The Impact of Cause-Related Marketing on Consumer Choices Research Paper

The Impact of Cause-Related Marketing on Consumer Choices - Research Paper Example This research will begin with the definition of Cause Related Marketing. A working definition of CRM is borrowed from Varadarajan Menon. In this regard, Varadarajan and Menon define CRM as the process of formulating and implementing marketing activities that are characterised by an offer from the firm to contribute a specific amount to a designated cause when customers engage in revenue providing exchanges that satisfy organizational and individual objectives. In this regard, CRM is a form of business orientated philanthropy geared toward â€Å"profit-motivated giving†. CRM is also characterized by symmetrical relations between business organizations/for-profit organizations and non-profit organization on the basis of shared advantages. To this end, the business organization seeks to obtain an increase in sales and the non-profit organization seeks to obtain an increase in funding. Thus CRM is both a â€Å"positioning† and â€Å"marketing tool† that intentionally connects a business or a brad to â€Å"a relevant cause or issue† for the benefit of the business and the social cause or its non-profit promoter. A business firms’ investment in CRM is based on the concept that consumers for the most part will choose a brand for both â€Å"expressive† and â€Å"practical reasons†. Therefore a business may choose CRM as a means of promoting attachment to brand by tapping into the social and environmental consciousness of consumers to their products. When businesses’ brands are already experiencing a high level of loyalty to their products and brands, CRM can be used as â€Å"brand extensions†.... 60). In this regard, CRM is a form of business orientated philanthropy geared toward â€Å"profit-motivated giving† (Varadarajan & Menon, 1988, p. 58). CRM is also characterized by symmetrical relations between business organizations/for-profit organizations and non-profit organization on the basis of shared advantages. To this end, the business organization seeks to obtain an increase in sales and the non-profit organization seeks to obtain an increase in funding (Kahle & Close, 2011). Thus CRM is both a â€Å"positioning† and â€Å"marketing tool† that intentionally connects a business or a brad to â€Å"a relevant cause or issue† for the benefit of the business and the social cause or its non-profit promoter (Pringle & Thompson, 1999, p. 3). A business firms’ investment in CRM is based on the concept that consumers for the most part will choose a brand for both â€Å"expressive† and â€Å"practical reasons†(Linton, 2005, p. 604). Th erefore a business may choose CRM as a means of promoting attachment to brand by tapping into the social and environmental consciousness of consumers to their products. When businesses’ brands are already experiencing a high level of loyalty to their products and brands, CRM can be used as â€Å"brand extensions† (David, 2000, p. 132). Ultimately, the marketing strategy employed in CRM is to engage the consumer’s emotions with the result that the consumer is left feeling that by purchasing a specific product, he or she is helping to further social goods (Strahilevitz, 1999). From the perspective of the business organization, there can be two specific benefits. First, in the long term, CRM can provide an advantage in that it may improve the business’s

Wise Judgment Scenario Essay Example for Free

Wise Judgment Scenario Essay The wise judgment scenario that I have chosen to write on is the teenage girl  in love. The teenaged girl’s boyfriend that she is in love with is encouraging her to have sex; he is saying he will make sure they only have protected sex. Older woman can usually relate to situations like this, because we were all once young. I have personally dealt with this wise judgment situation but at a younger age. When coming to situations like these one must make a wise judgment, this will take place with in the perception of the person. There are several questions the young girl needs to think about; am I old enough, do I really love him, is it worth it, or is he worth it. The person needs to look with in her emotional perception. This is the person’s ability to identify emotions and recognize them in others. The teenage girl needs to think, does he really show emotions for me as I do for him. She thinks that she is in love, but how does she know she is not experiencing lust for the boy? Maybe the couple spends too much time together, and she cannot decipher her emotions because she is constantly with him. If she was to go hang out with friends maybe then she could open up and realizes if this is something she should avoid at this age. Mood changes sometimes enable people to appreciate different and more points of view. This scenario is almost a hard factor for a lot of people to try and make judgments towards. I think this is because we do not know how old the teenage girl is, and we do not know her or the boy friends back ground. Now in our present time, teenage pregnancy is very common now, and most of them our in their very low teens. I think this should have a lot to do with decisions making when it comes to unprotected sex. If the boy friend says he will make sure, it is also in her wise judgment to make sure as well, not just him. Wise judgment has been hypnotized into five components, to better help people understand. The first component is factual knowledge about matters of life. This means this includes knowledge about human nature, interpersonal relations, and social norms (Ch 4, pg94). The teenage girl  needs to get more information about interpersonal relation and human nature. This will help her understand how relationships work, and she can find out if she is in love with him or is it lust. If this is her first relationship it is more than likely going to be lust. As teenagers hormones kick in they like whoever is the first persons to show them the attention they like. This could also be another factor in her having sex with this boy. He could be using her because he knows she is irritable. The next component is procedural knowledge, this deal with weighing goals, methods of handling conflict, and ways of offering advice. The teenagers can use this knowledge by weighing goals that they wish to have as they get older. For example if they want to go to college, or even get married in a couple years, what if they have kids. All these need to be thought about when they are being sexual active because having protected sex does not always 100% prevent births. So they need t think, what happens if we do get pregnant, will I still be able to achieve the goals that I had before hand, like finishing school. Handling conflict is also a strategy they can think about, what if they have sex and they end up breaking up. Questions like where would we go from there? The third component is lifespan contextualism, this is knowledge about different roles and contexts of life and how they may change in life. The teenage couple may not realize that as they grow older and mature that there might be someone else out there for them. If they can learn to wait and enjoy being teenagers and not have to possible deal with the risk and responsibilities of life, they might find more friends and things to do. In a life we come in contact with so many people, making so many friends along the way. Life is to enjoy and not grow up to fast, live and learn. Next is the fourth component of wise judgment and it is recognition and management of uncertainly. This is that the future cannot be fully known in advance and that life is unpredictable. This should be a very big component in talking about sexual relations, especially between young people. Having a child at a young age is something that cannot be predicted. Even protected sex can go wrong; the best protection is not having sex until parent hood is ready. The last component to wise judgment is relativism regarding solutions. This is to acknowledge individual and cultural differences in values and life priorities. This brings us back to goals. Setting goals as a younger person is vary valuable in life, it can help you reach what you want to be in life.  The teenagers need to be aware of their goals and not only a couple but as individuals. They need to be fully aware of the effects that teen sex can cause. They need to think what happens if she does get pregnant are they financially responsible to take care of another life. Based on the five components of wise judgments the decision that I have made regarding this scenario is that they should wait. I have chosen to make this decision because all the facts make sense. If the teenagers are in â€Å"love† then I believe that they should be able to wait a little bit longer. They need to wait and make sure they are finished with school and both have reliable jobs. I think these are important to look at because if she happens to get pregnant she will not have to quit school or fall behind on school work, since she will be graduated. Also having jobs and an established place is a big deal. They do not want to have the burden of having a baby and not having anyway of raising the baby. Also it says that he is encouraging her into having sex, and I think that this is a form of peer pressure and on his behalf is not fair. Younger teenage girls are very vulnerable when it comes to having a boyfriend interested in being with them. So I think waiting is the true test of their relationship.

The Absurdity of Scientific Creationism Essay -- Science Religion Essa

The Absurdity of Scientific Creationism We humans have always thought of ourselves as being unique, whether by divine sanction or by a self-established belief in superiority. For some, this understanding is intimately tied to the traditional tenets that have long been held as fact, having only recently been challenged. For modern Christians, the literal interpretation of the Bible=s account of creation has come under attack by the development and widespread acceptance of Darwinian evolution. To some, undermining the credibility of Biblical creation directly calls into question the Bible=s authority on its moral teachings. As Ken Ham, from the WGBH Boston Video Evolution Series: What About God? states, AYwhat it [the Bible] says is what it meansYit relates to the authority of scripture and the gospelsYso, if the Bible got it wrong in astronomyYgeologyYbiologyYthen why should I trust the Bible when it talks about morality and salvation? [i]@ It is no wonder with sentiments like these that the backlash against evolution has been so strong and lasting; nonetheless, it has not been until the last few decades that such a debate has moved from the pulpit to the laboratory. With a more educated and well-informed army of Christians, who believe in creationism, the scientific evidence for evolution has now come under assault. With creationists and intelligent design advocates like Henry M. Morris and Michael J. Behe respectively, the attack on Darwin is no longer argued as religion versus evolution per se, but rather one Alegitimate@ scientific theory against another. Here, we examine some of the scientific arguments presented by Henry M. Morris in his various publications. As a biology major, I find Morris= writings fascin... ...nd John D. Morris. The Modern Creation Trilogy: Science & Creation. Vol. 2. Green Forest, AR: Master Books, 1997. [xvi] http://www.ncbi.nlm.nih.gov/BLAST/ [Date Accessed: Saturday, February 1, 2003] [xvii] http://www.ncbi.nlm.nih.gov/BLAST/tutorial/Altschul-1.html [Date Accessed: Saturday, February 1, 2003] [xviii] http://www.ncbi.nlm.nih.gov/BLAST/tutorial/Altschul-1.html [Date Accessed: Saturday, February 1, 2003] [xix] Morris, Henry H. Scientific Creationism. Appleman 557-564. [xx] Morris, Henry M., and John D. Morris. The Modern Creation Trilogy: Science & Creation. Vol. 2. Green Forest, AR: Master Books, 1997. [xxi] Morris, Henry M., and John D. Morris. The Modern Creation Trilogy: Science & Creation. Vol. 2. Green Forest, AR: Master Books, 1997. [xxii] Evolution: What About God? Videocassette. WGBH Boston Video, 2001. 60 min.

Free Hamlet Essays: Weak and Pitiful Hamlet :: The Tragedy of Hamlet Essays

Weak and Pitiful Hamlet  Ã‚   Hamlet lead his life in circles, never comfortable enough with his current conditions to settle down. The crisis’ placed upon him were never resolved, because he couldn’t handle decisions, leading to a severe downfall in his family’s life. Such demise began in a terrace of the palace Hamlet called home, with a sighting of a ghost that foreshadowed troubles in the near future. Hamlet’s sanity began to deteriorate when learned that his father’s death was not an accident, but rather a foul deed committed by the newly crowned King of Denmark. â€Å"If thou didst ever thy dear father love – Revenge his foul and most unnatural murder† [Act I, v l .23-25]. As a mysterious ghost appeared in the terrace, Hamlet learned of a murderer that would prove his fealty towards his father. As he contemplated the appalling news recently brought to his attention, the control Hamlet had over his actions was questioned. â€Å"O villain, villain, smiling, damned villain! My tables meet it is I set it down, That one may smile, and smile, and be a villain. At least I am sure it may be so in Denmark,† [Act I, v l. 106-109]. Hamlet’s hatred toward his father’s killer caused him to relate the tribulations between murder and the aspects of Denmark as a country together. As with most of the conflicts Hamlet faced, his lack of ability to avenge his father’s death, furthered the deterioration of his life and surroundings. With countless opportunities neglected, Hamlet’s ability to take any action against his father’s death is questioned. â€Å"Now might I do it pat, now ‘a is a-praying, and now I’ll do’t. And so ‘a goes to heaven, And so am I revenged. That would be scanned. A villain kills my father, and for that I, his sole son, do this same villain send To heaven.† [Act III, iii l. 173-180] Hamlet contemplates killing Cladius while he prayed for forgiveness, but then backed out as he learned he’ll send him to heaven for the loyalty Cladius showed towards the Lord. Hamlet once again debates the possibilities put before him by the ghost he swore to avenge. â€Å"To be, or not to be – that is the question: Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles And by opposing end them.

The instructional design process

See the undermentioned conjectural state of affairs, you have been approached by a module member at UNC who has merely received a big grant for developing educational stuffs in her field of expertness. Although the module member knows her capable really good, she has ne'er been involved in a big development undertaking. Her annual undertaking involves working with other module members as capable affair experts and organizing the attempts of assorted media production contractors. The module member has approached you to assist her program this undertaking. Describe for her what is meant by instructional design in relation to this undertaking. In peculiar, she is interested in how instructional aims, choosing the right media, and formative development will assist her undertaking. Instructional design is a mussy procedure. It is a non-linear iterative procedure that includes legion visions and alterations. Sims and Koszalka ( 2008 ) define instructional design as â€Å" a purposeful activity that consequences in a combination of schemes, activities, and resources to ease acquisition † ( p. 570 ) . Merrill, Barclay, and van Schaak ‘s ( 2008 ) definition suggests purpose and intent when they describe the procedure as one which involves â€Å" making designs for effectual, efficient, and prosecuting direction † ( p. 174 ) . What we know about this peculiar grant is that it is a â€Å" big grant † with the intent of â€Å" developing educational stuffs † for one twelvemonth. Furthermore, this undertaking will affect working with assorted module members every bit good as media production contractors. Given these conditions, the instructional design theoretical account created by Morrison, Ross, and Kemp ( 2004 ) will be the underli ning usher for this treatment. The subdivisions on aims, message design, and formative development will be written in more item than other subdivisions based on the petition by the module member. Typically, the first measure in the instructional design procedure is placing the job. This involves calculating out if instructional design is appropriate. Because the grant has already been approved, it will be assumed that the demands appraisal, end analysis, and public presentation appraisal for the undertaking have been conducted and it was determined that direction is the appropriate manner to work out the job. The 2nd measure is to measure the demands of the scholars. Morrison et Al. ( 2004 ) suggest taking a expression at three facets of the intended audience: a ) general features, or â€Å" wide placing variables such as gender, age, work experience, instruction, and ethnicity † ( p. 57 ) ; specific entry competences, or â€Å" prerequisite accomplishments and attitudes that scholars must possess to profit from preparation † ( p. 58 ) ; and larning manners, or â€Å" traits that refer to how persons approach larning undertakings and procedure information † ( p. 58 ) . For the undertaking, the instructional interior decorator must take into consideration who the scholars are. Are they traditional undergraduate pupils? Are there international pupils? Are they from Colorado? Depending on the features of the scholars, direction will be altered to suit their demands. The 3rd measure is the undertaking analysis. Morrison et Al. ( 2004 ) describe three methods for specifying the content: subject analysis, procedural analysis, and critical incidence analysis. A subject analysis â€Å" is used to specify the facts, constructs, rules, and regulations that will do up the concluding direction † ( p. 80 ) . For the undertaking, it is of import to happen the cardinal stuffs that are relevant to the direction. If the other module are from different subjects, each capable country will necessitate to analyse their ain list of subjects. The procedural analysis â€Å" aˆÂ ¦is used to analyse undertakings by placing the stairss required to finish them † ( p. 84 ) . Making walkthroughs with other module members functioning as subject-matter experts may be a good attack. The critical incidence method â€Å" aˆÂ ¦is used to place the content related to interpersonal interactions and attitudes † ( p. 96 ) . Because in many instances, the aim of an direction is for pupils to derive the accomplishments that experts in the field have acquired, the subject-matter expert becomes a important portion of the design. Therefore, it is necessary to sit down with the other module to better understand the conditions and grounds for which they do what they do and how they do it. Taking into consideration the results of the undertaking analysis, the 4th measure is to make instructional aims. Aims are â€Å" aˆÂ ¦a aggregation of words and/or images and diagrams intended to allow others cognize what you intend your pupils to accomplish † ( Mager, 1984, p. 3 ) . Kaufman ( 2000 ) suggests making an ideal vision, or â€Å" aˆÂ ¦in mensurable footings, the sort of universe we want to make together for tomorrow ‘s kid † ( p. 92 ) as a starting point. This may be a good recommendation, particularly in a big grant where people ‘s thoughts about the agencies by which they get to the ends may be different or may conflict. By placing an ideal vision, planning is set at the mega-level, safely beyond the boundaries of the grant, leting different positions to hold upon a common ends or result. When this is completed, aims for the grant can be written so that they align with the ideal vision. One of the issues in working with a big group of people is that, without clearly stated aims, after a piece, people may acquire off path. When aims are clearly stated, both those involved in making the direction ( i.e. , teachers, instructional interior decorators, capable affair experts ) , the stakeholders, every bit good as scholars to the full understand the purpose of the lesson or course of study. There are three types of aims: cognitive, psychomotor, and affectional. Typically, aims are written for the cognitive sphere, or â€Å" aˆÂ ¦objectives related to information or cognition, calling, work outing, predicting, and other rational facets of larning † ( Morrison et al. , 2004, p. 109 ) . Therefore, merely objectives for the cognitive sphere will be discussed here. A simple manner of retrieving how to compose aims for the cognitive sphere is by utilizing the mnemotechnic ABCD. A refers to the intended audience of the educational stuffs. B is the behaviour, public presentation, or cognitive procedure that will be demonstrated by the scholar as a consequence of the direction. C is the status or accelerator by which the behaviour or cognitive procedures will be evaluated. D is any grade or standard that specifies and clarifies the B and C parts of the aim. Harmonizing to Morrison et Al. ( 2004 ) , aims can be behavioural aims or cognitive aims. If the aims are behavioural aims, it is recommended to province the terminal aim and any enabling aims that are aligned to those terminal aims. A terminal aim is â€Å" a major aim for a subject or undertaking † ( p. 116 ) . These aims tend to be more general and concentrate on the overall ends. Enabling aims are â€Å" the subobjectives that lead to carry throughing the terminal aims † ( p. 117 ) . These are more specific and may depict certain lesson activities or processs that are related to the acquisition undertaking. If higher order thought is one of the ends of the direction, it is recommended that the aims be classified in a taxonomy in order to guarantee that they are so mensurating higher degree ends, and are aligned to larning undertakings and appraisal. If the aims are behavioural aims in the cognitive sphere, the original Bloom ‘s Taxonomy is recommended ( Bloom, Engelhart, Furst, Hill, & A ; Krathwohl, 1956 ) . If the aims are based on cognitive procedures, more recent theoretical accounts such as the one by Anderson et Al. ( 2001 ) or Marzano and Kendall ( 2007 ) are recommended. After aims are stated, the instructional design procedure involves sequencing of content â€Å" aˆÂ ¦in such a manner as to assist the scholar achieve the aims † ( Morrison et al. , 2004, p. 136 ) . Morrison et Al. ( 2004 ) suggest three methods: Gagne ‘s Prerequisite Method, Posner and Strike method, and Reigeluth ‘s Elaboration Theory Sequencing Method. Because it is hard to find sequencing without a discipline-specific lineation of the content, it is beyond the range of this paper to propose sequencing processs. However, for more information, it is recommended to reexamine Morrison et Al. ‘s subdivision on sequencing. The measure after sequencing involves finding the schemes for the direction. Morrison et Al. ( 2004 ) describes two types of schemes, bringing and instructional. Delivery strategies describe the grade of individualisation. These schemes can be individualized or group-paced. Instructional schemes â€Å" prescribe sequences and methods of direction to accomplish an aim † ( p. 150 ) . Such schemes are written to make direction that is effectual, efficient, and appealing. The writers describe assorted prescriptions for learning facts, constructs, rules and regulations, cognitive processs, psychomotor processs, interpersonal accomplishments, and attitudes. With schemes determined, the following measure is to make the message. Message design is the procedure â€Å" to fix the instructional stuffs by interpreting the instructional design program into a unit of direction † ( Morrison et al. , 2004, p. 174 ) . This includes the preinstructional scheme, schemes for signaling, and utilizing images and artworks in the direction. For the undertaking, one preinstructional scheme is a pretest to measure anterior cognition of the pupils. Cognitivist research workers believe that anterior cognition is an of import factor in finding how to maximise acquisition, or alteration in long-run memory. Another preinstructional scheme is merely saying aims at the beginning of the category. Overviews and progress organisers serve to place relevant subjects and content of the lesson. Signing is another scheme that is a portion of message design. Signaling is â€Å" aˆÂ ¦to design the message so that it is communicated efficaciously † ( Morrison et al. , 2004, p. 178 ) . Some suggestions for the undertaking include expressed signals or arrow words to assist scholars spot the most relevant stuff. Morrison et Al. ( 2004 ) states that this can be done through lists, comparings and contrasts, temporal sequencing, cause and consequence, and through definition and illustration. Typographic signals are those signals in the text that emphasize of import information. Paying attending to headers and layout, every bit good as changing the type will assist maximise pupils ‘ focal point. Using and pull stringsing images and artworks is the 3rd scheme of message design. Harmonizing to Morrison et Al. ( 2004 ) , images are good to understand abstract information and to demo spacial relationships. Pictures and artworks such as original art, cartridge holder art, or exposure may heighten acquisition. However, costs effectiveness and copyright Torahs are necessary considerations for its usage. In developing the existent direction, Morrison et Al. ( 2004 ) supply good recommendations. The first recommendation is to do the direction concrete. One of the major cognitive ends in direction is to assist pupils make mental theoretical accounts. By supplying illustrations and artworks, concrete and shorter text, and legion illustrations, pupils will be able to solidify the mental theoretical accounts, doing it easier to recover the information from long-run memory. The 2nd recommendation is to command the measure size. This means that the direction should flux from one subject to the other. Some of the schemes to maximise measure size is utilizing consistent nomenclature and doing mentions to antecedently learned stuff. Pacing is another issue that must be considered through changing the figure of illustrations and supplying amplification on subjects that may be confounding. Another major consideration is cognitive burden. Harmonizing to Lohr and Gall ( 2008 ) , cognitive burden theory is the â€Å" cognitive theoretical account of information processing that emphasizes a conceptual mental work load in understanding human idea † ( p. 86 ) . Harmonizing to Lohr and Gall, cognitive overload and underload may both hinder acquisition. Effective acquisition means that the instructional stuff can non over-burden the pupils ‘ working memory. The usage of multimedia in larning as it relates to cognitive burden has been researched extensively ( see Mayer, 2001 ) . It is of import to understand basic multimedia rules sing the usage of text, life, and narrative prior to their usage in direction. The last measure that needs to be considered is rating. As stated in the debut, all of these stairss are non-linear and iterative. As it will go apparent, the rating subdivision is no exclusion to this regulation. Morrison et Al. ( 2004 ) define three types of rating: formative, summational, and confirmative. The map of formative rating is â€Å" aˆÂ ¦to inform the teacher or planning squad how good the instructional plan is functioning the aims as it progresses † ( p. 240 ) . These types of rating provide feedback to the teacher, the instructional interior decorator, the stakeholders so that alterations can be made to better the direction. During the development of the undertaking, one-to-one tests are recommended. This involves proving out the direction on single scholars. As the bill of exchange of the direction becomes developed, small-group tests can assist the instructional interior decorator expression for strengths and failings in the design. When the design is co mpleted, field tests are conducted. This involves the existent execution of the direction in existent schoolrooms. Summational rating â€Å" is directed toward mensurating the grade to which the major results are attained by the terminal of the class † ( p. 243 ) . Issues that will be considered include effectivity and efficiency of acquisition, cost of development, attitudes to the plan, and long-run benefits. Finally, verification rating is done over clip. This is done by carry oning a follow-up rating ( p. 244 ) . Through questionnaires, interviews, observations and other records, effectivity of the direction can be evaluated and reflected upon.

World War 1 - A Short Timeline of 1915

World War 1 - A Short Timeline of 1915 Germany now plotted a change of tactic, fighting defensively in the West and trying to defeat Russia in the east quickly by attacking, while the Allies aimed to break through on their respective fronts. Meanwhile, Serbia came under increased pressure and Britain planned to attack Turkey. January 8: Germany forms a southern army to support the faltering Austrians. Germany would have to send ever more troops to prop up what became a puppet regime. January 19: First German Zeppelin raid on British mainland. January 31: The first use of poison gas in WW1, by Germany at Bolimow in Poland. This ushers in a terrible new era in warfare, and soon the allied nations join in with their own gas. February 4: Germany declares submarine blockade of Britain, with all approaching ships considered targets. This is the start of Unrestricted Submarine Warfare. When this is restarted later in the war it causes Germany to lose. February 7 - 21: Second Battle of the Masurian Lakes, no gains. (EF) March 11: The Reprisals Order, in which Britain banned all neutral parties from trading with Germany. As Germany was suffering a naval blockade by Britain this became a serious issue. The US was supposedly neutral, but couldnt get supplies to Germany if it had wanted to. (It didnt.) March 11 - 13 : Battle of Neuve-Chapelle. (WF) March 18: Allied ships attempt to bombard areas of the Dardanelles, but their failure causes the development of an invasion plan. April 22 - May 25: Second Battle of Ypres (WF); BEF casualties are triple those of Germans. April 25: The Allied ground assault begins in Gallipoli. (SF) The plan has been rushed, the equipment is poor, commanders who would later prove themselves act badly. It is a colossal mistake. April 26: The Treaty of London is signed, in which Italy joins the Entente. They have a secret agreement which gives them land in a victory. April 22: Poison Gas is first used on the Western Front, in a German attack on Canadian troops at Ypres. May 2-13: Battle of Gorlice-Tarnow, in which the Germans push Russia back. May 7: The Lusitania is sunk by a German submarine; casualties include 124 Americans passengers. This inflames US opinion against Germany and submarine warfare. June 23 - July 8: First Battle of Isonzo, an Italian offensive against fortified Austrian positi ons along a 50-mile front. Italy makes ten more attacks between 1915 and 1917 in the same place (The Second - Eleventh Battles of Isonzo) for no real gains. (IF) July 13-15: The German Triple Offensive begins, aiming to destroy the Russian army. July 22: The Great Retreat (2) is ordered - Russian forces pull back out of Poland (currently part of Russia), taking machinery and equipment with them. September 1: After American outrage, Germany officially stops sinking passenger vessels without warning. September 5: Tsar Nicholas II makes himself Russian Commander-in-Chief. This directly leads to him being blamed for failure and the collapse of the Russian monarchy. September 12: After the failure of the Austrian Black Yellow offensive (EF), Germany takes over ultimate control of Austro-Hungarian forces. September 21 - November 6: Allied offensive leads to Battles of Champagne, Second Artois and Loos; no gains. (WF) November 23: German, Austro-Hungarian and Bulgarian forces push the Serbian army into exile; Serbia falls. December 10: The Allies begin slowly withdrawing from Gallipoli; they complete by January 9 1916. The landing has been a total failure, costing a huge number of lives. December 18: Douglas Haig appointed British Commander-in-Chief; he replaces John French. December 20th: In The Falkenhayn Memorandum, the Central Powers propose to bleed the French White through a war of attrition. The key is using Verdun Fortress as a French meat grinder. Despite attacking on the Western Front, Britain and France make few gains; they also incur hundreds of thousands more casualties than their enemy. The Gallipoli landings also fail, causing the resignation of a certain Winston Churchill from British government. Meanwhile, the Central Powers achieve what looks like success in the East, pushing the Russians back into Belorussia...but this had happened before - against Napoleon - and would happen again, against Hitler. Russias manpower, manufacturing and army remained strong, but casualties had been huge. Next page 1916 Page 1, 2, 3, 4, 5, 6, 7, 8

Comparing and Contrasting in English

Comparing and Contrasting in English Imagine you are participating in a discussion about ideas. Its not small talk. Its a discussion about how you feel about something important, like your beliefs, politics, who you feel is better for a job, and so on. Using the right phrases and grammar structures can help you express your ideas well. Knowing how to compare and contrast is a particularly useful tool to get your point across in an interesting way. Words and Short Phrases Used to Compare The following words or short phrases compare two items or ideas: likelikewisesame asas well asalso, toolikewise Here is a short paragraph using some of these expressions: Time, like money, is a limited resource. You cant buy everything you want, likewise, you dont have enough time to do everything you want to do. Our time is the same as our money: its limited. Also, time is a resource when work needs to be done. Words and Short Phrases Used to Contrast The following words or short phrases contrast two items or ideas: unlikein contrast toas opposed todifferent fromwhereas Here is a short paragraph using some of these expressions to contrast: Unlike time or money, desire is an unlimited resource. Think about it: In contrast to money which can run out, your desire for new experiences and ideas will never end. Whereas there is never enough time to do everything you want, your desire will always come up with something new and exciting. Forms Used When Comparing Ideas The most important form to use when comparing two ideas is the comparative form. For three or more ideas, use the superlative form. Comparative Form These sentences use the comparative form to discuss ideas concerning the difficult economy: Employment issues are more important than political problems at this point in time.Job training is more critical to a sustained well being than food stamps and other welfare programs. Politicians are more worried about reelection than truly improving the economy. As ... as A related form to the comparative is the use of as ... as. The positive form shows something is equal. However, when using as ... as, do not modify the adjective as in the comparative form. The loss of manufacturing jobs is as unfortunate as the drop in pay.Spending on education in my state is as high as in some foreign countries like Korea. The negative form shows that something is not equal. It isnt as easy as you think. The loss in production isnt as great as in the past. Superlative Form These sentences use the superlative form to state what someone feels are the most important aspect of success at university: Dedication is the most important factor in success at University. Opening my mind to new perspectives was the most rewarding part of my time at university. Conjunctions and Connectors Use these  subordinating conjunctions, connecting words, and prepositions to contrast positive and negative aspects. Though, Although, Even Though​ Although the initial cost will be high, we will eventually profit from the time spent. Its important to remember that time is money even though many believe that money is more important. However, Nonetheless We need to improve the local infrastructure. However, we must also respect nature. The government should invest in job training programs. Nonetheless, that would be expensive. Despite, In Spite Of Despite the difficulty, students will soon see the benefit of this topic of study. The situation will improve in spite of the economy. Practice Situations Find a partner and use these suggestions to practice comparing and contrasting ideas, events, and people. Make sure to vary the language you use when practicing rather than using the same phrase over and over again. For practice, you could try the following topics: Discuss the economic situation in your countrySpeak about the positive and negative aspects of a politician or political partyCompare and contrast two different courses at schoolConsider both sides of an important decision such as an investment, a career change, etc.

korean temple essays

korean temple essays Talk about irony. Buddhist monks, those shaven-headed figures in gray robes, choose to leave this earthly world (that is, mundane society) in favor of an ascetic existence based on prayer and self-denial. But now their unworldly lifestyle is becoming a tourist product... with the monastics' approval! Monastic life as a tourist attraction? It's part of a global craze for monasticism. From the Himalayas to the Hudson River, monks are in. Japanese salarymen are chucking their jobs and fleeing to monasteries. In Taiwan last year, monasticism become big news. Hundreds of families were shocked when their promising sons and daughters opted for Buddhist monastic life instead of comfy careers in business. Meanwhile, in the United States, at least one monastery finds it necessary to turn away would-be novices. we are not soliciting vocations, the monastery says gently The worldwide renewal of interest in monasticism has reached out to Korean Buddhists too. People are interested in Buddhist monks and how they live. Many people, whether seeking enlightenment or just fed up with the noise and glitz of consumer society, would like to try the monastic way of living. So why not give them a taste of it? That is precisely what monasteries in Korea are doing. They offer tourists a brief but revealing look inside Buddhist Monasticism. Western usually think of Buddhism as a religion of vegetarians who expect to be reincarnated after leaving this world at death. Buddhists aim to correct this oversimplified image. Buddhism has a long and complex history. It originated in India some 2,600 years ago and was introduced to Korea in about the fourth century A.D. Since then, Buddhism has exercised a tremendous influence on Korean culture and produced many widely admired works of art. Pulguksa Temple are Sokkuram Grotto, built in the eight century, are two of the most famous examples of Buddhist art and architecture. ...

Why do women live longer than men Does the answer lie in biology, Essay

Why do women live longer than men Does the answer lie in biology, nutrition, psychology or sociology - Essay Example This has been attributed to various behavioral and biological reasons. Research indicates a decrease in mortality rates among women in 20th century. The life expectancy gap between various races and people has narrowed significantly, with the gender gap becoming wider. This affects sex ratio, and social and demographic factors like marriage and valuation of pension plans (Reijo & Chen 2013, p. 118). Men are believed to die younger due to stressful lives than women. If this was true, the gap could be decreasing significantly as more women assume jobs that were previously believed to be for men. Also, women get stressed as they work outside home on top of the stresses at home. However, despite women living longer than men, they are less healthy than men at old age. Biologically, women are considered to be more fit than males due to the hormonal and genetic differences (Eskes & Clemens 2007, p. 126). Theoretically, aging results from the gradual accumulation of the tiny faults and damages to cellular components like DNA and protein. Women are believed to have the biological advantage as due to their involvement in reproduction. Women are involved in reproduction for longer than males. Also, it is argued that iron may cause early deaths. The only way to lead out the iron is through blood, which is normally an advantage in females as a result of menstrual cycles. High accumulations of iron raise the toxic level as iron is an oxidizing element that has potential of increasing the heart diseases and risks of cancer (Ginter & Simko 2013, p. 45). Women have 2 X-chromosomes and men have X and Y chromosomes. The second X chromosome in women acts as a backup after the other gene becomes damaged. Recent hypotheses indicate that Y gene is normally toxic and acts as a source for other gene products accelerating aging. Specifically, women have microRNA and X chromosome in their ribonucleic acid. Most microRNA is found in X chromosome,

FOOD Research Paper Example | Topics and Well Written Essays - 1000 words

FOOD - Research Paper Example Starting simple could mean inviting neighbors and friends to a simple dinner or meal using local products; or it could also mean assigning days within a week to focus on consuming local produce. Trying to connect with local farmers would necessitate going around the locality and finding out what products are being sourced from farms and which could be availed easily. Likewise, one could even try to grow simple vegetables in one’s backyard; which was also noted to be, not only healthy; but also therapeutic. And finally, the effort of implementing a local diet in one’s lifestyle should not be made in stressful environment. One must simply enjoy discovering local farms and products and be able to savor the local produce which could be incorporated in one’s daily meal. Are there farmers' markets in your area? There is actually a Farmers Market in one’s area in New Jersey; which is specifically located in South Jersey, just 20 minutes away from Philadelphia, Pe nnsylvania. All vegetables are therefore bought from the Farmers Market. Where is the nearest community supported agriculture farm (CSA)? The state of New Jersey has a lot of community supported agriculture (CSA) farm located in the following counties: Atlantic, Burlington, Camden, Cape May, Cumberland, Gloucester, Hunterdon, Mercer, Middlesex, Monmouth, Ocean, Salem, Sussex, and Warren (State of New Jersey: Department of Agriculture, 2013). The names, contact information, and addresses are found in the State of New Jersey’s Department of Agriculture official website. How could you encourage others to eat local? Other people could be encouraged to eat local by promoting the various benefits that could be gained from this move. From among the noted benefits, the following are noteworthy: (1) greater opportunities to lose weight; (2) savoring new flavor sensations; (3) being able to heighten awareness through learning more about local products (Priebe, 2011); (4) fresher and he althier foods; (5) learn more about food from the people who grew them; (6) contributes to lesser environmental impact through lessening of carbon footprint through travelling less, consumer lesser gas, lesser wear and tear of roads; and (7) supports the community through the revenues generated from local purchases (Shea, 2008). Global Food Crisis After reading the article, "Global Food Crisis" from this unit's studies, do you feel the U.S. ethanol fuel program is adding to the world food crisis? One is convinced that the arguments exposed by Gawain Kripke, the Senior Policy Adviser for Oxfam America is more convincing regarding the effect of the ethanol fuel program on the global food crisis. Kripke’s detailed explanation that production of ethanol is apparently significantly contributory to driving food prices up due to the increased use of corn for the production of ethanol is more viable and believable (Kripke, 2008). As compared to the arguments presented by Rick Tolman, the CEO of the National Association of Corn Growers, Kripke assumed a more unbiased stance at looking at the issue. Tolman could have protected the

The Man with a Movie Camera (1929) Essay Example | Topics and Well Written Essays - 1000 words

The Man with a Movie Camera (1929) - Essay Example Additionally, film has portrays a higher mathematics montage as Vertov has used unique cinematic techniques to craft a document that have pleasantly joined facts with images hence making the film to consist only of those linkages that will signify a whole organic essential in endorsing self-reflective images. In relation to that, Vertov, believe that the camera is a â€Å"Cine-Eye,† that captures, images reflecting on found reality hence enabling him to create his own cine-truths, apart from preceding art forms and beyond the decayed conventions of traditional narrative and socially created realism. In achieving this, Vertov decided to relate man to machines and in the face of machine, man is abashed for their incapability to engross the world with a reflexive eye. For that reason, Vertov decided to use Cine-eye to organize the shots extracted from real life situation hence crafting a well calculated, and meaningful rhythmic visual order ever seen. Correspondingly, Vertov argues ‘the film is only the sum of the facts recorded on film. Thus, he advocates for film’s freedom from â€Å"the tutelage of literature and the theater â€Å"as literature and the theater promote a notion of perceiving ‘life as it’ hence nurturing imperfect human eye. For that reason, Vertov recommend that cinema vocation is necessary as it capture â€Å"the feel of the world† as this will certify for â€Å"perfectible eye† thus brings us face to face with 100% cinematography. For instance, a series of shots that demonstrate details of a womans bedroom in Moscow give us a clear picture of the lifestyle of Urban Russian in 1929. Subsequently, Vertov has capture everyday life among humans in Russia by using a series of shots that oc cur in the streets Moscow and Odessa demonstrate images of a train moving at extraordinary speed and individuals arriving at industrial unit to begin labor. Another stimulating aspect of Vertovs editing is the way he

IT Management Essay Example | Topics and Well Written Essays - 500 words

IT Management - Essay Example So, rather than the website author being the center of knowledge, and disseminating the knowledge on the website, in Web 2.0, the users constantly add to the website, changing it and making it new. Facebook is often given as an example of Web 2.0 computing. It is a site that many people use, and add to, but no one owns or controls the information on. Web 2.0 computing is relevant because it represents a rebirth of computing and internet use, after the initial dot com bubble. Most people today are part of some sort of social networking site, and this is Web 2.0. The concept is relevant because it affects IT change and standardization. The implications of Web 2.0 for governments and organizations are multiple. First of all, there is the idea of connectivity that Web 2.0 creates; there is also the elimination of a top-down command structure. These are liberating settings in which the user becomes the controller. It can be used to show how people in a community can become a part of a larger community, through Web 2.0 government. â€Å"Whats more, two of our initial Web 1.0 exemplars, DoubleClick and Akamai, were both pioneers in treating the web as a platform. People dont often think of it as "web services", but in fact, ad serving was the first widely deployed web service, and the first widely deployed "mashup" (to use another term that has gained currency of late)† (Web, 2008). Web 2.0 is important to understanding changing IT trends, and is something of which governments should take advantage. The government can enable Web 2.0 sharing among employees. â€Å"Apparently, web-enabled collaborative tools that can improve productivity are of great interest among an increasingly mobile workforce. With that in mind, enterprises are likely to further invest in collaborative tools like unified communications in the next few years† (Poon, 2009). Some worry about the lack of privacy with

Professional practice and ethics real estate Essay

Professional practice and ethics real estate - Essay Example This study focuses attention on real estate academics and practitioners, process to identify important real estate topics. First, while we explore the natural descriptions and definitions of various terms, we aim to interpret and describe a specific case study raising concerns on professional ethics. Then, in the second phase, the full list of potential solution, responses are collated from different perspectives and for the benefit of various stakeholders - clients, public and the real estate associate.The primary focus here is to be reflective about values, ethics and professionalism in daily practice of real estate. This article not only considers the development of national and international standards for valuers, it also examines briefly the variations and differences in market practice arising from variations in law, culture and custom while acknowledging the general acceptance internationally of the prevalent meaning of market value and ethics by global standards.While urban d evelopment is always political and about values, power is present in all decisions, which might be productive or otherwise and the general assumption in terms of democracy that a public good can be achieved.There is a conscious effort to conceptualise the meaning of ethics and values in real estate, and debate what would constitute ethical practice in a variety of ethical dilemmas; appreciate the meaning of professionalism and ethics to deeply understand the implicit and explicit expectations and responsibilities placed upon professionals in real estate and finally to acknowledge the specific duties owed by professionals to clients, customers and the wider community and understand the concept of professional liability in the context of all the related and relevant laws. The attempt ideally should be to acknowledge and respect social diversity, and critically understand how planning and real estate practice impacts upon different groups in society. Primarily, seeking other counsel; working through informal networks; exposing assumptions; bargain for information; being doubly sure, and negotiate for more clarity should be defined purpose of every ethical attempt in a profession. Code of Ethics in the profession of Real Estate It is very important to recognize that the interests of the nation and its citizens require the highest and best use of the land and the widest distribution of land ownership, upon which depend the survival and growth of free institutions. They require the creation of adequate housing, the building of functioning cities, the development of productive industries and farms, and the preservation of a healthful environment. Such varied interests impose obligations beyond those of ordinary commerce and deals. They evoke serious social responsibility and a duty to which real estate associates should dedicate themselves, appropriately well prepared. In recognition and appreciation of their obligations to clients, customers, the public, the real estate associates continuously strive and aim to remain informed on issues affecting real estate. They should identify and take steps, through enforcement of Code of Ethics and by assisting appropriate regulatory bodies, to eliminate practices which may damage the public or which might discredit or bring dishonor to the real estate

IT Management Essay Example | Topics and Well Written Essays - 500 words

IT Management - Essay Example So, rather than the website author being the center of knowledge, and disseminating the knowledge on the website, in Web 2.0, the users constantly add to the website, changing it and making it new. Facebook is often given as an example of Web 2.0 computing. It is a site that many people use, and add to, but no one owns or controls the information on. Web 2.0 computing is relevant because it represents a rebirth of computing and internet use, after the initial dot com bubble. Most people today are part of some sort of social networking site, and this is Web 2.0. The concept is relevant because it affects IT change and standardization. The implications of Web 2.0 for governments and organizations are multiple. First of all, there is the idea of connectivity that Web 2.0 creates; there is also the elimination of a top-down command structure. These are liberating settings in which the user becomes the controller. It can be used to show how people in a community can become a part of a larger community, through Web 2.0 government. â€Å"Whats more, two of our initial Web 1.0 exemplars, DoubleClick and Akamai, were both pioneers in treating the web as a platform. People dont often think of it as "web services", but in fact, ad serving was the first widely deployed web service, and the first widely deployed "mashup" (to use another term that has gained currency of late)† (Web, 2008). Web 2.0 is important to understanding changing IT trends, and is something of which governments should take advantage. The government can enable Web 2.0 sharing among employees. â€Å"Apparently, web-enabled collaborative tools that can improve productivity are of great interest among an increasingly mobile workforce. With that in mind, enterprises are likely to further invest in collaborative tools like unified communications in the next few years† (Poon, 2009). Some worry about the lack of privacy with

History of Drug Testing Essay Example | Topics and Well Written Essays - 750 words

History of Drug Testing - Essay Example To start with, the war against use of illicit drugs began in the ancient times of civilization and passed on from one generation to another. According to the Drug Policy Alliance, the first anti-opium laws formulated in the 1870s showing that even in the early days, governments were concerned on the welfare of citizens (1). The regulatory authorities took the responsibility of ensuring that the prevalence and use of illicit drugs was minimized among the citizens. However, it is during the reign of President Nixon that war against illicit drugs in the U.S. heightened. President Nixon increased the war against drugs by increasing and expanding the federal drug control agencies (The Drug Policy Alliance [DPA] 1). Subsequent American presidents also advocated for the war against drugs. For example, President George W. Bush allocated more money than ever to the war against drugs and further introduced drug testing to students (DPA 1). Because of government efforts in the fight against illicit drugs, drug testing became popular and various testing techniques introduced to facilitate the work of anti-drug agencies. One of the significant drug test technique introduced is the Marquis test. Marquis test is a simple and cost effective technique used to test for the presence of psychoactive drugs and further determine the chemical content (Erowid 1). The technique is effective because it distinguishes between â€Å"amphetamine and its ring substituted analogues† (United Nations Office on Drugs and Crime 18). The Marquis test is used by the law enforcement agencies to detect the presence of drugs on suspected criminals easily because it offers immediate results through color changes. Considering the mechanism of operation, Marquis Test utilizes the Marquis Reagent which is a chemical mixture made up of sulfuric acid and formaldehyde (Erowid 1). The Marquis Reagent, used to make ecstasy-testing kits, produces the results through

Becoming A Woman And Accepting It Essay Example for Free

Becoming A Woman And Accepting It Essay Becoming A Woman 1 At first reading, Elizabeth Bishop’s â€Å"In The Waiting Room† is a world full of wonderful imagery. I did not care what it meant, I just enjoyed the way she described what she saw in the National Geographic while waiting in a dentist’s room. I can perfectly see in my mind when she wrote about â€Å"the inside of a volcano, black, and full of ashes; then it was spilling over in rivulets of fire †¦ Babies with pointed heads wound round and round with string† (Bishop, 1977). The second reading, I began to wonder what she meant with â€Å"But I felt: you are an I, you are an Elizabeth, you are one of them †¦ Why should I be my aunt, or me, or anyone? † I thought maybe she has an identity crisis or something like that so I reread it again. This time, the phrase â€Å"I said to myself: three days and youll be seven years old† stuck on my mind. And that’s when everything clicked. I felt that with her seventh birthday coming on (for me, this is an idiom for a woman’s rite of passage like her eighteenth birthday or another significant event), Elizabeth feels she’s finally becoming a woman. When I say becoming a woman, it’s the transition from being a carefree girl to an adult female with responsibilities. She’s quite agitated by it, not quite sure if she could be like her aunt and the rest of the adults. Elizabeth is anxious and is not ready to become a woman, but whether she likes it or not, she’s a woman already. Thus, she said, â€Å"I knew that nothing stranger had ever happened, that nothing stranger could ever happen. † After questioning how she became a woman, Elizabeth finally accepted that she is one. In the end of the poem she said, â€Å"The War was on. † If you were a kid, a teenager, or someone who doesn’t care for responsibilities, a war is not something you’d think about. But Elizabeth now does think about it. She has finally accepted she is a woman with responsibilities, still scared about it but willing to face whatever that might come her way. Well, at least, that’s how I see it ? Becoming A Woman 3 Reference Bishop, Elizabeth. (1977). Geography III. New York: Farrar Straus Giroux.

Social And Emotional Development Of Children

Social And Emotional Development Of Children Social and emotional development underpins effective learning, positive behaviour and the judgements they make in and out of school. Schools need to be places where emotions are accepted as normal, unthreatening, discussed freely, expressed safely strategies and support are written in statements and policies. A successful strategy that has been introduced into schools is SEAL, SEAL stands for social, emotional aspects of learning, and this is a school programme that focuses on the development and the application of social and emotional skills. Not only does SEAL consider the needs of the children but also all that work in the setting, providing support for them to implement the strategies that it highlights. Its important in the early years that practitioners understand that children develop at different rates; emotionally others are more mature than others. This is a similar situation for social development children that dont have enough social experiences from a young age are less likely to be social in a classroom due to lack of confidence. The theorist Bowlby is most famous for his attachment theory he devised the term maternal deprivation (Bowlby, n.d.) this was because he believed that if children were separated from their mothers at young age then they would be psychology damaged (Squire, 2007) this supports the theory that without enough social attachment and experiences in the early stages of life then children are more likely to be unconfident in social situations and find it harder to adapting to school life. The EYFS believe that all children are ready to learn. The EYFS (2012, pp.2) states that Development is not an automatic process, however. It depends on each unique child having opportunities to interact with positive relationships and enabling environments being a unique child emphasises more on the fact that children do develop at different rates. So having relationships with people and being in a encouraging environment helps develop children socially and emotionally, this is why its essential practitioners and schools provide these are much as possible. It is proven that in the 21st century children are more likely to worry about family, school, friendships from two decades ago (Blake, 2007). This is a worrying result because most people have the view that childhood should be carefree and trouble free. Schools have more pressure now more than ever to ensure that children have a safe and worry free environment to learn in. Social development is promoted in all child care settings, teachers are using group tasks more and involving children as much as possible, if they realise that a child is withdrawn then action is taken to involve this child such as talking to them and introducing new provisions such as a buddy system at play times so children can always have someone to socialise with. However when it comes to emotional development, I havent seen many provisions put into place to support this, some schools introduce schemes such as emotion sticks in which the children place their name in the pot with the emotion that they are feelin g that day, this quickly faded out because the children forgot and the practitioners forgot to remind the children that they need to do this, circle time is a popular way that schools choose to support emotional development, this is very effective in the early years, unfortunately not every school use circle time often because they dont have time and it wont fit into their curriculum so its often put aside. One way in which some schools promote emotional and social development is interacting with the community in which they live in, this gives children the sense of belonging and a strong self-image, this in turn builds self-esteem, the higher their self-esteem is then the more confident the child will be, making the most of opportunities especially throughout the school, because they have already had the experience of being involved with the charity event or helping the elderly they will be more confident in the social aspect of new activities but also emotionally because they have more confidence in what they can do. The every child matters document supports this strategy, the ECM has a section titled make a positive contribution helping the community is part of this. There are several strategies that schools use to support emotional and social development, in order to keep these as effective as possible, the school need to review the strategies as often as needed to ensure that they are working, if a method isnt working then another is chosen and used in the school. This can be done by monitoring the children whilst they are taking part in the strategies to see how they are using them, if they are engaged and involving themselves in them then this is a good sign however if a couple of children dont feel comfortable or utilising the method as desired then a different approach may need to be taken. Reviewing the strategies every term is a good way to see how effective it is, another strategy can then be introduced in the next term, and once the method that is the most effective in the school for the pupils, teachers and parents then it can be used throughout the school, different age groups may also need different strategies, older childrens emotio nal and social developmental needs will be different to the early years, this needs to be taken in consideration when planning approaches. Some schools may end up with 2 or 3 different methods being used in the school. One of the most recent strategies that schools use to support emotional and social development is the healthy schools scheme. This was set up to promote healthy eating and exercise in schools, not only does this promote concentration in the classrooms but it involves children in activities organised by the school, the way in which the schools implement this strategy is up to them, some may decide to use Activate or Wake Up Shake Up in their school day or by introducing healthy snacks at break and lunch time. A Healthy  School  promotes  the  health  and  well ­being  of  its  pupils  and  staff through  a well-planned,  taught  curriculum  in  a  physical  and  emotional environment  that  promotes  learning  and  healthy  lifestyle  choices (Departement of Health, 2007) This strategy was more important than ever in 2012 due to the London Olympic Games, children wanted to be more active in and out of schools, so having sports days and Olympic challenges was an ideal way to promote healthy schools further. The walking and cycling provisions that some schools use, involve the children in the community as well as being sociable, this supports the emotional and social development of children. However not all schools provide strategies such as these, some schools dont have the funding whereas others dont see it as an important aspect of childrens learning. When the scheme was first introduced thousands of schools took it on board however as the years have passed its become increasingly difficult for schools to motivate themselves to continue the strategy. In order for healthy schools to once again be a priority for schools, new ways of promoting healthy eating and exercise need to be put into place, schools could involve the children in this process, this would also make the children more motivated to actually do the activities because they have had an input. If a child is constantly being told that they are unhe althy therefore they need to take part in the schools activities, then their self-esteem is going to get lower and lower which has a considerable effect on the childs emotional welfare, they will eventually have a negative view of themself, schools need to be aware of this and ensure that no child is told they are unhealthy or lazy, every child needs to take part in the scheme as much as possible. In contrast to the recent impact of healthy schools, there has been numerous research and discussion about gender roles. There is the ultimate question of, are girls born automatically liking pink and boys liking blue? There will never be an exact answer to this question some will say its to do with nature whereas others will say affected by nurture. When children first come into a setting, they may feel pressure to go and play with the construction area if they are a boy or immediately go into the role play area if they are a girl. This attitude is changing and children are becoming more confident in their own decisions as to where they should play, however some parents heavily promote girls playing with dolls and putting on makeup the same is for boys, parents may want their son to play football or rugby which are heavily male influenced. This goes against the various strategies that schools are implementing to help prevent children feeling as though they dont have an individual id entity, which affects their emotional understanding. Dowling (2012, pp.159) agrees with this point young children will only become confused if values at home and nursery are in direct opposition Every classroom should be gender neutral with pale walls, and pictures of girls and boys playing in the different areas of the classroom, providing activities that both girls and boys can play with for example not just providing colouring pages for girls but for boys as well. However even though this method is being implemented, the media still goes against a gender neutral environment, portraying women in Disney films as being helpless and in danger and having a dashing knight coming to save the day, this gives children the perception that women are weaker and less brave then men. However this attitude will almost never be changed, companies know what makes them money and if it means giving children mixed views about themselves then they will continue to do it. Its essential that schools co ntinue to use the action that they are taking to help prevent these views coming into schools. Not only is it important that classrooms are inclusive, the practitioners also need have an understanding and agreement about inclusion, in order to provide equal opportunities for every child (Beaty, 2006) One of the most effective provisions that schools have introduced is circle time. Jenny Mosley is the brains behind the whole school approach towards circle time. Good behaviour management is key when doing circle time, the children need to know the rules that surround circle time, its a trusting place where the children can communicate with each other and discussing issues that they feel are important and is also a great opportunity for children to socialise with the rest of the class. Circle time can also be used as a anti bullying technique, if children arent getting along in or out of the classroom then this strategy can be used to give the children the opportunity to talk about their issues, this also opens their eyes to the fact that they may of really upset the other children, providing emotional awareness that a childs actions may affect another child and they may not even know it. Circle time works best when its not done too often; having circle time every day would be borin g for the children and the teacher and would lose the desired effect. It provides opportunities to learn how to listen and respect others; its also an emotionally safe place for children to be in with trusting people and a comfortable environment. (Circle Time, n.d.) However because circle time is the most effective when its done regularly, it can be easy to forget the routine of circle time missing circle time several weeks in a row can effect children because they may have something specific they want to say in circle time and dont get the opportunity to say it because the teacher has forgotten about circle time, this can be easily resolved the children could be responsible for reminding the teacher about circle time, having a day activity planner in a visible place that consists of pictures and words so the children can see what they are doing also, is a good way to inform that circle time will be happening, reassuring the children. Circle time additionally provides important tim e for children and practitioners to develop a trusting and positive relationship; this is why circle time is especially important in the first couple of weeks of term. The professional relationship between parents and teachers is just as important, parents and carers need to know that their child is safe and happy in the setting, if a parent has concerns about their child then the teacher is the first person that they will go to, for example if a parent thinks that their child is being bullied by another child in the class then the teacher and parent can work together to think of techniques to use in order to stop this happening, circle time could be one of the strategies used. A method that was used in a school to promote the relationships between child and teacher and parent and teacher was stay and play. This occurred once a week and parents or relatives had the choice to join in on activities in the classroom, it would start off by the teacher explaining what the activities were for, how they linked in with the curriculum and what the parents could do to further encourage the learning at home, the stay and play session lasted for 45 minutes, th e teacher answered any questions that they were asked, and the children enjoyed playing with the various activities in the classroom with the support from parents and teachers. This was a very effective strategy used in this school, and they can continue to maintain the building relationships by having parent councils like the one in Bruce Grove Primary School, they found a parent council very effective it provided opportunities for parents to communicate with one another and have their input into how they wanted their children to learn. This continues the positive relationship between schools and parents/carers, its essential that there is constant communication because they both want the children to learn and develop to the best of their ability, when children see the positive relationship between their parents and their teacher, it makes them comfortable around the teacher. Not only is the relationships within school important but the environment is equally important, the EYFS approach to the unique child consists of positive relationships and an enabling environment. An environment that provides opportunities and exploration also needs to make the child feel safe and secure. These positive environments from the EYFS (2012, pp.2) explain that they need to have stimulating resources, relevant to all the childrens cultures and communities successfully combining play and learning especially in early years settings, this is important because then children will link learning with being fun. Not only do schools need to support children with their emotional and social development but they also need to support them to take risks and explore new environments, children learn the most effectively through personal experiences so promoting these gives children more confidence in their abilities and having a better perception of themself. Positive relationships and e nabling environments ensures learning and development. Observing, assessing and planning ensures that strategies work in the setting and meet the childrens individual needs. Each section of the EYFS document are individual however they are all underpinned by the basic factors to successfully support childrens social and emotional development. Every unique child needs positive relationships from every direction; parents, teachers and fellow peers. Enabling environments that are supportive and positive these together will equal to learning and development.

Dubious Heros in Julius Caesar :: Julius Caesar Essays

Questionable Heros in Julius Caesar      Ã‚  Ã‚  Ã‚  Ã‚   Julius Caesar, a play written by William Shakespeare, had many characters who could have been questioned in terms of their motives and will.   Some may have had good intentions, but others were not motivated by their concern for the well-being of the Romans.   The aim of this paper is to take a look at why the main people in this tragedy did what they did.      Ã‚  Ã‚  Ã‚  Ã‚   Julius Caesar, the center of the big ordeal, is the first logical person to take a look at.   When he first arrives, he is hailed as a great man and offered the crown numerous times, refusing it each time.  Ã‚   He is clearly the hero of the people for that time.   The question of his heroism comes when his previous actions are looked upon.   He has just returned from killing Pompey and Pompey's sons.   He did this to gain complete control of Rome instead of sticking with the triumvirate that had currently ruled.   He was ambitious, or so it was said, and he wanted only power.   This alone shows that his motives were not as pure as was first thought.      Ã‚  Ã‚  Ã‚  Ã‚   The next person to be looked upon in Mark Antony, apparently Julius Caesar's right-hand man.   He plays the part of the hero as he takes Caesar's side after death and rallies the people against the conspirators.   As he speaks to Octavius, though, he shows that he is mainly after the power also in saying that the third person of their new triumvirate, Lepidus, is not a worthy adversary and is only good enough to carry messages.   Antony goes on to say that they should have him (Lepidus) killed, along with all the other people they were making a list of.   He was going to have them eliminated just because they might stand in their way to gaining complete power.   He also ordered to have figured a way to cut some of the money out of the will to the people and keep it for himself.   His intentions weren't so good after all.      Ã‚  Ã‚  Ã‚  Ã‚   Cassius, the apparent originator of the conspiracy in the first place, is at first hard to figure out if he would take action in good will or in greed

Dead Man Walking Essays -- essays research papers

DEAD MAN WALKING   Ã‚  Ã‚  Ã‚  Ã‚  Dead Man Walking is a great book that deals with one of our nations most controversial issues: capital punishment. The books narrator, Sister Helen Prejean, discusses her personal views on capital punishment. She was a spiritual advisor and friend to two death row inmates; Elmo Patrick Sonnier and Robert Lee Willie. From her experiences, she developed views on the death penalty. She believed it was morally wrong and spoke openly about it. Sister Helen successfully defends her views on capital punishment while stating that capital punishment should be illegal. Her experiences have taught her that although these criminals were dangerous and deadly, and that their crimes were inexcusable, a death sentence should not be the answer.   Ã‚  Ã‚  Ã‚  Ã‚  I believe Sister Helen’s success in dealing with the issue of capital punishment falls on the two cases for which she was a spiritual advisor. In these cases, Sister Helen always tried her best to grant stays of execution or a court appeal. She fought for what she believed in and tried her best to abolish the death penalty. Sister in no way condemned what these killers had done, but tried her best to comfort them in their time of loneliness, sorrow, and need.   Ã‚  Ã‚  Ã‚  Ã‚  Sister Helen’s first case, Patrick Sonnier, better influenced my opinion on capital punishment. Her strategies in dealing with a convicted killer were brave and courageous. She was always willing to meet with Patrick and to talk about anything he liked. She helped him to realize his mistake, but more importantly, helped him to become a better person. She was always reminding Pat that God had the power of forgiveness, and that if he were truly sorry, God would forgive him. Sister Helen’s best arguments were the details she spoke about prior to Sonnier’s death. When Sister Helen spoke about Pat’s legal defense, it made a big impact on me as a reader. She persuaded me to look at things from two angles, instead of just one. As a reader, I was upset with the comparison between Pat’s sentence and his brother’s sentence. How could two brothers who conspired in the murder together receive two different sentences: Pat receiving a death s entence, while Pat’s brother Eddie receiving a lesser charge in a ... ...sing something. Sister was missing the dreadful feeling of a loved one brutally murdered at the hands of a killer. Who is to say that people can not change their minds about capital punishment? As of now, I am opposed to the death penalty. If someone killed a person I loved or cared about deeply, and they faced a death sentence, I would really have to consider my views again. This just shows that you should never be truly positive on your views about capital punishment until you have had the opportunity of experiencing a loss by the hands of a killer.   Ã‚  Ã‚  Ã‚  Ã‚  I believe Sister Helen was extremely successful in describing her oppositions towards capital punishment. Her experiences as a spiritual advisor to two death row inmates gave her knowledge about capital punishment that was previously just foundation in her beliefs. Her methods of dealing with the arguments of capital punishment were honest and fair. She presented herself in a way that made you listen to everything she had to say about the death penalty. Her evidence and facts were thoroughly supported throughout the book. She also allowed the reader to decide on his or her own view of capital punishment. Dead Man Walking Essays -- essays research papers DEAD MAN WALKING   Ã‚  Ã‚  Ã‚  Ã‚  Dead Man Walking is a great book that deals with one of our nations most controversial issues: capital punishment. The books narrator, Sister Helen Prejean, discusses her personal views on capital punishment. She was a spiritual advisor and friend to two death row inmates; Elmo Patrick Sonnier and Robert Lee Willie. From her experiences, she developed views on the death penalty. She believed it was morally wrong and spoke openly about it. Sister Helen successfully defends her views on capital punishment while stating that capital punishment should be illegal. Her experiences have taught her that although these criminals were dangerous and deadly, and that their crimes were inexcusable, a death sentence should not be the answer.   Ã‚  Ã‚  Ã‚  Ã‚  I believe Sister Helen’s success in dealing with the issue of capital punishment falls on the two cases for which she was a spiritual advisor. In these cases, Sister Helen always tried her best to grant stays of execution or a court appeal. She fought for what she believed in and tried her best to abolish the death penalty. Sister in no way condemned what these killers had done, but tried her best to comfort them in their time of loneliness, sorrow, and need.   Ã‚  Ã‚  Ã‚  Ã‚  Sister Helen’s first case, Patrick Sonnier, better influenced my opinion on capital punishment. Her strategies in dealing with a convicted killer were brave and courageous. She was always willing to meet with Patrick and to talk about anything he liked. She helped him to realize his mistake, but more importantly, helped him to become a better person. She was always reminding Pat that God had the power of forgiveness, and that if he were truly sorry, God would forgive him. Sister Helen’s best arguments were the details she spoke about prior to Sonnier’s death. When Sister Helen spoke about Pat’s legal defense, it made a big impact on me as a reader. She persuaded me to look at things from two angles, instead of just one. As a reader, I was upset with the comparison between Pat’s sentence and his brother’s sentence. How could two brothers who conspired in the murder together receive two different sentences: Pat receiving a death s entence, while Pat’s brother Eddie receiving a lesser charge in a ... ...sing something. Sister was missing the dreadful feeling of a loved one brutally murdered at the hands of a killer. Who is to say that people can not change their minds about capital punishment? As of now, I am opposed to the death penalty. If someone killed a person I loved or cared about deeply, and they faced a death sentence, I would really have to consider my views again. This just shows that you should never be truly positive on your views about capital punishment until you have had the opportunity of experiencing a loss by the hands of a killer.   Ã‚  Ã‚  Ã‚  Ã‚  I believe Sister Helen was extremely successful in describing her oppositions towards capital punishment. Her experiences as a spiritual advisor to two death row inmates gave her knowledge about capital punishment that was previously just foundation in her beliefs. Her methods of dealing with the arguments of capital punishment were honest and fair. She presented herself in a way that made you listen to everything she had to say about the death penalty. Her evidence and facts were thoroughly supported throughout the book. She also allowed the reader to decide on his or her own view of capital punishment.

An Investigation of the impact of staff motivation on organizational performance: A case study of comparing Primark retail store, Tesco Plc and ASDA Group Ltd.

Aim of Study The study aims to determine employee motivation levels and its effect on organizational performance at the three retail stores. The specific related objectives are: To evaluate the extent to which the organizations provide different motivating factors for its employees To test the relationship between employee motivation and organizational performance Rationale of study Managers have the responsibility of attaining organizational success and competitive advantage through human capital. They can do this by improving the motivation levels of their employees (Wagner & Hollenbeck, 2010). The proposed study will seek to establish whether the management at the selected organizations has put in place measures for increasing employee motivation to influence organizational performance. Background to the Research Topic/Literature Review Motivation Motivation is a concept that is defined differently in literature. Some authors defined motivation as the processes where individuals focus on satisfy their perceived needs, personal goals, and basic goals and this activates human behavior (Guest & Conway, 2004). Another definition is motivation is a portrayal of the physiological processes that lead to stimulation and persistence of a voluntary action that directed toward specific goals (Kreitner & Kinicki, 2008). Employees who are motivated can be easily spotted based on their dedication, enthusiasm, performance, and their contribution to the objectives and goals of an organization. Other authors observed that a motivated individual has awareness of the particular goals that have to be attained in particular ways and focus their efforts on attainment of these goals (Nel et al., 2004). Motivation theories Various theories have been proposed to explain the motivation of employees in organizations. These include Maslow’s hierarchy of needs, and Herzberg’s hygiene theory, the expectancy theory, goal theory, and fair process concept theory. Maslow’s hierarchy of needs assumes that the motivation of individuals is based on achieving a hierarchy of needs (Griffin & Moorhead, 2009). Specifically, individuals have physiological, safety, social, self –esteem, and self actualization needs that have to be met in the work setting. Physiological needs include shelter, clothing, food, and water and are at the bottom of the hierarchy of needs. Safety needs involve protecting individuals from injuries in the work setting and providing work conditions that are stress free. Social needs entail meaningful interpersonal interactions in the workplace. Esteem needs are related to a person’s desire for competency, achievement, recognition, prestige, and status. Finally, self actualization entails an individual’s desire in reaching the highest potential. Maslow suggested that higher needs can only be fulfilled after those at the bottom have been met. Therefore, after employees have attained their physiological n eeds, they want their safety, social, self-esteem and self actualization to be satisfied in that order. Managers can offer job security, fringe benefits, and pay to meet the security and physiological needs of their employees. To meet social needs, managers should promote team work in the organization. Concerning esteem needs, these can be met by the rewarding employees for high performance with recognition and establishing linkages between performance attainment and pay. Finally, self actualization needs can be met through challenging work, promotion opportunities, training, and autonomy in job performance. Herzberg’s hygiene theory contends those individuals are motivated because of job satisfaction in their work environment. This theory views that individuals are motivated when specific motivators are found in the work environment (Griffin & Moorhead, 2009). These motivators include advancement, challenging work, recognition, growth, responsibility and achievement. In addition, the theory delineates needs related to the job context or environment. These factors comprise of interpersonal relations, security, status, continuous learning opportunities, organizational culture, working conditions, and organizational policies. However, these factors do not result in motivation among employees but when they are absent in the organization, employees become dissatisfied with the work setting. Based on this theory, a manager can motivate employees by ensuring that both hygiene factors and motivators are available in the organization. The expectancy theory argues that the behavior of an individual is determined by outcomes based on the concepts ofexpectancy, instrumentality and Valence (Kreitner & Kinicki, 2008). Valence describes the strength of an individual’s preference for a reward or outcome for performing a specific behavior. Expectancy is an individual’s belief that a particular action will lead to a specific reward or outcome. Instrumentality explains the extent to which a person believes that specific performance levels will result in the achievement of desired outcomes. Therefore, individuals are motivated to carry out specific assignments when they value the rewards associated with the accomplishment of the assignment. In this regard, if the outcome or reward of performance is very high, an individual will be more motivated to execute the required tasks to achieve the outcomes. This theory indicates that managers can employ various strategies to enhance motivation among employees includ ing setting achievable performance standards and offering the required support such as training to increase perceptions that employees’ effort will result in performance. In addition, managers should link rewards given to employees to performance standards and the employee’s personal goals. The goal theory postulates that individuals are motivated to achieve challenging goals (Kreitner & Kinicki, 2008). The theory contends that goals are vital in guiding the actions and responses of individuals. This theory places goal acceptance, specificity, and difficulty. Goal difficulty describes the degree to which a specific goal demands a lot of effort. Thus, assigning goals with more difficulty leads to higher performance levels. Goal specificity is associated with an adequately defined target for directing performance. Goal acceptance is associated with the extent to which goals are accepted as legitimate by individuals. Therefore, goal setting results in higher motivation as it allows individuals to focus their efforts in the required direction (Daft & Marcic, 2009). Managers can influence the motivation of employees through goal setting by providing feedback about the employee’s progress in achieving the goals and by linking incentives to the achievement of the goals (Kreitner & Kinicki, 2008). Finally, the fair process concept theory deals with the degree to which organizational members perceive that the organization treatments them in a fair manner (Greenberg, 1993). This theory focuses on procedural and distributive justice. Distributive justice is related to perceptions of fairness in allocating rewards among employees. Procedural justice is about perceptions of fairness in the procedures used in deciding reward allocations. Therefore, employee’s perceptions about the equity dimensions in allocation of rewards influences their motivation levels (Greenberg, 1993). Therefore, employees can be motivated by rewarding them based on performance, using a performance appraisal system for accurately measuring the performance of employees, consistently using similar standards for all the employees, and openly sharing information on the organization’s reward programs (Hellriegel & Slocum, 2007). Intrinsic and extrinsic motivation Motivation of employees depends on both extrinsic and intrinsic factors working together to improve the commitment of employees to task performance (Danish & Usman, 2010). Extrinsic motivation emphasizes external rewards including procedures and policy, awards, supervision, salary and fringe benefits. Extrinsic motivation has a great and immediate effect on the level of motivation but it cannot be sustained for a longer period. However, intrinsic motivation places emphasis on internal rewards and deals with quality of the work setting. Therefore, intrinsic motivation is about rewarding employees for what they actually enjoy doing and has a lasting effect on motivation levels. An organization can achieve intrinsic motivation by providing employees with challenging work and autonomy to enable employees to derive competence, achievement, and accomplishment from performing such tasks. The effect of motivation on performance An organization with a highly motivated workforce is able to achieve its goals through the performance of work tasks by employees. It is suggested that motivated employees are highly inclined to be highly productive compared to those individuals who are not motivated (Chaudhary, Javed & Sabir, 2012). Khan (2012) established a positive association between the performance of employees and their training and motivation and stated that organizations that want to enhance their employees’ performance should concentrate on training as this motivates the workforce to attain higher performance levels. Frimpong and Fan (2009) observed that motivation among employees has a significant effect on productivity and that managers should focus on channeling motivation toward the achievement of both organizational and personal goals. The researchers concluded that motivational factors and motivation have a positive effect on the performance of teams (Frimpong & Fan, 2009). Another researcher argued that motivation is one of the main factors in the productivity of employees (Mullins, 2006). The author suggested that providing employees with understandable job goals, a supportive work setting, and the adequate skills are inadequate in themselves for ensuring that the job is performed and that employees should have adequate levels of motivation to exert the required efforts levels to the realization of the specific work objectives (Mullins, 2006). Other researchers discovered that employee motivation through recognition, benefits, promotion and payment leads to higher productivity (Khan et al., 2010). Indeed, Gana and Bababe (2011) established that adequate motivation of employees using appropriate incentives enhances their performance and in turn this ensures the achievement of organizational performance goals. In summary, this section has explored relevant literature on employee motivation and its effect on performance. Based on this, the proposed study will examine whether the case study organizations use different motivating factors to influence the motivation of their workforce and achieve higher performance. Research Questions and Methodology The research questions for this study will include: Which motivational factors are used in the selected organizations What is the effect of motivational factors on the motivation of employees in the selected organizations What is the impact of employee motivation on organizational performance To answer these questions, this study will combine both interpretivism and positivism research philosophies. Interpretivism is concerned with understanding the research participants’ subjective reality in relation to the study topic (Saunders, Lewis & Thornhill, 2007). Therefore, to acquire knowledge about the motivating factors of employees at the selected organizations will involve collecting qualitative data from the employees. On the other hand, positivism involves considering social reality as autonomous from actors and quantitative methods are used in collecting data. Therefore, quantitative data in terms of a survey with managers will be collected and analyzed to determine the relationship between employee motivation and organizational performance. Therefore, utilizing both quantitative and qualitative research methods will enable a more comprehensive and holistic approach to be used in investigating the study topic. Relevant Data required and Data collection methods Both qualitative and quantitative data will be collected in this study. The qualitative data will involve interviewing 5 employees in the selected organizations to understand the motivating factors offered by senior management in a way that is not influenced and controlled by the researcher (Patton, 2002). The interviews will be conducted using an interview guide with relevant open ended questions. Thus, interviewing the employees will ensure that important insights on motivation from the perspective of employees are acquired. On the other hand, quantitative data will be gathered using a survey questionnaire administered to senior managers at the organizations. The survey questionnaire will have questions related to the motivating factors available in the organization and the extent to which managers perceive these factors as influencing different organizational outcomes. Accessibility, reliability, and validity and ethics The participants for the study will be accessed by contacting senior management of the selected organizations via email to obtain their permission to conduct the study. The senior managers will then ask the sampled employees to be part of the study. The confidentiality and anonymity of the participants will be maintained by not revealing any identifying information in the data analysis. The results of this study will be valid and reliable as accurate measures of motivation and organizational performance will be used to collect quantitative data. The validity of qualitative data will be achieved by capturing the actual meanings of the participants during transcription and analysis of data. Furthermore, the use of suitable data analysis procedures to acquire findings indicating the relationship between employee motivation and organizational performance will further establish the validity and reliability of this study. References Chaudhry, A., Javed, H., andSabir, M. (2012) `The impact of transformational and transactional leadership styles on the motivation of employees in Pakistan’, Pakistan Economic and Social Review. Vol.50, No.2, pp. 223 – 231. Daft, R., & Marcic, D. (2009) Understanding management. USA: Thompson South Western. Danish, R., and Usman, A. (2010) `Impact of reward and recognition on job satisfaction and motivation: an empirical study from Pakistan’, International Journal of Business and Management, pp. 159-167 Frimpong, S., and Fan, L. (2009) `Comparative study on the relationship between employee motivation and team performance of the Banks in Ghana and China’, Proceedings of the 7th International Conference on Innovation & Management, Wuhan: Wuhan University of Technology Press, 2009 Gana, A., and Bababe, F.B. (2011) `The effects of motivation on workers performance (A case study of Maiduguri Flour Mill Ltd, Borno State, Nigeria)’, Continental Journal of Social Sciences. Vol. 4, No. 2, pp. 8 – 13. Greenberg, J. (1993) `The social side of fairness: Interpersonal and informational classes of organizational justice’, In R. Cropanzano (Ed.), Justice in the workplace: Approaching fairness in human resource management (pp. 79–103). Hillsdale, NJ: Erlbaum Griffin, W., & Moorhead, G. (2009) Organizational behavior: managing people and organizations. USA: Thompson South Western Guest, D., and Conway, N. (2004) Employee wellbeing and the psychological construct. London: Chartered Institute of Personnel and Development. Hellriegel, D., & Slocum, J.(2007) Organizational behavior. USA: Thompson South-Western Khan, I., (2012) `The impact of training and motivation on performance of employees’, Business Review. Vol.7 No. 2, pp. 84 – 95. Khan, K., Farooq, S., and Khan, Z. (2010) `The Relationship between rewards and employee motivation in commercial banks of Pakistan’, Research Journal of International Studies. Available at (Accessed on December 1, 2014) Kreitner, R., & Kinicki, A.(2008), Organizational behavior. Boston: McGraw-hill Mullins, L. J. (2006) Essentials of organizational behavior. USA: Prentice Hall Nel, p., van Dyk, P. , Haasbroek, G., Schultz, H., Sono, T., & Werner, a.(2004) Human resources management. USA: Oxford University Press Patton, M.(2002) Qualitative evaluation and research methods. Thousand Oaks, CA: Sage Saunders, M., Lewis, P., & Thornhill, A. (2007) Research methods for business students. USA: Pearson Education Ltd Wagner, J. and Hollenbeck, J. (2010) Organizational Behavior: Securing Competitive Advantage. 1st edition. New York: Routledge