Google in China

Google entered China in 2006 with high hopes of taking over the Chinese internet market. In order to become a major player for internet search engines in China, however, they had buckled and filtered search results according to the Chinese government. When Google. cn was launched, a loud public outcry over its giving in to the Chinese government on censoring and filtering search engine results, the company faced a communications crisis. Since Google had always been known for its free thinking, this seemed a vast contradiction. From a communications standpoint, Google’s greatest vulnerability in this crisis lay with a tarnished public image.Since the company’s inception, Google had enjoyed a reputation for ingenuity and creativity. Google had changed the way people use and search on the internet that was free from pop up advertisements and organized information. They promoted different and radical ideas for development in the workplace to foster the creative atmosphere a t the Googleplex in California. The corporate public image is â€Å"the sum total of perceptions of the corporations personality characteristics. † (Spector, 1961 p. 47) Google’s had an outstand public image evidenced by the fact that it was one of the most popular search engines in the world.When Google decided to enter the Chinese market, the company was forced by the Chinese government to impose self-censorship if they were to operate within the boundaries of China. Though executives disagreed with censoring, they â€Å"grudgingly agreed that this is the ethical price they have to pay to place servers in mainland China. † (2006 Jan) If an internet search engine did not filter search results, the government would use its own, which highly slowed down the rate at which the servers could process the request. â€Å"The filtered results would remove any reference to a number of subjects. This policy in China did not align itself with the public image that Google had established and sought to maintain. This new policy brought about harsh criticism, â€Å"Google’s statements about respecting online privacy are at the height of hypocrisy in view of its strategy in China, said groups like the RWB in January of 2006. Google’s policy of self-censorship in China did not sit well with the public or human rights organizations. Though Google seemed to promote free-thinking and free speech on one hand, they were censoring and filtering with the other.Google lost credibility with the public, thus tarnishing its public image and â€Å"loosing 1% of the U. S. market in one month,† as reported in The Business. (2006, Aug) â€Å"Image credibility is based on the constituency’s perception of the organization† (Argenti, 2009, p. 39). When the public image of a company has been compromised it â€Å"can make a huge difference in determining the success or failure of the organization† (Argenti, 2009, p. 40). When the p ublic looses confidence in a company and what they stand for, they no longer wish to use its product.In response, executives at Google attempted to convince the public that they could handle the balancing act between censorship and providing information, and gain back public trust and confidence. Google’s greatest vulnerability in the ordeal with China was damage done to its reputation because we should, as stated in the Bible, â€Å"Earn a reputation for living well in God’s eyes and the eyes of the people. †(Proverbs 3:4) When running a company it is highly important to preserve good standing because when â€Å"good will or trust is lacking, the organization will fail at achieving its objectives (Argenti, 2009, p. 40).

Assessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning

6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Name: Date: Word Count: 1. 1 Summarise learning and teaching strategies used in own specialism As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge. I address all these different learning styles I use a range of teaching methods.At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demon stration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.I like to have a flip chart and will use it to expand on any subject should I be required to. They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. Cognitive learners require the ‘thought process’ style i. e. knowing the ‘how’ and ‘why’. These candidates will love learning facts, figures, the understanding processes and problem solving. For example, what makes the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat†¦.A student with Affective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These candidates will be the typ e of people who understands the need for patient consent or the need for early defibrillation. A student with Psychomotor type of learning will have the manual and physical skills and will like to have a hands-on approach. They will enjoy the chance to practise CPR on a manikin and relish the thought of tying someone up in bandages. These three styles of learning were brought about by a man called Benjamin S Bloom (1913-1999).Bloom's (and his colleagues') initial attention was focused on the ‘Cognitive Domain', which was the first published part of Bloom's Taxonomy, featured in the publication: ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). The ‘Taxonomy of Educational Objectives: Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the ‘Affective Domain', and was published in 1964.Various people suggested detail for the third ‘Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972). From these domains we have four types of learners – active, reflective, theorists and experimental. Active learners like to learn something by doing it immediately. They can get impatient and often won’t bother to read the instructions or manual, they like to find out for themselves.Reflective learners are those who prefer to ‘wait and see’. They sit back, watch others, and think about it before acting. They like to take their time. Theorists like to know what things really mean or how does it fit with something. They are logical and objective. They will always think things through and can be perfectionists. Experimental learners like to experiment. They are i nspired by training courses and want to test out their new found skills. They try and find more effective ways of doing things. They may take short cuts or devise their own methods of working. They like problem solving and pick things up quickly.They can get frustrated if not able to try something for themselves quickly. To address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation.Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imita tion, practise. I like to have a flip chart and will use it to expand on any subject should I be required to. 1. 2 Explain how approaches to learning and teaching in own specialism meet the needs of learners They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. For detailed explanation please refer to question 1. To ensure that I have met the needs of the learner I continually observe and assess the students. I will have questions and answer sessions at regular intervals and also like to use quizzes to include a fun element. These may be done on an individual or team basis. It will promote a sense of competition and hopefully motivate the student to learn. In a team situation it is excellent for team building and also encourages the group to share ideas and listen to each other. The practical sessions will particularly appeal to the Activist learners as the y like to get involved and hands on.It will allow the student to practise their skills in a controlled environment. I ask students if they are willing to share any experiences, maybe first aid situations where they have been actively involved. This gives the students a chance to share real life stories and explain how the theory compares with real life scenarios. This would appeal to the Theorist learners. 1. 3 Describe aspects of inclusive learning If several teaching techniques are incorporated then the needs of the majority of students will be catered for. If a student has a particular disability then special provisions may need to be made for them.Should a student be dyslexic then several adjustments can be made to accommodate their learning needs. Any printed text would be printed on pastel shades of yellow paper and larger font could be used. It would be beneficial to sit the student in as much natural light as possible as fluorescent lighting can prove difficult for them. I w ould use more pictures than text to enhance their learning experience,. A partially sighted student could be given a seat that affords the best view of the trainer and training aids. If necessary consider the possibility of video recording devices.Learners with hearing disabilities – l would make sure they are seated as near to the front as possible. I would also include as many visual aids as possible to assist their learning. I would also give handouts of all topics covered to ensure nothing had been missed. If a learner had a physical disability I would need to consider access and also make room for a wheelchair in the classroom. I would need to be prepared to take any training aids that the student required directly to them. 2. 1 Explain how to select inclusive learning and teaching techniquesDyslexia – Lots of visual pictures and discussion. Lots of practical sessions to learn the different techniques,. Partially sighted learner – Lots of oral instruction a nd discussions. Question and answers sessions as opposed to written work. Physical disability – Train them the theory and techniques of first aid so that they are able to instruct someone else what to do in the case of a medical emergency. Hearing disabilities – More visual aids and practical demonstrations. Handouts to reinforce knowledge. 2. 2 Explain how to select resources that meet the needs of learnersIt is my responsibility to select the range of equipment that is required on the course. Depending on the needs of the students I will select the resources required to get the desired learning levels. For example, in the case of a dyslexic learner I may need pastel coloured paper for handouts. My power point presentation may need to be adjusted to include more pictures and videos. 2. 3 Explain how to create assessment opportunities that meet the needs of learners There are two ways to gain assessments and make sure learning has occurred.These are Formative and Summa tive assessments. I would gain an Initial Assessment at the start of the course to assess the level of knowledge and understanding of the student. This could be done by asking the student to introduce themselves, including these details. Formative Assessment is part of the instructional process. If the knowledge base isn’t at the required level for that stage of the course then I would have to go back over the session to reinforce the learning. Maybe it would require a change of teaching skills to accommodate the learning style of the student.It is important to carry out a formative assessment at an early stage and to repeat it during the middle of the session to ensure than any adjustments to the teaching can take place effectively. Summative Assessment is used at the end of a session in order to confirm that the desired levels of learning have been reached. I would summarise the learning points then assess the levels of knowledge using a variety of methods. The results of t his final assessment must be given and doubts cleared immediately to motivate the student to progress further.In order to make these assessments I have a range of methods that I can use. I may use question and answer sessions, these are particularly useful to dyslexic learners. I may decide to hand out work sheets to be completed or ask the learners to participate in a quiz. During the period of instruction I would be making observational assessments. Any official assessment would need to be recorded. 2. 4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Literacy – there are many ways in which a learner can practice their literacy skills.At the start of a course there are documents which need to be completed, for example, personal details and qualifications held. During the course work sheets may need to be filled in and the learners can also practice filling in accident report forms. Numeracy – In the CPR practical sessions, learner will have the opportunity to count up to 30 whilst performing compressions on the manikin. These must be done at a ratio of 30:2 with rescue breaths. Language – The learners will have plenty of opportunity to practise their language skills. This may be through group discussion, role play or asking questions.First aiders need good communication skills when dealing with patients as they can be very distressed and frightened. ICT – learners will have the opportunity to practice their ICT skills by using an Automated External Defibrillator and looking at an epi-pen. To embed the skill the learner will be given plenty of opportunities during the course to practice. It will be my responsibility to ensure that the learner can confidently perform the tasks that are asked of them. 3. 1 Explain ways to engage and motivate learners in an inclusive learning environmentIt is important to know the motive for the learner’s attendance on the course. They might be attending because they have to or they might be really interested in first Aid and want to develop their knowledge base. Whatever their reason it is wise to point out the advantages of attending the course and how it can help them, their friends and other members of their family should an emergency situation arise. Ice breakers are useful tools to initially engage the learners and to put them at ease. It can also help them feel more part of the group. I could also use ‘David Kolb’s Experiential Learning Theory’ (ELT) see diagram at back.Kolb's model therefore works on two levels – a four-stage cycle: 1. Concrete Experience – (CE) – Having an experience 2. Reflective Observation – (RO) – Reviewing the experience 3. Abstract Conceptualization – (AC) – Conclusion from the experience 4. Active Experimentation – (AE) – Planning what is next from the experience The learners could be told that at the end of the session there will be a quiz and the winner will receive whatever is on the instructors desk†¦I make sure that there is a box of chocolates there as these are definite motivators.If there are dyslexic learners present I would may make the quiz a photo quiz . I could also ask the learners to work in small groups so that they coud help each other out. If a learner with ADHD was present I would give regular encouragement and keep them informed how long a session was going to last. If necessary I would suggest that they stand and maybe walk around the classroom rather than staying in a static position if there are no practical demonstrations involved. 3. 2 Summarise ways to establish ground rules with learners to promote respect for othersI would promote respect for others by giving the responsibility of setting ground rules to the learners. It could be an initial ice breaker activity, maybe putting them in small groups to come up with ideas. They could then come together as a group and vote on which rules should be included. These should make everyone feel part of the decision making process and it also gives them ownership of the ground rules. When the ground rules have been agreed upon and written out I would display it in the classroom in a prominent position.If a learner was to break the rules more than a couple of times then I would draw their attention to the displayed list. If a learner was to persist in breaking the ground rules then I would have to take them aside and speak to them. If it was becoming a distraction to the other learners and affecting the learning within the classroom then I would take a firm stance and warn the learner that they may have to remove themselves from the course. 3. 3 Explain ways to give constructive feedback that motivates learners Feedback is an important part of the course.It doesn’t have to be formal, it could just be a smile or a nod. It can also be given as written feedback. Feedback shoul d always follow the following format – †¢ Positive – praise the candidate †¢ Negative/improvement – pick up on the key areas only †¢ Positive – always leave the candidate on a high note and a good feeling of achievement. The learner could be asked how they felt that the last piece of work went. In which areas did they perform well and which areas could be improved on. This is called self-assessment.Invariably students are their worst critics and are very hard on themselves. However, it does allow the student to have their own input and feel part of the process. Identify the areas that went well for them but do not go into too much detail. The add constructive feedback on areas that can be improved. Make suggestions on how they can develop their skills in these areas. Finally, point out something positive, an area that worked really well for the learner. This will give them a sense of achievement and motivate them to progress further.If the learner suffered from dyslexia then any written feedback would be printed on pastel coloured paper, in the colour that was suitable for the learners needs. It would be reinforced with verbal feedback which would cover all the points raised in the written feedback. References RH Dave (1967/70) EJ Simpson (1966/72) AJ Harrow (1972). ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). David Kolb – 1984 – ‘Experiential Learning: Experience as The Source of Learning and Development'

Changes in the American Federal Government from 1876 to the New Deal

On numerous occasions since the end of Reconstruction, the American political system has demonstrated its ability to adapt to changing domestic and foreign policy requirements, often by extending the reach of its power. An examination of the actions of the federal government during three periods (the Progressive Era, World War I, and the New Deal) reveals some of the new functions and responsibilities that the federal government assumed. In the years directly following Reconstruction, attention was necessarily focused on domestic matters.A shift from an agrarian economy to an industrial one created new sets of needs and expectations for the American population. Progressive era reformers, notably Presidents Theodore Roosevelt and Wilson, responded to these needs by calling for reform: breaking-up monopolies; addressing corruption; enacting laws to protect women, children, and the large immigrant population; overseeing food and drug safety; and establishing regulations for sanitation a nd hygiene.These reforms often required the establishment of new governmental institutions (for example, the Food and Drug Administration and the Department of Labor ). Many of these institutions are still in operation today. Beginning with the United States’ involvement in World War I, attention was redirected to foreign matters. Americans became increasingly involved in world affairs, not only through their involvement in the war efforts but also through the expansion of imperialist endeavors.Though these campaigns had begun earlier, they rapidly increased following the acquisition of Guam, the Philippines, and Puerto Rico in 1898. These actions extended the reach of the federal government to overseas territories. With the Great Depression, attention once again necessarily shifted to domestic matters. In order to alleviate the effects of the Depression, Franklin Roosevelt instituted massive changes referred to collectively as the New Deal.These policies included massive rel ief efforts for the employed, the establishment of a minimum wage, the creation of Social Security, and the expansion of federal regulation of agriculture, industry, finance, and labor relations. One major result of FDR’s administration was the government gained the legal power to regulate the economy. During much of his administration, FDR kept the federal government’s focus on domestic matters as he sought to enact neutrality legislation to keep America out of the war in Europe.vi It is significant that in times of economic crisis (such as those that directly preceded the Progressive era reforms and the New Deal), the federal government of this country turns its attention to combating corruption, regulating the economy, instituting public works projects, and enacting legislation that directly affects the lives of American citizens. In so doing, Wilson and F. D. Roosevelt focused their attentions primarily on domestic policy at the expensive of foreign policy.

Character in Hamlet Essay Example | Topics and Well Written Essays - 1250 words

Character in Hamlet - Essay Example For instance, Hamlet’s relationship with Ophelia and her untimely death; Claudius’s plot to get Hamlet killed through the two minor characters: Rosencratz and Guildenstern; Polonius’s accidental death and so on. Among these minor characters Polonius’s son, Laertes, performs a vital role in the play. Over time, Hamlet’s character has come to be symbolic of indecision and postponement of action. In contrast to this is Laertes who is, in several ways, the exact opposite of Hamlet. This paper will explore what function Laertes serves in Hamlet and how this affects the reader’s perception of him. In the play, Laertes embodies quick decision-making and action and has been deliberately created to serve as a foil to Prince Hamlet, but is ultimately the more sympathetic character. Laertes is introduced in Act I, Scene II where Claudius with almost fatherly affection asks him of his news. Laertes reveals that he is about to return to France. The figure of Laertes then, is introduced at the beginning of the play but only to have him depart soon. His introduction, therefore, must be of some importance as it could easily have been postponed in the play. It is also significant that he is introduced before Hamlet himself. It is only after speaking to Laertes that Claudius turns to Hamlet: ‘But now, my cousin, Hamlet, and my son-.’ This turning from Laertes to Hamlet establishes right at the beginning, some degree of opposition between the two. It is as if Shakespeare, right from the start, deliberately and subtly positions Laertes in contrast to Hamlet. It is also significant to our argument that Laertes too is opposed, to some extent, to Hamlet from the beginning. He advises Ophelia to not take Hamlet’s profession of love for her too seriously: For Hamlet and the trifling of his favour, Hold it a fashion and a toy in blood, A violet in the youth of primy nature, Forward, not permanent, sweet, not lasting, The perf ume and suppliance of a minute; No more (I.iii.6-10). He also cautions her in no uncertain terms – ‘Fear it, Ophelia, fear it, my dear sister’ – that Hamlet’s affections may change. Laertes believes that ‘his will is not his own.’ Laertes, therefore, is the first character in the play to recognize Hamlet’s indecisive nature and notably, is the first to criticize or oppose Hamlet in any way. Structurally then, Laertes is cleverly presented in clear contrast to the main protagonist of the play. But Laertes is also quite different from Hamlet in behavior and action. Hamlet is crippled by the death of his father and is unable to act. His paralysis is so frustrating for him that he turns near suicidal, wishing that his ‘too too solid flesh would melt.’ Whereas, the death of his father only spurs Laertes into further action. He vows that he shall ‘be reveng’d’ and immediately sets upon taking his reveng e upon first, Claudius, and then, Hamlet. He is also successful in killing Hamlet, although not without getting himself killed in the process. It is significant to our argument that Hamlet and Laertes kill each other with the same poisoned sword. It is symbolic of their dependent opposition that one cannot die without killing the other in the process. We see then, that in terms of plot action Laertes is clearly established as Hamlet’s polar opposite: right from the beginnin

Self-Developmental Plan Assignment Example | Topics and Well Written Essays - 2000 words

Self-Developmental Plan - Assignment Example From there this paper details a gaps assessment, chiefly in the form of an assessment of my current strengths and weaknesses relative to where I want to be and where I am at the moment, as well as an action plan for the achievement of my goals, detailing short, medium and long-term aspects of that plan (Thomas and Inkson, 2009). Being a person from China, the plan of course takes into account my Chinese cultural vantage point, and this is the point of departure for the whole exercise. On the other hand, my goal is to work and live in Canada, and therefore this exercise holds immense importance and relevance for me. This being the case, the plan revolves around performing a self-assessment of where I am in terms of my competence in western, Canadian, and North American culture, what my strengths and weaknesses are, where I need to improve, and how I can get to where I need to be in order to be successful in my planned future life in Canada, as a Chinese and Eastern person aspiring for a life in a place that in many cultural respects is the opposite of my cultural upbringing and sensibilities, being situated in North America and being culturally and socially western (Thomas and Inkson, 2009; Foreign Affairs and International Trade Canada, 2009; Vancouver Island University, 2014; Li, 2000; Columbia Encyclopedi a, 2014). I take to heart the feedback from the document called Hofstede Culture Compass Result, which I got from the Hofstede Centre, and which I ground on my own subjective observations and experiences as a Chinese person in my own society, together with my readings on Canadian culture and the dynamics of the interactions between Chinese and Canadian culture. First, it is noteworthy that even from where I am, there are significant variations between my scores and the average scores in China on the different Hofstede dimensions. Whereas, for instance, the average Hofstede Individualism score for China

Biology - Prader-Willi Syndrome Research Paper Example | Topics and Well Written Essays - 1000 words

Biology - Prader-Willi Syndrome - Research Paper Example It was first described by Andrea Prader and Heinrich Willi in 1956. It is a rare genetic disorder in which seven genes or some subsets are deleted, translocated or unexpressed on the paternal chromosome 15. For the genes affected in PWS, the paternal copy is expressed while the maternal one is silenced. The PWS genes are maternally imprinted making the copy inherited from the father active. With this copy absent in PWS due to chromosomal translocation, both copies are imprinted in the maternal realm making the normal genes absent. Therefore people with PWS have a working and a non-working copy. The characteristics of PWS are stunted development in the intellectual functioning same as those associated with intellectual disability. A chronic feeling of hunger that can lead to excessive hunger and life –threatening obesity arises. Then there is a likelihood of strange behavior or complications that may have effect on ones quality life or on the family members negatively. These ch aracteristics draw the quest for scientific research because the genes which are not expressed and thought to be responsible for the disorder are imprinted. PWS is an example that shows the function of imprinted genes in development. This knowledge has led to extensive research about imprinted genes, their occurrence and process of imprinting. There are two different genotypes for PWS which ultimately lead to two phenotypes, causing the need to understand the causes of the phenotypic differences, identifying the gene and their products and discern whether they are imprinted or no (Butler 12). However, the effects of the syndrome vary from individual to individual and on different factors. This has made the exact nature of the abnormality and whether one or more genes are involved to be unknown. Some physical and behavioral features are inherently present while others are not. The syndrome poses major implications for the developing baby in the uterus and throughout the personâ€℠¢s life. At birth there is extreme floppiness and subsequent cognitive, physical and behavioral abnormalities that eventually lead to widespread medical and social needs. Information on the disorder is got from parents whose children have ever developed it, or medical practitioners who have had such a case. The following are clinical features and signs of PWS at different levels of development: In utero, there is decrease in fetal movement, frequent abnormal fetal position and seldom excessive amniotic fluid, a condition known as polyhydramnios. At birth, there is often caesarian births, difficulties in feeding due to poor muscle tone affecting the sucking process, and respiratory difficulties. At infancy level, the difficulties in feeding advances, oversleeping is evident, crossed eyes and delay in intellectual development. At childhood there are notable delays in speech production, overeating from the age of 2-4 years leading to excessive weight gain and sleeping problems. At adol escence, puberty delays, obesity sets in followed by extreme flexibility and a short physique. In adulthood, infertility is common in males and females, vulnerability to diabetes mellitus, learning disabilities, obesity and reduced growth of pubic hair. The general physical appearance of a PWS adult victim comprise the following characteristics: incomplete sexual development, excess fat on the central part of the body, high, narrow forehead, small hands and feet, light skin and hair unlike other family members, and delayed motor development (Waters 85). Cognitively, PWS patients have low or below average intelligent quotient that is generally unusual. Children portray a high visual and perception capacity on reading and writing with poor articulatory and understanding processes. Coordinating received information word by word is relatively hard for them as well as poor arithmetic skills, leading to memory lapses and auditory retention span. Abnormal behavioral patterns include insati able appetite resulting in increased obesity. The cause for

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

Reflective Learning Log - Essay Example Every new type of problem literally gives me a blackout and I need to rest my brain periodically. It is very tough to start work and I tend to procrastinate as much as possible. Only repetitive problems are enjoyable for me. Mental calculations are very difficult and I have to use calculator even for simple addition and subtraction unlike many of my classmates. Essay writing is relatively easy but here again the structured essays are difficult to master especially writing introduction, body and conclusion. I have yet to fully grasp reference style both in text citation and reference list at the end of the essay. The time after classes is spent in gossiping and lounging around with friends. On coming to the room, the computer games and internet beckon me and I spend most of the room immersed in the computer either playing games or surfing the net for entertainment. At the end of the day when I discover that assigned work needs to be completed, I usually work late and study half heartedly which makes it difficult to wake up on time for the next day. These logs have given me tremendous feedback. My attention and concentration in class was always good, yet I had never consolidated on my quick grasping ability. Now I have realized that despite having reasonably good IQ why I was not performing as well as I could have. I know now that just understanding the concepts is not sufficient to get good grades or master a subject. Following were the positive outcomes of my reflective learning: Focus-Once I started writing down the logs of my class studies and reviewing my study pattern, I realized that it was possible for me to change my habits to provide for more number of study hours during the daytime. I was able to eliminate the wasteful activities and start work much faster. I started spending time in the morning planning my day, writing down my plan and checking the achievements at the end of the day. It was difficult initially

Technology and the Written Word Essay Example | Topics and Well Written Essays - 1000 words

Technology and the Written Word - Essay Example However, in the ancient world, writing was not practical for most due to technological limitations. Written language as we know it today is the product of thousands of years of technological advancement, not advancement in the language itself. From papyrus to typesetting to computers, the history of language is a history of technology. The situation is no different today with the introduction of new communication mediums like text messaging, email, and the internet, all of which have had significant effects on how we communicate and live in the community. From the technology we use to communicate in the modern world we derive a number of benefits, such as the ability to store, transmit, and link texts remotely from anywhere on the globe to anywhere else. However, there does seem to be, for some, a backlash of complaints against technological advancement and the drawback it has on global language use, including the objection that technology corrodes proper language use and forces soci al interaction through electronic means to be empty. In comparison with the benefits of technology on language, these costs of a technology-laden form of communication are slight, and it is a mistake to argue that technology is corrupting language when technology has been enhancing communication for the past five to six thousand years. The fact that all technology influences language is an undeniable fact. Technology is, as a matter of fact, a â€Å"means to extend man’s reach† (Moore, 2005), and this fact alone relates it to natural languages. To use an example, air-traffic controllers use radio communication to make airplane travel safer. It is derived from radar and weather-forecasting technologies and is sent to users of aircraft technology to transport people to locations they would never otherwise be able to reach, in order to speak to people face to face instead of over the phone. This interconnection of language and technology

ASSESSMENT 1 AND ASSESSMENT2 Case Study Example | Topics and Well Written Essays - 2000 words

ASSESSMENT 1 AND ASSESSMENT2 - Case Study Example These disorders are not officially identified in patients less than eighteen due to the continuing growth changes. But, if the disorder is persistent and if the criteria are completely and constantly fulfilled and are not restricted to a growth phase, detecting borderline personality disorder in teenagers and kids is proper. Historically, BPD has been perceived to be lying on the margin between neurosis and psychosis. It is typified through marked unsteadiness in functioning, mood, affect, interpersonal links and sometimes reality test. This disorder was conceptualized in 1975 by Kernberg to describe a collection of patients with specific prehistoric defense systems and pathologic object associations that are internalized. Case study The client is a forty four year old woman with a borderline personality disorder (BPD). She has a history of frequent presentation to the hospital. In addition, she has accommodation issues; legal Avo on her by her daughter, her legal status is involunta ry. She is well known to police, poor coping skills, has concrete thinking also deemed as OHS hazard, finances under the financial management order, her medications as listed sodium valproate 500mg BD, pantoprazole 20mg mane steraline 50 mg mane, PRN med TDS ibuprofen 400mg. She also has allied support issues. History of client’s diagnoses The client felt emotions often, more profoundly and for prolonged periods. In addition, she had a history of reinitiating and even lengthening her emotional responses for longer periods. As a result, this took her a long period to go back to a steady emotional baseline after going through a strong emotional experience. The client was exceptionally happy, idealistic, and affectionate. However, she at times felt besieged by negative feelings, going through deep anguish rather than sorrow, disgrace and humiliation rather gentle embarrassment, anger instead of displeasure, and fright instead of anxiety. The client was particularly responsive to emotions of isolation, rejection, and apparent failure (Boyd 459). The client as well demonstrated impulsive traits regularly. The diagnoses reported repeated threats of self-harm, where the client’s history revealed that she has attempted to commit suicide several times. She as well portrayed impulsive conduct especially excessive drinking of alcohol. The client has a history of getting involved in unsteady relations, which regularly resulted to emotional ruin. These included abuse of alcohol and having sexual relations with several partners, changing jobs regularly, shoplifting, quitting relationships and self-harm. Self-injury or suicidal conduct is among the basic diagnostic condition in the DSM IV-TR. Recovery and management of this behavior is difficult and demanding. The reasons reported by the client to self-harm and attempting suicide entails articulating anger, creating usual emotions, self-punishment and distracting herself from emotional anguish or hard situation s. The client had problems of concentrating often. The strong feelings of individuals with borderline personality can render it hard for them to regulate the focus of their concentration. She demonstrated dissociation in reaction to a painful episode and in cases where she remembered a painful experience. This involved directing complete or partial concentration away from the episode. Though this helps in relieving painful feelings, it repressed the usual experience of feelings, and reduces the potential of patients with borderline

Time Since Death Essay Example | Topics and Well Written Essays - 2000 words

Time Since Death - Essay Example Therefore, the estimation of the time since death is very essential, since it enables the investigators to narrow down their investigation to a given time frame, which makes it easier to investigate the circumstances that surround such deaths and the possible causes (Newberry, Lewis & Walters, 2004:936). Further, the accurate estimation of the time since death is also crucial for enabling the investigators to narrow down to a narrow range of suspects associated with the death, owing to the fact that, when the time since death is known, then it is easy to know the immediate individuals that were associated with the victim, as opposed to when the time since death is unknown (Payne-James, 2003:93). Therefore, this discussion seeks to analyze the various methods that may be used for the estimation of time since death, with a view to critically assessing the merits and demerits of each of these methods. First, the discussion will explain the different methods applicable in estimating the time since death. Secondly, the discussion will tackle the merits associated with each method. Thirdly, the discussion will present the demerits associated with each method. Finally, the discussion will be summed up by a conclusion, which will recap the important points of the discussion, state limitations associated with the discussion and raise the necessary questions, if any. There are various methods that can be applied to estimate the time of death of an individual, depending on the environment where the body is found, the evidence available and the nature of the cause of death (Szelecz, Fournier, Seppey, Amendt & Mitchell, 2014:671). The different methods that can be applied to estimate the time since death include: This is a method applied to estimate time since death, through the measurement of the core temperature of the body, relative to the temperature of the surrounding environment where the body is found, also referred to as the ambient temperature (Warther,

Best Practices in Human Resource Management Essay

Best Practices in Human Resource Management - Essay Example This thesis/dissertation has not been submitted at any other institution or organization. This thesis includes my views that are not associated with the university. Signature: Date: 09/05/2011 ABSTRACT Human resources bear great relevance in the attainment of success in any field. Employees are considered to be assets for organizations in the modern times; it is necessary to take measures to manage employees in an effective manner for the growth of the company. The field of human resources management lacks a set of standard practices that would lead any organization towards a valuable human resource management department. The lack of such best practices provoked this research study. This study aims to investigate the set of best practices that result in effective human resource management activities. The best practices have been described in this thesis, along with their benefits for the growth of the company. ... ing and Development 17 Teams 18 Performance Evaluations 19 Communication 19 CHAPTER 03: METHODOLOGY 25 Project Progress 25 Research Design 25 Data Analysis 26 CHAPTER 04: FINDINGS 28 Regression analysis 28 Critique 31 Research and project plan 31 Analytical technique 32 CHAPTER 05: CONCLUSION 33 Conclusion 33 REFERENCES 42 Appendix B 51 Graphs from results 52 Appendix C 62 Fig. 2 63 CHAPTER 01: INTRODUCTION Overview of the Research Human resource management involves the management of people to achieve valuable performances, in the presence of a productive working environment. The focus of this type of management is to facilitate an accessible form of management; one which is not rigid and considers the employees as an asset of the organization. The main objective of the human resources department is to keep the employees motivated and committed towards achieving the goals of their respective departments and organization. Human resource processes include factors that influence the str ategic decision making of the organization. Great stress is laid to promote a helpful and supportive culture in the organization, rather than a competitive one. Employee training and development programs bear great relevance for the growth and success of the organization; this aspect also encourages the managers to seek and hire talented individuals from within the company for required positions. Reward management and compensation are also important functions of the human resource department, such as entitlement to annual bonuses on the basis of appraisals and performance measures etc. These factors are considered to be amongst the most important requirements for the development and improvement of any human resource department. These factors have been influenced from the work of few

Human Resources Constructive-Dismissal Report Essay Example for Free

Human Resources Constructive-Dismissal Report Essay Message It has come to my unfortunate attention that a former employee has made a discrimation-focused legal claim against our company. My goal is to define â€Å"constructive dismissal†; explain the legal mandates to which it may be attributed; discuss the merits—or lack—of it; and offer future mitigative actions to avoid such claims. Constructive Dismissal—Defined Before delving into a serious discussion of the former employee’s claim, it is important to understand the legal construct upon which it has been founded; this construct is referred to as â€Å"constructive dismissal. † Constructive dismiissal refers to an employee compulsion to terminate any working relationships with an employer. The impetus for the termination is an employer’s willful intent to create a hostile or unbearable working condition. Legally speaking, constructive dismissal is, then, tantamount to involuntarily separating the employee from the company (United States Department of Labor, 2012). There are three standards that must be considered when adjudicating whether a situation falls within constructive-dismissal grounds. They are 1. Intolerable Conditions 2. Objective Standard 3. Employer Knowledge and Intent The adjective in the first standard is important, because it makes the distinction between undue working conditions that are unbearable for a reasonable person and a process change that may be inconvenient for the  employee but is not intolerable. Trival matters such as changing a computer from a PC to a Mac, are exmempt from this standard, since these frustrations are a normative in all areas of employment. The second standard establishes a consensus on what is considered intolerable. It is defined as a work environment in which a reasonable person would feel compelled to quit. The third standard is also important, because it clearly indicates that the employer must know that changes that it is implementing create an intolerable environment, and it does so with the intent of compelling an employee to quit as opposed to implementing changes that are motivated by a substantiated business need (Turner v. Anheuser-Busch, Inc., 1994). Please note that constructive dismissal does not necessarily imply discrimination (though it is almost always discrimination based), since it can apply to both those in a protected class or outside it. The ex-employee charges that the schedule change for the production department was an unreasonable action on the company’s part and resulted in her being forced to work on a holy day of her religious persuasion. Resultantly, she charges that she felt compelled to quit, which is why she has filed a constructive-discharge claim against the company. Constructive-Dismissal and Attendant Legal Mandates More than just creating such a toxic environment, when the working condition creates an undue effect based on the employee’s race, ethnicity, gender, national origin, or religion. the Title VII of the Civil Rights Act applies and sets forth: â€Å"(1) to fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such indviduals’race, color, religion, sex, or national origin; or â€Å"(2) to limit, segregate, or classify his employees or applicants for employment in any way which woulld deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, religion, sex, or national origin† (Equal Employment Opportunity Commission, 2012). An amalgamation of undue effect and discrimination of a protected class engenders â€Å"disparate impact† (Equal Employment Opportunity Commission, 2012) Employment separation due to disparate impact explicitly applies to the following sections of Title VII of the Civil Rights Act of 1964. The onus of proof is placed on the claimant. This person must do the following:  Ã¢â‚¬Å"(i) a complaining party demonstrates that a respondent uses a particular employment practice that causes a disparate impact on the basis of race, color, religion, sex, or national origin and the respondent fails to demonstrate that the challenged practice is job related for the position in question and consistent with business necessity; or â€Å"(ii) the complaining party makes the demonstration described in subparagraph (C) with respect to an alternative employment practice and the respondent refuses to adopt such alternative employment practice. â€Å"(B) (i) With respect to demonstrating that a particular employment practice causes a disparate impact as described in subparagraph (A)(i), the complaining party shall demonstrate that each particular challenged employment practice causes a disparate impact, except that if the complaining party can demonstrate to the court that the elements of a respondent’s decisionmaking process are not capable of separation for analysis, the decisionmaking process may be analyzed as one employment practice. â€Å"(ii) If the respondent demonstrates that a specific employment practice does not cause the disparate impact, the respondent shall not be required to demonstrate that such practice is required by business necessity. â€Å"(C) The demonstration referred to by subparagraph (A)(ii) shall be in accordance with the law as it existed on June 4, 1989, with respect to the concept of â€Å"alternative employment practice†. â€Å"(2) A demonstration that an employment practice is required by business necessity may not be used as a defense against a claim of intentional discrimination under this subchapter. â€Å"(3) Notwithstanding any other provision of this subchapter, a rule barring the employment of an individual who currently and knowingly uses or possesses a controlled substance, as defined in schedules I and II of section 102(6) of the Controlled Substances Act (21 U.S.C. 802(6)), other than the use or possession of a drug taken under the supervision of a licensed health care professional, or any other use or possession authorized by the Controlled Substances Act [21 U.S.C. 801 et seq.] or any other provision of Federal law, shall be considered an unlawful employment practice under this subchapter only if such rule is adopted or applied with an intent to discriminate because of race, color, religion, sex, or national origin† (Equal Employment Opportunity Commission, 2012). Although constructive dismissal is not directly referred to in the Civil Rights Act, it is clearly implied, since such a dismissal normally is directed at protected classes of individuals. When combined with disparate impact, constructive dismissal will fall under the purview of the Civil Right Act, and both are legally actional behaviors that the federal government will pursue through legal action and fines. It should be noted that the level of requisite integrity of constructive-dismissal claims can vary from state to state. For example, Washington extends a protected-class status to gays, lesbians, bisexual, transgender, or intersexed people, whereas Arizona extends no special class status to them. A constructive-dismissal claim due to sexual orientation in Washington would be considered; in Arizona, such a claim would not be considered. Furthermore, such a claim would face significant challenges if  appealed to federal levels, since federal laws offer no protection against discrimination based on sexual orientation (Human Rights Campaign, 2012). In addition to constructive dismissal, the ex-employee charges that the schedule change infringed on her right to practice her religion, since she believed that she was required to work on a holy day. The Title VII Act explicitly prohibits discrimation based on religious affiliation. Constructive-Dismissal Merits The ex-employee’s claim does not satisfy constructive-dismissal, disparate-impact, and discrimination prohibitions. The facts of this case clearly indicate this. Let us apply this individual’s claim to the standards required for each prohibition. First, for constructive dismissal, our company must create a hostile environment for the sole purpose of compelling the employee to quit. The ex-employee believes that the schedule adjustment, which required 12-hour days for four days a week and with three days off, created a hostile environment. This particular aspect of this individual’s claim fails this test for a few reasons: 1) Business growth motivated the schedule adjustment, not malice; 2.) the schedule adjustment applied to the most affected department, which is production, since it is tasked with keeping up with the increased demand for our products; and 3.) we provided employees of that department schedule options; we did not constrain them to work on specific days that happened to be days of observance for their religion. Considering the schedule flexibility offered, if the ex-employee worked on a holy day, it was out of choice, not compulsion on the part of our company. Another implication in the above argument is that a different department did not have its schedule adjusted. As indicated above, we adjusted the schedule for the department that is directly affected by the business growth—the production department. There is no impetus for us to adjust schedules for the human-resources department, for example. Second, for objective standards, courts have repeatedly ruled that constructive dismissal is applicable if we create an environment that is so heinous, a reasonable person would quit. I have just indicated that our schedule adjustment was motivated by business need, not malice toward a particular individual or religion. All of the other employees took advantage of the schedule opportunity offered and chose days to work that were appropriate for their needs. There have been no other complaints of being forced to work or being unable to work on a non-holy day. Based on the scenario, it would not be reasonable to quit one’s job. Third, for employer knowledge and intent, it is true that we knew that the increase in business might have caused an impact on certain employees’ lives. We proactively remedied this situation by offering such a flexible schedule, with employees making their own choice of what days they would and would not work. Employees have nearly half their workweek off. There is no reason for an individual to work on a holy day. Also, our only intent was to meet our customers’ needs, so we adjusted our business processes to effectively do so. The underlying concern is that our actions were motivated by this individual’s religion. There is no tenable evidence to support such a concern. We hire a range of people with different religious beliefs. Some are unwilling to work on Sundays. Others are unwilling to work on Saturdays. Some require prayer at various points during the day. Where reasonable, we have always provided accommodations for such observances, and we did so with our schedule adjustment. There was no targeting of any religion. There is no veracity to the ex-employee’s claims. The company must respond to these charges. It can do so in one of three ways: 1. The company can ignore the facts of this scenario and accept that the ex-employee’s claims have merit and can then move to placate the ex-employee in a few ways: a. Rehiring the ex-employee and paying her retroactive pay for the time she did not work, b. Not rehiring the ex-employee but  offering a settlement to avoid a protracted legal scenario, or c. Rehiring the ex-employee and accommodating her schedule requests (Palopoli, 2011). 2. The company can enter into arbitration with the ex-employee to discuss the facts of the scenario, with the intention of arriving at an equitable solution that will placate the concerns of the ex-employee and the company (EEOC, 2012). 3. The company can refute the charges in a court of law, especially after the findings of an investigative company effort denote no actual discrimination or the appearance of it (Cruz, Padilla, Narvae Law Firm, 2011). There are caveats to each of these responses, however. For Response 1, this action is a clear company admission of its culpability in discrimination within its organization. It is an unbalanced response, since it placates the ex-employee but tarnishes the name of the company. Furthermore, acquiescing to the ex-employee’s claims by adjusting the schedule may very well set an inappropriate expectation for other employees. An influx of schedule requests based on employees who invoke their religious preferences would thwart the purpose of the schedule request, which is to meet customer demand. For Response 2, the results of an arbitration hearing are legally binding and normally are a mitigative step against taking up the matter in a court of law. There is a likelihood, no matter how remote, that arbitration will result in our company’s acquiescing to the ex-employee’s claims. This eventuality can result in financal loss due to paying exorbitant sums to the ex-employee for what would amount to silencing her criticism of our company. Or if the results of the arbitration fall in line with the company’s wishes, the negative image that the ex-employee may generate would harm recruiting efforts of candidates or customers who increasingly place value on companies that demonstrate social responsbility toward people and its surroundings. For Response 3, the judgment in a legal case can be binding. There may be a remote possibility that our company may not vindicate itself fully in court. Because of the facts of the case, it would be reasonable to expect that our company would appeal. However, the cost to contend with the ex-employee in court may be prohibitively high. And even if our company emerges victoriously, the result would not constrain the ex-empoyee from tarnishing our company’s name in the marketplace. Based on the eventualities listed above, the viable course of action is Response 3. The actions of our company are sufficiently supported to provide a solid response in a legal setting. The likelihood of not prevailing in court is minimal. And although the opportunity cost to following this route is devoting funds unnecessarily to a baseless claim, vindication in court may very indicate to others who choose to bring dubious claims that our company will respond indignantly to these affronts to our company’s reputation. Responding to the baseless claim by pursuing the matter in court is a tenable position, since our anti-discrimination policy is clear. (In allusion to a subsequent section, the clarity of the policy does not imply that it has been adequately explained to prosepctive and current employees; a training program offered to our recruiting staff will resolve that matter.) Our greatest defense is in presenting this policy as evidence to the court. The policy clearly indicates that the company respects religion as a protected class and makes every effort to accommodate religious rites as long as they do not present an undue contravention of company operation (HR Info Center, 2009). A court-centered legal response to this claim is preferable also because of the investigative process that is extant within our anti-discrimination policy. The ex-employee did not provide our company an opportunity to investigate the claim before she resigned her position. The only indication that a problem existed was when the EEOC delivered the complaint to our company. Our investigative processes clearly demonstrate the thoroughness  and seriousness that our policy devotes to discrimination complaints. Multiple layers of leadership are involved in the process, and many employees are interviewed to determine if they shared the same sentiments. The investigative process is also confidential, and the results are shared with no entity without a need-to-know basis. Furthermore, the investigative process has corrective action built in if there is a determination of discrimination against the employee making the complaint. It also has a built-in anti-retaliation policy, regardless the result of the complaint. Our company can provide documented evidence of our response to past complaints as well as the company’s disposition toward employees after the resolution of these complaints. Demonstrating the company’s follow-through efforts that the ex-employee did not avail herself of will provide substantial support of our contention that we are committed to operating in a discrimination-free environment (Kleiner Perkins Files Legal Response To Gender Discrimination Suit, Denies â€Å"Each And Every Material Allegation, 2012). Another reason why pursuing this matter in a court of law is appropriate is that our company can demonstrate our commitment to investing in the community in which we operate, a diverse community. Our company currently provides several millions of dollars in tax revenue to the community, revenue from which all members of the community benefit. But more than tax revenue, our company provides financial support to various groups in the community: religious-based groups, gay-and-lesbian groups, black-focused groups, and women-centered groups. Our commitment to financially supporting the community is a potent response by itself to the baseless claima against us. Logically speaking, it would be nonsensical for our company to expend money for these community-focused endeavors while practicing discrimination against the very members of the groups that benefit from our financial support (Response to discrimination claims, 2007).

Capital Structure Effect on Performance in Renewable Energy

Capital Structure Effect on Performance in Renewable Energy Sarah Sophia Hamdi â€Å"Capital Structure Effects on Firm Performance in the Renewable Energy Sector: Evidence from Germany† 1. Explanation of your dissertation topic (about 800 words) Overall motivation and objectives: The Kyoto Protocol induced a growing number of countries to establish targets for renewable energy supplies to reduce greenhouse gas emissions as well as to increase energy security. These targets are either expressed in terms of installed capacity or as a percentage of energy consumption. These targets have served as important catalysts for increasing the share of renewable energy throughout the world. As a result of the growing share of energy generated from renewable sources such as wind, water and biomass Germany’s energy supply is becoming â€Å"greener† from year to year. As shown in graph 1 in 2014 renewables already accounted for 25.8 per cent of the gross power production in Germany. On 1 April 2000 the Renewable Energy Sources Act (EEG) went into force and lead to a massive increase of the renewable energy production in the electricity sector, from under 40 to over 140 billion of kilowatt per hours (see graph 2). Graph 1: Gross power production in Germany in 2014 Source: AG Energiebilanzen, as of: December 2014 Graph 2: Gross electricity generation in billions of kilowatt-hours Source: BMWi based on Working Group on Renewable Energies Statistics (AGEE-Stat, August 2014; Preliminary figures) The German government wants to further expand this share by the year 2025, the aim is to produce 40 to 45 per cent of electricity from renewable sources and 55 to 60 per cent by the year 2035. These numbers indicate that renewable energy companies increasingly need to compete efficiently against existing companies generating energy through other power sources such as oil, nuclear and hard coal energy etc. As investments in renewable energy plants grow, so do the risks inherent in owning, building and operating such plants. Excluding debt, business risk is the basic risk of firms operations and one of the factors that influence a companys capital-structure decision making. The level of business risk is shaped not only by the companies’ decisions but by whats happening to the industry and the economy. The renewable energy industry is effected by numerous sector specific risks such as building and testing risk, business, environmental, financial, market, operational, political/regulatory and weather related volume risk. In such a risky industry, what otherwise would be an appropriate and safe amount of debt becomes more dangerous and unstable, so that normally equity financing is safer than through debt. However firms that are in the growth stage of their cycle typically finance that process through debt and borrow money to enable their growth. The conflict that arises with this m ethod is that the revenues of growth firms are typically unstable and unproven. Meaning that a high debt load is usually not appropriate due to the danger of financial embarrassments. Hence as companies expand their investments in renewable energy projects, funding is a particular challenge and questions about firms’ capital structure decisions are not easily answered. Theoretical background: Over the last few decades much research has been done on whether a relationship between capital structure and a firms financial performance exists. At this point I would like to include a detailed literature review. Franco Modigliani and Merton Miller formed with their theorem the foundation for modern thinking on capital structure. They developed the Capital Structure Irrelevance Proposition where they hypothesized that in perfect markets the capital structure of a firm does not influence its performance. Nevertheless the theorem is generally viewed as a highly theoretical hypothesis, since it disregards important factors such as transaction costs and uncertainty, it was often used as the basis for further research in the last decades. The pecking-order theory, the agency theory and the trade-off theory are the three main theories discussing the optimal capital structure of a firm. All of them follow different approaches which I will summarise and contrast with each other. The different theories and findings raise key questions such as whether it is possible to identify an optimal capital structure for firms operating in the important and future-oriented industry of renewable energies. Research analysis and methodology: Following to the introduction of the key theories and the literature review on this topic I would like to carry out my own quantitative study and run a regression analysis with financial data of 20 companies operating in the renewable energy sector, including wind, solar, bio and water energy in Germany. Due to the fact that non-listed firms are not required to disclose their financial accounts my data will be gained from listed companies that are obligated to share the relevant information. I would like to examine whether there exists a relationship between the implemented capital structure and the firms performance measured in return on equity and share price. Equations: (1) (2) Where: return on equity for firm i in year t. : price of a share for firm i at year t. : financial leverage for firm i at year t .: tangible assets for firm i at year t. : size of the firm i at year t. : growth of the firm i at year t. Tangible assets, size and growth serve as control variables whereas financial leverage of the firm is considered as the main variable to express the capital structure. My aim is to be able to match one of the three theories and to identify an optimal capital structure for renewable energy firms. In order to interpret the findings of the quantitative analysis I would also like to include a complementary qualitative research analysis for example through directors’ statements on their financing decisions. 2. List of References (no minimum number required, but as acceptable by your supervisor) Agnihotri, A. (2014): Impact of Strategy Capital Structure on Firms overall Financial Performance, Strategic Change, Vol. 23, No. 1-2, pp. 15-20. Ben Ayed, W. H., and Zouari, S. G. (2014): Capital Structure and Financing of SMEs: The Tunisian Case. International Journal of Economics and Finance, Vol. 6, No. 5, pp. 96-111. Bouraoui, T., and Li, T. (2014): The Impact of Adjustment in Capital Structure in Mergers Acquisitions on us Acquirers’ Business Performance. The Journal of Applied Business Research, Vol. 30, No. 1, pp. 27-41. Economist Intelligence Unit (2011): Managing the risk in renewable energy. A report from the Economist Intelligence Unit Sponsored by Swiss Re. file:///C:/Users/Sarah/Downloads/Managing-The-Risk-In-Renewable-Energy.pdf Gill, A. and Biger, N. and Mathur, N. (2011): The Effect of Capital Structure on Profitability: Evidence from the United States. International Journal of Management, Vol. 28, No.4, pp. 3-. Green, J. (2010): Renewable energy projects: Risk and insurance elements. Technical feature – Construction Engineering, www.meinsurancereview.com, pp. 41-42. Hatfield, G. B. and Louis, T. W. and Davidson, W. N. (1994): The determination of optimal capital structure: The effect of firm and industry debt ratios on market value. Journal of Financial and Strategic Decisions, Vol. 7, No. 3, pp. 1-14. Holz, C. A. (2002): The Impact of the Liability-Asset Ratio on Profitability in Chinas Industrial State-Owned Enterprises. China Economic Review, Vol. 13, pp. 1-26. Majumdar, S. K. and Chhibber, P. (1999): Capital Structure and Performance: Evidence from a Transition Economy on an Aspect of Corporate Governance. Public Choice, Vol. 98, pp. 287-305. Margaritis, D., and Psillaki, M. (2007): Capital structure and firm efficiency, Journal of Business Finance and Accounting, Vol. 34, No. 9, pp. 1447-1469. Modigliani, F. and Miller, M. (1958): The Cost of Capital, Corporation Finance and The Theory of Investment, The American Economic Review, Vol. 48, No. 3, pp. 261-97. Modigliani, F. and Miller, M. (1963): Corporate Income Taxes and the Cost of Capital: a Correction. The American Economic Review, Vol. 53, pp. 443-53. Myers, S. (1984): Capital structure puzzle, The Journal of Finance, Vol. 39, Issue 3, pp. 574–592. Omondi, M. M., and Muturi, W. (2013): Factors Affecting the Financial Performance of Listed Companies at the Nairobi Securities Exchange in Kenya. Research Journal of Finance and Accounting, Vol. 4, No. 15, pp. 99-105. Onaolapo, A. and Kajola,O. (2010): Capital Structure and Firm Performance: Evidence from Nigeria. European Journal of Economics, Finance and Administrative Sciences, Vol. 25, pp. 70-82. Pathirawasam, C. (2013): Internal Factors which Determine Financial Performance of firms: With Special Reference to Ownership Concentration. pp. 62-72. Rajan, R. G., and Zingales, L. (1995): What Do We Know about Capital Structure? Some Evidence from International Data. The Journal of Finance, Vol. 50, No. 5, pp. 1421–1460. Shyam-Sunder, L. and Myers, C. (1999): Testing static trade off against pecking order models of capital structure. Journal of Financial Economics, Vol. 51, No. 2, pp. 219–244. Soumadi, M. and Hayajneh, O. (2012): Capital structure and corporate performance, Empirical study on the public Jordanian shareholding firms listed in the Amman stock market. European Scientific Journal, Vol. 8, No. 22, pp. 173-189. Stiglitz, J. E. (1969): A Re-Examination of the Modigliani-Miller Theorem. American Economic Review, Vol. 59, No. 5, pp. 784-794. Tailab, M. M. K. (2014): The Effect of Capital Structure on Profitability of Energy American Firms. Journal of Business and Management Invention, Vol. 3, No. 12, pp. 54-61. Titman, S. (1988): The Determinants of Capital Structure Choice. The Journal of Finance, Vol. 43, No. 1, pp. 1-19. Umer, U. M. (2014): Determinants of Capital Structure: Empirical Evidence from Large Taxpayer Share Companies in Ethiopia. International Journal of Economics and Finance, Vol. 6, No. 1, pp. 53-65. Wippern, R. (1966): Financial Structure and the Value of the Firm. The Journal of Finance, Vol. 21; No. 4, pp. 615-633. Links: Bundesministerium fà ¼r Wirtschaft und Energie (BMWi): http://www.bmwi.de/EN/Topics/Energy/Renewable-Energy/renewable-energy-at-a-glance.html

Utilitarianism Theory Summary and Evaluation

Utilitarianism Theory Summary and Evaluation Utilitarianism is an ethical theory that is generally credited to Jeremy Bentham. Bentham and John stuart Mill are seen to be the two leading exponents of the theory. Mill, writing after Bentham, adapted some of his ideas into a slightly different version of utilitarianism. Utilitarianism is a consequentialist theory, which means that it decides on what is right or wrong solely on the consequences of an action or the circumstances that this action brings about. The theory is relative, it judges situations separately and does not impose set rules of guide lines on actions to be observed in every case. This avoids the major problems one sees with absolutist theories such as Natural law or Kantian ethics. What is right is what brings about pleasure and Thomas Carlyle raised the criticism that it is a doctrine worthy only of swine as a direct criticism of this. What Carlyle is saying is that those adhering to a utilitarian way of morality are only satisfying basic desires and are just an imals. As humans with reason and intelligence it seems Carlyle wants more out of an ethical theory than what Utilitarianism gives. I will discuss Benthams utilitarianism and then Mills adaption in an attempt to show Mill escapes the problems faced by Bentham. Bentham saw humanity as being completely centered around two things. Nature has placed mankind under the governance of two sovereign masters, pain and pleasure. For this reason his ethical theory is entirely concerned with the two. Bentham saw it that everyone wants pleasure and nobody wants pain. From this he derived the principle of utility which was that the good is whatever brings the greatest happiness to the greatest number of people. What is right to do in every situation is bring about the most pleasure and minimise the pain. Every moral dilemma is judged individually as even though the circumstances may be familiar to ones we have faced before there are always variables, for example in the size of the group effected. So what was right to do in a previous situation may not be the best thing to do in the new situation we are faced with. Bentham understood that all situations are different and created a way of comparing levels and pain and pleasure brought about by a decision w ith a system of calculation. Bentham called this the felicific calculus. Each situation would be judged on seven criteria: Intensity (how strong the pleasure is), duration (how long it lasts), certainty or uncertainty of the pain or pleasure, propinquity (how soon the pleasure will occur), fecundity (the question of whether an action will be followed with similar good circumstances, purity (that it wont be followed by sensations of a negative kind) and finally the extent of the pleasure. In the felicific calculus any individual counts as one, he did not discriminate. Bentham proposes that in every situation we look at all these fields and through doing so we could calculate whether one action would be better than a different one. For example if the extent of the pleasure in the long run outweighs a temporary disadvantage or negative situation then the action is right. One may argue that his attempt to turn morality into a type of math is in fact impractical, will we always have the time to weigh up all the issues surrounding our action. Also how can we really measure pleasure, we cant easily attempt to do it in units. Bentham was anti-elitist in the sense that he saw everyones pleasure to count as the same and saw all types of pleasure under the title pleasure. He argued himself that pushpin is as good as poetry. This is where Carlyle is criticising him. He sees utilitarianism to be promoting a lifestyle that is very unattractive in the sense of only catering for your basic needs and desires. For example through this type of utilitarianism one can justify stealing in a lot of cases and things like sleeping around. As long as you are happy and maximising your pleasure then you are doing the right actions. Bentham himself would argue that it is better to be this type of person satisfied than an individual attempting to be more virtuous dissatisfied. As animals do not possess reason or intelligence like humans all they do is satisfy their basic urges. Carlyle was saying that we have this ability to consider further our own actions and be far more compassionate that Bentham seemed to be saying we can be and for this reason he saw utilitarian ideas as acceptable only to animals. One example given to display this is a situation in which a number of guards holding a prisoner are beating him. As there are more guards beating than people being beaten the suffering is outweighed and so the clearly immoral act being done by the guards is accepted. Obviously it is not in all cases that Benthams ideas justify immoral actions but for the sole reason that it does justify them at times it is strongly criticised. Utilitarianism can be seen as quite the opposite, as a very compassionate theory, with the example of widely disputed topic of euthanasia. Utilitarians could argue that killing some one to save them from years of potential suffering is the right thing to do. They are taking into account the desires of the individual and by weighing up pain and pleasure to come to a compassionate conclusion. Nevertheless, Carlyles criticism is a very strong one and in the face of it this where J.S. Mills adaption can be promoted. Mill, attracted by Benthams theory, still saw this great problem with it and attempted to change parts of it to counter the issue. Mill did this by describing happiness as being the thing we are seeking instead of pleasure. He still saw this idea of there as being one sole intrinsic good but it instead of it being a purely physical pleasure he looked at it in in a different way: happiness as a mental pleasure. For what is good and what one desires are different things. This more virtuous attempt at utilitarian thinking promotes mental pleasure often over physical pleasure. Mill thought that my seeing all pleasure as equal was a fundamental problem with Benthams thinking so he believed that by discriminating between different types pleasure and in turn ordering them he could start to move away from the unattractiveness of Benthams utilitarianism. He stated that h e did not see pushpin as being equal to poetry Mill was involving a sense of dignity that he believed all of us had and argued that physical pleasure would in many cases be rated below mental pleasures and so straight away we can see the improvement he has made to the theory in light of Carlyle criticism. Returning to the previous situation in which we see the prisoner being beaten for the pleasure of the guards, now with these higher and lower order pleasure, things are different. Now the utilitarian can argue that the sadistic pleasure the guards are getting out of the beating would rate much lower than say the mental pleasure that comes with being a compassionate human being. So now the suffering of the prisoner outweighs the marginal pleasure, in comparison to a theory with no higher or lower order pleasure, so the act is not justified. Mill said himself that it was better to be a human dissatisfied than a pig satisfied and better to be Socrates dissatisfied than a fool satisfie d. Through seeking out mental pleasure or physical ones Mill would argue we are acting in the right way. It would be obvious in many case which pleasure rates over another, for example sadistic pleasure being badly rated. However one big criticism of Mill is that there are too many situations in which it is too hard to discriminate as to which pleasure rates over the other. One rather tedious example is the question of whether the music of Bach is equal to that of Mozart. Still the criticism raised is an issue. Mill argued for the idea of competent judgement, he stated that one could see if a pleasure was higher than another if the majority of a group of competent judges, one was competent to judge if they had experienced both pleasure in question, came to the decision that it rated over the other. Although Mill is trying to promote right moral action he undoubtedly faces some difficulty in doing so through his utilitarian approach. A label applied to Mills thinking after his time was Rule utilitarianism. This terminology comes about from Mills discussion that from our past experiences we saw it plausible to adhere once again to certain behaviour or decisions that in the past were seen to bring about or promote a great sense of happiness. If the action is always good in different circumstances then we can create for ourselves a type of rule which is that we should always do this certain action in every situation. Bentham was described as being an Act utilitarian as he saw the opposite: every situation should be judged independently every time. Whether or not these labels are a fair representation of the two different theories within utilitarianism is questionable but the strange sense of the utilisation of absolute ideas is interesting. His adaption tries to compensate for the lack of absolutism that is often felt to be essential when looking for a good code of ethics. One example would be promoting truth telling. One should always tell the truth as it brings about peace of mind and is recognised as the morally right thing to do a lot of the time. However by appea sing to the idea of absolutism this section of his thinking takes on the burdens that absolutism bears. The are always certain situations in which the absolute law seems like the worst thing to do; the extreme example used by Kant of not lying to a murderer who is going to kill your friend and asking his whereabouts would seem like a completely immoral act. Also Mill is criticised for falling short in the exact same way that Bentham has. Mill does not discuss the distribution of happiness and similarly we could see his theory allowing unjust or undeserved unhappiness. In terms of number, could we increase the number of sadistic prison guards to an extent where the scale tips back over to the other side again? Through looking at the charge that utilitarianism is a doctrine worthy only of swine I also see it necessary to show that Mill offered proof for the principle of utility. He argued that happiness is desirable as an end, stating that something was visible if people can see it and in the same way something was desirable if people desire it. People do actually desire happiness. Through showing that everyones happiness is desirable and only happiness is desirable as an end I think that Mill is showing that his version of utilitarianism is not a doctrine worthy only of swine instead it is an ethical code promoting a good sense of living. It is true that Mill has succeeded where Bentham appears to have failed so when discussing the charge I do not think you could answer in way that is so black and white. I would argue that this charge against Benthams theory is not undeserved as it seems foolish to be basing a code of morality on the concept of physical pleasure. When looking at this charg e against Mills adapted version I see it as ungrounded. What Mill is trying to Promote is a virtuous code of living in which some one acts in what is considered across the board to be a morally good way of living. I see Mills writing to be worthy of far more than merely swine. Peter Vardy and Paul Grosch-The Puzzle Of Ethics. Pages 63-72 and 81-83, 1999 John Cottingham-Western Philosophy and Anthology. Pages 512-517, 2008 J.S Mill-Utilitarianism and On Liberty: Including Essay on Bentham and Selections from the Writings of Jeremy Bentham and John Austin. Pages 12 -16 John Rawls- Classical utilitarianism, Theory of justice, pages 22-27, Oxford ,1971 pages 22-27

An essay on different genres including the Ghost genre and the Fantasy

An essay on different genres including the Ghost genre and the Fantasy & Adventure genre I have chosen two completely different genres to base my essay on. Firstly, I have the mysterious and gripping Ghost Genre; the books I have studied are â€Å"The Woman in Black†, â€Å"The Langoliers† and the spooky film, â€Å"The Others†. The second genre is Fantasy & Adventure. The book I am studying is â€Å"Lirael†, a recent book written by Australian author Garth Nix. â€Å"The Lord of the Rings: The Fellowship of The Ring†, directed by Peter Jackson is the film that I am analysing. There are many, definite trends to ghost stories, no matter what the novel is about. They are all usually set in remote areas and are about haunting. Death is usually common in scary stories also. Dense fog creates mysteriousness in the ghost genre and scary stories. It is not just used in books, but is a frequent trick displayed in films. The Langoliers is a gripping novel about a flight from L.A. to Boston, where the passengers somehow disappear when the plane is caught in a time warp, and pilot Brian Engle is left on his own, attempting to land the stray flight. â€Å"Brian peered out of the cockpit window. Outside, all that was visible were peaks of the Rocky Mountains, which were engulfed in a dense, dark fog.† The above quote is used by writer Stephen King to make the reader believe that the plane is now completely lost as the pilot cannot see any landmarks to pinpoint where he is! In the film â€Å"The Others† mist is constantly used when snapshots of the outside of the house are shown to create an eerie atmosphere. This works very well as it looks like the mansion is in the middle of nowhere and that the inhabitants are trapped inside, because if... ...the â€Å"L.O.T.R.† Merry and Pippin (two hobbits) are captured, Boromir is slain by an Orc and Frodo and Sam leave and decide to complete their task alone. In â€Å"Lirael† Sameth realizes that his friend Nicholas has been captured by Hedge and sets off to find him, ending the book on a cliff-hanger! I have found that, like Ghost stories, the Fantasy Genre has certain trends too. There are two sides, good and evil, the main characters are usually on quests and have a companion, and the weather matches the mood of people involved in the story. Also, in both â€Å"Lirael† of course the â€Å"L.O.T.R.† magic is used frequently. ‘Train of thought’ is not used often though as so much is happening in the novel. To summarise although all stories within a certain Genre are totally contrasting, they are similar in their sentence structure, characters, and of course†¦ storyline.

Political Magazine: The Nations Essay -- Expository Politics Essays

Political Magazine: The Nations In 1865, a small political magazine was founded and given the name The Nation. This magazine was not meant to be a mainstream magazine that tries not to offend anyone. Rather The Nation was originally intended to provide the facts of the current issues and avoid exaggeration and political alliance with any party or sect. (The Nation’s founding prospectus, 1865) Nearly 140 years later, The Nation continues to raise eyebrows with its bold publications and political slant. Upon examining The Nation’s printed editorials and comments and the magazine’s website, it can easily be found that The Nation is a clearly liberal magazine as it has been for quite some time. In the February 18, 2002, edition of The Nation, the â€Å"Comment† section was overflowing with evidence of the magazines liberal stance. The entire column â€Å"Little but War Itself† was devoted to the disappointment of the magazine in President Bush and his State of the Union address. As the article points out, Bush seems to be an extremely meek President who does not want to say anything too risky. The author of this article, Robert L. Borosage writes, â€Å"Emboldened by success in war, Bush had little to offer but war itself† (4). This quote clearly illustrates how Borosage sees Bush as lacking the backbone to take any real stance despite his enormous approval rate brought on by the success of the United States in the War on Terrorism. Later in this article, Borosage describes Bush’s plans for the future as featuring â€Å"permanent tax cut for corporations, cuts not linked to new investment or new jobs – a simple payback to his contri butors† (4). This harsh criticism of President Bush depicts him as being more worried about returning p... ...is article could not scream the political orientation of The Nation any louder than it already does. This letter is written in the form of an open letter from Michael Moore to President Bush. The letter bluntly accuses Bush and his administration of being completely wrapped up in the Enron scandal not just involved in the scandal. It even goes so far as to say Bush allowed Enron officials to interview and pick government officials that would influence Enron and its business affairs. When reading a political news source it is important to know the political orientation of the source. The political orientation of a publication can usually be determined through examination of the opinions incorporated into the editorials and comments published. In the case of The Nation, the vast majority of articles presented offer a liberal view of the issue being discussed.

Frontier Expansion vs. the American Bison :: American America History

Frontier Expansion vs. the American Bison â€Å"The wilderness masters the colonist. It finds him a European in dress, industries, tools, modes of travel, and thought. It takes him from the railroad car and puts him in the birch canoe. It strips off the garments of civilization and arrays him in the hunting shirt and the moccasin. It puts him in the log cabin.... Before long he has gone to planting Indian corn and plowing with a sharp stick.... In short, at the frontier the environment is at first too strong for the man. He must accept the conditions which it furnishes, or perish, and so . . . little by little he transforms the wilderness, but the outcome is not the old Europe.... The fact is, that here is a new product that is American....† --Frederick Jackson Turner, 1893 The great westward expansion of European American pioneers is one of the most celebrated periods in our country’s history. We idealize its ruggedness, its characters, and the many sure dichotomies of the frontier: good versus evil, civilizations versus savagery, man versus the wilderness. The pioneers set out to create a new world, to push the boundaries of home, morality, and familiarity. In the process they irreversibly affected the established ecosystems and Native American dwellers. The challenges and harshness of the environment had their own effects upon the settlers, effects that have engrained themselves into our national consciousness. We celebrate â€Å"rugged individualism† while at the same time ignoring the price we pay for that stubbornness and strength of character. Westward expansion resulted in the extinction or endangerment of hundreds of native species of flora and fauna, altered entire ecosystems, such as the Great Plains, and impacted aquifers and w atersheds across the entire nation. One species famously affected by these pioneers and settlers was the American Bison, a relic of the last ice age. It is estimated that over 40 million of these great beasts roamed the American Plains in 1800. By 1883 the population was down to less than 6001. What happened? Why did those pioneers, so appreciative of the bounty that the â€Å"new† territory had given them, slaughter the bison throughout the 19th century? â€Å"They lived and moved as no other quadrupeds ever have, in great multitudes, like grand armies in review, covering scores of square miles at once. They were so numerous they frequently stopped boats in the rivers, threatened to overwhelm travelers on the plains, and in later years derailed locomotives and cars, until railway engineers learned by experience the wisdom of stopping their trains whenever there were buffaloes crossing the track.

Who’s in Charge-Jim Davis

Who’s in Charge? The Jim Davis Case Patty Mathew was required to attend the sales training provided by Jim. This training would really help them in increasing sales of bank services as she didn’t have any sales experience or sales knowledge. Selling services is an important part of business. Before that training Patty was more interested in expense account, which she can use for clients rather than on training. She didn’t attend the training and informed that she is sick. The main concern is that is Patty sick or she just gave the reason just to miss the training.It seems that she wanted to miss the training as Allen also told that he faces problem in corporation with the branch managers. Jim needs to inquire about Patty’s health before taking any action against her. If she’s sick he could provide her training individually. In case she’s not sick Jim can take any of the following steps 1) Complaint to Mr. Johnson or with Allen can take action against her but in this case the other managers could also resist helping Jim. 2) To solve the issue peacefully he can discuss the issue’s Patty has regarding the training.Jim can offer Patty expense, which she wanted. Jim could regulate this expense account based on Patty’s performance. Second option is more appropriate as this will solve the issue peacefully and quickly. In case Patty still shows resistance Jim can complaint against Patty. Recommendations Jim has not been so successful in imposing his authorities on other employees. We have already observed that the request of two clerks from Jim for help was impolitely refused by their supervisor.Authority: It is good to be polite but at times he needs to use his powers to show this position. He can use his network with Allen and Mr. Johnson whenever required. Reward: He needs to present the managers how important the sales skills are for them and use rewards system to improve their performance. Social relation: Ji m could also work on his relations with the branch managers like drinks after training and other informal meetings. To gain their trust so that the managers corporate with Jim in application of the sales of services.

Media Studies Mass Media

hAbstr coiffure This essay look fors what the media, cumulation media and mess talk is. As closely as a major sharpen on the sodium thiosulfate acerate leaf system to a fault kn bear as the fantasy trick sluggard conjecture on the reaction analysis, the peaceful inter absorb and the encode and rewrite homunculus with reference to relevant theorists and statements and practices from Africa and new(prenominal) countries. In finis this essay states that the response analysis and the sodium thiosulphate chivvy system twain argon great and mazy in understanding the media and the restless and passive voice auditory sense.The sodium thiosulphate needle possibility and the reaction analysis is a complicated theory in the media world. These two theories explore how the media call fors its inter envisions, both active and passive. This essay go a commission explore through relevant examples and ideas from theorists, the hypodermic needle theory and the receipt analysis, what they ar and what graphic symbol it plays in the media world and how the media professs the passive inter go out. The media is a diverse collection of industries and practices, from each one with their methods of communication, particularised business interests, constraints and earreachs (Briggs and Cobley, 2001 1).And chain reactor media according to TheFreeDictionary is, A representation of common communication attain a large audition. The media is almost all over in societies today and batch attitude or listen to so such(prenominal)(prenominal) types of media every single day. As a precede the media that is taken in affects its viewing sense of hearing and listeners subconsciously and are non sensible of the impact that the media has on them. Mass communication thence, is the process of trans mannequining a contentedness created by a person in a group to large references or market place through a transforming device which is the culture me dium (J. Baran, Introduction to Mass Communication).As Connell (1984 88) says that it is common that medias communicate is distorted and misunderstood by society. Thus it set up the society subconsciously buy the focal point they act. The audience plays a vital component in the media world, because if the audience did non exist neither would the media. (Hanes) The media sends prohibited teaching to the audience and the audience is on that point to sire it. references are not pinhead sheets of paper on which media messages can be written members of an audience bequeath do prior attitudes and beliefs which forget determine how depressionive media messages are. (Abercrombie 1996, 140). consequently, the message standard by the audience and how they escort that message will opine on the background of the audience members, such as their values and beliefs, their attitudes and their circumstances. Furthermore, in that respect are two types of audiences that are readn to take in media, the active audience and the passive audience. The active audience acts with the media devoted to them, and they have the knowledge to challenge the messages that the media gives to them.The uses and gratifications model that was first show in the United states in the forties (Moores 1993) regardd that audiences were active and that they had a choice as to the textual matters they stock, and that they were able to choose the one that would adjoin their needs. The passive audience, as seen by the hypodermic needle theory however take aim all the information apt(p) to them. still audience an audience that does not interact with the media and it has no control of the medias set on them (Unknown. www. aber. c. uk. ). The hypodermic needle theory assumes that the audience is passive in receiving and interpretation of media texts. (Hanes, 2000). The media is seen to right off affect the passive audience and that it will have the power to right off influe nce the audience, because the audiences just take in and fill what the media gives to them. Children are much seen as a passive audience because they do not fully understand what they are viewing, thence are alter subconsciously and often act out what they have seen on TV.Teenagers often try to copy their famous person role models and lose sight of what is touchable and what is fantasy (Manali Oak) The hypodermic needle theory which was explored by the Frankfurt School also known as the magic bullet theory is a famous theory that states that the media is a needle or magic gun and that it injects the message into the audiences mind and it causes changes in the audiences behaviour towards the message. (Unknown. poundedmonk. wordpress. com ). The audience is passive and as a firmness the message is injected into their mind without their knowledge.Harold Lass rise was a easy known theorist of the hypodermic needle theory stated that the new mass media could directly influence and sway public influence. Meaning that when the audience (which is passive) views something on the telly or hears something on the radio, it affects the audience directly and unconsciously, and could possibly change the way the audience views a certain subject. For example, in 1930 Orson come up created a fake news bare about an alien invasion in an American city called Grovers Mill.He pass arounded this message on a Radio stead program called The War of the Worlds, and it reached about twelve million American people. Due to this broadcast the whole country was in chaos. (Taken from communicationtheory. org) additionally the subcutaneous needle theorys supporters supposed that because the audience is passive in that they receive and evaluate the messages given to them by the media texts that, they ordain a great emphasis on the text itself and the power that it has on the audience. but because that information about the texts are so pronto available and very easy to access, that the Hypodermic needle theory is generally ignore by m whatever other theorists when they understand the audiences response to the media . (Idea taken from Phillip J Hanes) an example of this is when apartheid came into action in South Africa, the sinlessness government controlled the media and showed the black people as weak and inferior to the white people and that they are the prevailing race and should be in charge.Most of the white viewers believed and original this information and as a result treated the black people give care they are inferior to the white people, and thus some of the black people began to believe that they are inferior to the whites. (International Afro Mass Media) However the hypodermic needle theory was not based on empirical findings quite an it employed assumptions about human nature. and that slew were assumed to be controlled by their biologic instincts (Lowerg and Delfleur, 1995 . p. 400).As a result the Hypodermic effects model is con sidered to be an inadequate commission of the communication between media and the public, as it does not take into account the audience as individuals with their own beliefs, opinions, ideas and attitudes. (Unknown www. aber. ac. uk). Hence the quote preceding(prenominal) shows the complications that were aroused by other theorists when it came to the hypodermic needle theory of how information was just accepted by the passive audience. In addition the reaction analysis plays a major role in the media.The reception analysis is the way in which the audience receives, accepts and interprets the message given to them in the media (www. museum. tv. com). The way that an audience will receive and interpret a message in the media usually depends on their socio- economical position, gender, ethnicity and so forth. For example if quadruple people from various people from antithetical societies, watch the uniform programme, each of them will have a different view on what they have j ust watched, covering that the way they receive a message will be etermined by their own individualism. (Journal of Communication, 1990, vol,40, no1, p. 73) The theory on audience reception has taken into account the individual members of the audience. It realises at that place is a preferred gist in the text, but also places emphasis on the audience in the process of constructing a meaning. (Hanes www. aber. ac. uk/media) meaning that the reception theory does not just look at the audience as whole, but as well as the individuals in an audience and how the medias messages affect the individuals.In South Africa, research has been done, that shows that they youth in South Africa is very influenced by the media received from North America. Teenagers watch populace shows and believe that in order to be pop and uniformd by their peers they have to look, act and be a certain way. Hence showing that the youth, depending on their demographic that they are in are heavily influenced and effected by the messages that they receive from the media. (M. Way journalism and Mass Communication). Hals encoding and decoding model draws up on Abercrombies (1996) dominant text view and the dominant audience view. The dominant text view states that the text is more important because the audience is passive they will be influenced by the messages given by the media. Whereas the dominant audience view states that the audience is more important because it is up audience to analyze and interpret the text. (Hall 1980). The receipts of the encoding and decoding model is that it realises that the meaning made by the audience is affected by various other factors including socio/economic frameworks and past experiences, but also involving the scope in which the media message is consumed. (Hanes www. aber. ac. uk/media).This statement means that if one person watches goggle box art object existence distracted by two children will receive a different from another person who i s watching the same television programme but is concentrating on what they are watching. The reception analysis views on how the audience receives the message and how the audience interprets the messages received by the media. Thus we can see that because everyone has different ethnicity, gender, socio-economic backgrounds and political views, that they will view the messages that they receive completely differently to any other person, showing that there is individuality in audiences.For example, a Zulu woman who is a domestic worker who lives in a black township who watches Carte Blanche will interpret the message differently to a white business man who lives in a mansion in Northcliff who watches the ask same thing. Due to different backgrounds and experiences,each person hashis or herown way for decoding messages, andpeople could change surface form different interpretations toward the same message (stereotypebyinternet. wordpress. om) Furthermore, because there are so some t ypes of media being given to us as the consumers of the media, we break down numb to many of the information given to us that we pop to just accept the information and messages. The messages that are in many of the television programs that are consumed that they begin to affect the viewers subconsciously, and the viewers will at long last act out and behave like the people on the programs that they watch and begin to think that everything that they view on the television is acceptable and that, that is how normal or even popular people should behave. The first effect of realism TV deals with teenagers. Already with self-confidence and acceptance issues, adolescent youth that much watch television shows that are agitate as being reality, most likely will have the delusion that their fashion should mirror the people they see on the shows. Like with magazines and tabloids that historically have caused unhealthful trends in teenagers, such as anorexia and bulimia, reality TV f oster facades that are pronto accepted by our youth. (D.Watkins, 2008) In conclusion one can see that the media, mass media, mass communication play an important role and are important to the hypodermic needle theory, the reception analysis, and in the encoding and decoding model. This essay also shows how the audience, passive and active play an important role in the theories mentioned in this essay, and that media use of goods and services is a very complex activity. Bibliography Abercrombie, Nicholas (1996) Television and Society. Cambridge commandment Press Branston, G and Stafford, R. 1999). The Media Students Book. London Routledge (pp. 410-420). Cruz, J. & Justin Lewis (1994) Viewing, Reading, Listening Audiences and Cultural Reception. Boulder, CO Westview Gillespie, M. (2005). Media Audiences. Maidenhead Open University Press (pp. 26-50) Hanes, Philip J (April 2000) The Advantages and Limitations of a Focus on Audience in Media Studies. Retrieved April 29, 2012 from http //www. aber. ac. uk/media/Students/pph9701. hypertext mark-up language Hart, Andrew (1991) Understanding the Media A Practical Guide.London Routledge Koufie-Amartey, I, (2010) Hypodermic Needle Theory. Retrieved April 29, 2012 from http//amartey1. blogspot. com/2010/04/hypodermic-needle-theory. html Nightingale, Virginia (1996) perusal Audiences The Shock of the Real. London Routledge OSullivan, Tim, Brian Dutton Philip Rayner (1994) Studying the Media. London Edward Arnold Seiter, Ellen et al. (Eds. ) (1989) Remote Control. London Routledge Strelitz, L. (2002). Media consumption and identity formation the case of the homeland viewers.Media, Culture Society, 24(4), 459. Taylor, L and Willis, A. (1999). Media Studies. Texts, Institutions and Audiences. Oxford Blackwell (pp. 168-183). Watkins, D. (2008) The effects of reality TV. Retrieved April 30, 2012 from http//www. helium. com/items/933893-the-effects-of-reality-tv Way, M. Strelitz, Larry. Mixed Reception South African Youth and their Experience of Global Media. Retrieved April 26, 2012 from http//findarticles. com/p/articles/mi_7081/is_1_26/ai_n28420075