Human Resources Final Project Essay

The role of the HR Department of the Department of Human Services (DHS) is to handle all aspects of employee relations. The areas it covers are Recruiting and Selection, Training and Development, Performance Management, Employee Discipline, Compensation and Benefits and Labor Relations. Each of these areas is vital to the effective operation of the company as a whole. Although each area is outlined in detail, there is still room for improvement in each. The Recruiting and Selection process at the Department of Human Services (DHS) is a fairly simple one. The requirements for the applicants are not strenuous; thereby allowing a wide range of applicants to be considered for the positions. It is recommended that a personality test be given to each applicant in order to gage their ability to handle the many different scenarios they will encounter while employed at DHS. A prerequisite for applying should be that the applicant has worked in an environment which required handling stressful situations. The Training and Development process at DHS consists of both Internal and External training methods. One such external method requires the new hire to travel to the corporate headquarters in Atlanta, GA. This training lasts for two weeks and requires the applicant to stay nightly at that location to complete the training. A suggested change to that training would be that it is held locally for those new hires that may not be able to travel for such long periods of time due to family obligations, such as having small children. As far as the internal training is concerned, the coaching portion done one on one with the new hire should be extended well after the training process has ended. This will ensure that the employee is still understanding his or her job duties and performing them accordingly. The Performance Management aspect of DHS is one in which the employees are evaluated yearly to measure their success in their position on an individual and team level. Each employee is measured according to his or her  position’s requirements and job duties. A beneficial change to this process would be to review each section of the evaluation form with the employee well in advance of their evaluation date. This will give the employee a heads up on the areas within their job that they need to focus one and the goals they need to achieve before their yearly evaluation time arrives. The Employee Discipline process at DHS serves to ensure that employees are receiving corrective action whenever a workplace infraction occurs. The employee can receive either an oral or written disciplinary action depending on the severity and frequency of the offense. Employees are given feedback on how to correct their action after the offense occurs. However, there are times when an employee is not given the proper follow up and feedback after an infraction occurs. This can in turn cause the employee to commit the offense again and make the disciplinary action process go to the next level. DHS should make sure proper follow up is done on a regular basis to ensure the education and growth of the employee. The Compensation and Benefits packages offered at DHS are designed to help make the company a competitive one. Salaries are paid on a bi-monthly basis on the 15th and last day of each month. Employees are given the option to add healthcare benefits, sign up for 401k or flexible spending accounts. There aren’t many incentives offered at DHS. One such incentive which could be offered is rewarding employees based on their monthly performance individually and as a team. This would assist with keeping employee morale high and giving them something to strive for. Also, the starting salary should be increased in order to keep the job a competitive one on the job market. Potential employees are attracted to a nice salary as well company incentives. It is essential for DHS to maintain strong and positive Labor Relations between employees and management. The employee should always feel as if they have the help and support of their management team. Communication between the two must be maintained at all times so that issues and concerns can be addressed effectively. One way for DHS to improve these relationships is for there to be more interaction between the employees and management in a non-working environment. This can be accomplished by  establishing company sporting leagues or having company picnics. The HR Department of DHS is the chief factor which ensures that the company is run smoothly and efficiently. Each functional area has a particular job to accomplish. It is important that each area be explored thoroughly to determine if each is accomplishing the tasks it has been given to handle. Implementing a few changes in each area will help to take the HR department to the next level. References Smith, A. E. (n.d.) What are furlough days? Retrieved on October 27, 2012 from http://www.wisegeek.com/what-are-furlough-days.htm Recruitment (n.d.) retrieved on October 27, 2012 from http://www.ohrmd.dhr.georgia.gov/portal/site/DHS-OHRMD/menuitem.a90032b0182b9d5171f585c4da1010a0/?vgnextoid=bc80e250e1522310VgnVCM100000bf01010aRCRD People Management-Recruitment Methods (n.d.) retrieved on October 30, 2012 from http://www.tutor2u.net/business/gcse/people_recruitment_methods.htm Heathfield, Susan, M. (n.d.) Hiring Freeze Retrieved on October 30, 2012 from http://humanresources.about.com/od/glossaryh/g/hiring_freeze.htm Temporary Worker (n.d.) retrieved on October 30, 2012 from http://education.yahoo.com/reference/encyclopedia/entry/tempwkr Selection (n.d.) retrieved on October 30, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/0402.pdf Employee Orientation (n.d.) retrieved on November 3, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/0501.pdf Marti (April 6, 2010) Human Resources: Informal vs Systematic Appraisal retrieved on November 7, 2012 from http://bloghresources.blogspot.com/2010/04/informal-vs-systematic-appraisal.html Performance Management (n.d.) retrieved on November 8, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/0701.pdf Disciplinary/Dismassal Actions-Classified Employees (n.d.) retrieved on November 16, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/1601.pdf Drug Free Workplace (n.d.) retrieved on November 16, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/1301.pdf Grievance Procedures for Employees (n.d.) retrieved on November 17, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/1501.pdf Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M., (2011) Fundamental of Human Resource Management: Giving Performance Feedback (4th ed.) New York, New York: McGraw-Hill and Irwin Culpepper and Associates (November 24, 2010) Salary Structures: Creating Competitive and Equitable Pay Levels Retrieved on November 30, 2012 from http://www.shrm.org/hrdisciplines/compensation/Articles/Pages/SalaryStructures.aspx Calculation of Salary Payments (n.d.) Retrieved on November30, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/0801.pdf Salary Adjustments (n.d.) Retrieved on December 1, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/0802.PDF Eligibility of Benefits (n.d.) Retrieved on December 1, 2012 from http://www.odis.dhr.state.ga.us/1000_adm/1300_ohrmd/MANUAL/0901.pdf

Effects of Communication on Employee Essay

This study explores the positive effects of effective communication on employee motivation and performance. Specifically, in intends to compare the results between service employees and manufacturing employees in terms of communication as a motivating factor. The theories used in this study to create a conceptual framework are Herzberg Two factor theory, Goal Theory, and the circular theory of communication. The concept is that when hygiene and motivator factors are high, goals can be developed, but can only be effective only if the message was disseminated effectively. The study uses quantitative research on service and manufacturing employees. They were surveyed using a semi-structured questionnaire with ranking questions and some open-ended questions. The study found that there were only slight differences in the motivator factors for both set of respondents but there service employees are higher in hygiene. Both industries, however, see communication as an important factor in motivation. However, they only experience high hygiene, but less motivator, which means that they are not fully motivated. It has been suggested that the companies of the employees surveyed should invest on improving the motivator factors within the working environment and improve communication flows. CHAPTER 1 THE PROBLEM AND ITS BACKGROUND This study examines the importance of communication on the performance and motivation of employees. The target samples of the study are employees from service and manufacturing companies. This allows seeing the importance of organizational communication in two different angles – that is the difference between the views of service and manufacturing companies regarding the matter. Comparison of these views may lead to the development of new hypotheses or theories that may contribute to human resource management research. In this chapter, the nature of problem is presented and discussed. The backgrounds of different variables related to the study were also featured. Here, the aims, objectives, problem statements and significance of the study were also explained. BACKGROUND OF THE STUDY Employees Employees basically refer to people who work for another in return for wages or salary (Gillis, 2004). Legally, an employee is referred to a person hired to provide services to a company on a regular basis in exchange for compensation, and who does not provide these services as part of an independent business (Gillis, 2004). However, Gillis (2004) stated that employees are more than any of those definitions. Employees are the lifeblood of the organization because they are the ones who provide products and services that define corporations, organizations and government entities (Gillis, 2004). They are referred to as the most precious assets of the organization because without them, the organization is crippled and cannot function effectively. Because of the important role of employees, organizations have the responsibility to motivate them so as they can function more effectively. Theories of motivation such as Maslow’s theory, Alfelder’s theory, McClelland’s theory, and Herzberg’s theory (Mullins, 1999) explain why employees should be motivated and why organizations should take this concept into consideration. But what really constitutes effective employee motivation? Several research and organizational reports point positive communication as one of the most important factors that build effective employee motivation. For instance, Riccomini (2005) cited a couple of organizational research by General Electric and Hewlett-Packard in the eighties that concludes: â€Å"The better the managers’ communication, the more satisfied the employees were with all aspects of their work life†. Building a positive communication with employees is important because they are the organizationâ€℠¢s best ambassadors or loudest critics, depending on how fast they get relevant information and the context in which it is received (Howard, 1998). Information consistency affects the success of the company and if it fails to communicate information internally and externally, the reputation of the company may fall. Communication basically uplifts the morale of an employee as it makes them feel that they are valued by the  organization. This also builds employee loyalty and satisfaction. As Goldfarb (1990) stated: â€Å" Employers are becoming more aware that employee loyalty, commitment, and concern for quality depend on effective employee communication. Communication Communication is not just important to an organization, but is an important component in everyday human life. Gamble and Gamble (1999) stated: â€Å"Communication is the core of our humanness†, and that â€Å"how we communicate with each other shapes our lives and our world† (p.4). Communicative skills help humans to reach out to one another or to confront events that challenge our flexibility, integrity, expressiveness and critical thinking skills (Gamble and Gamble, 1999). Communication is rather complex to define in a single sentence. In a glimpse, however, it has many types which include: interpersonal communication; intrapersonal; group communication; public communication; mass communication; and online or machine-assisted communication (Gamble and Gamble, 1999). Interpersonal communication means to interact with another person, while intrapersonal means to interact with oneself, or to reason with or evaluate self (Gamble and Gamble, 1999). Group communication, on the other hand, is defined as the process of interacting with a limited number of others, work to share information, develop ideas, make decisions, solve problems, offer support, or have fun (Gamble and Gamble, 1999). Mass communication, is communicating to a large number of people using media (television, newspaper, internet, radio), and finally, online or machine assisted communication deals with communicating through the use of online software that are programmed to interact with browsers or users (Gamble and Gamble, 1999). Communication is also categorized into two: verbal and non-verbal. Verbal communication means the use of the spoken word when communicating, while non-verbal communication means using other medium such as body signals, writing etc. (Gamble and Gamble, 1999). Communication undergoes a process, which involves the information source, the transmitter, noise source, receiver and destination. This is based on the communication theory (see figure 1) that was developed by Shannon and Weaver (1949). The information source is the communicator of the information, which then uses a specific type of transmitter or medium (e.g. verbal, written, telephone, etc). The receiver receives the information, but the information can be affected by a specific noise source, which can be a distraction from anyone or anywhere. The receiver then interprets the message and finally puts the communicated message in its destination (Bryant and Heath, 2000). Figure 1: Shannon and Weaver Theory of Communication The theory of communication evolved over the years, but the model of Shannon and Weaver (1949) is one of the firsts that explains the process of communication. Today, communication is being regarded as an important factor in business, and that the ability of the company to communicate can determine its success. Business Communication Communication is important in business because a business environment is a place where many interactions are needed, and much information should be acquired (Eckhaus, 1999). It always involves openly competitive activity, in which working professionals debate issues, defend positions, and evaluate the arguments of others (Eckhaus, 1999). Most working professionals, particularly those in middle and upper management, routinely produce a variety of messages, many of which are in the written form of memoranda, electronic mail, letters, reports, performance reviews, instructions, procedures, and proposals (Eckhaus, 1999). It is also argued that a fuller understanding of organizations is a vital ingredient at every forward step of the career process, and that communication is a primary element for understanding how organizations function and how members of the organization should, even must, behave in organizations if they are to  advance their careers (Harris, 1993). The practice of effective communication within the organization is also linked with the development of a healthy corporate culture, job satisfaction of employees, and the happiness and productivity of employees (Harris, 1993). Communication skills are also important to organization leaders because it helps them manage the company more effectively (Harris, 1993). Companies recognize the importance of communication that is why it is a barometer in hiring or measuring employee performance. Waner (1995) found that companies want their employees to maintain confidentiality, write persuasively, write routine letters, use proper placement and format, compose at the keyboard, and write special types of letters. Furthermore, interpersonal and oral skills were rated as very important. Also, basic English as well as abilities dealing with ethics, morals, values, and sensitivity were rated either important or very important (Waner, 1995). Although there were proven studies that communication promotes positive improvement in organizations, specifically motivation and performance improvements of employees, studies often fail to compare the level of importance of communication in terms of firm industry types. Firms of today can either belong to the manufacturing or service industry. Each industry has different traits and characteristic from the other. Service industries sell and produce intangible services, while manufacturing companies sell tangible manufactured products. The management of the service firm is basically different the manufacturing firm because they have different organizational structures, services and products being provided, and working systems. STATEMENT OF THE ISSUE AND RESEARCH OBJECTIVES While many organizations believe that positive employee communication promotes employee motivation, this belief can still be considered as a complex issue because of the changing nature of  organizations and the differences of their structure. For instance, the old employee communication paradigm relied on top-down approaches to reach their employees (Edelman, 2004). Today, this has already been replaced by new communication paradigms where employees â€Å"ping† sources both inside and outside their organization for information (Edelman, 2004). Employees are now basically treated as consumers. The Workplace Communication Consultancy (2005) even reported that statistics show â€Å"90% of those who are kept fully informed are motivated to deliver added value; while those who are kept in the dark almost 80% are not†. However, such results are not industry specific. Industries vary in terms of culture – for instance, service versus manufacturing industry. Thus, this study will confirm the effects of positive communication on employee motivation in two specific industries – service and manufacturing. The following are the research objectives of the study: 1. To confirm the effectiveness of positive communication on employee motivation. 2. To determine the effects of positive communication on employee motivation in service companies. 3. To determine the effects of positive communication on employee motivation in manufacturing companies. 4. To find out if the relationship between positive communication and employee motivation depends on which industry the organization is into. Needless to say, two groups of companies will be surveyed in this study –from the service industry; and from the manufacturing industry. The results from the two groups will be compared and evaluated to determine if the relationship between positive communication and employee motivation depends on a specific type of industry. Hypothesis The study aims to test the hypothesis that: â€Å"managers in manufacturing companies give importance to motivation but their employees are less motivated compared with service companies†. The reason why that hypothesis is developed is because of the  difference between service and manufacturing company operations and process. For instance, since the service companies already dominated the market and most of their employees have higher salaries compared to manufacturing workers, there are great differences in terms of motivational factors. SIGNIFICANCE OF THE STUDY The study is significant to both service and manufacturing companies because it offers insights on which industry gives higher importance to communication. Through this study, the importance of communication in organization is once again emphasized. However, the comparison between the two business industries gives new insights and may develop new hypotheses for future studies. This study may help develop theories for service and manufacturing companies on how communication can be used as a tool to motivate employees to improve their performance or work. This study is also significant to communication and business students. For communication students, this study may benefit them because it may serve as a reference when it comes to communication theories or the role of communication in business. On the other hand, for business students, this paper may also serve them as a useful academic reference tool. Through this study, they will realize early the importance of communication and how this can help them become motivated or more active at work. THEORETICAL FRAMEWORK Because the aim of this study is to determine a possible motivational factor for employees (which is specifically â€Å"communication†), the theoretical frameworks that have been chosen for this study are motivational theories – a content motivation theory; and a process motivation theory. Theories of motivation can be divided into two: the content theories; and the process theories (Mullins, 1999). Content theories emphasize the factors that motivate individuals. Examples of content theories are Maslow’s theory, Alfelder’s theory, McClelland’s theory, and Herzberg’s theory (Mullins, 1999). On the other hand, the emphasis on process theories is on the actual  process of motivation. Some examples of process theories are Expectancy theories, equity theory, goal theory, and social learning theory (Mullins, 1999). The content motivation theory that has been chosen as one of the frameworks for this study is Herzberg’s Two-Factor Theory or Motivator-Hygiene Theory. This theory basically extended Maslow’s hierarchy of need theory and is more directly applicable to the work situation (Steers, 1983; Kreitner and Kinicki, 1998). Herzberg’s research suggested that motivation is composed of two largely unrelated dimensions: job-related factors which can prevent dissatisfaction, but do not promote employees’ growth and development (hygiene); and job-related factors that encourage growth (motivators) (Steers, 1983; Kreitner and Kinicki, 1998). Herzberg’s theory is the first of its kind to emphasize the importance of non-monetary rewards in motivating employees (Gevity Institute, 2005). According to this theory, satisfying experiences are most often associated with the non-monetary, or intrinsic, content of the work. This includes variables such as achievement, recognition, personal growth, personal responsibility and the characteristics of the work (Gevity Institute, 2005). These factors are called motivators. When people are satisfied, they attribute their satisfaction to the work itself and not on the environment in which they work (Manisera et al, 2005). On the other hand, dissatisfying experiences result from the extrinsic work environment (Gevity Institute, 2005). These factors include company policies, salary, co-worker relations, supervisor relationships, status, supervision, personal life and job security (Herzberg, 1966; Gevity Institute, 2005). Extrinsic factors cause a person who feels neutral about the job to feel dissatisfied and less motivated (Herzberg, 1966; Gevity Institute, 2005). The theory explains that workers basically attribute their dissatisfaction to the environment in which they work, or conditions that surround the doings of the job (Herzberg, 1966; Gevity Institute, 2005). This is also known as the â€Å"Hygiene factor† (Herzberg, 1966). This should be continually maintained because employees never completely satisfied (Manisera et al, 2005). Manisera et al (2005) noted that when the hygiene factors are very low, workers are dissatisfied. However, when hygiene factors are met, workers are not dissatisfied but it does not necessarily mean that they are satisfied or motivated to work. The same goes for the motivator factors. When motivators  are met, workers are satisfied leading to higher performance. However, when motivators are not met, workers are not satisfied but it does not necessarily mean they are dissatisfied with their work. For this study, the following are the motivators and hygiene that affects the employees: HygieneMotivator 1.Supervisor’s participation level 2.Supervisor’s directions/expectations. 3.Supervisor’s communication approach to employees. 4.Supervisor’s willingness to help employees on problems concerning work information or directions. 5.Supervisor’s preferred medium when communicating with employees. 6.The level of noise where communication takes place. 7.How information about salaries or company policies are communicated to employees. 1.The employee receives appraisals or compliments when a job is well done. 2.The employee is being given awards for performance and this is broadcasted or made known throughout the company. 3.The responsibility of the employee is well-communicated or well-explained in terms of its contribution to the company. 4.Improvements are well-communicated to employees. 5.Employees receive briefing or information regarding changes in management or company policies. 6.Employees feel they are part of the company. 7.Employee mistake are corrected through strategic communication by the supervisor. On the other hand, the process motivation theory adopted for this study is the goal theory of motivation. In the late 1960s, Edwin Locke proposed that intentions to work toward a goal are a major source of work motivation (Locke and Latham, 1990). That means the goal will tell the people what needs to be done and how much effort will need to be put in order to fulfill the goal and target of the organization (Locke and Latham, 1990). The key steps in applying goal setting are: (1) diagnosis for readiness; (2) preparing employees via increased interpersonal interaction, communication,  training, and action plans for goal setting; (3) emphasizing the attributes of goals that should be understood by a manager and subordinates; (4) conducting intermediate reviews to make necessary adjustments in established goals; and (5) performing a final review to check the goals set, modified, and accomplished (Matteson, 1999).

Modern history of JAPAN

Distinct features of constitution: 1.According to Meiji constitution, all political power is in the Emperor’s hand. 2.The principle that sovereignty resided in person of the Emperor, by virtue of his divine ancestry â€Å"unbroken for ages eternal†, rather than the people, No other have chance to take position 3.The Emperor, nominally at least, united within himself all three branches (executive and legislative and judiciary) of government, albeit subject to the â€Å"consent of the Imperial Diet†. 4.Sacred and inviolable†, a formula which was construed by hard-line monarchists to mean that emperor retained the right to withdraw the constitution, or to ignore its provisions. 5.The Emperor’s commands (including Imperial Ordinance, Edicts, Rescripts, etc) had no legal force within themselves, but required the signature of a â€Å"Minister of State†. 6.The Emperor also had the sole rights to make war, make peace, conclude treaties Democracy in Meiji constitution. People’s right 1. Freedom of speech, assembly and association 2. Privacy of correspondence 3. Private property 4. Freedom of movement 5. Freedom of religion 6. Right to be appointed to civil or military or any other public offices equally. Moreover, according to constitution, the Emperor’s commands (including Imperial Ordinance, Edicts, Rescripts, etc) had no legal force within themselves, but required the signature of a â€Å"Minister of State†. Depart from Democracy. 1 All political powers in the Emperor’s hand. 2 The Meiji Constitution was founded on the principle that sovereignty resided in person of the Emperor, by virtue of his divine ancestry â€Å"unbroken for ages eternal†, rather than the people 3 The Emperor, nominally at least, united within himself all three branches (executive and legislative and judiciary) of government, 4 Ministers of State were appointed by (and could be dismissed by) the Emperor alone, and not by the Prime Minister or the Diet. 5 The Emperor also had the sole rights to make war, make peace, conclude treaties

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Article responses - Adorno - Essay Example (Pg. 3)† As quoted above, it is also mentioned throughout the article that the history of modern music in no longer tolerating â€Å"meaningful juxtaposition of antithesis.† Indeed, music is taking a turn of its own accord by going against the cultural industry and into its own domain. Modern music is finding its own place for itself. Music is one of the only forms of art that has had a difficult time in being recognized in the media, and for the audiences. The non-conceptual and the non-objective elements that are in music appeal to philosophical ideas, and yet this is what has hardened it against the market-place mentality. People do not want to sell or to listen to music that they cannot understand because it is above their level of comprehension. Sellers and audiences want something basis that everyone can enjoy. When radical music first became known, it was put into complete isolation during the last stages of industrialism. Because of this, music that was feigning â€Å"modernity† and â€Å"seriousness† arose, almost as a mockery to the true radical music that was never made known. The artists of the radical music were thrown into a false sense of peace. Not only was their music not being put out to the public, but also other artists were making a mockery of it. Naturally, appealing to audiences everywhere, as it made more sense; the false modern and serious music played a bigger role in the music industry during that time. Another type of music, following that of a philosophical sort, was that of intellectualism. It is noted in the article that intellectualism is more appealing to the brain, as opposed to the heart or to the ears. The article states, â€Å"It is in no way conceived by the senses, but rather worked out on paper. (Pg. 11)† As bizarre as this may seem, seeing as music is something that first, in most cases, touches the ears or the heart, intellectualism became one of the more common types of music. This was a

Modern Japan and Meiji Restoration Essay Example | Topics and Well Written Essays - 500 words

Modern Japan and Meiji Restoration - Essay Example The Charter Oath, which was promulgated made very democratic and great pledges that would see Japan people being involved in decision making regardless of their social status as well as embracing the natural law of nature. This was a very important step made by the Meiji in transforming Japan people and putting them ready for new improved Japan (Goto-Jones 42-46). Privileges introduced were absolutely different and were meant to propel Japan into a civilized system of governance. Meiji Restoration was driven by the need to create a very powerful nation with strong political structures that could not be humiliated by the Western powers simply because their system of governance was exotic compared to the Westerners’. The new administration wanted the Western powers to respect Japan and treat them as equal partners and as a way of reducing humiliation brought about by unequal treaties. Influence on demands of foreign powers was imminent in Japan and therefore it was significant for japan to institute strong legal and political system (Goto-Jones 42-46). Indeed, the new government fought tirelessly to stop cultural imperialism that was imposed by the Western powers and in the end, treaties were renegotiated after riots and protests in Japan. Japan now had a formal constitution that governed them and there was evidence of imperial power in Japan. They even managed to organize a civilized military power, which was used in defeating powerful China (Goto-Jones 42-46). Generally, the reforms in Japan during Meiji Restoration were as a result of both domestic and international pressures. The regime was pressurized to form their own state because of the powerful foreign forces, which they were not pleased with. Yes, there was need to remain an independent state and this was even part of the Tokugawa project. Traditional Japanese injustices and the

Strategic Fashion Marketing Essay Example | Topics and Well Written Essays - 1250 words

Strategic Fashion Marketing - Essay Example The essay "Strategic Fashion Marketing" talks about the current perspectives on branding and marketing in the fashion industry on the examples of popular fashion companies: Zara, Lacroix, and Prada. With the increasing shift towards consumer perspectives and functionality, one considers a number of successful current brands. One of the most successful brands in recent years has been Zara. Zara has been featured in major retail outlets such as Target, as well as through a variety of distribution channels. Today Zara designs demonstrate a clear emphasis on functionality rather than artistic frills. While Zara is engaged in strong marketing efforts, this research argues that it is the design functionality that drives the success of these marketing campaigns. Perhaps the fashion house that runs the most counter to the position of the primacy of marketing is Lacroix. Design Christian Lacroix, in addition to emerging in the late 20th century, has steadfastly clung to design over marketing standards. Lacroix himself noted, â€Å"I believe I have not given into system whatever they might be. A Lacroix style has been born and even if it doesn’t appeal to everyone, so much the better†. One considers that Lacroix’s designs are applicable to his own artistic voice rather than broader consumer trends. Indeed, his haute couture clothing seemed at times to be directly at odds with the commodification of fashion. This assemblage seems to openly reject contemporary marketing standards instead more fully pursuing design artistry.

Fluency Assignment Example | Topics and Well Written Essays - 750 words

Fluency - Assignment Example Visually impaired students will also be located in the front seats to ensure they can see the instructions being given. During the pre and post tests, visually impaired students will be given a written out test to ensure they are completing the test correctly using the correct words. A computer with CD-ROM software and internet connection will help students watch the book review online and related stories. Also, will help them research information on character education on the internet. Distribute The happy lion story book to each student. The teacher will instruct the student to pick from the various story books a book of choice and sit in their respective groups. The students will be instructed to analyze the book cover and state at least two characters identified. The students will also write down the analyzed character traits. The teacher will also pass a pre-test to assess their skills and knowledge on understanding and their fluency in treading the story. The teacher will then assess the student on the one-on-one basis for their ability to read fluency and speed in reading and character identification. The teacher will correct the mistakes in students reading and help them answer the pre-test correctly. Explain to the students: today we are going to read a short story the happy lion from a highly interesting story book by highly influential author. Assess the number, of students who have ever read the story. (Wait for the response to determine students’ interest in reading the story). It seems that many of you have never read the story. Well, I will help you go through the story and understand what the author says about fluency. Are you interested to read the story and assist me understand what the author is saying about character development? First, let look for the meaning of the word ‘fluency’. Fluency is the capacity of a person to read with speed, accuracy and right expression. Similarly, to be

African American History Essay Example for Free

African American History Essay Introduction The America that was there after the conclusion of the civil war is nothing like the America we recognize presently. Significant events have occurred since 1865 that have shaped our understanding of what America is today. Major industrialization and urbanization, equal rights for all citizens and the two major world wars that have shaped our understanding of what America is today. While, there are numerous events that have shaped America, there are few events that have served as markers of change for the entire society, particularly for the African Americans. From 1619 to 1865, a significant number of African American immigrated to the United States as slaves. Ever since the arrival of the first African Americans in Point Comfort, currently known as Fort Monroe in Hampton, the African American community has made significant strides in the community. However, the major event that occasioned this strikes transpired in 1865: the abolishment of slavery. This marked as a single major event that catapulted the African American society to where it is today. This article will examine the history of African American from 1865 to today. In 1865, the civil war between the north and south, or civil war as it is known came to an end. This was a time of great upheaval in the American society. The entire American society was attempting to integrate, and become part of the union. The south had agreed to integrate and become part f the union (Feagin, 2014). The South had consented to join the union. In the same year, President Lincoln was assassinated. The conclusion of the Civil War occasioned the beginning of the period of reconstruction. This period was characterized by upheaval, and the AFRICAN AMERICAN HISTORY SINCE 1865 3 country attempted to reintegrate itself, and also integrate the southern. This was a period of new beginning for the entire nation (Gates, 2012). The Constitution 13th amendment was ratified, abolishing slavery in the United States of America. This phase is edged in history as one of the most imperative event in the African Americans history (Feagin, 2014). During the era of reconstruction, which lasted from 1865 to 1876, significant events occurred that shaped the lives of African Americans. The African Americans begun the process of reintegration, and they found themselves with a system that they were not used to. This period was not just a period of reintegration for the white people, but rather for the entire nation (Feagin, 2014). During this time, it was particularly challenging to the African Americans because they were attempting to integrate to a society that was heavily biased against them. During the reconstruction period, there was little political and social agreement, especially over the issues of who should be permitted to vote (Gates, 2012). There were disagreements as to whether confederates, ex-slaves or those slaves that fought during the war should be allowed to vote. The death of President Lincoln and the establishment of new administration under President Andrew Johnson made the process of reintegration more complex for African Americans (Feagin, 2014). In 1866, legislation known as the Black Codes was overwhelmingly passed by every white legislator of the former confederate States. The black codes greatly hampered the ability of African Americans to be reintegrated into the society (Gates, 2012). During that same year, the Congress passed the Civil rights act, which conferred citizenship rights to all African Americans, and giving those equal rights and liberties as to those of the white-American people (Feagin, 2014). The 14th amendment was ratified, in 1868, which defined citizenship for the African Americans, and also which overturned the Dred Scot decision (Gates, 2012). The 14th amendment strengthened the civil and legal rights of the African Americans, elucidating among other things, AFRICAN AMERICAN HISTORY SINCE 1865 4 that no state in the union shall deprive any African Americans their due process in law and the equal protections provided in the law (Feagin, 2014). The 14th amendment ensured, to some extent that the African Americans civil rights were protected. The 14th Amendment reversed the United States Supreme Court ruling in Dred Scott v. Sanford, which ruled that African Americans were not truly United States citizens (Feagin, 2014). The 14th amendment had several profound impacts on the lives of African Americans. First off, the amendment integrated African Americans into the society, by overruling the previous ruling that African Americans were not truly American citizens (Gates, 2012). Secondly, the 14th amendment prohibited the national and state governments from depriving any person, including African Americans, liberty, life and property without due regard and process as established in law. By guarding the civil liberties and rights of African Americans, the law inflicted a penalty, which entailed the loss of electoral votes and the loss of congressional seats, on states that dispossessed African Americans of their voting rights. Thirdly, the 14th amendment guaranteed all Americans, regardless of their racial affiliations protection under the law (Feagin, 2014). This clause serves an essential foundation for the decision to repeal the ruling in Brown v. Board of Education that overturned segregation. The 15th amendment was ratified in 1870, which gave African Americans voting rights. As the third and final amendment to be ratified in the reconstruction period, the 15th amendment forbids the national and state governments from refusing a citizen the voting rights based on that citizens color, race or servitude (Feagin, 2014). The adoption of the 15th amendments was greeted with extensive celebrations in African American communities and other abolitionist societies. The sense among African Americans is that their rights had been offered protected and secured. The adoption of the 15th Amendment completed a series of civil change, and it was one of the most significant events African American historical events. The 15th amendment meant AFRICAN AMERICAN HISTORY SINCE 1865 5 that the African American communities did not require the protection they were being offered by the government (Feagin, 2014). Towards the end of the reconstruction era, the south recognized that it would no longer be conceivable to hold on the perspective of recreating itself out of the North. In spite of this, there was still lingering tensions between the North and South (Feagin, 2014). Although equal rights were granted to African Americans, they did not fully enjoy them. While African Americans enjoyed expanded freedoms, it would not be till nearly a hundred years later, during the Civil rights movement that the entire fruits of reconstruction would be seen. The period of reconstruction ended in 1877, during which, a deal was struck with Democratic leaders from the south, to make Rutherford B. Hayes the U. S president, in exchange for the withdrawal of federal troops from the south, and which stops the efforts to protect the Civil liberties of African Americans. In the period after the reconstruction era, rapid industrialization followed. During this period, African Americans on the south started escaping to the North to run away from oppression (Gates, 2012). In 1879, thousands of African Americans moved to the north. In the industrialization period, rapid industrialization and development ensued in big cities in the United States. Construction of railroads spread across the country. Railroads encouraged the growth and expansion of cities (Gates, 2012). Many Africa Americans migrated to the cities to work in the processing and production companies. In 1881, Tennessee ratified the first of the Jim Crow segregation rules, which segregated stated railroads. Over the next 15 years, similar laws were passed throughout the southern States. The segregation laws caused African Americans to migrate to the northern States (Gates, 2012). The Jim Crow segregation laws conferred a separate but equal status to all African Americans. In practice, the separation led to circumstances for African Americans that were second-rate to those offered to white Americans. AFRICAN AMERICAN HISTORY SINCE 1865 6 systematizing several of economic, educational and socials disadvantages. The southern states had De jure while de facto applied in the northern states (Feagin, 2014). The Jim Crow segregation laws inflicted segregation in housing, which was imposed by covenants, job discrimination, and loan lending discrimination in banks, and also African Americans were also discriminated in labor unions (Gates, 2012). During the industrialization era, companies came up across various cities. African Americans were increasingly becoming urbanized, and left their farms and homesteads, and moved to big cities to get jobs. In 1887, the standing Lincoln statue was unveiled at Augustus Saint gardens in Chicago (Feagin, 2014). The Plessey v. Ferguson case was a milestone ruling in the United States. The Supreme Court of the United States ruled that Jim Crows separate but equal segregation policies to be legal, and begin being implemented. These laws barred African Americans from equal access in all public facilities. The 1900s marked the rise of civil rights movement across the United States. In 1954, the court in Brown v. Board of education case, ruled that segregation in education facilities to be unconstitutional and this measure strike down segregation in education facilities (Feagin, 2014). In 1955, Rosa Parks was arrested in Montgomery Alabama, for refusing to give up her seat to a white man. Her defiance offered the start of a momentum to the civil rights movement that spread across the United States. She was not the first black person to refuse to wake up for a white person, but by the time of her action, there was growing resentment and anger in the African American society for being treated as second-class citizens. Word went around about Montgomery mistreatment and arrest (Feagin, 2014). The Womens Political Council resolved to protest Rosa Park’s ill-treatment by arranging a bus boycott to start on the day of Parks’ trial, December 5th. Martin Luther King Jr. and the African American community established an association, the MIA (Montgomery Improvement Association) to carry on boycotting until the AFRICAN AMERICAN HISTORY SINCE 1865 7 Jim Crow segregation laws were altered (Feagin, 2014). The key objective was to stop segregation in the public transport system and other sections of the society, and also to employ African-American drivers in Montgomery. The public unrest ensured for 382 days, costing the Montgomery bus company he sums of money, however the city declined to give in (Feagin, 2014). The Montgomery protest leaders filed a national lawsuit in opposition to the city’s segregation rules, claiming that Montgomery desecrated the 14th Amendment. In 1956, a national court stated that the Montgomery segregation rules were unlawful, but lawyers for Montgomery County appealed. On November 3rd, 1956 the Supreme Court ruled that the segregation laws in Montgomery were illegal. During the protest, the Montgomery authorities made many arrests (Feagin, 2014). At one time, the police detained a group of African Americans waiting for carpool pick-ups. A court jury acknowledged the boycott unlawful, and 115 protest leaders were detained. In 1957, Martin Luther King, Jr. established the Southern Christian Leadership conference, which served as the forefront engine of the civil rights movement. The conference served as the main council for organizing civil rights protests across United States. The civil right movements were against discrimination of any kind and the fair treatment of all people, regardless of their color across United States. The civil right movement characterized main campaigns and protests of civil resistance (Feagin, 2014). The civil rights movements lasted between 1955 and 1968. The civil rights movements were characterized by civil disobedience and non-violent protests. In 1964, the civil rights act was ratified, and it prohibited all acts of discrimination. In 1965, The Voting Rights Act was ratified, and it outlaws the carried out in the South to disenfranchise black voters. In 1967, the first African American senator, Edward W. Brooke, was elected, and he served for two terms (Feagin, 2014). Martin Luther King, Jr. was assassinated in Tennessee, which was one of the sad moments in African American AFRICAN AMERICAN HISTORY SINCE 1865 8 history. The election of Barack Obama served as a significant milestone for United States, particularly the African American community. President Barack Obama was elected the first African-American president, in 2008. President’s Barack Obama’s election served as one of the most significant milestone for the African Americans community (Feagin, 2014). A racial divide that was there between the African Americans and white Americans was erased, and it was erased for all eternity. President Barack Obama was elected for a second term in office, which signaled the apparent rise of the African American community to the top (Feagin, 2014). In his second term in office, President Barack Obama has shown that there are things that seem more possible for the African Americans, than they were in his first term. He has made African Americans realize that they can achieve anything if they want to, and made their expectations realistic. Conclusion From the shackles of slavery in the 1800s, the African American community has risen to take full advantage of their civil liberties and freedoms. For over 300 years, African Americans fought for their civil rights and freedom. The African Americans struggles have been a major issue in each juncture of United States history. In 1776, when slave-holders were revolting in opposition to the menace of British abolitionism, the African Americans formed part of the American Revolution. During the civil war, the African Americans were also part of the struggles. African Americans have endured as much as any other community and have fought for the rights and liberties of all people in the community. From the attainment of freedom, and the struggle to get equal rights and civil liberties, the election of Barack Obama as the first African- American President, the African American community can gladly say that the racial divide between the Blacks and white Americans has been completely erased. AFRICAN AMERICAN HISTORY SINCE 1865 9 References Feagin, J. R. (2014). Racist America: Roots, current realities, and future reparations. London: Routledge. Gates, H. L. (2012). The Oxford Handbook of African American Citizenship, 1865-present. London, UK: Oxford University Press.

College Enrollment Essay Example for Free

College Enrollment Essay Income inequality has been increasing for the past 20 years. A substantial part of the increase in income differences can be explained by changes in the return to education. In dollar terms, 1973 college graduates earned 45 percent more than high school graduates; by 1994 they earned 65 percent more, based on real average hourly wages for college and high school graduates (Baumol and Blinder, 1997). The increasing income disparities between groups of differing educational attainment raises concern that access to postsecondary education (PSE) may not be as widespread as desired. President Clinton urged for the goal of universal college access in his 1997 State of the Union address, â€Å"We must make the thirteenth and fourteenth years of education—at least two years of college—just as universal in America by the 21st century as a high school education is today, and we must open the doors of college to all Americans. † Using data from the National Education Longitudinal Study of 1988 (NELS) and the National Postsecondary Student Aid Study (NPSAS), this study examines access to postsecondary education by individuals in different income and test score groups. While many studies have found a statistically significant effect of income on college enrollment,1 less attention has been paid to the effect of family income after controlling for student achievement. This study specifically addresses this issue. We also explore differences in the decision of whether or not to attend PSE or in the type of PSE attended. We are interested in whether students are substituting less expensive alternatives (such as public or 2-year institutions) for high cost institutions, or whether they are not attending PSE at all. However, we do not examine selectivity of institutions attended. Another goal of this study is to determine which factors, including high school experiences, are especially important in determining college enrollment patterns. Hossler and Maple (1993) find that information on individual background factors allows them to predict, with a high degree of accuracy, which ninth-graders will go to college. The emphasis in our study is on how 1 See, for example, Leslie and Brinkman (1987), Savoca (1990), Schwartz (1986), and Mortenson and Wu (1990). SECTION I. INTRODUCTION 1 MATHTECH, INC. early indicators, such as expectations and course-taking behavior in the eighth grade, are related to college attendance six years later. 2 Last, we explore whether financial aid availability is a critical factor in determining PSE attendance. The combined effects of shifting federal support from grants to loans, and college tuition increasing at a rate faster than inflation are expected to have a large impact on enrollment patterns for low income youth. This report examines knowledge of and attitudes toward financial aid, and the relationship between such factors and PSE attendance. We also examine the effect of financial aid receipt on PSE attendance. In summary, the main research questions addressed in this report are: 1. 2. 3. 4. What percentage of students attend PSE, and what types of PSE do they attend? How are income and test score related to who goes to college? What factors, including high school experiences, are especially important in determining college enrollment patterns? Is financial aid availability a critical factor for determining PSE attendance? The rest of the report proceeds as follows. Section II describes the literature on individual and institutional factors that affect PSE attendance. Section III provides an overview of the data used in this report. It describes the NELS data, the NPSAS data, samples and weights used in the study, and correction of standard errors for sampling techniques. Section IV examines who goes to college. The section highlights the main answers to the first two research questions posed above, in a univariate or multivariate framework. Section V examines factors related to PSE attendance. Section VI explores the importance of financial aid, including knowledge of financial aid, financial aid applications, and the relationship between being offered financial aid and PSE attendance. Last, we include a bibliography of cited references. The executive summary (at the beginning of the report) highlights our findings and provides policy implications. An NCES study, not yet released, has focused on the â€Å"pipeline to higher education† using the NELS data (NCES, 1997). SECTION I. INTRODUCTION 2 2 MATHTECH, INC. One subset of analysis for this study is the group of low income, high test score students. Low income, high test score students may have the potential to benefit greatly from PSE attendance and, therefore, we want to identify factors or constraints, particularly financial ones, that might limit the students’ educational opportunities beyond high school. SECTION I. INTRODUCTION 3 MATHTECH, INC. II. LITERATURE REVIEW Much of the research on college enrollment patterns is founded upon the â€Å"human capital† model Gary Becker advanced. According to this theory, one decides to enroll in college as an investment in future earning power. Individuals calculate the value of attending college by comparing costs (direct and indirect) with expected income gains, and they make the decision that will maximize their utility over the long term. To understand enrollment behavior according to this model, it is necessary to look at such factors as tuition levels, student financial aid, average wages for high school graduates, and the difference in lifetime earnings between high school and college graduates. Economists and others agree, however, that non-monetary factors also play a major part in the college enrollment decision. Sociologists’ models of status attainment have suggested a number of background variables that join with economic factors to influence college plans. These include both personal traits (e. g. , academic ability) and interpersonal factors, such as the level of encouragement a student receives from parents and teachers. Hossler and Maple (1993) suggest that individual decisions on enrollment can be broken down into three stages: predisposition, search, and choice. According to their research, students who will ultimately attend college can be differentiated from those who will not as early as the ninth grade. Within the econometric and sociological models outlined above, the factors affecting enrollment in college can be divided into two general types: those specific to individual students, such as academic achievement and parental education levels, and those specific to educational or vocational alternatives, such as college tuition, financial aid, and unemployment levels. Students’ enrollment decisions can be viewed as jointly determined by their individual characteristics and the institutional or societal conditions that prevail. We first review individual traits that affect college enrollment, and then institutional determinants. SECTION II. LITERATURE REVIEW 4 MATHTECH, INC. A. INDIVIDUAL FACTORS THAT AFFECT COLLEGE ENROLLMENT Several studies have used data from the National Longitudinal Study of the High School Class of 1972 (NLS72), the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLSY), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments. Manski and Wise (1983), Rouse (1994), and a number of others have used the variables included in these data sets to estimate multinomial logit models of enrollment decisions. Among the researchers, there seems to be considerable agreement regarding the individual traits that help to determine enrollment. These traits are discussed below. Manski and Wise (1983) presented a key point, namely that the enrollment process begins with the student’s decision to apply to college. This is much more important than the decisions made by college admissions personnel, since most would-be college students are likely to be admitted to some postsecondary institution of average quality. Jackson (1988) reports that in 1972, more than 97 percent of college applicants were admitted to at least one of their top three choices. The factors of greatest interest, then, are those that cause the student to seek to enroll. Both Manski and Wise (1983) and Rouse (1994) find that individual traits such as achievement levels, high school class rank, and parental education levels are of primary importance in determining the likelihood of a student’s applying to college. They state that higher family income levels increase the probability of application as well, but to a lesser extent. Manski and Wise also cite a â€Å" ‘peer’ or high school quality effect,† such that the larger the share of a high school senior’s classmates who attend 4-year schools, the more likely he or she will be to do the same. A recent NCES report (1997) describes the relationship among six risk factors (such as changing schools two or more times) and PSE attendance rates. St. John and Noell (1989) and St. John (1990) draw similar conclusions from the NLS72 and HSB data sets. St. John and Noell state that certain â€Å"social background variables† appear to make college enrollment more likely. These include higher test scores, higher grades, higher SECTION II. LITERATURE REVIEW 5 MATHTECH, INC. maternal education levels,3 and family income, as cited by Manski and Wise and Rouse. Other key variables include participation in an academic track during high school and â€Å"high postsecondary aspirations,† as measured by students’ reporting of the highest level of schooling they expect to achieve. Hossler and Maple (1993) find that parental education levels have a stronger effect on enrollment plans than student ability or income level. Other background factors that researchers have found to be significant include the level of parental encouragement (Hossler, Braxton, and Coopersmith, 1989) and students’ own expectations about the college decision (Borus and Carpenter, 1984). Jackson (1988) concludes that test scores, grades, taking part in a college preparatory program, and attending a school with many college-going peers are the student attributes most important for college enrollment. Kohn, Manski, and Mundel (1976) report that parents’ education level has a positive effect on a student’s likelihood of enrollment, but state that this effect decreases as family income rises. A number of researchers have examined the effects of family income levels on college enrollment. Manski (1992:16) concludes that there are â€Å"persistent patterns of stratification of college enrollments by income. † Both Manski (1992) and Kane (1995) present census data for multi-year periods that show, for ascending income levels, a steadily increasing percentage of 18to 19-year-old dependent family members enrolled in college. Using the same data source, Clotfelter (1991) and Mortenson and Wu (1990) cite positive income effects for the 18- to 24year-old group as well. Hauser (1993) finds large family income effects on college enrollment for White and Hispanic families, but he finds no such effects for Black families. 3 St. John and Noell do not include paternal education levels as a variable in their study. Manski and Wise and Rouse consider maternal and paternal education levels as separate variables, but present their conclusions in terms of parental education levels as a whole. Most of the studies reviewed here do not distinguish between mother’s and father’s education levels. One exception is the study by Kohn, Manski and Mundel (1976). This study estimates a model using subsamples of the SCOPE survey from two different states. While one group shows that the father’s education level has a greater effect on the likelihood of college attendance than does the mother’s, the other group shows the mother’s education level as having a greater effect. SECTION II. LITERATURE REVIEW 6 MATHTECH, INC. B. INSTITUTIONAL FACTORS THAT AFFECT COLLEGE ENROLLMENT. In addition to the factors that operate at an individual level, researchers have found a variety of institutional factors, or factors pertaining to educational and vocational alternatives, that affect college enrollment levels. Manski and Wise (1983) include among these factors tuition level, â€Å"quality of school† (as measured by the average combined SAT score of incoming freshmen), and the availability of government and institutional financial aid. Rouse (1994) examines the factor of proximity by estimating changes in enrollments that would result from decreasing the average  distance to the nearest 2-year college. She also considers the effects of tuition levels and financial aid availability, as well unemployment rates, which serve as a measure of competing opportunities available to high school seniors. Tuition levels are another institutional factor with a significant effect on college enrollment. Leslie and Brinkman (1987) review 25 studies on this subject, and find a general consensus that a $100 increase in tuition nationwide, in 1982–1983 academic year dollars, would result in a 6 percent decline in the college participation rate for the 18- to 24-year-old group. Savoca (1990) makes the point that high tuition levels may lessen postsecondary enrollments in the aggregate by discouraging some students from ever applying to college. The effects of tuition levels are moderated in many cases by the effects of financial aid. McPherson and Schapiro (1991) state that the variable of interest should be net cost, or tuition less financial aid. At the initial stages of the enrollment decision, however, students often lack information on their eligibility for financial aid and the amount of aid they would be likely to receive. Researchers have differing views regarding the effects of financial aid on enrollment at different types of institutions. Reyes (1994) finds that increases in financial aid positively affect both 2-year and 4-year college enrollment rates, based on information from the NLSY and HSB. Manski and Wise (1983), using the NLS72, conclude that financial aid affects students’ decisions to attend 2-year institutions, as opposed to not going to college at all. However, this study finds that enrollments at 4-year schools have little sensitivity to the availability of financial aid. Manski and Wise do not consider the effect of financial aid on the student’s choice between a 2-year and a 4-year institution. SECTION II. LITERATURE REVIEW 7 MATHTECH, INC. Other researchers have compared the effects of decreasing tuition with the effects of increasing financial aid. Manski and Wise (1983) find that for those attending 2-year schools, an additional dollar of financial aid would be worth more than a one dollar reduction in tuition. St. John (1990:172) also finds that â€Å"college applicants [are] more responsive to changes in student aid than to changes in tuition,† except for those in the upper income group. Kane (1995), however, argues that while financial aid increases may be more equitable because they are means tested, they are not as effective as decreases in tuition. This is a consequence of the complexity of the financial aid application process and the unwillingness of low income families to borrow to finance a college education. When studying the effect of tuition and financial aid on PSE enrollment, the group to be especially concerned about is low income students. Leslie and Brinkman (1987) and Savoca (1990) find that tuition levels affect enrollment decisions for low income students much more than for middle and upper income groups. By the same token, the availability of financial aid is a much more crucial factor for those at lower income levels. Orfield (1992) notes that the maximum Pell grant is less than one-fifth of the tuition at an elite university. Such a gap between aid and costs, he contends, may steer many low income students toward lower cost schools. Hearn’s 1991 study supports this hypothesis. He finds that when academic ability, achievement, and other factors are controlled for, lower income students are especially likely to choose institutions of lower selectivity. Schwartz (1985) finds that low income students are affected differently by publicly provided financial aid and aid supplied by institutions. He states that public grants tend to promote greater equity among income groups in college enrollment. Private grants, however, are often awarded on the basis of academic ability, and they tend to favor students who could afford to go to college without them. Clotfelter (1991) expresses the same concern about the effects of institutional aid. Manski and Wise (1983) note that even public aid is not always awarded where the need is greatest. They state that in 1979, 59 percent of Basic Educational Opportunity Grants were awarded to students who would probably have gone to college in the absence of such aid. Table 1 summarizes the data sources used in the studies mentioned here. SECTION II. LITERATURE REVIEW 8 MATHTECH, INC. Table 1 MAIN DATA SOURCES FOR WORKS CITED IN LITERATURE REVIEW STUDY Borus, Michael E.and Carpenter, Susan A. , â€Å"Factors Associated with College Attendance of High-School Seniors† (1984) Clotfelter, Charles T. , â€Å"Demand for Undergraduate Education† (1991) Hauser, Robert M. , â€Å"Trends in College Entry among Whites, Blacks, and Hispanics† (1993) Hearn, James C. , â€Å"Academic and Nonacademic Influences on the College Destinations of 1980 High School Graduates† (1991) Hossler, Don, Braxton, John and Coopersmith, Georgia, â€Å"Understanding College Choice† (1989). Hossler, Don and Maple, Sue, â€Å"Being Undecided about Postsecondary Education† (1993) Jackson, Gregory A., â€Å"Did College Choice Change during the Seventies? † (1988) Kane, Thomas, â€Å"Rising Public College Tuition and College Entry: How Well Do Public Subsidies Promote Access to College? † (1995) Kohn, Meir G. , Manski, Charles F. , and Mundel, David S. , â€Å"An Empirical Investigation of Factors which Influence College-going Behavior† (1976) Leslie, Larry L. , and Brinkman, Paul T. , â€Å"Student Price Response in Higher Education† (1987) Manski, Charles F. , and Wise, David A. , College Choice in America (1983) Manski, Charles F. , â€Å"Income and Higher Education† (1992) McPherson, Michael S., and Schapiro, Morton Owen, â€Å"Does Student Aid Affect College Enrollment? New Evidence on a Persistent Controversy† (1991) Mortenson, Thomas G. , and Wu, Zhijun, â€Å"High School Graduation and College Participation of Young Adults by Family Income Backgrounds 1970 to 1989† (1990) National Center for Education Statistics. â€Å"Confronting the Odds: Students At Risk and the Pipeline to Higher Education† (1997). MAIN DATA SOURCES 1979 and 1980 National Longitudinal Surveys of Labor Market Experience, Youth Cohort (NLSY) Review of studies done by others, with data from Current Population Survey (CPS) and High. School and Beyond (HSB) CPS HSB, Higher Education Research Institute (HERI) data Review of studies done by others Cluster sample of 5,000 Indiana ninth graders National Longitudinal Study of the High School Class of 1972 (NLS72), HSB NLSY, HSB, CPS School to College: Opportunities for Postsecondary Education (SCOPE) Survey Meta-analysis of studies done by others NLS72 NLS72, HSB, CPS Cooperative Institutional Research Program (CIRP) data, CPS HSB, Current Population Report, CPS NELS SECTION II. LITERATURE REVIEW. 9 MATHTECH, INC. STUDY Orfield, Gary, â€Å"Money, Equity, and College Access† (1992) Reyes, Suzanne, â€Å"The College Enrollment Decision: The Role of the Guaranteed Student Loan† (1994) Rouse, Cecilia Elena, â€Å"What to Do after High School: The Two-Year versus Four-Year College Enrollment Decision† (1994) St. John, Edward P. , and Noell, Jay, â€Å"The Effects of Student Financial Aid on Access to Higher Education: An Analysis of Progress with Special Consideration of Minority Enrollment† (1989) St. John, Edward P., â€Å"Price Response in Enrollment Decisions: An Analysis of the High School and Beyond Sophomore Cohort† (1990) Savoca, Elizabeth, â€Å"Another Look at the Demand for Higher Education: Measuring the Price Sensitivity of the Decision to Apply to College† (1990) Schwartz, J. Brad, â€Å"Student Financial Aid and the College Enrollment Decision: The Effects of Public and Private Grants and Interest Subsidies† (1985) Schwartz, J. Brad, â€Å"Wealth Neutrality in Higher Education: The Effects of Student Grants† (1986) MAIN DATA SOURCES Review of history of federal student financial aid programs NLSY, HSB NLSY, HSB, CPS. NLS72, HSB HSB NLS72 HSB, CPS HSB, CPS SECTION II. LITERATURE REVIEW 10 MATHTECH, INC. III. DATA A. NELS DATA While a number of studies have used data from the National Longitudinal Survey, Youth Cohort (NLSY), the National Longitudinal Study of the High School Class of 1972 (NLS72), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments, this work effort is among the first to use NELS to analyze these types of issues. In 1988, NELS initially surveyed over 24,000 public and private school eighth graders throughout the United States. The nationally representative eighth grade cohort was tested in four subjects (mathematics, reading, science, and social studies). Two teachers of each student (representing two of the four subjects) were also surveyed, as was an administrator from each school. On average, each of the 1,052 participating schools was represented by 24 students and five teachers. Parents were also surveyed, providing researchers with detailed information on family background variables. Since 1988, the initial eighth grade cohort has been re-surveyed three times (and has been â€Å"freshened† with new sample members). The first follow-up of NELS (spring, 1990), included the same components as the base year study, with the exception of the parent survey, which was not implemented in the 1990 round. It also included a component on early dropouts (those who left school between the end of eighth grade and the end of 10th grade). The second follow-up (spring, 1992), repeated all components of the first follow-up study and also included a parent questionnaire. However, this time only one teacher of each student (either a mathematics or a science teacher) was asked to complete a teacher questionnaire. High school transcript data were also collected for these students. A subsample of the NELS:88 second follow-up sample was again followed-up in the spring of 1994, when most sample members had been out of high school for 2 years. In all, 14,915 students were surveyed, most through computer-assisted telephone interviewing. Major content areas for the third follow-up questionnaire were: education histories; work experience histories; work-related training; family formation; opinions and other experiences; occurrence or SECTION III. DATA 11 MATHTECH, INC. non-occurrence of significant life events; and income. Data collection for this wave began on February 4, and ended on August 13, 1994. At the time the data were collected, most of the respondents were 2 years out of high school. Table 2 summarizes the components of the different waves of the surveys. Table 2 OVERVIEW OF NELS NELS Components Grades included Cohort Base Year Spring term 1988 grade 8 students: questionnaire, tests questionnaire questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) First Follow-up Spring term 1990 modal grade = sophomore students, dropouts: questionnaire, tests none questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) Second Follow-up Spring term 1992 modal grade = senior students, dropouts: questionnaire, tests, H. S.  transcripts questionnaire questionnaire one teacher per student (taken from mathematics or science). Third Follow-up Spring 1994 H. S. + 2 years all individuals: questionnaire none none none Parents Principals Teachers B. NPSAS DATA Because the NELS database does not contain detailed information on financial aid, the National Postsecondary Student Aid Study (NPSAS) database is used to supplement our study with additional financial aid information. This database is used to predict financial aid for the respondents in NELS based on demographic and other characteristics that are available in both databases. NPSAS is constructed specifically to provide information on financing of postsecondary education, so it is a good candidate for this use. This database surveys a nationally representative sample of undergraduate, graduate, and first-professional students attending less than 2-year, 2-year, 4-year, and doctoral granting institutions. Both students who receive and those who do not receive financial aid are surveyed. SECTION III. DATA 12 MATHTECH, INC. The 1993 NPSAS study collected information on more than 78,000 undergraduate and graduate students at about 1,100 institutions. To be eligible, students must have been enrolled between May 1, 1992 and April 30, 1993 at a postsecondary institution in the United States or Puerto Rico. The students had to be enrolled in courses for credit, and in a program of 3 months or longer. Also eligible for inclusion were students who received a bachelor’s degree between July 1, 1992 and June 30, 1993. Students who were enrolled in a GED program or who were also enrolled in high school were not included. C. SAMPLE AND WEIGHTS Of the 14,915 respondents in the third NELS follow-up, 13,120 are represented in all four waves of the NELS data. The remaining 1,795 respondents are either first follow-up â€Å"freshened† students,4 second follow-up freshened students,5 base-year ineligibles,6 or base-year eligible students who declined to participate in one or more of the survey waves, but who did participate in the third survey wave. The breakdown of these 1,795 respondents is as follows: 501 first follow-up freshened students, 102 second follow-up freshened students, 271 base-year ineligibles, and 921 base-year eligibles with missing survey waves. To take advantage of the longitudinal nature of the NELS data and to be consistent across models and issues in the report, we focus our work on the sample of 13,120 respondents represented in all four waves of the NELS data. Consequently, the weight used in our analyses, (â€Å"F3PNLWT†) applies to sample members who completed questionnaires in all four rounds of NELS:88. As a result, the longitudinal analyses that we conduct, and the estimates that are produced in this study can only be used to make projections to the population of spring 1988 eighth graders. In the descriptive tables, all percentages are weighted using F3PNLWT, including the analyses with the high school transcript data. Those who were tenth graders in 1990 but were not in the base-year sampling frame, either because they were not in the country or because they were not in the eighth grade in the spring term of 1988. Those who were 12th graders in 1992 but were not in either the base year or first follow-up sampling frames, either because they were not in the country or because they were not in the eighth (10th) grade in the spring term of 1988 (1990). 6 5 4 Students excluded in 1988 due to linguistic, mental, or physical obstacles to participation. 13 SECTION III. DATA MATHTECH, INC. This sample includes dropouts, since the purpose of this study is to examine the overall question of what characteristics of eighth graders in 1988 are related to PSE attendance. We focus on early indicators, such as educational expectations and course-taking behavior in the eighth grade, and not on the â€Å"pipeline† of high school experiences that a dropout would lack access to. However, the dropouts were not asked the same set of survey questions as the other respondents, and, therefore, some of the analysis does not include dropouts. For each of our tables or figures, we note whether or not the dropouts are included in the analysis. D. CORRECTED STANDARD ERRORS Because NELS data are collected through a multi-stage sampling scheme, calculation of standard errors through standard methods can understate these errors. The sampling technique used in NELS is a selection of schools, and then within schools, a selection of students. With this sampling method, the observations of different students may not be independent from one another. Stataâ„ ¢, the statistical software used for analysis in this report, corrects the standard errors for these sampling techniques. Except for multinomial logit models, for which this correction is not available, survey correction techniques are used, and we note whenever the corrections are not used. However, we have found that such corrections do not have a large effect on our results, and therefore, we present all results with confidence. E. VARIABLE DEFINITIONS. The appendix to this study contains definitions of the key variables used in our analysis. For each key variable, we describe how we constructed the variable and we list the names of the NELS variables used in the construction. SECTION III. DATA 14 MATHTECH, INC. IV. WHO GOES TO COLLEGE? A. WHAT PROPORTION OF STUDENTS ATTEND COLLEGE, AND WHAT TYPE OF COLLEGE DID THEY ATTEND? We begin our analysis by examining the demographics of postsecondary school choice and discussing our main findings regarding college attendance rates and types of postsecondary education (PSE) attended. As shown in Table 3, a majority of 1988 eighth graders attend some type of PSE by 1994. Overall, 62. 7 percent of the respondents attend PSE. (Note that in all of the tables in this report, all percentages are weighted. ) Students are most likely to attend a 4-year public or a less than 4-year public school. Approximately 24 percent of the students attend each of these types of schools. Next most common are 4-year private schools. Just over 11 percent of the respondents attend 4-year private schools. Only 4 percent of the respondents attend less than 4-year private schools. Thirty-seven percent of the respondents do not attend any type of PSE. Women are slightly more likely than men to attend PSE. While 60 percent of men attend PSE, 65 percent of women attend. Women are more likely than men to attend 4-year private schools and less than 4-year private schools. Native Americans, Blacks, and Hispanics are least likely to attend PSE and Asians and Pacific Islanders are most likely to attend PSE. Hispanics are most likely to attend less than 4year private schools. Students whose parents have higher education levels are much more likely to attend PSE. While only 33 percent of students whose parents have less than a high school education attend PSE, 90 percent of students whose parents have an advanced degree attend PSE. SECTION IV. WHO GOES TO COLLEGE? 15 MATHTECH, INC. Table 3 DEMOGRAPHICS OF POSTSECONDARY SCHOOL CHOICE1 No PSE 4-Year Public 4-Year Private.

The Reflective Report Audit Trail Nursing Essay

The Reflective Report Audit Trail Nursing Essay I wish to reflect on the whole learning activities that I have been done for this module in this reflective report. I have learned a few strengths and potential weaknesses of myself which would help me in my future journey. I derive five important skills while go through this process which are communication skills, presentation skills, teamwork, time management and critical thinking. All these skills are useful for me to uncover my strengths and weaknesses which I can refer back on my working life. Communication skills This is not my first time doing a presentation, but it is the first time I have a group with the international students. Normally, my group members are my Chinese friends. At first, I found it was difficult to talk with my group members and to express my ideas. I did a lot of simple grammar mistakes and I am always the one who talks too little during our discussions. I think my group members are having problem to understand what I am saying. Therefore, I felt distressed and anxious for coming to discussions. However, they have given me ample opportunities to learn to communicate my points and thoughts. According to Collins and Miller (1994), self-disclosure is the act of disclosing personal information to another people. To develop a good communication in a relationship, self-disclosure is one of the important mechanisms. I believed that a good relationship is based on trust so I decided to let my group members to know things about myself. I remember feeling uncomfortable when I did some of the mistakes, but my group members were not judgemental and helped me to solve the problem. After this, I felt that by sharing opinion and thought with each other can really strengthen my confidence. I am glad that the wall which blocking me from communicate with others had been removed and I am able to speak out my opinion now. As pointed out by one of my lecturer, Mr Mahathir, good communication in the workplace will maximise work efficiency. From his past experiences, I learn that we must not being shy to meet the boss because the boss is the one who evaluate our performance in the workplace. Having good communication might also benefit me in my later on working life as I can ask for help from colleagues when having problems. Presentation skills Although I managed to finish my speech during first presentation, I think my performance was not very well. Overall presentation as a group was good because my group members presented confidently and able to provide convincing answers when questions were asked by the tutor. I definitely found that a presenter must have great knowledge of the topic so that he can elaborate it by himself without looking at notes. I had a problem with this in my presentation. I involved all the information in such a limited presentation. I think I should make the information more relevant to the audience in my future presentations. Besides that, nervousness is a major problem for me. It wasnt my first time to speak in the public but I still felt nervous and resulted in me left out some parts that I was going to say. I think that it can be solved with experience and confidence. Therefore, I should overcome this weakness. After a couple weeks of practicing, this was reflected during my presentation as I was successful in explaining the proposed solutions to my peers. I made eye contact with the audience, and was able to acquire their attention towards my presentation. Hence, I would say that I think I did above average for my presentation and I am happy with my performance. However, I do believe that there is still much room for improvement such as research more tools (eg Youtube) to use and make it simplistic yet complex. Since I have had rehearsals for a couple of times, I believed that I was well prepared for my presentation. This resulted in one of the main strengths of my presentation was that my verbal messages were presented quite fluently. Also, I felt that I projected my voice effectively throughout my presentation and this is really the main cause of my satisfaction with my presentation. This is because I have received feedback from my classmates that the volume of my voice was not loud enough when I was speaking. I am glad that I have managed to speak at an appropriate volume. I liked my slides as well, as I felt that its simple layout was easy on the eyes and yet, it still managed to be visually attractive. I realise that the delivery of the presentation is important for its success and the key to delivering a good presentation is practice, confidence, have an interest and knowledge of the topic, not memorized the whole things. I have reflected on my strengths and weaknesses, and I am ready to perform better in the near future. Teamwork Working in group can be more trouble as conflicts may occur during discussion; however, I think it provided an opportunity for us to understand other peoples point of view. This exactly happened in my group as we always discuss the questions together at first. Each of us had different opinions so that the end result will be a combination of best ideas. I am glad that we were able to finish our presentations quickly yet maintain good quality. I learned that communication, trust and leadership are the three main components of a strong teamwork skill. Good communication enables the group to perform well and each member must trust one another so that progress can be made efficiently. A team without a leader will result in fail. This module has contributed the improvement of my teamwork skills. I have learned to be an effective team member which requires active participation in group discussions. Through the group presentations, I believe that my experience can be readily applied into future working environment because high level of teamwork is important in todays workplace. Overall it has been very learning experience for me because teamwork allows me to be involved and participate in equal ways. This helps to broaden my thinking to achieve the best outcomes and able to collaborate with others in the future. Time management One of the major challenges that I faced is time management. Time management is one of the skills that no one will teach you in school but you have to learn it. I was the worst procrastinator because I would put things off until the very last minute. That turned into me having a lot of late work, or not very good quality work. One of my lecturers had mentioned that, When it comes to time management it is important to find a system that works for you. I think that I could improve my time management skills making a schedule. It was very beneficial to keep a schedule. Instead of cramming everything all at once, set a schedule helped me to get better grades. I believe that as mentioned earlier, having a calendar that states those deadlines will help motivate me because all the deadlines are visibly in sight. I can also track the progress of my assignments by categorizing the tasks and see which stages I am in at the current progress. I have to always remember that we may delay, but time will not. I believe that proper planning is the key to managing my time well. With proper planning, I can prepare to take on the task mentally. Thus, time management is a very valuable skill in todays society.   Critical Thinking As for critical thinking, Taylor (1992) stated that it is a result of reflecting on ones learning and developing a meta-awareness by reflecting on ones thoughts, feelings and actions. Critical thinking is considered to be one of the most important indicators of student learning quality. For me, I learned to think critically when I was doing the report. I analysed the issues and gave evidence to support my opinions. I have learned a lot of critical thinking through doing this report. Although it is not an easy experience but it helped me to understand the pros and cons of every possible outcome and to value them according to the goals that I wanted to achieve. When I apply critical thinking concepts in the workplace, I will develop more ideas, make fewer mistakes and reach better decision. We know that not only the managers have the responsibility of taking decisions, but people at all levels into an organisation may also call to face and resolve problems. I think it also has a good impact on the relationship between colleagues. By using critical thinking, I can enjoy the benefits throughout my life in the future. (1500 words)

The Brown Wasps Essay -- essays research papers

The Brown Wasps   Ã‚  Ã‚  Ã‚  Ã‚  In Loren Eiseley’s Essay The Brown Wasps, Eiseley shows that humans and animals act in similar ways. He says that humans and animals cling to the things they know very strongly. Sometimes they even act as if nothing even changed. Humans and animals tend to want to return to things that they are familiar to as they grow older. Loren Eiseley shows how humans and animals try to cling or recreate an important or favorite place. This essay is about memory, home, places in time. Loren Eiseley does a great job describing the place that he is talking about to make the reader visualize and make them feel like they are there. Some examples are the old men, the brown wasps, the mice, the pigeons, the blind man, and even himself. He recalls his childhood in Nebraska and how the train stations used to be and how the pigeons would fly around waiting for people boarding the trains to feed them. Loren Eiseley once planted a tree with his father, when he was a boy and he ac ts like it has been there the whole time. Years later he returned to the house where they had planted the tree and realized that the tree he had been imaging all his life was gone.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning Eiseley describes the appearance of the train station and tells of the men that sleep on the benches. The lonely old men come into the train station for shelter and to get some rest. Whether they sleep for an hour or just take up space on the benches, t...