The New Employee in the Daniel Orozcos Orientation

The new employee is the main character in Orozco’s story â€Å"Orientation.† Orozco only concentrates on relationships of other employees and makes the new employee a mere observer in the new setting.Advertising We will write a custom essay sample on The New Employee in the Daniel Orozco’s Orientation specifically for you for only $16.05 $11/page Learn More The narrator refers to the main character using the second person voice. â€Å"You must pace your work† (Orozco 2).However, the narrator tells the story using the first person voice. â€Å"What do I mean? (Orozco 3). The new employee does not speak in the story although we can see that there was dialogue. â€Å"I’m glad you asked that† (Orozco 3). We assume that the new employee asks a question but the narrator does not include it in the story. By so doing, the narrator demonstrates that the new employee who is the listener is completely insignificant. Simila rly, the job that the new employee is to partake is insignificant to the story. The story is set in a conventional office environment. â€Å"Those are the offices and these are the cubicles† (Orozco 1). The narrator uses this setting to make the lives and behaviors of employees appear more disgraceful. The narrator shifts from orientating the new employee to the general office to revealing about personal lives of the employees. He tells us about Russell Nash and his lust for Amanda Pierce. Apparently, discussing such information in an office environment is absurd. Assuming that the narrator and the new employee had never met before, the narrator ought to have restrained from discussing sexual relationships of other employees because he risked embarrassing the listener. Under normal circumstances, such discussions only happen between people who are close to each other. The narrator maintains a professional stance by refusing to comment on different sexual aspects of the employ ees. He only narrates events without sharing his mind about the same. For instance, he describes what Amanda’s husband does but he refrains from offering further comments (Orozco 4). This adds value to how the new employee perceives the information that the narrator shares.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The narrator also tells the new employee about his job limitations. â€Å"There are no personal phone calls allowed† (Orozco 1). The narrator then explains to the new employee about what he can do when there is need for an emergency call. â€Å"If you must make an emergency phone call, ask your supervisors first† (Orozco 1). The narrator uses a professional tone in these two communications and creates a professional mood, which contradicts the idea of unprofessionalism when discussing personal information about employees. The objects in this piece of li terature are the offices and the cubicles. â€Å"Those are the offices and these are the cubicles† (Orozco 1). The narrator uses these objects to indicate to the new employee that he must act professionally as he is an official environment. These objects also instill caution in the new employee and that is why he listens cautiously and asks questions where he does not understand. The story ends with a climax, as the narrator tells the new employee about Kelvin Howard, who is a serial killer. â€Å"Kevin Howard sits in that cubicle over there. He is a serial killer† (Orozco 5). The narrator goes ahead and explains how Kelvin mutilates people in town. He, however, clarifies that Kelvin only kills strangers. By doing so, the narrator intends to assure the new employee that he is safe because under normal circumstances, an employee would scare the idea of working with a prominent serial killer. The narrator also portrays Kelvin as a hardworking man who does not let his non -professional activities interfere with his professional duties. Supposedly, the new employee feels secure because he will not be a stranger to Kelvin, but a professional colleague who Kelvin cannot attack. Therefore, this conclusion works because the aim of orientation is to make people comfortable in new settings.. Works Cited Orozco, Daniel. Orientation, New York: Faber Faber, 2011. Print.Advertising We will write a custom essay sample on The New Employee in the Daniel Orozco’s Orientation specifically for you for only $16.05 $11/page Learn More This essay on The New Employee in the Daniel Orozco’s Orientation was written and submitted by user Sp1der-Ham 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.

Biography of Mary Read, English Pirate

Biography of Mary Read, English Pirate Mary Read (1685–buried April 28, 1721) was an English pirate who sailed with Calico Jack Rackham and Anne Bonny. Though little is known for certain about her former life, she was well-known as a pirate from 1718 to 1720. After being captured, she was spared hanging because she was pregnant but died shortly after due to an illness. Fast Facts: Mary Read Known For: One of the most famous female pirates of all time, Read sailed with Calico Jack Rackham during the early 1700s.Also Known As: Mark ReadBorn: 1685 in EnglandDied: 1721 (buried April 28, 1721) in Port Royal, Jamaica Early Life Most of the limited information about Mary Reads life comes from Captain Charles Johnson (believed by many, but not all, pirate historians to be a pseudonym for Daniel Defoe, the author of Robinson Crusoe). Johnson was descriptive, but never mentioned his sources, so most of Reads alleged background is in doubt. Read was supposedly born sometime around 1690 to the widow of a sea captain. Mary’s mother dressed her up as a boy to pass her off as her older brother, who had died, to get money out of Mary’s paternal grandmother. Mary found she liked dressing as a boy, and as a young â€Å"man† she found work as a soldier and sailor. Marriage Read was fighting for the British in Holland when she met and fell in love with a Flemish soldier. She revealed her secret to him and they married. For a time, they operated an inn called The Three Horseshoes not far from the castle at the town of Breda in the Netherlands. After her husband died, Read could not operate the inn alone, so she went back to war, dressing once again as a man. Peace was soon signed, however, and she was out of work. Read took a ship to the West Indies in hopes of finding new opportunities. Joining the Pirates While en route to the West Indies, Read’s ship was attacked and she was captured by pirates. Read decided to join them and for a while, she lived the life of a pirate in the Caribbean before accepting the king’s pardon in 1718. Like many former pirates, she signed on board a privateer commissioned to hunt down those buccaneers who had not accepted the pardon. The mission didn’t last long, however, as the whole crew soon mutinied and took over the ship. By 1720, she had found her way on board the pirate ship of â€Å"Calico Jack† Rackham. Anne Bonny Calico Jack already had a woman on board: his lover Anne Bonny, who had left her husband for a life of piracy. According to legend, Bonny developed an attraction to Mary, not knowing that she was a woman. When Bonny tried to seduce her, Read revealed herself. According to some accounts, they became lovers anyway, with Rackham’s blessing (or participation). In any event, Bonny and Read were two of Rackham’s most bloodthirsty pirates, each carrying- according to one report- a machete and a pistol. Read was a good fighter. According to legend, she developed an attraction to a man who had been forced to join the pirate crew. The object of her affection managed to irritate a certain cutthroat on board, who challenged him to a duel. Read, fearing that her would-be lover might get killed, challenged the brute to a duel of her own, scheduling it a couple of hours before the other duel was supposed to take place. She promptly killed the pirate, in the process saving the object of her affection. Capture and Trial By late 1720, Rackham and his crew were well known as dangerous pirates, and bounty hunters were sent out to capture or kill them. Captain Jonathan Barnet cornered Rackhams ship in late October 1720. According to some accounts, Bonny and Read fought valiantly while the men hid below deck. Rackham and the other male pirates were quickly tried and hanged in Port Royal, Jamaica, on November 18, 1720. Bonny and Read declared at their trial that they were pregnant, which was soon determined to be true. They would be spared the gallows until they had given birth. Death Mary Read never got to taste freedom again. She developed a fever and died in prison not long after her trial, probably sometime in early April 1721. Records from St. Catherine Parish in Jamaica show that Read was buried on April 28, 1721. Legacy Most of the information about Read comes from Captain Johnson, who most likely embellished at least some of it. It is impossible to say how much of what is commonly known about Read is true. It is certainly true that a woman by that name served with Rackham, and evidence is strong that both women on his ship were able, skilled pirates who were every bit as tough and ruthless as their male counterparts. As a pirate, Read didnt leave much of a mark. Rackham is famous for having female pirates on board (and for having an impressive pirate flag), but he was strictly a small-time operator, never getting close to the levels of infamy of someone like Blackbeard or the success of someone like Edward Low or Black Bart Roberts. Nevertheless, Read and Bonny have captured the public imagination as being the only two well-documented female pirates in the so-called Golden Age of Piracy. In an age and society where the freedom of women was greatly restricted, Read and Bonny lived a life at sea as full members of a pirate crew. As subsequent generations increasingly romanticize piracy and the likes of Rackham, Bonny, and Read, their stature has grown even further. Sources Cordingly, David. Under the Black Flag:  The Romance and the Reality of Life Among the Pirates. New York: Random House Trade Paperbacks, 1996.Defoe, Daniel. A General History of the Pyrates. Mineola: Dover Publications, 1972/1999.Johnson, Charles, and Margarette Lincoln. A General History of the Robberies and Murders of the Most Notorious Pirates. The Folio Society, 2018.Konstam, Angus. The World Atlas of Pirates. Guilford: The Lyons Press, 2009.Woodard, Colin. The Republic of Pirates: Being the True and Surprising Story of the Caribbean Pirates and the Man Who Brought Them Down. Mariner Books, 2008.

RC and RI circuits Lab Report Example | Topics and Well Written Essays - 1250 words

RC and RI circuits - Lab Report Example The data and observation were recorded whilst simulating the above circuits. RC circuit contain both resistor connected in series and the capacitor. The system can be used to control timing. When DC voltage source is connected across an uncharged capacitor, the rate at which the capacitor charges up decrease as times passes and the frequency changes The objectives of the experiment was to investigate how the voltage across varies as it charges and to find its capacitive time constant. The circuit investigated the phase angle between each frequency at different voltage for both the input and output voltage. It aims at verifying the nature of the peak amplitude for every output and input wave front form The experiment was undertaken in accordance with the underlying laboratory procedure. Computation entail values of V(t).The circuits for charging and corresponding discharging the capacitor were sketched. They were wired in order to fully charged or discharge by switching the circuits. The apparatus was connected as shown in the diagram above and their frequencies were set in the time setting as shown above. Measurement was taken from the different frequency across, voltage noted across frequency, and a table was form to tabulate the phase angle for each frequency. The tabulated measurement was used for calculation and drawing of the graph. The graphs draw was used to tabulate the for the peak amplitude for both input and output. The circuit A and circuit B had peak amplitude for the output is 10v/Dv and corresponding input peak amplitude of 7.5v/Dv. In circuit C peak amplitude was 10V/Dv whilst the input peak amplitude was 8V/Dv As the frequency escalates from 100Hz to 10 kHz the corresponding output, voltage reduces from 9.9v to 0.718v. Thus, plotting the underlying output voltage against the input frequency, the output voltage becomes 70.7% of the input voltage gives as The output signal is attenuated to 70.7% of the underlying input

Human Geography Analysis Essay Example | Topics and Well Written Essays - 2750 words

Human Geography Analysis - Essay Example Malawi is a little smaller than Pennsylvania with a population of 15 million people and 90 percent of them living with an average income less than two dollars a day. Experts are in the view that by the end of this century, the population is likely to be almost 132 million. At present, about 40 percent of people in Malawi live below the nation's poverty line. The cause may be for lingering poverty is that in excess of 70 percent of Malawians live in countryside areas where they depend on agriculture for living. Almost all farmers cultivate maize; however, the income from it is insufficient that few people have enough money to live on. Three different views for the future of worldwide agriculture are ranged contrary to one other. The first and most admired progressive idea for Malawi, perceives these agriculturalists as fighters of a condemned way of life to be supported in future. Paul Collier, Oxford economist, is the man behind this ‘noble’ vision who offered in a conte mptuous November 2008 Foreign Affairs article in which he hit the ‘romantics’ who coveted for farmer cultivation. Seeing wages in cities are higher than in the rural area, and most advanced nation is capable to nourish itself without peasant farmers, Collier demanded for the features of big agriculture. He as well asked European Union to assist with genetically improved crops and the United States to stop domestic aids for biofuel. Biofuel aids are ridiculous, as they cause food prices to go up, drain off grains from the bowls of the poor into the production of biofuel with partial environmental advantages. Even though global agroindustry has made great profits since the East India Company, it hasn't improved the standard of farmers and farm laborers, who are always society's deprived people. If the aim is to make the world's poorest people wealthier, it is better to invest in their farms and place of work than to drive them to the metropolises. World Development Report in 2008 by the World Bank found that, certainly, investment in farmers was effective and real ways of raising people out of poverty and starvation. Agriculturalists societies from Malawi to India to Brazil demanded that right to use land, water, viable technology, training, markets, and state venture in processing, and further entree to level playing arena on national and global markets can benefit them. Nevertheless it took three decades of inadequate plan for the development establishment to understand this, and yet to fully realize. So as to fight the Cold War in overseas arenas, the U.S. and important foundations spent profoundly in farming technologies, for instance, with improved seed and fertilizer. William Gaud, the USAID administrator, called it a Green Revolution. The Green Revolution was executed with less passion and success in Africa than in Asia. In 2006, the International Fertilizer Development Center viewed that $4 billion value of soil nutrients were being quarried from the African soil by farmers who, struggle to live, weren't filling the nitrogen, potassium, and phosphorous in the land. The reason for deteriorating soil quality lay because of systematic negligence since the 1980s that the World Bank itself acknowledged in an internal evaluation and the remedy is to fix the soil with technology. Consequently in 2006, the Rockefeller Foundation joined the Gates Foundation to launch ‘

The international trade theories implemented by KFC Essay

The international trade theories implemented by KFC - Essay Example In relation to the study, the company which has been selected is Kentucky Fried Chicken (KFC) is one of the most renowned brands in the segment of fast food chain restaurants in the international market. It was started in the 1930s in Southern USA as a small franchise business by Colonel Harland Sanders. Â  Presently, it has 13,000 restaurants in all over the world. Â  The three most important success factors including service, quality, and relaxing atmosphere make KFC be a market leader. The exchange of goods, services, and capital across an international border and/or territories is widely referred as international trade in the modern business environment. In the similar context, international trade theory emphasizes on understanding the traditional influences over particular businesses in order to appreciate international trade that in turn provides assistance to improve the welfare of countries in terms of economic aspects. It is in this context that the factors which are consi dered to be of utmost significance by KFC in its international trade theories include cultural, political, legal and economic factors. The attitudes, beliefs, and values of a society are considered as cultural aspects of that country. A culture can be treated as one of the strongest influencing factors in terms of conducting international trade between two different countries. For instance, KFC is engaged with many countries including China, Mexico, Latin America, and the US among others in terms of trade.

History of Business Studies

History of Business Studies This research has been a requisite due to the fact that in 2011 students performance at Higher School Certificate level had a fail rate (Grade U) of 34.16% out of 161 examinable candidates in Business Studies at Advanced Subsidiary level (MES, 2012). Moreover, the key messages from the principal examiners report for teachers (2011) claimed that educators should show students how to construct their answers by using the context and data provided; put emphasis on number of attempts of all questions in the data response paper; improve time management skills; read questions carefully and focus answers closely to question asked; provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to marketing, focusing on the elements of changes to the marketing mix; contextualising the market research; picking key evidences from daily marketing activities of businesses of were the most important aspects. On t he other extreme, candidates should take care to apply analysis and evaluation skills in the context in order to achieve higher marks; give a balanced argument in answers; show how concepts are useful to a business; comprehend the exact requirements of the questions. In 2000, Raelin (p.107) sustained that We need to continue to experiment with ways to bring reflective practice to management education (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . . Consequently, the author believes that Action Learning as an Action Research may revolutionize the leaning process of Business Studies students at secondary level. Aims and Objectives of the Research Aims of Research To show how effective is Action Learning as a concept in the teaching and learning of Business Studies at HSC level. To identify learning difficulties during Business Studies lesson. Objectives To enable set participation and discussions to acquire new skills during Business Studies lesson. To assess student based on their social skills and help them to learn from their own action. To compare performance of students behaviour based on past experiences in Action Learning. To provide participants the opportunity to ask questions, support each other and take action to resolve problems. To see how effective is Action Learning in developing other skills for learners. Rationale During the past years, teacher centred approaches have dominated the learning process leading to poor results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are not motivating. Learners see the lesson as being bulky to complete at the two last periods after recess with conventional instruction. Throughout, interest level seems to be very low and the learners try to oppose the learning process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers. This research adopts a purely humanistic conception toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer environment in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, critical thinking, generalisation of ideas and reflection of set members are achieved. Research Questions What types of problem are students facing while doing business studies at HSC Advance Subsidiary level in Forest Side SSS (boys)? Does action learning affect personal development and performance of students during learning process? Methodology An action research has been adopted for this study based on qualitative and quantitative research methodology. For the collection of data, qualitative assessment will be implemented on social skills through participants observation and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students studying Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly Case Studies where students will have to identify problems and discussions will be made in prior to obtain an outcome by using action learning. CHAPTER ONE INTRODUCTION Introduction This chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at both Lower and Upper secondary level. It highlights the importance of choosing Cambridge International Examination (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area. 1.1. Brief history of Business Studies In 1948, management of business as a subject was introduce in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of Commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a decision to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971. Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. Few years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education. To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for Commercial studies, Business Studies, Economics, and Accounting. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely; short-answer questions, structured questions and data response questions and Paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlining topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the grade distribution of Business Studies in 2011 at SC level. 1.3. Why choosing Cambridge O level Business Studies? Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of different types of business (University of Cambridge, 2012). Successful students are exposed to lifelong business skills incorporating: understanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance; an appreciation of the critical role of people in business success; confidence to calculate and interpret business data; communication skills including the need to support arguments with reasons; ability to analyse business situations and reach decisions or judgments. (Source: University of Cambridge, 2012) 1.4. Business education at Higher School Certificate level Business Studies at HSC level is demarcated by offering compulsory subject combinations through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for Advanced level students. The composition of Advance Subsidiary (AS) exam session is of Papers 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent of the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the course and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus. It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studies at AS level for 2011. 1.5. Conclusion There has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept. CHAPTER TWO LITERATURE REVIEW Introduction There is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been largely a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learning. One of these is Action Learning (AL) by Revan (1998). Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor. 2.1. Definition of Action Learning Revans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim: student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience: different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning further. Action Learning formerly developed by Revans during the 1940s enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can contribute to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) defined AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definition for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discover y and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the capacity to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL. 2.2. Models of Action Learning Revans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equation: L=P+Q Whereby, L represents totality of individuals learning; P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not about acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy; specific procedures and two-end products. Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached. In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of future team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL. Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical Reflection schools) by ONeil in 1999 whereby the centre of attention were real problems, scientific research, experiential learning, and reflections consecutively. OHara (1996) proposed a model to show how AL has been integrated in higher education whereby it involved processes which motivate participants to learn in a safety environment; set members share commitment and competences which eventually lead to personal or group challenges; the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a more fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances. 2.3. Action learning as experiential learning Zuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied that: It is well known that experience itself is a very slippery teacher; most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts. A framework is provided to AL participants through which an individual, having had a concrete experience and having made observations about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997; Smith, 2001). Figure 2.3 shows the Experiential learning cycle design by Kolb (1984) Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply repeating previous patterns (McGill and Beaty, 1992). 2.4. Characteristics of Action Learning Many researchers debated that effective Action Learning can only take place if the four elements below are linked to one another: the person or individual; the problem they are seeking to solve; a group of individuals (the learning set) with whom they interact; and action on the problem and learning from this action. Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are tackled in real time with no right answer; participants meet several times in small sets; problems are relevant; participants ask questions, reflect, extract lessons; they support each other; and take actions to resolve problems between set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or external, AL problems must, be real, significant, clearly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982; Edmonstone, 2002). Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group; diverse background for groups of four to eight; a process of questions and reflections; power to take action for strategies developed; commitment to learning at team and individual level; and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development works best when it is a natural outcome of a managers reflection on their daily practice; by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottlenecks can be eliminated from beginning to end by peer accountability and a distinctive peer-questioning to classify biases and a ssumptions driving thinking processes and behaviors. 2.5. Action learning Set Set is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process; it uses peers to generate learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely essential to effective action learning (Mercer, 1990; Mumford, 1995). On the contrary, Craig Johnson (1998) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem. 2.6. The facilitator In action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the advisor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer; they do not teach, but help participants to learn from exposure to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992; Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the background of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process. 2.7. Conclusion The literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a favourable learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL. CHAPTER THREE METHODOLOGY Introduction The purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process. 3.1. Study Context This study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) studying Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies. 3.2. Why Action Research (AR)? AR is a new methodology that emerged after the First World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitation of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are: research is focused only to a specific context which provides the efficient use of time and cost; researchers can be participants and always close to the situation; open-ended outcomes can emerged; through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on thes e research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation; and are based in evaluative practice that alters between action and critical reflection (2004: 140). 3.3. Time Frame The implementation of Action Learning in Marketing as topic in Business Studies took place from 29th August to 13th September 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated below: Cycle 0: 27th August 31th August (3rd Week) Cycle 1: 3rd September 7th September (4th Week) Cycle 2: 10th September 14th September (5th Week) 3.4. Sampling 3.4.1. Set Members The sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International Examination next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at Advanced Level. For AL to take place, set members are to be grouped to achieve learning objectives. 3.4.2. The facilitator In this context, the researcher will act as the facilitator to smooth the progress of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students. 3.5. Data Collection Methods Innovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms of: Qualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students, Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy. 3.5.1. Observation Observation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows; students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions. 3.5.2. Checklist The facilitators assessment checklist is constructed from beginning to end based on variables (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1. 3.5.3. Students Feedback Questionnaire Students Feedback Questionnaires (See Appendix 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise. 3.6. Ethical Issues on Data Collection Ethical requirements in research should not only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered as: Minimising the risk of causing emotional harm to students by not probing into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust. Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required. This research provides secrecy for the name of school and school staffs where this study has been carried out. Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent. There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings. Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise. 3.7. Triangulation More than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was

Why People Commit Murder

What Triggers People to Commit Murder? Alicyn Nitsch Criminology April 17, 2013 Murder is the unlawful killing, with malice aforethought, of another human, and generally this state of mind distinguishes murder from other forms of unlawful homicide. (Wikipedia) In most countries, a person convicted of murder is typically given a long prison sentence, possibly a life sentence where permitted, and in some countries, the death penalty may be imposed for such an act. (Wikipedia) Murder has been a common crime in the United States and it has taken a lot of influence for kids and teens.  Control Key and Word – Text and Graphics.The rate of killings in the U. S. involving five or more victims — one generally accepted definition of a mass killing — represented less than 1% of all homicides 25 years ago, and still does today. (Kluger,Jeffery)Though it is difficult to have a control on such factors but a little attention of parents on their children can minimize growth of criminal nature in their kids. Education is another criterion of prevention of such criminal activities. Education makes a person to distinguish between right and wrong and makes him stable and balanced.He is thus able to withstand any kind of circumstances and develops a potential to overcome any situation. (Shipali, Sharma) Murders are committed for many different reasons. One major reason people commit murder is due to anger. People are often confronted with feelings of disappointment, frustration and anger as they interact with government officials, co-workers, family and even fellow commuters. (Greeneimer, Larry) In Anger, a person often tends to lose his senses. He loses the ability to distinguish between right and wrong. Also, the rush of adrenaline makes him to commit crime.What turns anger into action is self-control. Watching a movie showing violent acts predisposes us to act violently. Even just listening to violent rhetoric makes people more inclined to be violent. Iron ically, the same mirror neurons that make people empathic make them very vulnerable to all sorts of influences. Indeed, after many years of studies on mirror neurons and their functioning, scientists are shifting their lab research to the study of the control mechanisms in the brain for mirror neurons. The key issue is the balance of power between these control echanisms are called top-down—because they are all like executives that control from the top down to the employees—and bottom-up mechanisms, in the opposite direction, like mirror neurons. This anger could turn into something deadly such as revenge. Revenge can make a person to commit crime. When a person is not able to take revenge by direct means then he adopts indirect and unlawful means to punish his enemy. Peer influence and poor parenting skills are the reasons for easily giving up the path of honesty and truth. Signs that a person is disturbed enough to take action are quite visible.When it does happen, t he people likeliest to commit the crime fall into a drearily predictable group. They're 95% male, and 98% are black or white — not a big surprise since more than 87% of the population is made up of those two races. action itself is a sign, a desperate form of communication from a disturbed individual. Connecting with the subject, that person may have rethought some of the activity of mirror neurons toward a truly empathic behavior, rather than in the service of the deranged imitative violence leading to action. The violence shown in Televisions is also highly responsible in negatively affecting one’s mind.Kids and teenagers generally try to mimic the stunts and the violence acts shown in the TV. The violent games of video games and computer games are very famous among kids and teens. Such games and scenes shatter their innocent brain and are responsible for making them aggressive and violent. Another key note in why people commit murder is due to mental health and past experiences. According to neuropsychologist Jonathan Reed; 49. 4% had a developmental disorder in childhood, 87% had a brain injury, 85% had a history of substance abuse, 45% had a psychiatric history and 35% have had a history of abuse in childhood.Exactly what is going on in their heads can never be known and the neuropsychological factors don’t explain the trigger or situation in which the murder took place. However, it is clear that there are neurological and neurodevelopmental factors going on here, and given what we know about these in childhood and from case studies, it is unclear how much control such individuals have in a given situation. (Reed, Jonathan) So many of these people’s problems seem to stem from experiences and events in their childhoods. People are not criminals by birth.Their circumstances, needs and their upbringing make them criminals. Another big factor that criminals are brought up by is poverty. Poverty is one of the main factors for commit ting a crime. When a person is helpless with no money in hand and a huge family to support then in such cases his circumstances forces him to take up the gun in his hand. There are many terrorist associations that hire such needy people for little money and use them in their criminal acts like murders, bomb explosions, kidnapping etc. Unemployment, which is another cause of poverty, is the main cause of aggression in today’s youth.Lack of job opportunities misleads the youth to take up this direction and earn money in this way. (Shipali, Sharma) The Greed of possessing materialistic things and the intense desire to have a luxurious life by any possible means leads a person to follow this track of crime. It is a human desire to lead his life luxuriously which is sometimes not possible in the little income of a person. (Shipali, Sharma) For this reason some people look up for easy and fast methods of gaining cash and they do not even hesitate to take up the life of some other i nnocent person. It’s greed that completely weighs over their judgment.

Report on Surajkund Essay

The Surajkund Crafts Mela is organized each year by the Tourism Department in Haryana in February. This is a very colorful and exotic handicrafts and handloom fair that is planned each year to popularize the traditional handicrafts in India made by the rural folks in Surajkund. This was first organized in the year 1981 and it continues to be a major platform for Indian artisans to showcase the skills in the art work and crafts. This is a weeklong fair, which is celebrated annually. Scores of skilled artisans from all over India come here to participate and promote their crafts. Some of the work that is displayed here is age old and has been passed down since ages. Surajkund mela provides its visitors the skilful and exquisite textiles, paintings, ivory work, wood stock, terracotta, pottery, lac work, grass work and stone work. The visitors can also shop here extensively for some of the world’s treasured wares. This fair is not just limited to artworks and exhibitions but also showcases a visual delight to the visitors in the form of performances from the special Natyashala folk dances and music filled evenings at an open air theatre present in the venue. A diverse range of delicious savories, which is prepared by exponents, is also offered to the visitors. The cuisine is generally rural, which is kept so to match the theme of the festival. Each year the Surajkund crafts festival has a theme, inspired by the artworks from a particular Indian state and the entire ambience of the fair is designed accordingly. Many states showcase their finest handlooms, delicious rural cuisines and handicrafts in this fair. Some of the most deligtful crafts collections of the Mela arrive from practically all over the country. In wood and cane come inlay work, rose wood carving, sandal wood from Punjab and South India. Chiki wood craft of Kashmir and some very fine cane craft come from West Bengal and North Eastern States. Delcate sholapith and shital patti work come from Assam and West Bengal. The phulkari of Punjab, the Banjara and Banni embroidery of Gujarat and Rajasthan, the Kantha traditions from West Bengal and Tripura, lace and crochet from Goa, the Suzni of Kashmir and Mirror encasing work along with the traditional chikan work of Lucknow delight. Oxidized jewellery, sea shell decorations and agate stone work delight as also do delicate gold work and chunky silver jewellery. Toys in wood and cane, ply and mud make the young thrill with joy. Some of the fine phad paintings of Rajasthan, the kalamkari of Andhra and Karnataka, temple paintings of Orissa, madhubani of Bihar, fascinate. In the metal section tribal dhora work, classical south Indian metal work, glittering brass ware, bell metal and iron craft delight collectors. In the field of woven textiles some of the finest silk work of Orissa, Patola, Bandhini of Gujarat and Rajasthan, Ikat, Kanjeevaram, Dharmavaram and temple silks of South India vie for attention with the most simple cottons of West Bengal, Uttar Pradesh, Bihar and tribal textiles of North East India as also do the handloom of Haryana. The Various Crafts participated in the Mela every year. Themes for the fair in some of the fairs were Madhya Pradesh in 2009, Paschim Banga in 2008, Andhra Pradesh in 2001, Maharashtra in 2006 and the state of Chattisgarh in the year 2005. Surajkund is a major place located at a distance or 8 km of South Delhi in the city of Faridabad. This place is very easily accessible by road from Delhi. The Haryana Tourist Bureau arranges special tours from 36 Janpath Road in New Delhi. The nearest airport is located in Delhi. The site where this fair is organized is at a distance of 25 km from Palam Airport. Thus, visiting this fair atleast once is highly recommended as the rich culture and true colours and creativity of our country can be observed giving one of the most beautiful experiences.

Digital Marketing

Digital Marketing Introduction The main theme to be addressed is the fact that digital marketing presents opportunities and challenges to organisations. The study will list and explain the five element formula for digital marketing and provide a description of two opportunities and two challenges for organisations when using digital marketing.Advertising We will write a custom report sample on Digital Marketing specifically for you for only $16.05 $11/page Learn More The analysis will describe three ways organisations can learn to use digital marketing. Lastly, the study will recommend the main reason why organisations should adopt digital marketing and justify the preferred choice. In general, digital marketing is an outward sign of the intention of an organisation to promote itself globally. Importance of Digital Marketing Digital media provides markets with custom frameworks and models of interaction, which coordinate operations from location of consumers including their a ctivities at that present time. Therefore, digital marketing enhances all these moments in order to foster success at all levels (Klososky 2012). The other issue is that digital marketing promotes social connectivity. Therefore, as brand engagements stretch across platforms, it starts to create a forum for focused consumers interaction where they get to socialize with the brand itself. Moreover, it provides an environment whereby consumers get to share more information with others regarding the brand. In this respect, consumers act as brand ambassadors. This is because it provides tools and mechanisms which influence customers behaviour across existing social networks, such as Facebook or MySpace (Martin Todorov 2010). However, digital marketing has its peculiar challenges of organisations. The most obvious reason is that it is expensive since it requires stronger e-Marketing components. Therefore, small businesses, for instance, may find it very expensive to have a sustainable web presence (Parkin 2009;Ryan Jones 2012). The other challenge may refer to intellectual property issues whereby firms risk having their products manipulated by other malicious businesses in the process of advertising. Well, this may be controlled by having sound internal controls but then governed by cyber laws which would prevent violation of cyber rights for a given business (Schmid 2007; The CIM 2011).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Digital Marketing in Organisations It is essential to stress that social technology for enterprises involves more compared to networking. People commonly indulge in using social facilities such as Facebook, Twitter or LinkedIn. Therefore, a good comprehension on its underlying concepts including how to integrate them to investment processes or strategies can be of paramount importance today (Klososky 2012). There are growing concer ns as to why the public should care so much about acquiring shares with Facebook or Twitter or LinkedIn under the IPO pact. It is the case that it is not appropriate for any company to disregard social technology in 2012. Social networking promotes collaboration, interaction and effective communication thus enabling companies to stay linked to one another. Thus, Facebook and Twitter among others offer such possibilities for businesses. In addition, social media creates a platform with the help of which people can easily access videos, files, documents, films or presentations. The main tools for this are You Tube, Flickr and Slideshare.net among others (Klososky 2012). Social relevance defines the online reputation of an organisation or individual. Additionally, through social tools or what would be referred to as the â€Å"eWord of Mouth†, new ideas can be propagandized, this will help a lot of companies to economize their finances with the help of updated design of interface (Klososky 2012). Research indicates that social technologies are popular due to their ability to assist in driving revenue in new directions so that they can be in tandem with the wider scope of marketing (Weber 2009). The next subsection will provide more analysis on the five-element formula involved in digital marketing. Five-Element Formula:Advertising We will write a custom report sample on Digital Marketing specifically for you for only $16.05 $11/page Learn More Development of Useful and Reliable websites: These refer to the destinations where people obtain access to stored information or carry out other processes. The other thing is that people will not visit such properties without a specific rationale; additionally, websites do not capitalise on providing ongoing relations (Klososky 2012). Establishing technologies across social networks: This sustains mechanisms that ensure remote relationships with clients. Also this builds trust with prospects towards sharing vital information (Klososky 2012). Mobile Tools: It Recently, it has become possible for businesses to connect 24/7 across networks; this facilitates a good link between them and their clients all over the world. It is vital for any company to be linked with its clients randomly and from any place of origin. In this regard, an organization must be in a position to achieve such connection (Klososky 2012). Driving Online Traffic: The other consideration is to have a heavy traffic across the relationship net, which can be attained with the help of traditional advertising, pay-per-click campaigns and search engine optimisation (Klososky 2012). Measurement Systems: The essential point here is that what undergoes measuring also gets done. Therefore, upon fulfilling the first four strategies mentioned above, the next thing will be to establish an overall measurement which can be used to understand what functions properly or what requires improvement (Klososky 2012). Organ isations may learn how to use digital marketing by training their own personnel. This can be focused on the marketing department thus, pick a few professionals to be trained on digital marketing processes. Secondly, organisations can learn digital marketing processes through benchmarking. This is where they may seek ideas from other companies that have successfully used digital marketing. Last but not least, an organisation can invite experts to conduct training on the benefits of digital marketing, including their applications across the organisation. The essential reason why companies ought to adopt digital marketing is because they can target a wide group of clients all over the world. Digital marketing actually means conducting a world marketing campaign without limitations of boundaries (Wind Mahajan 2001). Therefore, it would be possible for an organisation to have a global presence through digital marketing processes. Conclusion It can be seen that digital marketing is the w ay to go for any business which hopes to capture global interest on its products. As such, digital marketing may not be easy to sustain but with the emergence of social medial tools, such as Facebook or Twitter, organisations can still achieve the best. It is not necessary to struggle to have in place a website in order to have a web presence; but the aforementioned tools can be effective to achieve this end. The parting note would be to have strong and reliable legal provisions that will make digital marketing beneficial to organisations that depend on it. Reference List Klososky, S 2012, Social Technology, Financial Executive Martin, K Todorov, I 2010, ‘How will Digital Platforms be Harnessed in 2010, and How will they Change the Way People Interact with Brands?’, Journal of Interactive Advertising, Vol. 10, No.2 (pp.61-66)Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Parkin, G 2009, Digital Marketing: Strategies for Online Success, New Holland Publishers. Ryan, D Jones, C 2012, Understanding Digital Marketing: Marketing Strategies  for Engaging the Digital Generation, Kogan Page Publishers. Schmid, V 2007, E-Marketing Strategy for Reg Vardy, GRIN Verlag Publishers. The CIM, 2011, The Marketing Century: How Marketing Drives Business and  Shapes Society, John Wiley Sons Publishers. Weber, L 2009, Marketing to the Social Web: How Digital Customer  Communities Build Your Business, John Wiley Sons. Wind, J Mahajan, V 2001, Digital Marketing: Global Strategies from the  Worlds Leading Experts, John Wiley Sons Publishers.

W00T †Word Of The Year

W00T – Word Of The Year W00T Word Of The Year W00T Word Of The Year By Sharon Merriam Webster has published its 2007 word of the year, and the winner is w00t. Who would have thought that a word with numbers in it would make the cut? According to M-W, the word is an expression of joy (similar to yay). Its also used by gamers to signify: We owned the other team. Words containing numbers are common in the vernacular of computer hackers. Other words in the top ten include: facebook (meaning to post to facebook) conundrum (a riddle or difficult problem) quixotic (foolishly impractical, capricious or unpredictable) blamestorm (discussing in a group who is to blame for missing a deadline) sardoodledom (mechanically contrived plot or structure or unrealistic characterization) apathetic (spiritless or indifferent) Pecksniffian (unctuously hypocritical) hypocrite (someone who puts on a false appearance or acts contrary to his or her beliefs) charlatan (a quack or fraud) The word of the year competition has been running since 2003. Previous word lists can be found here. 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 Vocabulary category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowTelling a Good Poem from a Bad One40 Idioms with First

Human Resource Management, Assignment3, Monitoring and Rewarding Essay

Human Resource Management, Assignment3, Monitoring and Rewarding - Essay Example In case of MORAS Ltd. the personal assistant is working in the head quarter and has a good relationship with other employees. The person has been promoted from the position of administrative assistant to personal assistant, requires minimum supervision and has subordinates who are administrative personnel. They are to handle confidential information, attend phone calls, organise meetings and other secretarial activities like checking mails, writing replies. They are given all the facilities to perform the work efficiently along with an air-conditioned office. They are to have a four year experience as an assistant or secretary. Their work activities include handling calls and filing and recording, it is required that they have knowledge of the General Manager’s responsibilities. They are required to make decisions solely, be a fine organiser and complete work on time as required. If any mistake is made in handling calls it would not have a drastic impact. In case of filing and recording, they should know typing, filing, organising and classifying records. It is essential to perform work on time and avoid any mistake because poor filing will lead to serious problems in the company. [2] 2. The employees who are working in the company are given a questionnaire and if they feel that they should be promoted then their questionnaire is reviewed by their supervisor. If the supervisors also feel the same then the employee undergoes a few process of observation and then might be promoted. [5] The information maintained in the records about the employees, tells about their skills, knowledge, responsibilities. If these are more than required for the job then will help the supervisor decide whether to the position held by the employee is appropriate or his skills might serve a higher position. Records contain information about how efficiently employees perform their job, how

A Matter of Personality Assignment Example | Topics and Well Written Essays - 500 words

A Matter of Personality - Assignment Example This research will begin with the statement that the type of personality characteristics that a store manager should possess is that of a people-centered personality: sociable, accommodating, understanding, caring, and taking into perspective the needs and demands of both, the customers and the employees – with committed adherence to the policies and procedures explicitly defined by the store or by the organization. These traits and characteristics are important to ensure the manager’s success because these traits signify genuine interest in addressing the concerns, needs, and demands of customers and employees; two of the most important stakeholders in an organization. When compared to the personality of Wallace, it could be deduced that he is more of a task-oriented manager; who does not have any concern for the well-being and interests of his employees or of the customers. He was noted to exhibit the â€Å"personality of an army drill sergeant†. In addition, h e was obviously not people-centered since he was described as uncaring, does not address the customers’ complaints, and does not even follow the policies of the organization, especially in terms of accommodating returns. The personality of Wallace evidently demotivates employees. As noted, the employees do not care about Wallace as their store manager; meaning, they do not have any established professional bonds to respect or follow his ideals.