The lilly ledbetter Essay Example | Topics and Well Written Essays - 250 words

The lilly ledbetter - Essay Example Notably, the president acknowledged that the nation’s economy can work if it works for everyone. He also added that citizens should not be favored in terms of pay on the basis of gender, religion, disability, race, ethnicity, and age because that is not only prejudicial and unlawful but also unfit for business (Office of the Press Secretary 1). At the time of the passage of the Lilly Ledbetter Fair Pay bill to law, the Republicans opposed the bill as drafted. Howard McKeon, an Education and Labor Committee member, raised the matter that company executives would be held responsible for deeds undertaken by supervisors and managers who had left the company a long time ago (Office of the Press Secretary 1). For instance, this will allow a retiring worker to seek for compensation from the company now run by executives who had no hand with the past acts of favoritism. In my opinion, the Lilly Ledbetter Law should remain a federal law. This is because it offers women opportunities for equal pay. Women need to be in a nation that treasures their contributions, that offers no limitations to their dreams n that offers them opportunities they had never imagined. Office of the Press Secretary. "Remarks of President Barack Obama on the Lilly Ledbetter Fair Pay Restoration Act Bill Signing." The White House. N.p., 29  Jan.  2009. Web. 25  Jan.  2014.

Hazel vs Oedipus Essay Example for Free

Hazel vs Oedipus Essay Tragedies often feature happiness developing into miseries through errors which ultimately reveal the cold hard truth. The hero suffers from human frailty (hamartia) which directs to his/her downfall. The hero suffers from catastrophic events, experiences peripeteia and is confronted with the magnitude of his/her actions. Two such heroes are Hazel Grace Lancaster from â€Å"The Faults in Our Stars† by John Green, and Oedipus in the play â€Å"Oedipus Rex† written by Sophocles. Both modern and classic articles of literature have a wide-reaching influence on people and inspire many through the centuries. Modern tragic hero Hazel is a teenage thyroid cancer patient who experiences twisting series of bitter losses. As an only child who has been diagnosed since the age of thirteen, she fears and worries what will happen to the loved ones after she dies and wants to minimize the pain her death will cause others. Classic hero Oedipus is destined to fulfill a prophecy that says he will kill his father and marry his mother, and thereby brings disaster on his city and family. He is blinded by the truth and hubris, powerlessly enduring the course of fate despite harsh and fearful confrontations. While both characters fulfill the role of a tragic figure, the modern hero Hazel evidently provides more hope for the audience than the classic hero Oedipus. This is shown when their character traits of determination, courage and ignorance are compared. Determination is a quality a hero cannot be considered one without, and both Hazel and Oedipus show this quality along their ways. Hazel shows determination as she combats cancer despite harsh reality. Augustus asks, With the trope of the stoic and determined cancer victim who heroically fights her cancer with inhuman strength and never complains or stops smiling even at the very end, etcetera? (Green 128). Gus and Hazel refuse to be tropes. Instead they create a new kind of cancer rhetoric, one that looks straight on at the unbearable fact that they are unbelievably unfortunate and stand a good chance of dying young. They are two doomed children who have not really had the chance to experience life, and who are determined to do so one way or another. Hazel demonstrates her strong determination once again as she sets out to Amsterdam with Augustus to find out the ending of her favourite book, â€Å"An Imperial Affliction†. She wants to know those answers and what happens to Anna’s mother after she dies. By using the lens of the novel, she wishes to reassure the fact that her own mother and family will be okay after her death, since directly thinking about it is too terrifying and upsetting. Hazel is told she â€Å"†¦cant go to Amsterdam† because her doctor â€Å"†¦thinks its a bad idea for she might encounter †¦ a probably fatal episode of deoxygenation† (Green 157). Knowing her death is near, Hazel does not pull back from flying out with her oxygen tank. Hazel shouts, â€Å"bullshit  ! That’s bullshit. Just tell me! Make something up! you promised! † (Green 192). Although she does not receive any good information from the author, she tries to pound out what she hopes to hear out of Peter Van Houten’s mouth when he refuses â€Å"†¦to pity [her] in the manner to which†¦Ã¢â‚¬  she is â€Å"†¦well accustomed’’(Green 192). On the other hand, Oedipus displays determination to seek, to know, and to pursue principle as he unwaveringly discovers the truth behind his birth. The evidence first shows when Oedipus is so determined to solve former King Laius’s murder. The citizens of Thebes gather to discuss solution to the plague while Creon returns from the oracle and tells that the murderer of Laius is in Thebes and must be driven out in order for the plague to end. He furiously curses Laius’s murderer who is himself; he states, â€Å"Nor do I exempt myself from imprecation: /Lie all the curses I have laid on others† (Sophocles 32). Oedipus proclaims that should he discover the murderer to be a member of his own family, that person should be struck by the same exile and harsh treatment that he has just wished on the murderer. Oedipus’s sense of justice and powerful determination to uncover the mystery of Laius’s murder ironically leads him to unintentionally curse himself. He acts eagerly and rashly, refusing to shield himself from the truth, as if he brings catastrophe upon himself willingly. Therefore, it is clear that in terms of determination, Hazel’s will to combat tough fate is far more positive than Oedipus’s cursing to resolve matters, delivering more hope to audience. In addition to determination, courage is an important trait for a hero to signify firmness and face difficulty, danger and pain. Both Hazel and Oedipus show their great courage, but Hazel’s courage appears to be more encouraging rather than Oedipus as it is more relatable to the audience. Living with cancer alone takes great bravery. While Hazel has to deal with hospitals, doctors, and imminent death every day, she recognizes how tough she needs to be and how courageous she has been. She says, â€Å"People talk about the courage of cancer patients, and I do not deny that courage. I have been poked and stabbed and poisoned for years, and still I trod on† (Green 74). She is all about not hurting others even if it hurts her and wants to be as passive as possible. Courage is especially evident when she overcomes her pain to prevent others’ suffering. She says, Im a grenade and at some point Im going to blow up and I would like to minimize the casualties, And I cant be a regular teenager, because Im a grenade† (Green 99). Since Hazel feels that she will soon die, she is motivated to be as insignificant as possible and desires to take the risks of others. She is much like a soldier rushing into battle knowing well that death awaits her. She chases her dreams from the hospital bed all the way to the plane to Amsterdam. Not the doctor nor her family’s disapproval and instructions could stop her from going after her dream. She provides faith to teenagers who are commonly trapped under parents’ umbrella to pursuit their own dreams for themselves. She even ignores the glances, whispering, and finger-pointing along her way. In spite of criticism, she acts in accordance to her own beliefs displaying admirable courage and selflessness of her. Young people can be benefit and inspired by her daring courageousness and overcome their obstacles with Hazel’s fearlessness in her battle in mind. Oedipus is also certainly a figure of remarkable courage. Upon arriving in Thebes, Oedipus displays his courage and lack of fear by facing the deadly Sphinx and solving its riddle: He sacrifices himself entirely in an effort to save Thebes which shows great bravery. He is courageous in his refusal to hide from the truth about himself, even when he realizes how horrible it will be. Facing the horror of personal guilt, especially guilt so enormous, takes extreme courage. In the end, Oedipus has to face his own failure to outrun his fate,

Come and Go Back :: essays research papers

The book I read is called â€Å"Come and Go Back†. This book was written by an anthropologist by the name of Joan Abelove whom lived in a village like the one in the book to study there culture. She wrote this book to explain to people through a story how there way of life is and some things which she experienced when she was there. This book is under fiction and is referred to as realistic. This book is based on events that took place in the 1970’s. This book was printed in 1998 in the United States of America; it is a Los Angeles time’s book prize finalist.   Ã‚  Ã‚  Ã‚  Ã‚  Alicia lives in the Brazilian Rainforest. Her people are visited by two anthropologists named Joanna and Margarita. These women are called old ladies by Alicia's people even though they are only in their late twenties. They are asked to stay for a year. During the visit Alicia and the anthropologists come to respect each other's cultures, which are very different. Her people believe that if you have something you must share it with everyone, and they don't believe in saving anything for another time.   Ã‚  Ã‚  Ã‚  Ã‚  The tribe gets upset when the anthropologists want to save some of the liquor they have for another occasion. They feel that the supplies the women have brought should be community property. At the beginning of the story Alicia doesn't want the newcomers to stay, but by the end of the story they have become good friends and truly regret the end of the visit. Also part of the story, Alicia is believed to be mature enough to have children of her own. Although she is still a young teenager. When Carmella, a young trader's wife in Alicia’s tribe, fears that her husband will kill their baby, Alicia volunteers to take care of the baby on her own. None of her people think that the baby is worth much, and they don't think it will survive since it is not fat. They call the baby a Nawa, but Alicia learns to love the baby she has agreed to care for.   Ã‚  Ã‚  Ã‚  Ã‚  In this story the author tried to educate people on how this tribe had different values, beliefs, customs and well just a totally diverse way of living altogether, but the simple fact that even though there way of life was different from us we still shared similar problems and feelings.

After Goodnight Mister Tom Creative Writing

Thick clouds of smoke and ash billowed from the chimneys of every factory as far as the eye could see. The factories all looked the same, tall grey box-like structures erected from the ground. There was no color here. No happiness. It had been 7 years since last came to the city. I never wanted to come back, thought the memories would be too painful, but Mr.. Tom made me come. He said it would be good for me to get over my past. As I looked around, I remembered back to when the station was full of soldiers going off to the war. The bombing had clearly taken its toll on the city.It had been nearly a year since the end of the war and many factories were still damaged. Had become so accustom to the country life that I forgot what the city was like, what is smelled like, what it tasted like. I never thought would be returning to the city where so many bad memories took place. I walked down the station platform to a bench, the same bench where I found my mother that last time I arrived he re, it looked to be the very same bench, even after all these years. The city had changed so much, it seemed to be the only thing that hadn't, and everything was much more boring and plain. Liked down the street looking at all the factories and buildings. The further walked the smaller the buildings became, until they were just houses on the outskirts of the city. I turned down the street of where I used to stay. I stopped outside an old house. My house. This is where was abused, told I was useless and that nobody cares for me, this is where my mother left me. I never lived here, it was only a home in which I slept and ate. To me, my home is, and always will be, in Little Weirdo. As the sky began to darken, the autumn leaves glowed a bright orange in the twilight. A red overlay covered the city.The sun a rich red and clouds a bright pink. I turned away and started to look for a place to sleep, an inn. As the last light faded, the sky became a dark blue, the stars twinkling in the ni ght sky and the cool night air whistling in through the open window. I sat down my things in the room and laid on the bed. Tomorrow I will go visit the rest of London, to see what has changed, or what hasn't. I will visit the school where used to go, maybe it's still open. Maybe it's not even there, blown up like the rest of the buildings seemed to be. Darkness overcame me and heaviness filled my eyelids, the strength to hold them open had long left me.

Statement Of Teaching Philosophy Education Essay

Geting a 2nd linguistic communication is a womb-to-tomb procedure that requires great attempt and dedication. Many pupils come to my Chinese category anticipating it to either be a stepping-stone to better calling chance or a channel to feed their wonder towards â€Å" alien â€Å" Chinese civilization and history. With this in head, I have three chief aims for my instruction: 1. ) to ease the development of general sense and grasp for Chinese linguistic communication and civilization, 2 ) to supply cardinal cognition and tools built-in to Chinese larning procedure, 3 ) to further critical thought, self-learning consciousness and the capableness to use what they learn to practical scenarios. I actualize these aims by making an engaging, student-centered acquisition environment in which I place myself as a facilitator for my pupils ‘ larning procedure. My overarching end is to permeate pupils with relentless enthusiasm and grasp towards Chinese linguistic communication, and fi nally, animate them to go womb-to-tomb Chinese scholars and talkers. Bing a Chinese linguistic communication teacher, I try to incorporate my cognition gained as a research worker in linguistics and 2nd linguistic communication acquisition field, my passion as a devoted Asiatic linguistic communication scholar and my individuality as a native Chinese talker into my category. During my three old ages ‘ instruction, I steadfastly believe and ever adhere to the undermentioned rules. First, I ever strive to make a student-centered linguistic communication acquisition environment, which is reflected in assorted facets of my instruction. One facet lies in that I ever design and revise my category to suit what pupils genuinely want. For most pupils, the ultimate end of larning a linguistic communication is to be able to efficaciously pass on in that linguistic communication. Therefore, I include many synergistic activities which address common state of affairss in day-to-day life to hone pupils ‘ ability to use their acquisition to practical scenarios. For case, when learning a lesson about dinning, I ask my pupils to take part in a role-play activity that simulates a common scenario in a Chinese eating house. Students are paired up into groups of two and presume the function of clients or servers. Then, client will inquire waiter/waitress about recommendation on dishes utilizing a bill of fare from an reliable Chinese eating house. Furthermore, I encourage pu pils to prosecute in conversation with native Chinese talker by making a linguistic communication spouse plan, in which pupils are required to speak with his/her native Chinese spouse often. In my category, I place myself in a function non merely as a instructor that provides necessary cognition, but as a facilitator that guides pupils to detect the beauty of the linguistic communication. Through debut of these communicative activities, I aim to make a linguistic communication larning environment that is driven by its really purpose, that is, to accomplish effectual Chinese communicating in pattern. A student-centered acquisition environment is besides indicated by the fact that instructor should ever esteem each pupil and go to to each pupil ‘s specific demands. As the affectional filter is a really of import factor in foreign linguistic communication acquisition, A it is of import for me to be patient with pupils who make errors. I invariably remind my pupils that doing errors is an inevitable portion of advancement in linguistic communication acquisition and a good chance to larn. I besides pay particular attending to pupils who fall behind by doing certain they have all the aid they need to catch up. Second, I make every attempt to maintain pupils interested and motivated. As an experient linguistic communication scholar myself, I find that the most effectual goaded force to truly get the hanging a linguistic communication is echt involvement in that linguistic communication. Therefore, I try to actuate my pupils by maintaining the category moral force, entertaining and enlightening. On one manus, I introduce assorted synergistic activities that simulate interesting scenarios in day-to-day life, in which pupils are encouraged to travel about and organize groups at will. Such activities make the category more vivacious and stimulate pupils ‘ desire to better their acquisition. On the other manus, I besides include some relevant Chinese folklores, history and pop civilization in each talk that pupils find most interesting. For illustration, I explain the Chinese tradition of delegating a specific â€Å" birth animate being † to each twelvemonth when learning the Chines e footings for day of the month and clip. I find fun facts like this brand pupils more attentive and greatly prolong keeping period. I think strong motive and involvement will non merely better pupils ‘ public presentation in category, but besides let them to profit from the Chinese acquisition experience even beyond the schoolroom environment. Third, I believe that instructors and pupils must be portion of the invariably altering technological landscape. Technology permeates every facet of life, which I find can be a really powerful tool in linguistic communication acquisition. I use a assortment of multimedia tools in category to ease instruction, such as slides, film cartridge holders and audio extract. I besides add utile on-line resources, including online classs, intelligence and articles to my repertory, which provide a good beginning for my pupils to prosecute in self-learning activity, which is indispensable to linguistic communication larning procedure. Additionally, I take advantage of the platform the university provides to roll up pupils ‘ prep online, which ensures timely appraisal. Bing a linguistic communication instructor is a ambitious yet highly honoring undertaking, as a instructor can hold profound impact to a pupil life. I feel of all time so delighted and accomplished whenever my pupils show their aptitude in Chinese linguistic communication or echt involvement towards Chinese civilization. After the past three old ages being a Chinese linguistic communication teacher, there is non a individual uncertainty left in my head that my life will be devoted to this baronial end, that is, to animate pupils to go womb-to-tomb scholars of Chinese linguistic communication.

4 Exasperating Malapropisms

4 Exasperating Malapropisms 4 Exasperating Malapropisms 4 Exasperating Malapropisms By Maeve Maddox Malapropisms can be funny, but only if one understands both the misused word and the word appropriate in the context. Here are four malapropisms that left one reader scratching his head: 1.The butler entered the drawing room bearing the visitors name card on a silver sliver. The word wanted here is salver, not sliver. A salver is a tray; A sliver is a very narrow splinter of some substance. A silver sliver would not be large enough to hold a visitors card. 2. Mrs Jones earned the reputation of a vertigo because her poor husbands head was always in a spin from her constant nagging and scolding. The word wanted in this context is virago, not vertigo. Vertigo is dizziness; A virago, in this context, is a loud, obnoxious woman who nags and scolds and doesnt behave as a proper woman should. (The word virago has an interesting history that deserves a post of its own.) 3. The teacher commented that Janes essay on D. H. Lawrence was extremely erotic; although certain parts were commendable, others left much to be desired. Yes, D.H. Lawrence is noted for erotic content, but the appropriate word here is erratic. The clue is certain parts were commendable, others left much to be desired. erotic relating to sexual desire. erratic irregular, inconsistent, eccentric. 4. Unfortunately, all efforts to pacify the furious tourists only served to exasperate the situation. Many native English speakers might miss the malapropism in this one because the words exasperate and exacerbate are often used as if they meant the same thing. For example, heres an exchange at Wiki Answers.com: Q: Can you use exasperate in a sentence? A: The 20 mph winds really exasperated the already 20 degree weather, making it feel like 0 degrees. exasperate to cause irritation or annoyance in a person. exacerbate to make a situation worse. The Wiki winds, therefore, would exacerbate the weather and the efforts to pacify the tourists in Example 4 would exacerbate the situation. Thanks to Jayanthi K for suggesting this post. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Direct and Indirect ObjectsThe Many Forms of the Verb TO BEThe "Pied" in The Pied Piper

Push it real good Professor Ramos Blog

Push it real good I’ve been in the hospital for over 13 hours waiting for something to happen I couldn’t move around because waist down I was numb from the epidural. As I’m sitting there trying to wrap around my head that I’m going to have a baby and second now. My boyfriend tries to distract me by rubbing my back but I started to feel weird like I needed to poop. I then called the nurse over to see what we can do and she looked under my gown and said: â€Å" Its time to push.†. My heart beat immediately started to race and I’m just freaking out internally. Out of nowhere, all these people with face masks and scrubs rush in and my mom and sister too. They put an oxygen mask on me and put my legs up and I pushed the hardest I could that my eyes disappeared from squinting so much. My face was as red as a tomato. It felt like I was going explode and then a couple minutes later she was here. I felt like I ran around the world, I was so drained and sweaty. I didnâ €™t hear her cry but I saw her covered in white stuff It kind of felt like I gave birth to an alien I was so tired and amazed that it happened so quick I had no words to say, I then see my boyfriend crying and I started to cry. They didn’t hand me her immediately and I became worried, I then asked one of the nurses â€Å"Is she okay?† they didn’t say anything they just looked at me with a blank face. The nurses cleaned all the slimy stuff off of her and put her on my chest I was in awe; I couldn’t believe that came out of me. She stayed at my chest for a little while my family stared at her. The nurses then took her off my chest and were taking her to the NICU. The doctor came up and told me â€Å"that was really fast congrats.† She also said that my daughter would be in the Neonatal intensive care unit or NICU because she has an infection due to pooping in her amniotic sac. They took her away and I was just lying there with my family and friends they came over to say hi and congrats. The first thing I asked was for food but the only thing on my mind was Rhea. I was upset because I couldn’t see her until my epidural wore off. All I wanted to do is hold her. After getting some rest I went to go see my daughter I couldn’t walk yet so I had to go in a wheelchair. They took me to her room and there she laid all wrapped up and with IVS all over her.   One of the nurses said, â€Å"right now she’s not eating that much but you should try and feed her skin to skin.† I picked her up and fed her and stared at her for a while. I still couldn’t believe that she was here and not in my belly anymore. After a while, I had to go back to my room. That was probably one of the hardest things because I didn’t want to leave her alone but I had to tell myself that she is going to be okay. 3 in 10 teenage girls get pregnant before twenty years old. I was one out of those three. When I told my mom that I was pregnant she was very upset not only because I told her when I was at the doctors but I told her to fill out my form and she circled not pregnant and then I corrected her that I am. She stared at me with so much anger, we left and the ride home was quiet. She didn’t talk to me for a couple days and then one day she told me† I’m not going to help you, she’s going to be your responsibility now† I said â€Å"okay.† she kept telling me I was too young I got pregnant at 17 and gave birth to a girl. It saddened me that I couldn’t bring her home, I was there every day to see her until the nurses kicked me out. A week and a half has passed and when I went to go visit her at the hospital they told me I can finally take her home they said that she is eating much better and she’s done with her antibiotics, I was so happy I called my boyfriend to come and to bring her car seat and clothes. The nurse began to take off all her IVs and got her a box filled with many things like diapers, formula, tape etc. As soon as my boyfriend arrived I dressed her in a little teddy bear outfit. We wrapped her up and proceed to leave. When we got outside it was raining cats and dogs. We drove very slow on the way home when we got there it was late I began to get her ready for bed, I fed her burped her, changed her and wrapped her in her blanket and I laid her down she fell asleep pretty fast. I was happy that I can rest now, a couple hours later she woke up to be fed changed and burped again, but this time she didn’t want to fall asleep, she kept crying. I then began to freak out and start crying t oo because I didn’t know what to do, it was late and I didn’t want to wake anyone up. I tried rocking her and console her but she still kept crying. I grew up with a lot of nieces and nephews and I tried to remember what my mom would do when they wouldn’t stop crying. One thing I remembered she told me is that she would always wrap me in my blanket very snug. so I tried it and it worked all she wanted to be was wrapped up. As she grew I tried to remember what my mom taught me. Such as changing a diaper, how to hold her correctly, how to feed her and some other things she didn’t mention for example kids like to smear poop all over the walls and crib and how they like sticking Legos up their nose. I’ve learned that being a parent comes with a lot of responsibilities and that I now have to put her first before me, you need to have a lot of patience and also appreciate my mom more because she had to do this 6 times. Till this day I’m learning new things, it can be very overwhelming sometimes but at the end of the day, she is the best thing that has happened to me.   I thank my mom for showing me how to do these things because if it wasn’t for her I don’t know what I would’ve done probably rip all my hair out and cry more than a baby.

5 Examples of How Hyphens Help

5 Examples of How Hyphens Help 5 Examples of How Hyphens Help 5 Examples of How Hyphens Help By Mark Nichol Confusion about whether or not to use a hyphen remains one of the most common mechanical problems in writing. Here are five sentences in which hyphens are erroneously omitted. 1. â€Å"The head on crash sent three people to the hospital.† This sentence creates the unfortunate impression that a human head is somehow responsible for a car accident: The phrasal adjective â€Å"head on† should be hyphenated before the noun it refers to (but, like all the other examples in this post, should left open when it follows the noun): â€Å"The head-on crash sent three people to the hospital.† 2. â€Å"It’s unfortunate that she didn’t make better informed decisions.† One could refer to informed decisions that are better, but that’s not quite what is meant here. The reference is to decisions that are better informed, so the phrasal adjective should be hyphenated: â€Å"It’s unfortunate that she didn’t make better-informed decisions.† 3. â€Å"His report suggested a less than careful analysis of the facts.† What kind of analysis being discussed? One that is less than careful. So this combination of words should be hyphenated: â€Å"His report suggested a less-than-careful analysis of the facts.† 4. â€Å"She showed excellent time management skills.† This sentence can be read only as intended, but because â€Å"time management† is not awarded status as a standing phrase by being honored with a dictionary entry, it should be treated like any other temporary phrasal adjective: â€Å"She showed excellent time-management skills.† 5. â€Å"By observing quality of care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† The issue is not care measures and their quality; it is measures of quality of care, or â€Å"quality-of-care measures†: â€Å"By observing quality-of-care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:How Many Tenses in English?8 Types of Parenthetical PhrasesLetter Writing 101

Do's & Don't for Educational Facility Planning Project Essay

Do's & Don't for Educational Facility Planning Project - Essay Example The space should be standard and as per the recommended guidelines. The planner should fit the available finances into the standard plan rather than fit the plan into the available finances. In such a case, there will be concern towards achieving the correct space for present as well as the future. In the development of an approach that will settle the scores between the budgetary constraints and educational requirements. Care should be taken in avoiding an approach that will constrain the facilities due to the available cash. It would be better to develop a few compulsory facilities and leave space for future developments, rather than develop all facilities, but with constraints. This approach will aim at ensuring quality. The facility aims at providing comprehensive educational specifications that link the education programs offered with the design of the facility. In achieving this objective, all features necessary for a certain facility should be incorporated into the design. This will involve the use of relevant personnel. Proper documentation should assist in ensuring the proper steps are followed. The planners, should thus, use the resources available at their disposal to ensure that they get the requirements for the facilities right and not focus on what they think is right. They should apply facts, procedures and standards in determining the requirements. There should be proper communication between the designers and the educators, whereby the educator is responsible for stating what is required and the designer is responsible for stating how the requirements are met. The educator has the requirements in a theoretical perspective and should not be involved in determination of the design. The designer is responsible for ensuring that the required and stated specifications are met fully. The process of planning for the education facility at hand requires consultation with experts, who are responsible for approving some of the required

Models for Community and Individual Health Promotion Assignment

Models for Community and Individual Health Promotion - Assignment Example He as an individual might decide to help them, but such a behavior as smoking is a very addictive behavior which requires one to have the will of taking the necessary measures to quit smoking. This is a process that is not expected to be smooth running, but as long as the victim is willing then it will be easy to him or her stop the behavior (Edberg, 2010). One of the community models used to support health behavior is the Diffusion of Innovation Theory. It is easy for people to prevent themselves from getting sick by taking precautionary measures like washing your hands before eating or even after visiting the toilet. Some of the major diseases that really affect people and can easily kill; diseases like cancer, diabetes, cannot be easily screened, and one needs help from specialists and to then know how to cure it. For this reason, a community takes the initiative to educate its people more about this disease, their symptoms and where to get help from incase you are infected (Orleans, 2008). The Stage Change model helps one know that it is only you who has the full control of your life and that one is willing to leave a positive and healthy life. One can give you advise, and even avail the best clinics for you in order for you to for instance quit smoking but unless you are willing this is not possible (Gochman, 2011). This theory appreciates the spread of word and information in that, information can reach a lot of people and be helpful to the community. This is through schools, churches and such like places (Gochman,

The Influence of Global Economic and Political Environment on Airline Essay

The Influence of Global Economic and Political Environment on Airline Industry in China - Essay Example "Globalisation" was coined by Levitt (1983) who describes it as the shrinking of the world as brought about by the expansion of the reach of global media and the reduced cost of communication, resulting in the convergence in the tastes of consumers worldwide and the large-scale creation of global markets for standardised products. According to Giddens (2001), it is "the growing interdependence between different people, regions and countries in the world as social and economic relationships come to stretch worldwide". It is these economic and political relationships which have encouraged nations to reevaluate their political agenda and economic policies. According to Rosenberg (2000), "The term 'globalisation' after all, is at first sight merely a descriptive category, denoting either the geographical extension of social processes or possibly, as in Giddens' definition, 'the intensification of worldwide social relations'." Among the major economic changes in a more globalised world is the diminishing role of nation-sates and the increased significance of transnational corporations in the transformation of the economies in bothy the national and international scales. Business is at its primacy and transnational corporations which possess cross-border markets and production systems are the poster boys of an increasingly globalised planet. In business and industry, Bartlett and Ghoshal (1989), Hout et all.(1982), Campbell (1993), Keegan (1995), Bertrand (1994), Parker (1998) find that "Globalization [to business administration] is the set of transformations faced by companies as a consequence of the contemporary phenomenon typical of the post cold war which is constituted by: (1) the empowerment of transnational organizations; (2) the mass information technology evolution; (3) the increasing flows of capital, merchandise, people and data across national borders; and (4) the tendency of world market homog enisation." (Azevedo and Bertrand, 2000). Among the most dynamic economies of the 21st century is China. It has for the past five decades undergone numerous, often radical transformations, finally emerging from its cocoon to become among the most powerful and influential economic and political players in the Asian region and the global stage. In fact, China has opened its doors to the world, providing business investments in many parts of the globe especially among developing and underdeveloped nations. It has also adopted shifts in policy and governance, designed to attract robust invest6ments and businesses from abroad and bolster the vast potentials of its trade, commerce and other potentials of its economy. Like all other nations, China must reckon with the permeating effects and challenges of an increasingly globalised world. Like all other nations, China must reckon with the increasing role and dominance of transnational corporations and the diminishing roles of nation-states. From a highly centralised form of government, China must begin to not only delegate policy and decision-making to its corporations, but also encourage and develop its corporations into globally-competitive entities. This entails empowerment of its domestic corporations, gradually increasing their capability to undertake vital economic, operational and management decisions for both

U.S propaganda and the Nazi Germany Essay Example | Topics and Well Written Essays - 1750 words

U.S propaganda and the Nazi Germany - Essay Example U.S propaganda and the Nazi Germany Propaganda and war is aimed at influencing people’s attitudes and perception towards the war rather than being involved in open dialogue (Randal, 2002). American propaganda during world war was used to increase American commitment and support for the war. American propagandists used various media to foment animosity and hatred against American enemies especially the Nazi Germans, Authoritarian Italy and Aggressive Japan. For instance, American propagandists persuaded American people to fully participate in the war by urging them to do what they can by providing war materials such as victory gardens and to extent that they sold war bonds. Americans perceived propaganda as a tool of totalitarian dictatorship. In addition, they recalled with fear and anger the fervor of the First World War propaganda efforts, which was recognized as violation of human rights as well as dissemination of wrong information. The United States was reluctant to participate in propaganda campaigns but it succumbed to pressure from business sector, media and advertisers who wanted the government to take active role in propaganda campaigns. In 1944, policy makers in the U.S began convincing Americans to accept the harsh peace for the German citizens since it was thought that the German people and the Nazi party were different entities. Hitler was often depicted in scenarios ridiculing and embarrassing him, and that cartoons always portrayed him in caricature. Hitler’s rule was often satirized. In order to raise war morale and motivation, American cartoonists often released cartoons showing Hitler as doomed. He and Nazi-Germans were depicted as fools to an extent that a German father was scolded saying that Germans did not eat food instead they ate countries. Among authoritarian regimes of the time such as Japan and Italy, Nazi-German was seen as the deadliest threat to the Americans. American propaganda often stereotyped Germans as evil and bad people in posters and films, despite the fact that many crimes or atrocities were ascribed by Hitler and Nazis. Similarly, American propaganda did not leave out other authoritarian regimes such as Italy and Japan in that they always portrayed as evil and bad. For instance, Mussolini appeared in an editorial Cartoon which presented him as a two-bit dictator. In Japan, propaganda depicted Japanese as uncivilized and foreign enemy of the United States of America just like Italy and Nazi-Germany. Basing on samurai traditions, American propagandists depicted Japanese as blindly ruthless and fanatic with a history of looking and desiring for an overseas conquest. More so, they argued that Japanese people were one mindless and unified mass that had no vision. The U.S applied propaganda to influence and manipulate its citizens. In addition, propaganda in war is used in deceiving your friends with lying to the enemies. On the other hand, between States, it involves lying about potential acquisition and development of new and powerful weapons, which can be used to convince other nations that something which is feasible, is in fact not in order to pour disinforming party a head start in looking for the technology/weapons (Andrew, 2011). The use of propaganda in war is applicable with the compliance of mass media and popular culture that allows it to procla im a new mobilization of society and military against an imagined or real enemy without altering the status quo

Leadership Paper Business Internship class Term

Leadership Business Internship class - Term Paper Example The apparent vacuum in leadership manifests in the employees poor performance and low productivity. The management seemed to have credibility issue as employees are resistant from any initiative that comes from the Management. Tardiness is also high and so is absenteeism while employee attrition rate is alarming and is costing the management time and resources in training new employees. There is also an apparent discord within the organization as petty quarrels are prevalent among the employee which prevents them to work as a cohesive team. Morale is also low. From what I can deduce from how I was oriented and my initial observation with few casual interviews from employees, there seemed to be a credibility issue with the leadership in the organization. This was validated when I did my initial background research on the issue on how the previous manager fared. I found out that the previous manager was fired due to professional ineptness and questionable professional ethical behaviour in the organization. I surmise that the current leadership credibility issue and low morale in the organization was the result of the previous manager’s professional deportment and leadership. ... Take into consideration the role of the leader; leadership skills and strategies the leader will employ; relationship to others involved in the plan; resources needed to implement the plan; specific activities, etc. Leadership is important in an organization not only to get things done but also to set the direction of the organization. And because of this imperative, leadership has to be present in all aspects of organization as Quinn (1996) argues that leadership is a state of being that people can enter into irrespective of their formal role or position within an organization. . . it as a shared property of the group such that all members of the group, regardless of their formal role or position, participate in the leadership process (Carson, Tesluk, & Marrone, 2007; Morgeson, DeRue, & Karam, 2010; Pearce & Conger, 2003). My immediate plan when I assume office is to repair the broken relationship among the employees and its discord with the management. I also intend to open the com munication line to address the seemingly low morale of the employees as attrition rate is alarmingly high. From what I surmised, the employees seem not to believe in what the management is telling them as it has a credibility issue. Such that I am in a precarious situation to implement remedial measure. Relationship is tough to mend for â€Å" understanding and cooperation of superiors, peers, and subordinates, it takes time to build these relationships† (Kayser, 1973). My initial strategy as a manager is to come to the organization unobtrusively. As I assume office, I will first establish rapport with my employees. There will be initially nothing serious to be taken but just present myself to them as a human being who also feels just

U.S propaganda and the Nazi Germany Essay Example | Topics and Well Written Essays - 1750 words

U.S propaganda and the Nazi Germany - Essay Example U.S propaganda and the Nazi Germany Propaganda and war is aimed at influencing people’s attitudes and perception towards the war rather than being involved in open dialogue (Randal, 2002). American propaganda during world war was used to increase American commitment and support for the war. American propagandists used various media to foment animosity and hatred against American enemies especially the Nazi Germans, Authoritarian Italy and Aggressive Japan. For instance, American propagandists persuaded American people to fully participate in the war by urging them to do what they can by providing war materials such as victory gardens and to extent that they sold war bonds. Americans perceived propaganda as a tool of totalitarian dictatorship. In addition, they recalled with fear and anger the fervor of the First World War propaganda efforts, which was recognized as violation of human rights as well as dissemination of wrong information. The United States was reluctant to participate in propaganda campaigns but it succumbed to pressure from business sector, media and advertisers who wanted the government to take active role in propaganda campaigns. In 1944, policy makers in the U.S began convincing Americans to accept the harsh peace for the German citizens since it was thought that the German people and the Nazi party were different entities. Hitler was often depicted in scenarios ridiculing and embarrassing him, and that cartoons always portrayed him in caricature. Hitler’s rule was often satirized. In order to raise war morale and motivation, American cartoonists often released cartoons showing Hitler as doomed. He and Nazi-Germans were depicted as fools to an extent that a German father was scolded saying that Germans did not eat food instead they ate countries. Among authoritarian regimes of the time such as Japan and Italy, Nazi-German was seen as the deadliest threat to the Americans. American propaganda often stereotyped Germans as evil and bad people in posters and films, despite the fact that many crimes or atrocities were ascribed by Hitler and Nazis. Similarly, American propaganda did not leave out other authoritarian regimes such as Italy and Japan in that they always portrayed as evil and bad. For instance, Mussolini appeared in an editorial Cartoon which presented him as a two-bit dictator. In Japan, propaganda depicted Japanese as uncivilized and foreign enemy of the United States of America just like Italy and Nazi-Germany. Basing on samurai traditions, American propagandists depicted Japanese as blindly ruthless and fanatic with a history of looking and desiring for an overseas conquest. More so, they argued that Japanese people were one mindless and unified mass that had no vision. The U.S applied propaganda to influence and manipulate its citizens. In addition, propaganda in war is used in deceiving your friends with lying to the enemies. On the other hand, between States, it involves lying about potential acquisition and development of new and powerful weapons, which can be used to convince other nations that something which is feasible, is in fact not in order to pour disinforming party a head start in looking for the technology/weapons (Andrew, 2011). The use of propaganda in war is applicable with the compliance of mass media and popular culture that allows it to procla im a new mobilization of society and military against an imagined or real enemy without altering the status quo

Discuss the major changes in maternal physiology that are essential to Essay

Discuss the major changes in maternal physiology that are essential to a healthy pregnancy outcome and give examples of how placenta may adversely affect pregnancy outcome - Essay Example The changes, mostly those relating to early stages of pregnancy, are partially attributable to â€Å"the metabolic demands brought on by the foetus, placenta and the uterus† (Ciliberto & Marx 1998, para. 1). Besides, the increase in the levels of hormones during pregnancy, especially those related to progesterone and oestrogen are also responsible for inducing the changes. However, most of the changes that occur in the later stages of the pregnancy pertain to the woman’s anatomy, as a result of â€Å"mechanical pressure from the expanding uterus† (Ciliberto & Marx 1998, para. 1). The physiological changes that occur in a woman during pregnancy are intended to â€Å"facilitate the adaptation of the cardio-vascular system to the increased metabolic needs of the mother, thus enabling adequate delivery of oxygenated blood to peripheral tissues and the foetus† (Silversides & Colman n.d., p. 1). The physiological and anatomical changes that a woman undergoes dur ing pregnancy have high significance on pregnancy outcomes and appropriate physiological transformation is a crucial element in achieving healthy pregnancy outcomes. There are several changes that occur in pregnant woman during the gestation period, which can be anatomical or physiological, such as: gestational weight gain, cardio-vascular changes, hormonal changes, changes in respiratory system, changes in the immunity system etc. This study will contain an analysis of three of the major changes in maternal physiology, such as Gestational Weight Gain, Hormonal Changes and Changes in the Cardio-Vascular System, as endorsed below: - This is one of the major changes that occur in a pregnant female during gestation period. One significant development during pregnancy is that a woman’s uterus undergoes enlargement and, as a consequence, abdominal viscera gets displaced. This, in turn, causes elevation of the diaphragm as a result of which the heart is moved â€Å"upwards to the left and assumes a

The Not so Friendly, Arnold Friend Essay Example for Free

The Not so Friendly, Arnold Friend Essay When Connie picks up the phone she hears something on the other line, a type of roaring noise that you hear in those scary movies about the devil. Arnold also talks to Connie as if he were saying lyrics from one of her favorite songs knowing how willingly Connie will do anything to fit in with the culture music gives. Arnold Friend tells Connie, â€Å"We’ll go out to a nice field, out in the country here where it smells so nice and it’s sunny†¦I’ll have my arms around you so you won’t need to try to get away and I’ll show you what love is like, what it does† (Oates 628). He goes on saying sweet things to Connie to make her come out behind the screen door and come over to him, but she does not seem to come to him because of how kind he says his words, but because of the fear that has built up from them. Arnold Friend was almost narrating the next few seconds of he life as if it was now his to claim, â€Å"Now come out through the kitchen to me honey and let’s see a smile, try it, you’re a brave sweet little girl. † And as he said this, â€Å"She put out her hand against the screen. She watched herself push the door slowly open as if she were safe back somewhere in the other doorway, watching this body and this head of long hair moving out into the sunlight where Arnold Friend waited† (Oates628). Another reason that Arnold Friend gives off a frightening image is that his normal teenager look is the almost â€Å"too real† of a look. Arnold Friend is just an image that he knows Connie wants to see in a guy and has seen in a lot of them. The narrator says, â€Å"[Connie] recognized most things about him, the tight shirt, an even that slippery friendly smile of his, that sleepy dreamy smile that all the boys used to get across ideas they didn’t wan to put into word†¦But all these things did not come together† (Oates 623). Arnold Friend has that look to him that most girls would think is attractive, but at the same time there is something that was not right about him. Arnold left his glasses on for most of the conversation, but when he took them off the skin around his eyes were so pale they made his eyes seem to glow in a supernatural way. The narrator states, â€Å"He took off the sunglasses and she saw how pale the skin around his eyes was, like hold that were not in shadow but instead in light. His eyes were chips of broken glass that catch the light in an amiable way† (Oates 622), making his eyes look like they were glowing like they would on something supernatural. Oates also goes on explaining that after Arnold Friend puts his glasses on top of his head he did it cautiously â€Å"as if he were indeed wearing a wig† (Oates 624). Arnold Friend could be wearing a wig to simply defy his age so Connie will go on a ride with him or also to hide the horns on top of his head, like the devil has. â€Å"His whole face was a mask, she thought wildly, tanned down onto his throat but then running out as if he had plastered makeup on his face but had forgotten about his throat. † (Oates 625). The last reason that Arnold Friend gives off a frightening image is the knowledge he conveys about and with Connie. Arnold Friend frequently tells Connie of his knowledge of her family, neighbors and herself. When Connie hears Arnold say her name for the first time she tells him that she never said her name and he tells her in response, â€Å"But I know what it is. I know your name and all about you, lots of things† (Oates 622). He continues to tell her some of the information he knows about her, â€Å"I know your parents and sister are gone somewhere and I know where and how long they’re going to be gone, and I know who you were with last night, and your best girl friend’s name is Betty† (Oates 622). But Arnold’s knowledge is just facts about Connie’s life and family, Oates also describes his knowledge Connie as if he was there watching these events that Connie’s family is apart of. Arnold Friend says, â€Å"Aunt Tillie’s. Right now they’re-uh-they’re drinking. Sitting around,† he said vaguely, squinting as if he were staring all the way to town and over to Aunt Tillie’s backyard. Then the vision seems to get clear and he nodded energetically† (Oates 624). He continues to tell Connie things that a stranger should not know about her and her surroundings. He talks to Connie about an â€Å"Old woman down the road,† and Connie replies that she is dead. Not only does his knowledge of the old woman being Connie’s neighbor portray the devil and give off a frightening vibe to Connie, but also the knowledge of her death as if he were scaring Connie. Arnold slightly even gives Connie a little foreshadowing of her future with him. Through manipulation, image, and knowledge Arnold Friend conveys an image of the evil and the devil and gives off a frightening vibe to Connie. He tries to hide his true self and give out this image of the typical guy that Connie would be interested. He used that Rock amp; Roll pop culture to lure in Connie and than used his knowledge to frighten and manipulate her into selling her soul to him. Works Cited Oates, Joyce Carol. â€Å"Where Are You Going, Where Have You Been†? Literature: Reading, Reacting, Writing. Ed. Laurie G. Kirszner and Stephen R. Mandell. 7th ed. Boston: Wadsworth, 2010. 615-28. Print.

HR Policies and Practices

HR Policies and Practices Motivating and Retaining a Multigenerational Workforce Through HR Policies and Practices Abstract In todays workforce management must learn to engage their employees who are of different generations and backgrounds. With roughly half of the workforce primarily Baby Boomers who are expected to retire within the next decade, management must learn to cope with loosing primary employees and training Generation Y and X employees on how to successfully complete Baby Boomers jobs. In the meantime, management must also learn how to keep each generation motivated and feel appreciated in order to produce the companys mission statement successfully. HR professionals will need to ensure management is aware of what the future holds by strategically planning and aligning employees to reach future goals. Introduction There are three generations that make up todays workforce: Baby Boomers, Generation X, and Generation Y. In order for management to successfully manage their organization, they must understand what drives and motivates each generation, what specific behaviors each generation posses, and what values they each perceive as important for their work environment. Since each generation is different, experts suggest that managers adjust their style of leadership in order to avoid problems (Crampton, 2006). The focus of the recommendations tends to be on Generations X and Y. Less attention is given to Baby Boomers and Veterans, because after all, they are about to retire (Crampton, 2006). As management begins to focus on what makes these generations different from one another, they will be able to maximize the organizations profits and prolong competitiveness in the future economy. To better understand each generation, we must gain knowledge about each one individually. Piktialis (2006) briefly describes each generation: â€Å"-Baby boomers, ages 41-59, make up almost half the U.S. workforce. They grew up during an era of economic prosperity and experienced the tumult of the 60s at an impressionable age. Baby boomers tend to be optimistic, idealistic and good team players. They are driven, love challenge and want to be stars and build stellar careers. Because they have had to compete with each other at every step of their careers, they can be highly competitive. -Generation X, ages 28-40, makes up just 29 percent of the workforce. This generation witnessed parents experiences with corporate downsizing and restructuring in the 70s and 80s. Raised in an era of two-earner households and rising divorce rates, many of them got a childs-eye view of work-centric parenting. They value flexibility, work-life balance and autonomy on the job, and appreciate a fun, informal work environment. They are constantly assessing how their careers are progressing and place a premium on learning opportunities. They are technologically savvy, eager to learn new skills and comfortable with change at work. They appreciate frequent and honest feedback from their managers and mentors. -Generation Y, ages 27 and younger, makes up just 15 percent of the U.S. workforce. Over the next two decades that percentage will grow to approach that of the baby boom in its prime. Generation Y tends to be well organized, confident, and resilient and achievement oriented. They are excellent team players, like collaboration and use sophisticated technology with ease. They are comfortable with and respectful of authority and relate well to older people. More than any generation that has come before, they are comfortable with diversity. They want to work in an environment where differences are respected and valued, where people are judged by their contributions and where talent matters.† (Piktials, 2006) As future managers, we need to analyze each generation separately and devise recommendations on how to fully engage employees to the commitment of the company. Here we will analyze Baby Boomers, Generation X, and Generation Y in more depth and learn what makes each one unique as well as how to properly communicate and achieve success. Baby Boomers Baby boomers were born between 1946 and 1964 and are predominantly in their 40s and 50s. They are well-established in their careers by now and hold positions of power and authority. This generation constitutes a large majority of corporate executives and other managerial positions of power. Their typical characteristics include optimism, politically conservative, and they are active, competitive, and focus on personal achievement and accomplishment. They work hard maybe too hard, and are often stressed out. They like to set and reach goals, continuously seek self-improvement, care for children and aging parents, and complain about things at work but accept them as part of the job. They are an idealist generation that has predominately experienced a world of peace (Fransden, February, 2009). With single-parent households, growing children, aging parents, demanding jobs, and approaching retirement, baby boomers cant find enough time to go around. Collectively they pushed the work week from a long-time standard of 40 hours up to 60, 70, or more hours per week. They often experience conflict with younger generations who do not share their values. Their primary work focus makes them the generation most susceptible to burnout and stress-related illness (Fransden, February, 2009). Baby boomers are characteristically loyal, work-centric, independent, goal-oriented and competitive. They believe that Gen-Xers and Ys lack work ethic and commitment to the workplace, and should conform to a culture of overwork. Baby boomers equate work and position with self worth; they are clever, resourceful and strive to win. Boomers are well suited to organizations with a strong hierarchal structure, and may have a hard time adjusting to workplace flexibility trends (Brazeel, 2009). Understanding the workplace differences between generations is more important now than ever. As companies look to hire over the next several years, they will interview and evaluate candidates spanning three age generations. Interviewers will meet with a multitude of candidates, and will come face to face with generational differences. Taking into account the foundational characteristics of each generation will add to a more robust assessment and selection of talent that meets organizational values and goals (Brazeel, 2009). In 2005, one in four workers was over age 50. By 2012, it will be nearly one in three, according to the U.S. Bureau of Labor Statistics. In fact, between 2002 and 2012, the fastest-growing group in the nations workforce will be the one made up of people between ages 55 and 64 (Cadrain, 2007). Labor statistics indicate that nearly 80 million Baby Boomers will exit the workplace in the next decade. These employees are retiring at the rate of 8,000 per day or more than 300 per hour. This is an unprecedented loss of skilled labor (Kane, February 2, 2010). As the shortage of workers escalates exponentially, future-focused leaders need to be strategic about how to keep t heir boomer talent engaged. The key, according to career counselors Beverly Kaye and Joyce Cohen, is to focus on the aspirations that middle-aged people in the professional workforce have developed overtime. Most senior boomers want to remain productive and to leave their mark on their company and their profession. Good managers will find ways to engage boomers interests and in so doing reduce attrition among their ranks (Anonymous, January 2010). Kaye and Cohen suggest that there are five strategies to engage baby boomers: Contribution: Encourage boomers to tap their unused talents. Help them explore their skills and interests and determine which ones spark creativity. How to begin? Ask each senior employee pertinent questions to discover their interests and talents. Ask questions like, â€Å"What are the favorite parts of your job?† and â€Å"What would you like to do more of?† or â€Å"Less of?† and â€Å"What would you like to learn in the next two years? H ow can I help you reach these goals?† (Anonymous, January 2010). Competence: Encourage boomers to raise their competence levels and quotients. In this era of self-management, employees must continually upgrade their skills and hone their behaviors. Besides content expertise, employees should develop their technical skills, be more aware of other generations, balance work and life, expand their language ability and cultural know-how, integrate new information, deal with change, and transfer knowledge. All of these are essential survival skills and abilities in the new workplace. Good management will help senior employees find a niche in the expanding array of new competencies (Anonymous, January 2010). Competition: Help boomers look internally and externally at whats happening in their professions. Managers need to coach direct reports to ensure they are aware of the impact of globalization, competition, deregulation, new technologies, and emerging skills that change the nature of their work. Employees should know how their current organization could be threatened in the not-too-distant future. At staff meetings or informal gatherings ask all employees, but especially boomers, questions like, What areas are growing within the firm? What are trends that could impact how we do our work here? What skills would it be smart to increase over the next three to five years? To get ahead of the curve in the profession, what could you and the firm be doing right now (Anonymous, January 2010)? Choices: Help boomers identify their desired type of work, level of commitment, and plan of action. Options like cross-training, rotational assignments, travel opportunities, short-term sabbaticals, temporary assignments, and transition management need to be carefully considered and implemented as needs arise. To begin, initiate a dialogue about their interest in each of these learning vehicles (Anonymous, January 2010). Changes and concerns: Encourage their ability to transfer knowledge and take ownership for making it happen. As baby boomers retire, the issue of knowledge transfer is essential and is everyones responsibility. Are experienced boomers working every day with younger people to help them understand problems and solutions? Legacy-leaving is a viable, cost-effective way to solve problems internally, escalate creativity and build the next leadership tier (Anonymous, January 2010). These five areas are fertile ground to launch and expand conversations. It doesnt matter who or what launches the discussion; what matters is that these conversations take place. Boomers have carried the ball for years. The shift to a new backup role will not be easy for many of them. But many others, with the capable guidance of firm managers, will realize that easy or not new responsibilities will be better than walking away (Anonymous, January 2010). There are skills shortages already among health professionals, teachers and public administrators. The average age of a registered nurse is now 47. There are upcoming shortages among scientists, engineers and manufacturing employees. Employers are beginning to take more notice and more action about the impending drain on talent and loss of knowledge, according to findings of a Society for Human Resource Management Weekly Online Survey of 483 HR professionals in March/April 2007, titled Future of the U.S. Labor Pool (Cadrain, 2007). Some examples of best practices for recruiting and retaining workers ages 50 and over are the Atlanta-based Home Depot and the CVS drugstore chain. Both have created a 50-plus employee brand: CVS promotes Talent is Ageless, and Home Depot promotes Passion Never Retires. â€Å"Both companies feature pictures of older workers on their web sites and have made their hiring and screening practices age-neutral (Cadrain, 2007). Some employers, such as Stanley Consultants of Muscatine, Iowa, have formal phased retirement programs that allow employees to move into retirement gradually by reducing their work schedules and permitting them to continue to receive a portion of their salaries as well as benefits such as health care and pension funds. Carondelet Health Network of Tucson, Ariz., has a seasonal worker program where older employees work fewer than three-, six- or nine-month contracts. Borders, of Ann Arbor, Mich., and CVS have snowbird programs aimed at retirees who split their time between homes in different climates. Home Depot offers benefits and tuition reimbursement for anyone who works more than 10 hours a week. The company provides annual wellness visits to identify and prevent chronic health conditions. Finally Baptist Health of South Florida (BHSF) has raised the level of its hospital beds to ease back strain on employees caring for patients (Cadrain, 2007). Generation X Generation X is the most interesting of today, being in between the Baby Boomer and Gen Y generations. This generation consists of those born between born between 1961 and 1976. They are mostly known as the â€Å"latch key kids, because they came up during a time when their mothers had to work and they had to stay home alone (Glass, 2007). Very different life events shaped members of Generation X the term coined by British authors Charles Hamblett and Jane Daverson in their 1964 book Generation X. Canadian author Douglas Coupland popularized this terminology making it part of the lexicon in his book of the same name (Glass, 2007). A growing body of literature suggests that this current group of young potential managers (also referred to as Gen X, Xers, and the Baby Busters) is a generation that appears to be significantly different from its predecessor (Sirias, Karp Brotherton, 2007). Born at a time when the divorce rate was twice the rate of Baby Boomers when they were children; there are far less members in Generation X than that of Baby Boomers. This is because there was easier access to birth control and also because people decided to have smaller families. There was no decision or way of controlling this during the Baby Boomer times (Glass, 2007). During the time of Gen X production, the US Social Security system began to come under scrutiny as potentially not being able to pay Gen Xers in their retirement years; an issue that still exists with Gen X and Gen Y today. This was also a time when it was popular for both parents to be working; something not at all common during baby boomer time. The term latch key kids stems from this, being kids who came home to an empty house, with a key literally on a chain (Glass, 2007). Glass suggests that its also important to recognize that these parents experienced one of the first rounds of mass corporate layoffs in the 1980s, which also shaped their childrens own work-related viewpoint (2007). This was a time when many factories were coming to an end and many people were being laid off. Mothers that were used to staying home and being housewives now had to go out and work to support their family. This is the cause for Gen Xers have little trust and faith in the organization they work for, and more so putting their family first. According to Sirias, Karp Brotherton, â€Å"Since an individuals work habits first develop in the early teens, the economic and political climate prevailing at the time of formation can strongly influence an individuals work values. Although a workers values do change as the individual matures, the generational experiences tend to influence work values more than age or maturation† (2007). The way the members of this group were raised, the things they saw and went through, are all contributing factors of them being the most criticized generation. Its critical for management to understand the different traits and styles of the generations. Generation X is characterized by many traits, but the most important being work/life balance, which is something they dont feel Baby Boomers have. Compared to baby boomers, they are often seen as skeptical, less loyal, and extremely independent (Glass, 2007). According to the SHRM study, there are three main areas where the generations differ: work ethic, managing change, and perception of organizational hierarchy. Xers tend to feel that if the work is done, it does not matter how it was done or where; they are much more concerned about the outcome than the process. They have a strong since of working on their own and become extremely irritated when micromanaged (Glass, 2007). Because they have been raised in the milieu of such things as computer-training, latch key social conditions, the shopping mall, MTV, video games and a myriad of other contributing environmental factors, current literature suggests that the Xers have demands, expectations, values and ways of working that are quite different from those who make up the current strata of management, particularly the Baby Boomers (Sirias, Karp Brotherton, 2007). With this being said, boomers and Xers are constantly at odds; and its managements job to break that barrier, by offering different forms of resources and ways of communicating. Members of Generation X feel that if they did not struggle for balance in their lives, all they would do is work; since due to the prevalence of PDAs and wireless technologies, they can and are expected to work everywhere. They are results oriented, and do not focus or care about the method used to achieve the results. Many Xers see baby boomers as resistant to new technologies and change. Also, when it comes to communication, they will use whatever form is most efficient, which is similar to the preference of baby boomers (Glass, 2007). Xers strive for balance in their lives, particularly between work and family, since they would be consumed by work given the technology to work anytime from anywhere (Beautell Wittig-Berman, 2008)). Another important trait for managers to understand about Gen Xers, is the fact that they truly enjoy feedback. Regardless of if its positive or negative feedback, they want to know how they are doing; which is contrary to baby boomers, who require little feedback. This can sometimes be a problem when an Xer is managing a Baby Boomer, because the Baby Boomer can become insulted due to specific instructions. This can also be a problem, because the younger managers sometimes feel intimidated by the boomer, making it difficult for them to give accurate feedback (Glass, 2007). So, how can management overcome this important trait within Generation X? Glass suggests simply asking the employer or employee what his or her expectation is regarding feedback and instructions, and then learning to adapt ones own approach to the answer (2007). A great manager will understand that some require more and less attention than others, just as well as some require different styles of feedback than others. There are several ways management can leverage everyone and win; and when doing so, there are four basic areas to focus on for overcoming generational conflict: changing human resource policies/corporate philosophies, ensuring an environment of effective communication, incorporating collaborative decision making, and developing internal training programs that focus on the differences (Glass, 2007). Glass states that, â€Å"Every generation wants to earn money, but that is not the only deciding factor in choosing and staying with a job. To better explain this, Xers are yet again compared to baby boomers. Boomers dont care to hear or learn about stock options, because they dont have time to exercise this type of benefit. On the other hand, Xers are greatly interested in this subject and trust when their companies actually teach about and offer this type of benefit (Glass, 2007). In terms of an example of how Gen Xers and Baby Boomers get along, one can bring up mentoring. Baby boomers tend to enjoy teaching or mentoring their younger generation. At the same time, Gen Xers seek the opportunity to learn and have extremely high standards for self-improvement (Glass, 2007). As mentioned earlier, the most important trait of Generation X is work/life balance. This is critical for management to understand, because a Gen Xer will pick a lower paying job if it offers less stringent work hours and far better benefits, in turn allowing for a greater work/life balance. Gen Xers will likely focus more on firms offering maternity leave and daycare benefits, which again, allow flexibility (Glass, 2007). They tend to focus more on the benefits, culture and flexibility of an organization when making a job decision. If a promotion is available, Xers will be more concerned about how everything else is affected before making the decision. They have begun to construct the strong families that they missed in childhood. Many organizations have not achieved the flexibility and work-family support that is consistent with their way of thinking (Beutell Wittig-Berman, 2008). Although its important to find a way to motivate and retain the other generations, this is a critical area to understand when trying to reach that goal with Generation X. The needs of most employees will change throughout their working lives; they may take on caring responsibilities, want to live in another country, or decide to embark on a completely different career. If one organization cannot meet these needs, they will not hesitate to look elsewhere for one that can (Deegan, 2009). Few companies adjust to these flexibility needs, but as Gen X becomes the new managers of companies in the future, this is likely an area that will change. Generation X brings a lot to the table, including a fresh perspective, effortless techno-literacy and an easy adaptability to change. As they take their places in the workforce, their ability to work effectively in teams will contribute directly to the success of their organizations. This is why its so critical for management to understand the different traits of the generations (Sirias, Karp Brotherton, 2007). Sirias, Karp Brotherton suggests that there are three variables that are important to gen Xers, which are: * Self-reliance Xers feel that individuals have to have the self-confidence to be able to perform their individual tasks. They strive to give 110 percent and if they do less than this, they are seen as a free rider or a burden to the team. * Competiveness Xers have a high level of competiveness, which should not be seen as an obstacle, but more so an opportunity. * The willingness to sacrifice yourself for the team To gen Xers, this represents a reflection as to the team should operate and that self-sacrifice is needed for team success. If management focuses on motivation in these areas when dealing with Generation X, success is prevalent. Its important to understand whats needed to retain the generation and its things like this that assist in that area (Sirias, Karp Brotherton, 2007). Gen Xers urge for individuality and have a higher potential for task effectiveness. As the workforce becomes more heavily populated by generation x, what needs to be considered are approaches in which organizations can modify team values and structures to meet the changing needs of the individual team members. Beautell Wittig-Berman suggests that Gen Xers value work-life balance, growth opportunities, and positive work relationships. They want challenging work that can be accomplished in a single day working flexible hours. They value flexibility and expect their employer to accommodate their work-family-life issues (Beautell Wittig-Berman, 2008). Work-family-life or what one can consider to be flexibility is by far the most important aspect of any company to Gen Xers. Although this may seem odd or overwhelming, companies that learn to adapt to this need can reap the benefits of this generation. The benefits that can stem from using flexibility as a motivating factor as follows: * Increased retention Employees are more likely to stay with a company that adapts to their needs and seems to care about their overall well being and not just the company. * Higher engagement and productivity Happy workers produce great goods or service. * Enhanced recruiting and competitive position When employers enjoy where they work, they have a habit of bragging to others about the company, which can lead to those individuals seeking the company when applying for new employment. * Reputation as an â€Å"employer of choice† Again, happy employees brag about the company, which leads to the word spreading of the company being one to work for. * Improved scheduling and coverage across time zones and continents This again stems from the employer feeling happy and content at work, which makes it simple for employees to work overtime when needed. This also makes it easy for everyone to learn to work together. * Reduced real estate costs Sometimes being flexible means allowing employees to work from home, which in turn saves the company space that would have normally been used. Employers that get the business case for flexible work arrangements will reap the rewards through increased employee engagement and loyalty, which in turn will drive their business to even higher levels of performance and productivity (Beautell Wittig-Berman, 2008). Managers should try to make work meaningful and fun for Gen Xers and understand their skepticism for what it is: a reflection of their honest observations about the relationship between employer and employee (Gibson, Greenwood and Murphy, 2009). Meeting employees needs does not mean compromising on performance; its about enabling employees to their full potential (Deegan, 2009). In sum, the relationship between the employer and employee is whats being judged. They dont just care about working, but more so about how work adapts to their personal life. Companies that pay close attention to the main motivating factor of Gen X will quickly run into understanding that flexibility is the key with this generation. Generation Y Although demographers often differ on the exact parameters of each generation, there is a general consensus that Generation X ends with the birth year 1977. Born in the mid-1980s and later, Generation Y legal professionals are in their 20s and are just entering the workforce. With numbers estimated as high as 70 million, Generation Y (also known as the Millennials) is the fastest growing segment of todays workforce (Rothberg, 2006, para. 1). According to the author of â€Å"Generation Y†, these folks â€Å"grew up with technology and rely on it to perform their jobs better† (Kane, 2008, para. 2). This generation prefers to communicate through e-mail and text messaging rather than face-to-face contact and prefers webinars and online technology to traditional lecture-based presentations. They always have cell phones and all sorts of other gadgets on hand (Kane, 2008). Some suggest that Generation Y people live on the fast track, and that they are â€Å"willing to trade high pay for fewer billable hours, flexible schedules and a better work/life balance† (Kane, 2008, para. 3). â€Å"While older generations may view this attitude as narcissistic or lacking commitment, discipline and drive, Generation Y legal professionals have a different vision of workplace expectations and prioritize family over work† (Kane, 2008, para. 3). Generation Y people are also achievement oriented. Just as mentioned on the article, the author describes this generation as one that has been: â€Å"Nurtured and pampered by parents who did not want to make the mistakes of the previous generation, Generation Y is confident, ambitious and achievement-oriented. They have high expectations of their employers, seek out new challenges and are not afraid to question authority. Generation Y wants meaningful work and a solid learning curve† (NA, 2006, para. 4). The authors of Leadership and the Future: Gen Y Workers and Two-Factor Theory describe Generation Y as being more idealistic than Generation Xers when it comes to the workplace but compared to Baby Boomer workers, they are described as being more realistic (Baldonado Spangenburg, 2009). They value teamwork and seek the input and affirmation of others. Part of a no-person-left-behind generation, Generation Y is loyal, committed and want to be included and involved. â€Å"Generation Y craves attention in the forms of feedback and guidance. They appreciate being kept in the loop and seek frequent praise and reassurance. Generation Y may benefit greatly from mentors who can help guide and develop their young careers† (Johnson Hanson, 2006, p.5). Rothberg states that those workers who are part of Generation Y workers â€Å"have a reputation for experiencing boredom and frustration with slow-paced environments, traditional hierarchies and even slightly outdated technologies† (2006). Dr. Larry Rosen, author of the Mental Health Technology Bible and TechnoStress: Coping with Technology @Work, @Home, @Play, argues that: â€Å"The biggest difference between members of Generation Y and those who came before them is that they have spent their entire lives surrounded by technology.†Technology just is for them. Its part of every aspect of their lives, unlike a lot of the people they will be coming to work for (Rothberg, 2006, p. 2). He suggests that the difference is more than a generational experience gap; its a difference in personality. Some state that the reason this generation is so different is because they grew up during one of the best economic times in the last 100 years, allowing them to grow with more luxuries than other generations (Rothberg, 2006). Baldonado Spangenburg point out that a survey was conducted in order to guide a descriptive study of Generation Y. It was designed to â€Å"explore motivational needs of Gen Y and their impact in the workplace† (2009, p. 2). Upon analyzing responses, several recommendations were provided in order for managers to be able to motivate this new workforce generation. The following is a list of suggestion provided by the authors in the article Leadership and the Future: Gen Y Workers and Two-Factor Theory: The authors suggest that companies should: 1. Support work/life balance in the workplace According to the article, Gen Y believes that their personal life is just as important as their professional life. It is recommended for companies to consider options such as fitness facilities/discount membership, education/training opportunities, flexible working arrangements, family leave policies, and childcare/eldercare programs. 2. Provide Gen Y workers with opportunities to grow in their job -Managers can provide Gen Y with challenging work as their skill and knowledge progresses. 3. Use achievement as a way to reward/motivate Gen Y workers Generation Yers are very interested in being recognized in their work environment. Suggestions include: employee of the month award and gift certificates among others. 4. Managers must clearly articulate safety and fun at work to employees. Having a fun and comfortable working environment can greatly motivate Gen Y cohort, according to the author. 5. Generation Y workers enjoy challenges. That is why the authors suggest increasing responsibility as a reward. This is considered a good motivator for this ever changing generation. 6. Finally, it is suggested for managers to create a fair salary/compensation package. (Baldonado Spangenburg, 2009, para. 14). According to the authors of the article Dont be so Touchy! The Secret to Giving Back to Millenials, constant feedback is an almost critical ingredient in performance and job satisfaction (Ferry Sujanski, 2009). The children of Baby Boomers, the Millennial Generation, have been raised in an atmosphere of high expectations, plenty of feedback and heaps of praise. They have received feedback on class assignments at each stage

Jetstar Essay -- essays research papers

Article Title: â€Å"Jetstar to enter Tasman dogfight† Source: The Australian OVERVIEW The article by Creedy looks at the newly announced expansion of Jetstar Airline services from its current domestic Australian flight service to its penetration of the trans-Tasman market. Jetstar’s original purpose was to provide Qantas (Same Ownership) a cost-effective alternative for the provision of domestic flights around Australia while also giving customers a cheaper and somewhat â€Å"no frills† option when flying locally. The article outlines the considerations and specifications that Qantas and thus Jetstar have undertaken in order to accomplish its â€Å"first foray overseas† as part of its â€Å"segmentation strategy†. Jetstar’s expansive venture is then obviously significant and relevant to the study of international business’s (any business transaction which involves a cross-border commercial transaction) and the goals and barriers achieved and endured. WHY THE ARTICLE IS SIGNIFICANT TO IB Subsidies The article suggests that Qantas may draw upon subsidy advantages granted by the Australian government through the all-economy â€Å"Australian Airlines† subsidiary in order to help the expansion of Jetstar on â€Å"low-yielding routes†. The government’s efforts to promote international trade and investment as well as Qantas’s new enterprise agreements with Australian flight attendants will allow Jetstar’s â€Å"Cairns-based subsidiary to use new aircrafts, hire foreign crews and fly further†. This p...

Juvenile Deliquency Essay

How does juvenile delinquenct affects an individual education The investigator has discovered that juvenile delinquency effects on individual education in many ways majority of the respondents said that criminal record viewed possessed by a juvenile delinquent is viewed negatively when applying for a job or trying to go overseas because of delinquent activities the juvenile the juvenile caught doing by the law. Failure to achieve set goal is cause by juvenile hiding away from school to do delinquent activities. Another factor is that juvenile could be expel from school because of getting into fights, stealing and having arguments with teacher. When applying for a job is also another factor which juvenile delinquency may affects an individual’s education due to the fact that the juvenile as expel from school and didn’t get subject needed to qualify for the job. Common causese of juvenile delinquency Having concluded on the deemed roots of juvenile delinquency the resident believed that poverty mostly causes juvenile delinquency in community x. This is because most parents in this community are unemployed and cannot feed their children, so out of hunger these children will go of the out way to do delinquent things just to have a meal. Neglect also causes juvenile delinquency reason being is that every juvenile needs love and attention. If a child is not getting attention they needs due to the fact that he/she is living in a single parent family, the child will seeks the easiest and quickest way to get attention. Thus this child might get attention from someone who is delinquent and this person might motivate the juvenile to do negative act, this was stated by the resident. Peer pressure was also indicated as a cause by the resident this is because every child do what they are motivated to do or what they see their peer is doing and things its good. A small amount of the responden ts agrees that physical and mental is a cause. They said that every juvenile who is being abuse tend to react negatively to person in the society and have an hatred in their heart who tries to be nice to them. Effective ways to reduce juvenile delinquency There are many effective ways which could be used to reduce juvenile  delinquency. A large percentage of the stated that juvenile needs more access to information because if they get more information the juvenile will know the penalties which they have to face after committing the delinquent act. Introducing more guidance is also another way to reduce juvenile delinquency because if the juvenile is guided in the right path they will not stray from it. Having seminar will help delinquent persons to learn certain values and attitude, and that if being delinquent they will only be poor contributors to the society. Parenting skill seminars will also help reduce juvenile delinquency because parent attends the seminars would be thought certain things like they must not be neglect full to their children which may leads to juvenile seeking attention and find it at the wrong place.

Quantitative Research

Quantitative research often is the preferred approach to problem design as results are precise. Many researchers prefer the exact measurement and statistical analysis that quantitative research offers. Observation in quantitative research allows classification and the statistical models built document the outcome of a study. The data collected in a quantitative investigation creates answers in numbers and statistics. Deductive reasoning is used to design quantifiable tools that collect pertinent data.Results are accurately measured and presented, as a â€Å"quantitative research paradigm is empirical in nature; it is also known as the scientific research paradigm† (Atieno, 2009, p. 14). Characteristics of a Quantitative Problem Statement The problem statement explains and justifies the decision to use quantitative analysis methods. The problem statement is a succinct and definite, implying data gathering and examination. â€Å"Quantitative research is a means for testing obje ctive theories by examining the relationship among variables,† (Creswell, 2008, p. ). Creswell (2009) indicated if a problem calls for factors that influence the result or a best outcome approach, then a quantitative approach should be used. Characteristics of a Quantitative Purpose Statement As Jenkins (2009) discussed, an effective purpose statement is in alignment with the problem statement. The nature of the study, data collection methods, and the study population identify the design approach. Variables identified in the design and logic of the problem contributes to the project design and hypothesis.Formulation of Quantitative Research Questions and Hypotheses The quantitative research questions and hypothesis clearly seek to answer the problem statement. The hypothesis is the premise of the study, the expected outcome of the study presents anticipated results in a quantitative manner. The questions and hypothesis create a logical basis to identify data collection methods suitable for problem solving. Quantitative Data Collection Procedures Data collection processes reflect the activities as originally outlined in the problem and purpose statements.The construction of formal instruments occurs to measure the quantifiable data gathered and analyzed. Constraints to data collection procedures such as organization, budget, time, and access to the survey population factor into the design process (Jenkins, 2009). Quantitative Data Analysis Procedures The results from the data collection process derived from trend analysis and surveys use statistical methods of measurement (Atieno, 2009). The results provide an exact result numerically measured.The precision offered by gathering data through easily quantifiable tools give reliable results. The data alone does not provide an answer; statistical methods for analysis provide a reliable means of clarifying a large data set (Jenkins, 2009). Statistical analysis is used to mitigate risk when a degree of uncertai nty is present. Numbers from the researched data set use statistical analysis and reporting for analysis. Descriptive statistics allow the presentation of results using graphs and charts (Jenkins, 2009).Visual communications provides a clear graphic representation that allows simple cognition of complex data. Research Fundamentals Quantitative research is a preferred method of problem-solving because of its precision. A properly designed problem statement and purpose statement drives the research process and deductive logic is used in the data gathering design. Results are analyzed using statistical methods to create a result set. Presentation of results may include visual communication tools such as charts and graphs, providing simple tools to understand complex trends and ratios.

Psychology Revision Notes Essay

Participants were divided into four groups which were acoustically similar, acoustically dissimilar, semantically similar and semantically dissimilar. Participants were presented with the list a total of 4 times and each time was interrupted to try to prevent rehearsing. They were then presented with a 20-minute interval task and afterwards were asked to recall their list. Semantically dissimilar words were recalled the most telling us that encoding in LTM is semantic. Summary of study on capacity of STM and LTM  Summary of study on duration of STM  Peterson & Peterson-  Showed PPs a list of nonsense trigrams and asked them to count back from 400 in 3 second intervals for a duration ranging from 3 to 18 seconds. Found that duration of STM was 18-30 seconds maximum.  Summary of study on duration of LTM  Bahrick-  400 participants aged between 17 and 74 were tested using different methods including free-recall tests, photo-recognition test, name recognition tests and photo-name matching test. PPs performed less well on free recall tests (30% after 48 years) but were much better in the photo-name test (90% after 60 years). Models of memory  Description of the multi-store model of memory, plus evaluation inc. research  Atkinson & Shiffrin-  Multi-Store Model which consists of three parts – sensory, short term and long term stores. Rehearsal is required in order for information to move across stores and retrieval is needed to access the information. If information is not rehearsed it will decay.  Description of the working memory model, plus evaluation inc. research Baddeley & Hitch-  Working Memory Model which consists of three parts – central executive, phonological loop (store and articulatory control system) and the central executive. Memory in the real world  Knowledge of what Eye Witness Testimony (EWT) is-  The evidence provided in court by a person who witnessed a crime, with a view to identifying the perpetrator of the crime. The accuracy of eyewitness recall may be affected during initial encoding, subsequent storage and eventual retrieval.  Loftus & Palmer’s (1974) study on EWT-  Reconstruction of an Automobile Disaster. 9 student PPs per 5 conditions (bumped, contacted, hit, smashed and collided). All watched a video then asked to estimate speed. Smashed the highest (40.8mph) and contacted the lowest (31.8mph). PPs in second part of experiment then asked a leading question about broken glass. 16/50 of the smashed condition PPs said yes in comparison to 7/50 in the hit condition. Knowledge of the factors which affect the accuracy of EWT  anxiety-  Christianson and Hubinette (1993)  Anxiety and EWT – real incidents involving high levels of stress lead to more accurate, detailed and long lasting memories.  Deffenbucher (2004)  Carried out a meta-analysis of 18 studies, looking at the effects if heightened anxiety on accuracy of EWR. It was clear that there was considerable support for the hypothesis that high levels of stress negatively impacted on the accuracy of EWM. Age-  Parker and Carranza (1989)  Compared the ability of primary school children and college students to correctly identify a target individual following a slide sequence of a mock crime. In the photo identification task, child witnesses has higher rate of choosing ‘somebody’ than adults witnesses, although they were also more likely to make errors of identification than college students.  Weapon focus effect-  Loftus(1987)  In violent crimes, arousal may focus attention on central details e.g. a weapon. Loftus et al identified weapons focus effect. 2 conditions, one involving weapon the other not. Condition 1 (less violent) people was 49% accurate in identifying man. Condition 2 (more violent) people were 33% accurate. Suggests weapon may have distracted them.