Teenage Depression Essays - Depression, Abnormal Psychology

Teenage Depression Teenage depression is a growing problem in today's society and is often a major contributing factor for a multitude of adolescent problems. The statistics about teenage runaways, alcoholism, drug problems, pregnancy, eating disorders, and suicide are alarming. Even more startling are the individual stories behind these statistics because the young people involved come from all communities, all economic levels, all home situations-anyone's family. The common link is often depression. For the individuals experiencing this crisis, the statistics become relatively meaningless. The difficult passage into adolescence and early adulthood can leave lasting scars on the lives and psyches of an entire generation of young men and women. There is growing realization that teenage depression can be life- changing, even life-threatening. (McCoy 21) Depression is a murky pool of feelings and actions scientists have been trying to understand since the days of Hippocrates, who called it a "black bile." It has been called "the common cold of mental illness and, like the cold, it's difficult to quantify." (Arbetter 1) If feelings of great sadness or agitation last for much more than two weeks, it may be depression. For a long time, people who were feeling depressed were told to "snap out of it." According to a study done by National Institute of Mental Health, half of all Americans still view depression as a personal weakness or character flaw. Depression, however, is considered a medical disorder and can affect thoughts, feelings, physical health, and behaviors. It interferes with daily life such as school, friends, and family. "Clinical depression is the most incapacitating of all chronic conditions in terms of social functioning." (Salmans 11-12) Teenagers have always been vulnerable to depression for a variety of reasons. It's a confusing time of life because a teen's body is changing along with their relationships. "Teenagers constantly vacillate between strivings for independence from family and regressions to childish dependence on it." (Elkind 89) But today's teens face an additional challenge: They're growing up in a world quite different from that of their parent's youth. Adolescents today are faced with stresses that were unknown to previous generations and are dealing with them in an often self-destructive way. Contemporary society has changed the perception of teenagers. New parental lifestyles, combined with changes in the economy, often give less time and energy for parents to devote to their offspring. Society all too often views teens for what they can be instead of for who they are. Who they are becomes the identity of teenagers today. "They are confronted with the ambiguity of education, the dis! solution of family, the hostile commercialism of society, and the insecurity of relationships." (McCoy 16) This identity is fragile and is threatened by fears of rejection, feelings of failure, and of being different. These young people face stress in school as well with resources dwindling and campus violence and harassment increasing. Their sexual awakening comes in the age of AIDS, when sex can kill. In summary, teens today feel less safe, less empowered and less hopeful than we did a generation ago. Depression is a common concomitant to this struggle. (McCoy 36) It strikes 5% of teens and about 2% of children under 12. One in three adolescents in the nineties is at risk for serious depression. (Stern 28) Depression is the result of a complex mix of social, psychological, physical, and environmental factors. Teens with depressed parents are two to three times more likely to develop major depression. Genetic factors play a substantial but not overwhelming role in causing depression. (Dowling 37) Some type of significant loss can be a factor in triggering teenage depression. Loss can be due to death, divorce, separation, or loss of a family member, important friend or romantic interest. Loss can also be more subtle such as the loss of childhood, of a familiar way of being, of goals through achievement, or of boundaries and guidelines. (McCoy 46-48) Gender differences are becoming apparent, with girls having more difficulty with depression. Studies show girls are three times more likely than boys to suffer depression. A university study showed a close link between depression and negative body image and girls are usually more self-conscious about their bodies than boys. (Sol! in 157) The reasons for depression

Impact of Internet on Company Operations

Impact of Internet on Company Operations Introduction Commercial use of the Internet and the World Wide Web is expanding at an astounding rate (Barnes Hunt 2012). As we move into the twenty-first century, the number of people using online services continues to grow. The same applies to the number of Web hosts. From a business perspective, nearly 90 per cent of all corporations now maintain a Web presence (Mills Law 2005).Advertising We will write a custom essay sample on Impact of Internet on Company Operations specifically for you for only $16.05 $11/page Learn More Hundreds of thousands of companies have begun exploiting the commercial potential of the Web and the market has evolved into a multi billion dollar economy. In all these, the Web has proved to be the catalyst responsible for launching the Internet into commerce (Barnes Hunt 2012). Evidence clearly indicates that in many areas, the Internet is having a positive impact on business competitiveness and profitability (Khosrow-Pour 2006, p. 954). So much attention is being paid to how the Internet is changing business, corporate relations, education, and work. This paper looks at how the Internet is impacting business operations, with specific reference to CPR Works which is an owner managed public relations company based in Birmingham, UK. Defining the Internet The Internet is a global network of interlinked computers operating on a standard protocol that allows information exchange. It is made up of computer networks, and individual computers throughout the world connected by phone lines, satellites and other telecommunication systems (Mà ¼ller 2011, p. 3). The original users of the Internet were researchers in the government and universities. Full commercial connection to the Internet only became available in the year 1990. The most popular early commercial activities on the Internet were email, advertising, and promotion. Until the mid 1990s, applications were mostly text based and marketing involved sending pl ain text messages (Mà ¼ller 2011, p. 5). However, the introduction of the World Wide Web completely changed things.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The adoption of the Internet has been fastest in countries with high gross domestic products and in countries where English is the first language or a widely spoken second language. Impact of Internet on Business Operations in General The Internet and related technologies offer an unprecedented opportunity for firms to benefit from the ability to gather information, promote their operations, and offer improved services to customers (Fletcher et al. 2004). A number of possible effects of the Internet on the marketing environment suggest that firms will experience fewer barriers to achieve efficiency. The impacts of the Internet include reduced importance of economies of scale, lower marketing communications costs, great er price standardization, and reduced information float time, increased contact between buyers and sellers, and changes in intermediary relationships (Fletcher et al. 2004). When it comes to search costs, the Internet increases the amount of information available to both buyers and sellers, and makes information available in a convenient and timely manner (Suder 2004, p.7). As far as contracting costs are concerned, the Internet makes it easier to compare ad negotiate prices and other terms, and to keep in touch with and monitor the performance of partners in business relationships (Mills Law 2005). Regarding coordination costs, the Internet generally reduces the costs of sharing information, and can automate and integrate many business processes. Because of these changes, the boundary between a firm and its environment is changing drastically. Markets are becoming more efficient and agile and firms must become more flexible and responsive to compete with a more dynamic market for exchange. Managers must increasingly deal with exchanges in the market place over which they have little control, rather than between subsidiaries, units, and employees over which they have administrative authority.Advertising We will write a custom essay sample on Impact of Internet on Company Operations specifically for you for only $16.05 $11/page Learn More It is, therefore, quite obvious that Internet and related technologies are strong agents of change. If a firm in a value chain starts doing business electronically, soon companies up and down the chain must follow suit and start using similar technologies or risk substitution in the activities of the chain. As a marketing channel, the Internet has a number of activities. First, the Internet has an ability to inexpensively store vast amounts of information at different virtual locations. Second, it offers a powerful and inexpensive means of searching, organizing and disseminating such information. Thi rd, it offers interactivity and the ability to provide information on demand. Fourth, it guarantees a firm the ability to provide perceptual experiences superior to those from the printed catalogue. The Internet can also serve as a physical distribution medium for certain goods such as software. It is also associated with relatively low entry and establishment costs for sellers (Suder 2004, p.14). Generally, the Internet is both a communications and marketing intelligence tool. As a communications tools, it can help to build and maintain effective communications with customers, distributors, and suppliers. The Internet facilitates this by providing a low cost method of communication with people locally or abroad. Besides transmitting in text form, the Internet can also transfer graphics and drawings at very high speed. Through the support offered by electronic communications, firms are now able to communicate quite smoothly and very cheaply, unlike in the past. It is thus obvious th at firms that are not prepared to embrace technology are in danger of being left behind. In terms of advertising and promotion, the Internet is an effective medium because people wherever they are can receive messages as they are transmitted. The information processing ability of the Internet is a market intelligence tool that acts as a link between firms and the external environment in which they operate. Effective management of information systems can be a powerful source of competitive advantage and the use of Internet for marketing intelligence enables firms to access information about the market with higher speed and at lower cost. Search engines and electronic surveys also provide useful tools for obtaining information about different markets locally or internationally. Firms that are interested in Internet marketing can access a variety of international information sources such as online newspapers and journals, country and industry market research reports, trade lists of sup pliers, agents and distributors as well as government contacts.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Industry Level Impacts According to Wallace (2004, p. 19), Internet technology may be used as a mechanism to facilitate an industry wide set of objectives. Developments in the UK accounting profession are a very good example of this. Although the primary use of the Internet within an organization is to communicate and access whatever information is needed, it may also be used to link collaborating organizations and ensure that they are able to work as a unit for their benefit and for the benefit of partners. However, on the other side of the coin, the market positions of some players may be strengthened, leading to improved market share (Wallace 2004, p. 21). Apart from the effects of the Internet mentioned above, it is also possible to come across other effects that may not be obvious. In general, a firm that uses the Internet is regarded by stake holders as being inventive and ambitious. The stake holders include customers, competitors, employees, and government. To clearly unders tand how the Internet impacts the industry, it is absolutely necessary to isolate interior and exterior impacts. Ordinarily, one will find that issues that are encountered differ from one firm to another significantly. The following sub section takes a look at how the Internet has revolutionized the operations at CPR Works. Background Information on CPR Works CPR Works was formed as a limited company in December 1994 and currently, the company has a turnover of slightly less that  £200,000 per annum (Barnes Hunt 2012). The company provides a public relations service to the heating and energy industries. CPR Works currently employs three full time staff members and sub-contracts any additional work to freelancers. The company uses two personal computers in its office premises, and the managing director uses a third personal computer at home. Since its inception, the company has been using computers to facilitate its business operations. Initially, the computers were introduced to enable CPR Works handle simple computer based operations such as word processing and management of access databases. A few years later, CPR Works managed to secure a leased line Internet service. Today, CPR has email, File Transfer Protocol (FTP), Web, and Usenet facilities. Usually, the Internet service provider (ISP) charges CPR Works a small fee to maintain the Internet connection and ensure that all is well. Recently, the ISP provided CPR with a dedicated connection for some of its staff to operate away from the office. The Impact of the Internet on CPR’s Operations In terms of the model of Internet impacts, CPR Works demonstrated the following important developments: Communication The benefits of networking communications have been significant. In environments where operations are time bound, a slight improvement in communication is very quite critical. The outcome of these technological changes has brought a radical transformation to the entire communication system at C PR Works. One notable change has been the increased processing speed. With the kind of technology present at CPR, the firm is able to communicate much more quickly and at reduced costs. The presence of email and Usenet facilities implies that staff members can comfortably stay in touch with the organization from wherever they are. Once again, execution time is lessened and both CPR and its customers are a satisfied lot. Compared to operating without an Internet facility, the cost of managing an Internet connection through an ISP is negligible. CPR Works, therefore, stands to benefit greatly from the improved communication services. Customers are now able to contact staff members through email and Web based services such as Usenet. Obviously, the high level of availability and accessibility has resulted in outstanding services being offered to customers. Today, CPR Works enjoys the benefits of an efficient email communication system that enables it to stay in touch with customers, be sides guaranteeing smooth communication among staff members. Through effective use of the services provided by the Internet, CPR Works has also been able to improve its customer relations and this has led to repeat business from these customers. CPR Works uses mostly Microsoft Outlook for email communications, but employees are free to use any other email program. Some employees have, therefore, chosen to use Gmail, Yahoo mail, Hotmail, and other email based programs. To surf the Web, employees use various Web browsers. CPR Works prefers Internet Explorer, but staff members are also free to use other web browsers like Mozilla, Opera, Google Chrome to name but a few. Although these browsers generally function in a similar way, they tend to differ in terms of speed, security and other additional features that boost performance. Information Retrieval Through the use of Internet services, CPR Works can now easily monitor the activities of both its partners and clients. The Internet also enables CPR Works to monitor the activities of rival firms and to respond appropriately in retaliation. However, staff members are often concerned about the fact that they can not find time to sit at their computers as frequently as they would like to. With the help of technology, CPR Works is now able to securely store its data. This includes maintaining back up copies just in case a disaster occurs. The firm is able to facilitate easy retrieval of information using well designed databases. This easy retrieval of information eventually translates into speedy processing and improved business performance. With a working database in place, CPR is can interact more frequently with customers and partners. Interestingly, most of the interaction takes place through web based applications. More than anything else, the web based applications have played a big role in helping to lock in customers. Like other companies that use databases, CPR Works will need to improve its performance by pur chasing and configuring a database server to be used to service requests from client machines. The said client machines may be internal or external to the firm. Knowledge Management Increasingly, firms are realizing that besides capital, labor, and land, knowledge is also very critical to the success of business operations. Intellectual property is a synonym used to refer to knowledge management. Typically, knowledge is classified as tacit or explicit. Tacit knowledge exists within individuals and can not be easily reduced to the digital domain (Ian 2009, p. 9). Explicit knowledge on he other hand, can be recorded digitally in various forms. Some factors to consider in knowledge management include sharing of best practices, globalization, handling rapid change, dealing with down sizing, effective management of information and communication overload, embedding knowledge in products, and achieving a sustainable competitive advantage. By ensuring that best practices are freely shared, CPR is able to create a learning environment, and less skilled employees can get an opportunity to learn from the highly skilled staff members in the firm. This becomes particularly useful as the firm continues to expand in size. It is, however, necessary for CPR to put in place a scheme to motivate staff to share with colleagues what they are able to do effectively. Well managed knowledge will certainly create an opportunity for the research and development team at CPR to make available their research reports regarding the global business environment (Ian 2009, p. 12). This information can later be used to formulate effective marketing strategies. Usually, when an organization downsizes, it stands the risk of losing the best talent. Effective knowledge management is one way of ensuring that an organization maintains its knowledge even when an important employee leaves. Effective knowledge management will enable CPR to capture all the critical knowledge that resides within people an d put it in a digital form, ready to be accessed and used by other staff who are authorized to do so. It may be necessary to also ensure that such information is properly backed up and put in safe custody. With a good knowledge management system, CPR Works will also be able to stay ahead of its competitors. The firm will gain ideas regarding the market situations and what competitors are doing to get to succeed. With such information at its disposal, CPR will be able to device strategies that will allow it to take advantage of any available opportunities to defeat competitors. For a very long time, CPR was not able to place its knowledge in a digital form in order to facilitate easy access. Part of this is proper tracking of CPR Works’ relationships with its clients. With the new technological developments in the firm, however, it has now become possible to get this done. As has been highlighted above, effective knowledge management is very critical to the success of business operations and results to improved efficiency in different parts of the organization. Productivity By having information stored in a digital form, manipulation is simplified and CPR Works can utilize the information in numerous situations. This tremendously improves the response time of CPR Works’ campaigns. The fact that the information exists in a digital form also means that the same information may be used more than once to meet different needs. With Internet services in place, CPR’s marketing can now happen in a less stressful way (Daft 2000, p. 5). It is now also possible for CPR Works to receive details from clients in a much easier and faster way. Similarly, clients are able to get whatever information they need from the company quite speedily. In the past, clients would have to fax information to the company and the company would do the same in reply. Today, however, communications have tremendously been improved (Daft 2000, p. 7). To further strengthen its o perations, CPR should invest in effective electronic systems. With such systems in place, CPR will be in a better position to motivate all employees who will in turn ensure that delivery meets the standards expected by clients. A positive change in the level of productivity at CPR Works will immediately translate into improved profits, and a satisfied team of customers. Environment In most cases, change always meets with resistance. Employees often worry about the repercussions of the new developments. In the case of CPR Works, there have been considerable changes in the organization. Nevertheless, every employee was prepared, and the firm had already made all the technology purchases necessary to create the entry level environment for the new technology (Bak Stair 2011). Everyone within the organization is more focused on improving customer service. Although CPR Works already had much of the hardware needed for it to take advantage of what the Internet had to offer, there were oth er requirements that the company still had to provide and these had to come at a price. Generally, the increased use of the Internet has compelled employees to turn to the use of information technology. As a result, the business is now exposed to new risks that are technologically related. However, everyone is excited about using the new technology. Importantly, the company is changing the way it assesses data (Bak Stair 2011). This clearly represents a fundamental change to the internal environment. In the past data was received in whatever form, often by fax, and then manually input to spreadsheets for analysis. Now, data and processes are seen as dynamic and automated processes mean that minimal data entry is used. Conclusion Clearly, the Internet has had a significant impact on the CPR’s business contacts as well as its operations in general. All stake holders in the business environment have been impacted by the business in one way or another. In general, the Internet p resents a new platform for interacting with suppliers, customers, and partners. Using the Internet, a firm such as CPR will be able to access a much wider market that could extend beyond the borders. By and large, the greatest impact of the Internet on the way firms operate has been improved communication. Organization level Internet related impacts are also common. To a great extent, most of the impacts of the Internet on business operations have benefited many organizations. Ordinarily, no major change is expected within organizations since most of them have been using information technology for the longest. However, most of these organizations were forced to change in one way or another due to the onset of Internet. For most organizations, the Internet is a critical instrument that can be used to facilitate both individual and organizational growth. Although there are some negative impacts that have been associated with using the Internet, it has been beneficial to the business w orld in general. Reference List Bak, O Stair, N 2011, Impact of E-Business Technologies on Public and Private Organizations: Industry Comparisons and Perspectives, Idea Group Inc (IGI), Hershey, PA. Barnes, S Hunt, B 2012, E-Commerce and V-Business, CRC Press, Woburn, MA. Daft, RL Marcic, D 2010, Understanding Management, Cengage Learning, Bedford Row, London. Fletcher, R, Bell, J, McNaughton, R, McNaughton, RB 2004, International E-Business Marketing, Cengage Learning EMEA, Bedford Row, London. Ian, S 2009, Online Banking and the role of CRM: The impact of the internet as online business platform on CRM (Study of Online banking in the UK), GRIN Verlag, Norderstedt, Germany. Khosrow-Pour, M 2006, Emerging Trends and Challenges in Information Technology Management: 2006 Information Resources Management Association International Conference, Washington, DC, USA, May 21-24, 2006, Volume 1, Idea Group Inc (IGI), Hershey, PA. Mills, JE Law, R 2005, Handbook of Consumer Behavior, Touri sm, and the Internet, Routledge, Binghamton, NY. Mà ¼ller, C 2011, The Impact of the Internet and Social Media on the Hotel Industry: How the Internet and Social Media have changed the Way Hotels Need to operate if they are to succeed in Todays Dynamic and Global Markets, GRIN Verlag, Norderstedt, Germany. Suder, GGS 2004, Terrorism and the International Business Environment: The Security-Business Nexus, Edward Elgar Publishing, Northampton, MA. Wallace, P 2004, The Internet in the Workplace: How New Technology is Transforming Work, Cambridge University Press, New York, NY.

Impact of Visual Effect on Currnet Film Industry Research Paper

Impact of Visual Effect on Currnet Film Industry - Research Paper Example In addition, the area of study presents various facets engrossing diverse techniques under the discipline of films popular, among many people. One such, the paper intends to exploit is matte painting, which make use of visual effects in live action of films. Data analysis succeeds data extraction, a process, which helps in generation of efficient data used to prove various phenomena. Visual effects data analysis, for instance, relies on heavy aggregation of data revolving around its effects on the film industry. This should include pro and cons of the effects as this forms a potential area of study (Okun & Zwerman, 2010). At times, data analysis take the form of exploratory statistics, confirmatory data analysis (CDA) as well as exploratory data analysis; however the paper attempts to incorporate all the three approaches in answering various questions, which arise since the invention of visual effects (Livingstone, 2004). Despite relying of existent data, the paper will also make use of predictive data including unstructured data, to help in understanding various changes visual effects have dame in the film industry. In the contrary, various distinctions and confusions, which arise due to confusion of effects of visual effects, will be a priority as this is indispensable in understanding various data. ... This is because there are various numerical tools including MHD equilibria codes, which provide isometric bicuspid reports (Okun & Zwerman, 2010). On the other hand, Phoenix as a numerical tool uses poloidal-rotating equilibria to reckon the entire deal of gyratory spectrum. This is, therefore, a critical question in coming up with a competent data analysis strategy, which gives proficient results. With a decision on the best numerical toll, the soft ware package becomes an area of concern, as current data analysis methods employ software, depending on the requirements. Matte painting for instance uses diverse software to arrive at the final product. In the paper, a soft ware, which producers necessary statistics gets given priority as the paper, is not in need of complicated data. For example, software, which can produce graphs and charts, will be highly useful in the paper. Last but importantly, before one conducts a data analysis, one should be able to answer the question, what re sources are available? The resources include relevant books to the area of study as well as other internet sources, which might serve well in providing sufficient information useful in accomplishing the task (Livingstone, 2004). Mattes are distinct photography, which make use of visual effects to combine various image elements and come up with single or final images. The images are tremendously useful in the film industry where producers combine mattes at for ground, middle ground and background to come up with attractive films. In order to come up with films portraying sensitivity, mattes get used as visual effects, where scenic vista combines the imagery at different scenes. In order to come up with proficient films, the principle of mattes requires

South Africa Apartheid Essay Example | Topics and Well Written Essays - 2500 words

South Africa Apartheid - Essay Example "the doctrine of Marxian socialism" is one "which aims at the establishment of a despotic system of government" and "which aims at bringing about any political, industrial, social, or economic change within the Union by the promotion of disturbance or disorder, by unlawful acts or omissions or by the threat of such acts or omissions or by means which include the promotion of disturbance or disorder, or such acts or omissions or threats."4 Besides outlawing the Communist Party, the Act authorized the outlawing of "any other organization . . . which engaged in activities calculated to further the achievement of any of the objects of Communism."5 The end of 1950s marked a difficult period for the ANC. The South African government stepped up banning and imprisonment to restrict action and protest. In a long, drawn-out trial set up by the government, many Congress leaders were charged with treason. Although the trial ended with acquittals for all who had been charged, it used up many of the resources of the Congress in terms of money and lawyers, and diverted the Congress from its principal mission. Before the massacre, On March 18, Sobukwe called a press conference, announcing that two weeks earlier he had written Lutuli, inviting the ANC to join in the campaign under the banner "service, sacrifice, suffering." 6 On March 20, 1960, Sobukwe announced a national 'anti-pass" campaign to be held on March 21, 1960, in which his followers were to surrender themselves at police stations without passes under the slogan "no bail, no defense, no fines." It was hoped that by insisting on arrest, the defiers would clog the jails, halt industry by their absence as workers, and thus force the government to accede to their demands. The leaders were to be in the... Besides outlawing the Communist Party, the Act authorized the outlawing of "any other organization . . . which engaged in activities calculated to further the achievement of any of the objects of Communism." The end of 1950s marked a difficult period for the ANC. The South African government stepped up banning and imprisonment to restrict action and protest. In a long, drawn-out trial set up by the government, many Congress leaders were charged with treason. Although the trial ended with acquittals for all who had been charged, it used up many of the resources of the Congress in terms of money and lawyers, and diverted the Congress from its principal mission. Before the massacre, On March 18, Sobukwe called a press conference, announcing that two weeks earlier he had written Lutuli, inviting the ANC to join in the campaign under the banner "service, sacrifice, suffering." On March 20, 1960, Sobukwe announced a national ‘anti-pass† campaign to be held on March 21, 1960, in which his followers were to surrender themselves at police stations without passes under the slogan "no bail, no defense, no fines." It was hoped that by insisting on arrest, the defiers would clog the jails, halt industry by their absence as workers, and thus force the government to accede to their demands. The leaders were to be in the forefront, inspiring the masses by their example of sacrifice. The PAC felt that the ANC's leaders had hung back at critical times, when the masses were prepared to forge ahead .

Communication Case Analysis Essay Example | Topics and Well Written Essays - 2750 words

Communication Case Analysis - Essay Example Effective communication is a primary influence in the fulfillment of extraordinary heights of organizational effectiveness. There is a parallel relationship between organizational effectiveness and organizational communication. Organizational communication contains countless message sending and receiving occurrences touching official communal units in which individuals work toward common goals (Monge et al, 250-274, 1992). It is rare to discover an organization that challenges to accomplish all stages of communication as a handy activity. As Gilbert Amelio once said, â€Å"developing excellent communication skills is essential for effective leadership. The leader must be able to share knowledge and ideas to transmit a sense of urgency and enthusiasm to others, and if a leader cannot get a message across clearly and motivate others to act on it, then having a message does not even matter" (Maxwell, pp. 23, 2006). Discussion These six stories are explaining the appropriate hints that would lead to the basic reason why quality management and lack of coordination in Legal Eagles is high. The importance of communication management and its significance will be clearer as story wise comparison and suggestions are as follows: Managing with Professional Politics Gossiping around is not an authentic state to make a legal opinion about an organization. For instance, in story # 1, a junior research clerk is just afraid of working over-time, he being the lower management staff is not aware of the company’s legal problems and ways to achieve the organizational goal; however, he is just concerned about his own personal goals. Organization goals are the ‘origin for recognizing the purposes of communication links, and each system consists of definite communication guidelines executed through distinct communication actions’ (Monge et al, 250-274, 1992). The effective growth of a communication inspection program is carefully reliant on upon the nature of asso ciation policies, staff employees’ competencies, and the level of common association improvement. Tardiness in workplace Story # 2 describes the impact of a newborn partnership within the organization as Charmaine is new and is very particular about the international project. She cannot bear any delay or tardiness acceptance in workplace as time management is the key factor to achieve success. In addition, it is an understanding that â€Å"Delay is the routine of postponing or setting off doing something that should be done currently† (Maxwell, pp. 40-44, 2006). â€Å"The disjointed, hurried, and unintended life is more sensitive and impulsive than intentional; it enlightens, in part, why bosses suffer strain and criticize of not ever having adequate time to do their occupation healthy† (Maxwell, pp. 39-46, 2006). Belatedness in the office has become an upsetting matter for the firms because it is touching the productivity that is the basic goal of any business. Sometimes postponements are not the results of certain exterior feature but somewhat from the staff, as is the case with Legal Eagles. It also explains that an employee who is disobedient, yelling at co-workers, or arriving to work not on time and not employed to his completed volume. The clients and customers of Legal Eagles may not be getting what they require from the company that may prove a drawback on the productivity, as well as profitability on company’

Role of a Mentor in Barriers to Learning

Role of a Mentor in Barriers to Learning Critically analyse and discuss the role of the mentor in managing a student who is not achieving competence in some of their practice outcomes and is not demonstrating an appropriate knowledge base. Within this assignment I will endeavour to explain the role of the mentor and student highlight the different barriers to learning, critically analyse different theoretical practices to enable learning and be able to theoretically underpin the strategies that I hope to put into practice as a mentor should I encounter a problem with a student being unable to underpin their knowledge with practice, Duffy and Hardicre (2007), suggests that mentors find that one of the most challenging aspects of the mentoring role, is when students are not achieving the expected level of performance. This essay is not concentrating of how to fail a student from the nursing course, but to discuss why a student may be having difficulty in showing the mentor that they are competent with some of their practice outcomes and the student being unable to show the mentor that they can relate their theoretical knowledge to the practice. The mentor is pivotal in being one of the first to usually recognise struggli ng students, and need to assess, plan, and evaluate how these obstacles can be removed, overcome, compensated for, or managed. This should be, documented, the form of an action plan devised by the student and the mentor perhaps with advice from sign-off mentors on the ward, or if required outside sources such as the disability adviser, or the educational link lecturer for the placement. Arguably the three main areas that can impede a student ability to learn are the mentor, the student and the placement environment. The placement itself has may have some fixed constraints in terms of environment, room size, as well as some dynamic concerns such as learning opportunities, work load, time restraints, noise, temperature. The term mentor is derived from a character in an ancient Greek play, The Odyssey. Back in 1978 Levinson et al described the core components of the mentor not only as an exemplar and counsellor but also as a teacher, sponsor, developer of skills, developer of intellect and host, (cited in Oliver and Endersby 1999). The NMC (2006) described a mentor as an individual who has achieved the knowledge, skills and competence required to meet the defined outcome in stage 2 of the developmental framework to support learning and assessment in practice, cited RCN toolkit (2007), therefore the mentor has the shared enhanced knowledge base and key skills which is pivotal in supporting the student in achieving competence in the required skills of a nursing, this is reflected in the amount of classroom theory, and ward based learning being a 50% split, of the students time for the three years pre-registration. Policy documents such as Standards to Support Learning and Assessment in Practice (NMC, 2 008a) show the capabilities that a professional needs to demonstrate and the criteria that a professional should work to achieve the status of mentor. Lloyd Jones et al (2001) have suggested three core reasons for providing ward based learning for student nurses are: The acquisition of skills and knowledge Application of theory to practice Professional identify formulation and ‘enculturisation’ Mentorship therefore has came to mean, Haggard et al, cited Nick et al (2012), a one to one reciprocal relationship between more experienced and knowledgeable faculty member and a less experienced one. According to Cahill (1996), cited in Morton-cooper and Palmer (2000), the student mentor relationship moves through three different phases during the duration of a placement these are: Initiation phase Working phase Termination phase One of the numerous things to consider during this essay will be the assessment process and how this needs to be fair and consistent for the student and allow them to develop individually to achieve a level of competence in the skills required to become a professional nurse. Before a student even starts on a ward the mentor should prepare for the students arrival reviewing the wards welcome pack, ensuring that it is up to date and that the information held within it continues to be valid and relevant. The welcome pack should include the placement ethos, aims, learning outcomes content, and how these are to be assessed. In addition the welcome pack identifies all the processes that take place whilst the student is undertaking the placement and support mechanisms available to the student. This should allow the student to undertake any pre placement reading, and demonstrates to all students that the placement takes educating students seriously from the beginning. The mentor should also prepare their shift pattern to accommodate the student. Mayall et al (2008) undertook a study exploring the experiences of student nurses and practice mentors and discovered that 10% of student nurses felt that during some of their placements they had ‘never’ bee n allocated a mentor, and of those who had been allocated a named mentor, 24% felt that they would have liked to spend more time with them. Therefore ensuring that the preparation work for the placement is in place, assists the student to form a positive opinion for the learning environment, and relationship with the mentor, from the beginning improving the chances for lack of competency to be addressed early. During the first interview that the mentor has with the student, in the first week of placement, the mentor should review the progress of the student from any previous placements and experience that they have gained. The mentor also has an opportunity to review the feedback given to the student from the previous mentor. The mentor can review the skills book to find competencies not achieved in previous placements, and highlight learning opportunities within the placement that the student may be lacking at this stage of their study that the student can gain during the placement. This could simply be due to the previous placement not being able to provide a learning opportunity due to case load, time, and type of placement, or this could have been because of the previous mentor’s attitude. Darling (1986), cited in Walsh (2010), described four types of toxic mentors that can negatively affect a student’s ability to achieve competence these are Avoiders Blockers Destroyers Dumpers The student has a responsibility set out by the guidance on professional conduct for nursing and midwifery students to take responsibility for their own learning, working safely for the people they care for, under the supervision and support of a qualified nurse NMC (2010). This duty should allow the student to openly communicate with the mentor highlighting any deficit in their practice or their under pinning theory which needs to be concentrated on in order to become competent, these learning needs could be communication difficulties and educational requirements such as should a student has English as a second language, dyslexia, dyscalculia or hearing issues can be a huge barrier as it can lead to misinterpretation of core theories, or feedback from the mentor. This ideally should be discussed at the initial interview; however the student may not feel confident within the relationship to reveal minor issues at this time but the mentor may have an instinctive feeling from the evide nce provided by the student from their previous placement which could restrict the student’s capability for achieving competency in their theory or practice. The mentor should have prepared for the initial interview and take control of the continuous assessment of the student’s practical learning and be able to link this to underpinning theory, by creating a placement plan for the student to review. The student and the mentor should both contribute to a learning contract to which they both sign up to what the student and the mentor expect to realistically achieve by the end of the placement. Indicating how this is to happen and any learning needs of the student, and when the practical and theoretical evidence should be formatively reviewed and assessed. Once the foundations of the placement expectations have been agreed then the formative part of the student’s placement during which the mentor should be formulating an opinion of the student’s competency practically and theoretically, based upon evidence either witnessed learning, discussions, spoke feedback forms etc. During the ‘initial phase’ of the placement the mentor has a duty to foster a professional relationship with the student. It is important that when the student is in the ward with their mentor that they feel a sense of belongingness as recognised by Levett-Jones Lathlean (2007) as this can ‘enhance a students’ potential for learning and influenced their future career decisions.’ The relationship can there for move from the ‘initiation phase’ to the ‘working phase’, Cahill, (1996). During the ‘working phase’ feedback is an important factor for both the student and the mentor. The mentor may get feedback from colleagues, spoke placements, previous placements or the student which will assist them in forming an opinion of the student’s competency to the required level of study. The student, themselves, needs to receive frequent, clear constructive feedback, on their progress, from their mentor. It is one of the NMC requirements that the mentor provides feedback to a student as often as it is needed to guide performance (NMC 2008). Accurate feedback will encourage students to reflect on their learning and provides an opportunity to identify how they can improve their performance (Elcock and Sharples 2011). This should take place away from patients or other colleagues’, and ideally this should be given as soon after a positive or a negative incident. The feedback should be non judgemental and form the basis of a discussion. This should be given when both the student and the mentor is calm and should be specific on the strengths and weaknesses. Duffy (2013) gives five principles for providing constructive feedback Set realistic goals Gage student expectations of feedback Gather information on student practice Act immediately Be specific The feedback sandwich where the mentor gives praise, criticism followed by praise, that the student has brought to an incident is an effective feedback theory which can assist with giving criticism of a student’s failings, while still motivating them, however this needs to be done effectively. Belludi (2008) illustrates how a mentor can use this technique incorrectly, giving too much weight to the praise compared to the criticism by the praise being trivial and having no function By overusing the sandwich feedback style to a point where the student recognises that the mentor uses this all the time and waits for the criticism whenever the mentor gives praise. The feedback sessions should allow the student to reflect on the incident and allow the student to ask questions. The feedback should highlight any further learning required and solutions to address these shortfalls in knowledge. This could be backed up in writing up of the feedback as a discussion or planned subsequent leaning requirements to develop themselves, this written feedback will provide evidence for the student’s competence and development during the placements assessment. The mid-point interview is the formative interview. Up to this point the student’s relationship with the mentor has hopefully developed, as long as the mentor has not been a toxic mentor, Darling (1986), to the point where, previously, undeclared learning needs of the student may be revealed. The formative interview allows the student and the mentor to assess the progress so far and formatively assess the student’s competency and attitude. This is the point at which deficits in learning should be formatively addressed. Duffy (2003) recognised that â€Å"Failing to tell students that they have not reached the required standards does not protect the interests of the public or professions and puts the patients who will be under their care at risk†. The mentor may have doubts as to the students practice or theory demonstrated but is unsure how to deal with this, the mentor may need to liaise with another mentor, or a sign-off mentor for their opinion as they may have more, or different experience in mentoring and be able to advise the student’s mentor as to a strategy to introduce to encourage competency. The student should bring with them the evidence of their competence gathered throughout the placement. The mentor needs to highlight to the student where they are lacking competence and an action plan should be written up describing how the issues are to be addressed. If the mentor has not already highlighted concerns that they have with the student’s competency with the academic establishment then there may be an opportunity to invite them to attend this meeting. The student’s academic advisor, or the link lecturer, may assist in the formulation of the action plan and be supportive of both the student and the mentor. This input by the academic establishment is essential at an early stage should the student continue to not demonstrate competency either practically or theoretically and go on to fail the summative part of th e placement. The action plan, however, should identify clearly learning outcomes detailing how these can be achieved during the placement, list the evidence required for achievement and indicate by when the evidence is required to be provided. This needs to be agreed by both the mentor and the student. The final part of the placement, the termination phase, concludes with the final interview this is summatively assessed and if a student has not been showing competency previously may also be attended by the link lecturer or another academic member, and should review the whole development of the student during the placement. Evaluating the evidence that the student has provided and all being well the student, with the mentor, should have responded positively to the feedback provided during the placement and address any the action plan put in place at the mid-interview. Meaning that by this point the student should be able to demonstrate competency both practically and theoretically having evidence to underpin this. The attitude of the student, during the time of the placement, to absorbing knowledge is affected by many factors. The background experience that the student has experienced such as, prior work experience or learning experience from a mentor, be that positive or negative. Personal life matters i.e. house moving, child care. Financial stress can impact the student’s receptiveness to learning. Academic pressures based on the student can distract the student from gaining an outcome in the ward based placement. As eluded to earlier a student also needs to feel a sense of belonging within the placement team, when students are secure in the knowledge that the nursing staff are supportive of their learning needs and committed to their professional development they can focus on learning rather than being preoccupied with interpersonal relationships, (Levett-Jones and Lathlean 2007). Student nurses have had their learning styles categorised into different types by various authors, a commonly used classification of learning styles is Flemmings VAK model which he later expanded on to VARK. These acronyms stand for Visual -students give better results in pictures, graphs, diagrams Auditory- students learn better with listening to lectures, or discussing learning opportunities Reading and writing-learn better with word learning i.e. Reading journals, reports Kinesthetic/tactile learners learn best through demonstrations, practice experience. This highlights the need for being able to adapt the teaching style of the mentor to that of the student, and should be taken into account during the placement when learning, participating or reviewing learning opportunities, or by the mentor while developing a lesson plan. Honey and Munford 1986 cited in Brown and Plant 2013 suggested that a student can be classified into more than one of the following four styles Activists -these students need to experience situations and can become disheartened should they not be allowed the opportunity to undertake skills Pragmatists-these students like to have a go but need to see how the learning opportunity fits into the final outcome. Reflectors-these students will welcome the opportunity to observe and reflect on a given learning outcome prior to undertaking it but may require encouragement to practically undertaking a learning opportunity. Theorists-these students want to explore and understand learning opportunities probing questions to uncover reasons and concepts and do very well with structures pathways and systematic approach to nursing but can find it difficult to transcend that knowledge in light of swift changing learning opportunities Getting the mentoring style wrong when teaching the student, will have a negative effect on the student’s ability to achieve competence in a learning opportunity. If a visual pragmatists learner is given a verbal lecture about a learning objective and not shown how the opportunity fits into the wider care of the patient care, then the student may have a lower understanding of the learning opportunities, and objectives asked of them at that time and would need longer time and further investment by the mentor with a different approach being used to become competent. The role of a mentor is diverse, in their responsibilities, and requires the professional to be self aware of all the factors that can impede the student manage their expectations, and gain competence in a given area. The mentor needs to follow the assessment process to provide consistent assessments which will indicate areas of learning and allow the student to engage. As well as expanding a relationship with a student, the mentor needs to be able to consider many factors that inhibit learning, recognising that each student, is an individual with their own learning styles and needs. The mentor needs to feedback to the student regularly, motivating them to improve upon their current accomplishments. It should not be forgotten by the mentor that there are various resources available, with improving competency in practice and/or theory, to support both the mentor and the student through what could be a stressful experience in the form of literature, e-learning, other mentors or link le cturers. All the written documentation, skills book, learning contract, student handbook, placement plan, feedback forms, discussion sheets, lesson plans should provide an accurate record of the student’s development and enhancement as a student, throughout the placement. Not addressing a short fall in a students learning, early could make it difficult to evaluate the practical or theological practice of student’s summatively and not following a clear assessment process means that the student could appeal any decisions made at the final meeting. Students often pass placements despite there being serious concerns from mentors. Gainsbury (2010).

Geographic Greece :: essays research papers

Geographic Themes of Greece LOCATION o  Ã‚  Ã‚  Ã‚  Ã‚  Absolute -  Ã‚  Ã‚  Ã‚  Ã‚  Latitude: 3900 North -  Ã‚  Ã‚  Ã‚  Ã‚  Longitude: 2200 East of the prime meridian Relative Location o  Ã‚  Ã‚  Ã‚  Ã‚  Spatial: -  Ã‚  Ã‚  Ã‚  Ã‚  borders the countries Albania, Bulgaria, Turkey and the former Yugoslav Republic of Macedonia -  Ã‚  Ã‚  Ã‚  Ã‚  Borders the Aegean Sea, Ionian Sea, and the Mediterranean Sea Relative Location o  Ã‚  Ã‚  Ã‚  Ã‚  Direction and Distance -  Ã‚  Ã‚  Ã‚  Ã‚  6241 miles NE of Dallas, Texas -  Ã‚  Ã‚  Ã‚  Ã‚  324 miles S of Sofia, Bulgaria -  Ã‚  Ã‚  Ã‚  Ã‚  457 miles SSW of Bucharest, Romania -  Ã‚  Ã‚  Ã‚  Ã‚  646 miles ESE of Rome, Italy Size: Greece = Alabama Mercator Map of Greece ca. 1598 Conic Map of Greece o  Ã‚  Ã‚  Ã‚  Ã‚  Equidistant Conic Projection Planar Map of Southern Europe o  Ã‚  Ã‚  Ã‚  Ã‚   Using azimuthal equidistant projection PLACE Physical Characteristics Physical Characteristics o  Ã‚  Ã‚  Ã‚  Ã‚  LAND USE -  Ã‚  Ã‚  Ã‚  Ã‚  8% permanent crops -  Ã‚  Ã‚  Ã‚  Ã‚  41% permanent pastures -  Ã‚  Ã‚  Ã‚  Ã‚  20% forest and woodlands -  Ã‚  Ã‚  Ã‚  Ã‚  19 % arable land -  Ã‚  Ã‚  Ã‚  Ã‚  12% other use Vegetation o  Ã‚  Ã‚  Ã‚  Ã‚  Olive Trees o  Ã‚  Ã‚  Ã‚  Ã‚  Capers o  Ã‚  Ã‚  Ã‚  Ã‚  Grapes o  Ã‚  Ã‚  Ã‚  Ã‚  Grasses o  Ã‚  Ã‚  Ã‚  Ã‚  Fig Trees o  Ã‚  Ã‚  Ã‚  Ã‚  Lemon Trees o  Ã‚  Ã‚  Ã‚  Ã‚  Cypress Trees o  Ã‚  Ã‚  Ã‚  Ã‚  Eucalyptus Trees Vegetation o  Ã‚  Ã‚  Ã‚  Ã‚  Orange Trees o  Ã‚  Ã‚  Ã‚  Ã‚  Orange Grove Plants o  Ã‚  Ã‚  Ã‚  Ã‚  Palm Trees Climate o  Ã‚  Ã‚  Ã‚  Ã‚  Mild, wet winters o  Ã‚  Ã‚  Ã‚  Ã‚  Hot, dry summers o  Ã‚  Ã‚  Ã‚  Ã‚  Average Temperature 64 degrees Fahrenheit Year-Round Average Temperatures & Precipitation Soil o  Ã‚  Ã‚  Ã‚  Ã‚  Fertile o  Ã‚  Ã‚  Ã‚  Ã‚  Volcanic o  Ã‚  Ã‚  Ã‚  Ã‚  A Greek legend claims that God distributed all of the available soil through a sieve and used the stones that remained to build Greece. Bodies of Water o  Ã‚  Ã‚  Ã‚  Ã‚  The Corinth Canal in Greece joins the Ionian and Aegean Seas o  Ã‚  Ã‚  Ã‚  Ã‚  The Mediterranean Sea borders southern Greece Natural Resources o  Ã‚  Ã‚  Ã‚  Ã‚  Bauxite o  Ã‚  Ã‚  Ã‚  Ã‚  Lignite o  Ã‚  Ã‚  Ã‚  Ã‚  Magnesite o  Ã‚  Ã‚  Ã‚  Ã‚  Petroleum o  Ã‚  Ã‚  Ã‚  Ã‚  Hydro Power o  Ã‚  Ã‚  Ã‚  Ã‚  Pumice o  Ã‚  Ã‚  Ã‚  Ã‚  Marble o  Ã‚  Ã‚  Ã‚  Ã‚  The Parthenon on the Acropolis was built with solid Greek marble Landforms o  Ã‚  Ã‚  Ã‚  Ã‚  Mostly mountainous with ranges extending into the sea as peninsulas or chains of islands Islands o  Ã‚  Ã‚  Ã‚  Ã‚  Over 3000 islands and outcrops surround the Greek mainland, including Crete, Corfu, Rhodes, and Mykonos Mountains o  Ã‚  Ã‚  Ã‚  Ã‚  Mount Olympus is the highest mountain in Greece o  Ã‚  Ã‚  Ã‚  Ã‚  Mount Parnassus near Delphi Earthquakes in Greece o  Ã‚  Ã‚  Ã‚  Ã‚  On February 24, 1981, a magnitude 6.6 earthquake occurred in the Eastern Gulf of Corinth region of Greece, followed a few hours later by a magnitude 6.3 aftershock in the same region. o  Ã‚  Ã‚  Ã‚  Ã‚  March 4 another shock of magnitude 6.2 occurred 25 kilometers to the northeast, causing loss of lives and extensive damage to towns on the Perachora Peninsula and along the Saronic and Gulf of Corinth coasts. Island of Thera o  Ã‚  Ã‚  Ã‚  Ã‚  This island is often racked by earthquakes Human Characteristics Population Distribution Population Characteristics o  Ã‚  Ã‚  Ã‚  Ã‚  98% Greek, 2% other o  Ã‚  Ã‚  Ã‚  Ã‚  Population growth rate: 0.21% o  Ã‚  Ã‚  Ã‚  Ã‚  Birth rate: 9.82 births/1000 population o  Ã‚  Ã‚  Ã‚  Ã‚  Death rate: 9.64/1000 population o  Ã‚  Ã‚  Ã‚  Ã‚  Life expectancy: 78.44 o  Ã‚  Ã‚  Ã‚  Ã‚  Official Language: Greek o  Ã‚  Ã‚  Ã‚  Ã‚  Literacy: 95% Settlement o  Ã‚  Ã‚  Ã‚  Ã‚  Total population: 10,601,527 o  Ã‚  Ã‚  Ã‚  Ã‚  5 million live in Athens Occupations o  Ã‚  Ã‚  Ã‚  Ã‚  Services 59.2 % o  Ã‚  Ã‚  Ã‚  Ã‚  Agriculture 19.8% o  Ã‚  Ã‚  Ã‚  Ã‚  Industry 21% Occupations More Occupations Island Occupations o  Ã‚  Ã‚  Ã‚  Ã‚  Fishing, sponge-fishing and handicrafts are important occupations on many Greek islands Recreation o  Ã‚  Ã‚  Ã‚  Ã‚  Greeks enjoy music, dancing, snow skiing, sailing, water sports, eating and smoking. On the Beach and On the Slopes Olympics o  Ã‚  Ã‚  Ã‚  Ã‚  The original Olympic Games were first held in Greece in 776 B.C., and they will host the next Olympics in 2004 Beliefs and Ideas o  Ã‚  Ã‚  Ã‚  Ã‚  Many ancient cultures created Evil Eye charms to mimic the eyes of the gods, believing that the charms could ward off evil spirits and deflect the Evil Eye, a belief still popular in the Mediterranean today.

12 Angry Men Movie Analysis Essay

After the jurors go to the meeting room to discuss and arrive at consensus whether the young boy is guilty or not, we get to see different personalities combined to form a group to resolve the issue. Initially 11 out of 12 jurors voted in favour of boy being guilty. Therefore, first prominent thing I noticed was that there was lack of conviction about the criticality of the issue. People had already formed their judgement before they stepped into the meeting room. They believed the testimonies of several eyewitnesses and the arguments of the prosecutor leading to the conclusion that the boy was guilty. In the beginning, 11 out of 12 jurors were not sensitive about the seriousness of the decision they were going to make and the impact it was going to have on the young boy’s life. They were not ready to waste any time over discussing that issue because they had already perceived the young boy guilty based on his background and crimes he committed before as well as the jurorsâ₠¬â„¢ previous experiences in life. See more:  Manifest Destiny essay When the protagonist in the movie showed opposition to agree the boy’s guilt, then the rest of the people became frustrated since they had to come to consensus to give a judgement. This showed the conviction and thoughtfulness of the protagonist to the criticality of their objective as jurors. It was also evident that being a minority does not mean you have to go majority’s way under the influence or pressure of majority against your wish. After listening to the protagonist, juror started changing their original guilty decision one by one. This showed their willingness to change their stance having been convinced by the protagonist’s logic. Protagonist stuck to the practicality of the situation and logic in order to bring the possible flaws in the testimonies of the eye witnesses by reproducing the situations and verifying the possibility of authenticity of the testimony. In doing so, he influenced the members of the group that there are lacunae in the testimonies, and the benefit of doubt needs to be given to the boy when it is a matter of his life and death. The various people in the group started applying their mind and making sense of the possible flaws in the testimonies. Many started to pitch in their ideas and the protagonist was listening to them all and using them to strengthen his hypothesis of uncertainty about boy being guilty. Now they started utilizing the resources in the group to make the most informed decision. The group dynamics was at work the best. They were supplementing each other’s logic by their own logic in order to make a conclusion of the veracity of the evidence and its testimony. There were a couple of aggressive people in the group. When one of them lashed out at the old man in the group, another person intervened and warned him not to repeat insulting behaviour. Thus, along the way the group stated forming norms about the behaviour in the group. Also, when one man changed his judgement just for the sake of it in order to come to consensus sooner than later, then another person made it a point to him by saying that he needed to present his logic for changing his decision and he did not want to accept his ‘yes’ or ‘no’ just for the sake of it. Some people engaged themselves in social loafing without regard to the seriousness of the objective; they were reminded of the objective by others. Last person — son left so he was seeing his son in the young boy. 12 Angry Men Movie Analysis Essay Introduction: This movie analysis will focus on the movie 12 Angry Men. There will be comparisons between the movie and the different negotiation tactics used in the movie and even in class. There were lessons learned from this movie and it gave new ways of thinking. This movie does a great job of using negotiation to win over a case when you are the odd man out. Summary: This movie focuses on a jury deliberating a first-degree murder charge on an eighteen year old boy. The boy is accused of stabbing his father to death. If found guilty of the charges, the eighteen year old boy will face the death sentence. There are many reasons as to why the boy looks guilty. He has a weak alibi, he claims to have lost the knife he bought, which was the same knife found at the murder scene, and there are witness’s saying they either saw the killing or saw the boy leaving the apartment. Out of the twelve jurors, eleven of them think the boy is guilty, except one. This is juror number eight. He claims he just does not know if the boy is guilty or not guilty, and wants to talk. The entire juror’s quickly begin naming all the reasons why the boy is guilty. For each reason, juror number eight questions each reasoning the other jurors bring up. He states a lot in the movie â€Å"is it possible?† This question starts to put doubt in the other juror’s minds about the boys’ guilt. Also with the ongoing deliberation, the jurors are starting to learn more about themselves and their personalities and this is causing them to vote â€Å"not guiltyâ€Å". Some realize they are prejudice or are holding grudges, or they are simply voting guilty because of their backgrounds. With each reason and deliberation, juror number eight continues to attempt to convince the other jurors that voting â€Å"not guilty† may not actually be correct. Juror eight is hesitant about sending a boy to die without talking about it first. He does think that from the trial the boy is guilty, but he’s just not too sure about it. He remains calm throughout the whole deliberation. The only time he shows signs of anger is when two other jury members start playing tic-tac-toe. This bothers him because everyone should be paying attention to what is going on and not playing games. He questions every incident with â€Å"Is it possible?† The best negotiators spend time asking questions, staying curious, and uncovering the other side’s views of the situation, facts, interests, and priorities. Throughout the deliberation, he uncovers information never presented at the trial, and helps the other jurors to think that it just may not be possible the boy could be guilty. Characters & Personalities: Each character in the movie has a different personality about them which influences their decision on the verdict and they each express their own opinions based on their characteristics. Each juror plays a part in the movie where their personalities reflect back on a certain argument in the case. Juror one (Martin Balsam) is also known as the foreman of the group. He is put in charge to run the deliberation between all of the jurors. He likes that he has authority to run the group, but isn’t very assertive in doing so. Juror two (John Fiedler) is quiet and goes along with what everyone else says. He changes his vote early, though, to not guilty. He mentions about the height difference between the father and the boy, and how the boy would go about stabbing him. Juror three (Lee J. Cobb) is the angry member of the group. He is convinced the boy is guilty no matter what anyone says. He sees no point in discussing the boy’s innocence. There comes a time in the movie where he discusses that when his son was fifteen, he got in a fight with him and his son hit him. He hasn’t seen his son ever since. Juror three is angry with his son for his actions and for leaving, that he is taking out this anger on the boy in trial. Juror four (E.G. Marshall) is very convinced that the boy is guilty. He shows no sign of emotion and is able to recall much of what happened throughout the trial. He gets nervous though, as he cannot recall a certain movie he saw the other night, just as the boy could not do the same. Juror five (Jack Klugman) is a shy man. He lived in a slum all his life and can almost relate to the boy on trial, for he lives in a slum as well. He is an expert at using a switch knife, which comes in handy during the deliberation. Juror six (Edward Binns) is quite during the deliberation. He questions the boys’ motive for wanting to kill his father. Juror seven (Jack Warden) wants the deliberation to be over as quick as possible because he has tickets to a baseball game later that evening. He votes not guilty and does not wish to discuss why or why not. Juror eight (Henry Fonda) votes not guilty from the start of their meeting. He doesn’t know for sure if the boy is not guilty; he just wants to talk about it. He manages to cast reasonable doubt with the jurors on the boy’s innocence based on many aspects of the trial. He remains clam and patient throughout the deliberation. Juror nine (Joseph Sweeney) is an old man. He is the second person to vote not guilty, for he wants to hear more about the case. He is very observant, as he notices something about one of the witness’s during the trial. Juror ten (Ed Begley) is also an angry man. He is racist, and also very prejudice against people who come from a slum, which is why he believes the boy is guilty. Juror eleven (George Voskovec) takes the trial seriously. He stands up for what he believes in. He questions the boy’s actions a lot; such as if he really would have returned the his house three hours after the murder happened. Juror 12 (Robert Webber) is a smart man. He works for an advertising agency and has a hard time explaining his choice for changing his vote to not guilty. During the deliberation, certain parts of the character’s personalities play a part for different concepts. One example is with Juror five. During the trial, the boy was convicted of murdering is father using a switch knife as the weapon and stabbing his father down in the chest. Juror two makes a point on the height difference between the boy and his father, and how the boy would proceed to kill his father, meaning how he would have stabbed him. Juror five explains that he used to play with switch knives when he was around the boy’s age, and knows how to use one. During the trial, it was stated that the boy was an expert at using a switch knife. Juror five goes to demonstrate exactly how the boy would have pulled out the knife and stabbed his father: from underneath. He said it would take too much time to switch hands and stab down in his chest. Without Juror five having the knowledge and his personal characteristic of using a switch knife, the jury would have never learned how an experienced knife handler would have used the weapon. Tactics: In this section we will talk about a few of the tactics that we got the actors/characters using during the film. A few of this tactics were talked about during our class and case studies but some of the tactics were commonly used in everyday negotiations by everyone. We talked about power and how you could use power to get your way; you could use facts against the other party because facts are something you cannot ignore and emotions. Emotions are a hard tactic to master because you need to set aside your emotions so you can make a fair and honest judgment or answer. Power: Juror eight shows power over the other jurors. He has information the other jurors do not know about, and he is able to negotiate with them more. Information power is derived from the negotiator’s ability to assemble and organize facts and data to support his or her position, arguments, or desired outcomes. The other jurors only listened to what was presented in the trial. But Juror eight actually thought about the facts presented, and went out to look for more information. One way he did this was with the knife. The boy had bought the same knife used to kill his father the same night the murder happened. The boy claimed he had lost the knife, as it had fell through his pocket on his way to the movies. The owner of the shop where he had bought the knife claimed it was very unique, and he had never seen any other kind like it in his store. Juror eight asks to see the knife found at the crime scene. Everyone else is convinced this is the same knife the boy had bought, until Juror eight surprises them and pulls out the exact same knife. He says that he went out walking the previous night in the boy’s neighborhood and came across a shop just two blocks away from the boy’s house. He saw the same knife and bought it at a cheap cost. He proved to the other jurors that it is possible the boy could have dropped his knife, because that knife isn’t as unique as the thought. Another part where Juror eight has power is when they are debating about whether or not the old man heard the boy scream â€Å"I’m going to kill you!† According to the testimony, the boy had yelled those words right as the L-Train was passing by the window. Is it possible the old man heard the boy scream that? Juror eight stated that he had lived in an apartment next to the L tracks before and the sound of a train passing by is unbearable. Another juror said he had just finished painting one of the apartments and agreed that the sound is very loud. Juror eight had power over the others for he himself knew that the sound was very loud and it may not be possible the old man heard the boy say these things. Presentation of Facts: The way the facts were presented during the movie were all facts the jurors figured out themselves while deliberating, and not during the trial. There were many unanswered questions during the trial which caused Juror eight to question whether the boy was guilty or not. The defense attorney left out a lot of important information that was uncovered during the jury’s deliberation. One of these facts dealt with the old man who claimed he saw the boy running down the stairs from his apartment. The more the jury talked about the old man and what he said, the more Juror eight questioned if he had really seen the boy or not. One of the jurors pointed out that the man was dragging his left foot behind him, but trying to cover it up because he was ashamed. During the trial, the old man stated he heard a body hit the floor, and someone starting to run. He then said it took him no more than 15 seconds after he heard the body hit the floor to run out of his apartment and to the stairs to witness the boy running down them. Juror 8 thought then if it really could have taken him 15 seconds if he was dragging his left leg. This is when the jurors played out the scene to figure it out themselves. They were able to get a diagram of the apartment and measure out the dimensions of the room they were in. Juror eight walked the length of the room and back, while Juror two timed him. As he approached the end, Juror 2 said it took 41 seconds to walk the length they had measured out. By playing out the scene of the old man, this proved the fact it could not have taken the man 15 seconds, and he could not have seen the boy running down the stairs. Another important fact happened during the very end of the deliberation. At this point, everyone but two people believed the boy was innocent. Juror four says his reasoning for believing the boy is guilty is because of the woman across the street who claims she saw the murder herself. As he is talking, he takes his glasses off and begins rubbing the outside part of his nose where his glasses lay. Juror nine notices this, and asks him why he rubs his nose like that. Juror four says it is from his glasses, that they bother his nose, so he rubs him. Juror nine notices the markings on his nose from his glasses, and recalls the woman had the exact same markings on her face. He then asks Juror four if there is any other possible way to get those same markings on his nose, and he replies no. Juror eight then starts to say that the woman was lying, for she did not see the boy kill his father, for she was trying to fall asleep, and she wouldn’t be wearing her glasses to bed. These two examples show how hidden facts slowly come out. This is information left out from the trial that everyone missed, until now. After proving these statements, the jurors started to have doubt in their minds about the boy. It’s important to look at every aspect in as much detail as possible or you could miss out on something. Sure, the old man can say it took him 15 seconds, but as it turns out, it took him longer than that. And sure, the woman can say she saw the boy kill her father, but really all she saw was a blur, for she did not have her glasses on. You can’t always go by what you hear. You have to dig deeper to discover any hidden information that could help against your situation. This is what Juror eight did and it helped support his case. Also from these two examples, it goes to show that you can’t always believe what you hear. The witness’s both were under oath as they spoke in trial, but they could just be doing that for attention. Juror nine points this out for the old man, as he can relate. He is old and unnoticed. He just wants attention, so he could have made himself believe he saw the old man when he really didn’t. As for the woman and the glasses, she didn’t wear her glasses to the trial because she wanted to upgrade her appearance. So she said she saw the boy, seeing as if she didn’t wear glasses at all, but really she did for she had the markings on her nose. Emotions: Negotiations often evoke a variety of emotions, especially fear and anger. Emotions can cause intense and even irrational behavior, and can cause conflicts to escalate and negotiations to break down. Juror three from the start showed angry signs of emotion throughout the whole deliberation. He stated how he hadn’t seen his son in two years, and all his anger from his son is taken out on the boy on trial. Juror three wants everyone to agree with him. No matter what information is presented, he sticks with his vote of guilty. He gets mad whenever evidence is brought up or someone proves something wrong. His emotions reach a peak whenever Juror eight calls him a sadist. At this point, Juror three lunges toward Juror eight saying â€Å"I’ll kill him!† Then Juror eight replies, â€Å"You don’t really mean you’ll kill me, do you?† This proves his point about how sometimes people say things they really don’t mean. His emotions got the best of him, and he realized that he really wouldn’t kill the juror. Having your emotions from your personal life come into play during a negotiation is not always a good thing. Juror three should not have taken his anger out on the boy or even on Juror eight because of his son. He was angry at his son for leaving, but he should have put that aside for the deliberation. Having your emotions lay out like that on the table can cause you not to think about the important facts that need to be focused on. Juror eight shows emotion in a positive way. He stays very calm throughout the whole deliberation. By showing no sign of angry emotion, this allows him to keep his composure and control of what he is trying to get across. If negotiators feel positively attracted, they are more likely to feel confident and, as a result, to persist in trying to get their concerns and issues addressed in the negotiation and to achieve better outcomes Bias: I’d like to spend some time discussing an issue that I feel is very important to recognize when it comes to negotiations. This is the issue of bias. We had several discussions in class about bias. The thing that most fascinates me about the concept of bias, is that everyone tends to have a different opinion about it. It can be a very grey area, and many people have varying feelings on its presence and its effect on people’s behavior. Personally, I feel that it’s impossible to completely eliminate all bias from a situation. Even when looking at something objectively, bias still exists. It comes from personal characteristics, experiences, and opinions. This movie does a great job of showing how bias can have an effect on negotiations. I’d like to cite an example from the film regarding juror number ten. This juror is an old man who is very set in his ways. He is among the eleven jurors who found the boy guilty of murder. However, his reason for voting guilty comes from a very different place than the others. The evidence seems to favor a guilty vote, but the film shows us that this gentleman’s vote was sealed the minute he learned the boy was from a slum. During the deliberations, this juror seconds an argument made by a fellow juror. He says, â€Å"Brother, you can say that again. The kids who crawl out of these places are real trash.† Regardless of this evidence, this shows a bias against the boy from the start. This man is allowing his prejudice against â€Å"slum dwellers† to influence his decision about the verdict. The juror across the table then takes offense to this comment. â€Å"I’ve lived in a slum all my life,† says the juror. This should quell the old man’s argument, but it doesn’t. He still feels strongly about his position, even though a man from a similar background clearly hasn’t followed a path that â€Å"trash† might follow. This demonstrates the power of bias. The greatest example of overcoming bias in this film occurs in the very last minutes. By this point, the jury has reached a vote of 11 to 1 for â€Å"not guilty.† The lone juror who still maintains the boy’s guilt is juror number three. This is the man who hasn’t seen his own son in over two years. Earlier in the deliberations, he explained how he and his son got into a fight when the boy was still a teenager. His son hit him, and things were never the same between them. As the talks between the jurors continues, it becomes more and more evident that this man has a bias against the boy on trial because of what transpired with his own boy. He wants to see this boy killed because he resents his own son for what occurred between them. The initial juror who voted â€Å"not guilty† went as far as calling him a â€Å"sadist† and a â€Å"public avenger.† In the final scene, that juror asks the man to defend his arguments one last time. There is a re asonable doubt in the minds of eleven jurors, and he wants to know why there isn’t one in his. Juror number three begins explaining, yelling the entire time. You can see him getting more and more upset as he continues to pour over evidence that the other men have already proven shaky. Finally, he rips up the picture of him and his son that has slid out of his wallet on the table. He then bursts into tears and cries, â€Å"Not guilty, not guilty.† It was clearly painful for him to confront what happened with his son head on like that. This was creating his bias the entire time. When the evidence appeared to support the boy’s guilt, his bias was less prevalent. But when the evidence that started out convincing ended up being questionable, his bias began to show. He still wanted the boy to be found guilty because of it. This really makes you wonder how often this occurs in the real world. How many innocent men and women have been sent to jail because of biased members of a perceived â€Å"impartial† jury? It’s an imperfect system, dealing with a very i nexact science. Recognizing this is very important. From this course, and from analyzing this film, I have strengthened my belief that bias can’t be eliminated. All a negotiator can do is recognize that bias is constant, and do their best to minimize its effect on their decision making process. If a negotiator recognizes this, they can do more negotiating based on facts and figures rather than personal biases and opinions. Power and Persuasion: An interesting aspect of this movie, as it continues to relate to this course, is the use of power and persuasion. What I find most interesting about power, is the myriad of ways through which it may be obtained. In class, we discussed several ways that power is obtained, and also how it can be used. In this movie, there are many circumstances where the jurors attempt to use power to persuade one another. Perhaps the most prevalent example at an attempt to use power to persuade the others is shown by juror number three. This juror often exudes power when talking down the case with the man who hasn’t turned in a â€Å"guilty† verdict. He begins by explaining all of the evidence again. He discusses the old man who claims he heard the boy, the old lady who says she saw the boy, and the knife discovered by the police who arrived at the murder scene. He is very confident in this evidence, and feels as though he has the power because of it. After taking this course, I find that this is the best way to gain power in a negotiation. The more information you have to support your argument, the more power you have. In turn, this often results in achieving your goals in the negotiation. However, as the process continues, the juror voting â€Å"not guilty† starts to sway the room. The oldest man on the jury is the first to change his vote. The juror from the slums changes his vote not long after that. As this is happening, it appears that juror number three feels as though he is losing power in this negotiation. To counter this, he begins raising his voice when talks. Before long, he is all but yelling at the other jurors who have changed their votes. He attempts to retain his power through intimidation once he sees that the evidence, which he thought was solid, is shown to be shaky and imprecise. Another example of how power is used to persuade others in this film is demonstrated by the stock broker, otherwise known as juror number four. It appears that this juror feels an immediate sense of power in this scenario because he is one of the most, if not the most, accomplished gentleman of the group. He feels that he is probably the most intelligent man on this jury, and demonstrates that when talks. He recalls much of the information from the trial very accurately, and with no notes. He also explains very clearly why he feels the way he feels. Power through intellectual superiority can be very persuasive, and influential. The man he is attempting to persuade does a very good job of keeping his composure. He doesn’t challenge the broker’s power. In fact, he affirms it. He appears to respect that the juror is making valid points and supporting his argument. He goes a different route. He simply takes an issue and asks, â€Å"Is it possible?† While the other jurors refute this claim, the broker remains quiet. As the man slowly begins to disprove some of the testimony from the case, you can see the broker questioning his verdict more intently. Finally, he changes his vote to not guilty. This is where everything turns. The other jurors picked up on the quiet power exuded by the broker, and respected it all along. Once he turned in a â€Å"not guilty† vote, it was only a matter of time before the others joined him. This is convincing tell that this man had a great deal of power in this negotiation. In a less successful attempt to gain power, the angry old man attempts to convince the man of the boy’s guilt through a â€Å"power in numbers† technique. He feels very comfortable with his verdict of â€Å"guilty† because the others feel the same way. During the initial discussions in the deliberation room, he continuously says, â€Å"You know what I mean?† This is an attempt to keep others on his side while he tries to persuade the rogue juror to vote â€Å"guilty.† He feels he has power in this negotiation because he has the majority on his side. This is a common tactic in negotiations. As the film progresses and more and more jurors change their verdict, you can easily see the power leaving the angry old man. He is forced to confront his prejudice and accept that he was wrong. When he is no longer in the majority, his sense of power quickly fades. He becomes defensive and weak as more and more people leave his side. This is most prevalent in the scene where he attempts to defend his â€Å"guilty† vote one last time. He stands up, and continues yelling and shouting his narrow minded opinions, much as he’d done the entire time. His arguments, now more than ever, are being entirely disregarded, and for good reason. Each point he is making is based solely on prejudice. He thinks he is powerful, but nothing he is saying is based on fact, or really has anything to do with the case. One by one, the other jurors begin getting up from the table and ignoring him. Even the juror who was consistently making wise cracks during the deliberations is looking away from him. Soon, no one in the room is backing him. He then retires to the corner, alone. He not only lost the majority, he lost the support of the other men who were still turning in a â€Å"guilty† vote. This is a great example of power shifting, which we discussed in class. You asked us if it’s possible for power to shift during a negotiation, and this is a good demonstration of how it can. Works Cited: Ang, S., Van Dyne, L., & Koh, C.K.S. (2006). Personality correlates of the four factor model of cultural intelligence. Group and Organization Management, 31, 100-123. Diamond, S. (2010). Getting More: How to Negotiate to Achieve Your Goals in the Real World. New York City, NY: Crown Publishing Group. Earley, P.C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Palo Alto: Stanford University Press. Gates, S. (2011). The Negotiation Book: Your Definitive Guide To Successful Negotiating (1st ed.). United Kingdom, UK: John Wiley and Sons LTD. Shell , R. G. (2006). Bargaining for Advantage: Negotiation Strategies for Reasonable People 2nd Edition (2nd ed.). New York City, NY: The Penguin Group. Thompson, L. L. (2008). The Truth About Negotiations . Upper Saddle River, NJ: FT Press.

A Wel-rounded Perspective of Jonathan Kozols Savage Inequalities

A Wel-rounded Perspective of Jonathan Kozols Savage Inequalities This article, "Savage Inequalities", by Jonathan Kozol presents an extremely controversial issue. Educational Inequality is a familiar topic in most sociologists' and ordinary citizens' thoughts and conversations. Some people, most likely those who are subject to the effects of the inequality, are activists who are trying to boost equality for children in our educational system. Many others, however, are not directly affected by the social inequalities that so pervade out society. These people, subsequently, cannot grasp the idea that thousands of children are deprived of most, if not all, of the things that we take for granted. Jonathan Kozol traveled around the country and visited and observed schools in poor, middle-class, and rich communities. He found that many schools that don't receive substantial funding from their tax district lacked many of the essential tools and resources that most sufficiently funded schools thrive on, therefore putting many children at an enormous disad vantage.sourdough rye with walnutsKozol's article is about two very different school systems in seemingly opposite worlds, although both in the United States. First, he observed the Martin Luther King Junior High School and The Jefferson School in East St. Louis. This small, decrepit city is overwhelmed with sewage overflows that have crept into the schools shutting them down from time to time. The majority of teachers and maintenance crews have been laid off here due to a lack in funding because the city is so poor and taxes do not produce enough money to maintain the schools. Many students here are well aware of their inferior position to students living in better areas that can afford to provide a good education. Those who have class-consciousness, however, feel powerless in making changes and accept their realities. Young women become pregnant because they know that there is not much else in store for...

Filipino Nationalism essays

Filipino Nationalism essays THE BEGINNING OF FILIPINO NATIONALISM Nationalism had been greatly affected by factors that made the Filipinos as helpless and voiceless against their colonizers. These factors are: 1. Lack of Unity among Filipinos due to: Divided barangays with their respective chieftains The domination and control of Christianity as a religion introduced by the Spaniards. This despite the prevailing religion of the Muslim Filipinos. The policy of divide and rule of the Spanish government. On-going suppression of revolts from other Filipino provinces. Lack and poor means of communication among Filipinos 2. The discriminating and unfair educational system established by the Spaniards. This system had aggravated the call for Filipino nationalism as explained below: A. Almost all colleges and universities founded by the Spaniards were made exclusive only to Spaniards and Spanish mestizos. The doors were closed to Filipinos B. In most cases, Filipinos got their education from their parents and mostly confined at home. C. When at the latter part, the schools were opened to Filipinos their treatment from the teachers (Spaniards) were unfair, cruel punishments were made and the methods of teaching were improper. D. There were more colleges for women opened but only cater to Spanish women. While in the second half of the 19th Century, universities like the University of Sto. Tomas opened its doors to Filipinos yet only affluent Filipino families can afford to enroll their children in school. Though later on, some nationalist Filipinos began their search for fairness, justice and initiated moves towards Filipino Nationalism. Filipino Nationalism thereafter, in the early Spanish regime is unheard, unfelt and a thing of subservience by the Filipinos to their cruel masters of tyranny and oppression. ...

Indigenous Voice Performance Essay Example | Topics and Well Written Essays - 500 words

Indigenous Voice Performance - Essay Example   The indigenous voices performances were held at the Washington State University (Washington State University Performing Arts, n.d.). The performers were both indigenous rap and hip hop, artists. They included Supaman, Nataani Means, Yaz and Witko. The aim of these indigenous performances was to celebrate world art. The first artist was Supaman who is member of the Apsaalooke group. He originated from the Crow Reservation in Montana. Supaman was a local American dancer as well as a hip hop performer whose mission was to encourage the youth and educate the public using hopeful songs and culture (Washington State University Performing Arts, n.d.). Supaman performed a song called prayer loop song, which contained a combination of traditional symbols and modern sounds. In the song, Supaman wore a traditional but fancy attire to represent two distinct worlds combining positively. The second artist, Nataani Means is a son of an Indian leader Russell Means.   Nataani Means performed th e radical featuring Russell Means, a song that told true stories of indigenous people living in the United States (Washington State University Performing Arts, n.d.). Nataani Means aim was to show the struggles that the modern indigenous Americans go through.  Ã‚   The third performer was Mike Cliff (Witko) performed a song called alive that addresses issues faced by the Lakota people in the United States. Witko who was originally from Lakota mentioned the judgments and discriminations that the Lakota people face.

Alberta's economic reliance on its energy resources Term Paper

Alberta's economic reliance on its energy resources - Term Paper Example In 1991, the overall industry construction had risen to thirty six percent. In addition, Alberta’s energy companies have also been affected by downsizing among Alberta’s oil and gas firms. The positive news about the energy sector is that their balance sheets are improving through debt reduction. Job insecurity is another factor that is affecting Alberta’s economy2. According to a recent research, statistics show that one out of four Canadians is concerned with the increasing job security. This job insecurity concern extends to both the white collar and the blue collar workers, which in turn reduces economic recovery. More intense research about Alberta’s work force claims that Albertans are the most highly educated workforce in Canada. The research went ahead to reveal that thirty eight percent of these individuals hold on the same job for over two years while the other percentage change jobs within the same period of time. Human resource capabilities are the most important factor that should arise to determine the long-term welfare of Alberta’s work force welfare. This paper will outline Alberta’s diversification progress and review other areas that are still lagging behind that needs improvement. Summary This article presents how Alberta’s economy gradually evolved. ... Ideally, the article presents how these economic set backs are affecting the society and the government has embraced these facts because the government is trying hard to curb these issues. Alberta’s poor economic growth is mainly contributed by poor infrastructure because it is only through proper infrastructure that the other economic sectors will open up. The best change to fix this problem is reconstructing all the necessary transportation roads. This will be possible if the concerned parties pile up pressure on the government to allocate a certain percentage of revenue to fix infrastructure. In contrast, the article â€Å"Alberta’s perspective†, seems to base its facts on the necessity of improving infrastructure because it is the gateway to the other economic developments. However, other alternatives are needed to collaborate with infrastructure to improve Alberta’s economy. Most of Alberta’s economic sectors depend on each other and that is wh y infrastructure alone cannot solve Alberta’s poor economy. For instance, agriculture will depend infrastructure and marketing skills in order to venture into the market. Therefore despite the fact that the author is basing his facts on infrastructure, I believe that other alternatives are needed. Therefore, the government should act fast by forming a delegation that will discuss Alberta’s reforms like, taxation system, reduce government spending and diversify Alberta’s energy global markets. Further, the supply of labor and the wage rate help determine the labor market equilibrium3. All of these strategies will only be a short term proposal intended on regaining back the economy. This is a temporal solution while