Theory Z William Ouchi free essay sample

Theory X The Theory X manager assumes that the only motivation that works for employees is $$money$$. Theory Y The Theory Y manager assumes that employees are motivated by their needs to fulfill their social, esteem, selfactualization, and security. The Theory Y manager believes that employees see work as a natural activity and will seek out opportunities to have increased responsibility and understanding of their tasks. The Theory Y manager believes that workers will respond best to favorable working conditions that do not pose threats or strong control. Theory Z The Theory Z manager assumes that employees are motivated by a strong sense of commitment to be a part of something worthwhile the self-actualization need. The Theory Z manager believes that employees will not only seek out opportunities for responsibility, in fact, they crave opportunities to advance and learn more about the company. The Theory Z manager believes that employees should learn the business through the various departments, come up through the ranks slowly, and that the company will get the best benefits from that employee by making it possible for him/her to have lifetime employment. We will write a custom essay sample on Theory Z William Ouchi or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The result will be strong bonds of loyalty Workers attitude toward work. The Theory X manager assumes that the employees dislike work, avoids responsibility, and seeks only security from work (the paycheck! ). The Theory X manager believes that workers will only respond to coercion, control, direction (telling them exactly what to do), or threatening punishment or firing. What will work with employees: Theory Z Lecture Notes Page 2 developed by long-term employment and shared responsibility for decisions. Big Ah-Has! Theory X Managers assume the average worker  ·  ·  ·  ·  · is gullible and not very bright. is indifferent to the organizations needs. dislikes work. is motivated only by financial incentives. must be closely supervised. Theory Y Managers assume the average worker: feels work is natural. can enjoy work. is motivated by the desire to do a good job.  · might do a better job if control is minimized.  · has potential for development and advancement.  ·  ·  · Theory Z Managers assume the average worker wants to be involved in managing a company and building trust among all organizational members is cent ral to raising productivity. Ah-Ha ? How does Theory Z stand up against the baby boomers and Gen Xers in terms of the work ethic? a Pamela A. Braden, WVUP, 2000. No part of this material may be reprinted or r eproduced without written permission Email: [emailprotected] co. uk [emailprotected] com for any assistance plz do ask.. Good luck

How to Explain Employment Gaps

How to Explain Employment Gaps School happens, children happens, illnesses happen. But at the end of these trials and triumphs, the workplace is there waiting for us, ready to judge.  Of course it should forgive the dreaded work gap, especially given your very excellent reasons for taking some time off the job, but don’t rely entirely on the one-in-a-million boss that understands the idea of work life balance. Take the following three steps to ensure your application doesn’t suffer because of employment gaps.Explain It on  Your ResumeYou can’t ignore the gap. But you don’t want to get too defensive about it either. Instead, add a brief â€Å"Career Summary† section at the top, a simple and concise paragraph that explains your gap professionally. If your time off was for personal reasons, briefly touch on that. If it was for an additional degree or qualification, this should be emphasized as a strength, rather than a weakness to be explained. Sell it, baby!Go into Detail Your Cover LetterThe whole point of a cover letter is to make a personal connection, and provide valuable context for your application. It’s the best possible way to convince them- on paper, anyway- that you’re right for the job, with or without the work gap.Find a way to make lemonade; even if you were just exhausted, you can always sell that time as time spent recommitting yourself to your career purpose. Be honest, professional, and show the hiring manager all your silver linings.Prepare to Discuss It in Your  InterviewDon’t just plan to skate through the interview and hope the topic doesn’t come up. You must be prepared to discuss your work gap. Have a few answers prepared- and practiced. And then just focus on being yourself: warm, professional, likeable, and competent.Make sure you find some way to use the work gap to your advantage. It can make the interviewer see you as a stronger, more insightful person. Or a sharper and more driven future employee. The bottom line here is to make the absolute best you can out of this gap in your employment history. In most cases, you can turn this liability into an asset with a bit of perseverance, thought, and charm.

Analysis of Feathers, a Short Story by Raymond Carver

Analysis of 'Feathers,' a Short Story by Raymond Carver American poet and author Raymond Carver (1938 - 1988) is one of those rare writers who is known, like  Alice Munro, primarily for his work in the short story form. Due to his economical use of language, Carver is often associated with a literary movement known as minimalism, but he himself objected to the term. In a 1983 interview, he said, Theres something about minimalist that smacks of smallness of vision and execution that I dont like. Feathers is the opening story of Carvers 1983 collection, Cathedral, in which he began to move away from the minimalist style. Plot of Feathers SPOILER ALERT: If you dont want to know what happens in the story, dont read this section. The narrator, Jack, and his wife, Fran, are invited to dinner at the home of Bud and Olla. Bud and Jack are friends from work, but no one else in the story has met before. Fran is not enthusiastic about going.   Bud and Olla live in the country and have a baby and a pet peacock. Jack, Fran, and Bud watch television while Olla prepares dinner and occasionally tends to the baby, who is fussing in another room. Fran notices a plaster cast of very crooked teeth sitting on top of the television. When Olla enters the room, she explains that Bud paid for her to have braces, so she keeps the cast to remind me how much I owe Bud. During dinner, the baby begins fussing again, so Olla brings him to the table. He is shockingly  ugly, but  Fran holds him  and delights in him in spite of his appearance. The peacock is permitted inside the house and plays gently with the baby. Later that night, Jack and Fran conceive a child even though they had not previously wanted children. As the years pass, their marriage sours and their child demonstrates a conniving streak. Fran blames their problems on Bud and Olla even though she saw them only on that one night. Wishes Wishes play a prominent role in the story. Jack explains that he and Fran regularly wished out loud for things we didnt have, like a new car or the chance to spend a couple of weeks in Canada. They dont wish for children because they dont want children. It is clear that the wishes arent serious. Jack acknowledges as much when he describes approaching Bud and Ollas house: I said, I wish we had us a place out here. It was just an idle thought, another wish that wouldnt amount to anything. In contrast, Olla is a character who has actually made her wishes come true. Or rather, she and Bud together have made her wishes come true. She tells Jack and Fran: I always dreamed of having me a peacock. Since I was a girl and found a picture of one in a magazine. The peacock is loud and exotic. Neither Jack nor Fran has ever seen one before, and it is much more dramatic than any of the idle wishes theyve been making. Yet Olla, an unassuming woman with an ugly baby and teeth that needed straightening, has made it a part of her life. Blame Though Jack would place the date later, Fran believes their marriage began to deteriorate precisely on the night they had dinner at Bud and Ollas, and she blames Bud and Olla for it. Jack explains: Goddamn those people and their ugly baby, Fran will say, for no apparent reason, while were watching TV late at night. Carver never makes it clear exactly what Fran blames them for, nor does he make it clear exactly why the dinner gathering inspires Jack and Fran to have a baby. Perhaps its because Bud and Olla seem so happy with their strange, squawking-peacock, ugly-baby lives. Fran and Jack dont think they want the particulars - a child, a house in the country, and certainly not a peacock - yet perhaps they find they do want the contentedness that Bud and Olla seem to have. And in some ways, Olla does give the impression that her happiness is a direct result of the particulars of her situation. Olla compliments Fran on her naturally straight teeth while she herself had required braces - and Buds devotion - to fix her crooked smile. At one point, Olla says, You wait until you get our own baby, Fran. Youll see. And as Fran and Jack are leaving, Olla even hands Fran some peacock feathers to take home. Gratitude But  Fran seems to be missing one fundamental element that Olla has: gratitude. When Olla explains how grateful she is to Bud for straightening her teeth (and, more generally, giving her a better life), Fran doesnt hear her because she is picking through the can of nuts, helping herself to the cashews. The impression is that Fran is self-centered, so focused on her own needs that she cant even hear someone elses expression of gratitude. Similarly, it seems symbolic that when Bud says grace, Olla is the only one who says amen. Where Happiness Comes From Jack does note one wish that came true: What I wished for was that Id never forget or otherwise let go of that evening. Thats one wish of mine that came true. And it was bad luck for me that it did. The evening seemed very special to him, and it left him feeling good about almost everything in my life. But he and Fran may have miscalculated where that good feeling was coming from, thinking it came from having things, like a baby, rather than feeling things, like love and appreciation.

Discuss the basic qualifications in an organized crime group Essay

Discuss the basic qualifications in an organized crime group - Essay Example Therefore, the most common characteristics of an organized crime group are that they have no political goals; they are hierarchical and have exclusive or limited membership. Organized crime groups also do belong to a unique subculture, perpetuates itself and are willing to use illegal violence to obtain whatever they intend to. Finally, all organized crime groups are monopolistic and get governed by set rules and regulations. Activities that are carried out by organized crime groups involve money laundering, illegal drug distribution, illegal prostitution and human trafficking. Organized crime syndicates are not all the same. They differ in structure because they have different objectives to accomplish. They have different funding methods and how they communicate too. The most salient aspect of a syndicate is the loyalty of its members and their ability to keep their operations a secret. Any member of a syndicate usually has a death penalty for not being loyal to the

Socio-Cultural Impacts of Tourism on Shanghai Research Paper

Socio-Cultural Impacts of Tourism on Shanghai - Research Paper Example Shanghai is the most industrialized metropolis in China and is counted as one of the major metropolitan cities of the world. Shanghai has more than 5,800 square kilometers. Most tourists visiting Shanghai are usually advised to travel with maps in order not to get lost. The metropolis is not only identified as a financial, economic, and trade center, but is also admired for its cultural as well as historical heritage. The capital city, Beijing, is approximately 1460 km away from Shanghai. Most tourists in China, who wish to visit Shanghai, usually take the two hour flight from the capital to Shanghai, or take a 17 hour train journey that allows them to enjoy the scenery. Shanghai tourist attractions are easy to get to from its main center. Some of these include the Yuyuan Gardens, the Bund, which is the embodiment of Shanghai's history in prominent architectural structures, the lake Dianshan Hu, and the Four Cornered Pagoda, which is locally referred to as the Fang Ta. Shanghai, which is China's business and financial headquarters, has in the recent past benefitted from a double-digit growth. The city got over 80 million foreign and domestic tourists in 2001, alone. No town in China has fully embraced modernity and technology in the same way as Shanghai has. When in Shanghai, a tourist may get the illusion that he or she is in Europe or America and not Communist China. Shanghai radiates a cosmopolitan quality that is characterized by the contemporary lifestyles of its citizens, busy industrial and financial districts, skyscrapers, one of the busiest harbors in the area and ultra-chic business centers like museums, hotels, and shopping malls. While Be ijing is recognized as the center of the political government of China, which sponsors the Chinese academic institutions, Shanghai is known worldwide as China’s economic center and an incredibly enterprising city. Once a tiny and sleepy fishing rural community in the 1800s, Shanghai has been turned into a most enchanting, decadent and refined Chinese city. According to (Moscardo 3), â€Å"Shanghai has been dubbed as the "Paris of the East." International tourism takes place when citizens from different nations travel across intercontinental borders outside their normal homes as well as places of work, and stay for more than 24 hours in their places of visitation. The motivations for such trips are diverse, but usually recognized as being largely influenced by health, recreation, friendship and family visits, education, business, sports, and religion. As one of the most significant sources of foreign exchange revenue, and an investment catalyst, knowledge disseminator, and em ployment generator, international tourism has grown to be one of Shanghai’s most significant industries. Tourism has developed swiftly in Shanghai. At present, China is investing a lot of capital in promoting tourism and revising laws that govern its tourist industry. In the coming years, China expects to experience even more growth in this area, with the lion share of this development taking place in Shanghai. China’s tourism industry was somewhat affected by SARS scare but recovered swiftly. China is projected to be the world’s most fashionable tourist destination in the next decade. According to (Pike and Ryan 333), â€Å"tourism in Shanghai is a colossal labor intensive business that

What Is Dry Needling Essay Example for Free

What Is Dry Needling Essay Recently, Physical Therapists have been seeking to incorporate what is being named Dry Needling into their patient treatment regimens. Dry Needling is indistinguishable from acupuncture, yet is often based on two or three day seminars, featuring only 16 to 24 hours of classroom education with no needle technique clinical internship training being included. Is Dry Needling the same as Acupuncture? â€Å"Yes,† according to all major state and national organizations involved in the certification, professional representation and educational development of the field of Acupuncture and Oriental Medicine. The Council of Colleges of Acupuncture and Oriental Medicine (CCAOM) states â€Å"It is the position of the CCAOM that any intervention utilizing dry needling is the practice of acupuncture, regardless of the language utilized in describing the technique.† 1 Medicare agrees. â€Å"The only code for Medicare that would cover something like dry -needling would be an acupuncture code,† said Assistant U.S. Attorney Kevin Doyle .† Will Dry Needling practice affect Acupuncture practice? Patients do not discern between types of needling treatments. When a patient receives a therapy involving needling, their perception is that they have received acupuncture. When acupuncture is performed by practitioners without adequate classroom and clinical education, the experience of acupuncture is not optimal. When acupuncture is performed by practitioners without needling technique education, without Clean Needle Technique certification, and without needle technique clinical internship, the experience of needling can be hazardous. Adversely performed acupuncture negatively impacts all those practitioners who are licensed to practice acupuncture. Negative patient feedback especially affects the availability of new patients for Licensed Acupuncturists. It makes good business sense for practitioners of Traditional Chinese Medicine and acupuncture to safeguard, protect and regulate the teaching and practice of their chosen healing art, Acupuncture. Coalition for Safe Acupuncture Practice seeks to inform and warn the public of the healthcare hazards and the potential for serious injury that exists in undergoing Dry Needling treatment by any healthcare practitioners, including Physical Therapists, who are not also fully trained and licensed as Acupuncturists.

Investigation into the kinetics of the reaction between peroxodisulphate(VI) ions and iodide ions :: essays research papers

PLAN Introduction: After having built up knowledge about the kinetics of reactions I decided to do an investigation in this area. I was initially introduced to this particular reaction1 in EP6.4 and then in AA2.1. I was interested in using this reaction as a means of potentially supporting and quantifying some of the theories that I have studied along with also perhaps extending on them. Aim: Using a clock reaction I shall: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Investigate the effect of concentration for each reactant and use the results to find the rate equation for this particular reaction. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Investigate the effect of temperature on the rate and use the results to find the activation enthalpy for this particular reaction. Background detail The Reaction:2 The reaction I am studying is often referred to as an ‘iodine clock reaction.’ A clock reaction is where the time taken to form a definite, small amount of a product at the beginning of a reaction is recorded to work out the rate. This reaction involves the oxidation of iodide ions to iodine molecules which are soluble in water and are visible as a pale brown clear solution. The formation of the iodine can easily be detected because all other species in the reaction mixture are colourless. The addition of starch to the reaction mixture further enhances the colour change by forming a dark blue-black complex with the iodine. The overall ionic equation is: (the spectator ions K+ have been left out to see the electron transfer clearly) S2O82- (aq) + 2I- (aq)  2SO42- (aq) + I2 (aq) The initial rate of the reaction can be measured by measuring the time it takes to produce a fixed small amount of iodine in the reaction as mentioned above. This can be done by adding thiosulphate ions into the reaction system which instantaneously revert the iodine molecules to iodide ions. When the amount of thiosulphate ions run out, iodine is produced and there is a sudden colour change. A sudden colour change makes the time required for the iodine to be produced very obvious. This reaction is shown in the equation: 2S2O32- (aq) + I2 (aq)  S4O62- (aq) + 2I- (aq) The total amount of iodine produced in the reaction mixture can be calculated by the equivalent amount of thiosulphate added to the reaction mixture. This way the rate can be measured in concentration of iodine produced per unit time rather than just as a reciprocal of time. This is important because it enables me to work out the rate constant, k, in the rate equation which I will discuss later.

Case: Problem in Pay System

MGT 302 Case: problems in pay system Xiamiao Zhu 1. Are the CCUA department’s current pay practices concerning data processor IIs and computer analyst Is externally equitable? Explain your answer. Pay practice in CCUA: * Data processor II position: * $11. 00—$12. 70 per hour. * $24,960 per year based on their 40-hour workweek. * Health and life issuance is provided by the company at a cost of $950 per year per employee. * Computer analyst I position: * Salary range $25,500—$32,500. * The average salary paid to the eight incumbents is $31,500. Health and life issuance is provided by the company at a cost of $950 per year per employee. Survey data: | CCUA| Average salary| Mfg/ Consumer| Mfg/ Industrial | Banking | Other Financial service| DP services| Wholesale distribution| Junior analyst and programmer| 31,500| 35,156| 33,750| 40,714| 35,000| 32,143| 37,500| 32,875| Data processor| 24,960| 27,500| 26,000| 29,000| 28,000| 26,500| 26,000| 27,000| * Data processor I I position closely matches the survey’s Data processor. Computer analyst position is most comparable with survey’s junior analyst and programmer. * Both DP II’s and CA I’s at CCUA are underpaid compare to the market. * Both DP II’s and CA I’s at CCUA have $950 health and life insurance. 2. What specific action, if any, do you recommend be taken now? Be specific and justify your recommendations as fully as possible. * Conduct a wage survey: Who is the relevant labor market? What is the competition paying? What sources for market data? What benchmark jobs should be included?Get the survey done in the rural southwest area more in the locality where department is situated so that data is more comparable and find the other benefits of the survey companies. * Choose a pay policy and develop a pay structure: decrease the number of the employee and pay the higher salary. Or hire employee buy using less recruitment cost and training cost. Hire and pa y employee following the policy and the structure. 3. What specific strategy do you recommend for the future so that these types of problems can be anticipated and avoided. Exit interviews: understand the reason for not stay in the company and find the solution to avoid it. * Better scanning of local and regional external pay referents, do let employee think you are paying much less than others. * Better two-way communication with employee. Do the employee satisfaction survey once a year before somebody is trying to quit. * Provide no monetary benefits * Provide larger budget for job categories 4. What additional information in this situation would have enable you to improve the quality of your recommendations? Improve the exit interview and focus on the questions like: * What is your primary reason for leaving? * Did anything trigger your decision to leave? * What was most satisfying about your job? * What was least satisfying about your job? * What would you change about your job? * Find some information about pay equity information: http://www. hrsdc. gc. ca/eng/labour/equality/pay_equity/about/guide. shtml * Conduct the web search O*NET to find if there is any help. 5. Occupations:| Wage & employment trend:| Computer systems analysts:| Median wages (2011) $37. 7 hourly, $78,770 annual Employment (2010) 544,000 employees Projected growth (2010-2020) Faster than average (20% to 28%) Projected job openings (2010-2020) 222,500 Top industries (2010) Professional, Scientific, and Technical Services (33% employed in this sector)Finance and Insurance (14%)| Computer programmer:| Median wages (2011) $34. 92 hourly, $72,630 annual Employment (2010) 363,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 128,000 Top industries (2010) Professional, Scientific, and Technical ServicesInformation| Computer and information system manager:| Median wages (2011) $56. 4 hourly, $118,010 annual Employment (2010) 308,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 102,800 Top industries (2010) Professional, Scientific, and Technical ServicesFinance and Insurance| Operations research analysts:| Median wages (2011) $34. 59 hourly, $71,950 annual Employment (2010) 65,000 employees Projected growth (2010-2020) Average (10% to 19%) Projected job openings (2010-2020) 30,000 Top industries (2010) Professional, Scientific, and Technical Services (23% employed in this sector)Finance and Insurance (22%)Government (17%)|

Role of Sex Education

| PSYCHOLOGY REPORT| EXPLORE THE ROLE OF SEX EDUCATION AND AIDS INFORMATION IN THE CLASSROOM| | Submitted To Prof. Navin Kumar Submitted By Aayush Guide:Dr. Navin Kumar1 Vellore Institute of Technology University, Vellore April 2013 Abstract The study deals with social outlook towards sex education and AIDS patients. It aims to understand public perception towards the same. The study was carried out in 3 steps. The research outreach involved university students over a period of 11/2 months.The students were required to answer a questionnaire dealing with sex education and day to day interactions with an AIDS patient. The research delved into the varied responses to understand general understanding of the terms ‘Sex Education’ and what deals with it and behavioural approach towards an AIDS patient in your immediate workspace or private life. The study allows us to conclude that the outlook to sex education and dealings with AIDS patients are liberal and progressive though t process of the society. Keywords: sex education, sex, education, students, HIV, parentsINTRODUCTION: What is sex education? Sex education is needful and necessary for today’s youth. Being aware of the exposure given to students in school, in the media and among their peers, sex education not only teaches them about sexual intimacy, but also enlightens them on their reproductive systems, birth control, and sexually transmitted diseases. It also exposes them to their gender identity, gender role, family role, body images, sexual expression, intimacy and the marriage relationship. Why is it important?Sexual health can be identified through the free and responsible expressions of sexual capabilities that foster harmonious personal and social wellness, enriching life within an ethical framework[1]. Sex Education in schools addresses the issue of sexual health and also makes students aware of the above mentioned points, thus our society can only benefit from sex education. Sex ed ucation has been and is still a taboo to the Indian society but according to the Justice Verma committee, set up after the Delhi gang rape case,there is no basis to say sex education leads to early sexual initiation by children [2].The committee suggests that sex education be introduced in schools in a clinical manner through trained teachers and child  counsellors. Children should be able to access informed, non-prejudiced sources in sexuality rather than misinformation through internet ormisleading advertising. Ever since the internet boom and the outburst of the social media platform many teenagers turn to the internet and seek solutions for their queries regarding sex and the information they get is not always right and is often misleading.Some common misconceptions: 1. Many people  believe that washing the genitals after sex protected them from STDs. Likewise, urinating after sex and use of oral contraceptives are considered as ways of preventing STDs [3]. 2. You can get ST Ds from toilet seats. 3. You can tell if someone has a STD. Educating students about STDs has also become very important in recent times. Most people have a stigmatizing attitude toward people living with HIV aids and also misconceptions about its transmission routes.Hence sex education can bring about a positive change in the society. Methodology: 1. Research method: This research is on the analysis of sexual education in schools. Over 230 university students were the respondents for this research. As this research needed the respondents to make their evaluation on their experience of sexual education thus, it was suitable for the university students to be the respondents since their age and cognitive level are at its best level to evaluate [4].In the background of this research, the respondents are matured thinkers that are able to make comparison and evaluation on their experience of sexual development that they have gone through since school. 2. Research instrument: This researc h was based on the qualitative method and the instrumentation of the research was on structured questions where the respondents needed to answer 14 questions. 3. Procedure: Questions were decided after an exhaustive group discussion.A questionnaire (appendix A) was prepared using Google forms and it was posted on various social media platforms. Reponses were then recorded over a time period of 3 weeks. The data was analyzed using Microsoft excel tools. Results and findings: Responses given by people for various questions: 1) Was Sex Education provided in the classroom? The poll abovesuggest that there is an equal number of students on either side of the line. So as to say that an equal number of students received sex education in the classroom and an equal number did not.Now there can be various reasons to this, such as the kind of school these students received their education in. Also, not attending or bypassing such sessions (when they are provided to them). Another reason beingn ot paying attention to detail. Discrepancy in the data is another reason, which can be due to not taking the survey seriously (although a sincere attempt has been made to cordon such answers) 2) When were you provided Sex Education? The above result clearly indicates the findings that most of the students have received their sex education between 9th-12th standard.This gives an idea that students generally receive sex education in the Age Group of 14-17 years. Now, the remaining 24% receive their sex education while in college, this indicates that these students receive their sex education through friends mostly, as no such sex education is provided specifically in college. 3) Where did you get your Sex Education, if not in Classroom? This clearly indicates that students not receiving their sex education in school premises receive it primarily through ‘Friends’ and ‘Internet’.Now this points out the fact as to why so many students get misleading information about HIV and Sex, because internet and peer groups are themselves not fully aware of the nuances of these things. This leads to dispersal of wrong information which can, at times, be dangerous. 4) What do you think is the right age to receive Sex Education? This poll substantiates our findings about most number of students receiving their sex education between Classes 9th-12th. This indicates that the people who are providing sex education are providing it at a correct age and to the correct age group. ) Did you share your Sex Education experience with your parents? Now this was something very much expected as most of the students do not share their sex education experience with their parents. Now the particular reasons to this can be like being Not so extrovert with parents, a situation similar to when kids leave the room when an advertisement on condoms or HIV is projected on television. Also, the society and culture of our country where things such as sex and HIV are considered taboo. Another reason being fear of the fact as to how the parents would react to it.Some of the possible solutions can be parents taking the initiative with their children, also parents should try to teach their kids the ‘Bees’ thing so as to give them a fair idea of sex and HIV. Also, children can initiate the issue with their mothers/fathers whoever they feel more comfortable to discuss with. 6) Do you think ‘Teen Pregnancy' will be reduced by Sex Education? To a certain extent this result was expected, 90% of the people believe that ‘Teen Pregnancy’ will be reduced by the help of sex education.Reasons as to what we feel why students think this way in these regards is that Sex Education introduces them to condoms and contraceptives; this helps students to realize as to how the mechanism of birth can be controlled. Apart from this, it opens them up to more ideas and they might have a healthy discussion as to how it can be controlled, which helps th e overall reduction of Teen pregnancy. We also believe that sex education does help the youth in understanding the way intercourse can be performed and at the same time drawing the line.Also, it is the duty of the individuals to take care that a mistake does not occur which might hamper their personal and professional lives. 7) Should we have ‘Condom Vending Machines' in public? This result draws a very positive focus on the fact that students are basing their answers on something that is very essential, also it points out as to how the youth has totally transformed into something more modern which makes it less vulnerable and open minded. 8) Have you ever tried finding about AIDS at your own will?This is a very positive aspect of the students that can be seen through the above poll, the tenacity to want to learn more about the subject of HIV on their own makes us feel that the students, who of course hold an image of the future in them, are taking an initiative on their own t o get to know more about this ghastly problem AIDS. 9) Have you ever met someone with AIDS? This does not come as a surprise as to very few students have actually met an AIDS infected person.It also draws light on how many students have wanted to visit an AIDS infected person (though in a very subtle manner), because those who have met might have met them out of their own accord or while working with an NGO. 10) What will you do if you find out that an AIDS infected person? The goal of this poll was to find out how students would react if they find out that they are dining with an AIDS infected person. Now we are happy to realize that there have been answers on both ends which show that an AIDS infected person can be maltreated, albeit in some cases only. 1) Do you think HIV+ people should have different schools and colleges? A very optimistic result, which again projects the positive mentality of students who would not want AIDS infected people to be maltreated. 12) Will you change your attitude towards your best friend if you find out him/her having AIDS? This poll projects the honesty of individuals in specifying the way they would treat or change their behaviour if they find out about their best friend being infected with AIDS.It shows that more number of people (92%) are ready to not change their reaction towards their AIDS infected friend (if they come across such a case). Conclusion: There were so many facts and opinions related to Sex Education and HIV which were presumed to be true, but with the help of this survey, we can now clearly accept these facts and statistics reason being that most of the questions had a ‘one-sided’ weight age which shows that these question were correctly answered and can be accepted.It also points out that Sex is still treated as a taboo topic in India where most of the students, not only those surveyed, still do not discuss Sex and HIV with their parents and instead receive and discuss these issues with their friends and over the internet, which leads to students leading to receiving ‘misleading’ information. The survey also draws light on the positive aspect of ‘student thinking’ when it comes to taking personal initiative to enquire more about AIDS and HIV, which shows the enthusiasm and ‘wanting to learn’ capacity of the students apart from personal awakening.Overall, the survey has indicated the thought process of the student community in a college curriculum. References: 1. Coleman E (2002), Promoting sexual health and responsible sexual behavior, J Sex Research, Volume 39, Page no. 3-6. 2. The Economic Times, 25-01-2013 3. Richard A Crosby et al (2000), Misconceptions about STD protective behavior, American Journal of Preventive Medicine, Volume 19, Page no. 167-173. 4.JohariTalib et al (2012), Analysis of Sex Education in Schools across Malaysia, Procedia- Social and Behavioral Sciences, Volume 59, Page no. 340-348 AIDS & Sex Education Survey A survey to understand the role of sex education and AIDS information at the classroom level. ————————————————- ————————————————- Top of Form Specify your sex *   Male *   Female Mention your Age Was Sex Education provided in the classroom? *   Yes *   NoWhen were you provided Sex Education? *   Class 7th – 8th *   Class 9th – 12th *   College Where did you get your Sex Education, if not in Classroom? *   Parents *   Friends *   Magazines *   Internet What do you think is the right age to receive Sex Education? Did you share your Sex Education experience with your parents? *   Yes *   No *   I was given Sex Education by parents itself Do you think ‘Teen Pregnancy' will be reduced by Sex Education? *   Yes *   N o Should we have ‘Condom Vending Machines' in public places?   Yes *   No Have you ever tried finding about AIDS at your own will? *   Yes *   No Have you ever met someone with AIDS? *   Yes *   No What will you do if you find out that an AIDS infected person is dining with you at a restaurant? *   Will continue dining *   Will switch places or leave Do you think HIV+ people should have different schools and colleges? *   Yes *   No Will you change your attitude towards your best friend if you find out him/her having AIDS? *   Yes *   No Bottom of Form

Investigating the Matching Hypothesis Essay Example

Investigating the Matching Hypothesis Essay Example Investigating the Matching Hypothesis Essay Investigating the Matching Hypothesis Essay For my research I will be investigating the matching hypothesis theory, first proposed by Goffman. He suggested that people chose partners who were of a similar level of attractiveness as themselves.  This was not further researched until Walster et al. in 1966 devised a Computer Dance. Over 700 student participants were involved in the study. They were first rated on attractiveness by 4 independent judges and then given a questionnaire, which to their knowledge was to match them to a partner similar to them. However, it had no relevance to the study, and the participants were paired randomly, with the only exception being that no man was paired to a woman taller than them. During the dance the participants were asked to rate their date. It was found the more attractive students (according to the independent judges) were rated more favourably.  This did not validly support the hypothesis as the meeting was only brief and therefore the participants could only be rated on superficial characteristics. It also gave no example of a correlation between male and female attractiveness.  Therefore a follow-up study was conducted 6 months later. This gave more evidence to support the hypothesis, as it was found that the dates who had become couples after the dance were highly likely to be of a similar level of attractiveness (according to the ratings given to them previously by the independent judges). In 1969 Walster and Walster conducted a similar study, but this time where the participants met each other first. This gave them time to interact more, learn about each other and therefore assess their dates other characteristics, such as intelligence, sense of humour and general personality. This study had greater ecological validity than the original, and the results also supported the hypothesis partners that were similar in terms of physical attractiveness expressed the most liking for each other. One reason for this was proposed by Huston. He suggested that people were more likely to favour those of the same level of attractiveness as themselves because of a fear of rejection and a need for companionship. This need for companionship has been supported by a lot of research so may be a reasonable suggestion, but does not take into account self-concept as people may rate themselves differently than impartial judges. Brown then argued in favour of the matching hypothesis, but only because we learn what is fitting. This means that we learn our place in society and what we have to give others, and then adjust our rating of potential partners accordingly. This seems to be a more comprehensive explanation, eliminating criticisms of Hustons theory, as often our self-concept is influenced by society. In my research I will be conducting a similar study to Murstein, who asked impartial participants to rate photos of both men and women, all of whom were in a couple with someone else in the photos. His research also supported the matching hypothesis as partners were rated similarly on attractiveness.  He concluded that: Individuals with an equal market value for physical attractiveness are more likely to associate in an intimate relationship such as premarital engagement than individuals with disparate values. My method of research will be a correlation study. The difference between an experiment and a correlation study is that an experiment measures the difference between two variables, while a correlation study measures the relationship between two variables. This is advantageous because I do not have to manipulate anything within the study. However, one problem with a correlation study is that it cannot infer that any relationship shown in the study is a cause-and-effect relationship. As I will be conducting a correlation study and not a traditional experiment, I will not be studying an IV and DV. This is because I am simply studying a relationship between two variables, and not cause and effect. Instead I will be observing two variables: the attractiveness of the male in a married couple, and the attractiveness of the female in a married couple.  My hypotheses are as follows, with my experimental hypothesis (H1) being one-tailed (meaning I expect a direction of correlation).  My experimental hypothesis (H1) is:  It is predicted that there will be a positive correlation between the male and female in a couple, when rated by participants on physical attractiveness. My null hypothesis (H0) is:  It is predicted that there will be no correlation between the attractiveness of males and females in couples as rated by participants.  Method  Design and Overview  My investigation will be a correlation study. I chose this method of study because it is the best method of examining a relationship between two variables (in this case males and females in couples.) I chose to carry out the correlation study through surveying participants as I thought this would be the most efficient way of obtaining accurate results.  My method of research means I do not have a participants design e.g. as I am not conducting an experiment, I do not need a design such as repeated measures or independent groups. I will simply have one set of participants who I will ask questions to. I do also not need an IV and DV, simply the aforementioned two variables to be measures: the attractiveness of the male in a couple, and the attractiveness of the female in a couple. I will be conducting the experiment in the following way. I will be asking 10 female participants to rate 10 male photos on physical attractiveness, on a scale of 1 to 9 (1 being lowest, 9 being highest, 5 being average). The scores will be given independently for each photo, e.g. the scores for the photos do not have to be ordered. I will then ask the male participants to do the same but for the females. I will need to brief each participant first and gain their consent before conducting the study. I will make sure that the conditions of the experiment are controlled, by ensuring all participants take part on their own so there is no influence from other people.  Subjects and Participants  My target population was the students at Exeter College. I checked the participants were not psychology students, to make sure they did not know the extent of the study (therefore eliminating demand characteristics). I also checked that they were in the age bracket 16-19. This applies to the majority of students at college, but I checked because to have 1 or 2 mature student participants could greatly alter the results as these students may have a very different perspective. From this I used opportunity sampling to find 20 participants 10 male and 10 female. For this I stood in the main college building and found people available and willing to partake at the time. Opportunity sampling is the quickest and easiest way to find participants from my target population, although can be seen to be biased as participants often have the same sort of qualities. However, as my college caters for a large range of people with a large range of interests, I did not think my results would be too greatly influenced. I did not ask for any personal information from my participants e.g. name as I didnt think this was relevant to my research. Therefore my participants were anonymous. I also separated consent forms so that no other participants could see the signatures of those who had taken part before them.

Summer Programs at U of Colorado Boulder for High Schoolers

The University of Colorado Boulder (CU Boulder) is not just a prestigious university; it’s also the setting for some terrific summer programs for high school students. Not only does the city of Boulder offer a wide array of activities such as hiking and enjoying nature, but the programs give you a rigorous yet rewarding pre-college experience. You’ll discover what college life is like at CU Boulder during unchaperoned programs and, in some cases, will even be able to earn college credit to jump-start your education. What can you gain from a summer program at CU Boulder, and what are your options? Find out why you should participate in a summer program at CU Boulder and discover the right niche for you. Colleges want to see you spend your summers doing something meaningful and furthering your goals. Some students pursue internships, part-time work, volunteer opportunities, or other activities. While these activities enable you to explore your interests and even potentially earn wages, summer programs are unique in that they also give you a taste of college life. In a summer program, students can experience campus life firsthand by living in a dorm, taking college-level courses, and engaging with faculty in their field of interest. You’ll make connections with peers, pursue your passions in a new environment, and have access to the host college’s unique resources and facilities. Not only will you enjoy the freedom you’ll experience as a college student, but you’ll also get a head start on facing the rigors and challenges of college-level work. CU Boulder offers a variety of credit and noncredit pre-college programs for students looking to get a deep dive on an academic area of their choice. These programs vary in cost and length and many offer both residential and commuter options. (Note: prices are approximated and vary based on whether the student is a residential or commuter participant.) Delve into the world of astronomy, physics, mathematics, and scientific programming. Through this program, you’ll have the exciting opportunity to perform astronomical work and observations in teams. Students will learn about the celestial coordinate system and create â€Å"observing proposals,† before going on nightly â€Å"observing runs.† Final observations are submitted to the Minor Planet Center of the International Astronomical Union. Ready to apply? You can find the application here. Deep dive into different topics within science, engineering, technology and mathematics during this two-week noncredit intensive. Each of the CU Boulder STEM Academies encourages students to perform hands-on laboratory and field work in the curriculum option of their choice. Learn more about the Academies here , and apply via the application . (Note: financial aid/scholarship information is not available for this particular program.) Aerospace Aeronautics and Astronomy Area of specialization: Engineering Area of specialization: Engineering Area of specialization: Life Sciences/Biology Area of specialization: Life Sciences/Biology Area of specialization: Computer Science Explore the research process by working directly with CU faculty and graduate students over the course of this four-week program. You’ll also have the option of participating in a weekly Research Methods course to build your skills. Ready to apply? You can find the application here. Band, orchestra, and piano students will receive world-class instruction by faculty members, graduate students, and guest conductors and artists. Students are placed in either the wind ensemble or string orchestra in this one-week program. They will also have the opportunity to participate in electives aimed at preparing them for college-level music degree programs. Financial aid/scholarship available: Yes Ready to apply? You can find the application here. (Note: As part of the application process, students are required to submit materials including an excerpt of their music attesting to tone quality and technical ability.) Does your child need help finding and applying to summer programs? Consider the benefits of the Mentorship Program , which helps students build their portfolios with the best activities and provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.  

Eco luxury Essay Example | Topics and Well Written Essays - 2250 words

Eco luxury - Essay Example Since it requires a special skill and talent to be able to create clothing that can be use and re-use for decades, our future fashion designers, seamstresses, and tailors are being challenged to design and manufacture creative pieces of fashion designs that are classic and elegant. Also known as the â€Å"earth-friendly fashion†, â€Å"ethical fashion†, or an â€Å"eco fashion† (Fletcher); a sustainable fashion is a significant â€Å"part of the fashion industry that recognizes social and environmental responsibility† (Matthews 117; Preston 150). In general, there are some designers who would design and create garments for the purpose of â€Å"wear, wash, and throw away† (Matthews 119). Since the main purpose of promoting sustainable fashion is to enable the local and international fashion designers to establish a system that will indefinitely be supported by the public in terms of becoming an environmentalist and a responsible member of the social, sustainable fashion designers should avoid creating garments of poor quality and low class design. The concept of a sustainable fashion is slowly becoming a special part of the continuously developing trend in sustainable design. As part of a sustainable design which aims to decrease levels of carbon emission in our environment, a lot of people started creating different products that are environmental friendly (The Economist). In order to save the mother Earth, the concept of â€Å"environmentalism† has been adopted in the world of fashion. For instance, to actively participate in charitable work, some members of the fashion industry are giving out a small percentage of their total sales as a donation to non-profit organizations who are reaching out to the less fortunate individuals. Likewise, there are some famous fashion designers around the world who are actively promoting the use of environmental friendly materials such as the â€Å"natural and renewable fibers† that does not use pesticides (i.e.