Marketing Reflection Paper Essay

Marketing is a major component for most business in the United States but is only just beginning to take hold in the healthcare field. Within the healthcare arena the concepts of marketing has taken a long time to develop. In the late 1970s Evanston Hospital in Illinois was the first hospital to hire a marketing person for healthcare. We are now in the early 21st Century and healthcare marketing is going full steam ahead. The purpose of this essay is to examine some of the healthcare marketing techniques and its possible impact on healthcare workers. General OpinionI have only been working in the healthcare industry for about seven years. Of the seven years, I worked five of them in one large medical center in a local town. Marketing was never a part of my vocabulary until recently. I honestly didn’t pay too much attention to advertising campaigns until I started working for Saint Francis Medical Center in Cape Girardeau, Missouri. Mass communication was and still is a major marketing technique that Saint Francis uses. A day doesn’t goes by that you will not see the â€Å"Medical Minute† spot on the local television stations. Shortly after Saint Francis started using this technique, three other local hospitals developed their own television campaigns. Even though some people may get tired of the constant bombardment of these TV commercials, I believe that they may save lives as well as promote more business for the hospitals. As quoted by Wagner, Fleming, Mangold, and Laforge (1994), a 46-year old male wrote to a local hospital thanking them for saving his life through their TV campaign on the signs of heart attacks. From this campaign, this individual was able to identify that he was having a heart attack at which time he went straight to the emergency room. Another technique that Saint Francis used was the â€Å"We Care† campaigns. According to Beckham (2001) the â€Å"We Care† campaign was listed under the section â€Å"What Hasn’t Worked† of his article. Beckham claimed that consumers are more concerned with competence and results than whether the hospital cares or not. In my opinion, I would have to agree with this concept. Yes, Saint Francis did care, but is the service good? I believe that the TV campaigns are more successful as a marketing tool than wearing buttons reading â€Å"We Care.†Are Current Marketing Techniques Affecting Consumer  Trends?The answer to this question is hard to pin down at this point in my current opinion. According to Beckham (2001), some marketing strategies worked better than others. Positioning is one technique where an organization/hospital creates an image of clinical competence. Becham claimed that â€Å"positioning required more than advertising and facilities: there had to be underlying capabilities, and evidence, to back up the claims.† Another technique that Becham outlined in his article was â€Å"Missionary Work,† which is used when a physician cannot compete with his local hospital physicians and goes out into the countryside and builds relationships with the primary care physicians for referrals. This proved to be a successful technique being used. I do believe that the new techniques such as the ones mentioned above have or will affect consumer trends. The technique that I believe affects the most is the missionary work technique. There was a time when consumers believed that the only healthcare available to them was the primary care physician within their small countryside communities. Now with the relationships that are being built between the local physicians and the small countryside physicians, more specialized healthcare can be offered/provided to the citizens of these small communities. Thus, the trend of only using the local hometown physician has changed. Negative Impact on Healthcare WorkersI am sure some healthcares workers can be found that do not believe there is a negative impact from the techniques being used within healthcare. However, I believe there are some. Take for instance the technique outlined by (Wagner, Fleming, Mangold, & Laforge, 1994) of the marketing technique of building image and not on increasing demand for services. The negative impact that could be realized here is losing consumer business because consumers want to know more about the services provided to meet their needs than the hospital image. One hospital was quoted as having to shut its doors because of this type of marketing technique. The impact here is loss of jobs for the staff members of the hospital. A positive impact would be due to the technique that was listed as under the  sub-title â€Å"What Worked† in the article written by Beckham (2001). When the techniques work, everyone benefits because the consumer is satisfied and will continue to use the services, as well as, refer their friends to the hospital/clinic. ConclusionUnlike prior to the late 1970s marketing is now considered one the most important aspects of healthcare. There are many marketing techniques used today in which some have proven to work and others not so well. The main point to remember is there has to be a complete understanding of the background and foundation that identifies the importance of marketing. The right people need to be hired as marketing staff. If the wrong person is selected, not only will business fail, but healthcare workers would be affected as well. Marketing is good, it just has be worked properly for all to benefit from it. References Beckham, C. (2001, Jul/Aug). 20 years of healthcare marketing. Health Forum Journal, 44(4), 37-40. Retrieved June 29, 2008, from ProQuest database. Wagner, H. C., Fleming, D., Mangold, W. G., & Laforge, R. W. (1994). Relationship marketing in healthcare. Journal of Healthcare Marketing, 14(4), 42-47. Retrieved , from EBSCOhost database.

An Evaluation of the European Computer Driving Licence Essay

1. Introduction The research project includes the complete lifespan of the work from the rationale to the conclusion. I examine the reasons for conducting the research, how the Company might benefit from the experience and how trainers may reflect and add to their toolbox of skills and knowledge. The project also considers the background to the European Computer Driving Licence (ECDL) and how this came to AEGON UK Services, what role Workplace Training Services had to play and what part of strategy ECDL was designed to meet. The main body of the project, the research itself, sets out to consider a range of questions related to the evaluation of ECDL within a financial services setting which I believe is a valuable piece of research that is not presently widely available. The research considers the practical implications of the work and the justifications for following the particular actions undertaken. The conclusion draws the project together and provides answers to the questions considered above. Does ECDL add value within the business, have learners acquired new skills, what of the present learning methods and how might these be designed to suit the needs of future learners? I support my research findings with the results of my data collection exercises together with statistics relating to ECDL including its recent use outside of Europe. Finally, I present the detail of material used whilst working on the project as Reference and Bibliography. 2 Rationale AEGON UK Services (UKS) is the ‘closed book’ arm or Third Party Administration (TPA) operation for AEGON UK one of the world’s top ten financial services companies. As a TPA no new business comes into the organisation and particularly in the present economic climate control of costs and expenses becomes paramount. It is not an overstatement to consider that the continuing well being of the UKS site in Lytham rests with its highly competitive nature. When one considers that the average cost of one staff member in Lytham is à ¯Ã‚ ¿Ã‚ ½40,00 pa whilst the equivalent outlay at the AEGON UK Head Office in Edinburgh is almost double at à ¯Ã‚ ¿Ã‚ ½65,000 pa, financial evidence becomes clear particularly with close to 900 staff at the Lytham site. There are many reasons for this divergence in costs, not all of which may be directly influenced by the Company but it is this difference which remains key to the health of the AEGON UK Services operation. It is against this background that the research into the European Computer Driving Licence (ECDL) is set, one of the organisation obtaining maximum value for each pound of spend. As Managing Director, David Barker, said at the 2002 Business Plan launch to staff, ‘Through the professionalism, skill and commitment of its staff AEGON UK Services has a key part to play in the growth and development of the UK operation.’ It is my responsibility, as Training Manager for UKS, to provide learning opportunities, develop staff and upgrade their knowledge and skills to meet the challenges set by the Managing Director and the Board of AEGON UK. After all, a shortage of skills could threaten the livelihood of the operation. Fingold and Soskice (1989:22) who created the notion of a ‘low skills/low quality equilibrium’ argued that ‘†¦ the majority of enterprises staffed by poorly trained managers and workers produce low quality goods and services.’ Their view was that Britain would not be able to keep pace with changing economic conditions. A decade on and still the need for the training and development of our staff in relation to the growth of our business remains. As David Blunkett, Secretary of State for Education Employment, sets out the challenge ahead for us all when speaking at the National Training Awards ceremony in December 2000. ‘The key message today is that there is a real economic need for people to upgrade skills throughout life. We need to help everyone fulfil their potential and respond to the changing world economy.’ (People Management, Vol 6, No 25). The task facing us in the UKS Training team is to meet the Secretary of State’s challenge and drive the business forward at the same time whilst maintaining a tight rein on expenditure. In the summer of 2001 our Union Representative introduced me to Workplace Training Services and this partnership with a local education provider soon bore fruit. A key strategic challenge for AEGON UK in 2002 was the introduction of a Common Operating Environment (COE) between its various UK operations; the most visible aspect of the COE would be the launch of Microsoft Office 2000 in the various sites. Significantly, as AEGON UK Services previously used Microsoft there were no plans to create a formal training plan for the business, rather than relying our awareness of existing applications. The Manager, Dedicated Delivery, of Workplace Training Services (an arm of Preston College), Cyril Wheat, offered the use of the European Computer Driving Licence (ECDL) as part of our solution to the need for staff learning and development in Office 2000. The seven-module ECDL programme is based upon the Microsoft Office 2000 applications and included learning on our key workplace needs, Word, PowerPoint and Excel. Over 50 staff started the ECDL qualification in September 2001 and to-date over 150 have either achieved the award or are working towards it. Further developments of our work with the College have been the provision of additional learning and development for staff, in particular the provision of Learndirect facilities and the healthy ‘learning partnership’ that has grown between an employer, union and education institution. To support the development of this significant partnership Workplace Training Services offered AEGON UK Services 100 free places on the ECDL programme in 2002. Although we have seen a large number of staff following the ECDL programme, myself included, AEGON UK Services has never conducted any formal evaluation of the learning programme. Whilst I have learned new skills and am able to access more difficult applications, has the Company benefited from the ECDL partnership, have the staff developed new skills and how might the programme best be carried forward? This is the rationale for the following research which is designed for the benefit, primarily, of the Company but also for the staff, College and as a valid piece of research. 3. Background Congratulations Sara Lundstedt! But why is this the Swedish environmental co-ordinator so significant to the history of the European Computer Driving Licence (ECDL). Well, Sara became the one millionth student to complete the programme, as reported in the June 2001 edition of IT Training (P7). What is ECDL and where did it come from? In 1994 the concept originated in Finland where the Finnish Information Process Association introduced the Computer Driving Licence. Shortly after, the Council of European Professional Informatics Societies (CEPIS) established the User Skills Task Force in 1995. The Task Force, supported by funding from the European Commission, was to examine how to raise IT skill levels in European industry. The Task Force identified the potential of the Finnish Licence and investigated the feasibility of adopting it and making it into a qualification for the whole of Europe. CEPIS actively encourages IT literacy and promotes acceptance of professional standards for ICT professionals throughout Europe. Pilot tests were carried out during 1995 and early 1996 resulting in the launch of the European Computer Driving Licence (ECDL) in August 1996, initially in Sweden and then throughout Europe. The ECDL Foundation was formed in 1997 to administer the ECDL programme on a not-for-profit basis and to promote, develop and certify computer skills and IT knowledge. According to its official website, the business of the ECDL Foundation is ‘To disseminate, promote and evolve ECDL as a globally accepted IT skills certification programme that prepares all people for participation in the Information Society.’ On the surface, this has been successful; in 1999 the International Computer Driving Licence (ICDL) was created as the standard qualification for non-European countries. The syllabus is identical to that of ECDL and was initially taken up by Australia, Canada, South Africa and Zimbabwe. Since then, more countries have joined the ICDL programme, ranging from Greece in 2000 to most recently, Malaysia. According to The Electric Paper Company Limited (http://www.electricpaper.ie/products/ecdl.asp) ‘†¦to-date, over 1.75 million people are registered on an ECDL/ICDL programme. This number is growing daily. There are tens of thousands of accredited test centres worldwide enabling people to take their tests an attain certificates.’ So, seven module appears to be working as students are assessed against the following competencies: basic concepts of IT, using a computer and managing files, word processing, spreadsheets, databases, presentation and information and communication. The ECDL Foundation points out that the programme is now used in over 60 countries and IT Training announced in its October 2002 edition that ‘†¦the number of students †¦ enrolled topped the half-million mark. The British Computer Society (BCS) also reports that it is issuing 1,000 ECDL certificates every day.’ One of the first organisations in the public sector to move towards qualifying the computer skills of its staff is the NHS which recognised the increasing role that computer skills had to play in the public health sector. The significance of the ECDL decision is reflected in the fact that it was announced by Health Secretary, Lord Hunt. He said, ‘New technology investments to support staff to plan, deliver and review health care will not be successful unless more priority is given to ensuring that all staff have a basic level of IT skills.’ There is a great deal of published support for the ECDL programme and I have included highlights from two successful ventures. The House of Commons became the first Parliament in the world to offer staff training in IT skills, aimed at MP’s assistants and constituency workers. Dr. Matthew Donaghy, Industry and Parliament Trust ADAPT Project Manager, said, â€Å"Our objective, and indeed an important part of securing funding for the project, was to increase the employability of staff outside the Parliamentary sector. ECDL gives staff an extra qualification showing their competence with IT in the office, but also allows flexibility in training for the qualification so that it does not interfere with major projects they may be working on.† Donaghy continued, â€Å"An extra benefit of the course has been the increased level of teamwork between MP’s assistants. Staff are increasingly sharing tips on office practices, which will mean a more professional MPs service al l round.† The Bank of England is also enabling its staff to take the ECDL programme via personal or on-line training. Bank Deputy Governor, Mervyn King, who has successfully completed the qualification said, ‘Across the Bank, the ECDL will enable people to achieve a wide range of essential skills in IT, on which they can build in the future. I am convinced that it is an ideal way for my colleagues to improve and consolidate their knowledge, to build confidence and to improve both productivity and decision making.† ECDL appears therefore to have positive support, endorsed by Peter Bayley, Director of ECDL at the British Computer Society, who confirms that, ‘Since the UK launch there has been a growing demand for information about ECDL users from both the Further Education and Corporate sectors in order to measure profiles, motivation, satisfaction and likely interest in our newly launched ECDL Advanced qualification. Apart from a gratifying 95 per cent satisfaction rating, almost two thirds of those polled chose ECDL because of its broad recognition as a computer skills qualification. In addition, 97% said they would recommend ECDL to family, friends and colleagues and 87% were interested in an ECDL Advanced qualification.’ Despite the fact that there is a great deal of published evidential support for ECDL, there remains little evidence within AEGON UK Services that the programme has been and remains successful. To date, we have tended to take the view that people pass, therefore it works! But does it? As Reay (1994:23) points out, ‘†¦evaluation can enable you to do better in the future. This is not to say that you’ve been failing in the past; but good trainers realize there is always room for improvement.’ It is against this background, of a developing IT culture within Europe and latterly the rest of the world, that the research with AEGON UK Services is set. Will the experiences outlined above be matched within the Company? 4. Research ‘Most people associate the word ‘research’ with activities which are substantially removed from day-to-day life and which are pursued by outstandingly gifted persons with an unusual level of commitment’, suggested Howard and Sharp (1983:6). However, Denscombe (1998:1) takes an alternative approach when opening his piece of work some 15 years later, ‘Social research is no longer the concern of the small elite of professionals and full-time researchers. It has become the concern of a far greater number of people who are faced with the prospect of undertaking small-scale research projects as part of an academic course or their professional development.’ In my case, the piece of research was to be carried out over a 3 month period by the Training Manager of a large organisation with very ordinary skills and an extremely heavy workload! Payton (1979:4) identified research as ‘†¦the process of looking for a specific answer in an organised objective reliable way’ and it is this search for answers that has driven me to tackle the challenge of evaluating the European Computer Driving Licence (ECDL) in AEGON UK Services. Considering what questions to ask, Black suggests (1993:24/25), may prove a significant challenge in itself, ‘The most difficult part of starting a research project is often that of identifying the best question to ask, one that is meaningful, whose answer contributes to the discipline, and whose resulting research can be carried out within the resources available.’ When considering the questions to answer from the piece of research I was conscious of two things set down by Managing Director, David Barker: a) what would add value to the business supporting AEGON UK Services as a key part of the AEGON UK operation and b) provide learning opportunities to develop staff and up grade their knowledge and skills? These factors contributed directly to my questions: How has ECDL added value in AEGON UK Services? How have the learners acquired new skills to help them do their jobs? Has the method of learning for ECDL proved effective? What is the most effective way for any further learners to acquire the knowledge and skills necessary to achieve ECDL? Blaxter et al (1997:58) identified 2 different methods for designing and doing a research project, their ‘research families’ of qualitative and quantitative methods. To Burns (2000:3), the quantitative approach is viewed as ‘scientific’ and in his opinion, ‘†¦has been the conventional approach to research in all areas of investigation. The methods and purposes of scientific inquiry have been moulded by countless generations of scientists †¦Ã¢â‚¬â„¢ Burns (2000:9) outlines the strength of the quantitative approach as being its ‘†¦precision and control’, together with ‘†¦a deductive approach and the use of quantitative data (which) permits statistical analysis.’ Denscombe (1998:177) supports Burns’ standpoint by adding that, ‘The use of quantitative data in social research has its attractions. For one thing, it carries with it an aura of scientific respectability. Because it uses numbers and can present findings in the form of graphs and tables, it conveys a sense of solid, objective research.’ However, an alternative view also exists and caution is stressed by Silverman (2000:6) when pointing out that ‘ †¦the hard data on social structures which quantitative researchers claim to provide can turn out to be a mirage.’ Caution was necessary for me when considering the effect of ECDL upon an individual’s ability to do their job more effectively, as Cicourel (1964) points to defects with quantitative research, it may be useful but it also may conceal as well as reveal social processes. On the other hand, qualitative research is an umbrella term that covers a variety of styles of social research, drawing on a variety of disciplines. Tesch (1990) identified 26 distinct kinds of social research which can fall under the term ‘qualitative’ and no doubt, in time, that list will grow. However, Denscombe (1998:207) does see some common elements which begin to give some sense, as he sees it, to qualitative research, ‘†¦a concern with meanings and the way people understand things†¦Ã¢â‚¬â„¢ and ‘†¦a concern with patterns of behaviour†¦.’ Cohen and Mannion (1998:8) go a stage further and view qualitative research as a search for understanding in which ‘†¦the principal concern is with †¦ the way in which the individual creates, modifies and interprets the world in which he or she finds himself or herself.’ Researchers who adopted this qualitative approach, responsive to individual perceptions, were felt by Bell (1999:7) to ‘†¦seek insights rather than statistical analysis.’ A positive aspect of qualitative research, according to Miles and Huberman (1984:10), is ‘†¦that they focus on naturally occurring, ordinary events in natural settings, so that we have a strong handle on what ‘real life’ is like.’ The approach to this research project was on a qualitative basis and whilst there is a range of disadvantages to this method, including, as identified by Anderson (1990) – the ability to collect a large number of replies, allow for easy collation and cheap and readily available, Anderson did identify advantages with a qualitative approach. Significantly, when gathering data and information Anderson held that a qualitative approach enables the researcher to really understand another person, and qualitative research tends to focus on learners, central to the research project, and their views of the world. My own research project mirrors a number of Anderson’s findings; focusing on the learners and managers and thei r views, attitudes and feelings is key to my work and as such does not lend itself naturally to a quantitative or scientific basis. However, in Denscombe’s opinion (1998: 173), the two approaches are not mutually exclusive, the distinction between the two is over-simplified and relates to the treatment of the data. As Strauss (1987: 2) argues, ‘†¦the genuinely useful distinction is in how data are treated analytically.’ Denscombe’s (1998:173) view then is that ‘†¦a distinction between qualitative and quantitative research is far from watertight.’ To some extent, the research design depends on what Barnes (1992:114) highlights as either a deductive or inductive approach to the project, with action research a key method of the latter. Barnes takes the view that when using action research, ‘†¦the outcomes†¦are generally increased knowledge, understanding and improved practice.’ The implication from this is that action research has a relevance for what I will be undertaking and indeed Blaxter et al (1997:64) confirm this by pointing out that ‘†¦it is well suited to the needs of people conducting research in their own workplaces, and who have a focus on improving aspects of their own and their colleagues’ practices.’ Cohen and Mannion (1998:186) also focus their thoughts on this work-related aspect of action research by suggesting that it ‘†¦is situational – it is concerned with diagnosing a problem in a specific context and attempting to solve it in that context.’ Although action research as a basis suits the needs of my project as shown above, there are a number of criticisms about the method, often reflecting Cohen and Mannion’s (1998:193) comments that it is not scientific, ‘†¦its sample is restricted and unrepresentative†¦its findings †¦are restricted to the environment in which the research is carried out.’ I accept the above but am satisfied that although my findings may be ‘restricted to the environment’, they are after all intended for use solely within AEGON UK Services, any wider usage will be a bonus. Research data was accumulated by the use of questionnaires completed by learners, interviews with senior managers and Preston College staff, and focus groups conducted with groups of learners. This common multi-method approach is referred to as triangulation, as originally identified by the works of Elliott and Adelman (1976), and has been defined in Open University course 811 Study Guide (1988:54) as ‘†¦cross-checking the existence of certain phenomena and the veracity of individual accounts by gathering data from a number of informants and a number of sources and subsequently comparing and contrasting one account with another in order to produce as full and balanced a study as possible.’ The use of triangulation goes some way to meeting the need for this piece of research to be both reliable and valid. Bryman (1989:55) outlines reliability as something which ‘†¦refers to the consistency of a measure.’ Blaxter et al (1997:200) summarise the issue of reliability in simple terms as considering whether ‘†¦you have carried it out in such a way that, if another researcher were to look into the same questions in the same setting, they would come up with essentially the same results †¦.’ Validity is identified in a similar tone by the same authors, ‘†¦to do with whether your methods, approaches and techniques actually relate to, or measure, the issues you have been exploring.’ Triangulation is particularly important to me because it increases the strength and validity of my work. The use of questionnaires is outlined by Denscombe (1998:88) who suggests that they are at their most productive when: used with large numbers, straightforward information required, the social climate is open, standardised, time allows for delays, resources allow for the costs and when the respondents can be expected to be able to read and understand the questions. However, my own piece of research is much smaller with fewer in the sample, straightforward questions on information that is current, all of which adds to the simplicity of this process. However, there is a range of issues when using questionnaires with Bell (1999:75) suggesting that ‘It is harder to produce a really good questionnaire than might be imagined.’ McKernan (2000:125) endorses that view and warns that amongst the disadvantages are the amount of time taken compiling successful questions and low response rates. Nevertheless, the use of questionnaires provides direct access to the learners and adds balance to the interviews with my colleagues and members of Workplace Training Services. Given that my questionnaire is straightforward with simple questions I am satisfied that this is a particularly useful method of gathering my research data. Further weight is given to this argument by Burns (2000:581) who supports me by adding such strengths as ‘†¦cost, each respondent receives same set of questions, errors in collation of responses reduced, respondents free to reply at own pace/time, fear and embarrassment avoided, may guarantee confidentiality.’ Burns also highlights a number of potential concerns with the use of questionnaires including a poor response rate when compared to interviews, the potential for bias due to poor returns and badly prepared questionnaires. I acknowledge Burns’ concerns and test my questionnaire on a small pilot group of learners, drawn at random, to assess its ease of use; 2 questions are reworded to reflect the comments of this group. Given the small number of staff to have completed the ECDL programme I issue the questionnaire to all 45 which also supports the validity of my research and reduces the potential for any bias due to the choice of my sample. I am conscious that, as Cohen et al (2000:245) put it, ‘†¦the questionnaire will always be an intrusion into the life of the respondent, be it in terms of time taken to complete the questionnaire†¦or the possible invasion of privacy.’ As a result of this, great care is taken over the questions posed, the amount of content and the manner in which this is issued to learners. To keep the questionnaire simple I want to largely use closed questions and this method is supported by Wilson and McLean (1994:21) who confirm that these are ‘†¦simple to complete†¦and do not discriminate unduly on the basis of how articulate the respondents are†¦Ã¢â‚¬â„¢. However, to ensure that people’s views are gathered I aim to allow respondents a small degree of space for their own thoughts to be considered which mirrors the views of Oppenheim (1992:115) when considering the use of closed questions: ‘†¦they do not enable respondents to add any remarks, qualifications and explanations to the categories, and there is a risk that the categories might not be exhaustive and that there might be bias in them.’ A blank questionnaire is included as Appendix B. It is the need to gather personal views and opinions that prompts me to include interviews with senior managers, and focus groups amongst learners. As Denscombe (1998) points out, questionnaires are at their best with large numbers; I am dealing with 6 senior managers and am mindful that the culture of my own organisation is such that as Training Manager it is politic for me to see the senior managers rather than issue them with a questionnaire. As McKernan (2000:128) claims, ‘Interviewing is a social survey skill which can be taught.’ I am satisfied that my role in designing and delivering ‘Interviewing Skills’ training courses for 5 years to the same group of managers enables me to carry out this process! There are a number of identified advantages in using interview techniques for gathering my research data and these include, Burns (2000:582/3) who is an exponent of its flexibility, ‘†¦the interviewer has the opportunity to observe the subject and the total situation in which they are responding†¦Ã¢â‚¬â„¢ which according to Burns should produce higher response rates and ‘†¦if properly conducted should yield response rates of at least 80-85%. ‘ Cohen et al (2000:268) provides further thoughts and considerations on interviews, when outlining the need for trust to exist, suggesting that there should be a relationship between the interviewer and interviewee ‘†¦that transcended the research, that promoted a bond of friendship, a feeling of togetherness and joint pursuit of a common mission rising above personal egos.’ Once again, my relationship with the senior managers is such that I am confident that I have this level of trust in place already to enable a smooth process to occur. In addition, greater credibility is given to me conducting these interviews, as Kane (1997:68) asserts, ‘†¦the closer the interviewer is to the respondent in class, sex, age and interests, the greater chance the interviewer has of being successful.’ When considering the strengths and weaknesses of different types of interviews I endorse the comments of Patton (1980:206) who sets out the ‘interview guide approach’, which mirrors my requirements. The topic and issues to be covered are specified in advance, thus ‘†¦the outline increases the comprehensiveness of the data and makes data collection somewhat systematic for each respondent.’ I recognise that there is a risk of omitting important or salient points and that I must pay particular attention to maintaining focus on the key issues, in this case whether the managers consider that the ECDL programme has benefited the business. Consideration however must be given to the school of thought that exists regarding problems with the interview as a method for gathering my research data. Mason (1997:42) suggests that ‘good qualitative interviewing is hard, creative work. It is a much more complex and exhausting task to plan and carry out †¦ than, for example, to develop and use a structured questionnaire for asking a set of predetermined questions.’ Tuckman (1972) set out a number of problems with the interview as a technique for gathering data, including the fact that a competent interviewer is required (which may involve payment), a limited number of respondents can be reached and the reliability is quite limited. Whilst acknowledging these concerns, as I have set out my competency earlier, I require interviews with a controlled group of 6 individuals only and have a great degree of confidence in the reliability of my data. Not to mention that this interviewer requires no additional payment for the work. My final information gathering technique is the focus group which Kreuger (1988:27) highlights as typically having 5 characteristics, ‘†¦a) people who, b) posses certain characteristics, c) provide data, d) of a qualitative nature, e) in a focussed discussion.’ Cohen et al (2000:288) support my use of the focus group by suggesting that they ‘†¦might be useful to triangulate with more traditional forms of interviewing, questionnaires, observation etc.’ Although observation is not necessary or appropriate for my research, Cohen et al do concur with my use of the interview and questionnaire. According to the December 2002 issue of Croner’s A-Z Briefing (12/02:2), ‘†¦the main advantage of a focus group lies in its ability to collect subjective judgments where several, individual, judgments are better than just one. †¦By using a focus group †¦the researcher can see how and why individual judgments are supported †¦.’ This aspect of the focus group is particularly useful to me as it enables a group of learners to come together and share their experiences of the ECDL programme including highs and lows. It allows me the opportunity to facilitate discussion on the optimum way forward for AEGON UK Services and for future learners. Croner goes on to add that, ‘†¦they perform a useful function when evaluating various aspects of training and development, particularly when qualitative measurements are required and where it is deemed necessary to ascertain any unexpected outcomes or applications which have arisen as a result of such provision.’ Morgan (1988:43) cautions on the size of focus groups, suggesting ‘†¦between four and twelve†¦Ã¢â‚¬â„¢ whilst Croner takes a similar stance, ‘†¦between 6 and 12†¦Ã¢â‚¬â„¢ Both of the above agree on the need for careful consideration with sampling, in this case with the focus group, as Croner puts it (P3), ‘†¦all those involved do need to be representative of the total population under consideration.’ I have already decided to use all of my Award-holders as I have 3 months in which to carry out the research and have a small group, as Bell (1999:83) suggests, ‘The number of subjects in your investigation will necessarily depend on the amount of time you have.’ However, the question of the size of the sample and how it is selected is an issue. Cohen and Mannion (1998:87) put forward a range of sampling tools including probability and non-probability, random and stratified samples whilst Bryman (1989:107) argues the case for a representative sample using a type of probability sample. To ensure that each of my ECDL Award-holders has an equal probability of inclusion in the sample used for the focus groups, names are drawn at random from an Excel spreadsheet. Kerlinger (1986:45), identifies randomness thus, it ‘†¦ means that there is no known law, capable of being expressed in language, that correctly explains or describes events and their outcomes.’ Kerlinger (1986:44) goes on to provide further evidence that my sampling approach is correct, ‘†¦ random sampling is that method of drawing a portion (sample) of a population †¦ so that each member of the population †¦ has an equal chance of being selected.’ Taking into account the thoughts of both Morgan and Croner above, I facilitat e 2 focus groups of 8 members each. There are some difficulties in using focus groups and some of these are identified by Krueger (1988:46/7) who outlines the following: less control of the group as opposed to individuals, difficulties in analysing data, lack of interview skills, varying group dynamics, assembling groups and creating a supportive environment. I acknowledge Krueger’s observations and take extra care when running the focus groups although I must stress that my background is as a skilled interviewer and I am able to create a stable, supportive environment for the attendees who have attended similar workshops and courses in the past, often facilitated by me. ‘Any research project is likely to raise ethical issues. This is particularly so if it involves people directly, but may also be the case even if you conduct your research entirely on documentary evidence’, Blaxter et al (1997:146). Clearly, it is wrong for me to assume that, given my position as Training Manager, there is no issue with ethics, people know me and are happy to open up and provide me with valuable and valid information. Bell (1999:52) warns, ‘People will be doing you a favour if they agree to help, and they will need to know exactly what they will be asked to do, how much time they will be expected to give and what use will be made of the information they provide.’ The view is endorsed by McKernan (2000:241), who adds that, ‘It is crucial for all participants to know what their rights are in research of any kind.’ As such, I take great care when contacting my ECDL learners to alert them to my research and the need for their valuable input to further the learning partnership within AEGON UK Services. Particular attention is paid to the senior managers who give me some of their valuable time for 1:1 interviews and each of them is contacted personally by telephone to discuss the needs and requirements of the research and agree suitable times for the interviews. Hopkins (2000:221/2) identifies a range of principles that I must observe in the commitment to my research including, observing protocol, involving participants, reporting on progress, maintaining confidentiality and obtaining authority before using quotations. Particular care was observed when considering the use of quotations from our external partner, Workplace Training Services, and I arranged a special meeting with Cyril Wheat to discuss the learning partnership and seek his agreement to the use of specific quotations, included in the Conclusions to this research. As Burns (2000:22/3) summarises, ‘All in all it looks fairly difficult to conduct much research without running into ethical arguments.’ Burns’ comments alert me to the need to take nothing for granted in view of my ‘special’ position with the learners, ‘Ethical problems are likely to occur in social science research since human subjects are involved. Researchers must be aware of ethical considerations involved in voluntary and non-voluntary participation, deception, informed consent, privacy and confidentiality, the right to discontinue, and obligations of the experimenter.’ It is this ‘special’ position, that of someone who has worked very closely with most of the ECDL learners, that Sellitz et al (1962:583) might have been thinking of then they attested, ‘†¦ interviewers are human beings and not machines and their manner may have an effect on respondents.’ Many factors can influence responses one way or another, for instance Borg (1981:87) highlights a few of the problems that can occur, ‘†¦ eagerness of the respondents to please the interviewer, a vague antagonism †¦ or the tendency of the interviewer to seek out the answers that his preconceived notions †¦.These factors are called response effect by survey researchers.’ ECDL learners know me well and are aware of my enthusiasm for the learning partnership and our work with the ECDL programme. Might this naturally influence their responses to questionnaires, focus group or, even senior managers, interview questions? However, Bell (1999:139) offers words of wisdom, just as the aspiring researcher wilts under the strains of potential bias, by pointing out that ‘†¦ it is easier to acknowledge the fact that bias can creep in than to eliminate it altogether. This is a key consideration for my research as I am very keen for it to succeed being the instigator of the learning partnership with Workplace Training Services and the person responsible for the ECDL programme. A further area for my research to draw upon is the Training team’s entry for the 2002 National Training Awards. The entry was based upon the team’s work with the ECDL programme in AEGON UK Services and I refer to the comments of the judges in the Data Analysis and Conclusions. 5. Analysis of Data My research amongst European Computer Driving Licence (ECDL) award-holders in particular highlights the very positive aspects of the programme and it is encouraging to learn that all questioned feel that the programme has benefited them, personally and professionally. Significantly, the great majority of learners also felt able to now support colleagues with IT-related enquiries, a factor that reflects our status as an Investor In People; staff are keen to share knowledge with each other in a positive manner. ‘Being able to solve problems,’ ‘increasing one’s confidence’, ‘developing trouble-shooting skills’ and appropriately ‘staff trained in new technology’ are benefits to the company, as viewed by the learners. Although it is not the intention in my research to provide statistical analysis, rather to draw conclusions from learners’ responses, the feedback from learners does represent universal support for developing skills to enhance the business. Learners feel more competent to do their work, have a more confident approach and have developed skills to enable new work to be handled also converting manual tasks to a PC-based system. I am able to speak from personal experience and, as a result of taking the ECDL programme, I can now use Excel with some success. Whilst it is very difficult to make any claims with the research I am confident that the programme has made a significant difference. Prior to starting the ECDL prog ramme I was unable to use Excel despite having access to the program, after completing the Excel module I am now able to design spreadsheets for use in the Training team. There is evidence of other organisations introducing a successful ECDL programme and the following case study extracts are from the ECDL’s own website, www.ecdl.co.uk/employer/case. Mike Sampson, Human Resources Director at Royal Liver Assurance, commented: â€Å"We are delighted that the ECDL pilot scheme has proved to be so successful and now intend to run ECDL again with further members of staff. It is important that our employees are given the opportunity to refresh and improve upon their IT skills, which ultimately reflects a great benefit to Royal Liver and ensures the company’s values and good standing are continually maintained.† (www.ecdl.co.uk/employer/case/royal) Even in the world of IT itself, ECDL is viewed as a positive addition to the learning curriculum, Les Williamson, Resources Servicing Manager, IBM, added, ‘We realised fairly quickly that this certification would be beneficial across the site. Not many people can claim proficiency in all the IT productivity tools that we could be using everyday. This is a qualification that demonstrates just that. (www.ecdl.co.uk/employer/case/ibm) 90% of learners feel that they are now more confident when using a PC (66% of the remaining 10% already did so) which is an endorsement of our decision to offer the programme and a statistic from a similar exercise conducted amongst award-holders at Manchester NHS Health Authority in 2002 found that ECDL qualified staff are proven to save an average of 38 minutes per day. Staff within AEGON UK Services also highlighted the speed at which they are now able to process IT-related work as a benefit to the Company. Feedback from the learners in the questionnaires suggested that, whilst staff were achieving success using the CD ROM made available by Workplace Training Services, there was less than total satisfaction. Accordingly, amongst the questions I posed at the focus groups was ‘What method of learning would you recommend for future ECDL students?’ Although only a small percentage of respondents to the questionnaire felt that the quality of learning materials was less than ‘good’ during the focus groups, the mood was very different and people had the opportunity to express their views in more detail. It became apparent that the majority of the attendees of twelve felt that the CD ROM was difficult to work with, either because of their own IT situation out of the office, some did not have a PC at home, or more commonly because of the great amount of detail included. Their preferred learning method was to use paper-based material although some members of the focus gr oups felt that the CD ROM was ideal. Comments were also made that it was often difficult to obtain 1:1 support as members of the Training team were often involved in other projects and, in truth, were never seen as providing close support for learners. Learners’ comments were referred to Cyril Wheat who visited the site and spoke with groups of the learners; as a result, directly, of the feedback provided to Cyril his Workplace Training Services team started to provide future learning support material in two forms, paper-based for the majority, CD ROM where preferred. In addition, another change in policy as a result of feedback, with the introduction of a dedicated resource from the College, someone who would be guaranteed to be on the Lytham site once a week for personal tutorials. Most surprising amongst the findings was the feedback from the senior managers. Whilst the Managing Director has given the partnership with Workplace Training Services his blessing and has in fact recently enrolled on the ECDL programme, the same positive views are not held by the management team. I conducted the interviews and was surprised by the little knowledge that the managers had of the programme, one actually admitted that he had no awareness that any of his staff are taking an award. Whilst the general view amongst the managers was that any learning which develops the staff to enhance the business, must be a good thing, only one member of the team was more positive. One manager had experienced the ECDL programme personally, achieved the award, and spoke highly of the benefits to AEGON UK Services in supporting the implementation of COE. More work remains to be done with the management team for the future of the programme. 6. Conclusions The comments of learners who have achieved their European Computer Driving Licence (ECDL) are extremely encouraging from a purely personal point of view, the initial thoughts are that my efforts in bringing the ECDL programme to AEGON UK Services staff has paid off. But that cursory observation is not sufficient to merit the programme a success. When we set off on the ECDL programme there was a clear business need to be met, successfully implementing the Common Operating Environment (COE) and the transfer to Microsoft Office 2000. What must not be overlooked was that the business was not using any formal training strategy to meet the requirements generated by the COE and I was confident that ECDL could provide many of the training needs. Although I am not able to provide any hard quantitative data I have feedback from learners and managers which supports the use of the programme. As one manager put it, ‘Having achieved the ECDL I can vouch for the skills and knowledge acquired. Members of my team have demonstrated the benefits of the learning through the enhanced use of different programs.’ The data provides evidence of ECDL supporting the implementation of COE in the business. New skills have been acquired by learners, many of whom are now looking for further opportunities, whilst at the same time encouraging colleagues to enrol on the programme. There are numerous examples quoted of staff who are now able to access different programs, use PowerPoint, Access or in my case, get to grips with Excel for the first time. Our relationship with Workplace Training Services has developed, from the first tentative enquiries regarding the use of ECDL, the College’s first learning partnership in the North West to one of collaboration on other projects; as I close this research we are discussing certificated learning to meet behavioural competencies. Cyril Wheat, Manager Dedicated Delivery, is proud of his organisation’s role with the business and speaks highly of our work, ‘with the commitment of an employer who is providing resources is very important.’ The need for such support is echoed by Tim Rush of Islington Council who adds, ‘We have been lucky here in Islington, Members of the Council and senior management have been fully supportive. Gaining support at that level is essential to any successful implementation.’ (www.ecdl.co.uk/employer/case/islington). Cyril’s team’s commitment to us now includes the use of 10 PCs, available for any form of learning, and a dedicated resource on-site for work with the ECDL programme. Significantly, the learning has largely taken place at no cost to the business and during 2002 over 100 learners were enrolled with Workplace Training Services for free and we have ascertained that open learning with the ECDL programme may yet prove to be extremely cost effective to the business. We have 150 staff achieved or working towards the award with 100 more to follow during the course of this year an costs incurred to-date are a little over à ¯Ã‚ ¿Ã‚ ½3,000 which is approximately à ¯Ã‚ ¿Ã‚ ½12 per learner. Given that this learning ultimately accredits staff members with a universally accepted IT qualification and attendance on external learning is in my experience over à ¯Ã‚ ¿Ã‚ ½100 per day then I believe that this equates to value for money learning. Our work with the fledgling ECDL programme in employer-related learning has highlighted new areas for study. As demonstrated earlier, learners had difficulties with the Computer Based Training and the CD ROM was not viewed as user-friendly; as a result, their feedback has been taken into account and staff enrolling more recently have had access to paper-based support material with CR ROMs available where required. The judges at the 2002 National Training Awards were ‘†¦ impressed by your decision to encourage your employees to undertake the ECDL qualification’ and drew upon a number of other positive aspects although they highlighted a number of important issues for the team to consider. As I point out above, there are limitations with my research and issues to consider for the coming months, as the judges point out in their feedback, ‘†¦ it is still quite early in the process of introducing the Common Operating Environment’ and they have suggested that we ‘re-enter at a later date’. I am also conscious that the research has been carried out by someone with a clearly vested interest in its success, the training of staff in the business is after all my responsibility, and that this may have clouded the findings. I acknowledge this limitation and make efforts to minimise the effects of this bias. My ultimate findings are also effected by yet more bias; the results are based upon my work with learners at AEGON UK Services in a supportive environment where facilities are made available to them and they do not have to pay any fees. I make no claims about applying my results to a wider audience whether in another industry or with the public at large. However, the final thought lies with Andrew Mayo, writing in the January 2003 edition of Training Journal, who holds out, ‘So here is the challenge for 2003. Will you be able to say, at the end of the year, where and how learning interventions made a difference to the achievements of the organisation(s) you work with †¦.’ From the feedback received from learners and indeed Workplace Training Services’ staff I am confident that the ECDL programme has already made an impact on AEGON UK Services although greater communication is required with senior managers based upon their own feedback. Furthermore, as the judges of the National Training Awards indicate, there is yet more to come as our learning partnership matures and more staff set out on the road to success through the challenge of ECDL. Project Proposal – DHL0730 Empirical Study AEGON UK Services in partnership with Workplace Training Services, an arm of Preston College, started to offer the European Computer Driving Licence (ECDL) to staff in September 2001. The ECDL programme based it is upon Microsoft Office 2000 applications was seen as an ideal complement to the Common Operating Environment (COE) to be launched in 2002. At the same time the launch of ECDL provided further evidence of the Company facilitating learning and development opportunities for its staff. Under COE the whole of AEGON UK would operate with Microsoft Office 2000 whilst over 90% of staff were familiar with the 1997 version or earlier. To-date over 150 staff have started or finished the ECDL programme yet no evaluation of the success or otherwise of ECDL within AEGON UK Services has ever been carried out. Title of Research An evaluation of the European Computer Driving Licence (ECDL) as used by AEGON UK Services. Brief Description The ECDL was launched to develop the skills of European citizens and to enable them to become proficient in PC skills. The use of ECDL within AEGON UK Services was designed to provide staff with the skills necessary to deal effectively with the Common Operating Environment (COE), in effect Microsoft Office 2000.

Rick Solon, CEO of Orion Bus Company

Regarding your concern about whether historical bidding data can benefit future bids for our bus contract, this is to introduce and recommend a more effective bidding model which could help predict the winning bid and maximize financial returns of the company during bidding process. Firstly, how does the model work? Based on the analysis of the past industry bid data, I discover from the Regression Model (See Exhibit 1) that a strong correlation exists between the winning bid price and several objective factors including Orion cost per bus, the number of units to be purchased, and the bus model, 35’ or 40’, while it has little to do with the condition whether it is diesel-powered or high-floored. Although it’s still hard for us to determine whether to increase the volume of sales or to increase margin at the same volume and produce an absolute price to win the bid due to complex situations, the model does help us gain access to the winning bid price prediction and provide us with an optimal price by taking profit, expected value and winning probability into consideration. Specifically, the highest expected value is the best bidding choice to maximize financial returns. Secondly, how can we apply it in the bid for Louisville, KY bus supply contract? With the aid of the above model, a suggested range of winning bid price is generated which is between $248,001 and $278,189, implying the best choice lies within the interval. Further, Exhibit 2 shows an opposite direction between profit and winning probability, that is, the more profit, the less probability to win, and vice versa. As a result, the key point is how to achieve a best joint between them. Thanks to the model, we can easily arrive at the bid price $259,000 for the contract with the highest expected value $15,034, which is the optimal theoretical bid price with maximum returns in this case. In addition, other subjective factors such as estimates of competitors’ bids should also be considered before making the final decision. The above analysis reveals a significant impact that historical bidding data exerts on the success of our future bid. Accordingly, it’s strongly advisable to collect more information and build database so that more factors could be considered and analyzed for the future bidding. I’m always at your service if you’re interested in in-depth discussion.

How to Go Green Research Paper Example | Topics and Well Written Essays - 1500 words

How to Go Green - Research Paper Example This discussion outlines that it’s not easy being green however, there are many strategies that businesses can adopt to become environment friendly. In order to go green, the business executives should understand the aspects such as pollution of land, water and air; global warming; biodiversity; chemical and nuclear spills; waste disposal; deforestation and desertification. There has been always a conflict between business and ethics therefore, most of the times leaders face difficulties in choosing the business decisions that may fit between the businesses profitability and ethics. In the previous years, business owners did not think about the environment whilst making business decisions, unless, there was some regulation that restricted the specific business strategy. In short, business runners have been neither motivated nor dispirited to consider the environmental concerns seriously. The situation has changed now because the increasing corporate social responsibility of th e organizations is becoming a competitive advantage for the businesses. This paper describes the history of green business and increasing awareness of the companies to go green. Through the examples of the companies, it discusses the practices and programs through which businesses can go green. Apart from that, it also evaluates the importance of the concepts of business ethics in enforcing the businesses to go green.

Criminal Justice in the Ancient Times Research Paper

Criminal Justice in the Ancient Times - Research Paper Example Key words: Criminal justices, human rights, penalty and punishment Aspect of Human Rights in Criminal Justice in the Ancient Times Introduction Criminal justice refers to a coordination of practices and institutions of governments majoring at upholding social control, preventing and mitigating crime. Criminal justice sanctions those who break laws by applying criminal penalties and efforts of rehabilitation (Bauman, 2002). Those who are accused have protectors in opposition to abuse of investigation and powers of prosecution. The recent criminal justice system has evolved since the olden times with new versions of penalties, added rights for offenders and victims, and various policing reforms. These reforms have subsequently reflected a change on political ideals, economic aspects and customs. In ancient times especially the middle ages, exile was a common form of criminal penalty. During the middle Ages, compensation to the victim or the victim’s family which is known as werg ild was another form of punishment together with violent crimes (The justice cascade, 2011). This was appropriate for those who could not make their way out financially. Rash penalties included various forms of corporal punishment such as mutilation, flogging and branding. A criminal justice system consist of three major sections namely, legislative (creates laws), adjudication (courts) and corrections such as jails, probation and prisons (Journal on Courts, law, and justice, 2011). In this system, these separate agencies operate both under the rule of law and this is the valid means of keeping the rule of law within the society. Human rights as an aspect of history of criminal justice are considered to be an evolving aspect throughout human history. This is because they have been specifically tied to laws, customs and religions in the entire ages as from the ancient times (Journal of Forensic Social Work, 2011). One of the first codified rules of law that include references to pers onality rights is the code of Hammurabi. In the olden times, it was a big crime to displease either the gods or the king. The king of Mesopotamia, Hammurabi who existed in 1795 to 1750 was an exalted prince who respected God and thus was divinely called to create about the laws of righteousness in the land, to eliminate the immoral and the wrong doers so that they don’t harm the weak (Bauman, 2002). The code of Hammurabi was discovered in 1901 (about 4000 years ago)and it was carved into the sides of a high monument which was eight feet tall and for the first it was known for spelling out transparently, for every one within that community to observe the penalties and expectations that was valid to each and everyone leaving in that society. A larger portion of the Hammurabi tablet majorly focuses on matters that recently would be considered as human rights in the context of family or civil law. This might include incidents such as felling trees of the orchard that belongs to a particular person or the right to remarry or pass dowry on her sons. In addition, other parts of this tablet granted debt relief for farmers who were inconvenienced by natural calamities such as drought, famine and famers whose crops were damaged as a result of careless irrigation practices of their neighbors (The justice cascade, 2011). There were various penalties for pasturing sheep in the field of another and provisions for the incentive of

Conceptual Framework Essay Example | Topics and Well Written Essays - 4000 words

Conceptual Framework - Essay Example This helps a myriad of users in making crucial economic decisions. Financial statements are needed to be prepared by keeping in view that the needs of the users of financial statements are fulfilled. They must contain all the information that is necessary for the general users’ financial information. However, some users require non-financial information about an entity which cannot be found in financial statements. The word ‘user’ mostly involves the current and prospective investors whose decisions are greatly influenced by financial statements. Financial statements show the ability of an entity to generate cash and cash equivalents in a timely manner. This helps in the determination of the fact whether an entity can pay its employees, other obligations and can settle its liabilities in time and still generate good profits. The information about the changes in the financial position of an entity helps in the evaluation of an entity’s performance over time and the current trend i.e. whether the profits are increasing or decreasing with the passage of time. Financial statements also present the financial structure of an entity which helps in understanding the future borrowing needs, solvency and liquidity. These are the critical pieces of information that an investor requires. Literature Review IASB requires that the financial statements must have four qualitative characteristics namely understandability, relevance, reliability and comparability. The attribute of relevance requires that the information provided in the financial statements must be relevant to the needs of the users. Irrelevant information cannot influence the decision making of a user. Paragraph 26 of framework says that the predictive and confirmatory roles of information are interrelated. For instance, information about asset holding enables a user to predict an entity’s ability to capitalize on the opportunities and to cope with adverse situations. For users w ho had made such predictions in a preceding period, the same information would play a confirmatory role as an entity’s structure and the outcome of previous predictions would be evident. Users use the financial statements to make a lot of predictions and they can make that foresight effectively if the relevant information is disclosed properly. For example, some items of income or expense are not conventionally seen in financial statements as they are unusual. Proper and separate disclosure must be made for such items so that their relevance becomes significant. For a piece of information to be reliable, it must be material. Information is material if its omission or misstatement could influence the economic decisions of users taken on the basis of financial statements. In statistical terms, information is regarded as material if it is more than 5% of the total profits. It depends on the size and nature of the item or adjudged error whether it is material or not. Materiality provides a threshold or cut-off point rather than being a primary qualitative characteristic which information must have if it is to be useful (Para 30). However, in some cases, the nature of information alone proves to be significant in the determination of its relevance. For example, when a new segment is reported, it affects the decisions of users as their assessment of risks and opportunities is affected. The future

Structure and Components of the Nervous System Essay

Structure and Components of the Nervous System - Essay Example The autonomic division is made up of motor neurons which connect skeletal muscles with the central nervous system, thereby coordinating and controlling functioning of various organs. The brain and spinal cord together control all body functions, behavior as well as body movements in coordination with the peripheral nervous system. The CNS and PNS are interdependent for effective functioning. Besides these, various parts in the brain are involved in memory-related activities because of which the brain is very important part as memory leads to cognition and human learning. The brain also aids in reasoning, thinking, recognizing and other cognitive activities (Carlson, 2011). Yet, the brain receives stimulus for memory from the sensory neurons of the PNS. The spinal cord’s function is to coordinate muscle movements and cause body or muscle reflexes to external and internal stimuli. All these functions are carried out through structures within each component that are highly comple x and are made up of nerve cells or neurons. Hence, the most important components of CNS are brain and spinal cord and that of PNS include sensory and motor neurons. References Carlson, N. (2011). Foundations of behavioral neuroscience (8th ed.). Boston, MA: Pearson Education.

Does God Exsist Essay Example | Topics and Well Written Essays - 1250 words

Does God Exsist - Essay Example Aquinas' five reasons for the existence of God are: the principle of motion, efficient cause, possibility and necessity, gradation of things and finally the governance of the world. These principles are used to counter two earlier mentioned objections as to the existence of God. These objections question the probability of an all-good God allowing evil in the world and whether or not God is the true source of creation. The main argument for the existence of God is that the source of all in existence is best explained by an original source with no limits and that is God. This paper aims to examine both objections to and arguments for the existence of God by examining the five points presented by Aquinas and cross examining these points with Tolstoy's The Death of Ivan Ilych and Anselm's Proslogion. After examining both sides of the issue the paper will determine how Aquinas successfully argues the existence of God. The main argument that Aquinas presents is clear: God exists. Aquinas argues this by first, outlining two objections to the existence of God. These objections will be discussed in more detail later. He then, counters these objections by outlining five reasons for God's existence. The first reason Aquinas g... hot, to be actually hot, and thereby moves and changes it." The wood has a potential to become hot; however it needs fire in order for it to actually become hot. Aquinas argues that there must be a first mover and that first mover is best understood as God. The second reason is concerned with causality. Aquinas argues that nothing can exist by itself nor can it cause itself. Something else must cause it. The third reason argues that everything has a potential to exist only if something else will cause it to exist. These things are necessary, just as a male and female are necessary to produce offspring. However there must be an original cause of these necessities. This ties in with Anselms,' Proslogion in which he ponders God's existence by considering an understanding of God's existence. He argues that if God exists only in one's mind than something greater than God could be conceived, however it can't. Thus Anselm states, "Hence there is no doubt that there exists a being, than which nothing greater can be conceived, and it exists both in the understanding and reality". Something must be the greatest and thus the source of all that can be conceived and that something is God. The fourth argues that everything has a position on a scale f rom worst to best, slowest to fastest and other such extremes. Everything has a maximum or perfection to be reached and so there must be an original source of perfection and this source is God. The fifth reason is that everything in the world that is unintelligent, such as plants, landforms, the ocean and the like all work towards a particular purpose. The ocean provides a home for marine life and the source of rain; plants clear the air and provide food and shelter for animals. If each of these things serves a purpose, then something

Arabs' Generosity and Hospitality in the Arabian Peninsula Essay

Arabs' Generosity and Hospitality in the Arabian Peninsula - Essay Example Another major reason of the extreme generosity and hospitality of the Arabs is that they are encouraged by their religion to be that way. The influence on Islam on the culture of the Arabs cannot be overemphasized. This is evident from almost all good behaviors displayed by the Arabs. For example, the Arabs of the Arabian Peninsula frequently make use of these words in their everyday conversation with one another; inshaAllah and mashaAllah, which mean â€Å"if Allah wills so† and â€Å"as Allah has willed† respectively. Islam is the religion of a vast majority of Arabs in the Arabian Peninsula. Islam places immense emphasis on the hospitality of guests and encourages its followers to be highly generous to others. Prophet Muhammad (P.B.U.H.) said, â€Å"Nothing shall ensure the welfare (and interests) of your religion except generosity and good disposition† (ezsoftech.com, 2011). This is the reason why Islam has a well-defined system of Zakat i.e. charity. While p aying Zakat is obligatory upon every Muslim who has assets or money above a certain limit, Islam also encourages its followers to pay more than just Zakat from what they have to the deserving; known as Sadqa in Islam. Allah says, â€Å"Take alms from their wealth in order to purify them and sanctify them with it, and invoke Allah for them† (9:103 cited in Jabir al-Jaza'iry, 2013). In addition to Zakat and Sadqa, gift-giving is a very popular practice and tradition of Islam. Islam encourages its followers to exchange gifts with one another because it promotes love between them and causes the animosity to recede. It is important to note here that Islam has defined particular standards for gift-giving. Islam encourages its followers to give the same thing to others as gifts that they would choose... It is evident from the study that the Arabs consider being generous and hospitable a matter of honor and feel obliged to display it toward others as if it is a sacred duty that they have to perform. Arabs think of it more as an obligation and cultural duty to be generous and hospitable to each other as well as outsiders than simply a behavior. That is why they are famous for generosity and hospitality. Three main reasons of their generosity and hospitality are their centuries of living and trade in the deserts that made them extremely dependent upon one another, the teachings of Islam that place immense emphasis on the display of generosity and hospitality toward others, and the homogeneity of the culture and demographics of the Arab countries in the Arabian Peninsula. Islam is the religion of a vast majority of the Arabs in the Arabian Peninsula, and its impact and influence of the culture of the countries in the Arabian Peninsula is immense. The extreme generosity and hospitality o f the Arab people makes the foreigners feel like at home in the Arab countries. This has benefited both the Arabs and the foreigners as millions of foreigners are employed in the Arab countries and are contributing to the development and prosperity of the Arab countries. Both nationally and internationally, the Arab countries of the Arabian Peninsula have adopted the policies of generosity and hospitality which has helped them foster good relations with other countries of the world.

Branding Strategy- Nike Inc.U.K Essay Example | Topics and Well Written Essays - 1500 words

Branding Strategy- Nike Inc.U.K - Essay Example The positioning strategy of Nike is; to bring inspiration and innovation to every athlete in the world. This is supplemented by Nike's definition of an athlete as anyone who has a body. Nike’s brand is perceived as a high performance brand in the world. Since its inception, Nike has always listened to its customer’s needs (athletes) and designs its products in such a way that athletes can give their best. Nike has tried to create an image of â€Å"innovative product† in the minds of its consumers and earned the reputation of highest quality provider in the sportswear industry of U.K. From the simple Marathon shoes in 1964, to introducing the cushioning technology in running shoes in 70s, to the introduction of air technology and high alpha line products are all the marvelous innovations of Nike. Nike has made its brand image in the market place by associating its product with high achievers of sports in the European Market. Nike has signed Golf player Tiger Woods , Tennis player Rafael Nadal, European Soccer Players Eric Cantona and Robert Mandeni, Football Player Michael Jordan in the past. All these players endorsed Nike brand and Nike emerged as a high quality, celebrity preferred brand in the marketplace. Further, in 2006, Nike collaborated with Apple which indeed was a clever step to take Nike to the heights of Glory.

The Era of Good Feelings Essay Example for Free

The Era of Good Feelings Essay Was The Era of Good Feelings an accurate name for the period between the War of 1812 and the rise of Andrew Jackson? Why or why not? The term  ¡Ã‚ §the Era of Good Feeling ¡Ã‚ ¨ was first posted in a Boston newspaper, which impressed, James Monroe, the new American Presidents warm reception in Boston. The entire society was very anxious to turn back into a normal life when the War of 1812 ended; as a result, the term implied Presidents good-will tour through the North. Actually, the term the Era of Good Feeling ¡Ã‚ ¨ described the atmosphere of the United States from 1815 to 1825. After the War of 1812, the period was named as a lower level of concern over potential foreign intervention on America. Moreover in 1816, the Federalists not only lost many seats in the Congress the Party also became disorganized and messy. The Federalists did not even nominate a candidate to fight against the Democratic lead by Republican President James Monroe in 1820. During President Monroe ¡Ã‚ ¦s years of presidency, the country become more and more unites since there were fewer political arguments. Even the economy developed rapidly after the war under President Monroes rule. As a result, the Americans started to feel more confident about their government. Until 1823 the period comes to the peak when President Monroe gave his annual message to the Congress, which is a statement on foreign policy. This statement warned the European politicians not to re-construct their control over previous colonies that had gained their independence already. The aim of this policy was to rest rict the expansion of European countries into the Western Hemisphere so that the new American can be more independent. The terms of the Missouri Compromise comforted the sectional crisis, which was brewing over Missouri in 1819 during that period. Regardless of slave or free, the admission of Missouri would frustrate the balance of power that existed between these rival parties in the Council. Both side were temporary calm down according to the terms of the Missouri Compromise. Afterwards, Missouri was admitted to access without constraints on slavery. On 3rd March 1820, Henry Clay finally reached a negotiation. Both states were admitted and the balance of authority in Congress was remained. A myriad financial setback was the result of the Panic in 1819 and the result has led to a  collapse of the cotton industry. The price of cotton has dropped dramatically. At the meantime, there was a reduction by the controversial Bank of the United States. In addition, there was also a huge unemployment and homeless people in the country. Before the panic started, farmers bought land on credit due to the fluctuating prices for corn and wheat because they thought that the land could make a higher turnover in order to pay off their debts. After the War in 1812, the economy had grown rapidly. Americans rushed to explore new western farmland in the suburb. Due to low cotton market price, not only the farmers had huge difficulties to pay loans on the original high price of their lands but also the people started to lose their faith in democratic institution. ***So how does this play into the question of whether or not the era was one of good feelings?*** On the contrary, political arguments became more and more severe over the federal government ¡Ã‚ ¦s economic policies. The Era come to an end because the presidential ambitions of John Calhoun who is the secretary of war, William H. Crawford who is the secretary of the treasury and John Quincy Adams who is the secretary of state that are members of the Presidents Cabinet. Moreover, a new two-party political system which is originally controlled by strong political had developed as sectional tensions. At last, it made a significant contribution to the split in the Democratic-Republican Party. ***You need to begin with a clear thesis; this would give your essay more structure and demonstrate how the unifying and disruptive elements you cite contribute to a larger understanding of the period. And once again, you need to be sure not to follow the organization of course material so closely.

Parent and Child Relationships Essay Example for Free

Parent and Child Relationships Essay â€Å"I Am Sam† is a powerfully touching film that tells the story of a parent and child’s love for one another. It shows that love is pure, and that no matter how great the mind is, love is even greater. The film’s protagonist is Sam, a mentally-challenged adult with a mental age of 7. Sam has a daughter, Lucy, with a prostitute who left them. Sam works at the local Starbucks to support Lucy, and everything is going along well until Lucy turned 7, because she already surpassed her father’s mental abilities. This creates problems, because early on we see that Lucy is precocious and inquisitive, and she is no longer satisfied with her father’s nonsense answers to her questions. When she starts wanting to read more difficult books than what Sam reads to her, she fakes having difficulty reading so as not to offend her father and make him feel inferior. On Sam’s part, even when he sees that Lucy is already growing up, he tries his best to support her the best way he knows how. Lucy does not see this yet because she is still a child, but she understands that her father is different, but she loves him because he is a very loving father who takes her out to the park and to eat pancakes and generally takes good care of her. Later in the film she is embarrassed when her classmates tease her that her father is a retard that she denies him and tells them that she is adopted. The authorities take her away from Sam, and later on sent to a foster home. When the authorities take Lucy away from him, he does everything he could to get her back. He even gets the fearsome lawyer Rita to help his cause. Rita, a successful and stringent lawyer who values winning more than anything, decides to take Sam’s case just to prove that she is not as selfish as she looks. Through the course of helping Sam, she realizes that Sam is a good father, that Sam’s mental inadequacy has not hampered his ability to love and care for his daughter at all. That in fact, he is a better parent than she is. When at first she sought to win Sam’s case because she did not want to lose, eventually Rita sympathizes with Sam’s cause. Sam visits Lucy regularly, and Lucy realizes that she wants her father back, and that she is going to fight back just to be with him, even if she is smarter than him, even if the world laughs at her for having a retard for a father. At this moment, Lucy has matured, and although she is just 7, she has taken responsibility not only of her own actions, but also decided that she will take care of her father when he could no longer take care of her, that she needs to be smart and capable and strong for the both of them. She saw just how much her father loves her and how he does not give up on her even when she denied him. However, even with Rita’s help, Sam loses the custody battle at court. Sam breaks down as he is convinced that he cannot take care of his own daughter. All this time, he was doing everything he could, enlisting the help of his friends and employers and colleagues to prove that he has what it takes to raise his daughter, but he finally accepts the fact that he is mentally inadequate to give her needs. If he really loves his daughter, he would do what is best for her even if it means letting go of her so that she could be the best that she could be. And Sam does that. He accepts that he cannot take care of Lucy, but even when he concedes, he does not give up on being a father to her. He moves in to an apartment just to be nearer to Lucy, so that even if he cannot raise her at least he could be there for her whenever she needed him, and so that he could watch her grow up. Lucy is hurt that she cannot be with her father, but she takes matters on her own hands, Late at night she sneaks out of her foster home to be with her father. Her foster parents find her out, and she does not deny that she longs to be with her father, even if they think that they can be better parents than him. Eventually, the foster parents let her go back to Sam, for Sam to have custody of her. The film tells us that love is great driving force that cannot be measured by financial success, or by intellectual achievements. Society may look at Sam as a retarded, inadequate man, but he fought for his daughter against all odds, when Lucy’s own mother simply walked out and left them. Lucy was smarter than Sam, but she learned about love from her father because he showered her with it. That is why even when she was presented with a better future with a â€Å"better† set of parents, she still chooses to go back to Sam, because she knows that her father loves her and she loves him. At the end, the film teaches us what a parent can give best to his child, and what a child needs most from a parent – love. And that is something that cannot be bought or substituted with material things, because children will always know if their parents have shown them enough love.

Gender and Sexual Identity

Gender and Sexual Identity Stacey Obispo Gender and Sexual Identity Understanding gender and sexual identities and the functions and effects of gender roles is important because it allows one to understand themselves and how to relate to others. The creation of gender identity is a complex process involving biological, cultural, and psychological elements (Yarber Sayad, 2012). A person’s gender identity is the deepest feelings one has about their gender and is expressed by the way they behave feminine, masculine, neither or both (Planned-Parenthood, 2015). For most individuals gender identity is not much of a concern (Yarber Sayad, 2012). Gender roles on the other hand are of much concern to people (Yarber Sayad, 2012). Gender roles tell one how to act as either a man or woman in their culture. In fact, many people question whether they are sufficiently feminine or masculine (Yarber Sayad, 2012). Not only does culture relate to gender identity and gender roles it also relates to sexual identity development. For instance, the world around a person helps shape their sexuality and the ways it is expressed (Yarber Sayad, 2012). Sexual identity is realized in adulthood when one identifies with a sexual identity such as; heterosexual, gay, lesbian, bisexual, or transgender (Yarber Sayad, 2012). This paper will analyze sexual and gender identity relating to how they evolve throughout ones’ lifespan and influences that contribute to their development. Analysis of; how gender identity contributes to sexual expression, functions and effects of gender/role stereotypes and their effects on relationships will be discussed. Additionally, the author will also contribute final thoughts on what male gender roles should be changed to reflect female roles. Gender and Sexual Identity Evolving through Lifespan When one is born, assignment of gender is given based on anatomical appearance (Yarber Sayad, 2012). This assignment tells others how to respond affecting the individual’s social and cultural development (Yarber Sayad, 2012). As development occurs through early childhood the individual is able to identify themselves as boy or girl based on what is internalized from what others have told them coupled by factors that are not yet understood (Yarber Sayad, 2012). The feeling of either femaleness or maleness is the individual’s gender identity and is developed between the ages of 2 or 3 (Yarber Sayad, 2012). During this stage some children may believe that they can change genders by changing their clothes or hair length (Yarber Sayad, 2012). By the age of 6 or 7 children begin to understand that gender is permanent and it is not something that can be altered or changed by clothes (Yarber Sayad,2012). Gender identity evolves with how we feel and express our gender and gender roles (Yarber Sayad, 2012). These expressions are linked to culture and are expressed through clothing, behavior, and personal appearance (Planned-Parenthood, 2015). Although gender identity is established by seven years of age gender identity expression is communicated and it evolves over time through changes in society and culture (Yarber Sayad, 2012). Different pressures from birth through childhood to conform to ones gender are expressed through learning gender roles (Yarber Sayad, 2012). In infancy throughout childhood a girl may be given dresses to wear, have long hair, and may be prescribed to wear colors such as pink (Yarber Sayad, 2012). Conversely boys may be prescribed to wear pants and blue colors. Parents begin assignment of gender roles based on a child’s gender which shapes the formation of their gender identity (Yarber Sayad, 2012). Parents deploy the use of manipulation from infanc y onward by treating girls gently, telling her she’s pretty (Yarber Sayad, 2012). They tell boys they are strong and tell them that boys do not cry (Yarber Sayad, 2012). Channeling is used by directing children’s attention to objects that are gender specific such as dolls for girls and cars for boys (Yarber Sayad, 2012). Parents during childhood also use verbal appellation to describe the same behavior with different words for boys and girls (Yarber Sayad, 2012). Activity exposure is another way parents expose their children to gender roles (Yarber Sayad, 2012). For instance boys are discouraged from imitating their mothers while girls are encouraged to be there mother’s helper (Yarber Sayad, 2012). Throughout childhood and adolescence teachers and peers are socializing agents that also provide standards for gender-role behavior (Yarber Sayad, 2012). Sexual identity/orientation evolves throughout childhood, adolescence and adulthood. In childhood and early adolescence there is most often sex play or sexual experimentation with members of the opposite sex and same sex (Yarber Sayad, 2012). When these exploratory experiences begin there is uncertainty in terms of sexual orientation (Yarber Sayad, 2012). When late adolescence begins and in young adulthood both male and females are confronted with the importance of developing and establishing intimacy (Yarber Sayad, 2012). The need to be able to develop intimacy places pressure on young adults to conform to a sexual identity and in order to establish intimacy in a relationship one needs to solidify with a sexual orientation (Yarber Sayad, 2012). By late adolescence or young adulthood most individuals develop a heterosexual identity (Yarber Sayad,2012). For those who are attracted to the same sex it can take longer to accept their sexual identity because of societal taboos (Yarbe r Sayad,2012). In middle adulthood individuals may question intimacy and commitment due to divorce (Yarber Sayad, 2012). During this stage some people may reevaluate their sexual identity because one’s philosophy continues to evolve (Yarber Sayad, 2012). Influences Contributing to Gender and Sexual Identity Development Parental influence contributes towards gender and sexual identity development. Gender identity is influenced by gender roles which parents instill in the children from birth through childhood (Yarber Sayad, 2012). Sexual identities are influenced by parents through the child observing their parents behaviors and family dynamics and characteristics (Yarber Sayad, 2012) Peers influence gender identity through providing information about gender role and norms through play activities (Yarber Sayad, 2012). Peers provide standards for gender roles by granting or withholding approval with others by deciding what games to play, what television shows to watch, what types of foods to eat, and what music to listen to. Peers influence sexual identity by passing information about sex to each other (Yarber Sayad, 2012). Furthermore, peer influence places sexual pressure on boys to be sexually active even if they are uninterested or unprepared (Yarber Sayad, 2012). Media influences gender identity through the information they provide on gender roles and perceived norms (Yarber Sayad, 2012; Wood). Females on television are attractive, thin, well groomed and most often under 40 (Wood). In contrast, males are most often aggressive, solve problems and rescue others from danger (Wood). The media influences sexual identity by bombarding adolescents and children with sexual images (Wood). The exposure increases teen’s willingness to experiment with sex (Wood). Religiosity influences gender identity development through information they provide on gender roles and norms (Yarber Sayad, 2012). The information religion provides shapes adolescent sexual behaviors (Yarber Sayad, 2012). This in return influences the choices adolescents and young adults will make regarding their sexual orientation (Yarber Sayad, 2012). Gender Identity and Sexual Expression As mentioned earlier gender roles influence the adaptation of one’s gender identity (Yarber Sayad, 2012). The relationship of gender roles and gender identity is also linked with sexual expression (Yarber Sayad,2012). One will sexually express themselves through gender roles that are learned as well as through social and cultural roles which offer sexual scripts that provide rule, acts, and expectations associated with a particular role (Yarber Sayad,2012). The sexual scripts in American culture strongly influence sexual expression in both men and women. Sexual scripts and gender roles may be different for those that are bisexual, transgender, lesbian and gay (Yarber Sayad, 2012). Sexual scripts organize one’s sexual expression (Yarber Sayad, 2012). There is a cultural component to sexual scripts which emphasizes heterosexuality, places sexual intercourse first, and discourages masturbation (Yarber Sayad, 2012).Within cultural scripts there are specific male and f emale scripts that are encouraged by society to be practiced (Yarber Sayad, 2012). Male sexual scripts include; men should not have or express certain feelings, performance is only what counts, the man is in charge and already know what the woman wants, a man is always ready for sex and wants it, all physical contact leads to sex, all erotic contact leads to sexual intercourse, and sexual intercourse leads to orgasm (Yarber Sayad, 2012). Female sexual scripts include: sex is both good and bad, sex is for men and love is for women, men should know what women want, women should not talk about sex, women should look like models, a man’s desires should be over hers and his orgasm over hers, and only through penile penetration can a woman have an orgasm (Yarber Sayad, 2012). Interpersonal scripts deal with shared conventions and signals expressed by a couple signaling sexual behaviors. Intrapersonal scripts deal with the physiological states that lead to or identify sexual arou sal (Yarber Sayad, 2012). Gender Role Stereotypes There are four different types of gender role stereotypes. The first category of gender role stereotype is personality traits (Planned-Parenthood, 2015). Male gender roles include specific personality traits. For instance in America there are specific personality traits related to the traditional male role. Male gender role traits include; aggressiveness, independence, emotional toughness, feelings of superiority, and decisiveness (Planned-Parenthood, 2015). For females gender role stereotypes include: passivity, compliance, physical attractiveness, and being a wife and mother (Planned-Parenthood, 2015). The second category of gender stereotypes is domestic behaviors (Planned-Parenthood,2015). Males are regarded as being best at doing household repairs while females are regarded as being best at caring for children (Yarber Sayad, 2012). The next category of gender role stereotypes involves occupations (Planned-Parenthood, 2015). Most doctors and construction workers are males and un til recently most secretaries and nurses were female (Planned-Parenthood, 2015). The last category of gender role stereotype is physical appearance (Planned-Parenthood, 2015). Men are expected to be strong, broad shouldered and tall and women are expected to be graceful and small (Planned-Parenthood, 2015). Supporting and Refuting Gender Role Stereotypes Evidence that supports the reason why these gender role stereotypes are fulfilled is presented in the article, What is Stereotype Threat?   (2015). In the article gender role stereotypes are thought to be perpetuated not because one agrees with the gender role rather because one perceives the threat as a risk to conformity which inadvertently leads the individual to self-handicapping strategies that in return preserves the stereotype that was being avoided (â€Å"What is stereotype threat?†). Another reason why gender stereotypes are fulfilled is because of the discomfort they cause the individual. For instance gender role stereotypes can also cause an individual enough discomfort to go against the gender role that they cause the individual to alter or redefine their professional career paths (â€Å"What is stereotype threat?†). Evidence that refutes gender stereotypes is that they do not apply to all ethnicities and socioeconomic classes (â€Å"What is stereotype th reat?†). The majority of research on gender roles has been based on research on White and middle class which are mostly college students (â€Å"What is stereotype threat?†). The roles in other words, are not true to all socioeconomic classes or ethnicities. In addition there is evidence which supports that traditional gender roles are no longer valid because there are new ones which have evolved. Traditional gender role stereotypes are evolving from traditional hierarchical roles to ones that are egalitarian and androgynous (â€Å"What is stereotype threat?†). Additionally, scholars have challenged masculine and feminine gender roles and have found that they are unhealthy and fail to reflect the real world (â€Å"What is stereotype threat?†). Functions of Gender Role Stereotypes The overall functions of these stereotypes is to make multiple associations between gender and other non-sex linked qualities such as strength (male) and affection (female), the next function of gender stereotypes is to is to create a basis for social norm, status, taboos and privileges (Yarber Sayad,2012). The problem with gender role functions is that they categorize people and undervalue the uniqueness of individuals (Yarber Sayad,2012). Gender Roles: Affecting Relationships and Sexual Interactions Gender roles affect relationships because they aid in creating sexual scripts for both males and females (Yarber Sayad,2012). These roles are then telling both male and females how to behave in their relationships and what sexual script each should adhere to (Yarber Sayad,2012). The sexual script in return tells each gender how to participate in sexual acts (Yarber Sayad,2012). Conclusion Gender role attitudes and behaviors of the male sex I would like to see become more like my own include men looking like models and being constantly attractive. I think if this same standard was mentioned or even enforced culturally and by media standards there just may be consensus between both males and females that such standards are not ideal and is ridiculous. Another gender role stereotype that would be nice to see in the male sex is for men to become nurturers. It would be nice to see more males make sacrifices for the partner’s careers or the children’s needs even if it may inconvenience them form what they may want . The on taking of this role may help make roles androgynous. The final role behavior I would like to see more like my own is for males to be caregivers of children. Men becoming caregivers of children may allot women more opportunities within the workplace because they have the peace of mind knowing their counterpart is taking care of their child. References Planned-Parenthood. (2015). Sexual orientation and gender are fundamental parts of who we are. Retrieved from http://www.plannedparenthood.org/learn/sexual-orientation-gender What is stereotype threat? (2015). Retrieved from http://www.reducingstereotypethreat.org/definition.html Wood, J. T. (n.d.). The influence of media on views of gender. Retrieved from http://www.udel.edu/comm245/readings/GenderedMedia.pdf Yarber, W., Sayad, B., Strong, B. (2012). Human sexuality: Diversity in contemporary America. (8th ed.) New York: McGraw-Hill.