Management Challenges in Criminal Justice Essay

Abstract The criminal justice arena is made up of law enforcement, courts, and corrections and is vast as well as it is its own environment when referencing the leading or management of special groups. Numerous components within the criminal justice realm require team cooperation to be successful. In the law enforcement branch organized special groups such as Multi-agency gang and drug tasks forces, SWAT (Special Weapons and Tactics), CSI Crime Scene Investigation), and fugitive recovery units made up of cooperative entities of different agencies make up some of the organized teams of the law enforcement side of the criminal justice system. Courts are composed of prosecution teams, some of which specialize in specified criminal cases. Corrections are comprised of management that stresses both rehabilitation and incarceration as ordered by the courts. All of these organizations are composed of personnel trained as basic officers, then were chosen to be a part of a smaller, elite, and pinpointe d organized group. Management in a criminal justice agencies is a challenge all its own, managing smaller groups that carry specified responsibility within an organization carry different set of challenges. The criminal justice system is an environment that consists of law enforcement, courts, and corrections, though all are different entities, they strive to meet the same goal. The leadership within each of these entities has many challenges to face and conquer, one of which is that each has a different protocol when meeting the same goal of serving justice, yet each must accomplish this mission by different means. The challenge is the means by which each of the different branches is tasked to prove and execute their judiciary authority while maintaining a freedom of society. Legislation and courts place law enforcement at the forefront of detainment for a crime, which then puts the courts in motion. One challenge that is faced by management within the criminal justice system lies between the courts and the correctional branches. The challenge between the courts and correctional branches is the court system favors incarceration and the  correctional system emphasizes rehabilitation b ack to society. The common ground between these two branches is the teamwork between leadership that ensures the mission of each is completed and without out compromise of societies trust in the criminal justice system. Another challenge that management within such a vast system faces is budget shortages. These shortages affect all branches of the criminal justice system as well all levels including local, state, and federal authorities. Over the past several years most states have decreased funding as much as 15% as well half the states in the union have either delayed in filling judgeships or not filled them at all, thus forcing judges to sit on multiple bench roles, while other states were forced to lay off staff or take furlough (Associated Press, 2010). Management within these organizations is expected by society to provide adequate protection though their operating budgets are being decreased. Managers must find a motivation for their employees to complete tasks without incentive or praise whi le increasing responsibilities due to lack of potential man-power. Challenges such as ethnic environmental changes around the globe also have an effect on the criminal justice system both in this country and abroad. These changes brought about situations that the criminal justice system was not prepared for; at the top of this concern is terrorism. The first World Trade Center raised concerns about foreign terrorism in the United States, then domestic terrorism became an issue in 1995 with Timothy McVeigh’s attack on the Murrah Federal Building in Oklahoma City. Larger concerns were raised and changes demanded after September 11, 2001, when the most deadly terror attack in this country was spawned. The question was raised concerning the country being adequately protected against terror attacks of that magnitude. Confusion within the laws that were created from past terror attacks have led to accusations of innocent persons being part of terror organizations. Confusion arises because of a structure that allows for terrorists to slip through cracks and loopholes within the system (Wilson, 1985). This confusion causes leaders within the law enforcement community to balance the sides of the system that society has lost faith in. These managers would need to address issues, such as stereotyping of Middle Eastern persons and persons of questionable  faiths that society may associate with terror organizations. These leaders would need to encourage fair and unbiased treatment regardless of ethnical differences. A challenge that affects the criminal justice system, preferably the correctional branch, is facility overcrowding. Prison overcrowding is a major problem in this country as the massive bed shortage continues to grow at a rate of seven percent a year (Daniel Dunne, 2010). Overcrowding in prisons and jails area a constant issue due to the work of the law enforcement and court branches, in short, doing their jobs of incarceration and sentencing. Since this issue is caused by the other two branches fulfilling their sworn duties, there is no certain method currently available to solve this issue, thus it is for this reason that leaders within the two active branches must take into consideration charges and sentencing of an offender. Leaders within the correctional branch find overcrowding more difficult during budget crises where programs are cut or dismantled in efforts to save money. Some wardens and other correctional managers have resorted to double or triple bunking of prison cells, some managers find this a violation of the Eighth Amendment to the Constitution as it does reflect cruel and unusual punishment. As this crisis continues, managers continue to show frustration as courts continue to sentence offenders to institutions with reduced room to house them properly. The challenge mostly less obvious to the public is the political arena that criminal justice management faces. All three branches of the criminal justice system are affected by politics, from the legislation of laws to the employment of leaders within the system. Leaders must have the ability to adapt to both legal and political challenges (Allen & Sawhney, 2010). Most leaders and management of the criminal justices system are stuck in the middle between lobbyists for laws and annexations as well as other issues that benefit small entities of societies or communities but may not favor either as a whole. This political unrest faced by these leaders causes frustration, which leads to another challenge-communication to those employed in the system but not in management positions. Communication barriers between management leaders and the subordinate group are commonplace. In any occupation there are two types of communication; one from the individuals within the occupation the other is from the organizations within the occupation. Management must overcome the challenge of communication from individuals’ interpretation of messages through clarity and explanation and the manner for which it was delivered. All three branches of the criminal justice system have their own terminology, language, and interpretation of messages. The main challenge for leadership is interpretation and standardizing of specified language to keep these messages on an even keel. Communication is among the most important tool in the criminal justice system and each individual organization; any failure can have a devastating effect on multiple individuals from the organization to the victim(s). Therefore, communication must be clear and concise with everyone in the criminal justice s ystem with a strategy to overcome lapses. Aside from the language barriers within the criminal justice system come two of the greatest challenges faced by the criminal justice system go together, as one usually does not occur without the other. Ethnical and cultural diversity issues can have an effect on society but even more so with a system of authority that operates off of communication and laws that may not be adhered to by people from outside of the observing community or country. Since this country is majority multicultural, it is important for the criminal justice system to recognize and respect these cultures as they have contact with them. Because of this demand of recognition and respect, leaders within the criminal justice system must be open minded and go farther than the basic manager, they must become experts of these different ethnicities and teachers of their organized groups, thus educating them to better serving them as they have contact with them. Cultural diversity issues are the main argument in many criminal justice organizations. The lack of knowledge of groups lead to offense and distrust from groups towards authority, this then leads to hostility, non-compliance, and lack of involvement from communities of different ethnicities. For criminal justice agencies to be successful in a diverse environment, leaders must address religious differences, language differences, and cultural  traditions that may need to be taken into consideration. Lastly, the challenge of morality and ethics is always a concern for managing leadership in any organization. Management within the criminal justice system is always under scrutiny in reference to ethics and moral standards. Morals are instilled in individuals throughout life, ethics is taught through an organization’s environment. Leaders must find a happy medium when these two concerns clash and may cause a compromising situation. This common ground may need to appease both the moral of the organization’s personnel as well as the ethical conduct of the organization. Because the criminal justice field is held to standards higher than most of society, ethical conduct must be strict and understood when comparing to morals. Ethics will always be a concern, but superb leadership can stress adherence without improvising the system. In conclusion, challenges within the criminal justice system’s management and leadership are never ending. Leaders and managers are vicariously held accountable for subordinate’s actions and must remain diligent with solutions to problems. To maintain proper adherence to policy and procedures, leadership must be diligent in their efforts of education and communication of their subordinate employees as well as receptive to their ideas and solutions to issues that may be a challenge to the system as well. These solutions can be instilled through training and promotion of ideas via strong structured leadership and motivation from within individual organizations in their entirety. References Allen, Jennifer & Sawhney, Rajeev, (2010) Administration and Management in Criminal justice. Retrieved from http://www.sagepub.com/allen/main.htm Duelin, D. (2010) What are the Challenges Facing Leaders in the Criminal Justice Organizations. Retrieved from http://www.ehow.com/list_6883806_challenges-groups-criminal-justice-organizations.html Elias, P. (2011) State Budgets Clog Criminal Justice System. Retrieved from http://online.wsj.com/article/AP2911fb9c56e845e98145441192b3a5aa.html Marwah, Sharpan. (2002) Report Shows U.S. Prisons Overcrowded. Retrieved from http://www.prisonpolicy.org/news/uwire041502.html

Advertisements Exploiting Children

Are current practises of advertising to children exploitative? What restrictions should be placed on advertising to children? Up until recently, parents had been the intended target audience for advertising efforts aimed for children of young age groups. However it is now the children who have become the main focus.The growth in advertising channels reaching children and the privatisation of children’s media use have resulted in a dramatic increase in advertising directly intended for the eyes and ears of children (Wilcox et al. 2004). It is estimated that advertisers spend more than $12 billion a year on the youth market with more than 40,000 commercials each year. The current practises of advertising to young children definitely exploit their lack of understanding and comprehension of the aim of advertising and promotion of products.In the early 1970’s, The Federal Communications Commission originally set out to ban all advertising that was aimed at young children, ho wever ended up settling for a more lenient proposal of limiting the amount of time advertisements were aired within children’s programs and put in place certain restrictions to do with advertising practises (Wilcox et al. 2004). Studies have shown that the age range of 8-12 year olds spend $30 billion directly and influence $700 billion on family spending each year.This can be attributed to a relatively high extent to the fact that 46% of 5-14 year olds watch more than 20 hours of television per week with tens of thousands of TV ads shown per year (Neil 2012). Neil (2012) quotes that a child who watches 4 hours of TV per day over a 6 week holiday period would have viewed a total of 649 junk food ads including 404 advertisements for fast foods; 135 advertisements for soft drinks; and 44 for ice cream products. Until quite recently, advertisers viewed children around and under the age group of 8 as off limits when it came to advertising targets.However, industry practises have now developed and make for greater degrees of age niche advertising (Wilcox et al. 2004). Along with this growth in marketing efforts, there has become a rapid increase in the use psychological knowledge and research to effectively market products to young children. An example of this includes a study that was specifically designed to determine which strategy best induced children to nag their parents to buy the advertised product (Wilcox et al. 004). Exploitation refers to the idea of taking advantage of something you shouldn’t take advantage of. In relation to ads, advertisers are taking advantage of children’s lack of understanding, their innocence and their vulnerability to persuasion (Neil 2012). Young children tend to be particularly vulnerable to advertising as they do not fully understand the intent of advertisers and the process of creating an ad (Gunter, Oates & Blades 2005).Children are not born with any knowledge of economic systems with their awareness of advertising and marketing developing only gradually later in life. Adults too can be influenced by an ad, which is the reason for ads in general, but they are able to interpret the messages in the context of the advertisers’ intentions to prevent them from being exploited, unlike children (Gunter, Oates & Blades 2005). Neil (2012) states that children up to the age of 4 see ads merely as entertainment, progressing to believe advertisements provide information at ages 6-7.At ages 7-8 they still cannot distinguish between information and intent to persuade and once they reach 10-12 years they can understand the motives and aims of advertising but are still unable to explain sales techniques. The Australian Communications and Media Authority (2007) explain that advertisers may create advertisements that appeal to a child’s cognitive abilities. Research was conducted that indicates different age groups respond differently to formal stimuli in commercial, for example colour s attract younger children while message text attracts older children.This uses leverage of children’s cognitive development to entice the purchase of the product. Furthermore research on the language of advertisements, while used to promote products, may be purposefully constructed to confuse younger children at lower levels of cognitive development. Simple correlation research in the US indicates that children typically aged 2-6 years who view more television advertising request more products from their parents. This is known as pester power.It has been found that parents are more likely to buy products when kids ask for them in the shop (nag factor). As children age, they develop the cognitive capacity to contextualise and act critically on the observations made, reducing the amount of requests for products (Australian Communications and Media Authority, 2007). Children who are exposed to TV commercials for toys not only develop the initial idea for the toy but repeatedly pester their parents to buy it. This is exploitation on the arents’ behalf as it often causes parent-child conflict when the parents deny their children the product (Wilcox et al. 2004). Another troubling issue relating to child advertising exploitation is in reference to food ads. Half of the advertisements in the UK directed at children concern food. There are little ads emphasising healthy eating and since the start of television advertising, the largest proportion of ads aimed at children has always been unhealthy food products (Gunter, Oates & Blades 2005).The Australian Communications and Media Authority (2007) detailed the New South Wales Department of Health content analysis which found that 43% of all food advertising was for high fat/ high sugar foods and 36% was for core foods (such as breads, pasta). Additionally, approximately 48% of food advertising in times defined by the study as ‘children’s viewing times’ was for high fat/ high sugar foods . Consequently, children become confused and consider unhealthy foods to actually be healthy. Toys aren’t as controversial as they don’t exhibit the same health implications as do fast food ads.However, over-playing how good a toy is, or presenting misleading information is very unethical as children cannot comprehend some messages. The writing on the screen about disclosures are usually too quick to read or even understand as an adult, let alone a young child (Gunter, Oates & Blades 2005). Wilcox et al. (2004) demonstrates the exploiting nature of advertisers when it comes to tobacco and alcohol. A variety of studies show a substantial relationship between children’s viewing of these products in ads and positive attitudes toward consumption of such products.The studies conclude that advertising of tobacco and alcohol contributes to youth smoking and drinking. Characters from movies and television programmes often attract children’s attention with researc h indicating that the use of real life or animated characters is positively associated with memory and attitudes toward products and has the potential to confuse children as they do not realise they are getting paid for the advertisement so it is likely it’s not genuine promotion of a product (Gunter, Oates & Blades 2005). Another trick that advertisers use is on the BBC.BBC programs are â€Å"non-commercial† but some of the programs have been specifically designed to include products directed at children to make it harder for children to recognise when they are being targeted by marketers. This shows a negative change in children’s advertising. Body image is another major aspect of young children’s lives as they are vulnerable to their self-image (Gunter, Oates & Blades 2005). Advertisements use attractive people to sell products which reinforce the pressures on young people to conform to the ideals of beauty that are hard or near impossible to achieve.M arketing of dieting products therefore appeal to young children in recent times including primary school children. Currently there are regulations in place that have been implemented under the Children’s Television Standards in 1990, enforced by the Australian Broadcasting Tribunal. These include placing limitations on the broadcast of advertisements during ‘Children School Age’ programs (no ad more than twice in 30 minutes) and ‘Preschool Age’ programs (no ads at all).Also, no misleading or deceiving ads, no undue pressure on children to ask their parents to buy something or any unsuitable material including alcohol and cigarette ads, or demeaning/racists/sexist etc. ads(Australian Communications and Media Authority 2007). To further these regulations, many recommendations have been made. Wilcox et al (2004) suggested that while it is impossible to protect this age group from all commercial exposure, it is essential to restrict efforts made by adver tisers to focus primarily, if not exclusively, on this uniquely vulnerable portion of society.They also state that advertising disclaimers used in ads be stated in a language that children can read and understand and be shown in both visual and audial contexts in a time length that is conducive to reading, hearing and comprehending. For example, stating â€Å"You have to put it together† instead of â€Å"Partial assembly required† in toy ads. Gunter, Oates and Blades (2005) point out that advertisers usually argue against any extension of regulations, claiming that very young children, even from the age of 3, have some understanding of advertising.If this is so, it is not enough. A child’s recognition of advertisements is not the same as a child’s understanding of their persuasive intent. Some argue that rather than extending regulations, the most effective way to help children understand advertising is through their parents by informing kids of the natur e of ads. However as children become more independent with access to their own TVs, parents increasingly have less control over what children watch and less opportunity to discuss advertisements that might have been seen during family viewing.As well as the fact that parents often lack sufficient knowledge of regulators and their regulatory responsibilities. These excuses made by advertisers just show how ignorant they are in the potential harming of young children. In conclusion, advertisers know that their efforts greatly influence child audiences. Targeting children below the ages of 8 years is inherently unfair because it capitalises on younger children’s inability to sense persuasive intent in an advertisement.Due to this, children around and below this age are exploited as they take in information placed in commercials uncritically, accepting most of the claims and appeals put forward as truthful, accurate and unbiased. Reference Australian Communications and Media Auth ority 2007, Television Advertising to Children, accessed 6/9/2012, http://www. acma. gov. au/webwr/_assets/main/lib310132/television_advertising_to_children. pdf Gunter, B, Oates, C & Blades, M 2005, ‘The Issues About Television Advertising To Children’, in Advertising To Children On TV: Content, Impact, Regulation, Lawrence Erlbaum, Mahwah, pp1-13.Neil, D 2012, PHIL106 ‘Advertising to Children’, lecture notes, accessed 1/9/2012, [email  protected] Wilcox, B, Kunkel, D, Cantor, J, Dowrick, P, Linn, S & Palmer, E 2004, ‘Report of the APA Task Force on Advertising and Children’, American Psychological Association Australian Association of National Advertisers, AANA Code for Advertising & Marketing Communications to Children, accessed 9/9/2012, http://www. aana. com. au/pages/aana-code-for-advertising-marketing-communications-to-children. html

Kissan Job

Introduction : History and Evolution : Kissan till now –Acquired by Brooke Bond in 1993 from UB group -Separated from Brooke Bond as an independent brand under HUL Kissan current scenario : Kissan jam Varieties : * Pine apple * Mango * Apple * Strawberry * Mixed fruits Pricing : 100 gm Bottle – Rs. 22 200 gm Bottle – Rs. 47 500 gm Bottle – Rs. 102 Promotion : * Advertising -television -print media -hoardings * Sales promotion Consumer Sales promotion ( gifts and discount ) -Trade Sales promotion ( discounts on bulk purchase ) Position : Initial Positioning : -Captured customers mind as an add-on product with normal foods like snack, bread etc. -In 2000, HUL rebranded â€Å"KISSAN† as â€Å"Annapurna KISSAN† Repositioning : -Alternative applications-chappathi,samosa etc -Dissolves tennsion between mother and child Tackling competition : * General competition : Heinz ketchup – Maggi ketchup – Sil jam – Rasna * Generic compe tition: * Butter * Pickle Distribution strategy : Place : Kissan always plays 1ST as the quality is never down Target customers : Kissan jams are mainly targeting on kids and modern youth who are found to be make their food more tastier and healthy and this is also beneficial for all age groups. A large target market for kissan jam is people who are paying guest and hostelers.Example: Tops and Sil are the major players in this segment. Conclusion : * 46% of sample responded that they prefer jam withbread * 90% of the jam consumer consume kissan jam * 100% of the sample found kissanjam to be availableanywhere * Kissan jam customers are highly loyal towards the product * Only 68% of the sample could recall advertisement of kissanjam * The ad with a celebrity endorsing had a higher brand recall

What are advantages and disadvantages of arbitration in international Essay

What are advantages and disadvantages of arbitration in international law Discuss - Essay Example Out of the necessity to find a systematic way to resolve business problems alternative dispute resolution systems (ADR) gain tremendous popularity. The most common and utilized ADR is arbitration. This paper studies international arbitration law by analyzing how it works and providing examples of real life arbitration cases. It provides insight into the advantages and disadvantages of utilizing arbitration to resolve conflict in international business affairs. Arbitration is a relative new concept in the modern business world. One of the first cases in which arbitration was utilized in a business transaction in the 20th century occurred in 1943. In that year the New Your City Council Claims’ Manager Council appointed a committee to as an arbitration board to resolve to arbitrate certain automobile physical damage subrogation claims dispute that arose among the members of the council (Arbfile, 2002). Arbitration had been utilized previously to find peaceful resolutions to war conflicts and by diplomats to solve problems between nations. Contrary to common beliefs the roots of the utilization of arbitration were not planted in this century, they date back thousands of years. Alexander the Great utilized arbitration as a means to settle territorial disputes arriving from a peace treaty he had negotiated with the Southern States of Greece in 337 B.C. (Massey). Current and past history demonstrates that arbitration has always been a com monly utilized method to find resolution to problems involving countries and territories around the world. Arbitration cases in business disputes involve two parties with a problem in which neither of them whishes to take the case to court and are unable to resolve the problem themselves. In order to find a solution the parties decide to delegate the responsibility of finding a solution to a person or panel of people. The

Evaluating websites Research Paper Example | Topics and Well Written Essays - 500 words

Evaluating websites - Research Paper Example The search engine estimates the number of websites existing on servers as its web crawling spider Googlebot crawls the World Wide Web. The CDC website’s domain is cdc.gov, which is its online identity. The website documents updated information as relates to health care and nursing profession. The website’s address is http://www.cdc.gov. The website provides timely information to the public on detection by the CDC professionals. Through the e-mail, add in on their website, CDC avails information to the public via personal mailboxes. The privacy in disposing mails at personal mailboxes enhances the privacy in the website. The website commands widespread of attention through the authoritarianism in the manner in which it dispenses sensitive and critical health alerts. It proves the first aid measures on how to address such emergencies with the key steps involved, this enhances its capability in realizing its set goals and objectives. The website outlines the sources of information for any verification. The manner in which it presented the Ebola outbreak citing Liberia as a source of the disease indicated and commanded trust from the public (Altman et al., 2014). In addition, the website has updated information as relates to health. The currency of the website makes it dependable upon when in need of current valuable information. The website clearly outlines the research methodologies the CDC employs in acquiring all the information that it provides. The clear outline of the methodologies can be useful in conducting thesis and other scholarly researches. It also gives the authors in the researches that can aid citing for the researchers and thesis students. The website provides relevant information about the authors and their arts as relates to the health that is its main objective. All these factors justify and qualify the website as scholarly. The website provides lab safety practices that are

Critical evaluation Essay Example | Topics and Well Written Essays - 2500 words

Critical evaluation - Essay Example These two research methodologies, quantitative and qualitative, generally polarize along the objective (quantitative) and subjective (qualitative) continuum, yet Park and Ernst's study has aspects of both. They summarize their study as "a systematic review of all randomized controlled trials (RCTs) on the effectiveness of Ayurvedic medicine for RA." Thus, it is qualitative in nature. However, their research design and meticulous literature search are consistent with quantitative studies - structured, repeatable, well documented and theory based. The integrity of a literature study depends on the integrity of trial selection. Biased trial selection can bias the study. The authors took noteworthy precautions to ensure the study's integrity. They found only seven RCTs meeting their inclusion criteria: After their comprehensive search, the authors indicate they identified 33 trials. This is a satisfactory sample size, but their review revealed trials with methodological concerns, particularly non-randomization, observational structures, or lacking controls. Once these trials were excluded, they had a sample size of seven. The seven selected, meeting the strict inclusion criteria, were methodologically sound. They incorporated important tenets of scientific research, being systematic, controlled, and empirical. The authors detailed their team's search strategy including: Electronically searching major databases (Medline, Embase, AMED, Cochrane Controlled Trial Register, and the abstract service of Central Council for Research in Ayurveda and Siddha [CCRAS]) Hand searching 4 relevant Sri Lankan and Indian journals not in the electronic databases Electronically and hand searching the authors' personal files Further, they detailed their keyword selection for the searches and indicated imposing no language restrictions. Documenting that trial selection was predicated upon documented keywords reduced the potential for both overt and covert bias, enhancing objectivity while minimizing subjectivity. Documenting that trial selection was performed scientifically and not according to the authors' personal choices allows the reader to better interpret the information as they see fit, rather than reading a study that reflects the authors' opinions. To further educate readers, Park and Ernst provide a comprehensive paragraph on how they scored and reviewed the articles. In addition to ensuring that each article was reviewed by a person speaking the language of the trial article, they noted that they followed the QUOROM guideline for systematic reviews and used a standardized score (Jadad) for assessing methodological quality. The authors document scientifically why they believed the study of value

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

Anger Management - Essay Example There are several factors that influence effects of anger to a person; these include race, sex, cultural and family background, and age. Anger is a two-sided emotion that may be beneficial to an individual (constructive anger) by warning of expected problems, at the same time bring harm (Peacock, Stutman and London, 2000). ADA Americans with Disabilities Act is a civil rights legislation policy that contains stipulated actions concerning the accommodation of individuals possessing any kind of disability in terms of access to judicial system, services, programs, and activities. In this scenario, John can use the ADA to assist him in the circumstances facing his employment. Both anger and emotional swings affecting John are due to the bipolar disorder, which is a mental disability. Such forms of disability are described within the ADA policy to hold ground in any given situation at the workplace, as it appears under the request for accommodation in court proceedings section of the ADA, and this section describes qualified individuals with disabilities. With the evidence from the psychiatrist concerning John’s condition, and the subsequent treatment, there is enough prove that truly John has a mental disability or disorder, which results in mood swing causing negative anger that provokes him to threaten others with violence.

Doritos Super Bowl Commercial Campaign Essay Example | Topics and Well Written Essays - 1500 words

Doritos Super Bowl Commercial Campaign - Essay Example The Doritos’ Super Bowl campaign gives insights on what innovative organizations can do to make their marketing more effective and capture the attention of consumers in the market. Designed by Frito-Lay, the campaign is an online competition run annually, which gives consumers the chance to create their Doritos advertisements and the best aired in the Super Bowl. The contest is the largest online video competition globally, and undoubtedly, one of the most successful in its caliber according to last year’s YouTube impressions. Owing to the fact that the results justify the means used, it is evident that Doritos’ marketing techniques are the cause of this profound success, some of which are analyzed in this paper. The context of participatory marketing in Doritos Chief marketing Officer at Frito-Lay, Ann Mukherjee clearly postulates that participatory marketing is the future of contemporary marketing. She notes that the success behind the idea of Super Bowl lies w ithin the recognition of the upcoming branding trends, where the consumers are actively involved in the branding process by the company. As a key strategy, Frito Lay recognizes the great impact that active participation contributes to modern marketing, attributing to the fact that people are not just passive recipients of information, but active contributors in the production and distribution of brands and their contents in their various kinds (Boone, and Kurtz 56). The campaign relays useful techniques that underlie consumer-generated content advertising, which makes the consumers virtually own the brands and remain loyal to the brands that they have helped to build and this fact has continually improved the sales of the company. From the graph and table below, the introduction of the Crush Super Bowl contest in January 2012 had a tremendous effect on the sales in that month. In this respect, participatory marketing strategies are very effective and according to Doritos, an immedia te effect on the popularity of the brands. The period that preceded the ad contest also experienced customer response due to the anticipation that the advertisements of the contest had on the consumers. The data showing the percentage increase in sales due to the 2012 contest is shown below. Time 26th Dec 2011 26th Jan 2012 29th Feb. 2012 28th Mar 2012 Percentage increase 6.2 % 7.9 % 5.8 % 5.2 % Consumer inclusive approaches to marketing, according to research prove the most lucrative and successful of trends, making it an irresistible package for modern marketers. In perspective, the success of the campaign is often attributed to the way in which Frito-Lay tracks and evaluates performance of the competition. Since the launch of the campaign, Frito-Lay has continued to test the media value of the competition, online pass-along measures as well as the brand equity. (Hines, and Bruce 44) further recommends the growth of the above measures with time to correspond with the market condit ions and continued changes in tastes and preferences of the consumers. Trusting consumers of information In addition, Frito-Lay works on the principle that the consumer is the best source of information on what the market needs (Tadajewski and Brownlie 92). The campaign has achieved much since its inception because Frito-Lay trusts their consumers. Although most marketers have

Law and ethics Research Paper Example | Topics and Well Written Essays - 500 words

Law and ethics - Research Paper Example Additionally, the contract clause called binding effect ensures that both parties have sufficient knowledge or skill concerning the consequences of their actions (Chen-Wishart, 2012). On the other hand, labor law should focus on the rules and regulations that define minimum wage and collective action. Accordingly, provision of warranty is vital because it allows an aggrieved party to claim losses suffered or monetary damages. Overall, the defining rules should equally have collateral contracts besides the main contract to assist in case the other fails. It is crucial to comprehend the contents of a contract in relation to the clauses and limitations that are often defined by civil or penalty law. A penalty law is imposed in case a party contravenes the contents that bear a huge significance in the contract. Consequently, a penalty could assume a monetary payment or forfeiture of certain resources that are clearly spelt out in the employment contract. Alternatively, adducing supporting evidence is fundamental in cancelling a contract or invoking the civil law to receiving fine for restitution (Poole, 2012). Similarly, under the labor laws, both parties must thoroughly acknowledge the limitations of the contract. For example, the contract could either be rescinded or void depending on the emerging terms and conditions. Construction of the contract must obey the relative terms that are spelt out by employment contract or labor laws. This is because it is upon both parties to set the agendas of the bargain including subsequent rights and responsibilities. Likewise, during the construction of the contract, comprehending the implications of social subordination and economic dependence will determine the avoidance of civil penalties. Conversely, the labor laws must address the issues of bargaining power that breed inequality between individual parties the scenario usually result to conflicts and injuries

Time Management Essay Example for Free

Time Management Essay INTRODUCTION This chapter will begin with a de? nition of time management, and will then discuss common time management problems, and invite you to identify your own issues. It then moves on to examine possible solutions and the guiding principles of time management. To check your understanding there will be a number of scenarios and exercises to practise time management skills, followed by a personal contract aimed at improving your own approach to time management. WHAT IS TIME MANAGEMENT? Time management involves making the best use of time, and getting more done in the time available. It means not wasting time on irrelevant things, instead focusing on important parts of the job. Ultimately this means working calmly and effectively, avoiding the panic and anxiety of the last-minute rush. In the western world, time is treated as a valuable resource which people spend. Most managers claim that they do not have enough time. Often this is blamed on the organisation and colleagues for making too many demands. However, we all have at least some control over how we spend our time. We can and do make choices. Recognising this is the ? rst step on the path to effective time management. DEFINITION OF TIME MANAGEMENT. Time management means taking more control over how we spend our time and making sensible decisions about the way we use it. 29 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co. uk/bookstore. Personal Effectiveness If good time management is about taking control, it involves ? nding those areas where you do have control, and also ? nding those where you think you don’t, but really you do. For example you may have far too many things to do and this makes you feel helpless, but maybe you have the option of renegotiating some parts of your work, or even delegating some activities. There may still be some areas where you don’t have control – for example if a key part of the job is to be available at a certain time to provide advice to others, you cannot just decide to be absent. Or you may have a coursework assignment to submit – some deadlines are not renegotiable. In these areas it is more sensible not to waste time railing against these commitments; instead concentrate on ? nding those areas you do have the power to change, and make the changes that will help you to become more effective. Exercises 2. 1 and 2. 2 should start to help you identify those problem areas and areas where you would like to make changes. PREPARATION FOR CHANGE Before reading further in this chapter it is helpful for you to have an idea of how effective you are as a time manager. Re? ecting on your own time bandits and traps will make this chapter more useful and relevant to you. Begin by brainstorming three barriers that you think prevent you from being effective at work, or at study, as indicated in Exercise 2. 1. Now go on to Exercise 2. 2 and rate your effectiveness using the list provided. This list has been developed by distilling some of the common problems that have been identi?ed by several hundred staff and students in workshops held over the last ? ve years at Imperial College. Further exercises and selfevaluation checks are provided on the website. The accuracy of this tool depends on you being honest with yourself, so make sure you rate yourself according to how you actually behave, not how you would like to be. Once you have done Exercise 2. 2 you can return to Exercise 2. 1 and see if the barriers you ? rst identi? ed relate to those issues you have rated 3 in Exercise 2. 2, and if necessary add to, or amend, your answers to Exercise 2. 1. EXERCISE 2. 1 BARRIERS TO BEING EFFECTIVE What are the three main barriers you have that prevent you being effective? 30 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co. uk/bookstore. Time management EXERCISE 2. 2 PROBLEMS DIAGNOSING YOUR TIME MANAGEMENT Note: assess your behaviour as it is not as you would like it to be Go through the list of time management problems below and rate each one with relation to its frequency as a problem for you and also its severity using the following ratings: 0 this problem does not relate to me 1 this problem partly relates to me, relates some of the time 2 this is a regular problem for me 3 this is a major problem for me, it severely hampers my effectiveness A. Prioritisation and scheduling 1. I am not sure what tasks I have to do each day, I don’t make a to-do list. 2. When I have ? nished one job I just go on to the next without checking on my priorities. 3. I don’t work out which tasks have the biggest gain for me. 4. I have dif? culty in setting priorities. 5. I have dif? culty in keeping to priorities or a schedule I have set. 6. I am a perfectionist and even if I have several tasks to do I allow myself to spend ages on one task to get it right, which can cause problems in completing my work. 7. I often do trivial tasks at my high-energy time of day. 8. I don’t stop to think when my best time of day is for working. B. Persistence, procrastination and focus 9. I ? it from task to task, starting a lot of things but not always ? nishing them. 10. I feel very intimidated by large important tasks, and don’t break them down into smaller ones. 11. I put off dif? cult tasks until the last possible moment. 12. I procrastinate, prevaricate and can’t decide what to do, nor make decisions. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 31 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www.cipd. co. uk/bookstore. Personal Effectiveness 13. I put thing off until the last minute and then I have to work in a rush and panic. 14. I allow myself to be interrupted from my work, for example by the phone, talking to others, distractions, new e-mails coming in. 15. I spend ages on the telephone, sur? ng the net, or answering e-mails. 16. Once I get started, I cannot stop a task, even if it is taking far too much time and there are other pressing things to do. 17. I don’t have any protected time in the day when I can get on with my priorities. C. Role de? nition 18. I am not sure what my key objectives are. 19. I am unclear of my role de? nitions and lines of responsibility. 20. I’m not sure how long certain tasks take so ? nd it hard to allocate the appropriate time to them. 21. I try and do everything myself, and do not consider whether it would be better to delegate tasks, or ask for more help and support. D. Work environment and organisation 22. My workspace is a mess, I can never ? nd anything at work, and papers pile up around me without being ? led. 23. I don’t know what to do with paper – I just leave it hanging around. 24. I don’t have anywhere where I can work uninterrupted. 25. My work environment is noisy and distracting, and I don’t ? nd ways to deal with this. 26. If I ? nd myself with free time in the day, for example when commuting, waiting for an appointment, I don’t have things with me to do. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 32 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co. uk/bookstore. Time management E. Study skills 27. I take ages to read anything, and ? nd it hard to remember what I have read. 28. I’m not sure how to go about academic or work related reading. F. Assertiveness 29. I ? nd it very hard to say ‘no’ to other people. 30. I feel guilty if I am getting on with my own agenda and not focusing on helping others. 31. I spend most of my time doing things for other people, and hardly any time getting on with my own agenda. G. Anxiety, stress and emotion 32. I worry a lot and regularly suffer from work related anxiety and stress. 33. I don’t feel very con? dent so I often worry that I’m not doing well or going about my work in the right way. 34. I never have fun at work, I don’t enjoy my work. 35. I get very bored at work and this slows me down or allows me to get sidetracked. 36. I ? nd it hard to concentrate. H. Life balance 37. I don’t have time for exercise, health, leisure, family, I just work all the time. 38. I get very tired and exhausted at work. Scoring 0–38 Averaging 0s and 1s You are an excellent time manager 39–76 Averaging 1s and 2s You have some areas to work on but overall you are an effective time manager 77–114 Averaging 2s and 3s You have a big problem with time management and need to take action now to get yourself more in control of your time (but don’t worry – that is what this chapter aims to do) 33 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co. uk/bookstore. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3. 0 1 2 3 0 1 2 3 0 1 2 3 Personal Effectiveness Below are some common examples of time management problems. EXAMPLE 2. 1 PROBLEMS EXAMPLES OF TIME MANAGEMENT Work -related ‘I work on a project to implement IT in my organisation, but I report to two bosses, the head of the IT Department, and the Project Leader – their demands of me are diverse and sometimes con? icting and very confusing, as a result I get in a mess. ’ ‘I work in an open-plan of? ce. I constantly get distracted by people talking on the phone, chatting across desks, stopping to talk to me. I just cannot concentrate on my work, and I end up frittering my time on super? cial tasks whilst at work, and then working well into the night at home to catch up with the tougher parts of my work. ’ ‘I am a design engineer and each part of the work I do seems to take at least three times longer than we estimate it will take, meaning that I spend a lot of time explaining why the work is late and reorganising schedules and activities. This impacts negatively on people further down the development process. ’ ‘I set myself priorities but because I also work as a support service for other people in the organisation, I get inundated by e-mails and requests from others. I spend all my time meeting other people’s demands and my priorities go out of the window! ’ ‘Last year I spent ages developing a balanced scorecard system for the organisation to performance manage the managerial team, then a new director was appointed and he pulled the plug on months of work and asked me to set up a totally different scheme. It seems like much of my work is a waste of time. Study -related ‘I am engaged in a part-time professional development programme ‘Into Leadership’ where I am attending day release modules, writing coursework assignments both individually and with a group, and am trying to juggle this in between a busy work schedule in my role in the Laboratories of a Government Department. I feel so panicked with all I have to do I end up feeling paralysed. ‘I don’t seem to be able to get going early enough on my distance learning course assignments and so I often end up staying up into the early hours to get it in the following morning. The work is rushed and mediocre as a result, and I am then tired for days after. ’ ‘I have young children and I ? nd it impossible to get on with my studying at home. As a result I feel incompetent when it comes to discussing case studies in course discussion because I haven’t the faintest idea what they are about as I haven’t read them in advance. WHERE DOES ALL MY TIME GO? – THE TIME BANDITS AND TRAPS A time bandit is a work practice, attitude or behaviour that leads to ineffective working practices or your time getting stolen or expropriated away from your core priorities and frittered on less important activities. 34 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co.uk/bookstore. Time management Epicurus and the pleasure principle Think about your own time management bandits and traps, do you see any patterns? One common pattern is to put the fun, exciting, interesting, easy things ? rst, and put off doing the boring, dull, dif? cult tasks until later. It is a kind of pleasure principle – going for the short-term gains, surrendering to wants and desires as they arise – immediately. Epicurus, the philosopher who is attributed with setting up the foundations for a pleasure principle, believed in following desires. However, he is often mistakenly thought to have been a slave to avarice and pleasure, indulging himself in whatever desire arose at a given moment. This is not actually true. Epicurus followed a simple life, one of healthy food, friendship and good company, freedom and thought, not an undisciplined response to every whim and fancy. In relation to your own work or study, following the Epicurian principle will lead you to doing things you enjoy instead of focusing on your priorities. It is a mistake to think that taking the easy route will improve things in the long run. In reality, giving in to the pleasure principle in the short term results in a mess later on, because over time what happens is the accumulation of a whole mountain of tasks that have been ignored. This can lead to misery, anxiety and depression. A lot of thought and planning went into Epicurus’s way of life, and creating time for a balanced, enjoyable life takes planning and selfdiscipline. The last-minute rush and adrenaline junky Some people like to live fast and furiously, and so working in a calm systematic way can seem very boring. Waiting for a burst of energy, or the adrenaline rush that comes with the fear of a deadline looming can become a way of life, but does usually mean that when the job actually gets done, it is done in a haphazard panicky way, leaving the person exhausted after late-night working and long hours in order to ? nish it on time. In the long run health can be affected, as the ? ght or ? ight impulse that triggers adrenaline is intended for moments of danger, not a lifetime of stress. Hamlet: the procrastinator ‘To be or not to be . . . ’ – ‘should I start this paper or go and deal with those statistics, I don’t know! ’ It isn’t noble to play Hamlet unless you are Lawrence Olivier! If it can’t be faced now, it might be worse later! What is more, as well as getting nothing done, the agony is repeated over and over again, and usually by tomorrow there is no change except the increased anxiety of another day gone by without completing the task. There are different reasons for procrastination and prevarication: not having the energy (which is represented by the adrenaline junky above), not having a starting point or the right information (but will you have the information tomorrow?), or being indecisive over what exactly to get on and do. All that happens is that work piles up. It’s all too much However, for some people, being busy is a way of life. They may ask themselves: – Where does all my time go? – Why are there not enough hours in the day? Typically these people then fool themselves with the thought ‘Well, this is just a busy period, once I’ve got this assignment or deadline over then life will be easier and I can relax’. This is ? ne if true, but often one deadline out of the way can just open someone up to a new 35 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co. uk/bookstore. Personal Effectiveness deadline, as they rush from one hectic task to the next. Sometimes this is self-generated: they can’t help but take on more and more and more. Another way they fool themselves is to say ‘I’m a no-limit person. I can keep on taking on more and more and more’. No one is superman or superwoman, there are only 1,440 minutes in a day, 1,000 when we deduct sleeping, washing, dressing, eating, etc, etc, etc. In our lives we probably spend six months waiting for red traf? c lights to change, two years looking for things, 24 years asleep . . .. There is only so much time left, and time is not in? nitely elastic, we do have limits. After all, no one ever said on their deathbed: I wish I’d spent more time at the of? ce! The headless chicken: action without thought There may be other reasons for taking on too much work, being too busy or feeling driven. Some people may be working hard but without having clear priorities, and without planning. Spending much too much time on things that are not at all important. Giving the illusion of working hard but not working productively. The butter? y: ? itting from task to task Helen arrives at work, puts her coat on the door peg, sits down and turns on the computer. She intends to spend the morning writing the proposal for the new performance appraisal system – a very important part of her job. But ? rst she listens to her telephone messages and realises Gerald wants her to produce some ? gures for a meeting the following week. She accesses her computer to pull out the ? gures, and notices she has 21 e-mails, and begins trawling through these. The ? rst few she just looks at and leaves open to come back to later, the sixth one asks her to give some dates for a meeting and she opens her diary to look at dates, and sees that for one of the dates she has a presentation to give on that day. Oh she must remember to take the ? les home for preparing the presentation so she can do it at the weekend. She gets up and opens her ? ling cabinet to retrieve them . . Oh dear, she is feeling rather giddy, .. . . she hasn’t got anything done and she has been at work an hour already . . .. Oh she feels so confused, she thinks . . . I’d better go and get a coffee .. .. One result of not planning or sticking to priorities can be the ‘butter? y’. This is someone who ? its from task to task in a downward spiral of panic and anxiety, getting in a mess, never getting the boost and closure of completion. Many managers have to be butter? ies, for example Mintzberg (1973) and Kotter (1982) showed that managers spend nine minutes or less on 50 per cent of their activities, are subject to constant interruptions and that management is a very fragmented activity. Good time management brings order to this fragmentation, rather than exacerbates it. Interruptions, interruptions There are two types of interruptions: interruptions from others that distract us from our work, and ‘self’ interruptions, ways in which we distract ourselves from our intended activities. What is your working environment like – quiet and easy to concentrate in, or noisy and busy? Some people work in open-plan of? ce environments where they cannot help but get drawn into conversations with others. Think how you manage your interruptions, what happens if you are concentrating on something really important and somebody starts casually chatting to you as they pass your desk or door? 36 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co.uk/bookstore. Time management The proliferation of communication technologies has meant there are a myriad of ways in which we can be interrupted at any time of day. The ding of a new e-mail arriving in the computer, the ringing telephone, the mobile phone, just ensure you are available 24 hours a day 7 days a week. Take the telephone – this is designed for people to contact you when it is convenient for them, not necessarily for you. Some people spend a long time on the phone, not getting to the point, getting sidetracked into idle talk. How long are your phone calls, could they be shorter? E-mail is also a tempter. In some roles people are receiving 50–100 e-mails a day and if every time one arrives on the computer they stopped what they were doing to look at it, it would never be possible to concentrate. The escapologist: IT and other escapes However, it isn’t just the requirements of others that interrupt us – we also interrupt ourselves. For example, maybe by not being able to resist sur? ng the Net for another couple of hours, just having a look at a couple more search paths for a holiday or outing. Some are self-interrupters, maybe ? nding it dif? cult to concentrate they just have to go off for another coffee or go and chat to someone else, because they can’t quite get down to it. This can be even worse at home – when you spot the washing or ironing or vacuuming out of the corner of your eye. It is amazing how you can suddenly feel the urge to do a bit of gardening or even jobs you normally hate like cleaning the cooker suddenly seem compelling when you are trying to get down to work on a challenging report. The doormat: yes, yes, yes. One problem can be unassertiveness, or unwillingness to say ‘no’: This may be because of low internal self-esteem, wanting to ‘please others’ in order to feel good, or even being too scared to say no. Ironically always saying ‘yes’ may just mean a person is taken for granted, not necessarily respected and liked. In the end, they can cause more problems for other people, because they become ill or are too busy to do everything to which they have committed, which can be very irritating for others. Presenteeism Sam was always ? rst into the of? ce every day and last to leave in the evening. Everyone commented on how committed he was, what a hardworking member of staff. One day Sarah wondered what Sam was actually working on all day at the computer screen, she wandered up to his desk and looked over his shoulder, and found he was playing solitaire! Being at a desk doesn’t mean the same as working – it is passing time instead of spending time. Sometimes the most effective people are those you don’t see, maybe they ? nd somewhere quiet to work where they don’t get interrupted. Effective people don’t necessarily need to impress on others how hard they work – their output is more important than the appearance of work. Some of? ce environments, however, encourage presenteeism – focusing performance evaluation on time spent at the desk, clockwatching, rather than on the quality of work. Wasted spaces It has been calculated that people lose up to 20 per cent of their time waiting. All that time spent sitting on the train into work, or waiting for the printer to ? nish, or a lecture or meeting to start are wasted periods that could have been used to complete a small task, or even begin a bigger one. Do you sit and stare realising you don’t have any work at hand for such 37 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co. uk/bookstore. Personal Effectiveness occasions, or does it even occur to you in the ? rst place to ? ll these spaces? Sometimes a commuter journey is the ideal space in which to plan the day, write out a schedule, or maybe even concentrate on reading an article or report. Finishing a small task, such as ? lling in a form, or even beginning a larger task can be slotted into these moments. Perfectionist The perfectionist pays attention to detail, agonises over every decision, every word in a report. They must get it right. But what is the point if it is too late, or they have ignored several other things – is it all really necessary? Not all tasks have to be done to the same high standard: writing a routine e-mail for example – does it really matter if the grammar is correct? Paper mountains Some people allow a mountain of paper to pile up on their desk, around their ? oor – a trail of paper that doesn’t allow them to be able to ? nd anything they need. They can waste lots of time trying to ?nd things, and the paper mountain doesn’t make for good of? ce sculpture, it festers and exudes stress and incompetence. I’m in a meeting! Consider the costs of 10 people in a one-hour meeting at ? 50 per hour each plus all the overheads and opportunity costs, the time spent travelling, preparation – is it worth it? Worse still are those meetings where people are unprepared, there is no agenda; the chair allows the discussion on trivial items to go on for ages without coming to any decisions. Heather was chairing a students union General Purposes Committee meeting. The meeting discussed for an hour the subject of what colour the new minibus should be – the Labour Society rep suggested red, the Conservative Group rep blue, the Liberal democrat member orange, and the chap from the Greens said they shouldn’t have a minibus at all! Eventually the meeting ran out of time and the main item on the agenda – what to do about the student debt situation never got discussed! Poorly run meetings are not only a waste of time, but also very demoralising. D-I-Y enthusiast. The D-I-Y enthusiast thinks they can do everything themselves, never giving a thought to delegation or sharing the work with others. Moreover, when they get into trouble, they don’t go and ask for help, they soldier on miserably, not getting anywhere except lost and desperate. If you have too much to do, or are stuck, do you look to see how the work can be allocated differently, do you call in for help or the support of others? Why oh why do D-I-Y? Refusing to ask for help may be due to lack of assertiveness, but it may also be arrogance – the belief that no one can do it as well, so it is better done singlehanded. Other people will never learn the skills if they are not given a chance to start. Delegation is not just a downward action, it can also move upwards, for example where something really isn’t a person’s job maybe they need to refer it back. THE CONSEQUENCES Poor time management is one of the greatest sources of managerial stress. It leads to feelings of incompetence and anxiety. The debilitating symptoms and consequences of stress 38 A free sample chapter from Personal Effectiveness by Diana Winstanley. Published by the CIPD. Copyright  © CIPD 2005 All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency. If you would like to purchase this book please visit www. cipd. co. uk/bookstore. Time management are discussed more fully in Chapter 9. It also leads to crisis management – where someone responds to whoever is pushing hardest or shouting the loudest. The working environment is likely to be cluttered, with piles of papers on the desk which heaves with awful tasks represented by bits of paper and post-its that decompose or fall off onto the ? oor. It doesn’t just inconvenience the person creating this muddle – it inconveniences others who have to wait for work that is late, or shoddy work that has been done in a rushed way, or invitations that haven’t been responded to. Poor time managers may also feel indispensable; so they can’t take a holiday or a break, because no one can manage without them. Given the choice it is unlikely you would decide to work in this way. But you are always given the choice, and the trick is to take back control and make choices that will make you better time managers. But why don’t you do that already? It is because poor time management is a habit. ARISTOTLE AND THE HABIT OF THE GOOD LIFE It is quite likely that in identifying your own time bandits, you already had an idea what they were. You may even have a good idea of what you should be doing differently. This chapter is not about knowing what to do, it is about putting thought into action, and this requires behavioural change which is a bit trickier to effect. Aristotle talked about the habit of the good life. The good life is not an abstract idea, it is a habit that is nurtured and acted upon over a period of time. Time management is a habit. It is likely you are accustomed to your habits, may even be comfortable with the way you do things, and they won’t be easy to change, because that requires effort and persistence. Therefore it won’t be enough if this chapter merely identi? es for you what you should be doing differently. You have to break a habit, create a habit, and persevere to maintain it. Below are some good habits, but for them to work and guarantee you more time, you will need to put them into practice. When we start something new, it is easier to take one step at a time, building up competence and new habits gradually. The personal contract at the end of this chapter will enable you to plan your behaviour change. Glance at this contract now, and you will see it requires you to identify three changes you intend to make, and to put the ? rst step into practice in the following week. As you read through the good habits think which one would be most relevant for you to start with, which will give you the biggest gain, and which relates most closely to the problems you identi?

Enthalpy of Combustion

Enthalpy of Combustion

Poverty Effects On Student Performance

Poverty Effects On Student Performance America is a country founded on the idea of acceptance; a relatively new country, only 230 years old, but in a short time has risen to become the most powerful empire that the world has ever known. Labeled as a melting pot, America was created by the blending together of many cultures. From the beginning of immigration in New Orleans to the famous port of Ellis Island, America has been an ever expanding pot of culture brewing to the top. Inscribed on the Statue of Liberty are the words Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me. I lift my lamp beside the golden door. This message of acceptance is the backbone of American ideals. Its ever growing population expands each day with different peoples from different backgrounds. Immigrant culture is adopted and implemented at all levels. Why the need to understand culture and does it really make a difference in the classroom? In order to be an effective educator, you must understand where your students are coming from. If your students do not feel that they can relate to you, they will not trust you. If they do not trust you they will not learn from you. It is essential to gain an understanding of their beliefs, traditions, heritage, and overall way of life before you can really start to make a difference. I have chosen to look at how poverty affects education. I will look at how generational poverty affects the importance of education. The family values that are instilled regarding education, and the behaviors that accompany poverty. I have undergone a change in my own beliefs after having my eyes opened to the devastating affects that poverty has on the importance of education. I hope to paint a better picture to the culturally unaware. Why do high poverty urban areas have such problems with schooling outcomes? This was a question that I went into my current job wondering. Again, how can poverty affect the outcomes of student performance? I used to think that the only thing that someone needed to do would be to try hard and pay attention and their academic performance would fall into place. Blind assumptions from an inexperienced educator. My ideas were so far from the truth that I was almost walking into this situation blind. Urban Poverty and Educational Outcome is research focused on the relocation of families from high poverty neighborhoods to low poverty areas and the outcomes of their childrens academics. The achievement gap is commonly defined as the difference between the academic performance of poor students and wealthier students and between minority students and their non-minority peers. The achievement gap is a perennial topic in U. S. educational policy and research. The gap has persisted through a variety of policies intended to close it, but Americans show no signs of abandoning the effort to do so. A substantial majority of Americans believe that closing the gap is both important and possible. Results of the Phi Delta Kappa/Gallup Poll of the Publics Attitudes Toward the Public Schools (Rose Gallup, 2006) show that fully 88% of the public view the African-American/European-American and Hispanic/European-American gap as either very important (67%) or somewhat important (21%). Eighty-one percent replied yes to the question, Do you believe that the achievement gap can be narrowed substantially while maintaining high standards for all children? (McCall 2006) Why do students quit school? There are a number of factors involved. Poor academic performance, lack of interest, economic reasons, health, and lack of family support are just to name a few. All of these can be tied back to one common factor, poverty. Poverty is responsible for the majority of high school dropouts in the United States. Povertys grip can influence the very factors that can over come it. The main factor being education itself. Only through a quality education can one overcome the bounds of poverty. (Patterson) High school dropouts are more likely to be unemployed. They will earn less money when and if employed. Their rate of incarceration is higher than those with diplomas. They have a greater chance of being on public assistance than a graduate. On the other hand a high school graduate is more likely to have job security, earn more money than those with no diploma or even a GED. (Patterson) Underprivileged children living in poverty are unaware of this fact. Even if they have heard this before, it is up to them to believe it and overcome, or disregard and succomb. (Patterson) High dropout and low graduation rates have unfortunately become standard in many urban high schools. Programs have been put into place to prevent this, but poor and minority students continue to leave schools in relatively high numbers. For many youth, dropping out represents the final chapter of dis involvement that has been going on since elementary school. (Patterson) Between 1970 and 1990, the number of people in the United States living in high-poverty census tracts (with poverty rates of 40 percent or more) nearly doubled, from 4.1 to 8.0 million. Children who live in poor urban neighborhoods are disproportionately likely to be members of racial and ethnic minority groups and are also at greater risk for school failure. For example, only 11 percent of fourth graders attending high-poverty schools in Washington, D.C., scored at or above basic level on the governments National Assessment of Educational Progress (NAEP) math test, far lower than the national average of 62 percent. Dropout rates in Washington remain on the order of 30 to 40 percent, many times higher than the national average. (Ludwig) Sociologists believe that the prevalence within neighborhoods of social problems such as a high percent of joblessness and and poverty affect the chances of educational success of its residents. The theory was that policies that reduce the degree of economic residential segregation would improve the educational outcomes of the youth. (Ludwig) The study was composed of low income families living in public or section-8 project housing in Maryland. Families volunteered for this survey and were split up into three groups. The first was an experimental group which was relocated to a low poverty area with assistance and counseling programs. The second was offered relocation, but it was not mandatory. They were not offered any other benefits. This group was called the section-8 group. The third was a control group which did not relocate and was offered no assistance. (Ludwig) Their study measures childrens educational outcomes using data from administrative school records in Maryland. Outcomes measured include student performance on standardized academic tests, school absences, disciplinary actions, special education placements, grade retentions, and dropout rates. They were hoping to prove that when placed into a different environment that economically deprived children would excel in school. The idea behind the study was to prove that it is not the students, but rather the environment of poverty that causes educational failure. The study was composed over six years. The students were both elementary and middle school students. (Ludwig) The control group children on average score near the fortieth percentile in the national distribution on the reading and math tests at age six, but by age 13 the average score is only at about the twentieth percentile. We also see that the proportion of students who receive special education services increases steadily over time. Grade retentions, school absences, and disciplinary problems all peak in the early or mid-teen years. The subsequent decline is presumably due to the increase in dropout rates at older ages. This is in correlation with low income students. The same cycle that has repeated itself time and again is shown in the control group that was offered no assistance. (Ludwig) The experimental and Section 8 groups show a significant rate of improvement. These groups seem to slow the rate of relative decline in student test scores as they age, at least for younger children, but it also appears to increase the rate of grade retention among adolescents. Compared with young children in the control group, those assigned to the experimental group experience substantial gains in academic achievement as measured by standardized test scores. Experimental group children are nearly 18 percentage points more likely than controls to pass the state reading test, which means that the experimental pass rate on this test is nearly double that of the control group. The reading and math scores of experimental children are about 7 percent points higher than those of the control group. This is equal to around 29 and 26 percent of the control group means on these tests. (Ludwig) Assignment to the Section 8 group appears to improve young students reading scores by about 6 percentage points relative to controls. Although the difference across groups in math scores is relatively small but it is a positive improvement. The Section 8 group also appears to pass the state reading test at a rate that is around 6 percentage points higher than that of controls. (Ludwig) The data for younger children in elementary schools has a higher percentage increase than middle school or high school children. This could be because the longer that a child lives in high poverty neighborhood, the more the lifestyle consumes them. This will cause education to be pushed further back on their priority list thus increasing the chance of failure in school. One conclusion that can be made is that the younger a child living in an risk section, the more likely it is that educational importance is instilled into their values. The more that they are exposed to the elements of poverty, the more likely it is that they will lose their value of education. (Ludwig) The findings presented in this study seem to suggest that the offer to relocate families in public housing from high to low poverty neighborhoods improves standardized achievement test scores among young children. While they have subjected their findings to a variety of sensitivity tests, there remains the possibility that the program effects may be due in part to problems of the missing data that they have not thought of. The effects of the program on teens are more difficult to determine because their measures of in school problem behavior confound changes in the behaviors of teens with differences across schools in standards and because the measures of academic achievement available for teens are quite limited in the Maryland education data. (Ludwig) Article two, Fixing Urban Schools takes a look into the No Child Left Behind Act (NCLB) that was passed to help ramp up education in America. This article investigates if NCLB has helped minority students. Most middle class families with children have moved out of the urban environments and into the suburbs. This leaves todays urban schools overwhelmingly populated by low income African American and Hispanic students. These schools are not making the grade, even with falling standards of the rest of the country. According to Bob Wise, president of the Alliance for Excellent Education, 71 percent of eighth graders are not reading at grade level. This number shoots up to between 80 and 90 percent for students of color. He goes on to tell us that of the approximately 15,000 high schools in the United States there are 2,000 of them, mostly in cities, account for half of the nations school dropouts. To me this was a shocking statistic that I could not believe. (Clemmitt) This was the reason for the creation of NCLB under the Bush administration. The focus was to have states report achievement scores for all student groups. This ensured that lagging scores of low income and minority students wont be masked by having only state or district overall average scores reported. NCLB is requiring states to take accountability for academic performance from all student groups, not just the affluent students. (Clemmitt) Has forcing schools to take responsibility by unmasking their data improved the achievement of low income and minority students? There are two sides to this argument. Former President Bush said in 2007 that NCLB has done more than just improve data gathering, even arguing that the law itself has pushed achievement upward. Fourth graders are reading better. Theyve made more progress in five years than in the previous 28 years combined, he said on March 2. The other side to this argument is that NCLB hasnt had the desired effect once hoped. Of the non-achieving schools in New York state, for example, 90 percent are in cities and 80 percent in the states five biggest cities, says David Hursh, an associate professor of teaching and curriculum at the University of Rochesters Margaret Warner Graduate School of Education. (Clemmitt) The gap between average reading scores of African American and white fourth graders narrowed by only one point on the 500-point National Assessment of Educational Progress test (NAEP) between 2002 and 2005. Also this narrowing appears to be part of a normal long term trend and can not be attributed to NCLB. Between 1998 and 2005 the reading score gap narrowed by three points. However the reading score gap between African American and white students actually widened from 25 to 28 points between 2002 and 2005. This side of the coin suggests the impact of NCLB is not as successful as it was hoped. (Clemmitt) Has NCLB helped students in urban schools? NCLB was intended to improve overall academic achievement and raise achievement for minority and low income students mainly by requiring more student testing, forcing schools to report data separately for student groups including economically disadvantaged and minority students, and by employing better quality teachers to help bridge the gap. NCLB has seen improvement in student performance. Student scores, while still far from on grade level have showed improvement. The law has benefited urban schools by raising reading scores for African American and Hispanic fourth and eighth graders and math scores for African American and Hispanic fourth graders. Achievement gaps in reading and math between white fourth-graders and African-American and Hispanic fourth-graders also have diminished slightly since NCLB. The Bush administration may have been over ambitious with their original expectations, but gains are measured on all levels and any positi ve improvement is a good thing. Fig. 2 (Clemmitt) The laws pronouncement that 100 percent of U.S. students will test at the proficient level is simply unrealistic. That is an opinion, but I will call it a fact. The funding and resources are just not there to achieve that result. When it comes to underprivileged student resources, the biggest one is sometimes the most overlooked, the teacher. The cornerstone of any gain in student achievement comes from an effective teacher. Teachers are the most under appreciated, yet most element to student performance. (Clemmitt) The theory seems simple enough. Get effective teachers into economically disadvantaged urban schools and the scores will take care of themselves right? Wrong, and nothing could be further from the truth. When NCLB first came about city school districts, including Pittsburgh Public, revamped their lowest achieving schools. They brought in effective teachers and increased the resources available to them and most importantly, a larger paycheck for working in these schools. Well, in the beginning, this seemed like a win win. Schools got to have the best teachers, and the teachers were getting better resources and better pay. There was one thing that wasnt taken into consideration on a great of scale as it should have been, culture. (Clemmitt) Teachers left their jobs in schools that they knew inside and out to come into this new environment and shake the dust off of the failing scores. The problem is that by the end of the first year almost half will leave. By the second almost 70 percent and after four or five years, you would be lucky to find two or three teachers still around. The turnover of teachers is so high that any sense of normal routine is hard to get established. When students finally open up and form a relationship with a teacher, the next year that person has gone on and the children are left scratching their heads. Was it me? Did I cause them to leave or did they abandon me? The work in these schools is trying to say the least, and it is very difficult, even with an extra 7 or 10 thousand dollars a year to keep effective teachers in these situations. It is a difficult scenario and most do not want to put up with the culture that comes along with it. Teachers simply get burnt out. The attached graph shows th at as minority students increase, the number of effective teachers decreases to the point where when either one is near 100 percent the other is near zero. Fig 2 (Clemmitt) Differences in the academic performance of children appear early. The National Assessment of Educational Progress reported that students from low socioeconomic backgrounds and many children of color consistently achieve below the national average in mathematics and language skills. This number increases as students become older in the upper grades. The longer these at risk children stay in school, the greater the gap between their educational performance and that of white and middle class students. Gradually the chances for academic success diminish for poor and minority students as they continue on their academic careers. Early childhood is a critical time for intervention in the education of at risk children if different outcomes are to occur. (Bowman) What is is that causes at risk children to do poorly in school? The answer is not that there is something wrong with their genes or families, but rather the deprivations they inherit from living in poverty. The explanation for the gap in academic performance can also be attributed to the life experiences between middle class students and low income students. The culture in which a risk children live does not promote the attention to education that is seen in the middle class. The beliefs and attitudes seen in poverty are also not in parallel with the middle class. The problem is that we are trying to teach all children in the same way. This simply will not work. In order to educate at risk minority students, we must first understand their culture and interests before education can take shape. If their traditional practices are not taken into account schools will limit their ability to educate these children. (Bowman) One model of development of this article talks about is to incorporate a full understanding of the role that culture plays in a students ability including a capacity to learn, categorize objects, develop interpersonal relationships and to learn a language. These characteristics of culture will be used to help maximize learning in the classroom. It is almost impossible to teach a child without a full understanding of the culture that they come from. Learning styles, interest, social behavior are all things vital to the educational process without which we could not fully be effective educators. (Bowman) One final piece of the puzzle is not only learning about the culture of those you are teaching, but unlearning some of what you have already learned. We have all had bad experiences in the classroom that cause us to categorize certain students. Teachers must unlearn what they have experienced in the past so that they can fully take in what is in front of them. How teachers have been taught to view the cultures of students is similar to how students have been taught to view the culture of their teachers. Both student and teacher must remain on the same page and keep their minds open to change to be considered truly effective. The academic achievement of a culturally diverse student depends on an understanding and acceptance of their beliefs and traditions. Without this the learning gap in the classroom will not be bridged. (Bowman) I work in one of the worst schools in Pittsburgh. I classify it as being one of the worst by our notably low PSSA scores and constant behavior problems. We are located in the largest project section on the north side of the city. The school is directly in the middle of the community and most of our students are not bussed in from the surrounding area. My first day on the job, I was in shock at what I saw. Fights were as common as high fives, the language was worse than I have heard living in my fraternity house in college, and the lack of interest from the staff was unbelievable. After a fight which resulted in a broken nose, I witnessed a second grade student screaming at two city police officers that he was going to bring in a gun and shoot his classmates the following day. I was in utter disbelief hearing that someone so young and small could even think, let alone say this to police officials. During transition is when 80% of the problems occur. The problem is that when the children are walking in a line, the teacher can only be half the distance of the line away from any one student at a time. So when left with a few feet of space to act up, our kids do. In my room during a prep I would hear a fight happening in the hallway and rush out to offer assistance to the teacher to gain control, but I was always the only one who would come out to help. My chivalry seems to be the result of the teachers mentality is much like that of this mismannered students. This was hard for me to take in at first, but after working there for a year I can now see how tiring of a job teaching in an underprivileged environment really is. In order to make it back year after year you have to have a love of teaching and a true passion to inspire where others would pack up and quit. This is what separates those who have been there for long periods of time from those who are just bumps in the road. It is a tiring job to be an educator in a low socioeconomic school. We make the assumptions as teachers that our jobs are so difficult and the kids themselves are so hard to deal with. What we do not understand is that our jobs may be hard, but they are nothing compared to the lives our students live each and every day. Poverty is a vicious cycle that repeats itself because of the culture involved. You only know what you see every day from your parents and schools. Dropping out is not only normal, in many cases it is expected of disadvantaged students. This is hard for many middle class citizens to grasp but it is because of their lack of culture of their lives. Poverty is a cycle that will only be overcome through education. The problem is keeping underprivileged and minority students in urban schools enrolled long enough to see the fruits of what education has to offer. This is the challenge that NCLB was hoping to bring to the surface. Success is measured in small gains. Many smal l gains can be perceived as accomplishments, and many accomplishments can then be viewed as success. A journey of 1,000 miles begins with a single step. Making that first step is always the hardest. We have made it, now it is time to start making a difference. Figure 1 Figure 2

Computer Crime :: Criminal Justice

Formatting Problems In today's society our most valuable commodity is not grain, steel or even technology; it is information. Because of computer networks, just about everyone can now access an astounding range of information. The Internet is international, even though 80 percent of the Internet use occurs in the United States, and a staggering amount of information on every subject imaginable is available for free. Because so many people now have access, computer crimes have become more frequent. Everyone with a computer and a modem can commit a computer crime if so inclined. Anyone, conceivably, could become a "white collar" computer criminal. When the term "white collar" crime came into wide spread use several decades ago, it was thought that certain crimes were committed by persons whom no one would normally suspect of criminal behavior: professional, "white collar" workers. In the late 1990's, however, the term "white collar" is somewhat inaccurate. The playing field has been leveled by the widespr ead use of computers. Now "white collar crime" tends to mean simply "non violent crime" or "economic crime." As technology becomes increasingly accessible to more and more people, it also becomes a potential tool for increasing numbers of criminals. Most computer crimes do not involve violence but rather greed, pride, or play on some character weakness of the victim. They are based on dishonesty and not force. For these reasons, computer crimes are considered white collar. Just as the term "white collar crime" designates several kinds of crime, the term computer crime also designated several types of crime. It includes crimes that are committed with a computer, crimes that occur in cyber space, and crimes committed against a computer. Some of the crimes are completely new; while others are older crimes that merely use the computer as a tool. The endless and constant growing variety of computer crimes makes it difficult to pass laws that adequately cover new computer crimes. Some cri mes such as embezzlement, wire fraud, and forgery, are already covered under existing law. Others, such as cyber vandalism, cyber terrorism, and cyber espionage, are relatively new. For these newer crimes, the letter of the existing law sometimes does not allow prosecution of what clearly is criminal behavior. Employees and ex-employees of the victimized company commit most "white collar crimes". Likewise about 75 to 80 percent of prosecuted computer crimes are committed by current or former employees. There are many different kinds of computer crimes ranging from identity theft to sexual harassment to otherwise ordinary "white collar" crimes that happen to involve a computer.

Please Take Your Butt Outside Essay -- Smoking Ban Smokers Health Essa

Please Take Your Butt Outside â€Å"A smoking section in a bar or a restaurant is like having a peeing section in a public swimming pool, the pee just like the smoke will spread, and there is no way of escaping it,† said an anonymous author. Smoking affects many people’s lives each and everyday. For example, I can not even count the times that I have been in a restaurant in a â€Å"non-smoking section† and still not been able to enjoy my meal because of the smokers on the other side of the restaurant. Smoking in public places has become a controversial topic over the past several years. Many places, such as California, Montana, and the United Kingdom have tried to ban smoking in public places for years in order to protect the air and the citizens. Although, many smokers strongly disagree, I believe that smoking in public places should be banned. Of course banning smoking in public places would cost businesses as well as take away from people’s rights as American citizens. Business owners who ban smoking in their restaurants could in the long run face decreasing money coming into the business. For example, those who smoke may decide to go to another restaurant that allows smoking rather than those restaurants that have banned smoking. Other costs to the business owner would be signs that would have to be put up to inform people of their non-smoking policies. In addition to costing businesses, many people would argue that banning smoking in public places is unconstitutiona...