying behaviour are inadequate in assessing any human being (Chapter 6 The Humanistic Approach). Maslow presented his studies in the form of a ‘Hierarchy of Needs’ which indicates that all humans work towards satisfying or attaining their perceived needs â€Å"as a ladder of human achievement that must be climbed† (Trigg 2004). This is laid out in the form of a pyramid with each type of need building from the other while being closely interwoven with each other. At the base is the Physiological type which includes basic needs like air, food, water, shelter and sleep; the next type is Safety or Security which is concerned with stability and a feeling of being protected from harm; this leads on to the type which encompasses Belonging and Love which covers relationships with our family and our peers; the fourth level is that of Esteem which deals with issues of achievement, recognition and respect. Maslow separated these and grouped them together and termed them ‘deficiency needs’ or ‘D-motives’ stressing that a lack of fulfilment in an area will cause a person to act to remedy the problem. He felt that the pyramid was the best way to represent this system as people seemed to challenge themselves to achieve and work their way through the types to achieve their full potential; their motivation was to get better and reach their needs leading onto the next level, similar to the way in which a person who is learning a musical instrument will strive hard to achieve the next grade or a computer gamer will keep trying until he achieves the next level. The final type of needs are called ‘growth needs’, ‘being needs’ or ‘B-motives’ by Maslow. Once the initial needs described above are met, the need for the development within the individual becomes the prime driving force. This is described as Self Actualisation within the pyramid: subsequent versions of the hierarchy included more complex subdivisions within this type of need which serve to break down the areas of personal achievement into smaller categories. Maslow (1968) describes this growth as â€Å"†¦a rewarding and exciting process†¦Ã¢â‚¬  which continues to increase as the person develops throughout their life. Rogers holds similar views to Maslow when looking at the concept of self actualisation. He believes that humans are able to push themselves to achieve their full potential and that each and every person is unique in their ideas about themselves. They hold their own image of themselves in their minds in terms of how they see themselves, how much value they perceive themselves as having and how they would like to develop in the future. â€Å"Whether one calls it a growth tendency, a drive towards self-actualisation, or a forward-moving directional tendency, it is the mainspring of life†¦ it is the urge to expand, extend, become autonomous, develop, mature†¦Ã¢â‚¬  (Rogers 1961). He believed that every individual has the ability to solve their own problems and that his role as a therapist was one of being some kind of ‘facilitator’ to aid the individuals thought processes and progress towards resolving their issues. Each ‘facilitator’ needs to displa y honesty, empathy and respect towards those whom he is trying to help. This environment is controlled by the individual who is being helped and Rogers believed that this was the only environment in which genuine learning could take place. Rogers went on to apply these principles to education. ‘Student centred learning’ enables individuals to take responsibility for their learning; the way that the teacher interacts with their class is crucial in the development of an environment that will encourage learning to take place: â€Å"†¦the facilitation of learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and learner† (Rogers 1969). They need to ensure that there are sufficient resources in place to aid the students, that they themselves are prepared to be a living resource and that they are prepared to act as a learner themselves within the classroom. As an idea, this is an alien concept to many teachers, even today. The idea of not being at the head of the class, dictating the direction that the learning is taking is frightening to a good number of educators. The traditional approach to teaching is being firmly challenged here with me mbers of the profession being asked to look at their methods, critically appraise them and react accordingly. The focus in this environment is the student not the teacher and it is â€Å"a system of providing learning which has the student at its heart† (Brandes and Ginnis 1986). Rogers (1984) sums this supportive environment up by commenting that â€Å"person centred education is much like my rose garden – it needs a caring environment to sustain its beauty.† This sort of approach in the classroom can be very effective as long as both the staff and the pupils enter into the process wholeheartedly. There are many different activities that can focus on the student as an individual in order to allow them to develop and grow as individuals and learn from each other. Initially it is important for the group to set out ground rules so that every individual is aware of how the process works and to ensure that all of the group feel comfortable with the approach that is being taken. These ground rules can include things like not interrupting or talking over the top of someone when they are speaking, thus encouraging every individual to have respect for the others. Once the group have agreed to these ground rules, every activity can be approached with individuals having the same expectations of each other. It is important to note that if there are any new arrivals to the group, these need revisiting to ensure that the newcomer also feels a sense of ownership for them. Group activities where everyone has the opportunity to learn are extremely valuable; examples that I have used are mind mapping (brainstorming), problem solving, open discussion and the circle. The great strength of the circle is that everyone can see and hear everyone else; each person, including the facilitator is on the same level and can physically be regarded as being the same – a listener and a learner. The topic of discussion or the theme that is being addressed can then be opened up to the group; each person has the opportunity to speak if they wish to, with the way that this is organised being decided prior to the circle forming. Sometimes hands up can be used, at other times one person in the group can be placed as a chairperson or even a pencil case or ruler could be passed from the person who is speaking to the next person to speak. This way of organising the group allows each person to feel that they can contribute if they wish to and quieter people can also be in volved by the facilitator in order to broaden their horizons. It also encourages students to listen to and take notice of the views of others even if they ultimately reject them as not being for them. It encourages people to be open with each other without fear of being laughed at, shouted down or humiliated because of what they think or say. It does take a while to get used to this system of learning but it has huge benefits for all those who are open to it. It allows the student to appreciate and develop their own views through consideration of others, broadening their outlook in the process. I have heard the expression ‘Oh, I hadn’t thought of it like that’ during circle time on many occasions. Circle time can also be used to feedback from small group discussions and research that has been undertaken outside the classroom. Role plays are another excellent way of finding out what a small group have understood about a particular topic, through the content of their offering to the rest of the class. Not only does this allow the students to express themselves in their own way but it also encourages different styles of learners to flourish in the classroom and further encourages students to learn from one another. Clearly the teacher or facilitator needs to be comfortable with this process as it is taking place and retain their authority within the classroom. This is a difficult balance to find and is one which some people find it almost impossible to do. Within the traditional school environment this sort of approach is unheard of due to the seemingly unstructured and undisciplined way of tackling any work. Military establishments may have the same views due to the highly disciplined nature of what the soldiers are trained to do. However, the question remains as to whether this sort of humanistic approach can work in that environment. It would seem that whether the approach would work would depend upon the nature of what the learner was attempting to learn and where he is attempting to learn it. The military have traditionally relied upon the behaviourist model as it best suits their purpose. The instructors can employ both positive and negative reinforcement to train the soldiers to do what they have to in the field of battle or ‘theatre of war’. Soldiers do not have time to think about how to reload a weapon or whether it is right to fire when they are in the middle of a battle zone. The way that they are taught reflects the arena in which they will have to perform their set tasks; reloading a weapon today is far easier than it was in the days of muskets, but soldiers still have to be disciplined and keep their heads in difficult pressurised situations. Being taught in a mechanised fashion will help them as tasks will become second nature due to the consistent repetition that has taken place on the training ground. My father could still tell me how to strip down, clean, oil and rebuild his weapon in every detail some 20 years after having left the armed forces. This can also be said of manoeuvres that are vital to the survival of a unit of men. They are ‘drummed’ into the minds of the soldiers so that they are become an automatic reaction to a given stimulus. This could ultimately save their lives and the lives of those around them. An example of this is the reaction to a very loud bang in a public house one day while I was enjoying a drink with my two brothers in law, both then in the Army; they had just returned from Northern Ireland when this incident happened. The loud bang went off and I looked around to find them both on the floor tight up against the skirting boards on opposite sides of the room. This was a conditioned response to the loud bang and was as a result of their extensive survival and battle training. Much of military training cannot afford to co ncern itself with the individual needs of each of the soldiers – it must simplify the learning so that the whole reacts (as far as possible) in a predicable way. In short, when an order is given it is obeyed immediately, without fail. There would however seem to be a place for the humanistic approach within the modern military environment too. Within the confines of a classroom, when conducting classes which are concerned with basic skills such as literacy, numeracy and IT there may well be an opportunity to utilise this type of learning strategy. Everyone likes their opinion to be taken notice of, to feel that they are contributing and to be listened to. Those who are undertaking officer training are required to problem solve – this can be done using this different approach and will allow the learner to express themselves as they are doing so. Individuals need to be given the opportunity to develop themselves to the best of their ability and this needs to be facilitated in all environments of learning, including the military. There is a place for freedom of expression, in the right place at the right time. It would seem that there would need to be strong leadership in order that these sorts of methods coul d be introduced and continue to be used in a military environment, as their implementation would involve a change in long held and established practises. There also needs to be an acknowledgement â€Å"that traditional training approaches, which place an emphasis on replication or imitative learning, are unsuited to fostering the longer term individual and organisational development outcomes required by a significantly changed operational environment† (Thomas 2006). Catering for the individual strengths and needs of individual soldiers can foster a greater sense of loyalty in them and an even greater motivation to succeed not only for themselves but their fellow men. This is particularly important in this rapidly changing modern technological world. In the modern military environment, there would seem to be a place for both the traditional behaviourist and the humanist approaches to learning. Given that all those involved understand that certain situations require different methods of teaching to be employed and accept that from the outset, there is no reason why both cannot be employed. All soldiers understand the need to obey orders and that certain tasks will need to be done like an automaton in order for them to be successful in what they do. It is essential that there is also an acknowledgement that there is a place for people to want to achieve the best that they can within their environment as an individual, as well as for the collective. As Rogers (1980) explains â€Å"the actualising tendency can be thwarted or warped, but cannot be destroyed without destroying the organism.† It is also important to note that â€Å"†¦with this self-actualisation, individuals can engender life long learning†¦Ã¢â‚¬  (Ki el 1999). There are many differing ways that people learn and it is up to different organisations to adopt the method or methods that are best suited to bring them success in their field. That does not negate the need however, for all providers to reflect upon and modify their methods to best effect from time to time. The military have hundreds of years to tradition to fall back on, but need to ‘move with the times’ and accept that the humanist approach in certain areas of their educational provision can be of benefit to both individuals and the military as a whole. Bibliography Chapter 6 The Humanistic Approach Brandes, D. Ginnis, P. 1986 A Guide to Student-Centred Learning Oxford: Basil Blackwood Lefrancois, G.R. 1994 from Tutor notes Behaviourist Theories of Learning Maslow, A. 1971 The Farther Reaches of Human Nature New York: Viking Maslow, A. 1968 Towards a Psychology of Being (2nd Ed) New York: Van Nostrand-Reinhold Ormrod, J.E. 2004 Human Learning (4th Ed) from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1961 On Becoming a Person Boston: Houghton Mifflin Rogers, C.R.R. 1969 Freedom to Learn Columbus, Ohio: Charles E Merrill Publishing Rogers, C.R.R. 1980 A Way of Being Boston: Houghton Mifflin Watson, J.B. 1928 The Psychological Care of Infant and Child from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1984 from Frieberg, H.J. 1999 Perceiving, Behaving, Becoming: Lessons Learned Alexandria Association for Supervision and Curriculum Development Kiel, J.M. 1999 Reshaping Maslow’s Hierarchy of Needs to Reflect Todays Educational and Managerial Philosophies Journal of Instructional Psychology, Vol. 26 Thomas, K 2006 Leadership Development in the Military: Bridging Theory and Practice International Journal of Human Resources Development and Management, 6(2-4) Trigg, A.B. 2004 Deriving the Engel Curve: Pierre Bordieu and the Social Critique of Maslow’s Hierarchy of Needs Review of Social Economy, Vol.62

management :: essays research papers

Introduction: The report is about Teenstuff Magazine. The magazine was established 9years ago in Egypt by Manal El Mahdy to target teenagers in high school and university. Later on the magazine became more tailored to the high school youth. The purpose of the report is to analyze the management of this organization through review of it’s external and internal environment, mission statement and SWOT analysis. Interviews were carried out with the assistant marketing manager Sandra Adel and the distribution manager Yasser Hashem. Aside from the print magazine there is an online one and another Arabic magazine â€Å"Kelmetna†. II-Body: 1)  Ã‚  Ã‚  Ã‚  Ã‚  External environment: a)  Ã‚  Ã‚  Ã‚  Ã‚  General: From the general environment in the external environment the economic and political dimension are considered to be the most two influential dimensions on the organization. The economic dimension affects a lot of decision in the organization including day to day business especially that the economy in Egypt is unstable. For example when the Egyptian pound was floated and the price of the dollar increased the costs of printing in the magazine increased and the price had to be increased like wise which had a huge effect on the overall organization and customers. Secondly, the effect of political dimension is manifested in the censorship practiced. When, the country is in state of chaos and instability censorship increases. The international dimension doesn’t have a very influential effect because the magazine’s market is mainly Egypt and the online version that aims to target Arabs outside Egypt is new too. There is no worry from the socio-cultural dimension since the maga zine whether content or appearance is highly adaptable to changes in the society. As for the technological dimension, the magazine benefits hugely of course from new developments as long as, its costs is reasonable and affordable by the magazine. For example the editors and designers use Apple computers and special programs for the layout and design of the magazine. b)  Ã‚  Ã‚  Ã‚  Ã‚  Task : The magazine is considered a category leader since it’s the first English youth targeting magazine in Egypt and till this moment there is no real direct competition. There is an indirect competition from other magazines such as campus and g-mag. There is only one supplier with whom the magazine deals with; SAHARA printing press. The magazine has a certain quality which only 2 printing press houses in Egypt can achieve, they left IBH because of problems that has to do with the paper binding and deadlines. management :: essays research papers Introduction: The report is about Teenstuff Magazine. The magazine was established 9years ago in Egypt by Manal El Mahdy to target teenagers in high school and university. Later on the magazine became more tailored to the high school youth. The purpose of the report is to analyze the management of this organization through review of it’s external and internal environment, mission statement and SWOT analysis. Interviews were carried out with the assistant marketing manager Sandra Adel and the distribution manager Yasser Hashem. Aside from the print magazine there is an online one and another Arabic magazine â€Å"Kelmetna†. II-Body: 1)  Ã‚  Ã‚  Ã‚  Ã‚  External environment: a)  Ã‚  Ã‚  Ã‚  Ã‚  General: From the general environment in the external environment the economic and political dimension are considered to be the most two influential dimensions on the organization. The economic dimension affects a lot of decision in the organization including day to day business especially that the economy in Egypt is unstable. For example when the Egyptian pound was floated and the price of the dollar increased the costs of printing in the magazine increased and the price had to be increased like wise which had a huge effect on the overall organization and customers. Secondly, the effect of political dimension is manifested in the censorship practiced. When, the country is in state of chaos and instability censorship increases. The international dimension doesn’t have a very influential effect because the magazine’s market is mainly Egypt and the online version that aims to target Arabs outside Egypt is new too. There is no worry from the socio-cultural dimension since the maga zine whether content or appearance is highly adaptable to changes in the society. As for the technological dimension, the magazine benefits hugely of course from new developments as long as, its costs is reasonable and affordable by the magazine. For example the editors and designers use Apple computers and special programs for the layout and design of the magazine. b)  Ã‚  Ã‚  Ã‚  Ã‚  Task : The magazine is considered a category leader since it’s the first English youth targeting magazine in Egypt and till this moment there is no real direct competition. There is an indirect competition from other magazines such as campus and g-mag. There is only one supplier with whom the magazine deals with; SAHARA printing press. The magazine has a certain quality which only 2 printing press houses in Egypt can achieve, they left IBH because of problems that has to do with the paper binding and deadlines.

Com 156 Research Plan

Associate Level Material Appendix D Research Plan As part of your research plan, you must first draft a research question for your research paper that will guide the rest of your writing. A research question, which is more specific and focused than a general topic, is the question that your research paper will be answering. For example, if your general area of interest is social security, a possible research question might ask â€Å"How can low-income families save more money if the United States had a reformed social security plan that includes personal retirement accounts? As you develop a research question, keep in mind that you will need to research sources to support your topic. Do not pick a one-sided question that will limit your research. Instead, develop a research question that lends itself to further exploration and debate—a question for which you genuinely want to know the answer. Try to pick a research question that is neither too broad, which covers too much, or too narrow, which covers too little. It should be broad enough to be discussed in a short research paper. What is your general topic or area of interest? What is it about your general topic of interest that interests you? What questions do you have about the topic that you would like to investigate? List them. Would any of the questions you listed about the topic make a good subject for a research paper? Pick or adapt one question and make it into a research question. Why do you think this research question will be appropriate for a research paper? How is your research question significant or relevant to a wider community? What background information provides the preliminary grounds for your research? What are some expert or authoritative sources of information on this research question? What type of materials will you need to review for your research paper? What procedures will you follow to conduct your research? What difficulties do you anticipate in conducting your research?