Modern Greece 5 Themes of Geography Essay Essay Example

Modern Greece 5 Themes of Geography Essay Paper Absolute Location of Greece:The absolute location of Greece is located at 39oN. 22oE because that’s where its capital. Athens. is located. Relative Location of Greece:South of Macedonia. West of TurkeyThis is a image of Modern Greece that shows the co-ordinates of Greece. This image relates to the subject location because it shows the absolute location of Greece which is the co-ordinates of Athens which is the capital of Greece and absolute location ever shows the co-ordinates of the capital of a state. This is of import because it shows where the capital of Greece. Topographic point Physical Features:Greece is 80 % made of mountains. This is a image of Greece with a mountain in the background. This relates to the subject because mountains are a physical feature because an illustration of a physical feature is a landform and mountains are a type of landform. This is of import because mountains provide us with tonss of resources. Human Features: We will write a custom essay sample on Modern Greece 5 Themes of Geography Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Modern Greece 5 Themes of Geography Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Modern Greece 5 Themes of Geography Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Greeks built the Parthenon in award of the goddess Athena. This is a image of the Parthenon. the memorial to Athena. This relates to the subject of topographic point because the Parthenon is a edifice which is a human feature because a human feature is something that was manufactured or created by a human. This is of import because a batch of things worlds build are edifices. Human/Environment Interaction How Humans in Greece Adapt: Peoples adapt in Greece by have oning different apparels for different seasons. For illustration. in the summer people wear short arms to maintain themselves cooled off in the hot portion of the twelvemonth and in the winter wear long arms to maintain themselves warm in the cold portion of the twelvemonth. How Humans in Greece Modify: Peoples in Greece modify by utilizing stuffs for edifices because they’re modifying the environment by destructing the environment in order to do edifices like houses and mills. How the Environment Influences Life/How Humans depend on the environment in Greece: Peoples in Greece depend on the environment for nutrient like fish and farm animal. This is a image of farm animal in Greece. This relates to the subject because people in Greece depend on these animate beings for nutrient. This is of import because without nutrient people would hunger. Motion How Goods Move in Greece: Goods move in and out of Greece by aeroplanes. trains. boats. and choppers. This is a image of an aeroplane transporting goods out of Greece. This relates to the subject because the plane is transporting goods. This is of import because without this there wouldn’t be any manner to acquire goods out of other states to the U. S. or other states. How People Move in Greece: Peoples in Greece move utilizing autos. planes. trains. and boats. How Ideas Move in Greece: Ideas in Greece move utilizing the cyberspace. and by speaking on telephones. Region What Characteristics Unite Greece?Some features that unite Greece are their faith ( Hellenism ) . linguistic communication ( Grecian ) . its mountains. and its attractive forces ( e. g. The Parthenon ) This is a map demoing the mountains of Modern Greece because a feature of Greece are its mountains. This relates to theme because a mountain is a characteristic that is portion of part. This is of import because unifying features bring states together. Other names for Greece:Even though most states call it the state Greece the existent Greeks name their state Hellas and Greek’s functionary name is Hellenic Republic. Bibliography * World Wide Web. nut. wikipedia. org* World Wide Web. greeceathensaegian. com* World Wide Web. enchantedlearning. com* World Wide Web. ericsonlivestock. com* World Wide Web. copterplane. cyberspace* hypertext transfer protocol: //www. Central Intelligence Agency. gov/library/publications/the-world-factbook/

The History of Dr Pepper and inventor Charles Alderton

The History of Dr Pepper and inventor Charles Alderton In 1885, in Waco, Texas, a young Brooklyn-born pharmacist named Charles Alderton invented a new soft drink that would soon become known as Dr Pepper. The carbonated beverage was marketed as having a unique flavor all its own. More than 130 years later, the brand can still be found on shelves and in refrigerated store coolers worldwide. Alderton worked at Morrisons Old Corner Drug Store in Waco, Texas, where carbonated drinks were served at the soda fountain. While there, he began experimenting with his own soft drink recipes. One, in particular, was fast becoming a big hit with customers, who originally ordered the concoction by asking Alderton to shoot them a Waco. As the soft drinks popularity grew, Alderton and Morrison had trouble manufacturing enough Dr Pepper to keep up with the demand for the product. Robert S. Lazenby, owner of the Circle A Ginger Ale Company in Waco, had been impressed with Dr Pepper and was interested in manufacturing, bottling, and distributing the soft drink. Alderton, who had no desire to pursue the business and manufacturing end, he agreed to let Morrison and Lazenby take over. Fast Facts: Dr Pepper The U.S. Patent Office recognizes December 1, 1885, as the first time Dr Pepper was served.In 1891, Morrison and Lazenby formed the Artesian Mfg. Bottling Company, which later became the Dr Pepper Company.In 1904, the company introduced Dr Pepper to 20 million people attending the 1904 Worlds Fair Exposition in St. Louis- the same Worlds Fair that introduced hamburger and hot dog buns and ice cream cones to the public.The Dr Pepper Company is the oldest major manufacturer of soft drink concentrates and syrups in the United States.Dr Pepper is now also sold in the United States, Europe, Asia, Canada, Mexico, and South America, as well as New Zealand and South Africa as an imported good.Varieties of Dr Pepper include a version without high-fructose corn syrup, Diet Dr Pepper, as well as a line of additional flavors first introduced in the 2000s. The Dr Pepper Name There are several theories regarding the origin of the Dr Pepper name. In some versions of the tale, drugstore owner Morrison is credited with naming the drink Dr. Pepper in honor of his friend, Dr. Charles Pepper, while in others, Alderton is said to have gotten one of his first jobs working for Dr. Pepper, and named the soft drink as a nod to his early employer. Another theory is that the pep refers to pepsin, an enzyme that breaks down proteins into smaller peptides. Pepsin is produced in the stomach and is one of the main digestive enzymes in the digestive systems of humans and many other animals, where it helps digest the proteins in food. Or it might have been something more simple. As with many early sodas of the era, Dr Pepper was marketed as a brain tonic and energizing pick-me-up. The pep in Pepper might literally have been named for the lift it supposedly imparted to those who drank it. In the 1950s, the Dr Pepper logo was redesigned. In the new version, the text was slanted and the font was changed. Designers felt that the period made Dr. look like Di: so for reasons of style and legibility, the period was dropped- but to paraphrase Shakespeare, no matter what you call it, a Dr Pepper by any other name would taste as sweet.

The absolute Separation of Powers is not practical neither achievable Essay

The absolute Separation of Powers is not practical neither achievable. There is always going to be some degree of overlap. Evaluate the above in connection with the UK constitution - Essay Example In essence, the government is unified by many branches and the absolute division of powers is not achievable. If the various branches of the government were to be completely separated from other branches in terms of their functions, it would result in backlog and inefficiencies in all the branches. Additionally, it has been argued that the complete demarcation of powers will yield total confusion resulting from the general inefficiencies created by such a system (Haljan 2013). With regards to the UK constitution, a complete separation of powers, where there is no overlap is non-existent. A closer examination of the three arms of government and their functions, reveals that they are exercised by bodies and or persons who use more than one function of their individual branch. According to the UK constitution, there is a big overlap between the Executive, Judiciary and Legislative arms of government (Leeuwen 2010). The UK Constitution requires that the Prime Minister and his cabinet ministers be members of both the Legislature and Executive arms of government. Indeed, there is a close bond between the Judiciary and Executive arms. The cabinet ministers and the PM are members of Parliament and are also counted as constituting the members in the House of Commons. However, the House of Commons Disqualification Act of 1975, limits the number of cabinet ministers who can sit and vote in the House of Commons to 95. Government ministers also determine appeals in disputes resulting from town planning legislation. This means that their functions encompasses not only the executive arm of government, but also the judiciary. There are very many examples of the overlap between the functions of the three arms of government. One of those positions that gives credence to the notion of overlap, is that of the Lord Chancellor. Law Lords sit on the judicial committee relating to the Privy Council, plus

Corporate Structures and Governance Arrangements Vary Widely From Essay

Corporate Structures and Governance Arrangements Vary Widely From Country to Country - Essay Example In normal parlance, the corporate governance (CG) has given more emphasis on disclosure, internal mechanisms and transparency with much focus to the financiers of the business. As per OECD (2004), this does not connote that the significance of stakeholders in general is deprived off1. Initially, Jensen and Meckling (1976) advocated stakeholder theory and then followed by Freeman (1984) who advocated an agency concept of accountability. Enron scandal resulted in the introduction Sarbanes-Oxley Act of 2002 which is a chief chapter in the vibrant annals of Anglo-American corporate governance renaissance2. As per OECD, managerial accountability elucidates governance responsibilities and roles and to make sure that shareholder’s interest and managerial interest are lined up and supervised by the board of directors3. The term â€Å" managerial accountability â€Å" can be defined as an understanding of a cluster of desired and predetermined yardsticks by which employees and manage ment alike, which can be gauged to be held responsible for specific actions or decision vis-a-vis some clearly explained role or responsibilities in a company4. As per Fisher(2004), the managerial accountability is nothing but the delegation of power which means of integrating relationships between institutions , demarcating responsibilities , improving legitimacy , controlling authority , and finally promoting democracy within a company and thus , the main goal of developing accountability is establishing trust in governance institutions in companies. In UK, the Cadbury Committee was asked to review those features of corporate governance especially pertaining to financial reporting and accountability as early in May 1991. This research essay will analyse in detail how the managerial accountability remain the same under corporate governance across various jurisdictions with particular emphasis to the USA , UK and Germany. Analysis What is Managerial Accountability? Stanton (1997) re fers Rosenfield finding on accountability as â€Å"the reasonable holding of one to be liable for personal decisions or to make a rejoinder to a charge where justiability is being ushered by an authority affiliation between the individuals concerned. From two perspectives, the authority relations can be assessed by two angles namely the stakeholder’s theory and the shareholder-value maximisation theory. As per Spira (2001), business organisations and individuals are discharged of their responsible obligations by disseminating the required information on a periodical basis to interested parties5. Business accountability connotes making the management of a company accountable for its performance and it includes making of business decisions on the proper usage of executive authority. Such business judgment can be employed only when the specific information is available. Further, accountability makes certain that the demeanour is compatible with the objects of the business, that it is consistent with the conditions that steer the company’s policy. In a way balancing the impact of the open market, which sets out prices and evaluates the real margin, a system of accountability offers objective yardsticks for administers and consulting performance. To evaluate the managerial accountability, it is necessary to assess the individual performance periodically whether it is the individual director, CEO, the outside auditor, the entire board or its officers and

Engneering mechanics Lab reports Report Example | Topics and Well Written Essays - 1500 words

Engneering mechanics reports - Lab Report Example tting acquainted with a wide range of structural testing components (HEILES & SCHÄFER, 2013).   To this extent a number of tools and equipment that were used in the entire experiment have been duly described to a greater extent based on their usage and the conditions that should be kept constant while performing the experiment using those kinds of pivotal tools and equipment. The beam of length 1.3 meters was initially placed firmly on the cast iron bed with the assistance of simple supports A and B placed 1 meter apart. The load was then applied by use of the mass hangers at a gradual incremental rate, while the measurements were recorded at each and every stage. The next step that ensued was the aspect of bringing in some sort of variations with regards to the length while the initial procedure was repeatedly done. The material under test was then altered such that, in each and every instance it was only the cross sectional breath that changed. This was repeatedly done at various levels as the mid span deflection at each stage was measured (in mm) with regards to the subjected conditions. The next step that followed suit was the aspect of altering the tested material such that in each and every instance the cross-sectional depth was the only variable that changed. Under this stage, the rate of deflections were also measured and recorded accordingly. Al l the obtained values were then clearly recorded and compiled so as to assist later during analysis whereby, the values that were arrived at were subjected to massive scrutiny and comparisons with the existing facts and figures under each and every experimented condition. Using 0N as the minimum and 150N as the maximum, the mass of the load was adjusted by increasing each trial consequentially by 25N. All this was done keeping these values constant: L=1m, b=20mm and d=14mm. Values obtained were recorded as below Using a minimum length of 0.6m and a maximum of 1.2m, length of the load was varied in split

Research Outline: Effects of DV on Children

Research Outline: Effects of DV on Children This dissertation will examine the evidence for the claim that witnessing domestic violence causes serious and lasting harm to children. As it would not be feasible to conduct primary research on this topic at the researchers current level of training, given the significant ethical issues involved in working with children and families in this context, it will consist of an extensive critical review of the literature on this topic. This body of evidence will be systematically reviewed to establish the current state of knowledge regarding: à ¢Ã¢â€š ¬Ã‚ ¢ The strength of the link between exposure to domestic violence and childrens à ¢Ã¢â€š ¬Ã‚ ¢ Trauma symptoms à ¢Ã¢â€š ¬Ã‚ ¢ Development à ¢Ã¢â€š ¬Ã‚ ¢ Social functioning à ¢Ã¢â€š ¬Ã‚ ¢ Internalising (eg. depression) à ¢Ã¢â€š ¬Ã‚ ¢ Externalising (eg. aggression, disruptive behaviour) à ¢Ã¢â€š ¬Ã‚ ¢ Academic performance à ¢Ã¢â€š ¬Ã‚ ¢ The existence of mediating or moderating factors determining the level of damage caused by witnessing domestic violence, including à ¢Ã¢â€š ¬Ã‚ ¢ Temperament à ¢Ã¢â€š ¬Ã‚ ¢ Social support à ¢Ã¢â€š ¬Ã‚ ¢ Genetic factors à ¢Ã¢â€š ¬Ã‚ ¢ The prevalence of exposure to domestic violence in childhood. Preliminary review of the literature The prevalence of childhood exposure to domestic violence Intimate partner violence is disturbingly common in the UK: an analysis of recent data gathered by the NHS for various purposes found a lifetime prevalence rate of some experience of domestic violence of 13-31% among the general population of British women (Feder et al, 2009). In the US, Dong et al found (2004) that 24% of respondents (n = 2,081) indicated that they had been exposed to domestic violence while under the age of 18. These figures indicate that a high proportion of children will, at at least some point, witness acts of violence between (most commonly) their parents or caregivers in the home or another family setting. However, the usefulness of lifetime prevalence figures like this in assessing the real impact of domestic violence on children is rather questionable: these results do not distinguish adequately between individuals who witnessed a single incident, or very infrequent mild violence, and those who were repeatedly exposed to serious violence. More detailed data is required to address the question of how common prolonged exposure really is. A further problem with the analysis of data for the prevalence of childrens exposure to domestic violence is the high level of co-occurrence with other forms of maltreatment. A large US study (3,777 males and 4,411 females) found that 12.3% of men (n = 482) and 15.9% of women (n = 703; chi square of difference 15.9, p Witnessing parental aggression: its effects on child development There is strong evidence that aggression and violence between the childs parents or caregivers can have serious negative consequences even if the child is too young to understand: in particular, it has been suggested, very reasonably, that domestic violence negatively impacts the quality of maternal care as poor management of emotions and conflicts may transfer from the couple relationship to the mother-infant one (eg. Krisknakumar Buehler, 2000). Indeed, women who are in violently abusive relationships may even express more negative attributions about their unborn child while pregnant (Theran, Levendosky, Bogat, and Huth-Bocks, 2005), creating the conditions for an emotionally distant parenting style which can lead to a poor attachment between mother and infant. Of four studies of children aged 3-6 reviewed by Wolfe et al (2003), all but one found moderate to strong effects on internalizing and externalizing symptoms as a consequence of witnessing domestic violence; Levendosky et a l. (2002) also found a significant level of post-traumatic stress disorder (PTSD) symptoms in a similar population, and Bogat and her colleagues described clinically significant trauma symptoms in one-year-old infants exposed to family violence (2006). Interestingly, however, in a sample of 7865 British children aged 5-16, Meltzer and his colleagues found that Witnessing severe domestic violence almost tripled the likelihood of children having conduct disorder but was not independently associated with emotional disorders (2009:491). The picture is yet further complicated by the finding that at least some mothers who suffer domestic violence in fact appear to compensate for this in ways which increase their availability to their children, showing heightened sensitivity and responsiveness (Letourneau, Fedick and Willms, 2007:649). Domestic violence and adolescent outcomes Given the complexity of the picture of the effect of witnessing domestic violence (and of having a caregiver who is a victim or perpetrator of it) which has already emerged, it is to be expected that the impact of this form of maltreatment on the eventual outcomes of children who are affected by it will also be far from easy to determine. High levels of conduct disorder and other adjustment and attitudinal problems in the adolescent children of battered women have been extensively described (Fantuzzo et al, 1991; Holden and Ritchie, 1991, and numerous later studies); these conduct problems have, however, bee n found to be amenable to interventions to improve mothers own support, and management of their children (eg. Jouriles et al, 2001). McFarlane and her colleagues found, worryingly, that in a sample of 330 children (including black, white and hispanic ethnicities), the mean internalizing behavior score for boys 6-11as well as girls and boys 12-18of abused mothers were not signific antly different from the clinical referral norms (2003:202), suggesting that the impact of witnessing serious domestic violence is enough to lead to clinically significant symptoms including suicidality and self-harming behaviours in adolescents. This indicates that, although the mechanisms by which it causes such great damage are as yet unclear, witnessing domestic violence which is either serious or prolonged needs to be treated as a major traumatic incident in a childs life. However, the prevalence of exposure like this is so great that intervening in the vast majority of cases where harm is being caused would be impossible; we are, furthermore, learning ever more about the factors which determine whether or not these experiences take a lasting toll, both biological and social. Domestic violence and the biology of trauma While only a small fraction of the children who suffer maltreatment are, as it were, fortunate enough only to witness domestic violence and not be subject to other forms of maltreatment, even in these cases evidence has been found that both [hypothalamic-pituitary-adrenal] axis and sympathetic nervous system functioning were found to differ between children exposed to domestic violence and comparison children (Saltzman, Holden and Holahan, 2005), suggesting that exposure to this form of trauma has lasting biological as well as emotional consequences. While the exact effect of the kinds of changes which Saltzman and his colleagues found on later functioning is unknown, findings like this give cause for serious concern that exposure to domestic violence in early life may have consequences which include functional, particularly social, impairments which are difficult (although not impossible) to overcome. They may, too, have long term health effects: the prolonged effects of biological stress responses observed in PTSD sufferers have been linked to a variety of serious chronic illnesses (Boscarino, 2008), suggesting that children who witness violence may be at risk of ill health long after their exposure itself has ended. Future research seems likely to confirm that the hypersensitivity to verbal conflict displayed by the one-year-old (ie. pre-verbal) infants studied by DeJonghe and her colleagues (2005) has a neural basis; this high level of sensitivity may itself predispose individuals who were exposed to domestic violence as young children to displaying high levels of arousal in conflict situations, contributing to the emergence of aggression and conduct problems in later life. Rationale for undertaking this research It is clear from the preliminary review of the literature which has been presented above that exposure to domestic violence is a serious child welfare issue: it affects a large number of children, is frequently combined with other forms of maltreatment, and has been shown to have long-term negative effects on both psychosocial functioning and, more tentatively, on physical health. As such there is an obvious rationale for assessing the current state of research into this topic: there is now a large volume of work on this issue, although it has only been explored empirically since the 1980s, and new techniques such as the use of biomarkers and neuroimaging continue to add dramatically to our understanding of the risks and mechanisms of harm associated with witnessing domestic violence. Producing a broad systematic review of the aspects of this topic of greatest relevance to social policy and professional social work practice will help to inform responses to this grave threat to the we llbeing of thousands of children in the UK, and contribute to the formulation of effective responses to the challenges which family violence poses today. Outline research strategy As has been mentioned above, the research strategy which will be adopted here is that of a critical review of the literature, based on a structured search of major journal databases. This strategy is the most appropriate one due in part to the challenges of conducting experimental or observational research in families where domestic violence occurs; given the researchers lack of training in managing the care and welfare of vulnerable children and adults, a methodology of this kind would not be appropriate. As such, an approach which does not pose these ethical and practical problems has been adopted. A structured literature search methodology will be used to search the PUBMED, OVID and Web of Science databases; the terms used will be selected in order to identify literature which deals primarily with exposure to violence without the copresence of other forms of maltreatment. Due to the broad scope of this review, a meta-analytic approach would not be appropriate: where appropriate, meta-analyses of studies on this topic will be included, along with discussion of the individual studies included in them. Particular attention will be given to critical analysis of the effectiveness of the studies attempts to exclude the effect of confounding variables, including exposure to other forms of maltreatment and verbal aggression in the home, social factors and other issues.

Anthony Trollope’s He Knew He Was Right :: Morals Happiness Struggles Papers

Anthony Trollope’s He Knew He Was Right Anthony Trollope’s He Knew He Was Right is unique among the prolific writer’s novels in having as its title a complete declarative sentence. Such a title stands as a sort of challenge to the reader: it invites us, as we make our way through the novel’s densely detailed presentation of lived reality, to consider the relation between that reality and the proposition put forward in the title sentence. What does it mean to say that Louis Trevelyan â€Å"knew he was right†? Even if we are unconvinced by J. Hillis Miller’s argument that â€Å"a long multi-plotted novel like He Knew He Was Right, with all its wealth and particularity of character, incident, realistic detail, may be an exploration of a single ‘complex word’† (Miller 77), Trollope’s choice of title inevitably throws us back, as we attempt to make sense of the events narrated under that title, on questions of moral epistemology; that is, it compels reflection on ho w we know what is right and on the extent to which we can be secure in that knowledge. Obliged to read the narrative as, among other things, a meditation on â€Å"knowing† and on â€Å"rightness,† we can perceive that Trollope’s concern here is with the manner in which his characters come to possess certainty in their moral judgments, with the process by which they acquire the disposition towards what is â€Å"right† that we can label â€Å"virtue.† â€Å"Who would ever think of learning to live out of an English novel?† an irritated Caroline Spalding asks her zealously romantic sister, a credulous devotee of the genre. We might turn her question on its head and ask how it is that people learn how to live in an English novel, and what He Knew He Was Right in particular has to say about becoming good. If the novel’s most prominent interest is in the breakdown or perversion of moral certainty, exemplified in the grotesque errors of judgment that deprive Trevelyan of his family and his sanity, it also manifests a subsidiary interest in the ways in which moral agents can replace such false certainty with the sort of just and balanced ethical vision that Trevelyan so conspicuously lacks. As we will see, this concern with moral education is displayed most directly in the novel’s secondary narrative threads, in which both Jemima Stanbury and her niece Dorothy attain an empathetic subtlety of perception and a depth of understanding of others that are absent in their former selves, as depicted at the opening of the novel.

High Employee Turnover Rate Within Domino’s Pizza in

Abstract: This paper will examine the high employee turnover rate in Domino's Pizza. Employee turnover attributes to bad culture and defective human resources management within the company. Yet, this paper proposes strategies that could lead to an increased in employee retention rate, recommends to aid the high turnover, and employee supervision strategies combined with other strategies regarding financial incentives. This paper also provides recommends, such as, proper planning, enforcement of regulations and appropriate training, to create a workplace that suits all its employees. This paper accepts that Motivations are the very reasons behind people’s thoughts and behaviors and that motivation is an influence that accounts for an individual’s direction, intensity, and persistence of effort toward attaining a goal. Motivation is the willingness to exert high levels of effort to organizational goals, conditioned by the effort’s ability to satisfy some individual need. This need is the internal state that makes certain outcomes appear attractive. Motivation is an influence that accounts for an individual’s direction, intensity, and persistence of effort toward attaining a goal (Robbins p. 175). Domino's Pizza has always looked for new ways to reward their team members. For instance, Domino’s entertains its workers with a franchise-wide pep rally that is held once a year. Domino's began the â€Å"World's Fastest Pizza Maker† competition in 1982, honoring those who best exemplify the company's philosophy of keeping efficiency in the store; to allow sufficient time for safe delivery of the products to the consumer. Regional competitions are held across the world to determine the competitors with the fastest times. Domino's Pizza gives the winner $10,000 cash to whoever obtains the fastest time. Shopping sprees, vacation trips, and even cars are also rewarded at this event. Yet, Domino’s pizza recognizes the best way to achieve success is to first ensure the satisfaction of its team members. Treating team members exceptionally well is just one way they is committed to putting Domino’s people first. Domino’s is proud to provide a fair and comprehensive rewards package (dominos. com). Benefits which includes: Competitive salaries, Medical, dental and vision coverage, Health Spending Account, Prescription Drug Benefit, Team Achievement Dividend (performance bonus), Partners Foundation (team member assistance) ,Above-average paid holiday program, 401(k) Matching Program, Employee stock purchase discount plan, Company-paid life insurance, Tuition reimbursement, National corporate discounts, Legal services, lastly Adoption assistance. On the contrary, with all that Domino's Pizza provides to their â€Å"team member† this year employee turnover was 260%. Even though, in modern society, motivation is still considered a contentious issue within management circles and within companies. It is believed that successful companies have employees who are motivated and believe in the mission. Even though, some theorists like Herzberg believe that money is not a positive motivator, a lack of it can de-motivate. I believe pay systems are designed to motivate employees. Financial rewards are regarded as a key factor in workplace motivation; however, additional factors such as work appreciation, variety, and security remain just as important. These factors can best be described as work outcomes which are a result of employee inputs. Adams’ equity theory identifies both inputs and outcomes as the two primary components in the employee-employer exchange (Kinicki & Kreitner 2007, p. 242). However, it is important to remember that pay is only one element of motivation and will work best where management gives attention to developing good management and supervision, designing jobs, and organizing work groups to make jobs satisfying. Providing feedback to staff about their performance along with training and development makes effective arrangements for communications and consultation within the company. All the same, Domino's Pizza has faced a very high employee turnover rate of 200% this year. The company's turnover rate reached 199. 9% in 2009. In the food industry, this turnover rate is not unusual, as turnover of 200% rate has been registered by other companies in this field. Domino's CEO started to focus on the company's human resources, by implementing certain strategies, like: improving store managers' workplace quality, improving personnel selection, recruitment, and retention methods, or using financial incentives. However, the key factor in retaining employees is to ensure that there is substantial scope for job enrichment. Since individuals differ in their motivation drive, there is not right or wrong method that will enforce a productive workforce. An individual will consider that he or she is treated fairly if he or she perceives the ratio of his or her inputs to his or her outcomes to be equivalent to those around him or her. The equity theory of motivation is based on the fact that people are motivated first to achieve and then to maintain a sense of equity (wikipedia. org). Equity refers to the allocation of rewards in direct parity to the contribution of each employee to the organization. Within Domino’s, each employee perceives their contribution in differing levels. For example, pizza-makers and telephone operators provide similar inputs as delivery drivers; however, the delivery drivers receive less financial reward creating inequity. Mcshane and Travaglione (2007, p. 154) suggest that employees will experience an emotional tension when they perceive inequities, and, when sufficiently strong, the tension motivates them to reduce the inequities. There are numerous methods that an employee can employ to correct inequity feelings. These include reducing inputs, increasing outcomes, changing perceptions, or changing the comparison other. Ultimately, if these methods do not obtain the desired outcomes, an employee will become de-motivated and may quit their occupation (Mcshane and Travaglione p. 154). An organization’s employee turnover does not solely depend on the input-to-output ratio alone – it also depends on the comparison between the input-to output ratios of employees fulfilling a similar position, Chapman (2007). An explanation of employee inputs and outputs will be used to identify the perceived equity or inequity of an employee within Domino’s. This will provide a better understanding of how Adams’ theory affects employee turnover.

First Grade Classroom Essays

First Grade Classroom Essays First Grade Classroom Essay First Grade Classroom Essay Decreasing Undesirable Behaviors in the First Grade Classroom The Rubber-Band Intervention Research Proposal Introduction Framing the Study Children misbehave for many reasons. Some reasons for misbehavior can be to get attention, disappointment, new situations, testing limits, or imitation (Richardson, R. , n. d. ). Continuously reprimanding the student could interfere with class instruction time while ignoring could cause others to mock the behavior- believing that it was acceptable. Educators have tried many intervention-strategies to see which one would work best. Some might have tried behavior contracts, but if the student is too young or simply not able to read or write, the teacher will have to make time to assist the student with the contract. Others had tried taking away minutes of the student’s recess/choice time. However, this means that the teacher’s time will again be affected. What is needed is a method that will decrease and eventually terminate the undesirable behaviors while simultaneously preserving teacher’s time. This study is to see if the rubber-band intervention method will do just that. The ultimate goal is to help students develop self-control. According to the National Association of School Psychologists, self-control is an important skill for children to learn. It refers to having power or control over one’s actions and knowing the right from wrong. Children who do not make choices for their own behaviors, but instead rely on teachers, parents, or adults to make the choices for them, do not learn self-control (2002). In relation to my study, the children will be encouraged to make their own choices in regards to controlling their behavior. : The researcher is only responsible for providing visual documentation of the child’s unacceptable behavior to help the child make better behavior choices. Review of the Literature Deborah Richardson, a Child Development Assistant Specialist, wrote an article on why children misbehave (n. d. ). In her work, she discusses thirteen different possible reasons of why children misbehave and a description of how that behavior may play out in the classroom or an example scenario. She emphasizes that once a person understands why a child misbehaves, it is easier to choose effective guidance techniques to handle the situation. Included is information on guidance techniques for each reason of misbehavior and resources that adults can use to improve or prevent misbehaviors. This article will aid in better understanding the participants in my study in regards to their responses about their own behavior. Also interested in how teachers can help curve misbehavior in the classroom were these five researchers Nancy J. Ratcliff, Cathy R. Jones, Richard H. Costner, Emma Savage-Davis, and Gilbert H. Hunt. In their article The elephant in the classroom: the impact of misbehavior on classroom climate (n. . ), they conducted a one-year study with 34 second and fourth grade teachers and their 588 students. These teachers and their classrooms were observed for data on the instructional and non-instructional interactions. The non-instructional interactions were most spent on correcting behaviors, causing these classes to be labeled as a climate that needs improvement. Using a similar method as the one for planned for this current study, the data for their research was collected using six 40 minute observational segments. Patricia Anguiano (2001) conducted an action research during her first year of teaching formulating a plan to reduce misbehavior in her third grade classroom. She saw a need for study after realizing how much of her instructional time was lost dealing with disruptions. For her research, she identified four primary misbehaviors in six target students and used the instruments of a teacher’s journal, student surveys and a frequency count chart. From her study she has realized that there are several techniques that the teacher can use to minimize the undesired behaviors. However, she did not focus on what the students can do to improve themselves. The teacher can do all she can to ensure she does not cause or escalate misbehavior, however, the misbehavior can still exist at a great number because of the children’s ability to control their own actions. Though her research is very helpful for conducting my own, one thing that I would do differently is to also show my target students how to control their behavior. Self-discipline is a concept related to this current study. Purkey (1985), as well as Pepper and Henry (1985), wrote about ways to teach self-discipline. Purkey describes ways in which a teacher can â€Å"invite† students to self-discipline using four essential elements of invitational discipline. The elements are optimism, intentionality, trust and respect. According to Purkey (1985), these elements provide substance, structure, and direction to students and when combined and applied to practical concerns, they provide educators with a useful stance in creating and maintaining discipline. Pepper and Henry, on the other hand, believe that a teacher can teach self-discipline using developmental practices such as student training and student involvement along with democratic principles (equality, mutual respect, shared responsibility, and shared decision making). They stress that these democratic principles are only effective if it includes encouragement, group discussions, consequences, understanding the child and steps to solve conflict. In light of both of these articles, I would keep these strategies in mind when working in my classroom where this action research will occur. Purpose The purpose of this study is to determine if the rubber-band intervention method can decrease unwanted behaviors in a classroom of early childhood students. The rubber-band intervention method is a behavior intervention method suggested by Intervention Central for dealing with challenging students. In this intervention, the teacher keeps track of student behaviors using rubber-bands placed around the wrist. The second purpose of the study is to also see if the rubber-band intervention method will eventually teach students self- control. Initial Research Questions . Will the Rubber-Band Intervention method decrease the undesirable behaviors of students? a. Will the two students be able to control their inappropriate body behavior, follow given instructions and focus during instruction time? 2. Will the students learn self- control through this intervention method? Hypothesis The Rubber-band Intervention method will be one that will help students control their inappropriate bod y behavior, follow given instructions, focus during instructional time and eventually teach them how to exercise self-control. Definition of Terms Two terms that need to be operationally defined are undesirable/ inappropriate behavior and self-control. Undesirable/ inappropriate behaviors are any actions that are not acceptable during academic or transition time in school. These behaviors can be on various levels of severity such as calling out without raising hand, talking in line, or hitting/bullying another student. When determining self-control, it should be understood as the ability to control one’s behavior/actions without a prompt or reminder from another person, being an adult or another student. Procedures Overall Approach and Rationale for the Study Single- subject design will be the overall approach for this mixed-methods study. This approach is appropriate for the purpose of the study is to target a few students with behavior challenges and observe them to see if the intervention method will induce a change of behavior. Site and Sample Selection Bernstein Elementary School in Washington, DC was the site chosen for this study. This site was chosen because as a student teacher at the school, access is granted to the author to enter the school. There is also a developing relationship with the principal and teachers. Though the school will serve as the site for this study, only a group of three first-grade students will be included in the research, making a sample size of one. This sample size was chosen due to the nature of the study and the behavior of the participants. The time that is given for study to be done also plays a role in the sample size selection. Having only six weeks to conduct the research, the smaller the sample, the more manageable the data collection would be. Data Collection Methods and Instruments To collect the quantitative data for this study, I plan to observe the group for six consecutive weeks. The first week of observations will be to collect baseline information only. This will help me to determine the normal trend of the child’s behavior so that I can see what progression the student made towards altering his/her behavior. For the next five weeks, I will implement the intervention, recording observations for the analysis. Data will be recorded on behavior anecdotal checklists. These forms has a list of behaviors that are not acceptable in class and days of the month going across the page where a recorder can mark the frequencies of particular behaviors. The two students will be assigned a rubber-band color (red or blue), a set of Rubber-Band Challenge Intervention charts and a set of Anecdotal Behavior Checklists (see Appendixes). The Rubber-Band Challenge Intervention Chart is a small table in which the time of each four 30-minute observation periods will be recorded along with the number of rubber bands they were able to preserve for that corresponding time interval. At the end of the table, the total number of rubber bands preserved for the whole day will be tallied. On the Anecdotal Behavior Checklists, there is a vertical list of about 25 behaviors. Next to those behaviors is a horizontal recording space for each day of the month. On this chart, the behavior exhibited will be found on the list and recorded for that corresponding day of the month by shading or placing an â€Å"X† in the space. At the end of the checklist exists a space for additional comments. The students will be observed three out of five days of the week. This gives me to time and space to plan for contingencies of absences, school events, holidays and school closings. Each observational day, the students in the group will be observed for four 30 minute intervals. Within these interval times, I would be wearing four of each of the colored rubber-bands assigned to the students in the sample on my left wrist for the first week of data collection. Previously discussing with the students which of their behaviors we are aiming to change, each time I would have to verbally remind or prompt the student about his or her behavior, I would transfer one of their colored rubber-bands to my right wrist. The undesirable behaviors of the student would be recorded on his/her Anecdotal Behavior Checklist for the day. At the end of each 30-minute interval of observation, the students in the sample will be told how many rubber-bands I had remaining on my left wrist of their particular color. They will then record this number on their Rubber- Band Challenge Intervention chart which will be taped to their desks. Before dismissal, we will add up the number of â€Å"points† they earned for the day. At the end of the week, their points can be redeemed for some type of reward. At the start of each new week, I will decrease their number of colored rubber-bands by one and continue the same method as started. The decreasing of rubber-bands will continue until Week 5, when I will now be wearing one of each colored rubber-bands, meaning each of the students now only have one verbal reminder for that 30-minute interval. Week 6 will be the last week of the study and also the week when the intervention will end. Students’ behaviors will still be recorded if needed even though the intervention has stopped. During this sixth week, the students will not receive any verbal reminders about their behavior and are expected to exercise self-control. In addition to the observation intervention sessions as I discussed in the above section, I also plan to interview the students’ classroom teacher to understand some background information about the students’ and get her opinion about each child’s progression towards controlling his or her classroom misbehavior. It would be great to also speak to the parents but I have been warned that that may not be a comfortable idea. I will record what had occurred during each moment of misbehavior through anecdotal form in a small journal. I will also meet with the students themselves at the end of every observation day to read to them the recorded anecdotes and hear what their reasons are behind that behavior. Additionally, I would like to hear what they have to say about their progression status. Through speaking with the children themselves, I can get direct answers rather than assumptions based on theory given by the adults. Data Analysis Strategies The quantitative data collected from the study over the six week period would be recorded on the chart and checklist attached. With this organized and manageable data collection strategy, the data analysis would be uncomplicated. The data will be interpreted for each student by viewing their charts and looking for any sign of progression towards correct/acceptable behavior. I will calculate the frequencies of recorded behavior and compare them across the weeks. I will also compare the data since the intervention to the first set of baseline data collected to look for a mark of improvement. Additionally, the frequencies will be compared to a criterion of what and how many behaviors are acceptable for that grade and age. For qualitative analysis, I will review recorded anecdotes, observer’s notes, transcripts from student interviews and personal memos to understand the context of the data in the charts and see if it can justify some of the behaviors exhibited. Trustworthiness Features This study is designed to alter undesirable classroom behaviors and it can be ensured that it is the only aspect that will be measured. For example, issues with students not turning in homework or classwork will not be recorded. Also, since the researcher will serve as the main instrument for data collection, any behaviors that occur outside of my observation interval will not be recorded, for example, if a student misbehaved during the Art special period while I am in the classroom preparing for a lesson. This study is also simple to replicate over time by different observers. Ethical Considerations Before the research study begins, the school principal, the students’ classroom teacher and their parents will be informed about the intervention method. They will also be the only ones who will have the right to know how the students are progressing during and after the intervention. Because of the age of the participants, a reminder of the study and what is being measured will be given as often as needed so that they are well informed of what is being done. Limitations of the Study This study can be terminated if at least one of the following happens: If the students’ behavior in the predetermined sample no longer needs intervention by the date I plan to begin research. If the students transfer out of the school or into a classroom in which I am not working in. If I get assigned to a new classroom by the time I begin the study. If the students’ attendance in school becomes too scarce to measure progression. Appendixes References Anguiano, P. (2001). A first- year teacher’s plan to reduce misbehavior in the classroom. TEACHING Exceptional Children, 33(3), 52-55. Dobbs, J. , Arnold, D. Doctoroff, G. (2004). Atten tion in the preschool classroom: the relationship among child gender, child misbehavior, and the types of teacher attention. Early Childhood Development and Care, 174(3), 281-295. National Association of School Psychologists. (2002). Behavior problems: teaching young hildren self- control skills. Pepper, F. Henry, S. (1985). Using developmental and democratic practices to teach self- disciple. Theory into Practice, 24(4), 264-270. Purkey, W. (1985). Inviting student self-discipline. Theory into Practice, 24(4), 256-259. Ratcliff, N. , Jones, C. , Costner, R. , Davis, E. S. Hunt, G. (n. d. ). The elephant in the classroom: the impact of misbehavior on classroom climate. Education, 131(2). Richardson, D. (n. d. ). Guiding young children series: why children misbehave. Oklahoma State University, Division of Agricultural Sciences and Natural Resources

Child Poverty in Canada Essays - Economy, Distribution Of Wealth

Child Poverty in Canada Essays - Economy, Distribution Of Wealth Child Poverty in Canada Poverty and Health in Canada: Current Evidence and Policy Responses (HLST 3510) Professor Dennis Raphael The "campaign 2000 2016 Report Card on Child and Family Poverty in Canada" measures poverty through more of a concentrated method. The measurement includes: The Low-Income Measure After or Before Tax Calculated from tax filer data (LIM), The Market Basket Measure (MBM) and Low Income Cut Offs (LICO). Along with the OECD Report on Child Poverty the measurement includes the Child Income Poverty Rate and the Poverty Rates in Households with Children and a Working Age Head by Type of Household and Employment Status. In terms of the benefits of using these measures, according to the Campaign 2000 Report the most accurate is the Low-Income Measure After Tax (Campaign 2000 Report Card on Child Family Poverty in Canada, 2016). Reason being, there is a fixed %50 of the median family income and can be adjusted with the number of household members increasing along with household needs demand increasing. LIM is most benefited in international comparisons for poverty. Compared to the other me asurements such as the Low-Income Cut Off which is an outdated version of measuring as it lacks many important factors that an average modern Canadian family requires for such as modern technology and increased levels of expenditures on food. The Market Basket Measure is the measure of absolute poverty via data released by Statistics Canada. It includes basic essential such as shelter, food and transportation of a family of four individuals including two children. According OECD Report Canada amongst other countries Canada is at 13% for children income in poverty. It is the top tenth highest country of children living poverty similarly the 28th country in line for children living in poverty. After the OECD average Poland is leading along with Slovak Republic, Lithuania, Estonia, Latvia, Japan following Canada. Canada is in 7th place for child poverty after the OECD average percentage. For a developed Nations, Canada should be amongst the eleven nations below the 10% mark Denmark, Finland, Iceland, Norway, Korea, Switzerland, Sweden, Ireland, Germany, Slovenia, and United Kingdom. In a country like Canada child poverty is not measured by severe starvations and wearing ragged clothing rather suffering from food insecurity, putting food on the table using food banks and having long waiting lists for subsidizing housing and being able to fight for a spot for free children's educational/recreational programs. As a nation, we have all the right reso urces available to decrease our child poverty rate, it is unreasonable we rank in 28th place when the countries below the OECD average are not as rich as Canada is. If Canadians were to find out our place amongst other nations, they would be confused as to how that could even happen to our country. Some specific concerns for different poverty rates among groups of individuals such as people with disabilities working within certain limits, recent immigrants, aboriginal people, people of color. Family lone parents suffer three times in poverty more than a family of two parents. People with disabilities make a living more off their benefits and due to the low benefits, they result to be living close or on border line poverty. According to an article released by CBC, roughly 13.7% of Canadians from ages 15-64 are living with disabilities ( 12 Facts a nd Figures About Having A Disability In Canada 2013 ). Out of those individual according to a Canadian Human Rights Commission Report released in 2009 , men with disabilities that hold a permanent employment position from ages 25 to 54 are 622,175 individuals however men without disabilities that hold permanent employment were 3,166,836 individuals. The numbers are similar with women fro m ages 25 to 54 with 639.622 (with disabilities) and 3,044,787 (without disabilities) ( Canadian Human Rights Commission, pg. 41, 2010 ) . The reports indicate that people with disabilities are often not employed and if they do get employed they are paid less compared individuals with no disabilities. People with disabilities find it very hard to move up the social determinant ladder because they are less capable to do so financially. Many Canadians that have disabilities are not in the labor force resulting them to lead

Identification and analysis of DNA repair mechanisms Thesis

Identification and analysis of DNA repair mechanisms - Thesis Example In both of these cases, DNA repair systems involve the use of the Mre11/Rad50/NBS1 complex. This project aims to identify and examine what DNA repair systems are present in the cells of Schizosaccharomyces pombe and how these contribute to resistance to treatment with nucleoside analogues. This information should help to provide further insight into the way in which human cells are able to develop resistance to this form of treatment, and perhaps provide some indication of a method to prevent this. Table of Contents Abstract 2 Introduction 4 DNA repair and cancer 6 DNA replication 7 DNA repair 9 MRN Complex 11 Topoisomerase inhibitors 13 Nucleoside analogues 15 Involvement of DNA repair 17 Project System 20 Aims and Objectives 21 References 22 Introduction In everyday life, cells are exposed to external and internal agents that cause thousands of DNA mutations per day. These mutations range from being small, such as affecting a single nucleotide, to large mutations where accurate rep air can be difficult. For the accurate propagation of the genetic information within cells, it is essential that the body has mechanisms of repairing damage in a reliable manner. However, while many methods for DNA repair exist, these are not always successful and mutations can accumulate, resulting in the development of cancer (Helleday et al., 2007). Understanding these processes, why they occur the way that they do and what can be done to influence these is crucial for knowing the way that cancer occurs, and determining methods of treating it effectively. In our modern society, cancer has remained one of the most well studied diseases and perhaps one of the least understood. The fundamental aspects of cancer are damage in the DNA of a cell that results in a lack of control over cell growth and replication, as well reducing the likelihood that cells will enter apoptosis. These cells are able to proliferate well beyond the normal constraints of the tissue that they are in (Loeb and Loeb, 2000). With high levels of replication and low cell death, abnormal cells build up within the body and interfere with body functions. The exact mechanisms that causes these mutations to occur, and allows the cells to break free of the cell control pathway are the focus of much current research into cancer, as understanding these pathways may help to develop treatment or prevent cells from entering this state. Cancer is a disease where mutations in DNA accumulate to the point that traditional controls over cell behaviour can be bypassed, often involving the accumulation of mutations in genes responsible for the birth or death of the cell, as well as controls over the cell cycle (Lengauer et al., 1998). Research indicates that the tumours developed as the result of cancer are heterogeneous (Loeb et al., 2003). Because of this, cancer needs to be thought of as a collection of disease rather than a single disease (Huang et al., 2006). This is an important factor when studying can cer, as it explains why some mechanisms are prevalent in some forms of cancer, but not others. Genetic instability is thought to be one of the driving factors of the development of tumours and this in turn is driven by DNA damage and errors in the replication machinery. However, spontaneous mutation is only one aspect of the puzzle, and the prevalence of cancer development and succession of mutations

Who are you Essay Example | Topics and Well Written Essays - 500 words - 1

Who are you - Essay Example le, I have a passion for the study of history, something that is very rare today considering that most of my friends consider history to be a boring subject. I am kind of a loner because except for my family, I have very few friends and in fact, I find it very difficult to make new friends. I like to study politics, again a subject that most of the people I know find to be boring or a waste of time but I think that it is a very relevant thing to study so that we can know what exactly is happening in our society, because these two cannot be separated. Some parts of me that have changed over time while there are others, which have remained the same since childhood. I was raised in a very conservative family whose values were instilled in me from an early age. However, as I have grown older, I have come to realize that some of the values which I was brought up to believe in are very discriminatory towards people of other cultures and that is why I strive to study other people and their cultures in order to better understand them. In other aspects, I have remained the same considering that I am still proud of my country, as well as the community within which I grew and most of all, I am still very close to my family and friends. I value my body a lot and in fact, many religions state that the body is a very holy thing (Angel, 141 – 156). I believe that it is our duty to take very good care of it because it is the vessel in, which our souls are carried. I exercise regularly and have a well balanced diet to ensure that my body remains healthy because if I were to do otherwise, then it is certain that my body would deteriorate quickly. I would like to live a long life and the best way to achieve this would be to maintain my body at the best standard I possibly can. There are many ways through, which I have come to know other people and many of these vary. The first people I have come to know are my family; this is because they are the people I first interacted with